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AUCD - Poster Symposium: Training & Leadership Development

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Monday, November 6, 2017 4:40 PM - 5:40 PM

Location: Grand Ballroom North Salon


Presenters

Teaching Interprofessional Education and Family-Centered Care: Preliminary Results of Standardized Outcomes in a National Network
Jeff Brosco, MD PhD, Professor & Associate Director, Mailman Center for Child Development, UCEDD/LEND
Vanderbilt, Douglas, MD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Macias, Michelle, MD, MUSC, Charleston, SC, United States, SC - Center for Disability Resources, UCEDD/LEND;
Blum, Nathan, MD, Philadelphia, PA, United States, PA - Children's Hospital of Philadelphia, University of Pennsylvania - IDDRC;
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Poster platform


Building State-Wide Self-Advocate Leadership: A Collaborative Approach
Deborah Zuver, MA, Education Consultant, Carolina Institute for Developmental Disabilities, UCEDD/LEND
Bryan Dooley, BA, Winston-Salem, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;
McCafferty, BFA, Winston-Salem, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;

Self-advocate leadership is expanding in North Carolina. NC?s AIDD Network collaborated toward developing the ?fourth leg? of the Network by recruiting three experienced self-advocate leaders from each agency. These nine leaders established the NC Empowerment Network, charting their own course with resources/support. In another leadership opportunity, MCH Leadership Consortium, self-advocate leaders hone skills alongside graduate students/family advocates. This panel (self-advocate leader, coach, agency representative) offers three perspectives on strategic approaches.

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University of Connecticut (UConn) Disability Studies in Public Health Graduate Certificate
Tara Lutz, PhD, MPH, CHES, , A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
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The UConn Disability Studies in Public Health Graduate Certificate addresses disparities experienced by people living with disabilities by building the knowledge-base and competencies of participants related to health and social justice. Four interdisciplinary courses utilize tools such as critical thinking, epidemiology, policies, and interventions to prepare future professionals to advocate for and to make positive impacts on the health and quality of life for people living with disabilities.

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Encouraging Professional Careers in Disabilities: The Undergraduate Pipeline Program of South Carolina LEND and Furman University
Anne Kinsman, PhD, , Center for Disability Resources, UCEDD/LEND
Erin Hahn, PhD, Furman University, Greenville, SC, United States;
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In an effort to promote engagement in professional careers in disability policy and practice, South Carolina LEND and Furman University are partnering to develop a program to integrate undergraduates in South Carolina LEND activities. This poster presents the programmatic components of the undergraduates' experiences and strategies to be implemented to support their involvement and success in the program. The process of building this collaboration will be discussed.

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Assuring Future MCH Leaders Strong in Voice and Mind: Skills Development Curriculum with Standardized Skills Station Assessment
Susan Wendel, MS,OTR, LEND Discipline Lead, OT, Center on Human Development & Disability, UCEDD/LEND
Beth Ellen Davis, MD, MPH, Seattle, WA, WA - Center on Human Development & Disability, UCEDD/LEND;
Sally Stuart, PhD, LIC SW, Seattle, WA, WA - Center on Human Development & Disability, UCEDD/LEND;

Preparing leaders in neurodevelopmental disabilities calls for a responsive curriculum that stays abreast of current public health care, policy, and research. Measuring the outcomes of teaching strategies informs the evolutionary process of a progressive training program. This poster describes newly implemented interactive workshops targeting MCH leadership skills unique to LEND training, the culminating Standardized Skills Station Assessments, and formative and summative evaluation outcomes.


Learning Life Course Lessons in LEND Programs through an Interdisciplinary Case-Based Approach
Anne B. Harris, PhD, MPH, WI LEND Director, Waisman Center, UCEDD/LEND
Patrice Yasuda, PhD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Rebecca Johnson, BS, Madison, WI, United States, WI - Waisman Center, UCEDD/LEND;

Case-based learning is a natural fit for LEND programs. The CA-LEND and WI LEND programs have both utilized a specific approach adapted from evidence-based methods to successfully implement case-based learning activities that are interdisciplinary, family-centered and incorporate Life Course theory. A LEND Program Director, LEND Training Director, and 2nd Year LEND Trainee from these two programs will share the format, examples, and outcomes of using this case-based approach.

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Improving Effective Interdisciplinary Teamwork Using Team-Based Learning within the NH-ME LEND Curriculum: Evaluation from Years 1 - 3
Alan Kurtz, Ph.D, Coordinator of Autism and Education, The University of Maine, Center for Community Inclusion, UCEDD
Elizabeth Humphreys, Ph.D., Durham, NH, United States, NH - New Hampshire LEND Program;
Susan Russell, MS, Orono, ME, United States, ME - The University of Maine, Center for Community Inclusion, UCEDD;

This poster will provide an update on an ongoing effort by NH-ME LEND faculty to implement Team-Based Learning (TBL). Three years of evaluation data will be presented. Changes made to improve the process will be identified as well as some of the unique obstacles to implementing TBL in a seminar that was conducted in two classrooms connected through video conferencing and had a high faculty to student ratio.

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Intentional Leadership: Re-envisioning Trainees' Leadership, Policy and Advocacy Experience in the NH-ME LEND Program
Susan Russell, M.S., Associate Director and Training Coordinator, The University of Maine, Center for Community Inclusion, UCEDD
Elizabeth Humphreys, Ph.D., Durham, NH, United States, NH - New Hampshire LEND Program;
Alan Kurtz, Ph.D., Orono, ME, United States, ME - The University of Maine, Center for Community Inclusion, UCEDD;
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This poster will illustrate how faculty from the New Hampshire-Maine Leadership Education in Neurodevelopmental and Related Disabilities (NH-ME LEND) Program re-envisioned and implemented a comprehensive set of leadership, policy and advocacy experiences to further build upon the leadership potential of 23 LEND trainees by intentionally threading leadership skill development throughout the LEND curriculum.

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Turning the Hearts of Parents to Their Children, and Children's Hearts to Parents: How Preservice Personnel Learn Advocacy
Joseph Cosgriff, PhD, Director of Undergraduate Special Education, Lincoln Memorial University
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How can preservice teachers learn effective advocacy skills that extend to their students' parents? Fialka, Feldman, and Mikus explored the process of building collaborative relationships, skills, and dispositions (2012). I analyzed how course assignments inspired by their text's case reflection activities may impact advocacy with real parents. Assignments included inviting parents as guest respondents followed by incorporating elements from their stories into IEP meeting scenarios.


Updates to the MCH Leadership Competencies: Preparing Mch Professionals to Improve Health Equity for People with Disabilities
Rita Maldonado, MPH, Project Officer, HRSA/MCHB
Lauren Ramos, MPH, HRSA/MCHB, Rockville, MD;
Hae Young Park, MPH, HRSA/MCHB, Rockville, MD;
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The MCH Leadership Competencies serve to ensure that MCH curricula promotes mastery in critical knowledge and skill areas, including health equity, cultural and linguistic competence, self-reflection, and inclusion. The Competencies provide a framework to guide training and development of MCH professionals, including LEND trainees. The poster will describe the 2016 - 2017 update of the Competencies, including the process of engaging key stakeholders by MCHB.

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NJLEND Policy and Advocacy Curriculum: Building the Next Generation of Leaders in Disability Policy
Yaa Keene, MPH, NJLEND Program and Data Coordinator, The Boggs Center on Developmental Disabilities, UCEDD/LEND
Deborah M. Spitalnik, PhD, New Brunswick, NJ, United States, NJ - The Boggs Center on Developmental Disabilities, UCEDD/LEND;
Carrie Coffield, PhD, New Brunswick, NJ, United States, NJ - The Boggs Center on Developmental Disabilities, UCEDD/LEND;

NJLEND's Policy & Advocacy curriculum was designed to prepare trainees to become effective advocates and partners with the children and families they serve through knowledge and skill building. This presentation will introduce and describe the policy and advocacy related didactic coursework and experiential learning opportunities NJLEND trainees participated in during the academic year. Qualitative and quantitative data demonstrating the impact of these experiences on trainees will be shared.

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NH-ME LEND Program: Assessing Trainee Understanding of Health Equity & Diversity
Betsy Humphreys, PhD, LEND Training Director, New Hampshire LEND Program
Susan Russell, MS, CCIDS UMaine, Orono, ME, United States, NH - New Hampshire LEND Program;
Alan Kurtz, PhD, CCIDS UMaine, Orono, ME, NH - New Hampshire LEND Program;
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The NH-ME LEND Program engages in quality improvement efforts aimed at increasing trainee's understanding of health equity and cultural competence. This poster will 1) provide an overview of the curricular components related to health equity and diversity, 2) report on six cohorts of trainees' self-assessments in these areas, and 3) share trainees' personal reflections on their growth. Finally, ongoing program improvements efforts in these areas will be discussed.

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Evaluating Training: "Trust Us: If We Developed It, We Can Evaluate It"
Angela Harnden, PhD, Director of Data and Outcomes, Center for Learning and Leadership, UCEDD/LEND
Rose Ann Percival, Oklahoma City, OK, United States, OK - Center for Learning and Leadership, UCEDD/LEND;
Ellen Bannister, Oklahoma City, OK, United States, OK - Center for Learning and Leadership, UCEDD/LEND;
Nancy Ward, Oklahoma City, OK, United States, OK - Center for Learning and Leadership, UCEDD/LEND;
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This session will show how the Oklahoma Self-Advocacy Network (OKSAN), a project of the Oklahoma UCEDD, used ideas from Person-Centered Thinking to develop effective tools to evaluate its peer-led leadership curriculum for Oklahoma self-advocates. The session will argue that incorporating this feedback from peer trainers resulted in more responsive and relevant training programs to strengthen self-advocacy in Oklahoma, and discuss its possible wider use in the AUCD network.

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Building the Bridge Between Neuroscience and Education for Pre-service and In-Service Teachers to Promote Inclusion for Students with Disabilities
Erin Richmond, M.Ed. Teacher as Leader in Autism, Fellow, Kennedy Krieger Institute, UCEDD/LEND
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One of the current trends in education is the move toward inclusion of students with disabilities. This presentation explores innovative ways to develop reciprocal, dynamic interactions between neuroscience and classroom practice to enhance teacher preparation programs and professional development for teachers. When educators are prepared to teach in inclusive classrooms, students with disabilities will have more access, more ways to participate, and more ways to demonstrate learning.

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Finding a Common Lens for Intervention: The Alignment of Personnel Competencies across Professional Disciplines
Mary Beth Bruder, Ph.D., Director, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
Toby Long, Ph.D., Georgetown University, Washington, DC, United States;
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The Early Childhood Personnel Center (ECPC) collaborated with the seven national organizations representing disciplines providing services in early childhood, including AOTA, APTA, ASHA, CEC, DEC, NAEYC, and Zero to Three. Their work identifies core area of competence for all personnel serving infant & young children with disabilities and their families. This concurrent session will discuss the development and use of these competencies in personnel preparation and ongoing training.


Training Curriculum to Build Cultural Competency Skills of Service Providers, Researchers and Policy Makers Working in the Disability Sector
Hamida Jinnah, PhD, Assistant Research Faculty, Institute on Human Development and Disability, UCEDD
Shaquinta Richardson, MS, Athens, GA, United States, GA - Institute on Human Development and Disability, UCEDD;
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The poster presents a curriculum developed to increase one?s understanding of issues that people with disabilities from diverse cultural and linguistic groups face in the areas of education, health disparities, transition planning, and employment outcomes among others. The curriculum focuses on building cultural competency skills of practitioners, researchers and policy makers working in the disability sector.


Statewide Implementation of an Experiential Training Paradigm to Support Educators Through In-Person and Teleconferenced Training, Coaching, and Mentorship
Whitney Loring, PsyD, Clinical Psychologist/Assistant Professor
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The poster focuses on a fixed-model, experiential training paradigm designed for the unique support needs of educators entitled "Foundations of Autism Education," which provides in-person and teleconferenced training, coaching, and mentorship. Participants included 50 educators across 14 counties through a partnership with the Tennessee Department of Education. Outcome data includes changes in knowledge of evidence-based practices, frequency and fidelity of implementation, and social validity considerations indicated by the participants.

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Collaborative Seminars Connect and Inspire LEND Trainees Across the Southern Region
Megan Peters, DSc, OKLEND Training Director, Center for Learning and Leadership, UCEDD/LEND
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Southern Region LEND programs have developed a collaborative seminar for trainees to connect using video technology in a shared case-based learning experience. Trainees learn about activities in other states centered on the core values of interdisciplinary, family-centered, culturally competent and inclusive community based services and share ideas for enhancing leadership and advocacy. This presentation describes how this collaborative process has evolved and how trainees have responded to the experience.

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