Applying for Developmental Disabilities Administration Services can seem daunting. It is worth it if you feel that your child will need help finding a job, assistance with money and shopping, and generally needs someone to help him or her navigate through life.
DDA Elibility is Based on the following WAC's http://apps.leg.wa.gov/WAC/default.aspx?cite=388-823
How does the state of Washington define developmental disability?
The state of Washington defines developmental disability in RCW 71A.10.020(5).
(1) To qualify for DDA you must have a diagnosed condition of intellectual disability, cerebral palsy, epilepsy, autism, or another neurological or other condition found by DDA to be closely related to intellectual disability or requiring treatment similar to that required for individuals with intellectual disability which:
(a) Originates prior to age eighteen;
(b) Is expected to continue indefinitely; and
(c) Results in substantial limitations.
(2) In addition to the requirements listed in subsection (1) of this section, you must meet the other requirements contained in this chapter.
Where do people have the most problems?
The Arc of Tri-Cities has found that families do not understand that it takes 2 areas of documentation to prove your child has a disability.
1st Area - Qualifying Diagnosis.
2nd Area- Functional Assessment - shows the person is functioning below level (Vineland Test)
Autism Diagnoisis Criteria- Must be level 2 and 3 to be eligible for DDA Services
DSM IV- Need to Use or Reference if IQ is higher than 84
How do I show that I have autism as an eligible condition?
If I have autism, how do I meet the definition of substantial limitations?
What is the Vineland Test?
The Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) measures the personal and social skills of individuals from birth through adulthood. Because adaptive behavior refers to an individual's typical performance of the day-to-day activities required for personal and social sufficiency, these scales assess what a person actually does, rather than what he or she is able to do.
In order to determine the level of an individual's adaptive behavior, someone who is familiar with that individual, such as a parent or caregiver, is asked to describe his activities. Those activities are then compared to those of other people the same age to determine which areas are average, above average, or in need of special help.
Learning about an individual's adaptive behavior helps us to gain a total picture of that individual. When adaptive behavior information is combined with information about an individual's intelligence, school achievement, and physical health, plans can be made to address any special needs that person may have at home or in school.
There is a teacher version and a parent version. The parent questionnaire can be processed either as an interview or a parent survey. The parent version will address a wider variety of adaptive behaviors than the teacher version, which only addresses behaviors observed in the classroom.
The Vineland-II assesses adaptive behavior in four domains: Communication, Daily Living Skills, Socialization, and Motor Skills. It also provides a composite score that summarizes the individual's performance across all four domains.