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possible hypothesis is that a few people who suffer TM also suffer from a persistent cognitive dissonance associated with having happy-go-lucky personality trait which leads them “let the chips fall where they may.” They are individuals prone to impulsivity, but they are subdued and controlled the shame, guilt, frustration, fear, rage, and helplessness associated with the social limitations placed on them by the disorder. |
(Ingram, 2012, p. 269) On the topic of personality, surprisingly enough, research suggests that personality disorders do not share significant overlap with TM. This includes Borderline Personality Disorder (BPD) despite the fact that BPD is often associated with self-harming behavior. (Kraemer, 1999, p. 299) Differentiating TM from Obsessive-Compulsive Disorder (OCD) can be challenging in some cases. TM is similar to OCD because there is |
a “sense of gratification” or “relief” when pulling the hair out. Unlike individuals with OCD, individuals with TM do not perform their compulsions in direct response to an obsession and/or according to rules that must be rigidly adhered to. (4th ed., text rev.; DSM-IV-TR; American Psychiatric Association, 2000, p. 676) There are, however, observed similarities between OCD and TM regarding phenomenology, neurological test performance, |
response to SSRI’s, and contributing elements of familial and/or genetic factors. (Kraemer, 1999, p. 299) Due to the large genetic component contributions of both disorders, obtaining a family history (vis-à-vis a detailed genogram) is highly recommended. The comprehensive genogram covering all mental illness can be helpful in the discovery the comorbid conditions identified above as well. There is some suggestion that knowledge of events |
associated with onset is “intriguing, but unnecessary for successful treatment.” (Kraemer, 1999, p. 299) I call shenanigans. There is a significant connection between the onset of TM and the patient enduring loss, perceived loss, and/or trauma. Time is well spent exploring the specific environmental stressors that precipitated the disorder. Although ignoring circumstances surrounding onset might be prudent when employing strict behavioral treatment paradigms, it |
seems like a terrible waste of time to endure suffering without identifying some underlying meaning or purpose that would otherwise be missed if we overlook onset specifics. “Everything can be taken from a man but one thing: the last of human freedoms – to choose one’s attitude in any given set of circumstances, to choose one’s own way.” (Frankl, 1997, p. 86) If we |
acknowledge that all behavior is purposeful, then we must know and understand the circumstances around onset if we will ever understand the purpose of said behavior. I liken this to a difference in professional opinion and personal preference because either position can be reasonably justified, but in the end the patient should make the ultimate decision about whether or not to explore onset contributions |
vis-à-vis “imagery dialogue” or a similar technique. (Young, Klosko, & Weishaar, 2003, p. 123) If such imagery techniques are unsuccessful or undesired by the client, a psychodynamic conversation between “internal parts of oneself” can add clarity to the persistent inability of the client to delay gratification. (Ingram, 2012, p. 292) Such explorations are likely to be time consuming, comparatively speaking, and should not be |
explored with patients who are bound by strict EAP requirements or managed care restrictions on the type and length of treatment. Comorbid developmental disabilities and cognitive deficits may preclude this existential exploration. I employ the exploration of existential issues of origin in the interest of increasing treatment motivation, promoting adherence, enhancing the therapeutic milieu, and thwarting subsequent lapses by anchoring cognitive dissonance to a |
concrete event. TM represents a behavioral manifestation of a fixed action patterns (FAPs) that is rigid, consistent, and predicable. FAPs are generally thought to have evolved from our most primal instincts as animals – they are believed to contain fundamental behavioral ‘switches’ that enhance the survivability of the human species. (Lambert & Kinsley, 2011, p. 232) The nature of FAPs that leads some researchers |
it comes to assessing a new patient with TM. Because chewing on or ingesting the hair is reported in nearly half of TM cases, the attending clinician should always inquire about oral manipulation and associated gastrointestinal pain associated with a connected hair mass in the stomach or bowel (trichobezoar). Motivation for change should be assessed and measured because behavioral interventions inherently require a great |
deal of effort. Family and social systems should not be ignored since family dynamics can exacerbate symptomatlogy vis-à-vis pressure to change (negative reinforcement), excessive attention (positive reinforcement), or both. (Kraemer, 1999, p. 299) What remains to be seen is the role of stress in the process of “triggering” a TM episode. Some individuals experience an “itch like” sensation as a physical antecedent that remits |
cases, it’s by no means typical. Most people diagnosed with TM report that the act of pulling typically occurs during affective states of relaxation and distraction. Most individuals whom suffer from TM do not report clinically significant levels of anxiety as the “trigger” of bouts of hair pulling. We could attribute this to an absence of insight regarding anxiety related triggers or, perhaps anxiety |
simply does not play a significant role in the onset and maintenance of hair pulling episodes. Regardless of the factors that trigger episodes, a comprehensive biopsychosocial assessment that includes environmental stressors (past, present and anticipated) should be explored. The options for treatment of TM are limited at best. SSRIs have demonstrated some potential in the treatment of TM, but more research is needed before |
we can consider SSRIs as a legitimate first-line treatment. SSRIs are worth a shot as an adjunct treatment in cases of chronic, refractory, or treatment resistant TM. I would consider recommending a referral to a psychiatrist (not a general practitioner) for a medication review due in part to the favorable risk profile of the most recent round of SSRIs. Given the high rate of |
comorbidity with mood and anxiety disorders – if either is anxiety or depression are comorbid, SSRIs will likely be recommended regardless. Killing two birds with one stone is the order of the day, but be mindful that some medication can interfere with certain treatment techniques like imaginal or in vivo exposure. (Ledley, Marx, & Heimberg, 2010, p. 141) Additional research is needed before anxiolytic |
medications can be recommended in the absence of comorbid anxiety disorders (especially with children). Hypnosis and hypnotic suggestion in combination with other behavioral interventions may be helpful for some individuals, but I don’t know enough about it at this time to recommend it. Call me skeptical, or ignorant, but I prefer to save the parlor tricks for the circus… Habit reversal is no parlor |
trick. My goal isn’t to heal the patient; that would create a level of dependence I am not comfortable with… my goal is to teach clients how to heal themselves. Okay, but how? The combination of Competing Response Training, Awareness/Mindfulness Training, Relaxation Training, Contingency Management, Cognitive Restructuring, and Generalization Training is the best hope for someone who seeks some relief from TM. Collectively I |
will refer to this collection of techniques as Habit Reversal. Competing Response Training is employed in direct response to hair pulling or in situations where hair pulling might be likely. In the absence of “internal restraints to impulsive behavior,” artificial circumstances are created by identifying substitute behaviors that are totally incompatible with pulling hair. (Ingram, 2012, p. 292) Just like a compulsive gambling addict |
isn’t in any danger if spends all his money on rent, someone with TM is much less likely to pull hair if they are doing something else with their hands. Antecedents, or triggers, are sometimes referred to as discriminative stimuli. (Ingram, 2012, p. 230) “We sense objects in a certain way because of our application of priori intuitions…” (Pirsig, 1999, p. 133) Altering the |
underlying assumptions entrenched in maladaptive priori intuitions is the core purpose of Awareness and Mindfulness Training. “There is a lack of constructive self-talk mediating between the trigger event and the behavior. The therapist helps the client build intervening self-messages: Slow down and think it over; think about the consequences.” (Ingram, 2012, p. 221) The connection to contingency management should be self evident. Utilizing a |
a subjective unit of distress representing the level of “urge” or desire to pull hair. (Kraemer, 1999) The act of recording behavior (even in the absence of other techniques) is likely to produce significant reductions in TM symptomatlogy. (Persons, 2008, p. 182-201) Perhaps more importantly, associated activities, thoughts, and emotions that may be contributing to the urge to pull should be codified. (Kraemer, 1999, |
are all techniques that can be employed in isolation or in conjunction with each other. Contingency Management is inexorably tied to the existential anchor of cognitive dissonance described above. My emphasis on this element is where my approach might differ from some other clinicians. “You are free to do whatever you want, but you are responsible for the consequences of everything that you do.” |
(Ingram, 2012, p. 270) This might include the client writing down sources of embarrassment, advantages of controlling the symptomatlogy of TM, etc. (Kraemer, 1999) The moment someone with pyromania decides that no fire worth being imprisoned, they will stop starting fires. The same holds true with someone who acknowledges the consequences of pulling their hair. How do we define success? Once habit reversal is |
successfully accomplished in one setting or situation, the client needs to be taught how to generalize that skill to other contexts. A hierarchical ranking of anxiety provoking situations can be helpful in this process since self-paced graduated exposure is likely to increase tolerability for the anxious client. (Ingram, 2012, p. 240) If skills are acquired, and generalization occurs, we can reasonably expect a significant |
reduction in TM symptomatlogy. The challenges are significant, cognitive behavioral therapy is much easier said than done. High levels of treatment motivation are required for the behavioral elements, and moderate to high levels of insight are exceptionally helpful for the cognitive elements. In addition, this is an impulse control disorder… impulsivity leads to treatment noncompliance and termination. The combination of all the above, in |
manual of mental disorders (4th ed., text rev.). Washington, DC: Author. Frankl, V. E. (1997). Man’s search for meaning (rev. ed.). New York, NY: Pocket Books. Ingram, B. L. (2012). Clinical case formulations: Matching the integrative treatment plan to the client (2nd ed.). Hoboken, NJ: John Wiley & Sons. Kraemer, P. A. (1999). The application of habit reversal in treating trichotillomania. Psychotherapy: Theory, Research, |
Practice, Training, 36(3), 298-304. doi: 10.1037/h0092314 Lambert, K. G., & Kinsley, C. H. (2011). Clinical neuroscience: Psychopathology and the brain (2nd ed.). New York: Oxford University Press. Ledley, D. R., Marx, B. P., & Heimberg, R. G. (2010). Making cognitive-behavioral therapy work: Clinical process for new practitioners (2nd ed.). New York, NY: Guilford Press. Persons, J. B. (2008). The case formulation approach to cognitive-behavior |
therapy. New York, NY: Guilford Press. Pirsig, R. M. (1999). Zen and the art of motorcycle maintenance: An inquiry into values (25th Anniversary ed.). New York: Quill. Shiel, W. C., Jr., & Stoppler, M. C. (Eds.). (2008). Webster’s new world medical dictionary (3rd ed.). Hoboken, NJ: Wiley Publishing. Young, J. E., Klosko, J. S., & Weishaar, M. E. (2003). Schema therapy: A practitioner’s guide. |
SCIENCE announced that it is taking viewers further inside NASA's latest mission to Mars with the exclusive world premiere of i.am.mars: REACH FOR THE STARS tonight, September 19, 2012, at 10 PM ET/PT. The special documents the artistic and technical process behind "Reach for the Stars," will.i.am's newest single that became the first song ever to be broadcast from another |
planet to Earth. In what is being hailed as "the most complex Mars mission to date," NASA's Curiosity spacecraft successfully landed on the red planet on August 6, 2012. Since then the Curiosity rover has returned stunning photographs and valuable information about the Martian surface that is helping scientists determine if it has the ability to support life. Recently, Curiosity |
also returned will.i.am's new song "Reach for the Stars" as - for the first time in history - recorded music was broadcast from a planet to Earth. i.am.mars: REACH FOR THE STARS profiles will.i.am's passion for science and his belief in inspiring the next generation of scientists through STEM (Science, Technology, Engineering and Math) education. i.am.mars: REACH FOR THE STARS |
also gives viewers a window into his creative process, as well as the recording of the song with a full children's choir and orchestra. In addition, viewers also go inside the engineering challenges NASA faced in uploading the song to Curiosity, and the hard work required to make the historic 700 million mile interplanetary broadcast a reality. "Between MARS LANDING |
2012: THE NEW SEARCH FOR LIFE and i.am.mars: REACH FOR THE STARS, SCIENCE is consumed with the bold exploration of the red planet," said Debbie Myers, general manager and executive vice president of SCIENCE. "We hope our viewers are as inspired as we are by the creativity, imagination and daring of both will.i.am and NASA." i.am.mars will be distributed to |
schools nationwide through Discovery Education's digital streaming services. SCIENCE and Discovery Education will also work with Affiliates to promote i.am.mars' educational resources for use in schools and with community organizations, brining the magic of Mars to life. |
Forecast Texas Fire Danger (TFD) The Texas Fire Danger(TFD) map is produced by the National Fire Danger Rating System (NFDRS). Weather information is provided by remote, automated weather stations and then used as an input to the Weather Information Management System (WIMS). The NFDRS processor in WIMS produces a fire danger rating based on fuels, weather, and topography. Fire danger |
maps are produced daily. In addition, the Texas A&M Forest Service, along with the SSL, has developed a five day running average fire danger rating map. Daily RAWS information is derived from an experimental project - DO NOT DISTRIBUTE |
for Land & Recreation in the Florida Department of Environmental Protection. The mission of the FGS is to collect, interpret, disseminate, store and maintain geologic data, thereby contributing to the |
responsible use and understanding of Florida’s natural resources, and to conserve the State of Florida’s oil and gas resources and minimize environmental impacts from exploration and production operations. Historic resources |
from the Florida Geological Survey Digital Collection includes historic FGS: For a list of all publications, historic through current, see the FGS website. Florida Geological Survey Fossil Collection in the |
Florida Museum of Natural History The Florida Geological Survey fossil vertebrate collection (FGS) was started during the 1910s and was originally housed in Tallahassee. Under the direction of E. H. |
Sellards, Herman Gunter, and S. J. Olsen, the FGS collection was the primary source of fossil vertebrate descriptions from Florida until the early 1960s. World-renown paleontologists such as George G. |
Simpson, Edwin H. Colbert, and Henry F. Osborn wrote scientific papers about specimens in the FGS collection in addition to Sellards and Olsen. In 1976 the entire FGS fossil vertebrate |
collection was transferred to the Florida Museum of Natural History with support from a National Science Foundation grant. The UF/FGS collection is composed of about 22,000 specimens assigned to about |
10,000 catalogue numbers, and almost all of them were collected in Florida. The majority of specimens in the UF/FGS collection are mammals, followed by reptiles, birds, and a relatively small |
number of amphibians and fish. Although there are some sites that are unique to the UF/FGS collection, many of the sites overlap with holdings in the main UF and UF/PB |
collections. The major strengths of the UF/FGS collection are historically important samples from the early Miocene Thomas Farm locality, the middle Miocene and early Pliocene deposits of the Bone Valley |
Region, Polk County, and from the late Pleistocene Vero locality, Indian River County. Researchers using the UF/FGS database should be aware that when the catalogue data for the FGS collection |
was first transferred from the original file cards to a computerized database in the late 1980s, relatively little effort was made to correct or improve entries. The nature of specimen |
was not indicated on many of the cards, locality information was sometimes vague, and many employed taxonomic names that are no longer in use. While some corrections have subsequently been |
made to this database, limitations of time and resources have prevented an exhaustive clean-up. Also, when Sellards left Florida for Texas in the 1920s, he transferred some, but not all, |
of the holotypes in the FGS collection that he had named to the USNM collection, Smithsonian Institution, Washington, D.C. United States Geological Survey Water Management Districts of Florida For information |
about the Florida Geological Survey: Dr. Jon Arthur Florida Geological Survey 903 West Tennessee Street Tallahassee, FL 32304-7000 Phone: (850) 488-4191 Fax: (850) 488-8086 Acknowledging or Crediting the Florida Geological |
Survey As Creative Entity or Information Source The Florida Geological Survey is providing many of its publications (State documents) for the purpose of digitization and Internet distribution. If you cite |
or use portions of these electronic documents, which the Florida Geological Survey (an office of the Florida Department of Environmental Protection) is making available to the public with the kind |
assistance of the University of Florida’s Digital Library Center, we ask that you acknowledge or credit the Florida Geological Survey as the information source: i.e. “Courtesy of the Florida Department |
of Environmental Protection’s Florida Geological Survey” Further, since Florida Geological Survey publications were developed using public funds, no proprietary rights may be attached to FGS publications wholly or in part, |
nor may FGS publications be sold to the U.S. Government or the Florida State Government as part of any procurement of products or services. Our publications are disseminated to citizens |
“as is" for general public information purposes; many of them reflect the state of knowledge at the time of their publication and they may or may not have been updated |
by more recent publications. Our electronic documents should not be altered or manipulated (largely or in part) and then republished or reposted on websites for commercial resale. FGS Publications Committee |
Welcome to Jane Addams Hull-House museum The Jane Addams Hull-House Museum serves as a dynamic memorial to social reformer Jane Addams, the first American woman to receive the Nobel Peace Prize, and her colleagues whose work changed the lives of their immigrant neighbors as well as national and international public policy. The Museum preserves and develops the original Hull-House site |
for the interpretation and continuation of the historic settlement house vision, linking research, education, and social engagement The Museum is located in two of the original settlement house buildings- the Hull Home, a National Historic Landmark, and the Residents' Dining Hall, a beautiful Arts and Crafts building that has welcomed some of the world's most important thinkers, artists and activists. |
The Museum and its many vibrant programs make connections between the work of Hull-House residents and important contemporary social issues. Founded in 1889 as a social settlement, Hull-House played a vital role in redefining American democracy in the modern age. Addams and the residents of Hull-House helped pass critical legislation and influenced public policy on public health and education, free |
speech, fair labor practices, immigrants’ rights, recreation and public space, arts, and philanthropy. Hull-House has long been a center of Chicago’s political and cultural life, establishing Chicago’s first public playground and public art gallery, helping to desegregate the Chicago Public Schools, and influencing philanthropy and culture. |
Introduction to principles of chemistry and fundamentals of inorganic and biochemistry. Structure and chemistry of carbohydrates, lipids, proteins, biochemistry of enzymes, metabolism, body fluids and radiation effects. On-line materials includes the course syllabus, copies of the lecture slides and animations, interactive Periodic Table, chapter summaries and practice exams. This course is targeted towards Health Science Majors. Introduction to principles of |
chemistry. This course is targeted towards Chemistry Majors. Laboratory experiments to develop techniques in organic chemistry and illustrate principles. On-line materials include step-by-step prelabs for many of the experiments that students will be conducting. Theoretical principles of quantitative and instrumental analysis. Emphasis is placed on newer analytical tools and equipment. Intermediate level course. Includes a discussion of the structure, function |
and metabolism of proteins, carbohydrates and lipids. In addition, there is a review of enzymes, DNA and RNA. This course stresses theory and application of modern chromatographic methods. On-line materials include the course syllabus, copies of course lecture slides and animations. A 'short course' covering the use of a mass spectrometer as a GC detector. Basic instrumentation, data treatment and |
spectral interpretation methods will be discussed. On-line materials include copies of course lecture slides and tables to assist in the interpretation of mass spectra. Coverage of statistical methods in Analytical Chemistry. Course includes basic statistics, experimental design, modeling, exploratory data analysis and other multivariate techniques. On-line materials include the course syllabus, homework problems and copies of the lecture slides. A |
survey of the basic equipment, data and methodology of Analytical methods that rely on radioisotopic materials. On-line materials include the course syllabus, homework problems. copies of the lecture slides and animations. Why I missed the exam |
Now that we’ve said a lot about individual operators on vector spaces, I want to go back and consider some other sorts of structures we can put on the space itself. Foremost among these is the idea of a bilinear |
form. This is really nothing but a bilinear function to the base field: . Of course, this means that it’s equivalent to a linear function from the tensor square: . Instead of writing this as a function, we will often |
use a slightly different notation. We write a bracket , or sometimes , if we need to specify which of multiple different inner products under consideration. Another viewpoint comes from recognizing that we’ve got a duality for vector spaces. This |
lets us rewrite our bilinear form as a linear transformation . We can view this as saying that once we pick one of the vectors , the bilinear form reduces to a linear functional , which is a vector in |
the dual space . Or we could focus on the other slot and define . We know that the dual space of a finite-dimensional vector space has the same dimension as the space itself, which raises the possibility that or |
is an isomorphism from to . If either one is, then both are, and we say that the bilinear form is nondegenerate. We can also note that there is a symmetry on the category of vector spaces. That is, we |
have a linear transformation defined by . This makes it natural to ask what effect this has on our form. Two obvious possibilities are that and that . In the first case we’ll call the bilinear form “symmetric”, and in |
the second we’ll call it “antisymmetric”. In terms of the maps and , we see that composing with the symmetry swaps the roles of these two functions. For symmetric bilinear forms, , while for antisymmetric bilinear forms we have . |
This leads us to consider nondegenerate bilinear forms a little more. If is an isomorphism it has an inverse . Then we can form the composite . If is symmetric then this composition is the identity transformation on . On |
the other hand, if is antisymmetric then this composition is the negative of the identity transformation. Thus, the composite transformation measures how much the bilinear transformation diverges from symmetry. Accordingly, we call it the asymmetry of the form . Finally, |
if we’re working over a finite-dimensional vector space we can pick a basis for , and get a matrix for . We define the matrix entry . Then if we have vectors and we can calculate In terms of this |
basis and its dual basis , we find the image of the linear transformation . That is, the matrix also can be used to represent the partial maps and . If is symmetric, then the matrix is symmetric , while |
The Gram-Schmidt Process Now that we have a real or complex inner product, we have notions of length and angle. This lets us define what it means for a collection of vectors to be “orthonormal”: each pair of distinct vectors is perpendicular, and each vector has unit length. In formulas, we say that the collection is orthonormal if . These can be useful things |
to have, but how do we get our hands on them? It turns out that if we have a linearly independent collection of vectors then we can come up with an orthonormal collection spanning the same subspace of . Even better, we can pick it so that the first vectors span the same subspace as . The method goes back to Laplace and Cauchy, |
but gets its name from Jørgen Gram and Erhard Schmidt. We proceed by induction on the number of vectors in the collection. If , then we simply set This “normalizes” the vector to have unit length, but doesn’t change its direction. It spans the same one-dimensional subspace, and since it’s alone it forms an orthonormal collection. Now, lets assume the procedure works for collections |
of size and start out with a linearly independent collection of vectors. First, we can orthonormalize the first vectors using our inductive hypothesis. This gives a collection which spans the same subspace as (and so on down, as noted above). But isn’t in the subspace spanned by the first vectors (or else the original collection wouldn’t have been linearly independent). So it points at |
least somewhat in a new direction. To find this new direction, we define This vector will be orthogonal to all the vectors from to , since for any such we can check where we use the orthonormality of the collection to show that most of these inner products come out to be zero. So we’ve got a vector orthogonal to all the ones we |
Sarin was developed in 1938 in Germany as a pesticide. Its name is derived from the names of the chemists involved in its creation: Schrader, Ambros, Rudriger and van der Linde. Sarin is a colorless non-persistent liquid. The vapor is slightly heavier than air, so it hovers close to the ground. Under wet and humid weather conditions, Sarin degrades swiftly, but as the temperature |
rises up to a certain point, Sarin’s lethal duration increases, despite the humidity. Sarin is a lethal cholinesterase inhibitor. Doses which are potentially life threatening may be only slightly larger than those producing least effects. Signs and Symptoms overexposure may occur within minutes or hours, depending upon the dose. They include: miosis (constriction of pupils) and visual effects, headaches and pressure sensation, runny nose |
and nasal congestion, salivation, tightness in the chest, nausea, vomiting, giddiness, anxiety, difficulty in thinking, difficulty sleeping, nightmares, muscle twitches, tremors, weakness, abdominal cramps, diarrhea, involuntary urination and defecation, with severe exposure symptoms progressing to convulsions and respiratory failure. breath until respiratory protective mask is donned. If severe signs of agent exposure appear (chest tightens, pupil constriction, in coordination, etc.), immediately administer, in rapid |
succession, all three Nerve Agent Antidote Kit(s), Mark I injectors (or atropine if directed by a physician). Injections using the Mark I kit injectors may be repeated at 5 to 20 minute intervals if signs and symptoms are progressing until three series of injections have been administered. No more injections will be given unless directed by medical personnel. In addition, a record will be |
maintained of all injections given. If breathing has stopped, give artificial respiration. Mouth-to-mouth resuscitation should be used when mask-bag or oxygen delivery systems are not available. Do not use mouth-to-mouth resuscitation when facial contamination exists. If breathing is difficult, administer oxygen. Seek medical attention Immediately. Contact: Immediately flush eyes with water for 10-15 minutes, then don respiratory protective mask. Although miosis (pinpointing of the |
pupils) may be an early sign of agent exposure, an injection will not be administered when miosis is the only sign present. Instead, the individual will be taken Immediately to a medical treatment facility for observation. Contact: Don respiratory protective mask and remove contaminated clothing. Immediately wash contaminated skin with copious amounts of soap and water, 10% sodium carbonate solution, or 5% liquid household |
bleach. Rinse well with water to remove excess decontaminant. Administer nerve agent antidote kit, Mark I, only if local sweating and muscular twitching symptoms are observed. Seek medical attention Immediately. not induce vomiting. First symptoms are likely to be gastrointestinal. Immediately administer Nerve Agent Antidote Kit, Mark I. Seek medical Above Information Courtesy of United States Army |
Interagency Coordinating Council "The mission of the Utah Interagency Coordinating Council for Infants and Toddlers with Special Needs is to assure that each infant and young child with special needs |
will have the opportunity to achieve optimal health and development within the context of the family." Introduction to ICC: Interagency Coordinating Council for Infants and Toddlers with Disabilities and their |
Families What is Early Intervention? Baby Watch Early Intervention is a statewide, comprehensive, coordinated, interagency, multidisciplinary system, which provides early intervention services to infants and toddlers, younger than three years |
of age, with developmental delay or disability, and their families. Early intervention is the "baby" piece of Special Education. The program is authorized through the Individuals with Disabilities Act (IDEA), |
Part C, (Early Intervention Program for Infants and Toddlers with Disabilities). In 1987, Utah's Governor designated the Department of Health (DOH) as the "Lead Agency" for the early intervention program. |
Utah was one of the very first states in the nation to fully implement its early intervention program after securing the approval of the State Legislature. At present, there are |
16 early intervention programs that serve more than 2,000 children per month in the state. It is anticipated that the demand for these services will continually increase. What is an |
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