Main Page In-home main page
QUESTIONS FOR IN-HOME AUTISM TREATMENT PROVIDERS
Responses are in italics. Spelling and typographical errors are the sole fault of the webmaster. Where indicated [sic], it was not clear what the word was. Word is in parentheses with a question mark when handwritten word was not clear.
Behavioral Dimensions, Inc.
Nancy Schussler, Ph.D.
415 Blake Road No., Suite 240
Hopkins, MN 55343
952-814-0207
A. Therapy:
1. How would you characterize your therapeutic approach? Rigorous adherence to Applied Behavior Analysis principles and to only applying techniques that have been scientifically validated.
2. How do you work with children who are nonverbal? Develop alternative modes of communication and language, such as objects, gestures, pictures, or works. Do not teach sign language.
3. How do you accommodate the child's sensory defensiveness? If the defensiveness interferes with learning, will apply treatment based on behavioral principles, such as reinforcemnt procedures or systematic desensitization.
4. How do you deal with a child's aggressive behavior? Analyze the function of the behavior; develop alternative, appropriate behavior, reinforce incompatible behavior. Avoid use of "disciplinary" procedures such as reprimands or time-out.
5. What services are offered in addition to the in-home therapy (i.e., social skills groups, speech therapy, etc.)? Are these services also covered by Medicaid? None. If these services appear necessary, will make appropriate referrals to outside providers.
B. Entering and Exiting the program:
1. Do you accept all children under the current Medicaid age limit who apply? If not, what are your entrance requirements, such as age or IQ? Yes. Ability to provide services is more dependent on location and availability of senior therapists, not on the child's characteristics.
2. What testing do you require initially? Diagnostic assessment completed by a physician or psychologist.
3. Under what circumstances will you accept testing by other agencies, such as schools or private therapists? For purposes of obtaining diagnosis, can only accept that conducted by a physician or psychologist.
4. What are the current out-of pocket expenses that a parent must pay for the entrance testing? Typically, none.
5. Can parents arrange to have these expenses spread out over a longer time period? Not applicable.
6. How is the number of therapy hours determined? Through assessment of the child's and family's needs.
7. Do you require that the child may not be in any other educational program when he begins therapy? If so, for how long? Not typically.
8. How is a child's progress evaluated, and how often is this done? Daily data are collected and is monitored by a supervisor at least weekly.
9. What are your criteria for a child exiting the program? When the child's overall performance is no longer significantly different than children at the same chronological age, or when the child becomes 16.
10. Under what circumstances can a child be dismissed from your program? When the treatment plan cannot be consistently implemented by designated interventionists (staff and/or parents) or when the child makes little or no progress over the course of the treatment period.
Therapists:
1. What are the minimum educational requirements for line therapists? Same as Wisconsin M.A. regulations: typically in second year of college with 160 hours working with children with autism in a behavioral program, or 30 hours in an intensive intervention program.
2. What kind of training are the line therapists given? Who provides the training and what are their qualifications? Staff are trained by the site supervisor to implement the child's program. This is accomplished through observing other staff implement programs, role playing with the supervisor, and working directly with the child under direct supervision. The site supervisors qualify as senior therapist (under Wisconsin M.A. regulations). Supervisors have mastered the techniques being used with the child, and have been taught how to train staff by more senior staff members.
3. What should parents do if they have a complaint about a line or senior therapist? Speak to the therapist's supervisor.
Parents:
1. What kind of training is given to parents and other family members? How much training is provided? The parents and family members will be thoroughly trained according to the program implementation agreement made by the parents with the lead therapist.
2. Must one parent be in the home during therapy sessions? What alternate arrangements are acceptable? Yes, unless another caretaker is present, such as a babysitter.
3. What, if any, support services, such as respite or counseling, are offered to families by your organization? How are these services paid for? None. If parents require such services, referrals are made to the appropriate agencies.
4. Do you provide prospective families a list of families who have used your services and have agreed to be contacted? Not typically, but if requested, can make such arrangements.
Other Agencies 1. How do you coordinate with area school districts that the children you are supporting attend? Coordination with schools is possible if school personnel are interested in being trained to implement the treatment plan, and if supervisory staff are available to train and monitor their program implementation at school.
2. How do you coordinate with private therapists that the family employs who are not a part of your organization? Coordination with other therapists (such as speech therapists) is possible if they are interested in being trained to implement the treatment plan, and if supervisory staff are available to train and monitor their implementation.