Recipients of Intensive In-Home (IIH) Services must have the functional capability to
understand and benefit from the required activities and counseling of this service. These
services are rehabilitative and are intended to improve the client's functioning. It is
unlikely that individuals with severe cognitive and developmental delays/impairments
would clinically benefit and meet the service eligibility criteria. Individuals must demonstrate a clinical necessity arising from a severe condition due to mental, behavioral, or emotional illness that results in significant functional impairments in major life activities. Individuals must meet at least two of the following criteria on a continuing or intermittent basis:

1. Have difficulty in establishing or maintaining normal interpersonal relationships
to such a degree that they are at risk of hospitalization or out-of-home placement
because of conflicts with family or community; and/or

2. Exhibit such inappropriate behavior that repeated interventions by the mental
health, social services, or judicial system are necessary; and/or

3. Exhibit difficulty in cognitive ability such that they are unable to recognize
personal danger or recognize significantly inappropriate social behavior.
Services shall be used when out-of-home placement, due to the clinical needs of the child,
is a risk and either:
      1. Services that are far more intensive than outpatient clinic care are required to
stabilize the child in the family situation; or
      2. The child's residence, as the setting for services, is more likely to be successful
than a clinic.

**With respect to both 1 and 2, the IIH assessment must describe how services in the child's
residence are more likely to be successful than an outpatient clinic.

Recipients of Therapeutic Day Treatment must have the functional capability to understand
and benefit from the required activities and counseling of this service. These services are
rehabilitative and are intended to improve the client's functioning. It is unlikely that
individuals with severe cognitive and developmental delays/impairments would clinically
benefit and meet the service eligibility criteria.

Children and adolescents must demonstrate a clinical necessity for the service arising from
a condition due to a mental, behavioral, or emotional illness that results in significant
functional impairments in major life activities. A psychiatric diagnosis (DSM-IV, Axis I) is
required. This determination of significant disability should be based upon consideration of
the social functioning of most children who are the same age. The disability must have
become more disabling over time (within the past 30 days) and must require significant
intervention through services that are supportive, intensive, and offered over a period of
time in order to provide therapeutic intervention. Individuals must meet at least two of the
following on a continuing or intermittent basis (within the past 6 months) and the support
for this must be clearly documented in the medical record with child-specific examples:

1. Have difficulty in establishing or maintaining normal interpersonal relationships
to such a degree that they are at risk of hospitalization or out-of-home
placement (see definition below) because of conflicts with family or
community.
2. Exhibit such inappropriate behavior that repeated interventions by the mental
health, social services, or judicial system are necessary. For example, crisis
intervention services have been provided, or outside intervention for truancy
has been made.
3. Exhibit difficulty in cognitive ability such that they are unable to recognize
personal danger or recognize significantly inappropriate social behavior.

We admit clients with the following situations:

• Clients who may need out of home placement or foster care placement due to inability to maintain appropriate and acceptable behavior in the home, school or community.
• Clients with family issues such as abuse/neglect by parental figures that may lead to out of home placement.
• Clients who are already in out of home placements, and may need additional therapeutic support to maintain that placement.
• Clients returning to the community from secure environments such as detention, residential treatment and group homes.
• Clients who may need assistance and guidance in gaining independent living skills, social skills or caregivers who may need improved parenting skills

These requirements are based on the fundamental notion that special education
and related services are to be designed to meet the unique educational needs of
children with disabilities, provide educational opportunity in the general curriculum to the
extent possible in accordance with each child's individualized education program, and
prepare children with disabilities for opportunities in post-secondary education,
employment, and independent living.
 
Population Served:
(1) Phonemic awareness,
(2) Phonics,
(3) Vocabulary development,
(4) Reading fluency, including oral reading skills, and
(5) Reading comprehension strategies;
b. Lack of appropriate instruction in math; or
c. Limited English proficiency.
 
The relevant behavior, if any, noted during the observation of the child and the
relationship of that behavior to the child's academic functioning.
d. The educationally relevant medical findings, if any.
e. The instructional strategies used and the student-centered
 
In summary, children that display a disability that would fall into the category of:  Emotional Disability, Learning Disability, behavioral Disability, displays inappropriate behavior's that prevent a child from making progress in the formal educational setting, and/or Medical Disability, if applicable.