Benjamin Woods 8/1
Ashley Wand 8/5
Omelitch Weidman 8/5
Andi Zielke 8/5
Samantha Dudley 8/6
Shelly Brownlee 8/8
Sara Casey 8/9
Laura Graham 8/9
Kristen Galloway 8/10
Beth Carpenter 8/11
Cathaline Sikes 8/12
Kristina Ward 8/12
Jacquelynn Wilbanks 8/12
Barry Williams 8/13
Sandi Sartain 8/14
Hannah Kibler 8/16
Alex Bell Randolph 8/18
Brandis Cox 8/19
Billie Cornelius 8/21
Rhonda Easley 8/23
Connie Crawford 8/26
Julie Wright 8/27
Joshua Simons 8/27
Lahonna Nech 8/28
Christina Bogle 8/28
Tommy Richardson 8/30
Makayla Ashlock 8/30
Renee Moore 8/3
Brittany Duckett 8/5
Meredith Deemer 8/6
Britney Sexton 8/6
Stephanie Staggs 8/6
Jean Caron 8/10
Jackie Vaughn 8/10
Mary Kasukonis 8/13
Leslie Casstevens 8/14
Jessica Eoff 8/14
Yaneth Selem 8/14
Amanda Taylor 8/14
Jaime Smith 8/15
Dawn Bone 8/17
Aimee Prater 8/17
Craig Balthrop 8/18
Phil Phillips 8/20
Charla Alston 8/22
Lilly Boulanger 8/26
Lacey Robertson 8/26
Sandra Roberson 8/27
Joshua Simons 8/27
Taylor Van Bramer 8/27
Benjamin Woods 8/27
Stephanie Flannery 8/28
Linda Hensley 8/28
Cecily Bruce 8/28
Sylvia Maldonado 8/29
Elma Granado 8/29
Kori Fraley 8/31
"Education is the key to unlocking the world, a passport to freedom."
- Oprah Winfrey
Gold Key Winner!
Welcome New Hires!
Maggie Messina - MH Intake Coordinator
April Morton - Residential Instructor
Taylor Duncan - Intake Clerk
William Gardner - IDD Psychological Associate
Hildeliza De La Sancha - Adult Case Manager
Emily Gilbreath - Adult Case Manager
Andi Zielke - Youth Wraparound Facilitator
Garry Howard - System Support Specialist
Brittany Batson - Residential Instructor
Kerry Briggs - Residential Instructor
Candice Riza - PASRR Case Manager
Events in the Community
First Day of School - Cleburne - August 14th
First Day of School - Granbury - August 13th
First Day of School - Weatherford - August 22nd
First Day of School - Glen Rose - August 14th
First Day of School - Stephenville - August 21st
First Day of School - Mineral Wells - August 15th
Back to School
Stephenville LSC has been busy! Staff and clients celebrated the 4th of July with hot dogs and chips. They also participated in tie dying t-shirts. For "Moon Week" the clients made Vanilla Wafer Moon Pies.
We are looking forward to having Intake open 4 days a week…coming soon. We are excited about giving our clients quicker and easier access to our services.
Stephanie Durham Cleburne Clinic Manager
Have a good school year!
TIC Tip of the Month
“There are five kinds of trauma that everyone should know; Acute, Complex, Chronic, Vicarious, and Historical. These types of trauma can impact the daily functioning of life, and can prevent someone from participating in daily activities for the fear of being re-traumatized.”
- Submitted by Derek Morgan
Frequently Asked Questions on Intellectual Disability
What is intellectual disability?
Intellectual disability is a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18.
Is intellectual disability the same as developmental disabilities?
"Developmental Disabilities" is an umbrella term that includes intellectual disability but also includes other disabilities that are apparent during childhood.
Developmental disabilities are severe chronic disabilities that can be cognitive or physical or both. The disabilities appear before the age of 22 and are likely to be lifelong. Some developmental disabilities are largely physical issues, such as cerebral palsy or epilepsy. Some individuals may have a condition that includes a physical and intellectual disability, for example Down syndrome or fetal alcohol syndrome.
Intellectual disability encompasses the “cognitive” part of this definition, that is, a disability that is broadly related to thought processes. Because intellectual and other developmental disabilities often co-occur, intellectual disability professionals often work with people who have both types of disabilities.
Is intellectual disability determined by just an IQ test?
No. The evaluation and classification intellectual disability is a complex issue. There are three major criteria for intellectual disability: significant limitations in intellectual functioning,significant limitations in adaptive behavior, and onset before the age of 18.
The IQ test is a major tool in measuring intellectual functioning, which is the mental capacity for learning, reasoning, problem solving, and so on. A test score below or around 70—or as high as 75—indicates a limitation in intellectual functioning; however, according to HHSC, to be diagnosed with IDD, the individual must have an IQ of 69 or below.
Other tests determine limitations in adaptive behavior, which covers three types of skills:
Conceptual skills—language and literacy; money, time, and number concepts; and self-direction
Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules, obey laws, and avoid being victimized
Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone
The American Association on Intellectual and Developmental Disabilities (AAIDD) publishes the most advanced scientific thinking on this matter in the 11th edition of its manual, Intellectual Disability: Definition, Classification, and Systems of Supports. In defining and assessing intellectual disability, AAIDD stresses that, in addition to an assessment of intellectual functioning and adaptive behavior, professionals must consider such factors as:
community environment typical of the individual’s peers and culture
cultural differences in the way people communicate, move, and behavior
What causes intellectual disability?
There are a number of causes. Our understanding of the causes of intellectual disability focuses on the types of risk factors (biomedical, social, behavioral, and educational) and the timing of exposure (prenatal, perinatal, and postnatal) to those factors.
What is the most modern thinking about how to help people with intellectual disability?
The overarching reason for evaluating and classifying individuals with intellectual disability is to tailor supports for each individual, in the form of a set of strategies and services provided over a sustained period.
Pecan Valley Center’s goal is to enhance people’s functioning within their own environment in order to lead a more successful and satisfying life. Some of this enhancement is thought of in terms of self-worth, subjective well-being, pride, engagement in political action, and other principles of self-identity.
- Submitted by Mark Chavez
Chief of IDD Services