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The CIDD is dedicated to providing exemplary clinical services to children, adolescents and adults who have or are at risk for developmental disabilities. Our interdisciplinary faculty offer numerous clinical services designed to provide diagnostic clarification, interpretation and information, intervention and treatment planning, and support and guidance for families. Our evaluation services may include appointments with individual clinicians, select teams of two or three clinicians, or a full interdisciplinary team representing four or more of the following professional disciplines: Pediatrics, Psychology, Speech-Language Pathology, Physical Therapy, Occupational Therapy, Psychiatry, Audiology, Social Work and Special Education. CIDD intake specialists will determine the appropriate team based on information provided by individuals, families and referring professionals.
As the Carolina Institute for Developmental Disabilities and the North Carolina UCEDD (University Center of Excellence on Developmental Disabilities), our clinical area of emphasis is exclusively on developmental disabilities. This term refers to a physical, mental or medical disorder that significantly interferes with one or more areas of development (e.g., cognition, communication, motor and adaptive skills) and is manifested prior to age 18. Those individuals who have or are suspected of having intellectual disabilities, autism spectrum disorders, traumatic brain injuries, cerebral palsy, and genetic or medical conditions which impact development, health, and independent living would be appropriate referrals to the Institute. The CIDD also specializes in serving individuals who may have co-existing behavioral, mental or medical/physical health needs in tandem with developmental delays or disabilities.
The CIDD does not accept referrals for individuals whose primary concerns are related to psychiatric (e.g., ADHD, depression), behavioral or learning concerns in the absence of known or suspected underlying neuro-developmental disorders. In cases where a referral is made and there is no indication of a potential developmental disorder, more appropriate referral and resource information will be provided to the individual or family.
If you would like to make a referral for an appointment, please click here to complete our CIDD Contact Form. If you have questions, please Julia.email@example.com.
The Young Adult Program provides evaluations for young adults ages 18-30 who are struggling with learning and/or vocational issues. Typical referral concerns include problems with maintaining academic success in college, difficulty choosing a career path, challenges with functional adult life skills (e.g. paying bills), organization and study skills, and/or maintaining social relationships. Evaluations may include neuro-cognitive and emotional screening, educational assessment, and assessment of the individual’s vocational interests and values. Initial or re-evaluation for learning disabilities, attention regulation disorders, and/or psychiatric diagnosis such as depression and anxiety are frequent evaluation outcomes. Information from all three disciplines is discussed in team meetings in order to develop a career plan for the client. Interpretive meetings are held on the same day as the clinic in order to explain results to the individual client. Parents are typically also involved in providing assessment data and participate in the interpretive session. Reports are targeted to address the referral questions.
Adolescent And Adult Autism Clinic
The Adolescent and Adult Autism Clinic offers evaluations and recommendations for adolescents, age 14+, and adults of any age. There are three types of evaluations offered: (1) Differential diagnosis of High Functioning Autism and Asperger’s Disorder with individuals functioning in the average or above average range of intellectual functioning, who have struggled to succeed academically, vocationally and socially. Many of these persons have received incorrect diagnoses which have interfered with obtaining appropriate services. (2) Other individuals come to the Clinic with multiple diagnoses, including an autism spectrum disorder, who are experiencing significant behavioral challenges which interfere with functioning. The focus of these evaluations is to offer behavior consultation or the development of a formal behavior intervention plan. (3) Transition evaluations are offered for older adolescents or young adults to assist in helping them to transition from school and home-based services to adult educational, residential, and vocational services.
Behavioral Medicine In Developmental Disabilities Clinic
THE BMDDC is an interdisciplinary evaluation and treatment service for children, adolescents and adults with developmental disabilities co-occurring with complex behavioral and/or psychiatric challenges. The evaluation and treatment team includes a Behavioral Psychologist and a physician trained in both Pediatrics and Psychiatry. The team has a combined 30 years of clinical experience in working with this group of individuals and their families.
Common referral issues appropriate for this clinic include assistance with self-injurious behaviors, disabling ritualistic behaviors, difficulties surrounding obsessive/narrow areas of interest, and explosive/aggressive behaviors. In addition to addressing the above primary referral concerns the providers in this clinic can consult on or assist in arranging further consultation regarding the following common co-morbid concerns: Anxiety Disorders(with special emphasis on Obsessive-Compulsive Disorder), Mood Disorders, Tic Disorders, Attention Deficit/Hyperactivity Symptoms, Sleep Disorders, Seizure Disorders, Gastro-Intestinal/Toileting issues.
Evaluation services will include multiple disciplines and be problem focused. Diagnostic clarification of the underlying developmental disability will not be an area of focus in this clinic. Underlying developmental disabilities considered appropriate may include Autism Spectrum Disorders (all severity levels) and all developmental disabilities where an intellectual disability is primary feature regardless of etiology. Children and adults with primary Axis I Psychiatric Disorders without a co-morbid developmental disability as described above are not appropriate for this clinic.
Intervention services can include but would not be limited to development of a detailed behavioral management plan, psychopharmacologic consultation and collaborative institution of all recommendations with the family and community providers as appropriate. The period of consultation with the client will vary from one visit to a period of co-management with the family and/or community provider as appropriate.
Educational consultations at the CIDD are highly individualized, based on client needs. Experienced learning specialists assess academic difficulties and possible underlying causes. A 1-2 hour session includes specific assessments, demonstration of strategies (parents have the opportunity to observe), and an interpretive conference for the parent (and child if appropriate) on the day of the visit. Standardized testing to determine appropriate school support and interventions is also available. A comprehensive report includes a learning plan for home and school. Follow-up support is available, including school observations, IEP meetings, advocacy skills, and strategies instruction.
Hearing and Development Clinic
The HDC offers diagnostic evaluations for infants and young children with known hearing loss in combination with developmental concerns. The primary purpose of the clinic is to determine whether or not a child is experiencing developmental deficits, and if so to provide recommendations for treatment. Typical referral concerns include:
• Speech, language, or learning difficulties
• Concerns regarding developmental delays
• Concerns regarding socialization, communication, or sensory dysfunction
The team consists of audiologists, a speech-language pathologist, a psychologist, a learning specialist, and other disciplines as needed based on referral concerns. At the conclusion of the interdisciplinary assessments an interpretive conference will be provided for parents/caretakers to explain the results of the evaluation and strategies to address referral concerns. A report will be provided along with assistance in identifying local resources.
LINK – Autism and Related Disorders Clinic
The Autism and Related Disorders Clinic is one facet of LINK activities related to developmental disabilities. This half-day clinic is dedicated to the assessment and treatment planning for individuals who display communication, social or behavioral characteristics potentially related to an autism spectrum disorder, language disorder, sensory impairment, or other developmental disability. The main focus of the assessment is to diagnose or rule out ASD, to identify other related delays or disabilities, and to explore the use of AAC (Augmentative and Alternative Communication) as a means of communication for those with little productive use of language. Evidence-based assessment tools are a standard part of the assessment process, including use of the Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview – Revised (ADI-R). Additional cognitive, language, behavioral, and adaptive behavior testing is included as needed. Results are shared with the parents and recommendations are generated for educational and therapeutic intervention.
Neurodevelopmental evaluations are designed to link observable learning challenges with underlying neurodevelopmental functions: attention, language processing, visual processing, memory, problem-solving, and strategy use. A learning specialist and a psychologist or pediatrician provide targeted assessments and collaborate on an individualized learning plan based on the student’s neurodevelopmental profile of strengths and needs. An interpretive conference takes place on the day of the visit, followed by a comprehensive report. Follow-up consultation is available upon request.
Pediatric Neuropsychology Clinic
The focus of this clinic is the neuropsychological assessment of children and adolescents with neurological illness, medical illnesses and disorders, genetic disorders, psychiatric illness and behavior problems, brain injury, developmental disabilities, and complex learning issues. Individuals are referred to the clinic from a variety of sources, including neurology, nephrology, oncology, pediatric rehab, and local school systems. Neuropsychological assessment describes brain-behavior relationships by assessing multiple cognitive domains and relating a patient’s performance within these domains to neuroanatomical and neurophysiological principles. A typical clinic day begins with a parent/child interview to clarify questions and concerns, followed by three to five hours of assessment. Interpretives generally take place on another day in order to have time to score all assessments, develop the diagnostic formulation, and select appropriate treatments and recommendations. Trainees participate in all aspects of the clinic, and gradually move into more independence in regards to interviewing, battery development, and formulation. Trainees participating in this clinic will be exposed to a wide range of clinical presentations, semi-structured clinical interviewing, neuropsychological testing procedures, interpretation of data, clinical interpretive with clients and family members, report writing, and community consultation and information sharing as requested by the families.
Postsecondary Education Transition Clinic
Opportunities have expanded for young adults with intellectual and developmental disabilities to continue their education and pursue careers. To meet their needs, the Carolina Institute for Developmental Disabilities is offering an interdisciplinary evaluation that generates a profile of interests, strengths, skills, and needs, resulting in a plan for next steps.
What do most young adults with developmental disabilities want?
- Training or education to acquire those jobs
- Social life
- Independent living skills
How can they reach their goals?
An individualized evaluation is conducted to:
- Confirm Skills
- Determine needs
- Generate a positive personal profile
- Investigate postsecondary education options
- Develop a job search plan
- Develop self-advocacy skills
The clinical team consists of:
- Psychologist specializing in adult developmental disabilities
- Learning specialist/educational consultant
- Advocacy consultant
For more information, please contact: Donna Yerby
Prader Willi Syndrome Clinic
The Prader Willi Syndrome Clinic is a once a month multidisciplinary clinic serving individuals with PWS and their families across NC. PWS is a genetic disorder which results in borderline to moderate intellectual disability, mild to extreme hypotonia, often severe hyperphagia (urge to eat), OCD and autistic-like behaviors, and mild self-injurious behaviors (mostly skin-picking). Many individuals with PWS have obesity-related health concerns as well. The clinic team is comprised of psychology, nutrition, PT, medicine and genetic counseling. A medical consultation model is used in providing support to families who come to the clinic. Typically 2-6 individuals and their caregivers are seen each month.
Preschool Assessment, Consultation, and Training (PACT) Clinic
The PACT Clinic offers diagnostic evaluations for children up to 4 years of age. The primary purpose of the half-day clinic is to better understand developmental delays and differences of toddlers and preschoolers. For many children, this includes determination of whether or not the child meets criteria for an autism spectrum disorder. For all children, clinicians provide recommendations for appropriate treatment and refer the family to other resources in their community. This clinic also includes follow-up consultation and parent training for interested families. Common referral concerns include:
• Speech/language delays
• Differences in social interaction with adults and/or peers
• Difficulty with behavior management
• Strong or unusual interests
• Difficulty with change
• Sensory differences
• Repetitive play and/or behaviors
The team consists of a licensed psychologist and a licensed speech language pathologist, as well as graduate students from each of these disciplines. Professionals from other disciplines are included based on the referral questions. The half-day evaluation consists of a thorough child assessment using measures such as the Autism Diagnostic Observation Schedule, a parent interview, and/or other informal tools to assess for characteristics of autism. Developmental, cognitive, adaptive behavior, and speech and language assessments are included as needed. Parents/caregivers are offered an interpretive conference regarding the results the evaluation, strategies to address their referral concerns, and opportunity to return for follow-up consultation and parent training/therapy. A report of the findings and recommendations is tailored to the needs of the family.
School Age Team
The School Age Team often consists of clinicians representing all disciplines at the CIDD. Children from pre-school through 12th grade may be referred by parents, physicians, or schools for a variety of issues related to developmental disabilities. The clients referred to this team frequently present complex diagnostic and treatment challenges. The interdisciplinary team members, selected based on the referral concerns for each client, conduct individual assessment sessions targeting those questions and needs. Parents have an opportunity to observe and also participate in consultations with each clinician. Following the full-day evaluation, the team meets to consolidate findings, after which the team coordinator meets with the family for an interpretive conference. The role of team coordinator/family advisor is rotated and the School Age Team is a major component in the LEND (Leadership and Education in Neurodevelopmental Disabilities) training program at the CIDD. Trainees observe and participate in the assessments, team conference, and interpretive conferences. A comprehensive report is generated following the evaluation.
Social Skills Clinic
The Carolina Institute for Developmental Disabilities Social Skills Clinic is a group-based intervention designed to help adolescents and young adults improve their social skills. Topics covered include how to make and keep friends, navigating social situations, and expressing emotions. Because the sessions rely on back-and-forth between participants, participants must have fluent speech (i.e., be able to communicate in complete sentences). The class is open to those with a formal diagnosis that impacts their social abilities, including Social Anxiety Disorder, Asperger's, Autism, AD/HD, as well as to those who simply wish to improve their social skills. Sessions will have up to 10 participants and be led by two therapists. Sessions will be supervised by a licensed clinical psychologist with specialized training in social skills education. Sessions will last one hour and will run for 8 weeks.
to view a brochure about the Social Skill Clinic.
Williams Syndrome Clinic
The Williams syndrome clinic provides a comprehensive interdisciplinary evaluation followed by intervention monitoring of the neurocognitive, academic, social and emotional functioning of children with Williams syndrome in an effort to advance research in these areas. Currently, the clinic focuses on children in their infancy through young adulthood. Future expansion of the clinic may include older adults. Modeled after the School-Age Team (SAT) as a model the primary focus of the interdisciplinary clinic is to evaluate the cognitive, academic (using standardized and non-standardized assessment measures), speech and language functioning, social and emotional functioning of children and adolescents with Williams syndrome. In addition to evaluation results collected during the clinic, information from schools and therapists will be gathered. Following the evaluation, recommendations would be provided to families and teachers based upon findings of the evaluation. One major component of the clinic is follow-up with families to obtain updates of progress and/or need to fine-tune recommendations.
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