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AUCD - Concurrent Sessions

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Tuesday, November 2, 2010 1:15 pm - 2:30 pm

Location: President's Quarters & Potomac Rooms


Presenters

A Mixed-Methods, Multi-Stakeholder Study of Self Directed Supports: Implementation, Utilization, and Direct Support Workforce Status
Matthew Bogenschutz, PhD, Research Associate, Institute on Community Integration, UCEDD/LEND
Amy Hewitt, PhD, Minneapolis, MN, MN - Institute on Community Integration, UCEDD/LEND

This presentation traces policies leading to today?s self-directed services, and results of a mixed-methods study of implementation and usage of Minnesota?s option for self-direction. Using data collected from semi-structured interviews with service administrators and a mail-based survey of program users (n=112) this study provides a multi-stakeholder view of self-directed supports.


Pathways to Empowerment: Indiana's Initiative for Major Change in the Face of New Economic Realities
David Mank, Director, Indiana Institute on Disability and Community
John Dickerson, The Arc of Indiana, Indianapolis, IN

Indiana has had some success in supporting community membership of people with developmental disabilities and families. Economic realities are forcing hard choices. Even so, we need to find ways to thrive and not simply survive. Led by The Arc of Indiana, Hoosiers are asking the hard questions to rethink and redesign resources to move ahead with vision, not resignation.


Sustaining Statewide Change: Implementing Evidence-Based Practices in Autism Spectrum Disorders
Ann Cox, Ph.D., director National Professional Development Center , National Professional Development Center in ASD, Frank Porter Graham Child Develolpment Institute
Linda Tuchman-Ginsberg, Ph.D., Madison, WI, WI - Waisman Center, UCEDD/LEND
Cathy Pratt, Ph.D., BCBA, Bloomington, IN, IN - Indiana Institute on Disability and Community, UCEDD
Mathew Brock, M.Ed., Frank Porter Graham Child Development Institute, Chapel Hill, NC

The National Professional Development Center on Autism Spectrum Disorders partners with states to implement evidence-based practices for learners with ASD. This session will highlight evidence-based practices, and the process involved in ensuring outcomes and fidelity of implementation. Data and stories will illustrate state plans for sustainability and efforts to scale-up.


Teaching Inclusive Health Principles: A Framework for Advancing the Public Health Approach to Disability
Jessica Howell, MPH, Assistant Director, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Bethany Stevens, JD, MA, Atlanta, GA, GA - GSU UCEDD
Robert Wild, MS, MPH, CPH, Atlanta, GA, GA - GSU UCEDD

The field of public health continues to broaden its approach toward disability by focusing on supporting people with disabilities to live healthy, productive lives. The Center for Leadership in Disability (CLD) furthers the objective of shifting the paradigm by offering four graduate courses in disability and public health.


Informing Practice to Support Self-Advocacy in Health Transitions for Adolescents with Physical Disabilities:
Susan Hetherington, MS, Co-Director, Strong Center for Developmental Disabilities, UCEDD/LEND

This poster describes research completed by LEND faculty and fellows on the lived experiences of youth and young adults negotiating the maze of the transition from pediatric to adult health care.


Collaboration in the Service of Improved Transition Programs
Julie Christensen, LMSW, Director of Employment Programs, Strong Center for Developmental Disabilities
Susan Hetherington, MS, Rochester, NY, NY - Strong Center for Developmental Disabilities, UCEDD/LEND

Collaboration is essential to positive transition, employment, and quality of life outcomes for individuals with disabilities. The purpose of this presentation is to explore potential pitfalls and share strategies for building effective partnerships and collaborations that will maximize efficiencies and enhance the quality and types of services that are available.


Addressing the needs of Culturally and Linguistically Diverse (CLD) students transitioning from High School
Kelly Roberts, PhD, Professor, Center on Disability Studies, UCEDD/LEND
Karen Applequist, PhD, Northern Arizona University, Flagstaff, AZ, AZ - Institute for Human Development, UCEDD

In this session you will learn about the unique strengths, resources, and needs of CLD students who are transitioning from high school to postsecondary education or work settings. Characteristics of effective transition practices for CLD youth will be presented. Participants will be encouraged to discuss and share their own experiences.


Disability Policy and Culture at a Global Scale: Study Abroad in Four Non-Western Countries
Michael Gamel-McCormick, Ph.D., Professor, Senate
Laura Eisenman, Ph.D., University of Delaware, Newark, DE
Kim Musheno, B.A., AUCD, Washington, DC
Rachel McCulley, Undergraduate, University of Delaware, Newark, DE
Megan Moritz, Undergraduate, University of Delaware, Newark, DE

Understanding disability from an international perspective is critical in today?s world. This session will describe a study abroad program examining the culture and policies related to disabilities in Ghana, Dubai, Nepal and Thailand. Faculty and students describe the structure and outcomes of the study abroad program and audience members will be asked to reflect on the opportunities for education and practice.


Going to Scale with Disability Studies
Stephen Gilson, PhD, Coordinator, Interdisciplinary Disability Studies, The University of Maine, Center for Community Inclusion, UCEDD
Elizabeth DePoy, PhD., CCIDS, UMaine, Orono, ME
Natasha Lowden, BA, CCIDS, UMaine, Orono, ME

This poster presents, analyzes and evaluates a distance education curriculum in disability studies that ?goes to scale? through innovation. Two major areas are emphasized: curriculum content that creates the interdisciplinary home for diverse fields, and curriculum structure and techniques that extend classes beyond local, state and even national boundaries.


TASH?s Cultural Competency Initiative increasing advocacy outreach to communities of color with significant disabilities/support needs to eliminate disparities
Barbara Trader, MS, Executive Director, TASH
Ralph Edwards, MPH, MPA, MA DDS, Boston, MA
Dara Baldwin, MPA, TASH, Washington, DC

TASH the organization committed to inclusion for ALL people with disabilities, created multiple Cultural Competency programs. This presentation will discuss outcomes of the People of Color Initiative and the ?Community of Learning? Partnership, the goal is to infuse cultural competency in all of our work.


Use of technology for Services and Training in Rural North Dakota and Kansas
Matthew Braun, MA, Center Director, Schiefelbusch Institute for Life Span Studies, UCEDD/LEND
Wendy Thomas, MS, Minot, ND, ND - North Dakota Center for Persons with Disabilities, UCEDD

Given the vast amount of rural areas in states like North Dakota and Kansas, it is often difficult to train professionals and serve patients and families in those areas. UCEDD and LEND programs have found ways to provide such training and services using a variety of technologies.


MOST? (Meaningful Opportunities for Successful Transitions): An Innovative Approach to Transition for Adults with Disabilities
Deborah Fisher, Psy.D., Deputy Director, Jewish Foundation for Group Homes
Gila Shusterman, Ph.D., Jewish Foundation for Group Homes, Rockville, MD

MOST? is a one year day program for individuals with disabilities who have completed school but need additional training to achieve a successful transition. MOST? introduces participants to social, recreational, therapeutic, educational and employment resources within the adult community to facilitate outcomes in three domains: self-sufficiency, community, and vocation.


Interdisciplinary Disability Awareness and Service Learning Program increases awareness, knowledge and understanding of people with disabilities and their families
Jeanie Peck, Masters in Social Work , LCSW, Center for Persons with Disabilities, UCEDD/LEND
Alma Burgess , BS , Logan , UT, UT - Center for Persons with Disabilities, UCEDD/LEND
Gordon Richins , BS , Logan , UT, UT - Center for Persons with Disabilities, UCEDD/LEND

This Program offers opportunities for students, from various disciplines and individuals with disabilities and family members to increase their awareness, knowledge and understanding of people with disabilities and their families across the life span. A Pre-post survey is administered at the beginning and end of the two semester course.


Success Defined: A Student-Centered Transition Project
Sharon Fallis, BS in Organizational Behavior & Leadership, Community Health Programs Supervisor
Robin Hansen, M.D., UC Davis UCEDD at the MIND Institute, Sacramento, CA, CA - UC Davis UCEDD at the MIND Institute, UCEDD

Success Defined is a project for high school juniors and seniors with developmental disabilities wanting to explore options for post-secondary education, employment, volunteer service, and community living. Student-Parent partners attend training designed to advance their understanding of disability history, effective transition planning, community resource development, and advocacy skills.


Future Care Planning and Consumer Directed Services: Integrating Perspectives of Aging Parents, Siblings, Persons with Disabilities and Service Providers
Lynne Tomasa, PhD, Assistant Professor, Sonoran UCEDD
Tamar Heller, PhD, Rehabilitation Research and Training Center on Aging with Developmental Disabilities, Chicago, IL, IL - Institute on Disability & Human Development, UCEDD/LEND
Catherine Keiling Arnold, MS, Department of Disability and Human Development, Chicago, IL, IL - Institute on Disability & Human Development, UCEDD/LEND
Lynne Tomasa, PhD, Tucson, AZ, AZ - Sonoran UCEDD

This presentation integrates research and practice on family support interventions for families of adults with developmental disabilities. It includes an overview of research findings, a best practice model on sibling involvement, a model for supporting caregivers with future planning, key aspects of consumer directed services, and potential for intervention research.

Read and download presentation materials >


Using Community Engagement- A Local Approach to Increasing Access to Health Care
Charles Drum, MPA, JD, PhD, Associate Professor, Center on Community Accessibility, OHSU
Danielle Bailey, MPH, CCA, OHSU, Portland, OR

The purpose of this session is to describe a community engagement method that can be used by people with disabilities and their families to improve local access to health care and have participants practice using it in a mock session.


Implementing Evidence-based Practices: Statewide Implementation of Positive Behavioral Interventions and Supports in Rhode Island; and Parent-Assisted Social Skills Training for Teens with Autism using the UCLA PEERS Program
Anthony Antosh, Director, The Paul V. Sherlock Center on Disabilities, UCEDD
Deborah Arenberg, M.ED, Providence, RI, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;
Lynn DeMerchant, Providence, RI, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;
Lavonne Nkomo, Providence, RI, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;
Elizabeth Laugeson, PsyD, Parenting and Children's Friendship Program, Los Angeles, CA;

This session will present an overview of two evidence based practices. School Wide Positive Behavioral Interventions and Supports has evolved into a statewide system in Rhode Island.