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IDEA Categories CERT 01/2021 Cohort 2, (Impact), autism ribbon, AAC,…

- - - - Allow a low-distraction work area particularly for tests if needed.
      - Provide the child with a seating location near the instructor
      - Prepare the child about upcoming changes or transitions in the routine
      - Provide opportunities for movement for children with hyperactivity, such as by offering opportunities to walk in the hall, go get a drink from the water fountain, or run an errand for the teacher (preferably contingent on working appropriately for a period of time).
      - Be clear about expectations, such as writing down assignments or expectations for the child.
      - Provide the child with written highlights from the teacher’s lectures.
      - Provide the child with a weekly or monthly schedule of activities and assignments.
      - Break large assignments into smaller parts for the child.
      - Provide positive reinforcement for appropriate class participation and task completion in the form of praise and possibly a point or token system.
      - Provide visual cues for things such as daily schedules or for staying on task.
      - Read the test material out loud if this is an issue for the child.
      - Provide the child with a plan of action for study skills related to the subject being taught.
      - Provide daily assistance with using a planner.
      - Help the student create and use an organization system.
- - - - Behavior Charts to help visualize positive and negative behavior traits
      - Vision Boards to establish long-term goals
      - Point/Incentive Charts to monitor positive reinforcement and motivate
    - - Music Players to create calming stimuli
      - Reminder Devices to create simple visual and/or auditory signals to reinforce focusing on positive behavior
    - - CalmConnect: fully integrated program specialized in calming nuero-pathways through short digital stimuli
  - - - Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
      - (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
      - (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
      - (C) Inappropriate types of behavior or feelings under normal circumstances.
      - (D) A general pervasive mood of unhappiness or depression.
      - (E) A tendency to develop physical symptoms or fears associated with personal or school problems.
      - The term “emotional disturbance” includes schizophrenia. It does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disturbance.
  - - - IEP: individualized education plans created by a team of educators specifically specialized for the task
      - Intertrial Interval Duration: Teachers adjusted amount of time that occurred between a student. reading a word and the presentation of the next word, zero or 5 seconds.
      - Peer-Reinforcement: Establishing peers to provide positive feedback to those students in the classroom that need reinforcement for positive behavior
    - - Class-Wide Peer Tutoring: Tutoring sessions to lend choice of being tutor or tutee which establishes control mindsets
      - Self-Evaluation: allowing a student compares his-her daily performance against criteria established by an instructor or counselor
      - Token-Reinforcement System: Bonus token/currency for items such as scoring 80% or above on tests or expunging information gathered from last night's news
    - - Peer-Modeling: Students acting as peer models receive instruction in desired behaviors, then engage in these behaviors in front of students deficient in these areas.
      - Teach Test-taking skills
      - Self-Monitoring: where a student notes moments and non-moments of target behavior and is given space to reflect on the positive aspects of the negative instance
- - - - People who have a hearing loss are either pre-lingually deafened or post-lingually deafened.
        Source
    - - Extended time for taking tests in a quiet place.
        
        Seat hearing-impaired students where there is an unobstructed view of the professor.
        
        Try to repeat comments and questions asked by other students who are not in the range of vision of the hearing-impaired student.
        
        Use visual media (especially overhead projectors or PowerPoint) as much as possible — they are effective tools.
        
        Prepare a brief course outline, a syllabus, and a list of learning objectives for the class ahead of time.
        
        Assure the conveyance to hearing-impaired students of important information like class cancellations, class relocation, assignments, and tests by stating the details in writing in a hand-out and on the chalkboard.
        
        Establish a system of getting messages to hearing-impaired students — especially if a note taker or interpreter is not given advance notice of class cancellations and changes.
        
        Be prepared to reword sentences when a hearing-impaired student does not understand what is being said. (Persons with hearing impairments, like most of us, are not eager to draw undue attention to themselves; therefore, they may smile in acknowledgment when in fact they have not understood.)
        
        Source 1
        
        Accommodations
        
        Special classroom seating
        
        Note-taking assistance
        
        Extended time for tests
        
        Recording of lectures
        
        Pre-recorded texts or, when these are not available, readers
        
        Special housing arrangements
        
        Source 2
    - - examples of some of the services and technologies that are available
        
        Kurzweil 3000
        
        Dragon Naturally Speaking
        
        Learning Ally Audio Books
        
        Zoom Text
        
        Inspiration Software
        
        Source 2
        
        Alerting devices
        
        Apps
        
        Assistive listening devices
        
        Captioning
        
        Hearing aids and cochlear implants
        
        Telephone devices
        
        Source 1
    - - 0.22%
        Across all age groups, approximately 600,000 people in the United States (0.22% of the population, or 2.2 per 1,000) are "deaf;" more than half are over 65 years of age.
      - High：One in eight people in the United States (13 percent, or 30 million) aged 12 years or older has hearing loss in both ears, based on standard hearing examinations. About 2 percent of adults aged 45 to 54 have disabling hearing loss. The rate increases to 8.5 percent for adults aged 55 to 64.
- - - - Special seating arrangements to develop useful posture and movements
      - Instruction focused on development of gross and fine motor skills
      - Securing suitable augmentative communication and other assistive devices
      - Awareness of medical condition and its affect on the student (such as getting tired quickly)
  - - - These assistive technology devices focus on aiding the student to access the educational material.
        
        speech recognition software
        
        screen reading software
        
        augmentative and alternative communication devices (such as communication boards)
        
        academic software packages for students with disabilities
    - - These assistive technology devices focus on helping the student participate in educational activities.
        
        canes
        
        walkers
        
        crutches
        
        wheelchairs
        
        specialized exercise equipment
        
        specialized chairs, desks, and tables for proper posture development
- - - - Go step by step
      - Give immediate feedback
      - Help the students learn life skills
      - Address the social aspects of the school
      - Communicate with ss' parents
    - - Functional activities
      - Quiet work space
      - Repetition of concepts of the day
      - Teacher-student ratio
      - Hands-on learning
      - Safety measures
- - - - Seat the student appropriately in the classroom (e.g. in the middle towards the front).
      - Make sure lighting is suitable.
      - Photo of young boy against blue sky, being lifted in the air by two handsMake efforts to eliminate the risk of glare from the desk and whiteboard.
      - If possible ensure lights are coming from behind or to the side of the student.
      - Give clear instructions as the student may misinterpret gestures and facial expressions.
      - Consider the use of enlarged print/magnified worksheets.
      - The less configurations on a page the better (worksheets can be cut in strips and stapled together to present less work at a time).
      - Print materials need to be clear and dark.
      - Have lined paper for assignments (the darker the lines the better).
      - Guidance and support to pre-school
      - children and their parents in the home.
      - ● Specialist teaching, support and monitoring.
      - ● Advice on curricular and environmental
      - implications, including the use of assistive
      - technology.
      - ● Supporting, advising, training and liaising
      - with parents, teachers and other
      - professionals.
      - ● Ensuring Reasonable Accommodations are
      - provided to post-primary students by the
      - State Examinations Commission.
      - ● Advising and liaising with disability and
      - access officers to ensure appropriate
      - supports at third level.
  - - - Make efforts to eliminate the risk of glare from the desk and whiteboard.
      - Seat the student appropriately in the classroom e.g. in the middle towards the front.
        Make sure lighting is suitable.
      - Encourage the student to use visual aids/resources that have been prescribed (e.g. glasses, magnifiers, big-print books, etc)
      - Give clear instructions as the student may misinterpret gestures and facial expressions
      - Do not lower expectations because the student has a visual impairment.
      - Supplement visual material with clear verbal explanation.
      - Provide contrast on any visual materials used: black and white is best.
      - Use concrete material and hands-on experience whenever possible.
        
        Allow more time to complete tasks and provide breaks to combat fatigue.
        
        Do not lower expectations because the student has a visual impairment.
      - Slanted desks may be of benefit to individual students.
    - - Using computers designed specifically for the child's disability eg, Braille keyboards and printed materials.
      - Using hearing aids and other hearing technologies
      - Using computers with low lighting and screen magnifiers
    - - Having better lighting in class
      - Having more audio and oral inrstructions.
      - Mid-tech from screen readers for blind individuals or screen magnifiers for screens.
      - Having clear larger printed materials and visuals
  - - - Functional Blindness visual deterioration without any apparent change or disease affecting the structural integrity of the visual system: one of the most frequent symptoms in somatization disorder.
      - Blindness the state or condition of being unable to see because of injury, disease, or a congenital condition.
      - : : :
        
        Low Vision is vision loss that can't be corrected with glasses, contacts or surgery. It isn't blindness as limited sight remains. Low vision can include blind spots, poor night vision and blurry sight. The most common causes are age-related macular degeneration, glaucoma and diabetes
  - - - Blind/Low Vision.
      - Deaf/Hard-of-Hearing.
      - Deaf-Blind.
- - - - A checklist may be used to help remind a person to complete certain tasks.
      - Small voice recorders on keychains or message recorders can be pre-recorded with reminder messages including appointments, telephone numbers, grocery lists, or prescription refills.
      - "Home-made” aids
        
        A large print calendar is an important tool to note daily routines, appointments, special occasions, and future events.
        
        A Talking Clock and Talking Calendar
      - The Visual Assistant is a handheld microcomputer that provides task-prompting support by providing digital pictures, along with custom recorded audio messages that provide step-by-step instructions.
      - Handheld microcomputers, such as the Palm Pilot ®, use touch screen capability and allow an individual to easily input, save, and retrieve notes, telephone numbers, dates and daily reminders, and to-do lists.
      - The Ultra Key Seeker beeps and flashes to assist in locating lost keys.
      - The Talking Microwave II provides voice prompts, including announcements for setting or running cook times, current power level, status of the microwave and reminders to attend to the food
  - - - Tips for Adults
        
        Get plenty of sleep at night, and rest during the day.
        
        Avoid activities that are physically demanding (e.g., heavy housecleaning, weightlifting/working-out) or require a lot of concentration (e.g., balancing your checkbook). They can make your symptoms worse and slow your recovery.
        
        Avoid activities, such as contact or recreational sports, that could lead to another concussion. (It is best to avoid roller coasters or other high speed rides that can make your symptoms worse or even cause a concussion.)
        
        When your health care professional says you are well enough, return to your normal activities gradually, not all at once.
        
        Because your ability to react may be slower after a concussion, ask your health care professional when you can safely drive a car, ride a bike, or operate heavy equipment.
        
        Talk with your health care professional about when you can return to work. Ask about how you can help your employer understand what has happened to you.
        
        Consider talking with your employer about returning to work gradually and about changing your work activities or schedule until you recover (e.g., work half-days).
        
        Take only those drugs that your health care professional has approved.
        
        Do not drink alcoholic beverages until your health care professional says you are well enough. Alcohol and other drugs may slow your recovery and put you at risk of further injury.
        
        Write down the things that may be harder than usual for you to remember.
        
        If you’re easily distracted, try to do one thing at a time. For example, don’t try to watch TV while fixing dinner.
        
        Consult with family members or close friends when making important decisions.
        
        Do not neglect your basic needs, such as eating well and getting enough rest.
        
        Avoid sustained computer use, including computer/video games early in the recovery process.
        
        Some people report that flying in airplanes makes their symptoms worse shortly after a concussion.
      - Tips for Children
        
        Having the child get plenty of rest. Keep a regular sleep schedule, including no late nights and no sleepovers.
        
        Making sure the child avoids high-risk/ high-speed activities such as riding a bicycle, playing sports, or climbing playground equipment, roller coasters or rides that could result in another bump, blow, or jolt to the head or body. Children should not return to these types of activities until their health care professional says they are well enough.
        
        Giving the child only those drugs that are approved by the pediatrician or family physician.
        
        Talking with their health care professional about when the child should return to school and other activities and how the parent or caregiver can help the child deal with the challenges that the child may face. For example, your child may need to spend fewer hours at school, rest often, or require more time to take tests.
        
        Sharing information about concussion with parents, siblings, teachers, counselors, babysitters, coaches, and others who interact with the child helps them understand what has happened and how to meet the child’s needs.
  - - - Symptoms (Check more here: https://coggle.it/diagram/YB2p3NpUTkSU4fsT/t/the-tree-of-identifying-and-helping-sherry-wang-img_3040/d29924c2bc8c1b2b15130067c40b5cda4e86e99277e8d535b5772bd64d48948c)
        
        Mild traumatic brain injury
        
        Physical symptoms
        
        Headache
        
        Nausea or vomiting
        
        Fatigue or drowsiness
        
        Problems with speech
        
        Dizziness or loss of balance
        
        Sensory symptoms
        
        Sensory problems, such as blurred vision, ringing in the ears, a bad taste in the mouth or changes in the ability to smell
        
        Sensitivity to light or sound
        
        Cognitive, behavioral or mental symptoms
        
        Loss of consciousness for a few seconds to a few minutes
        
        No loss of consciousness, but a state of being dazed, confused or disoriented
        
        Memory or concentration problems
        
        Mood changes or mood swings
        
        Feeling depressed or anxious
        
        Difficulty sleeping
        
        Sleeping more than usual
        
        Moderate to severe traumatic brain injuries
        
        Physical symptoms
        
        Loss of consciousness from several minutes to hours
        
        Persistent headache or headache that worsens
        
        Repeated vomiting or nausea
        
        Convulsions or seizures
        
        Dilation of one or both pupils of the eyes
        
        Clear fluids draining from the nose or ears
        
        Inability to awaken from sleep
        
        Weakness or numbness in fingers and toes
        
        Loss of coordination
        
        Cognitive or mental symptoms
        
        Profound confusion
        
        Agitation, combativeness or other unusual behavior
        
        Slurred speech
        
        Coma and other disorders of consciousness
        
        Children's symptoms
        
        Change in eating or nursing habits
        
        Unusual or easy irritability
        
        Persistent crying and inability to be consoled
        
        Change in ability to pay attention
        
        Change in sleep habits
        
        Seizures
        
        Sad or depressed mood
        
        Drowsiness
        
        Loss of interest in favorite toys or activities
      - Causes
        
        TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue.
        
        Common Causes
        
        Falls. Falls from bed or a ladder, down stairs, in the bath, and other falls are the most common cause of traumatic brain injury overall, particularly in older adults and young children.
        
        Vehicle-related collisions. Collisions involving cars, motorcycles or bicycles — and pedestrians involved in such accidents — are a common cause of traumatic brain injury.
        
        Violence. Gunshot wounds, domestic violence, child abuse and other assaults are common causes. Shaken baby syndrome is a traumatic brain injury in infants caused by violent shaking.
        
        Sports injuries. Traumatic brain injuries may be caused by injuries from a number of sports, including soccer, boxing, football, baseball, lacrosse, skateboarding, hockey, and other high-impact or extreme sports. These are particularly common in youth.
        
        Explosive blasts and other combat injuries. Explosive blasts are a common cause of traumatic brain injury in active-duty military personnel. Although how the damage occurs isn't yet well understood, many researchers believe that the pressure wave passing through the brain significantly disrupts brain function.
        
        Traumatic brain injury also results from penetrating wounds, severe blows to the head with shrapnel or debris, and falls or bodily collisions with objects following a blast.
  - - - Children, especially newborns to 4-year-olds
        
        Young adults, especially those between ages 15 and 24
        
        Adults age 60 and older
        
        Males in any age group
- - - - Assistive technology devices and services – equipment and services that are used to improve or maintain the abilities of children living with deafblindness enable them to participate in such activities as playing, communication, eating or moving.
      - Audiology – identifies and provides services for children with hearing loss.
      - Deafblind Education Team – provides specialised and highly individualised communication and education support to students, their families and schools.
      - Family training – services provided by qualified personnel to assist the family in understanding the special needs of the child who is deafblind and in promoting the child’s development.
      - Medical services –are comprehensively provided separate to an Early Intervention Service, but may be also included as part of the service for diagnostic or evaluation purposes.
      - Nursing services – assessment of health status of the child for the purpose of providing nursing care, provision of nursing care to prevent health problems, restore and improve functioning, and promote optimal health and development. This may include administering medications, treatments, and other procedures prescribed by licensed physician.
      - Nutrition/Dietetics services – services that help address the nutritional needs of children that have feeding problems, improve food habits and preferences, recommend diets for specific medical conditions and prescribes tube feeding formulas when nutritional intake is not adequate or possible by mouth.
      - Occupational therapy – services help caregivers to develop the child’s highest attainable level of participation in all daily activities. OTs provide support to children who are deafblind and their families in the following areas: fine motor skills (hand function), activities of daily living (e.g. dressing, feeding), perceptual/cognitive skills (e.g., design copying and sequencing), sensory-motor skills (e.g., motor planning and tactile sensitivity), functional play skills, specialised equipment and environmental modifications (e.g., splinting, assistive devices, technology and home modifications), and posture control to support function.
      - Psychological services – administering and interpreting psychological tests and information about a child’s behaviour and child and family conditions related to learning, mental health and development as well as planning services including counselling, consultation, parent training, and education programs.
        
        Social Work services – preparing an assessment of the social and emotional strengths and needs of a child and family, and providing individual or group services such as counselling or family training.
        
        Speech pathology - services that focus on verbal and non-verbal communication skill development and the oral motor skills required for drinking and eating. They provide support in the areas of language understanding and use, social communication use, speech clarity (ability to produce and combine speech sounds and use the voice), facial expression, body language and gestures, alternative or augmentative communication, fluency, pre-literacy skills, and swallowing and feeding issues.
        
        Vision services – identification of children with visual disorders or delays, and providing services and training to those children.
      - Physiotherapy – services that focus on the identification and promotion of optimal movement development.
        
        Photo courtesy of: Maddie Garvue (http://www.caringbridge.org/visit/maddiegarvue)
  - - - Image courtesy of Printacall www.printacall.com.au
        
        Infrared listening system
        
        Wireless headphones with listening range of 12m
        
        Three listening system with option to use for one-to-one communication
        
        Volume control on receiver for balancing and adjusting volume for left and right ear
    - - Auto-tuning into FM channel
        
        Operates within 15 metres range (indoors)
        
        Can be used with DynaMic MultiTalker Network in meetings, classrooms, etc.
    - - Background noise reduced
        
        Clarity of speech amplified
        
        Use with earphones or neckloop
        
        Can also be connected to the television via a Cable Kit (available separately)
  - - - These problems can occur even if hearing loss and vision loss are mild, as the senses work together and one would usually help compensate for loss of the other.
      - A deafblind person won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause significant difficulties in everyday life.
      - It's also sometimes called "dual sensory loss" or "multi-sensory impairment".
      - a combination of sight and hearing loss that affects a person's ability to communicate, access information and get around.
- - - - Dyslexia, Dyscalculia, Dysgraphia, Developmental Aphasia
    - - Specific learning disabilities refer to disorders in one or more of the basic learning processes. It can be defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics. Associated conditions may include, but are not limited to, dyslexia, dyscalculia, dysgraphia, or developmental aphasia. A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability, limited English proficiency, or environmental, cultural, or economic factors.
    - - Assistance of technology and software that are catered for individuals
      - Alterations in text and font size
      - Audio resources
      - Variation in assessment techniques and practice methods
      - Graph paper or sideways lined paper to line up math problems
      - Pencil grips or typed notes and writing assistance for students with dysgraphia
      - Special time allowances for projects and notes
      - Break down assignments into well-organized steps and rubrics
      - Use plenty of brightly colored, uncluttered reference charts and diagrams
      - Point out math wherever you can
    - - Customized writing tools like Draft:Builder
      - Assistive Listening Systems
      - Low-Tech handouts
      - Proofreading Software
      - Kurzweil 3000 ( multiple software tools for students with learning disabilities)
      - Ginger : Software that provides aid for students with dyslexia and dysgraphia
      - Text-to-Speech assistive tools
      - Mathtools like Mathtalk
      - Math Simulation programs
    - - https://www.ldrfa.org/accommodations-and-modifications-for-students-with-ld-explained/
        
        https://www.additudemag.com/dyscalculia-treatment-accommodations-for-school-and-work/
        
        http://www.fldoe.org/academics/exceptional-student-edu/ese-eligibility/specific-learning-disabilities
        
        https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia
        
        https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/
        
        http://www.projectidealonline.org/v/specific-learning-disabilities/
    - - Specific learning disabilities are considered a high-incidence disability. The U.S. Department of Education reports that there are over 2.8 million students being served for specific learning disabilities. This number of students is approximately 47.4% of all children receiving special education services.
- - - - Speech
        
        Inability to form correct sounds to communicate with others
        
        Impaired Articulation
        
        Voice Impairment
        
        Stuttering
      - Language
        
        Inability to understand what others are saying
        
        Voice impairment
        
        Hearing impairment could cause a language impairment
        
        Language Delay
        
        Genetics
    - - Speech
        
        High
      - Language
        
        High
        
        7% to 8% children
        
        Continues into adulthood
      - Will usually present in early childhood
    - - Special Education Guide. (2021). Speech and Language Impairments Defined. Retrieved from https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/
      - Oregon Department of Education. (2020). Oregon's Extended School Closure Special Education Guidance. Retrieved from https://www.oregon.gov/ode/educator-resources/standards/Documents/SLP%20Guidance%20Final%204-7-20.pdf
      - Inclusion Resource. (2017). Disability Categories Under IDEA. Retrieved from https://sites.google.com/site/inclusionresourcenotebook/disability-areas
      - National Institute of on Deafness and Other Communication Disorders (NIDC). (2019). Specific Language Impairment. https://www.nidcd.nih.gov/health/specific-language-impairment
    - - Telepractice
      - Bully Preventation
        
        Peer Education
      - Speech/Language Pathologist
    - - teleSLP
      - Telehealth
      - Telepractice delivery of service
        
        Telepractice is defined as, "The application of telecommunications technology to delivery of professional services at a distance for assessment, intervention and/or consultation," by The Oregon Board of Examiners for Speech-Language Pathology and Audiology. Definition found in the Oregon's Extended School Closure Special Education Guidance.
      - Telespeech
      - telehear
      - telerehab
      - teletherapy
      - teleswallow
      - teleaudiology
- - - - Assistive technology (devices a child might need)
      - Audiology or hearing services
      - Speech and language services
      - Counseling and training for a family
      - Medical services
      - Nursing services
      - Nutrition services
      - Occupational therapy
      - Physical therapy
      - Psychological services
  - - - a programmable keyboard that allows students who can't use the traditional keyboard and mouse to develop literacy skills through pictures and text on a computer.
    - - Smart Boards, interactive white boards, are a presentation system consisting of a whiteboard, computer, projector and tools. These include free web resources, commercially available software and alternative access devices for both a keyboard and a mouse.
        
        Working on a SMARTBoard
        Perkins School for the Blind
    - - a writing-support tool that enables student to write sentences by selecting words, phrases and pictures. You can even hear words spoken by realistic software speech before you write; and hear completed sentences spoken back to you!
    - - incorporates multimedia modeling, animation, and auditory support to assist students to develop challenging concepts.
- - - - attention deficit disorder
  - - - Robert Reid, DECEMBER 1999, Focus on exceptional Children
        Attention Deficit Hyperactivity Disorder: Effective Methods for the Classroom
      - MATTHEW LYNCHMAY 9, 2018, ASSISTIVE TECHNOLOGY TO HELP CHILDREN WITH ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD) SUCCEED ACADEMICALLY https://www.theedadvocate.org/assistive-technology-to-help-children-with-attention-deficit-hyperactivity-disorder-adhd-succeed-academically/
      - KRISTIN STANBERRY, MARSHALL RASKIND, PH.D.
        Assistive Technology for ADHD Challenges at School https://www.additudemag.com/change-the-program/
      - Florida department of Education http://www.fldoe.org/academics/exceptional-student-edu/ese-eligibility/other-health-impairment-ohi.stml
- - - - treated separately from deafness
- - - - Assistive technology (devices a child might need)
      - Audiology or hearing services
      - Speech and language services
      - Counseling and training for a family
      - Medical services
      - Nursing services
      - Nutrition services
      - Occupational therapy
      - Physical therapy
      - Psychological services
  - - - The prevalence of autism spectrum disorder, intellectual disability, other developmental delay, and any developmental disability was higher among boys compared with girls.
  - - - Child development: All about child development from the CDC, the Centers for Disease Control and Prevention.
      - Developmental screening: From CDC, the Centers for Disease Control and Prevention.
      - Developmental milestones: From NICHCY.
      - What is developmental delay? From How Kids Develop.
      - Developmental delay: From the Encyclopedia of Children's Health.