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AUCD - Concurrent Sessions

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Monday, November 9, 2009 10:15 am - 11:30 am

Location: Meeting Room Level


Presenters

Scanning the Spectrum: The Legal and Policy Challenges for Children with ASD
Sheryl Dicker, J.D., Asst. Prof. Pediatrics, Rose F. Kennedy Center, UCEDD/LEND

This session will provide a groundbreaking view of the many unexplored legal and policy issues confronting children with ASD and their families. While the major focus will be on early intervention and education issues, challenges involving insurance, lifespan services and family support will be discussed in this interactive session.


Policy and Expulsion of Preschool Students
Samantha Marsh, M.T., Policy Analyst, AUCD

This poster will demonstrate the prevalence of preschool expulsion of preschool students with behavior problems. An overview of background information as well as research, policy and practical implications will be presented.

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Online Curb Cuts: Access, Diversity and Inclusion through Universal Design
Tina Passman Neilson, Ph.D., Assoc. Professor, The University of Maine, Center for Community Inclusion, UCEDD

Bringing together the legal requirements of 508 compliance with the principles of Universal Design, I present the ways online teaching utilizing these ideas increases inclusion, access, and learning success, while at the same time inviting and supporting access to Higher Education for a diverse and changing student body and faculty.


Psychosocial Interventions for School Aged Children with High Functioning Autism Spectrum Disorders
Audrey Blakeley-Smith, PhD, Assistant Professor, JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND
Judy Reaven, PhD, CO - JFK Partners

This presentation will discuss two research programs examining the effectiveness of psychosocial interventions for school aged children with high functioning Autism Spectrum Disorders. The first paper will describe a group treatment to reduce anxiety and the second paper will describe a peer-mediated intervention to reduce rejection and increase social interaction.


He Flushed my teeth down the toilet!": Whatever it takes Is not a Medicaid Fundable Category
Tanya Baker-McCue, Masters in Spec. Educ., Program Director / Family & Community Partnerships, Center for Development & Disability, UCEDD/LEND
Susan Yuan, PHD, Vermont Family Support 360

More than a decade ago, Tanya Baker-McCue and Susan Yuan researched families' use of flexible funding in two programs they had help create to meet needs not covered by conventional services and supports. (G. H. S. Singer et al., 1996, Redefining Family Support). In this presentation, they will present a similar analysis of unconventional needs met by their respective Family Support 360 Projects, and discuss the evolution in state policy of flexibility in family support. Current fiscal stresses are eroding this flexibility at the time it is most needed. The presenters will solicit similar examples from other participants, and will lead a discussion of ways to present these examples to policy-makers to persuade them to preserve such flexibility in supports.


START - Effective strategies and services for individuals with co-occurring ID/DD and MH/SA needs.
Joan Beasley, PhD, Director Center for START Services, Institute on Disability, UCEDD

START, an acronym for Systemic, Therapeutic, Assessment, Respite and Treatment, is a systems linkage approach to support individuals with co-occurring ID/DD and MH needs and their families in the community. This workshop will present case examples, research outcomes and implementation strategies developed in 12 states over the last twenty years.


Communities of Practice in Autism: A Creative Way of Working!
Cori Hill, M.Ed., VA Early Intervention Training Specialist, Partnership for People with Disabilities, UCEDD/LEND
Belinda Hooper, Ed.S., Virginia Commonwealth University
Maureen Conroy, Ph.D., Virginia Commonwealth University

Are you supporting young children with Autism Spectrum Disorders (ASD)? Do colleagues share your commitment? Develop a Community of Practice in Autism (CoPA) to create and share knowledge! Explore Virginia?s response to challenges and opportunities for change in serving children with ASD as they share strategies for developing and sustaining CoPAs.


Violence Against Women with Disabilities: Promoting Safety and Responsiveness
Rosemary Hughes, PhD, , University of Montana Rural Institute, UCEDD
Emily Lund, The University of Montana Rural Institute
Missoula, MT
Alison Pepper, PhD, The University of Montana Rural Institute
Missoula, MT
Joanna Legerski, MA, The University of Montana Rural Institute
Missoula, MT
Joy Gabrielli, BA, The University of Montana Rural Institute
Missoula, MT
Susan Robinson-Whelen, PhD, The University of Montana Rural Institute
Missoula, MT
Ronda Jenson, PhD, Institute for Human Development
Kansas City, MO
Sarah McCoy-Harms, Metropolitan Organization to Counter Sexual Assault
Kansas City, MO
Lisa Fleming, Rose Brooks Domestic Violence Center
Kansas City, MO

-Describe the development and pilot-testing of ?ASAP for Women,? a safety and awareness program designed specifically for women with disabilities. Pilot-testing revealed improvements in variables shown to protect against violence. Implications for a larger study are discussed. Partners in the Kansas City Collaborative to End Violence Against Women with Disabilities will share experiences and strategies in developing a collaborative response to women with disabilities who are victims of violence, as well as strategies to create systems change.


Key Transitions for Siblings of People with Disabilities Across the Lifespan: A Report From Two studies
John Kramer, PhD, , Institute for Community Inclusion
Ann Kaiser, PhD, Vanderbilt Kennedy Center for Excellence in Developmental Disabilities
Nashville, TN
Mehgan Burke, MA, Vanderbilt Kennedy Center for Excellence in Developmental Disabilities
Nashville, TN

The presenters in this session will report on findings from two studies on key transition points for siblings and people with disabilities. The first presentation will report findings from a mixed methods descriptive study of 78 young adult siblings (ages 18-30) of individuals with developmental disabilities in Tennessee. Physical proximity, the absence of behavior problems and birth order were associated with sibling closeness and future care plans. The second study will report findings on the perspectives of siblings (aged 31-59) about their relationships and describing what factors influence a supported sibling relationship. Factors influencing the supported sibling relationship include (a) age and life course contexts, (b) gender, and (c) policies and services that enhance social capital. Implications for future sibling research, Disability Studies, services, and policy will be discussed.

Read and download presentation materials >