Fraser Autism Resource Directory - For Individuals Birth through 11 For the Twin Cities Metropolitan Area
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
®
Fraser Autism
Resource Directory
For Individuals Birth through 11
For the Twin Cities Metropolitan Area
12th Edition
www.fraser.orgTABLE OF CONTENTS
Introduction 4
Autism Overview, Treatment and Therapies 5
Autism Defined 5
Autism and Its Related Disorders 5
The Causes of Autism 5
Diagnosing Autism 6
Treatments/Therapies 6
Auditory Integration Training 7
Behavioral Interventions 7
Communication 7
Diet 7
Medication 7
Music Therapy 7
Sensory Integration 7
Social Skills 8
Vision 8
Other Treatments 8
Evaluating Treatment Options 9
Principles of Evaluating Treatment of Autism 9
Questions to Ask Regarding Specific Treatments 9
Accessing Services for Your Child 10
Step 1: SCREENING 10
Step 2: EVALUATION/ASSESSMENT 12
Step 3: INTERVENTION/TREATMENT 12
Step 3A: FINANCIAL AND MEDICAL ASSISTANCE 13
Step 3B: CASE MANAGEMENT 13
Step 4: MONITORING YOUR CHILD’S PROGRESS 13
Finally: SUPPORT GROUPS 13
Paths to Evaluation 14
Paths to Eligibility for Services 15
Resource Information
®
Fraser Autism Services 16
Assessment and Evaluation 17
Financial and Medical Assistance 19Case Management/Service Coordination 23
Treatment and Intervention Agencies 24
Intervention/Methodology Descriptions 27
Therapy Service Providers 30
Healthcare Providers 35
PCA and Respite Resources 43
Life Planning 44
Advocacy and Support Services 45
Attorneys, Guardianship, Conservatorship and Trust Fund Resources 49
Adaptive Equipment Resources 51
Adaptive Equipment Products 52
Recreation Resources 53
Special Needs Child Care Agencies 54
Books, Videos, Web Sites 55
Dictionary of Autism Terms and Acronyms 57
Tell Us What You Think 62INTRODUCTION
This resource directory is for families and
caregivers of young children with autism The resources included are for your
spectrum disorders (ASD). information and do not constitute any
recommendation or guarantee by Fraser.
Whether your child is just beginning the
assessment process or already receives Although the focus here is on young
services, you undoubtedly will have children with autism spectrum disorders, the
questions. You will get a lot of information service systems described apply to all young
from many sources – perhaps too much children with special needs.
information! It is time consuming and can
be confusing to sort through and decide If you have comments, updates or ideas for
what is best for your family. We hope that future revisions of this resource guide,
this guide can be a valuable tool in your please mail them to:
family’s journey. We also hope that having
this information all in one source will Fraser ®
provide you with more time for the 2400 West 64th Street
important things in life – you and your Richfield, MN 55423
family. Email: directory@fraser.org
No single booklet can tell you everything This directory can also be found online at
you need to know. In an effort to be http://www.fraser.org/Resources/Fraser-
comprehensive but not overwhelming, this Expertise---Information
information is intended to be a starting
point.
You will need to ask many questions along
the way and should insist on answers that
you understand. As you create partnerships
with the people who specialize in services
for young children with special needs, keep
your child’s and family’s needs in mind.
Ultimately, you are the case manager for
your child and his/her best advocate.
Please note that the county services in this
document are outlined according to
Hennepin County services and the school
services are outlined according to
Minneapolis Public School programs. If you
live outside these boundaries, contact your
area school district and county for help.AUTISM OVERVIEW, TREATMENT AND THERAPIES
Autism Defined Autistic Disorder –impairments in social
Autism is a complex developmental disorder that interaction, communication, and imaginative
typically appears during the first three years of play prior to age 3.
life. The result of a neurological disorder that Asperger’s Disorder –impairments in social
affects function of the brain, autism and its interactions and restriction in activities, but
associated behaviors occur in an estimated 1 in 88 no significant language and cognitive delay.
individuals.* Autism is more common in boys Rett’s Disorder –occurs only in girls; period
than in girls – a rate of four to one. Race, of normal development (1-4 years), followed
ethnicity, and social boundaries (family income, by loss of skills and replacement of use of
lifestyle and educational levels) do not affect the hands with repetitive hand movements.
chance of autism’s occurrence. Autism affects the Childhood Disintegrative Disorder –normal
normal development of the brain and results in development for 2 years, followed by
difficulties with verbal and non-verbal significant loss of skills.
communication, social interactions and leisure or Pervasive Developmental Disorder –Not
play activities. In some cases, aggressive or self- Otherwise Specified –known as atypical
injurious behavior may be present. Individuals autism; does not meet criteria for the other
with autism may exhibit repeated body four categories of PDD, but severe
movements, unusual responses to people or impairment in behavior is present.
attachments to objects, resistance to changes in
routine, and sensitivity to any of the five senses:
The Causes of Autism
sight, hearing, touch, smell and taste. More than Although a specific cause of autism is not
500,000 people in the U.S. have autism or some known, current research links autism to
form of pervasive developmental disorder, biological or neurological differences in the
making it one of the most common developmental brain. A pattern of autism or related disabilites
disabilties. in families suggests there is a genetic basis to the
disorder, most likely involving several genes in
Autism and Its Related Disorders combination. Research also indicates there may
Autism is a spectrum disorder, where symptoms be an environmental contribution to autism. The
and characteristics can present themselves in a differences between children with this diagnosis
wide variety of combinations, from mild to indicate there are likely several paths to a
severe. A diagnosis, which is based on diagnosis of autism. Autism is not a mental
observation and parent consultation, is made illness, not caused by bad parenting, and no
when a specified number of characteristics listed known psychological factors in the development
in the Diagnostic and Statistical Manual IV of the child have been shown to cause autism.
(DSM-IV) are present. In the DSM-IV, several
disorders fall under the broad heading of
Pervasive Developmental Disorder (PDD), a *Centers for Disease Control and Prevention 2012. In the original
category of disorders characterized by severe and article (1997), this statistic was 1 in 500 according to the CDC. T his
pervasive impairment in several areas of represents a 78% increase.
development (American Psychiatric Association
1994).
While the DSM-IV uses the broad term of PDD,
the community at large refers to this category as
Autism Spectrum Disorders.
The major diagnoses included in the Pervasive
Developmental Disorders include:Diagnosing Autism Treatments/Therapies
Autism diagnosis is based on observation of In the medical sense, there is no cure for the
the individual’s communication, behavior differences in the brain which result in
and developmental levels. While there is no autism. However, a better understanding of
medical test for autism, various medical the disorder has led to the development of
tests may identify or rule out other possible better coping mechanisms and strategies for
causes of exhibited symptoms. Diagnosis is the various manifestations of the disability.
difficult and should be done by a multi- With appropriate intervention, many of the
disciplinary team, which may include a behaviors associated with autism can be
neurologist, psychologist, developmental positively changed. In some cases, the child
pediatrician, speech/language therapist, or adult may appear to no longer have
learning consultant, or another professional autism. However, the majority of children
knowledgeable about autism. and adults will continue to exhibit some
manifestations of autism to some degree
throughout their lives. Evidence shows that
Characteristics of Autism early intervention results in dramatically
The following areas are among those that positive outcomes for young children with
may be affected by autism. autism. Though they may emphasize
Communication –delayed or no language different componenets, effective programs
development; words with no meaning; all share an emphasis on early, appropriate
gesture communication; short attention and intensive education interventions.
span. Because autism is a spectrum and many
Social Interaction –spends time alone; behavior combinations can occur, no one
less responsive to social cues. approach is effective in alleviating
Sensory Impairment –may have symptoms in all cases. The National
sensitivity in sight, hearing, touch, smell Research Council* reviewed the
and taste. effectiveness of a range of national
Play –lack of spontaneous or programs and identified key components of
imaginative play. intervention that contribute to successsful
Behaviors –overactive or passive, outcomes:
tantrums, may lack common sense, may Early entry into intervention
show aggression, needs routine. Active engagement in intensive
programing
Some individuals with autism may have Repeated 1:1 intervention
other disorders affecting the brain such as opportunities
epilepsy, mental retardation, Down At least 1:2 ratio
syndrome, and certain genetic disoders. Evaluation of progress with
Many people diagnosed with autism will appropriate adaptations.
also test in the range of mental retardation
and 25-30 percent may develop a seizure To be effective, an approach should be
pattern. flexible, rely on positive reinforcement, be
re-evaluated regularly and provide a smooth
Contrary to popular understanding, many transition from home to school to
children and adults with autism make eye community environments.
contact, show affection, smile and laugh,
and demonstrate a variety of other emotion, *National Research Council (2001). Educating Children
with Autism, Committee on Educational Interventions for
although in varying degrees. Like other Children with Autism. C. Lord & J. M cGee (eds.)
children, they respond to their environment Washington DC: National Academy Press.
in both positive and negative ways.The following is an overview of treatment communication boards or sign systmes may
options available for individuals with be used to help the person communicate
autism. This is not an exhaustive list and is more effectively.
intended only to provide a general overview
rather than specific treatment Diet
recommendation. Contact the Autism Although no rigorous scientific studies
Society of America for additional support the idea that dietary modification
information on any of these treatment reduces or eliminates symptoms of autism,
approaches. some professionals and parents have
reported changes in a child’s behavior. In a
modified diet, substances such as yeast and
Auditory Integration Training
The technique of auditory integration gluten may be eliminated. Vitamins and
training may help some individuals who are supplements have also been reported by
some parents to affect particular behaviors
oversensitive or hypersensitive to sound.
This therapy involves the individual (such as attention span).
listening to a variety of different sound
frequencies, coordinated to their level of Medication
impairment. Auditory training is performed While no one medication is used to treat
autism, some medications are prescribed to
by an audiogist trained in this particular
method. alleviate specific characteristics such as
aggression, seizures, hyperactivity,
obsessive/compulsive behavior or anxiety.
Behavioral Interventions For information on specific medications,
Techniques to deal with the behavioral consult a developmental pediatrician or
manifestations of autism are part of many psychiatrist with experience in treating
treatment programs. Some programs focus autism.
on inappropriate or challenging behaviors,
and may include different types of behavior
Music Therapy
techniques meant to determine the cause of
the behaviors and/or replace them. Other Music therapy incorporates music into the
teaching of cognitive, motor and daily living
programs may be based on learning new
skills such as communication or object skills. It may be provided in a private setting
or included in a child’s educational program
recognition. Behavior programs may be
and can be effective treatment for some
carried out across home, school and work
environments. people with autism.
Sensory Integration
Communication
One of the main areas affected by autism is An area of difficulty that may be less obvious
an individual’s ability to communicate. but prevalent in individuals with autism, is
the integration of sensory messages. Some
Many treatment programs include methods
to increase communication skills. To individuals have unusual reactions such as
being overly sensitive to touch or under-
determine the communication needs of your
child, you may want to seek an evaluation responsive to pain. Sight, hearing, touch,
from a speech language pathologist with smell and taste may be affected at various
degrees. Noises may sound too loud or too
knowledge of autism. Speech therapy can
address receptive language or understanding soft and colors may appear bright or painful.
Different treatments are available depending
expressive language, speech production and
social interaction or pragmatic skills. on the particular sensory system that is
Alternative or augmentative options such as affected.
electronic communication devices, pictureSocial Skills One of the main characteristics of autism is a lack of social ability or the understanding of social cues. Individuals with autism may spend time alone rather than with others, show little interest in making friends and be less responsive to social cues such as eye contact or facial expression. Social skills programming may include such diverse techniques as helping individuals with autism learn to recognize facial expressions and emotions, communicate in social situations or wait calmly in line (such as at the grocery store). As with other autism treatments, social skills programming varies depending on individual need. Vision Some individuals with autism experience vision difficulties, such as poor eye contact, difficulty attending visually, visual fixation, and hyper- or hypo-sensitivity to light or color. Developmental or behavioral optometrists may be able to treat individuals who experience vision difficulties. These professionals believe that some of the unusual behaviors associated with autism may be related to visual-perceptual problems. Treatment may include specialized colored or prism lenses or practicing vision exercises. Other Treatments The treatments mentioned above are not a comprehensive list of all options available to individuals with autism. There is a variety of other options including animal therapy, anti- yeast therapy and cranial sacral therapy, to name a few. Due to the incredible number of interventions described for ASD, a disorder with unknown cause, it is important to review your child’s needs, consider interventions that include researched strategies and do not have potentially harmful side effects. Pages 4-7 appear as printed in the January-February 1999 issue of Advocate, a publication of the Autism Society of America, with updates as appropriate.
EVALUATING TREATMENT OPTIONS
Principles of Evaluating Treatment of
Autism Questions to Ask Regarding Specific
1. Approach any new treatment with hopeful Treatments
skepticism. Remember that the goal of any 1. Will the treatment result in harm to my
treatment should be to help the person with child?
autism become a fully functioning member 2. How will failure of the treatment affect my
of society.
child and family?
2. Beware of any program or technique that is 3. Has the treatment been validated
touted as effective or desirable for every scientifically?
person with autism.
4. Are assessment procedures specified?
3. Beware of any program that thwarts
individualization and potentially results in 5. How will the treatment be integrated into the
harmful program decisions. child’s current program? Do not become so
infatuated with a given treatment that
4. Be aware that any treatment represents one functional curriculum, vocational life and
of several options for a person with autism.
social skills are ignored.
5. Be aware that treatment should always
depend on individual assessment
information that points to it as an appropriate
choice for a particular child.
6. Be aware that no new treatment should be
implemented until its proponents can specify
assessment procedures necessary to
determine whether it will be appropriate for
an individual with autism.
7. Be aware that debate over use of various
techniques is often reduced to superficial
arguments over who is right, moral and
ethical and who is a true advocate for the
children. This can lead to results that are
directly opposite to those intended.
8. Be aware that often new treatments have not
been validated scientifically.
From Dr. B.J. Freeman, Diagnosis of the Syndrome of Autism: Questions
ParentsACCESSING SERVICES FOR YOUR CHILD
A child with autism may qualify for a range the assessment procedures are similar, they
of services. Here are some of the steps you are not exactly the same. Many parents
must take as well as some steps you may report feeling like everyone wants the same
wish to take to access services. As you information and that they must answer the
navigate the system, it is important to same questions repeatedly. They also
understand that there are two separate but question why their child has to take a test
related paths: education-based services and similar to one already taken. It may help to
mental health related services. You may find know that the people working in both
yourself on one or both of these paths. systems want the best possible programming
for a child. While they are sympathetic to
Education-based services are delivered parent frustration and stress, they are
through local school districts. Children who following procedures they cannot change.
are identified as needing special education
services receive appropriate programming Here are the basic steps of accessing
free of charge. State law requires this for services for any child with special needs.
children under age 3 and federal law The entry point may vary for each child and
requires it for children ages 3 to 22. family.
Mental health related services are typically Step 1: SCREENING
delivered through clinics and human service The first step toward education-based
agencies. Payment usually comes through services is to have your child screened by
private or public health insurance through 612-348-TOTS (if in Minneapolis) or your
mental health benefits provided that the local school district. All children must be
child has a medical diagnosis. Families screened before entering the Minneapolis
sometimes pay a portion of the cost. Public School system. This usually is done
around age 4. If you are concerned about
Medical interventions typically target a your child’s development, you should have
particular area (sleep, diet, seizures, etc.) A this screening done much earlier, at age 2 or
medical diagnosis of ASD may guide a even younger. If the people who screen your
pediatrician to make additional referrals child think there is a reason for further
such as to a neurologist due to increased testing, they will refer you to the public
possibility of seizures or for genetic testing schools. Screening and referral statewide
to determine a cause for the behaviors. can occur through MCSHN (MN Children
Rehabilitative services such as speech or with Special Health Needs) through the
occupational therapy are common referrals a department of health 1-800-728-5420.
physician may make for a child with ASD.
Screening for mental health and medical
Access to Community Services often services often starts with a family’s health
requires a medical diagnosis plus additional care provider. Well-child check-ups should
cognitive and adaptive functioning testing. include screening performed by a nurse or
If criteria are met, a child may receive doctor who knows about typical
financial help or supportive care services. development. If there is cause for concern,
clinicians can refer to the appropriate
Children must qualify for each type of specialist for further testing. This step is
service according to predetermined necessary if you want your insurance
standards. One of the greatest sources of provider to pay for the next step. Screening
frustration reported by parents is trying to for community services often requires the
understand how the systems relate. Though medical evaluation to be completed.Special Ed
Eligibility
Educational ASD Educational
Plans Services
IEP Speech Therapy
Occupational
Therapy
504 Plan Adaptive Phy. Ed
Community Educational Mental Health
Services Label Interventions
TEFRA Family Therapies
Waiver Medical Skills Training
PCA Diagnosis
Respite
Private Rehab Transition
Speech Therapy Planning
Occupational Vocational
Housing
Therapy (OT) Medical Community supports,
Guardianship
Interventions
Neurology
Nutrition
Genetic TestingStep 2: EVALUATION/ASSESSMENT the diagnosis than someone who specializes
(see Resource Sheet A) in autism, seeing several clients each day.
If your child is referred to the Minneapolis This does not mean, however, that treatment
Public Schools for assessment, a team of should be delayed. Identifying and
educators conducts an assessment over the diagnosing autism early can provide access
course of several days (see pages 11-13). to appropriate services that result in a better
The team uses a statewide standard to prognosis.
determine if your child qualifies for an
educational label to receive services through Step 3: INTERVENTION/TREATMENT
the schools. The team must meet with you to If your child does not meet the criteria for an
discuss the outcomes of their evaluation and autism spectrum disorder (or some other
the evaluation must be completed within category) no further treatment will likely be
certain timelines. Someone on the team will authorized.
discuss these deadlines with you. If they do
not, you should ask. If an educational or medical label is given to
your child, the evaluators will make
You may wish to seek a medical diagnosis recommendations and referrals for programs
for your child. A medical diagnosis is and services available in your community.
required before any health insurer will You are responsible for looking into these
consider paying for mental health related programs and for paying any required fees.
treatment. It may also be helpful in
qualifying for services through the public There is no cure for autism and no single,
schools. A psychologist or psychiatrist who perfect treatment. There are many types of
specializes in working with children with interventions for children with ASD.
developmental differences must perform this Information from educators, mental health
type of evaluation. As with an educational professionals, health professionals, other
label, very specific criteria are used to parents, books and organizations can be
determine which diagnosis is appropriate for contradictory and confusing. It is your job to
your child. You should expect the evaluators work with the people providing evaluation
to meet with you to tell you the results of and services to find the best fit for your
your child’s evaluation. You can have child. Ask as many questions as you need in
anyone present at these meetings that you order to understand the options. Note that
choose. For example, you may want a not all interventions are covered by school,
friend, advocate, your childcare provider or insurance or county support. Most families
an interpreter to be present when you end up developing a menu of services to
discuss next steps for your child. meet their child’s individual needs. (For a
brief description of various types of
The evaluation and assessment process can treatments, refer to Resource Sheet E.)
be lengthy and tiring. Very young children
can be difficult to test, especially if they Some features are unique within the systems
have limited language or behaviors that serving children with special needs. Public
make it difficult to respond. This can be schools focus on educational goals for
particularly true for children who show kindergarten readiness and mental health
autistic- like symptoms. It is not uncommon services focus on broader skills involved in
to take several months or longer to pinpoint coping. Early intervention looks at how
a specific diagnosis. One reason is that the children put all of their skills together in
science of working with these children is everyday life. A survey of a 100 Fraser®
always evolving. Another reason is that the clients indicates, on average, families enlist
diagnosis of autism is subjective, based on in seven intervention services to meet the
behaviors. A clinician who sees a few clients needs of their child.
with ASD may have a very different view ofStep 3A: FINANCIAL AND MEDICAL state law, the IFSP must be reviewed
ASSISTANCE periodically (at six months and then yearly)
There are very separate sources of funding by the team that created it. Your child’s
for interventions. Public school programs progress will be reviewed and new goals
identified as appropriate for your child are may be established. You are an important
provided at no cost to you. Mental health part of the team and can have anyone
services are paid for through health present at team meetings that you wish.
insurance and/or your own payments. You
may want to know about the financial and Treatment goals are also agreed on for
medical assistance options available to children receiving mental health related
children with special needs. Often, they services. The people providing services in
must be applied for and approved before this setting will initiate an Individual
services begin. The application process can Treatment Plan (ITP) that outlines goals.
be tedious and confusing with complicated You should be part of this process. The ITP
eligibility requirements, lots of paperwork guides the interventions your child receives
and specific financial costs/benefits (if you and is used by insurance providers to
take one kind of benefit, you sometimes lose authorize payment for services. ITPs are
eligibility for another kind). Some very also periodically reviewed on a timeline
basic information is presented in Resource determined by the insurer. This typically
Sheet B. Be sure you know all the pros and happens more frequently than the IFSP,
cons of any assistance program before you sometimes monthly. You should be involved
sign up for it. Ask as many questions as you in this process as much as you want to be.
need in order to understand the issues.
Finally: SUPPORT GROUPS
Step 3B: CASE MANAGEMENT Many families report that the most important
You may want to explore available case step they take is to develop a strong support
management programs. Case management system. Research indicates the challenges of
services assist you with coordinating parenting a special needs child increases the
services for your child and family and often overall stress on the mental health of
are the gatekeepers for a number of services parents, siblings, and the marital
(such as access to respite care and some relationship. Some references list the
types of financial assistance). Case divorce rate as high as 80 percent in families
management programs are further outlined with children with ASD. For that reason,
in Resource Sheet C. individual or marital counseling can be
essential. There are a number of support
Step 4: MONITORING YOUR CHILD’S groups and programs specific to autism
PROGRESS available throughout the metro area. These
If your child has qualified for Early groups provide contact with other families
Childhood Special Education (ECSE) who are going through, or have gone
services through the public schools, you are through, similar experiences. They can be an
automatically part of a team that decides the excellent source of information, contacts and
best kind of programming for your child. emotional support (see Resource Sheet H).
An Individual Family Service Plan (IFSP) or Other family supports include Personal Care
Individual Education Plan (IEP) will be Attendants (PCAs) and respite care (see
completed (IFSPs are for younger children; Resource Sheet G). In most cases, you will
IEPs for older children). These documents need to have financial and medical
outline the services your child will receive assistance in place to access these services.
through the public schools. Be sure that you You may, however, begin to explore these
are included in the process to create the support options while you are applying for
IFSP, understand the goals, and that you assistance.
approve and sign the form. According toPATHS TO EVALUATION
Entry into services is based on both referral concerns and the eligibility criteria collected in the
evaluation process for each system of service and funding.
Fraser Autism Resource Directory, page 14
www.fraser.orgPATHS TO ELIGIBILITY FOR SERVICES
Fraser Autism Resource Directory, page 15
www.fraser.orgFraser® Autism Services
Fraser provides diagnosis, treatment and support for children with autism and their families.
We partner with each family to determine which strategies are most effective and which services are the best
fit. Our approaches feature customized behavioral, psychological, medical, educational and social-based
strategies. For more information, contact our intake department at 612-331-9413 or visit
www.fraser.org.
Fraser evaluations can provide a medical diagnosis, determine appropriate interventions or determine a
child’s progress.
Preschool Day Treatment provides intensive therapeutic intervention in the areas of communication,
interaction, behavior and learning.
Adolescent Asperger’s Clinic provides individual therapy, group therapy and skills training focusing on
building self-esteem and coping skills to enable children to remain in their mainstream school settings.
Skills Training Groups help children develop and use appropriate social skills within small peer groups.
Skills Training (individual or family) focuses on improving specific skills important to the child’s daily-
living activities and participation in the community.
Visual Consultations
Fraser Visual Consultation services assist families in designing visual supports and environments that
promote effective self-management systems, enhanced communication and meaningful social relationships.
These consultations are for pre-school aged children through young adults on the autism spectrum.
Transition Consultations work with individuals and their families to better understand and address the key
areas of the Transition to adulthood: education, employment, community living and community integration.
Behavioral Aide services focus on goals from a child’s individual behavior plan that help to replace
inappropriate behaviors with developmentally and therapeutically appropriate daily-living skills, social
skills, leisure and recreational skills.
Therapy (individual child, group and family therapies) address the social-emotional needs of children and
their families. Therapy promotes adaptive coping skills, decreases at-risk behaviors, and improves overall
functioning in the family.
Occupational and Physical Therapies can help children build fine and gross motor skills; learn self-care skills
(like dressing and feeding); and overcome sensory challenges (such as extreme sensitivity to touch).
Feeding Evaluation and Therapy help children who have problems eating to overcome oral sensory
challenges and swallowing difficulties.
Speech-Language Therapy can help children develop understanding and expression of language.
Music Therapy enhances social/emotional, cognitive/academic and fine/gross motor skills.
Personal Care Assistance provides individuals with support services deemed necessary by a physician. (For
information on this service, call 612-767-5150.)
Home-Based Respite Care provides temporary care for a child within the family’s home to alleviate family
stress caring for the child. (For information on this service, call 612-767-5150.)
Fraser School® is an inclusive early childhood center providing infant, toddler and preschool programs; and
rehabilitation and health services. (For information on Fraser School, call 612-861-1688.)
Fraser is the founder and sponsor of Fraser Academy® an inclusive public elementary school with
individualized learning plans to meet the unique needs of each student. (For information on Fraser Academy,
www.fraseracademy.org or call 612-465-8600.)
Fraser Autism Resource Directory, page 16
www.fraser.orgAssessment and Evaluation
Educational Label
A team of public school educators will evaluate your child to determine his/her eligibility for special education services. Criteria for all special
education categories, including autism spectrum disorders, are spelled out in the Education State Criteria used across Minnesota. If your child has
been diagnosed with an autism spectrum disorder from an outside clinician, the educational criteria still needs to be confirmed by the school team
using the education state criteria. Purpose: the purpose of an educational label is to help parents and educators understand how the child learns and to
give insight to behavior and disorder. A label of ASD can also open the door to additional supports and services.
Criteria Type of Agency Assessment Team Contact Person Assessment Process
Home-based assessment School District Licensed school psychologist, special Contact MN Help Me 1. MN Help Me Grow makes a referral to
(Birth to 3 years of age) Early Childhood Special education teacher, speech therapist, Grow to find your School District for screening and
Education (ECSE) occupational therapist, autism local referral source assessment.
specialist and parent. http://www.parentskno 2. Assessment completed by school team.
w.state.mn.us/parentsk If no medical diagnosis exists, referrals
Staff involvement may include now/Newborn/HelpM may be made to a school psychologist for
formal testing and/or record review. eGrow_SpecialNeeds/ evaluation for an educational label of
The level of staff involvement ReferChild/index.ht ml autism.
depends on the needs of the child. ?redirectNodeId=New 3. Assessment team determines the child’s
born 1-866-693- eligibility for ECSE services.
GROW (4769) 4. A team meeting is held with family and a
written plan (IFSP) is developed.
Anoka Help Me Grow:
763-323-5437
School District Licensed school psychologist, special Contact MN Help Me 1. MN Help Me Grow makes a referral to
Center-based assessment Early Childhood Special education teacher, speech therapist, Grow to find your School District for screening and
(Age 3 by September 1 Education (ECSE) occupational therapist and parent. local referral source assessment.
through kindergarten) http://www.parentskno 2. Assessment team observes child in
w.state.mn.us/parentsk natural environment (home, preschool)
now/age3_5/index.htm 3. Assessment team determines eligibility
l for services and placement options.
1-866-693-GROW 4. Team meeting is held with the family and
(4769) a written plan (IEP) is developed.
Fraser Autism Resource Directory, page 17
www.fraser.orgMedical Diagnosis
A medical diagnosis is assigned by a psychologist or psychiatrist who specializes in working with children with developmental differences. Criteria
established by the psychological and medical community are used to support diagnoses within the broad category of Pervasive Developmental
Disorder, which includes autism. Purpose: a medical diagnosis of autism may lead to recommendations for a broad range of interventions beyond the
educational realm. These may include referrals for neurologists, private rehabilitation services, county social services, financial support, family
support and guidance, therapy, etc.
Agency Assessment Team Contact Person Assessment Process
Fraser Team of mental health Intake coordinator 1. Parents and child attend three-hour
www.fraser.org professionals and autism (612) 767-7222 multiple assessment at the center.
specialists locations 2. First hour is spent interviewing family.
3. Second hour, testing/observation/
interview
4. Last hour, findings and
recommendations are shared with the
family.
The Alexander Center – Psychologist, M.D., therapists 952-993-2498 1. Assessment of children with
Park Nicollet developmental and behavioral disorders.
www.parknicollett.com/Alexa 2. Consultation with schools, individual
ndercenter/ family counseling and education.
University of Minnesota Psychiatrist, psychologist, M.D. 612-625-7466 Provide assessment and diagnosis.
Autism Spectrum and www.med.umn.edu/peds/cl
Neurodevelopmental inneuro/home.html
Disorders (ASD) Clinic
Sheila Merzer & Associates Licensed psychologists 952-928-7811 Provide assessment and diagnosis.
Dr. Raymond Tervo Developmental Pediatrician 651-291-2848 Provide assessment and diagnosis.
Dr. Kim McConnell Gillette Children’s
www.gillettechildrens.org 200 E. University Ave.
St. Paul, MN 55101
Counseling Psychologists of Psychologists 7582 Currell Blvd, # 108 Assessment, therapy, social skills
Woodbury, P.A. Woodbury, MN 55125
Robin McLeod, PhD, LP (651) 739-7539
www.cpwmn.com
Fraser Autism Resource Directory, page 18
www.fraser.orgFinancial and Medical Assistance
Applying for developmental disability care management services is key to accessing other disability services. Counties are responsible for
determining eligibility for disability programs and most start their screening process through a telephone call. When contacting your county,
requesting a developmental disability screening and developmental disability case management is a helpful starting point.
Financial & Description Benefit Eligibility Contact/application process
Medical
Assistance
Private Insurance Coverage received as benefit Benefits vary based on the plan. Eligibility is dependent on group coverage. Contact your employer’s human
of employment. Private Refer to provider for details. Refer to provider for details. resource department or call the
insurance always acts as the number on the back of the
primary funding source. insurance card.
SSI Monthly income for your Maximum benefit amount is $500 Disability must be medically verified and Call the Social Security
child with a disability per month. result in major limitations in two broad Administration at
areas of functioning or extreme limitations 1-800-772-1213 (TTY: 1-800-
in one area of functioning. 325-0778). Process may take
Condition must last or be expected to last at 3-4 months but eligibility goes
least 12 months or be expected to result in back to the date of application.
death. Families should start the
Family income guidelines must be met. application process even if all
Family assets are considered the information is not available
Usually if a child is eligible for (e.g. doctor reports)
AFDC/TANF, he/she would be eligible for Check www.db101 or
SSI, but cannot receive both. Family http://www.ssa.gov/ssi/ for more
chooses the best option. information
TEFRA Option Medical Assistance coverage Examples of covered expenses: Eligibility criteria used is the same as SSI. Contact DHS at 651-431-2670 or
under Medical for your child with disability inpatient/outpatient care The level of care needed must be similar outside of Metro: 800-657-3739
Assistance (MA) residing at home. Eligibility medical transportation but cannot exceed what would be provided Web site:
is based only on your child’s prescribed drugs in a medical facility. http://www.dhs.state.mn.us/main/
income and assets. therapies Parent’s income is used to determine a idcplg?IdcService=GET_DYNA
prosthetic devices monthly fee amount that is applied toward MIC_CONVERSION&RevisionS
eyeglasses the cost of MA and county services. A electionMethod=LatestReleased&
audiology worksheet is available to estimate the dDocName=id_007117
parent fee. For disability determination
dental care
laboratory and X-ray If fees go over the actual cost of services, through the State Medical Review
they are applied toward the next year’s Team contact 651-431-2670 or
health insurance premiums outside of Metro: 800-657-3529
parent fee.
home health ordered by
physician: private nursing, PCA,
medical supplies and equipment,
diapers for children over 4.
hospice care
Fraser Autism Resource Directory, page 19
www.fraser.orgFinancial & Description Benefit Eligibility Contact/application process
Medical
Assistance
Medical Assistance Medical Assistance for your Covered expenses are the same as Families complete an MA application to To apply or for more information:
(MA) child/family based on your TEFRA. Examples of covered determine eligibility. If your child is eligible Hennepin County 612-348-4500
family’s income. expenses: for SSI he/she is also eligible for MA. (Children Birth-5 contact 612-
Developmental inpatient/outpatient care 348-TOTS)
Disability Intake medical transportation Families who are eligible for MA may also be Anoka County 763-422-7176
Lines (County) prescribed drugs eligible for WIC, but families need to Ramsey County: 651-266-4500
therapies complete separate WIC application. Dakota County: 651-554-6000
prosthetic devices Carver County: 952-361-1693
eyeglasses Web site:
audiology http://www.dhs.state.mn.us/main/
idcplg?IdcService=GET_DYNA
dental care
MIC_CONVERSION&RevisionS
laboratory and X-ray
electionMethod=LatestReleased&
health insurance premiums dDocName=id_006254
home health ordered by
physician such as private
nursing, PCA, medical supplies
and equipment, diapers for
children over 4.
hospice care
Minnesota People with limited English DHS multilingual telephone DHS Multilingual Referral Lines 651-201-3650
Children with proficiency can now use the referral lines operate in 10 Arabic - (800) 358-0377 1-800-728-5420
Special Health TTY: 1-800-627-3529
Minnesota Department of languages -- Arabic, Hmong, Hmong - (888) 486-8377
Needs (MCSHN)
Human Services' multilingual Khmer (Cambodian), Laotian, Khmer (Cambodian) - (888) 468-3787
telephone service numbers to Oromo, Russian, Serbo-Croatian Laotian - (888) 487-8251 Children and Youth with Special
Health Needs
access early childhood (Bosnian), Somali, Spanish, Oromo - (888) 234-3798
programs and services. Minnesota Department of Health
Vietnamese -- and are owned by Russian - (888) 562-5877
DHS and operated by contracted Serbo-Croatian (Bosnian) - (888) 234-3785 85 East Seventh Place / P.O. Box
64882
vendors. People who speak little or Somali - (888) 547-8829
St. Paul, MN 55164-0882
no English can reach someone who Spanish - (888) 428-3438
speaks their language (live or voice Vietnamese - (888) 554-8759
mail) and be referred to the E-mail:
appropriate state or county human health.cyshn@state.mn.us
services provider. There is no cost FAX: 651-201-3655
to use these lines.
Web site:
http://www.health.state.mn.us/mc
shn
Fraser Autism Resource Directory, page 20
www.fraser.orgFinancial & Description Benefit Eligibility Contact/application process
Medical
Assistance
MN Care Assists in payment for Monthly premium is based on Qualifications: 651-297-3862 or 1-800-657-3672
medical, dental and income and family size. Permanent resident of Minnesota. TTY: (800) 627-3529 or 711
preventative care. Not eligible for MA Or write:
May be a co-pay when you receive Not covered by any other health insurance MinnesotaCare
health care services. for the last four months. PO Box 64838
Unable to get health insurance that is at St. Paul, MN 55164-0838
least half paid for by your employer for the Web: www.dhs.state.mn.us/main/
last 18 months. idcplg?IdcService=GET_DYNA
Meet the MN Care income guidelines MIC_CONVERSION&RevisionS
electionMethod=LatestReleased&
dDocName=id_006255
MA Waivers The state of Minnesota has Coverage same as MA, plus: Must have an unmet service need. MA Waivers are administered
obtained approval from the case management through the county and the child
federal government to waive respite care Available to people with cognitive disabilities must be assessed through the
Home and certain Medical Assistance homemaker services and related conditions. Developmental Disabilities
community-based eligibility requirements for in-home family support Parent income is not considered in Division. In Hennepin County, to
services for people who would like to assistive technology determining eligibility, but there is a parental begin the process for children
persons with remain at home but are being day habilitation fee for services. birth to 3, contact 612-348-4500.
mental retardation placed in, or are at risk of
supported living services (SLS)
and related being placed in institutions or For children 3-18, contact the
environmental modifications
conditions long-term care facilities. Hennepin County Developmental
and others
(Title 19 Waiver) Disabilities Division Intake 612-
348-4500.
Web:
http://www.hennepin.us/portal/sit
e/HennepinUS/menuitem.b1ab75
471750e40fa01dfb47ccf06498/?v
gnextoid=4bb0e6e5dea34210Vgn
VCM10000049114689RCRD or
http://www.dhs.state.mn.us/main/
idcplg?IdcService=GET_DYNA
MIC_CONVERSION&RevisionS
electionMethod=LatestReleased&
dDocName=id_003726#
Fraser Autism Resource Directory, page 21
www.fraser.orgFinancial & Description Benefit Eligibility Contact/application process
Medical
Assistance
Family Support The Family Support Grant Grants must be spent on services Annual adjusted gross income not to MA Waivers are administered
Grant Program program provides state cash and items directly related to caring exceed $96,566. through the county and the child
grants to families of children for the child’s special needs. Child must be determined by a case must be assessed through the
with certified disabilities. (Expenses above the normal costs manager to be at risk for out-of-home Developmental Disabilities
The goal of the program is to of caring for the child if he/she did placement to a licensed residential Division. In Hennepin County, to
prevent or delay the out-of- not have a disability may be program. begin the process for children
home placement of children covered.) Average limit for a monthly payment is birth to 3, contact 612-348-4500.
with disabilities and promote $250. For children 3-18, contact the
family health and social well- The number of available Family Must have a DD or MH Case manager. Hennepin County Developmental
being by facilitating access to Support Grants is limited. Disabilities Division Intake 612-
family-centered services and 348-4500.
supports. Families cannot receive services Web
through both the Family Support http://www.hennepin.us/portal/sit
Grant and the DD Waiver or PCA. e/HennepinUS/menuitem.b1ab75
471750e40fa01dfb47ccf06498/?v
gnextoid=4bb0e6e5dea34210Vgn
VCM10000049114689RCRD or
http://www.dhs.state.mn.us/main/
idcplg?IdcService=GET_DYNA
MIC_CONVERSION&RevisionS
electionMethod=LatestReleased&
dDocName=id_003726#
Child Respite Cash grant to families to be Adjusted gross income not to exceed $70,500. Family must have an open case in
Grant used to pay licensed or non- the Developmental Disabilities
licensed providers. Division.
Consumer Support Provides a monthly support More flexible ways to use funding • Be recipients of or eligible for Medical Contact your local county
Grant (CSG) grant to offset costs related to – can fund special diets, parental Assistance Developmental Disability Intake.
the recipient’s disability. care, adaptive clothing, therapeutic • Be eligible to receive home care services
This program is an alternate horseback riding, music or art from the Medical Assistance Home Care Hennepin: 612-348-4500
to PCA services, so client therapy and family counseling. Program
must be eligible for PCA or • Demonstrate limitations in everyday http://www.dhs.state.mn.us/main/
get the screening for PCA. functioning, such as, self-care, language, idcplg?IdcService=GET_DYNA
learning, mobility, self-direction, capacity for MIC_CONVERSION&RevisionS
independent living and economic self- electionMethod=LatestReleased&
sufficiency dDocName=id_004735
• Require ongoing supports to live in the
community
• Live in a natural home setting Must be
eligible for PCA & MA
• A parent must attend one of the monthly
trainings and complete the 4 page plan.
Fraser Autism Resource Directory, page 22
www.fraser.orgCase Management/Service Coordination
Agency Description Benefit Eligibility Contact/application process
Hennepin County A county social worker (DD The DD worker helps families apply Hennepin County Residents - Call Aging and Disability
Developmental worker) is assigned as case for respite care, waivered services dependent on needs, program and Services (ADS) Initial
Disabilities (DD) manager and assists children with and family support grants (services income. Medical Assistance is Consultation at 612-348-4500.
Division significant developmental received based on eligibility criteria needed to qualify for some but Email: hsph.ads.icteam@
disabilities and their families with and availability of funds). DD worker not all programs. Generally tested co.hennepin.mn.us
accessing and coordinating social also provides advocacy, support and IQ score of 70 or below.
services. ideas for community resources. www.co.hennepin.mn.us
Hennepin County This is the central intake referral Case managers consult with families Minneapolis resident under the To begin the eligibility process,
Birth to 3 Program: source for early intervention and involved service providers age of 3 years with developmental call 612-348-4111
612-348-4111 services for children ages 0-3 in regarding the child’s medical, concerns; meets criteria for or
Minneapolis. Provides early educational and social service needs. developmental delay or related Email Jane Auger
childhood screening and Families are assisted in applying for conditions OR is placed in an at- Jane.Auger@co.hennepin.mn.us
intervention assistance to families supportive services such as: financial risk category with documented
with children who have or may be assistance programs, in-home and substantial delays on a
at risk for developmental delays out-of-home respite care, home standardized assessment
or disabilities. adaptations and counseling services.
Minnesota Help Me If you have concerns about your Authorizes services for children Each type of service has specific http://www.parentsknow.state.
Grow child’s development, call 1-866- under the age of 6, including: guidelines for authorization. mn.us/parentsknow/Newborn/H
693-GROW (4769) preschool day treatment Some have income guidelines, elpMeGrow_SpecialNeeds/Refe
family-focused therapy some a sliding fee scale. Each rChild/index.html
Once a referral is made to the respite care may have priorities if resources
local early intervention program, subsidized day care are limited.
the family will be contacted to
arrange for a screening or
evaluation to determine if your
child is eligible for infant and
toddler intervention or preschool
special education services.
Hennepin County All crisis services provided by a Consultation, crisis assessment, Hennepin County children and 612-348-2233 or Email:
Child Crisis Services licensed mental health intervention and stabilization, adolescents who are experiencing HSPH.Frontdoor.Screener@co
professional or by a mental health facilitation of psychiatric a mental health crisis. There is no .hennepin.mn.uso.hennepin.m
practitioner under the clinical hospitalization charge for services. n.us
supervision of a mental health
professional.
Minneapolis Public Work with staff and families to Offers a continuum of ECSE service Eligibility is determined through Rochelle Cox, ECSE
Schools Early coordinate ECSE services/provide settings reflecting the natural screening at 612-348-TOTS, and Administrator 612-668-5104
Childhood Special advocacy for the child and family. progression of growth of children observation and evaluation Donna Asher, Birth to 5 Autism
Education from infancy to preschoolers. These through Minneapolis Public 612-668-5102
settings are home based, community Schools. http://ecse.mpls.k12.mn.us/home
based, center based, or autism
classrooms.
Fraser Autism Resource Directory, page 23
www.fraser.orgTreatment and Intervention Agencies
Early Childhood Special Education
Agency Services/Programs Contact Information
Fraser ® Center-based ECSE services Fraser School
Speech, occupational, music and physical therapies 2400 W. 64th St.
Health services, respite care and home services Minneapolis, MN 55423
Inclusive preschool for children with typical or special needs 612-861-1688
www.fraser.org
Minneapolis Public Schools Home-based intervention To begin intake process, contact 612-348-4111.
Center-based ECSE classroom For program questions, contact the Director of Special
Toddler and preschool center-based classroom for children who Education, Ann Fox, 612-668-5402
demonstrate autism spectrum behaviors
Community preschool in a typical preschool setting www.mpls.k12.mn.us
Other services may include speech and occupational therapy,
depending on the needs of the child
Day Treatment
Agency Services/Programs Contact Information
Fraser ® Includes one-to-one treatment sessions and group interventions in a Minneapolis: 3333 University Ave. S.E.
Fraser Autism Program therapeutic setting. Psychology, occupational therapy, speech therapy Anoka: 2829 Verndale Avenue, Suite 3
and music therapy are integral components of the program. Separate Bloomington: 1801 American Boulevard East, Suite 1
programs are available for toddlers and preschoolers. 612-767-7222
www.fraser.org
St. David’s Child and Family Center Includes one-to-one treatment sessions and group interventions in a 3395 Plymouth Rd.
therapeutic setting. Psychology, occupational therapy, speech Minnetonka, MN 55305
therapy, and music therapy are integral components of the program. 952-939-0396
www.stdavids.net
Inclusive Preschool
Agency Services/Programs Contact Information
Fraser School® Offers a variety of services for children, including integrated 2400 W. 64th St.
preschool, rehabilitation services, health services, respite care, Ready Minneapolis, MN 55423
4K curriculum and home services for children with disabilities. 612-861-1688
www.fraser.org
St. David’s Child and Family Center Offers a variety of services for children, including integrated 3395 Plymouth Rd.
preschool and home services for children with disabilities. Minnetonka, MN 55305
952-939-0396
www.stdavids.net
Fraser Autism Resource Directory, page 24
www.fraser.orgBehavioral Training
Behavioral Training Agency Services/Programs Contact Information
Autism Matters www.autismmatters.net
Autism Matters, Inc.
Minnetonka, Rogers
Ph: 952-544-0349
Behavioral Dimensions Inc. Provides short and long-term consultation, counseling and therapy, 7010 Highway 7
IBI- intense behavioral intervention. St. Louis Park, MN 55426
952-814-0207 www.behavioraldimensions.com
Behavioral Therapy Solutions of MN Evaluations, in-home ABA 700 Commerce Drive, Ste. 260 Woodbury, MN 55125
651-328-6280
www.btsofmn.com
Brih Design, LLC Brih Design is a small, private consulting firm. They provide support 6066 Shingle Creek Parkway
and services to people who exhibit difficult (to manage) behaviors. PMB 172
Brooklyn Center, MN 55430763-560-1614
info@brihdesign.com
www.brihdesign.com
Fraser ® Mental health practitioners provide short-term family, group or Fraser 3333 University Ave. S.E.
individual skills training. Behavioral aides work one-on-one with a Minneapolis, MN 55414
child to improve skills and implement individual behavior plan goals. 612- 767-7222
This helps to replace inappropriate skills with developmentally and www.fraser.org
therapeutically appropriate daily-living, social and recreational skills.
Helena Family Support Autism Therapy Half-day therapy and skills training programs for children two to 5301 east River Rd. NE, Ste. 110
Center seven. Fridley, MN 55421
763-432-3926
www.minnesotaAutismTherapy.com
Holland Center Center-base verbal behavioral intervention program. Also has a focus 10273 Yellow Circle Dr. Minnetonka, MN 55343
on gluten-free/casein-free diet. 952-401-9359
www.hollandcenter.com
The Lazarus Project Center-based cooperative serving children 2-9 years old with 3021 Harbor Lane N Suite LL105, Plymouth MN
intensive early intervention, applied behavior therapy. 55447
763-519-1197 www.lazarusprojectmn.org
Lovaas Institute for Early Intervention Home-based ABA intervention program. LIFE Midwest Treatment Headquarters
(LIFE) Midwest, Inc. Clinical Director: Eric Larsson, PhD 2925 Dean Pkwy., Suite 300
Minneapolis, MN 55416
612- 925-8365 www.lovaas.com
Minnesota Autism Center (MAC) Services include behavioral therapy, home-based early intervention, Minnesota Autism Center
5 locations center based intervention and consultation with schools and other 5710 Baker Road
agencies. Minnetonka, MN 55345
Office - 952.767.4200
www.mnautism.org
Minnetonka, Eagan, Rochester, Woodbury, Mankato
Fraser Autism Resource Directory, page 25
www.fraser.orgYou can also read
