Primary diagnosis: Intellectual disability.
Secondary diagnosis: Speech and language delays.
The claimant was a 6 year and 10 month old boy.
Alleged disability: speech delays, developmental delays (learning and gross motor skills), lack of social skills, chromosome 22 q11.2 duplication, and intellectually delayed/autism.
Education: first grade. He received special education services.
The Comparison Point Decision (CPD) date was 05/07/2012. At age 3 he had a 15 words vocabulary, was starting to imitate words, sentences, and question forms. He received special education services. The claimant was diagnosed with 22q11.2 duplication syndrome, developmental delay (mostly affecting language), hypotonia (weak muscle tone), and mild mental retardation. The claimant’s condition medically equaled disability listing 112.02 (organic mental disorders)
Decision under Review:
Per the Disability Determination (11/09/2015), the claimant’s disability began on 03/29/2012. The primary diagnosis was intellectual disability. The secondary diagnosis was speech and language delays.
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He received speech/language therapy once a week for mixed receptive and expressive language delay, and articulation disorder. In early 2015, his full-scale intelligence quotient (FSIQ) score was 65; his overall mental age equivalent was at the 4-year-old level. He required assistance in all areas of his life, such as personal care, communication, social interactions, and academic work. He was diagnosed with mild intellectual development disorder (mental retardation), disruptive behavior disorder, and possible attention deficit hyperactivity disorder
Please provide a copy of the denial of your short-term disability and the reasoning for same. (see attached)
For example, our text describes two symptoms of ASD; 1. social communications and interactions 2. and limited patterns of repetitive behavior, interests, and or activities. This was all evident in the “Neurotypical” documentary. For example, Nicholas was unable to interact with girls or form relationships he believes he has nothing in common with them. Wolf suggested that autistic children are good at mimicking others and that nonverbal cues are important to watch out for. Violet, on the other hand, has a habit of repeating behaviors; she will repeat anything her parents say. In the text it also says severity of language problems vary child to child. In Violets case she does not fall under the mute category but instead she is able to speak in a few words, cry, and even laugh. Our text introduces the term for repetitive speech, echolalia. Violet tends to repeat a word or words her parents say either right away when she hears it or later
TOLLE, N. L. (2015). Plaintiff's Alleged Alcoholism Was Insufficient to Find Him Disabled under the ADA, Court Rules. Employee Benefit Plan Review, 69(8), 20-21.
EE105’s Attention Problems score falls in the at-risk classification range. Ms. Apple reports that EE105 has difficulty maintaining necessary levels of attention at school. Some attention difficulties were also noted during testing. The problems experienced by EE105 might disrupt academic performance and functioning in other areas. EE105’s score on Learning Problems falls in the clinically significant classification range. EE105’s teacher reports that EE105 has significant difficulty comprehending and completing schoolwork in a variety of academic areas. EE105’s School Problems score are consistent with the learning and attention challenges that EE105’s teacher reported during an interview.
Carlos and his mother met for the DD Intake at the Laburnum office. Carlos is a 7 year- old who attends Radcliff Elementary School. Carlos doesn't use his words to communicate. Yesterday he received a communication device paid for by Medicaid and he receives ABA Therapy 3x a week provided by Family Insight. Carlos's mother seemed disappointed in Carlos performance on the VIDES worksheet; as she shook her head and sighed. He pointed randomly at the objects on the worksheet and used his communication device twice to say, "Stop".
DDS determined the claimant is disabled at step 5 of sequential evaluation, without first completing step 4. A review of the case file shows there is insufficient vocational evidence to make a vocational decision. In addition, if an allowance is supported an earlier onset date is warranted.
Pituch, K. A., Green, V. A., Didden, R., Whittle, L., O'Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2009, November 26). Educational Priorities for Children with Cri-Du-Chat Syndrome. Journal of Developmental and Physical Disabilities, 22(1), 65-81. doi: 10.1007/s10882-009-9172-6
According to Hassold and Sherman (2002), the probability of giving birth to a child with DS is not linked to any race, ethnicity, socioeconomic status or geographic location. Maternal age seems to be the only etiological factor that may cause DS. Some characteristics of DS include: deep folds at the corners of the eyes, hypotonia, short stature, flexible joints, small oral cavity and heart defects (Taylor, Richards, & Brady, 2005). Most individuals with DS have a moderate intellectual disability, although there is a range of disability, from severe to high functioning (IQ above 70). Since DS is a birth defect and not a disease, there are no treatment options.
I am filing this appeal due to the disapproval on my Disabilty claim. I feel that my entire medical condition and the impact of my conditions were not considered in the final decision.
On the other hand, as an example of why she thought she shouldn’t complain is because as I said before in the thesis statement. She doesn’t want to make the mistake of ruining other developmentally challenged kids chances of getting jobs. She feels that she should probably just put up with it and go on with her life. Especially because her brother has a very similar disease.
In the 1993 film “What’s Eating Gilbert Grape”, a young boy (Gilbert) has to care for his younger brother (Arnie) who suffers from mental retardation, while also caring for their obese mother. Arnie is very dependent on his brother who bathes him and keeps an eye on him at all times. Arnie’s symptoms are very clear throughout the film including communication, health, safety, self-care, and home living (Grohol, 2013). Taking care of a younger sibling on your own has to be hard enough without them having a mental disorder. Their mother who is obese has not left the house in years because of their father’s suicide by hanging himself. The whole town mocks their mother and it makes their life that much more difficult. Gilbert and his two sisters slave away their youth constantly cooking, cleaning, and watching over Arnie for their mother because she cannot because of her disability also. Caring for someone with a disability can be difficult but love and support is what they need the most and that is why I chose this movie and family to discuss. Although Gilbert sometimes gets distracted from watching and taking care of Arnie by things going on in his own life, he never complains about his role as a care giver for his younger brother with mental retardation.
Background Information: On February 9, 2018 I observed a clinical session, the client was a 4-year-old child with a genetic disorder, which presents a mixed expressive-receptive language disorder as well as other language delays.
In a joint publication of The Advocacy Institute and The Children’s Law Clinic of the Duke University School of Law (2009), written complaint is advised to be filed within two years of the matter in dispute, unless the state has set a different limit. The complaint is filed by a parent or a school district involving any matter relating to the identification, evaluation, educational placement or provision of FAPE to a student with a disability. The Office for the Dispute Resolution (2012) requires that Due Process Complaint must contain at a minimum, the following information:
Mom reports a number of difficulties with overall development. In regards to communication, mom reports that Evan can follow instructions, however he needs a lot of prompts and/or she has to break down steps for him. Evan can also look when his name is called, complete one- step instructions, talk in complete sentences, and recall information. Mom reports that Evan can also ask questions, express emotions, understand jokes, tell jokes, and understand sarcasm. Reportedly, Evan can understand metaphors, idioms and lie. According to mom, Evan has “No filter” and “Often comes off as rude” or is she describes as “Very blunt or two
While we have not got the diagnosis we were hoping for yet, we are learning to cope with his needs. Right now he is diagnosed with severe anxiety and sensory processing disorder. He lacks social skills as well. They are testing him at school for the gifted program and an IEP, so hopefully we'll know more about that later. He is progressing quite well, however, and is a full 2 grades ahead of his class for reading and math.