Another Genetics Doctor

Today we visited Dr. Escobar.  He is the Genetics and Neurodevelopmental Center's doctor.  He is one of the few genetics doctor in the local area and we have been recommended to him on many occasions.  After we arrived, we were prompted to additional forms to complete and then sent back to room 5 (a 6*8 room with two chairs, a doctors chair, and an examining table).  After the introductory nurse came in and gathered Eva's height, weight, and head measurements, she asks us to wait for the PT.  We waited for 40 minutes until "Brie" arrived.  She asked that we go into the therapy room and for me to hold Eva during the examination.  I would not call it much of a PT room.  It had some foam, vinyl covered shapes, and two tables with four chairs around each table.  One table was adult size, the other was toddler size.  We sat at the adult table where she had a Bayleys Booklet opened and many different objects hidden behind a standing binder.  She asked Eva to do several different tasks; sorting shapes into its puzzle piece, building towers with blocks, opening containers, pulling apart Legos, coloring with a marker on paper to make lines and circles and feeding a small toy baby with a big spoon (which Eva kept telling her that she was ready to take a bath since she did not have clothes on). After the table testing was finished, she moved us to the foam area and asked Eva to show her her shoes.  I then realized that she was trying to get her to lift her foot up off the ground, then the other.  After that, the testing was over.  We were shown back to room 5 and asked to wait for the Counselor and Dr. Escobar. 

They arrived about five minutes later.  I had explained to them that we are receiving five different services a week.  I also explained that we did not need any other information pamplets about what Eva has.  They seemed a bit surprised that I had all the information they wanted to give me and asked me "what can we do for you?"  I asked them if they could write a letter to CSHCS to explain in detail her disorder in more genetics terms so that Childrens can accept any future service providers.  They kindly ablidged and I was given both the Counselor's and Dr. Escobar's phone number and e-mail address for future questions.  I was at least given a compliment for all my effort and not giving up.
There were no future appointments made.  I did ask them to provide her with therapy services after her birthday in June  so that the time lasp between 6/22/13 and 8/1/13.  They said that they would get provider therapist set-up.  I said that I would call in May to confirm that. 
All in all, the appointment went well.  Dr. Escobar seemed very friendly and a definite resource as a reference.  The Counselor, Megan, was also helpful and she wants to do whatever she can to make sure Eva has the correct IEP's and interventions.  I cannot complain about that.  Below, I found a link to the Bayleys Cognitive Testing description.  It is through Pearson Education. 

http://learningdisabilities.about.com/od/intelligencetests/p/bayleyscales.htm

Bayley Scales Test Early Development:

The Bayley Scales of Infant and Toddler Development is an assessment instrument designed to measure physical, motor, sensory, and cognitive development in babies and young children. It involves interaction between the child and examiner and observations in a series of tasks. As with other assessments, the tasks range from basic responses to more complex responses. For example, a basic response might involve introducing an interesting object for the child to track with his eyes. A more complex task might involve a toddler finding hidden objects.

Testing Infant, Toddler Development:

The examiner rates the child's performance on each task, and scores are totaled. Raw scores are compared to tables of scores for other children the child's age. This process yields a standard score that enables the examiner to estimate the child's development compared to other children his age. This allows the examiner to determine if the child has developmental delays, judge how significant they are, and develop an appropriate early intervention program for the child. This information can assist early service providers with diagnosing disabilities.