Diagnosis Pathway for Children & NDIS

Diagnosis Pathway for Children & NDIS Jane McFadden Pa ge 1 I ' m J a n e , I r u n a p o d ca st A D H D Mu m ' s a n d I ha ve t hr e e child r e n o n t he ND I S, t his is my gu id e t o t his t r icky a n d co mp le x a r e a I f y o u ' d like t o list e n t o my o wn p e r so n a l st o r y wit h my child r e n a n d ND I S p le a se list e n t o : 39 : ND I S e p iso d e wit h J a n e McF a d d e n Pa r e n t s a r e n a t u r a lly co n ce r n e d a b o u t t he d e ve lo p me n t o f t he ir child a s it is a cr u cia l a sp e ct o f t he ir o ve r a ll we ll-b e in g a n d fu t u r e su cce ss. So me co mmo n a r e a s o f co n ce r n ma y in clu d e : � . Phy sical d e ve l op me n t : Pare n t s w an t t o e n sure t ha t t he ir chil d is g row in g an d re achin g imp ort an t mil e st on e s such as sit t in g up , craw l in g , w al kin g , an d d e ve l op in g � n e mot or skil l s. � . Cog n it ive d e ve l op me n t : Pare n t s w an t t o se e t he ir chil d ' s in t e l l e ct ual g row t h, such as l an g uag e acq uisit ion , p rob l e m-sol vin g ab il it ie s, an d crit ical t hin kin g skil l s. � . Social an d e mot ion al d e ve l op me n t : Pare n t s w an t t he ir chil d t o d e ve l op he al t hy re l a t ion ship s, e mp a t hy , se l f-con t rol , an d e mot ion al re sil ie n ce . The y may w orry ab out t he ir chil d ' s ab il it y t o make frie n d s, han d l e con �ict s, an d re g ul a t e t he ir e mot ion s. � . E d uca t ion al d e ve l op me n t : Pare n t s oft e n have con ce rn s ab out t he ir chil d ' s acad e mic p rog re ss, such as re ad in g , w rit in g , an d ma t he ma t ical ab il it ie s. The y may w orry ab out t he ir chil d ' s ab il it y t o ke e p up w it h p e e rs or e xce l in school . � . Be havioral d e ve l op me n t : Pare n t s w an t t he ir chil d t o d e ve l op p osit ive b e haviors an d hab it s, such as fol l ow in g rul e s, b e in g re sp e ct ful , an d d isp l ay in g g ood man n e rs. The y may b e con ce rn e d ab out an y chal l e n g in g b e haviors or d e ve l op me n t al d e l ay s. � . Moral an d e t hical d e ve l op me n t : Pare n t s are con ce rn e d ab out t he ir chil d ' s val ue s an d charact e r d e ve l op me n t , w an t in g t he m t o g row up t o b e re sp on sib l e , comp assion a t e , an d e t hical in d ivid ual s. Pa ge 2 Signs of autism in a young child (A FAQ on my podcast) � . D e l ay e d sp e e ch or l an g uag e d e ve l op me n t : Chil d re n w it h aut ism may d e mon st ra t e a d e l ay in d e ve l op in g sp e e ch or have d i� cul t y in usin g l an g uag e ap p rop ria t e l y for t he ir ag e . � . D i� cul t y w it h social in t e ract ion : The y may st rug g l e w it h social cue s, such as main t ain in g e y e con t act , un d e rst an d in g n on ve rb al commun ica t ion , or e n g ag in g in re cip rocal con ve rsa t ion s or p l ay . � . R e p e t it ive b e haviors: Chil d re n w it h aut ism may e n g ag e in re p e t it ive b e haviors, such as �ap p in g t he ir han d s, sp in n in g ob j e ct s, or re p e a t in g ce rt ain w ord s or p hrase s. � . Se n sory se n sit ivit ie s: The y may b e hig hl y se n sit ive or hy p o-se n sit ive t o se n sory in p ut , such as b e in g b ot he re d b y ce rt ain t e xt ure s, soun d s, or sme l l s, or se e kin g out in t e n se se n sory e xp e rie n ce s. � . R e sist an ce t o chan g e : Chil d re n w it h aut ism may have a st ron g n e e d for rout in e an d b e come an xious or up se t w he n t he re are chan g e s t o t he ir e n viron me n t or d ail y act ivit ie s. Pa ge 3 � . D i� cul t y w it h social imag in a t ion : The y may st rug g l e w it h imag in a t ive p l ay , un d e rst an d in g an d p re d ict in g ot he r p e op l e ' s t houg h t s or in t e n t ion s, or have d i� cul t y w it h ab st ract con ce p t s. � . Narrow or in t e n se in t e re st s: Chil d re n w it h aut ism may d e ve l op in t e n se in t e re st s in sp e ci� c sub j e ct s or ob j e ct s, oft e n focusin g on a n arrow ran g e of t op ics. � . D i� cul t y man ag in g t he ir e mot ion al re g ul a t ion - b e in g � n e a t school or kin d y b ut t he n me l t d ow n in g w he n Mum or D ad arrive s � . A n xie t y or social w it hd raw al : Chil d re n w it h aut ism may e xp e rie n ce an xie t y or b e come social l y w it hd raw n d ue t o d i� cul t ie s in un d e rst an d in g an d n avig a t in g social sit ua t ion s. � � . Maskin g or camou�ag in g : Girl s w it h aut ism are more l ike l y t o imit a t e or cop y t he b e haviors of t he ir p e e rs t o � t in , makin g it hard e r t o re cog n iz e t he ir chal l e n g e s, how e ve r b oy s can d o t his t oo. � � . Corre ct in g , chil d re n w it h aut ism w il l corre ct ad ul t s an d ot he r chil d re n con st an t l y on smal l d e t ail s. I t is imp o r t a n t t o r e me mb e r t ha t a u t ism is a sp e ct r u m d iso r d e r , a n d n o t a ll in d ivid u a ls wit h a u t ism will d isp la y t he sa me sign s o r sy mp t o ms. I f y o u su sp e ct t ha t y o u r child ma y b e sho win g sign s o f a u t ism, it is r e co mme n d e d t o co n su lt wit h a he a lt hca r e p r o f e ssio n a l o r sp e cia list f o r a n a ccu r a t e d ia gn o sis. * * No t a ll child r e n d isp la y ' t e xt b o o k ' sy mp t o ms - A u t ism ca n sho w u p in d i� e r e n t wa y s* * Jane's extra notes on girls from her experience in this area (not expert opinion) L ack of social b oun d ary - chil d j ust w an t s t o g o home w it h an y on e a t school p ick up Se n sory se e kin g - t ouchin g kid s an d ad ul t s. Chil d re n makin g n oise al l t he t ime - b ut t he n n ot t ol e ra t in g an y on e e l se makin g l oud n oise . L ivin g in ow n w orl d it se e ms l ike . Girl s oft e n re al l y l ike an imal s, horse s, savin g t he e n viron me n t , music, art . I' ve n ot ice d my d aug h t e r rare l y asks for t oy s for he r b d ay an d if she g e t s some t he y w il l re main un t ouche d The sp e cial in t e re st s are some t ime s more ' social l y acce p t ab l e ' an d ' cut e ' so t he y are n ot p icke d up Girl s can p re se n t ve ry b ossy , t he y w il l w an t t o t e l l ot he rs how t o p l ay . The y have t roub l e kn ow in g w he n t o 'l e t some t hin g g o ' an d t he y l ike t o re it e ra t e t he rul e s t o al l t he ot he r chil d re n aroun d t he m in t he g uise of 'he l p in g t he m ' It is imp ort an t t o re me mb e r t ha t A D H D is a cl in ical d iag n osis t ha t re q uire s e val ua t ion b y a me d ical p rofe ssion al . If y ou susp e ct y our chil d may have A D H D , it is re comme n d e d t o con sul t w it h a he al t hcare p rovid e r for a comp re he n sive e val ua t ion an d ap p rop ria t e g uid an ce . Pa ge 6 Signs of ADHD in young child So me co mmo n sign s o f A D H D in clu d e : � . D i� cul t y p ay in g a t t e n t ion : A chil d w it h A D H D may have t roub l e focusin g on t asks, sust ain in g a t t e n t ion , or fol l ow in g in st ruct ion s. H e / She may b e come e asil y d ist ract e d or fre q ue n t l y d ay d re am. � . H y p e ract ivit y : A l t houg h hy p e ract ivit y is more common l y associa t e d w it h b oy s, g irl s w it h A D H D may al so e xhib it re st l e ssn e ss an d an e xce ssive l e ve l of e n e rg y . The y may have a hard t ime st ay in g st il l or sit t in g q uie t l y . Girl s al so show sig n s w it h e xce ssive t al kin g , j ump in g aroun d in ce ssan t l y an d a con st an t n e e d t o g o ' on t he g o. ' E ve n if a chil d w an t s t o re st , some t ime s t he ir b od y w on 't l e t t he m. � . Imp ul sivit y : Chil d re n w it h A D H D may act on imp ul se w it hout con sid e rin g t he con se q ue n ce s. The y may in t e rrup t ot he rs, b l urt out an sw e rs, or have d i� cul t y w ait in g t he ir t urn E ve n w it h con st an t fe e d b ack from a t e ache r t he y w il l con t in ue t o d o it . O r p art icul arl y w it h b oy s w e se e a l ack of imp ul se con t rol aroun d l ashin g out an d hit t in g e ve n aske d n ot t o a t school or kin d y . � . Boun d arie s, st an d in g t oo cl ose con st an t l y , askin g in vasive q ue st ion s t o ad ul t s, y e l l in g or sp e akin g l oud l y in cl ass ma t e s face s w it hout re al isa t ion t ha t t he y d on 't l ike it . If t he y are aske d t o st op d oin g some t hin g b y an ot he r chil d t he y have t roub l e re sp e ct in g t he ot he r chil d ' s sp ace . � . F org e t ful n e ss an d d isorg an iz a t ion : A chil d w it h A D H D may st rug g l e w it h forg e t ful n e ss, l osin g t hin g s fre q ue n t l y , an d havin g d i� cul t y org an iz in g t asks or b e l on g in g s. She may oft e n b e l a t e or st rug g l e w it h t ime man ag e me n t . � . In a t t e n t ion t o d e t ail s: Girl s w it h A D H D may have t roub l e p ay in g a t t e n t ion t o d e t ail s, l e ad in g t o care l e ss mist ake s in school w ork or ot he r act ivit ie s. The y may al so have d i� cul t y comp l e t in g t asks or fol l ow in g t hroug h on in st ruct ion s. � . Poor acad e mic p e rforman ce : A D H D can imp act a chil d ' s acad e mic p e rforman ce , l e ad in g t o d i� cul t ie s in l e arn in g an d re t ain in g in forma t ion The y may st rug g l e w it h st ay in g focuse d d urin g cl ass or comp l e t in g home w ork assig n me n t s. � . E mot ion al d i� cul t ie s: Chil d re n w it h A D H D may e xp e rie n ce he ig h t e n e d e mot ion al se n sit ivit y , mood sw in g s, or d i� cul t y re g ul a t in g t he ir e mot ion s. The y may b e p ron e t o frust ra t ion , imp a t ie n ce , or have l ow se l f-e st e e m. Pa ge 7 I t is imp o r t a n t t o n o t e t ha t t he se sign s ca n va r y in se ve r it y a n d ma y b e in �u e n ce d b y o t he r fa ct o r s. I f y o u su sp e ct y o u r child ma y ha ve A D H D , it is r e co mme n d e d t o co n su lt wit h a he a lt hca r e p r o f e ssio n a l f o r a p r o p e r e va lu a t io n a n d d ia gn o sis. Jane's extra notes on girls from her experience in this area (not expert opinion) I oft e n he ar of g irl s d iag n ose d w it h 'an xie t y ' how e ve r an t i an xie t y me d ica t ion d oe sn 't w ork I se e g irl s d e ve l op q uit e p e rfe ct ion ist b e haviours an d so t he y come across t o t e ache rs org an ise d , how e ve r in t he b ackg roun d t he ir p are n t s are sca�ol d in g t he m a l ot U sual l y have on e are a a t school t he y st rug g l e w it h a t l e ast D i� cul t y social l y , imp ul sive l y sharin g a frie n d s se cre t s for e xamp l e . I t is imp o r t a n t t o r e me mb e r t ha t A D H D is a clin ica l d ia gn o sis t ha t r e q u ir e s e va lu a t io n b y a me d ica l p r o f e ssio n a l. I f y o u su sp e ct y o u r child ma y ha ve A D H D , it is r e co mme n d e d t o co n su lt wit h a he a lt hca r e p r o vid e r f o r a co mp r e he n sive e va lu a t io n a n d a p p r o p r ia t e gu id a n ce . I f y o u f e e l like y o u ha d so me o f t he se t r a it s a s a child t he n p le a se se e k y o u r o wn d ia gn o sis. So me t ime s A D H D a n d A u t ism ca n b e misd ia gn o se d a s b ip o la r , PTSD o r o t he r me n t a l he a lt h illn e ss. A u st r a lia n S t a t ist ics a r e t ha t 1 in 25 a d u lt s ha ve A D H D a n d 1 in 36 a d u lt s ha ve A u t ism. 0 1 Pathways to get a child diagnosed. Pa ge 9 1 Y o u mu st st a r t a t GP ( I ha d t o go t o 2 x d i� e r e n t GPs t o ge t a r e f e r r a l t o a p a e d ia t r icia n ) O p t io n s 2. Pu b lic Pa e d ia t r icia n Pr o s - it s fr e e Co n s- y o u ca n ' t p ick y o u r d o ct o r a n d if it d o e sn ' t go we ll, it ' s d i� cu lt t o ge t a se co n d o p in io n – lo n g wa it list b u t fr e e - wa it list s d e p e n d o n wha t y o u r GP wr it e s o n t he r e f e r r a l a s t he y a r e t r ia ge d . So me wa it list s a r e y e a r s lo n g. * * H in t highligh t sa f e t y co n ce r n s, me d ica l issu e s r a t he r t ha n b e ha vio u r a l* * * * Y o u ca n a lso ca ll t he he a lt h ce n t r e we e kly a n d a sk t o go o n t he ca n ce lla t io n list , o r u p d a t e t he GP o n wha t ha s cha n ge d if t hin gs a r e e sca la t in g a t ho me * * 3. Pr iva t e Pa e d ia t r icia n – Pr o s: I t ' s q u icke r , b u t b y q u icke r I me a n it ca n st ill b e 1 2 mo n t hs + Co n s: I t ' s e xp e n sive , mo st p a e d ia t r icia n s a r e $60 0 + p e r a p p o in t me n t . Y o u d o n e e d a GP r e f e r r a l f o r p r iva t e p a e d ia t r icia n s o r child p sy chia t r ist Y o u a lso ca n se e a T e le he a lt h Pa e d ia t r icia n o r Child Psy chia t r ist which is ju st a f e w we e ks wa it , ho we ve r I ha ve n ' t fu lly a sse sse d q u a lit y o f ca r e - p le a se se n d me a n e ma il ja n e @ a d hd mu ms.co m.a u wit h a n y e xp e r ie n ce wit h t his. * * J a n e ' s t ip , I wo u ld a lwa y s d o he a vy r e se a r ch � r st o n p r a ct it io n e r , e sp e cia lly if y o u ha ve a child t ha t isn ' t t e xt b o o k - a highly ca mo u �a gin g d a u gh t e r * * * * Che ck o u t F B lo ca l Mu m p a ge s a n d u se t he se a r ch fu n ct io n f o r Pa e d ia t r icia n o r Child Psy chia t r ist d e p e n d in g o n y o u r p r e f e r e n ce . * * * * A sk a r o u n d A L O T - Mu m ' s a r e t he b e st a t sha r in g in f o r ma t io n - a sk q u e st io n s. W e b r e a k t he st igma b y d iscu ssin g t he issu e s o p e n ly .* * * * J a n e ' s t ip Pa e d ia t r icia n ' s a r e b e t t e r o n o ve r a ll p ict u r e a n d d e ve lo p me n t a l co n ce r n s, child p sy chia t r ist s a r e go o d f o r child r e n t ha t y o u wa n t t o d iscu ss me d ica t io n f o r ju st p u r e A D H D . I kn o w we a ll ha ve SO MU CH t o d o , ho we ve r I will sha r e t ha t I wa it e d 2 y e a r s t o ge t in wit h t he ' r igh t ' p a e d ia t r icia n f o r my d a u gh t e r a n d it wa s wo r t h t he wa it . The r e we r e ma n y o t he r p a e d ia t r icia n s a r o u n d wit h sho r t e r list s b u t I wa s co n ce r n e d t ha t e ve n t ho u gh I ha d 2 x d ia gn o sis fr o m Clin ica l Psy cho lo gist s I wo u ld n ' t b e b e lie ve d b e ca u se my d a u gh t e r is high ma skin g. Pa ge 10 O t he r o p t io n s 4 . Psy cho lo gist Pr o s - - The y a r e gr e a t p a r t icu la r ly f o r gir ls, I wo u ld go o gle ' Ne u r o a � r min g p sy cho lo gist s' So me o f t he m ha ve A u t ism/ A D H D t he mse lve s a n d r e co gn ise t he ca mo u �a gin g a n d ma skin g in gir ls r e a lly we ll. O ft e n are g re a t w it h chil d re n an d some t ime s l ive on farms usin g e q uin e t he rap y w hich is fun for t he kid s ra t he r t han b e in g in an o� ce E n sure y ou are usin g a Psy chol og ist t ha t can w rit e a re p ort for t he ND IS - usual l y t he se are Cl in ical Psy chol og ist s Give s y ou a re al l y comp l e t e p ict ure of y our chil d O ft e n y ou can g e t se e n y ourse l f. No GP re fe rral n e e d e d as t he re is n o Me d icare re b a t e Co n s- E xp e n sive ( t he re is n o GP re b a t e so it is a p riva t e cost an y w he re from $1 50 0 - $350 0 p e r asse ssme n t ) If y ou choose t o t ry me d ica t ion Psy chol og ist s are n 't ab l e t o p re scrib e O ft e n a p ae d ia t rician an d chil d p sy chia t rist w il l n ot l ook a t t he cl in ical p sy chol og ist re p ort an d st art t he p roce ss ag ain w hich can b e a l on g p roce ss for a chil d Y ou n e e d t o re st art t he p ae d ia t rician an d chil d p sy chia t rist w ait l ist . W hy d ia gn o se a child ? I sn ' t la b e llin g b a d ? * * My t h* * J a n e ' s o p in io n o n la b e llin g W oul d n 't y ou w an t t o kn ow as a chil d ra t he r t han w ait in g for a l a t e d iag n osis Y ou mig h t t hin k y our chil d ' d oe sn 't kn ow ' b ut y ou mig h t � n d t he y t hin k t he re ' s ' some t hin g w ron g w it h t he m ' an d d oe s kn ow I b e l ie ve a chil d w il l have b e t t e r se l f e st e e m if t he y are aw are of t he ir b rain d i�e re n ce ra t he r t han j ust fe e l in g 'w e ird ' ( p ot e n t ial l y ) I have n 't me t a A D H D ad ul t w ho w oul d have n ot w an t e d t o kn ow as a chil d E VE R Buy some g re a t b ooks on A ut ism or A D H D for chil d re n t o un d e rst an d O ft e n t he con ve rsa t ion is short an d ' n ot a b ig d e al ' in t he chil d ' s min d Normal ise it b y t al kin g ab out y ourse l f or y our husb an d By t al kin g ab out our ow n d iag n osis an d our ow n kid s d iag n osis t he aw are n e ss w il l imp rove aroun d t he coun t ry . Tips on reacting to a child's diagnosis � . Take t ime t o p roce ss y our e mot ion s: R e ce ivin g a d iag n osis for y our chil d can b rin g up a ran g e of e mot ion s, in cl ud in g shock, sad n e ss, an d e ve n g rie f. It ' s imp ort an t t o g ive y ourse l f t ime an d sp ace t o p roce ss t he se e mot ion s b e fore t akin g an y furt he r st e p s. � . E d uca t e y ourse l f ab out A ut ism or A D H D : L e arn in g more ab out aut ism can he l p y ou un d e rst an d y our chil d ' s d iag n osis b e t t e r an d p rovid e y ou w it h t he kn ow l e d g e an d t ool s t o sup p ort t he m e �e ct ive l y . R e ad b ooks, art icl e s, an d re l iab l e on l in e re source s, an d con sid e r j oin in g sup p ort g roup s or a t t e n d in g w orkshop s t o con n e ct w it h ot he r p are n t s in simil ar sit ua t ion s. � . Se e k p rofe ssion al g uid an ce : R e ach out t o p rofe ssion al s w ho sp e cial ise in A ut ism or A D H D , such as p ae d ia t rician s, p sy chol og ist s, or d e ve l op me n t al p e d ia t rician s. The y can p rovid e y ou w it h val uab l e in forma t ion , re source s, an d g uid an ce on how t o sup p ort y our chil d ' s un iq ue n e e d s. � . Con n e ct w it h ot he r p are n t s: Join in g sup p ort g roup s or on l in e commun it ie s for p are n t s of chil d re n w it h aut ism can b e imme n se l y he l p ful . Tal kin g t o ot he r p are n t s w ho have b e e n t hroug h simil ar e xp e rie n ce s can p rovid e y ou w it h e mot ion al sup p ort , ad vice , an d a se n se of commun it y . Pa ge 12 � . F ocus on st re n g t hs an d ab il it ie s: In st e ad of sol e l y focusin g on t he chal l e n g e s y our chil d may face d ue t o t he ir A ut ism/ A D H D , t ry t o re cog n iz e an d ce l e b ra t e t he ir st re n g t hs an d ab il it ie s. E ve ry chil d is un iq ue , an d t he y have t he ir in d ivid ual t al e n t s an d in t e re st s t ha t d e se rve t o b e n urt ure d an d e n courag e d � . A d voca t e for y our chil d : A s a p are n t , y ou are y our chil d ' s b e st ad voca t e . Commun ica t e op e n l y an d asse rt ive l y w it h y our chil d ' s school , t he rap ist s, an d ot he r p rofe ssion al s in vol ve d in t he ir care , e n surin g t ha t t he ir n e e d s are b e in g me t . * J a n e ' s n o t e : r e me mb e r y o u migh t b e in t he sma ll f e w who a ct u a lly ge t t he ir child t he he lp t he y n e e d . The r e p r e va le n ce o f child r e n wit h A D H D is n o w 1 in 20 , ho we ve r a lo t o f p a r e n t s d o n ' t ge t t he ir child r e n a sse sse d .* 0 2 NDIS early intervention (children under 6) The ND I S d o e s n o t n e e d a d ia gn o sis t o he lp child r e n st r u gglin g wit h t he ir d e ve lo p me n t . Y o u ca n se lf r e f e r a n d skip t he GP o n t he we b sit e s. R e me mb e r t o e n su r e y o u a d d a n y sa f e t y r isks ( se lf ha r m, vio le n ce t o o t he r s, r u n n in g a wa y e t c), o r me d ica l issu e s su ch a s co n st ip a t io n o r b o we l issu e s. The r e f e r r a ls a r e t r ia ge d so y o u n e e d t o fu lly wr it e d o wn a ll t he issu e s. L in k t o e a r ly in t e r ve n t io n in y o u r a r e a ( e n t e r y o u r p o st co d e ) h t t p s: / / www.n d is.go v.a u / co n t a ct / lo ca t i o n s So me t ime s child r e n a r e d ia gn o se d wit h Glo b a l D e ve lo p me n t D e la y ( my d a u gh t e r wa s a t 2 y e a r s o ld ) a ga in che ck o u t my p o d ca st e p iso d e 39 . ND I S e p iso d e wit h J a n e f o r mo r e in f o r ma t io n . 0 3 What is global developmental delay Glo b a l d e ve lo p me n t a l d e la y ( GD D ) r e f e r s t o a sign i� ca n t d e la y in t wo o r mo r e a r e a s o f a child ' s d e ve lo p me n t , in clu d in g co gn it ive , mo t o r , sp e e ch a n d la n gu a ge , so cia l a n d e mo t io n a l, a n d a d a p t ive skills. I t is t y p ica lly d ia gn o se d in child r e n u n d e r t he a ge o f � ve a n d is cha r a ct e r iz e d b y a d e la y in r e a chin g d e ve lo p me n t a l mile st o n e s co mp a r e d t o t he ir p e e r s. Child r e n wit h GD D ma y e xhib it d e la y s in skills su ch a s sit t in g, cr a wlin g, wa lkin g, t a lkin g, a n d in t e r a ct in g wit h o t he r s. The y ma y a lso ha ve d i� cu lt y wit h p r o b le m-so lvin g, me mo r y , a t t e n t io n , a n d b e ha vio r . The se ve r it y o f t he d e la y ca n va r y wid e ly a mo n g in d ivid u a ls, r a n gin g fr o m mild t o se ve r e . Pa ge 17 Ca u se s o f glo b a l d e ve lo p me n t a l d e la y ca n in clu d e ge n e t ic d iso r d e r s, chr o mo so ma l a b n o r ma lit ie s, b r a in in ju r ie s, p r e ma t u r it y , e n vir o n me n t a l fa ct o r s, a n d o t he r u n id e n t i� e d fa ct o r s. E a r ly in t e r ve n t io n a n d t he r a p y , su ch a s p hy sica l t he r a p y , sp e e ch t he r a p y , o ccu p a t io n a l t he r a p y , a n d b e ha vio r a l in t e r ve n t io n s, ca n he lp child r e n wit h GD D ma ke p r o gr e ss a n d imp r o ve t he ir o ve r a ll d e ve lo p me n t . 0 4 NDIS Children younger than 6 years old: Pa ge 19 The Na t io n a l D isa b ilit y I n su r a n ce Sche me ( ND I S) in A u st r a lia in clu d e s a n E a r ly I n t e r ve n t io n fu n d in g st r e a m t o su p p o r t child r e n wit h d e ve lo p me n t a l d e la y s o r d isa b ilit ie s. E a r ly in t e r ve n t io n r e f e r s t o t he p r o visio n o f se r vice s a n d su p p o r t s a t a n e a r ly a ge t o he lp child r e n r e a ch t he ir fu ll p o t e n t ia l a n d p r e ve n t fu r t he r d i� cu lt ie s o r cha lle n ge s in t he fu t u r e . U n d e r t he ND I S, child r e n a ge d 0 -6 y e a r s who ha ve a d e ve lo p me n t a l d e la y o r d isa b ilit y ma y b e e ligib le f o r e a r ly in t e r ve n t io n su p p o r t . This su p p o r t ca n in clu d e a r a n ge o f se r vice s su ch a s t he r a p y , a sse ssme n t s, e q u ip me n t , a n d su p p o r t f o r fa milie s a n d ca r e r s. The a im o f e a r ly in t e r ve n t io n u n d e r t he ND I S is t o id e n t ify a n d a d d r e ss t he n e e d s o f child r e n a s e a r ly a s p o ssib le , in o r d e r t o p r o mo t e t he ir d e ve lo p me n t , in d e p e n d e n ce , a n d p a r t icip a t io n in e ve r y d a y a ct ivit ie s. I t is b e lie ve d t ha t e a r ly in t e r ve n t io n ca n gr e a t ly imp r o ve o u t co me s f o r child r e n wit h d isa b ilit ie s a n d he lp t he m t o a chie ve t he ir go a ls a n d le a d fu l� llin g live s. T o a cce ss e a r ly in t e r ve n t io n su p p o r t t hr o u gh t he ND I S, fa milie s n e e d t o me e t ce r t a in e ligib ilit y cr it e r ia a n d go t hr o u gh a n a p p lica t io n a n d a sse ssme n t p r o ce ss. This ma y in vo lve p r o vid in g e vid e n ce o f t he child ' s d isa b ilit y o r d e ve lo p me n t a l d e la y , a s we ll a s in f o r ma t io n a b o u t t he ir su p p o r t n e e d s a n d go a ls. O n ce a p p r o ve d , fa milie s ca n wo r k wit h a n ND I S p la n n e r t o d e ve lo p a p e r so n a liz e d p la n t ha t o u t lin e s t he child ' s go a ls, t he su p p o r t s t he y r e q u ir e , a n d ho w t he se will b e fu n d e d . The p la n ca n t he n b e r e vie we d a n d a d ju st e d o ve r t ime a s t he child ' s n e e d s a n d go a ls cha n ge . O ve r a ll, t he e a r ly in t e r ve n t io n fu n d in g st r e a m u n d e r t he ND I S a ims t o e n su r e t ha t child r e n wit h d isa b ilit ie s o r d e ve lo p me n t a l d e la y s ha ve a cce ss t o t he a p p r o p r ia t e se r vice s a n d su p p o r t s t he y n e e d t o t hr ive a n d r e a ch t he ir p o t e n t ia l fr o m a n e a r ly a ge .