Language Pathologist. Physician or Doctor, as defined above, shall not include the insured individual or his dependents or any person who is the spouse, parent, child, brother or sister of such insured individual or his dependents. For purposes of determining the copay to be applied, the following terms apply: Primary Care Physician or Doctor shall mean a Physician or Doctor who may provide the first contact for a person with an undiagnosed health concern as well as continuing care of varied medical conditions, not limited by cause, organ system, or diagnosis. This Physician or Doctor generally does not specialize in any medical specialty except in the case of a gynecologist for the care of women and family practice, general practice, pediatrics, and internal medicine. Specialist Physician or Doctor shall mean a Physician or doctor who engages in a medical specialty other than gynecology, family practice, general practice, pediatrics, and internal medicine.
Language Pathologist. H 14.13.1 First Standard: Professional Growth and Responsibility H 14.13.1.1 Criteria: Demonstrates professionalism. H 14.13.2 Second Standard: Professional Relationships H 14.13.2.1 Criteria: Xxxxxxx a relationship with parents and community which encourages and values their participation in the learning experience of children.
Language Pathologist. Audiologist. Otolaryngologist. Psychologist. Possible Related Services: (Related services are determined by individual need. These "possible related services" are merely examples and are not intended to be limiting.) Environmental adjustments. Family counseling. Language therapy. Speech therapy. Transportation. Assistive technology devices or services. Eligibility Criteria: Intellectual Disabilities Section 1308.10. (a) A child is classified as intellectually disabled who exhibits significantly sub-average intellectual functioning and exhibits deficits in adaptive behavior which adversely affect learning. Adaptive behavior refers to age-appropriate coping with the demands of the environment through independent skills in self-care, communication and play. (b) Measurement of adaptive behavior must reflect objective documentation through the use of an established scale and appropriate behavioral/anecdotal records. An assessment of the child's functioning must also be made in settings outside the classroom. (c) Valid and reliable instruments appropriate to the age range must be used. If they do not exist for the language and cultural group to which the child belongs, observation and professional judgment are to be used instead. (d) Determination that a child is intellectually disabled is never to be made on the basis of anyone test alone. Guidance for Paragraph (a): Evaluation instruments with age-appropriate norms should be used. These should be administered and interpreted by professionals sensitive to racial, ethnic and linguistic differences. The diagnosticians must be aware of sensory or perceptual impairments that the child may have (e.g., a child who is visually impaired should not be tested with instruments that rely heavily on visual information as this could produce a depressed score from which erroneous diagnostic conclusions might be drawn).
