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AUCD - Welcome Reception and Poster Session

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Monday, November 18, 2013 5:15 PM - 7:00 PM

Location: Grand Ballroom South Salon, Congressional Hall A/B


Presenters

Every Vote Counts: Individuals with Developmental Disabilities and Voter Technology Training
Zach Goble, MS, Graduate Student, University of Cincinnati UCE, UCEDD/LEND
Sara Bitter, JD, UC/CCHMC LEND, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Stephanie Bowman, BS, UC/CCHMC LEND, Cincinnati , OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Braydon Sellet, UC/CCHMC LEND, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Sandi Grether, PhD, UC/CCHMC LEND, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Lizanne Mulligan, PhD, UC/CCHMC LEND, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;

Like all Americans, individuals with developmental disabilities have the right to vote. However, little is known about the training these individuals receive on voting technology. The present study uses field pretesting to pilot a survey that measures the effectiveness of a training session on the eSlate, an assistive voting technology device that serves as an accessible alternative to traditional ballots. Implications for future research and application will be discussed.

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Training Early Childhood Care Providers the Principles and Skills of Applied Behavior Analysis
Stephanie Weber, PsyD, Assistant Professor, University of Cincinnati UCE, UCEDD/LEND
^
This research focused on a pilot program to build capacity for community providers through an eleven-hour training program addressing autism and evidence based treatment and behavioral strategies. Aspects of the pilot program included knowledge building, skill building, and early intervention classroom participation following a train-the-trainer model. Discussion will include multidisciplinary perspectives on the utility of broadening this project in other community settings.

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EmployAble: Digital Technology and Innovative Employment
Steven Brown, PhD, Associate Professor, Center on Disability Studies, UCEDD/LEND
Megan Conway, PhD, Honolulu, HI, HI - Center on Disability Studies, UCEDD/LEND;
Thomas Conway, MA, Honolulu, HI, HI - Center on Disability Studies, UCEDD/LEND;

Description of EmployAble, a virtual employment resource, orientation, support and training resource center using Second Life as a primary platform and using the web as a secondary platform.

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Aging in Down Syndrome: Behavioral Profiles of Psychopathology and Dementia
Ryan Macks, PhD, Licensed Clinical Psychologist, University of Cincinnati UCE, UCEDD/LEND
Anna Esbensen, PhD, Cincinnati, OH;
Joseph Amaral, MS MA, Cincinnati, OH;
Emily Johnson, MA, Indianapolis, IN;
Christine Tan, Cincinnati, OH;

As adults with Down Syndrome (DS) age, there is evidence of an elevated rate and earlier onset of the cognitive and behavioral declines associated with dementia. However, in typical populations, the behavioral presentation of dementia can be similar to that of psychopathology in aging adults, resulting in diagnostic confusion. This study explores differences between three groups: Comorbid DS and dementia, Comorbid DS and psychopathology, and DS only.


Understanding Health Care Transition for Adolescents with Developmental Disabilities: A Family and Professional Perspective
Ilka Riddle, Ph.D. , UCEDD Director, University of Cincinnati UCE, UCEDD/LEND
Julie Dunford, B.S., Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Alison Heinekamp, M.A., OTR/L, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Allison Moffett, M.A., LSW, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Verity Rodrigues, Ph.D., Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Amie Duncan, Ph.D., Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Ilka Riddle, Ph.D., Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;

While there are many challenges associated with the transition from pediatric to adult health care for adolescents with developmental disabilities, we know little about the barriers that parents and health care professionals face during this transition. The current study conducted focus groups with parents and professionals to obtain a deeper understanding about their experiences and knowledge, as well as perceived barriers and supports regarding health care transition.

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Barriers to Autism Diagnosis and Treatment for African American Children
SHANNON HAWORTH, Va-LEND Family trainee, Behavior Specialist, National Council for Behavioral Health
^
Are there specific barriers to autism diagnosis and treatment for African American children? This research consists of a literature review that supports a disparity in the diagnosis and treatment options for African American children with autism. Potential causes for these barriers include cultural differences, cost of treatment, and education level of parents among other factors. Implications for health care providers and future research is also discussed.

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Quality and Characteristics of Websites with Disability Related Information
Brian Reichow, Ph.D., Research Director, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
Allison Shefcyk, B.A., Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD;
Mary Beth Bruder, Ph.D., Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD;

This poster presents the findings of a study conducted in November 2012 examining 208 websites located searching 10 common disability terms. 104 websites contained relevant information, which were than further evaluated for quality, which was analyzed further and will be presented and discussed. Guidance for parents, advocates, and consumers will also be provided.

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What Has Medicaid Managed Care Meant to Family Caregivers?
Heather Williamson, OTR, MBA, Student, Florida Center for Inclusive Communities, UCEDD
Maureen Fitzgerald, MSW, The Arc, Washington, DC, United States;
Annie Acosta, MSW, The Arc, Washington, DC, United States;
Tom Massey, PhD, University of South Florida, Tampa, FL, United States;

Medicaid is the primary funding source for family support services and is undergoing a transition from traditional fee-for-service to a managed care model in several states. Semi-structured in-depth interviews were completed with family caregivers (N=15) in four states to understand how the move from traditional Medicaid to managed care has impacted them. This research study assisted The Arc public policy office in its outreach to policy makers and other stakeholders.

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Building Upon LEND to Establish Pediatric Physical Therapy Residency Programs
Helen Carey, PT, MHS, PCS, Ms., The Nisonger Center, UCEDD/LEND
^
Pediatric Physical Therapy Residency Programs are designed to significantly advance a therapist�s expertise in clinical practice, critical inquiry, education and leadership through a planned curriculum of training. This session will discuss how LEND programs are uniquely positioned to collaborate with other entities for the development of pediatric physical therapy residency programs to meet the growing need and desire for building future leaders in the physical therapy profession.

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Promoting healthy fitness and nutrition lifestyle habits among adults with intellectual and developmental disabilities through community programs.
Helen Carey, PT, MHS, PCS, Ms., The Nisonger Center, UCEDD/LEND
Marcia Nahikian-Nelms, PhD, RD, LD, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;

This poster describes a LEND trainee and faculty project to utilize community-based fitness and nutrition programs to support the health and wellness of a group of adults with obesity, diabetes, and intellectual and developmental disabilities.

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Did sociological and anthropologic research promote inclusion, independence and empowerment of people with intellectual and developmental disabilities?
Arnold Birenbaum, Ph.D., Associate Director, Rose F. Kennedy Center, UCEDD/LEND
^, United States;
, , United States;

Based on a short presentation of the findings it will promote a discussion about the study of the social consequences of disabilities has developed during the last fifty years. A position paper will propel responses and will be distributed to participants in advance The discussants will be selected from current and past leaders and from those who have played scholarly roles.

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The KidsLife Scale: Development of an Instrument to Assess Quality of Life
Laura E. Gomez, PhD, Mrs, INICO
Laura E. Gomez, PhD, University of Oviedo, Oviedo, QC, Spain;
M Angeles Alcedo, PhD, University of Oviedo, Oviedo, QC, Spain;
M Asuncion Monsalve, PhD, University of Oviedo, Oviedo, QC, Spain;
Benito Arias, PhD, University of Valladolid, Valladolid, QC, Spain;
Miguel A. Verdugo, PhD, Institute on Community Integration (University of Salamanca), Salamanca, QC, Spain;

The goal of this poster is to present the development of a new scale to assess quality of life in children and teenagers with profound and multiple disabilities thorough a systematic observation by a third person. The scale is based on the eight-domain model proposed by Schalock and Verdugo (2002). The development and validation process will be described.

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Facing the Challenge of Assessing Quality of Life of Children with Profound and Multiple Disabilities
Laura E. Gomez, Mrs, INICO
Laura E. Gomez, PhD, University of Oviedo, Oviedo, QC, Spain;
Victor Arias, PhD, University of Talca, Talca, QC, Spain;
Patricia Navas, PhD, Nisonger Center, Columbus, OH, United States;
Elsa Pena, PhD, University of Granada, Granada, QC, Spain;
Yolanda Fontanil, PhD, University of Oviedo, Oviedo, QC, Spain;

The goal of this poster is to present a Delphi study carried out to get a better understanding of central quality of life indicators composing quality of life for children and teenagers with profound intellectual and multiple disabilities. The main result of this study is an operationalization of quality of life for this population with adequate evidences of validity.

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Considerations in applying empirically-based assessment practices to support children with ASD and co-occurring emotional disorders in inclusive educational settings
Caroline Magyar, Ph.D., Associate Professor, Strong Center for Developmental Disabilities, UCEDD/LEND
Vincent Pandolfi, Ph.D., Rochester Intitute of Technology, Rochester, NY, United States;

Children with autism spectrum disorders (ASD) often present with one or more emotional disorders (ED), which can result in more restrictive school placements. This poster describes considerations for establishing evidence-based assessment practices within a multi-tiered prevention model to assist school personnel in the identification, intervention, and progress monitoring of ED in children with ASD to ensure their continued participation in an inclusive educational setting.

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Georgetown University Certificate in Early Intervention Program
Toby Long, PhD, Director of Training, Georgetown University Center for Child & Human Development, UCEDD
Rachel Brady, DPT, Georgetown University, Washington, DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;

Georgetown University Certificate in Early Intervention, an eight-course hybrid program, uses distance education in combination with students meeting as a cohort at Georgetown University. The graduate certificate program provides advanced training in comprehensive, evidenced-based early intervention practices. The Certificate in Early Intervention prepares leaders to advocate for infants, toddlers, and young children, provide community based services, and develop policy in the area of early childhood intervention.

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Parental Perception of the Transition Process and the Role of Non-School Affiliated Professionals
Maureen vanStone, Esq., M.S., Associate Director, Kennedy Krieger Institute, UCEDD/LEND
Shelley M. McDermott, Ph.D., Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;
Christopher L. Smith, Ph.D., Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;

This poster presentation will summarize data collected from parents of children diagnosed with an ASD about their experiences with the transition process. Data will include parental perception of the transition process as well as specific ideas and recommendations for improving the process. This presentation will discuss ways in which external service providers may be integrated into the transition process to help individuals diagnosed with an ASD achieve optimal outcomes.


Hawaii Preschool Positive Engagement Project: What�s going right?
Jean Johnson, DrPH, Professor, Center on Disability Studies, UCEDD/LEND
Naomi L. Rombaoa Tanaka, MS, Honolulu, HI, United States, HI - Center on Disability Studies, UCEDD/LEND;

The purpose of this study is to determine the effectiveness of the Hawaii Preschool Positive Engagement Project, designed to help reduce antisocial behaviors and increase school readiness.


Postsecondary Education for Students with ID (PSE) as a Catalyst for Campus Inclusion: Four Areas of Involvement
Deborah Zuver, MA, Education Consultant, Carolina Institute for Developmental Disabilities, UCEDD/LEND
Angela Rosenberg, PhD, Chapel Hill, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;
Donna Yerby, MEd, Chapel Hill, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;
Adrienne Villagomez, MEd, trainee, Chapel Hill, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;

As postsecondary education options for students with ID (PSE) expand, such opportunities become a campus-wide catalyst for inclusion. The presentation considers how inclusion is advanced through best-practice education coaching for PSE students; natural involvement of typical students; LEND training opportunities for professionals involving PSE trainees as peers; exposure to PSE for administrators as College Access Challenge Grant recipients. Presentation offers best practice information, survey results, and evaluation outcomes.


Supports for Families in Medicaid Home and Community Based Services (HCBS) Waivers
Carli Friedman, Master of Science, Postdoctoral Research Associate Departments of Dis, Institute on Disability & Human Development, UCEDD/LEND
^
This poster examines supports provided for families in FY 2011 Medicaid Home and Community Based Services (HCBS) Waivers for people with intellectual/developmental disabilities (I/DD). This poster details the spending projected to support families, types of services provided, and how services compared between states. The aim to provide support for more services to aid families in supporting their family members with I/DD in the community.

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Relations between sleep disturbance, general health, and memory among parents of children with special health care needs
Amanda McBean, M.S., Graduate Research Assistant, Center for Excellence in Disabilities, UCEDD/LEND
Leo Schlosnagle, Ph.D., The Center for Excellence in Disabilities at West Virginia University, Morgantown, WV, WV - Center for Excellence in Disabilities, UCEDD/LEND;

Parents of CSHCNs reported poorer health than parents of TD children. This project aims to understand how parents of CSHCN differ from parents of TD children on sleep, memory, and general health, and the relation between these variables. Results indicate poorer sleep quality among parents of CSHCN and positive associations between sleep and memory and sleep and health among parents of CSHCNs. Implications of these results are discussed.

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Enriching Undergraduate Education in Disability Studies through Service-Learning Engagement: A Pilot
Carol Laws, PhD, Assistant Clinical Professor / Training Director, Institute on Human Development and Disability, UCEDD
Carol Britton Laws, PhD, IHDD, Athens, GA, United States, GA - Institute on Human Development and Disability, UCEDD;

This poster describes a service-learning pilot course offered to undergraduate students. The course required eight students, from various disciplines, to provide 20 hours of service each to meet the need for activities at a day program at the Athens Community Council on Aging. Students completed strengths-based portfolios with four adults with disabilities and critically reflected on what they learned and experienced. The course design and outcomes are highlighted.

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Hearing Screening in Island Nations: A Path to Social Justice in Hearing Health
Jean Johnson, DrPH, Professor, Center on Disability Studies, UCEDD/LEND
^
Pacific Island nations that are politically connected with the United States, and consist thousands of tiny islands with small populations, lie in an expanse of ocean larger than the continental U.S. Yet they have no local ENT specialist or audiologist. However, newborn hearing screening has begun in these small nations, and federal funds are being employed to increase access to hearing health in older children and adults.


Everyday expressions of pain and their relation to problem behavior among children with autism
Andrea Courtemanche, PhD, LEND Psychology Fellow, Schiefelbusch Institute for Life Span Studies, UCEDD/LEND
R. Matthew Reese, PhD, University of Kansas Medical Center, Kansas City, KS, United States;
Stephen R. Schroeder, PhD, University of Kansas, Lawrence, KS, United States;

Children with autism are described as having high pain-tolerances. We evaluated how often children with autism displayed pain during everyday routines and how those expressions of pain related to problem behaviors. We will discuss how expressions varied among children with autism compared to children with other developmental disabilities and how these expressions varied depending on the form and severity of problem behaviors including self-injurious behavior, aggression, and property destruction.

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LEND Leadership Project: Collaborative Development and Implementation of Disability Specific On-line Training for Nevada Foster Parents of Children with Disabilities
Eric Albers, Ph.D., Associate Professor, Nevada Center for Excellence in Disabilities, UCEDD/LEND
Carol Broersma, MSW, Nevada LEND, Reno, NV, United States;
Steve Rock, Ph.D., Nevada LEND, Reno, NV, United States;

This poster presentation will provide information on an innovative systems change project to support Nevada foster parents caring for children with disabilities. It will outline the projects development and demonstrate its implementation by featuring access to an existing website.


Providing Down Syndrome Resources to an Increasingly Diverse Audience of Expectant Parents to Improve Long-Term Health Disparities
Stephanie Meredith, M.A., Medical Outreach Director, Interdisciplinary Human Development Institute, UCEDD
^
Effective outreach to medical practitioners and patients can ensure that expectant parents get the information they need about medical care, early intervention programs, and family support at the earliest stages. By establishing a solid conduit for information-sharing among diverse cultures, the evidence-based programs at the National Center for Prenatal and Postnatal Down Syndrome Resources have the potential to impact overall health and social outcomes for a lifetime.


Evidence-based Resources in Supporting New and Expectant Parents in Receiving a Prenatal or Postnatal Diagnosis of Down Syndrome
Harold Kleinert, Ed.D., Executive Director, Human Development Institute, University of Kentucky
Stephanie Meredith, M.A., Human Development Institute, Lexington, KY, United States;

Evidenced-based resources of the National Center on Prenatal and Postnatal Down Syndrome Resources (all available as free downloads) are described and demonstrated, along with supporting research, to enable health care practitioners to provide patients with balanced, scientifically accurate, and up-to-date information about Down syndrome at the point of a prenatal or postnatal diagnosis. Evidence based resources are critical at this essential moment in a patient's life.


Transdisciplinary Seminar in Intellectual and other Developmental Disabilities Studies
Dian Baker, PhD, APRN, Professor School of Nursing , UC Davis at the MIND Institute, UCEDD/LEND
^
Students across a variety of disciplines participated in a transdisciplinary seminar to study intellectual and other developmental disabilities. The students completed projects ranging from end-of-life preparation in rural areas to training for advance practice nurses in assessment of the aging person with disabilities.

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Expanding the National Tool Box for Measuring Part C Participation Rates: Feasibility and Utility of Birth Cohort Methodology
Lynne MacLeod, M.Statistics, Part C 618 Data Manager, Infant Toddler Coordinators Association
^
Part C single-day and cumulative child counts, as specified in Section 618 of the IDEA, do not provide a complete picture of the number of children birth through age two who are referred to, evaluated for, and receive early intervention services. The Infant-Toddler Coordinators Association Data Committee will present progress in its examination of the viability of using birth cohort methodology as another measure of Part C participation.

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Creating a unique opportunity to make connections for families with children with special needs through an inclusive community-wide special education PTA
Debra Vitale, M.S.S.A., Past President of the Shelby County Regional SEPTA, Boling Center for Developmental Disabilities, UCEDD/LEND
^
The Shelby County Regional Special Education PTA (SEPTA) is an organization created to provide an inclusive, community-wide opportunity for parents, caregivers and family members, educators and other school related personnel, as well as other professionals in the community the opportunity to come together and support, connect, educate and enhance awareness of programs, legislation, legal processes and overall the needs of special needs children and their families.


How Will We Achieve Real Community Inclusion Unless We Involve the Community? An Argument for Interdisciplinarity and Reciprocity
Jean Sherman, Ed.D., RN, Director of Adult Programs, Mailman Center for Child Development, UCEDD/LEND
Sarah Sherman, MS, Florida International University, Miami, FL, United States;

Despite its oft-cited priority, a review of the disability movement and accessibility laws and policies reveals that true community inclusion for every individual with a disability is a goal yet to be achieved. This session will examine the major contributing factors and discuss the importance of person-environment interactions, suggesting the need to change community attitudes through reciprocal information sharing and interdisciplinary education of design and built environment professionals.

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Empowering Individuals and Their Families as Advocates
Sharon Romelczyk, MPA, Program Manager, Genetic Alliance
James O'Leary, MBA, Genetic Alliance, Washington, DC, United States;
Kathy Brill, MEd, MPS, Parent to Parent USA, Washington, DC, United States;
Beverly Baker, National Center for Family Professional Partnerships (NCFPP) Family Voices, Inc., Albuquerque, NM, United States;

Every day individuals advocate on behalf of themselves or others to communicate needs, share experiences, and take steps to get what they want and need. The online Advocacy Toolkit created by Genetic Alliance, Parent to Parent USA, and Family Voices provides individuals with genetic conditions and their families tools and strategies to advocate to get what they need. Personal stories are included to illustrate positive examples of successful advocacy.

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Persons With Disabilities, Families, Caregivers, and Their Communities Are NOT Prepared to Address All Needs in Major Disasters
Michele Newman, B.S., Director, No Cracks Campaign, JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND
^
Disaster response has made great progress since Hurricane Katrina. FEMA has developed major comuunity-wide and first responder training programs so jurisdictions responding to disasters are organized, have a chain of command and detailed plan. FEMA provides hundreds of free online training courses and pamphlets about preparedness; however, responding to disasters involving persons with disabilities often fall short, in best efforts. This presentation will discuss preparedness for the disabled community.

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Local and General cultural Competence Education
Janice Grant, MSW, MSW, The University of Maine, Center for Community Inclusion, UCEDD
^
This study, conducted as part of the LEND program, investigated the nature, magnitude and outcomes of graduate social work curriculum content on local and generalized cultural competence. This presentation will focus on design, findings and implications of a study that begins an agenda examining how professionals working with in dividuals and families with disabilities are prepared in local diversity and broad theoretical constructs necessary to promote, and improve culturally competent practice.


Understand Our Complexities, but See Our Potential: Inclusive Post-Secondary Education
Heidi Brett-Mendez, Director of Transition and Access Program, University of Cincinnati UCE, UCEDD/LEND
Diane Clouse, University of Cincinnati, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;

This presentation explains a four-year non-degree inclusive program providing students with intellectual disabilities opportunities to experience college by participating in college classes, residential campus living, paid vocational internships, and campus social life with an emphasis on successful transitions, effective intervention strategies, and collaboration between secondary and post-secondary educators.


Examined Practice: A Gentle Model for Learning Systematic Inquiry to Promote Inclusion
Elizabeth DePoy, Phd, Professor, The University of Maine, Center for Community Inclusion, UCEDD
^
Evidence-based practice and systematic knowledge are increasingly emphasized in the field of disability, requiring all students to be adept at understanding, generating, and using this type of knowledge. Yet, research courses are often met with apprehension. This presentation disseminates and illustrates the Examined Practice Model, a gentle but rigorous approach for teaching research and its application to knowledge generation and ethical use.

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A Qualitative Study on the Development of Self-Advocacy and Independence: A Focus on Wheelchair Basketball Athletes
Brenda Kotewa, M.Ed. & Ph.D. Candidate (Fall 2013), Traniee, Center on Disabilities and Human Development, UCEDD
Brenda Kotewa, M.Ed. (Ph.D. Candidate - Fall 2013), University of Idaho, Moscow, ID, United States, ID - Center on Disabilities and Human Development, UCEDD;

Students with physical disabilities attend and graduate from college at a significantly lower rate than students without disabilities. The purpose of this study was to explore the experience of athletes participating in inter-collegiate wheelchair basketball. Findings of this study suggest trying new things, developing a diverse support system, and learning to successfully navigation barriers leads to success in the college environment.

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Impacting Student Writing Proficiency through Socio/Culturally Responsive Professional Development in a K-8 High Poverty School
Norma Jean Stodden, Ph.D., Associate Professor, Center on Disability Studies, UCEDD/LEND
^
Results of a K-8 school-wide socio/culturally responsive writing initiative focused on providing teachers with on-going professional development activities and evidence-based strategies, ongoing coaching, data-driven decision-making, and use of technology to improve the writing proficiency of indigenous students with and without disabilities will be shared. This project is a partnership between the University of Hawaii, Center on Disability Studies, in partnership with ALU LIKE, Inc. and Waimanalo Elementary and Intermediate School.


Jump Start to Child Health: A Childcare Consultation Project for Ethnically Diverse Preschool Children
Ruby Natale, PhD, Associate Professor, Mailman Center for Child Development, UCEDD/LEND
^
The most common health problems of childhood and early adulthood (behavioral issues) begin in early childhood and disproportionately affect low-income and ethnic-minority populations. Preventive health programs are best targeted to environments where the youngest children spend most of their time: early care and education centers. The Jump Start program is a consultant-based program designed to help childcare centers improve the mental health capacity of their environment.


The LEND Family Involvement Survey: Findings and Implications from Year One
Fran Goldfarb, MA, MCHES, Director, Family Support, USC, Childrens Hospital, UCEDD/LEND
Barbara Levitz, MS Ed , , Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Mark Smith, M.S., Omaha, NE, United States, NE - Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND;

In 2013, the LEND Family Discipline Network, developed and implemented a survey to gather information from graduating LEND trainees from all disciplines on the value of learning from and with families. Trainees identified the different roles families played in their LEND programs and evaluated the benefit they received from this family involvement. This poster will share information and implications gathered from the first group to complete this survey.

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Pathways to LEND: A Pre-LEND Seminar for Family Support Trainees
Fran Goldfarb, MA, MCHES, Director, Family Support, USC, Childrens Hospital, UCEDD/LEND
Douglas Vanderbilt, MD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Patrice Yasuda, PhD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;

Pathways to LEND is a curriculum to prepare Family Support trainees for the academic rigors of LEND. CA-LEND doesn�t require an advanced degree for Family Support trainees, but rather relies on their experience in family support and systems change advocacy. Consequently, Family Support trainees may not have some of same academic experiences as fellows from other disciplines. Pathways to LEND supports Family Support trainees in their LEND program.

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Experiences of Stress in Families of Children who have Hearing Loss and a Co-existing Autism Spectrum Disorder
Susan Wiley, MD, Associate Professor, University of Cincinnati UCE, UCEDD/LEND
Katie Bentley, BS, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, OH - University of Cincinnati UCE, UCEDD/LEND;
Rebekah Hudock, PhD, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, OH - University of Cincinnati UCE, UCEDD/LEND;
Dora Murphy-Courter, AuD, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, OH - University of Cincinnati UCE, UCEDD/LEND;
Tanishia Williams, MD, PhD, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, OH - University of Cincinnati UCE, UCEDD/LEND;
Susan Wiley, MD, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, OH - University of Cincinnati UCE, UCEDD/LEND;
Lisa Hunter, PhD, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, OH - University of Cincinnati UCE, UCEDD/LEND;
Jareen Meinzen-Derr, PhD, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, OH - University of Cincinnati UCE, UCEDD/LEND;

Limited research exists regarding children dually diagnosed with autism spectrum disorder (ASD) and hearing loss (HL) and their families. Families have reported a lack of services and supports for needs of HL and ASD. Lack of supports is associated with elevated levels of parenting stress. This study examined levels of supports and stress in families of children with ASD and HL and addresses needed support services.


Individuals with Disabilities' Experiences with Access to Health Care, Health Promotion, and Emergency Preparedness: Ohio Survey and Open Forum Results
Erica Coleman, MS, Health Activities Coordinator, University of Cincinnati UCE, UCEDD/LEND
Ilka Riddle, PhD, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Yiping Yang, MPH, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;

The Ohio Disability and Health Program (ODHP) held three open forums in Ohio to receive input from the Ohio disability community on three specific areas: Access to Health Care, Health Promotion, and Emergency Preparedness. Additionally, an online survey covering the same topics was developed and disseminated to reach individuals who were unable to attend the forums. This poster offers an overview of the results.

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Pathways to Identification and Diagnosis of Autism Spectrum Disorder in Young Children in a High-Resource New York County
Patricia Towle, Ph.D., Psychologist, Westchester Institute for Human Development, UCEDD/LEND
Mariel Tarantunio, MSW, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Nancy DiMaggio, MS, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Linda Arpino, RD, MA, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;

This study examined how families accessed community resources (public and private) to obtain an ASD diagnosis and access treatment. Review of 130 EI charts revealed several patterns of access, some of which related to delay in diagnosis. A method for comparing counties in terms of relevant resources is also presented.

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"Disability in Society": A Course to Equip Interdisciplinary Students to Embrace Disability as Diversity
JoLynn Webster, M.Ed, Pre-service Co-ordinator, North Dakota Center for Persons with Disabilities, UCEDD
Paula Burckhard, B.S. in Education, North Dakota Center for Persons with Disabilities, Minot, ND, United States, ND - North Dakota Center for Persons with Disabilities, UCEDD;

The North Dakota Center for Persons with Disabilities offers a disability studies course for interdisciplinary undergraduates at Minot State University. Using a life-span approach, "Disability in Society" is co-taught by a Special Education faculty member and a parent of children with disabilities. This poster outlines the model that is used to present course content and life experiences so that students are equipped to encounter individuals with disabilities in their communities.


Cool Aspies in the Community: A model for self-determination
Deborah Hammer, Autism Specialist, Arlington Public Schools
Tim Walker, self-advocate, Alexandria , VA;
Mograne Clarke, self-advocate, Washington, DC;

The "Cool Aspies" are a group of high school students and young adults with social disabilities who plan and participate in social activities around their community. Come learn how they are taking charge of their own lives, developing independence and recreation skills, and making friends. This model can be easily replicated in other locations.


Leadership in Education in Neurodevelopmental and related Disabilities (LEND) Family Learning Collaborative-Continuing Education Program for LEND Family Trainee Program Graduates
Kara Ayers, PhD, Associate Director, University of Cincinnati UCE, UCEDD/LEND
Katie Bentley, BS, Cincinnati , OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Julie Dunford, BS, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Kamesha Anderson, BA, Cincinnati, OH, United States;
Sara Bitter, JD, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Karen Edwards, MD MPH, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Dory Schade, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Sheryl Feuer, BS, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;

The LEND Family Learning Collaborative (FLC) is a continuing education pilot program designed to further develop advocacy and leadership skills in Family Trainees who have completed the LEND Program. Family Trainees will extend the time and scope of their Individualized Leadership Plan. Family Trainees will extend their Individualized Leadership Plan (ILP) to further individual advocacy and leadership goals.

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Promoting quality services for young children: A collaborative program to train early childhood teachers via distance technology
Barbara Fiechtl, Program coordinator, Center for Persons with Disabilities, UCEDD/LEND
Cyndi Rowland, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

This poster explains the collaboration between a University center, state office of education, and local school districts to provide training resulting in an early childhood special education license. The Early Childhood Alternative Teacher Preparation program (ECATP) delivers coursework via distance technology. Local district coordinators commit to providing a coach for each student and serve on the advisory board. The collaboration assists rural areas to access licensed early childhood teachers.

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Starting Where We Are: Building Capacity and Employment Opportunities By Providing Evidence-Based Treatment for Children With Autism.
Susannah Poe, Doctorate in Educational Pyschology, Professor, Center for Excellence in Disabilities, UCEDD/LEND
^
WVUCED's intensive Autism Clinic was developed to meet a significant need: provide evidence-based treatment to under-served children with autism, while offering supervised training for WVU students. Four years later, we have grown into a daily, year round clinic; having provided 7 children 10,055 hours of direct service; supervised 15,000 hours of hands-on training to more than 70 students, and launched 38 students into autism treatment careers.


Many Imprisoned, Homeless, and Misdiagnosed Adults in Our Communities May Be Suffering From an Undiagnosed Autism Spectrum Disorder (ASD)
Michele Newman, B.S., Director, No Cracks Campaign, JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND
^
Too many adults "fall through the cracks". They question why they "feel" different, don't "fit in", or see society as irrational. Some develop crude skills to "exist", or live a sub-par existence on the streets homeless; sucked into prostitution, drugs & alcohol. Many fill mental or penal institutions. It's highly probable they suffer from an undiagnosed ASD. This presentation discusses a grassroots campaign directed towards eliminating these cracks.

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Pennsylvania's Statewide Resource Center for Autism Spectrum Disorders: Leveraging State, Academic Centers, and Private Sector Expertise
Michael Murray, MD, Director, Division of Autism Services, Penn State College of Medicine at Milton S. Hershey Medical Center
Todd Borris, Mountville, PA, United States;
Corey Mahoney, Mountville, PA, United States;

The Autism Services, Education, Resources, and Training Collaborative (ASERT) developed a research-based autism services model that pairs experts from academic institutions with government resources and private sector business to meet the needs of Pennsylvanians with autism. The presentation will discuss this process including valuable insights gained and will feature a demonstration of PAautism.org, an accessible website developed to reach a wide audience with ASERT's research, services, and training opportunities.

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Education, Research and Service in Rural America
Martin Blair, PhD, Executive Director, University of Montana Rural Institute, UCEDD
Tom Seekins, PhD, Missoula, MT, MT - University of Montana Rural Institute, UCEDD;
Gail McGregor, Missoula, MT, MT - University of Montana Rural Institute, UCEDD;
Meg Traci, PhD, Missoula, MT, MT - University of Montana Rural Institute, UCEDD;
Kathleen Laurin, PhD, Missoula, MT, MT - University of Montana Rural Institute, UCEDD;
Craig Ravesloot, PhD, Missoula, MT, MT - University of Montana Rural Institute, UCEDD;
Bethany Rigles, MS, Missoula, MT, MT - University of Montana Rural Institute, UCEDD;

The Rural Institute at the University of Montana is engaged in a variety of collaborative activities with diverse local, state and national stakeholders to meet the needs of individuals, families and providers in rural America. This poster highlights current health, recreation, education, youth leadership, employment and technology initiatives.

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Beyond Access: Next Generation Issues in Higher Education for Students with Intellectual Disability
Debra Hart, M.S., Principal Investigator, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
^
Higher education for students with intellectual disabilities has evolved beyond access to college to contending with second-generation issues such as student credentials, program accreditation and documenting positive student outcomes. Presenters will share data and discuss the implications of these second generation issues on current practices.

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Development of a Lunch and Learn Training Module - Responsive Practice: Improving Health Care and Screening for Individuals with Disability
Carrie Smart, Master of Education, Research Assistant; NH LEND Trainee 2012-2013, New Hampshire LEND Program
^
This lunch time module is part of the NH Disability and Public Health Project promoting maximization of quality of life, health, and health care for individuals living with disability. It focuses on person-first care, disparities, prevalence, and approaches for supporting NH's public health care for individuals with disability. The module represents an interdisciplinary approach to research and leadership training with UNH's Institute on Disability and NH LEND program.

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Building a Unique Collaboration between a UCEDD/LEND and a State Autism Society
Ann Palmer, B.A., LEND Family Faculty, Carolina Institute for Developmental Disabilities, UCEDD/LEND
To be determined, LEND trainee, Chapel Hill, NC, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;
To be determined, LEND family trainee, Chapel Hill, NC, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;

This poster describes a unique interagency collaboration between the Carolina Institute for Developmental Disabilities, a UCEDD/LEND program, and the Autism Society of North Carolina (ASNC). This collaboration provides hands-on community experiences in leadership related to autism and developmental disabilities for LEND trainees, provides career development opportunities for faculty and staff of both agencies, and improves the dissemination of information on autism and resources for families in North Carolina.

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Comprehensive Support and Education for Families with Autism: A Parent-to-Parent Mentoring Approach
Eric Moody, Ph.D., Asst Prof, JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND
^
Describes a program of parent mentoring and comprehensive training for parents of children newly diagnosed with autism


Communicating Effectively Across Cultures
Juan Carlos Vazquez, Masters, Project Director, Center for Persons with Disabilities, UCEDD/LEND
Elizabeth Shaible, Bachelor's Degree, UT-CPD UCEDD/LEND, Logan, UT, United States;

This interactive session addresses the importance of communicating effectively across cultures, presenting research-based principles and best practices within the area of cultural and linguistic competence. The knowledge developed regarding culture and cultural dynamics, must be integrated into every facet of a school, program or agency. This session provides concrete ideas on how to better understand and develop practices that are responsive to cultural diversity.


A cluster randomized study: Heuristic Math Teaching vs. Intelligent Tutoring with community college students with disabilities.
Kelly Roberts, PhD, Professor, Center on Disability Studies, UCEDD/LEND
Kiriko Takahashi, ABD, University of Hawaii Center on Disability Studies, Honolulu, HI, United States;
Hye-Jin Park, EdD, University of Hawaii Center on Disability Studies, Honolulu, HI, United States;

Math is a barrier for many postsecondary students pursuing STEM fields. In order to improve the outcomes of students in developmental math course and their problem solving skills, two interventions have been implemented at community college elementary algebra course: heuristics and intelligent tutoring system. Preliminary results will be presented.


The Pacific Alliance for Supporting Individuals with Disabilities (IWDs) in STEM Fields Partnership (Pacific Alliance)
Kelly Roberts, PhD, Professor, Center on Disability Studies, UCEDD/LEND
^
The Pacific Alliance for Supporting Individuals with Disabilities (IWDs) in STEM Fields Partnership is a 5-year project, funded by National Science Foundation. The goal is to increase the number of IWDs in STEM postsecondary education programs and the STEM workforce by increasing: enrollment of high school IWDs into postsecondary education STEM degree programs; graduation rates of IWDs in STEM majors; and employment rates of IWDs graduating with STEM degrees.


Development, Validiation, and Use of the Interdisciplinary Collaboration Questionnaire in the Leadership Education in Neurodevelopmental Disabilities (LEND) Program
Allison Smith, PhD, Psychology Fellow, Children's Seashore House/ Children's Hospital of Philadelphia, LEND
Katherine Bevans, PhD, Philadelphia, PA, United States, PA - Children's Seashore House/ Children's Hospital of Philadelphia, LEND;
Stephen Leff, PhD, Philadelphia, PA, United States, PA - Children's Seashore House/ Children's Hospital of Philadelphia, LEND;

The present study seeks to evaluate the psychometric properties of an assessment instrument designed to measure interdisciplinary collaboration (IC) among LEND trainees. The tool was applied to evaluate change in trainees? self-reported interdisciplinary collaboration opportunities and skills across the LEND training year.

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PRESUMPTIVE ELIGIBILITY FOR EARLY INTENSIVE BEHAVIORAL INTERVENTION UTILIZING TWO POSITIVE SCREENS: A SOUTH CAROLINA ACT EARLY WORK IN PROGRESS
Jane Charles, MD, Professor of Pediatrics, The Maine LEND Program
Kristie Musick, MA, First Steps to Readiness (BabyNet), Columbia, SC, United States;
Daniel Davis, SC Dept. Disabilities & Special Needs, Columbia, SC, United States;

The STAT MD program, as designed by the SC Act Early Team and implemented by SC DDSN and BabyNet, is a viable tool to increase the number of younger children getting EIBI services under Part C and decrease the age at which these services begin. Efforts to continue and enhance this plan include planning for additional STAT training sessions and the use of state agency funds to provide the training.

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Does person-centered planning have a future?
Alan Kurtz, M.Ed., Coordinator of Education and Autism, The University of Maine, Center for Community Inclusion, UCEDD
David Hagner, Ph.D., Concord, NH, United States, NH - Institute on Disability, UCEDD;

This discussion will explore the future of person-centered planning as an effective strategy for crafting personalized supports and for supporting community inclusion for individuals with disabilities. The presenters will briefly discuss their own research on person- and family-centered planning. Participants will be encouraged to discuss their research or experience with PCP as well as obstacles to implementing authentic PCP with a high level of fidelity.


Caught Up in the Action: Mississippi�s �5 in 5� Plan
Rebekah Young, ABD, MPH, CHES, Researcher/Health Educator, Institute for Disability Studies, UCEDD
^
One out of every three individuals with mental illness or substance abuse disorders smokes. This presentation identifies the main reasons for tobacco use and barriers to quitting reported by individuals who receive services through Mississippi�s 15 regional community mental health or substance abuse centers. Also, the session will highlight the �5 in 5� state-wide action plan developed to promote wellness and smoking cessation among these individuals.

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Use of Interactive Television in Identifying Autism in Young Children
Matthew Reese, PhD, Ph.D, Director
Rene Jamison, Ph.D, Kansas City, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Matthew Braun, MA, CCC-SLP, Kansas City, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Maura Wendland, Ph.D, Kansas City, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Carole Prather, MS, ARNP, BC, Kansas City, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Lindsey Weaver, MA, University of Kansas-Medical Center Therapeutic Science Doctoral Program, Kansas City, KS, United States;

Individuals living in rural and underserved areas experience limited access to evaluations for their children, resulting in delays in early intervention. Our current study examines the reliability and validity of our protocol that utilizes interactive television (ITV) to complete evaluations of children suspect for autism. We will share preliminary data from our randomized trial comparing diagnostic accuracy and related outcomes for evaluations completed �in-person� compared to those completed via ITV.


Promoting Feeding Interventions to Support Healthy and Meaningful Participation
Jan Marson, OTR/L, BCP, LEND Faculty, Nevada Center for Excellence in Disabilities, UCEDD/LEND
Linda O'Neil, MS, Reno, NV, United States, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
Erika Ryst, MD, Reno, NV, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
Barbara Scott, MPH, RD, LD, Reno, NV, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
Natelie Klekovic, Reno, NV, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
Molly Michelman, MS, RDn, LD, CLC, Reno, NV, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
Jessica Stewart, MS, CCC-SLP, Reno, NV, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;

This poster presentation will include practical evidence-based interventions for feeding challenges that support participation and inclusion for individuals with autism and neurodevelopmental disorders. Although feeding problems interfere with adequate nutritional intake such that weight gain, health, development, and quality of life are compromised, there is also significant impact on the family system (i.e. caregiver). The individual can be viewed and supported from a variety of diverse social and cultural contexts.

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The LEND Self-Advocacy Opportunity in North Carolina: Success and Impact
Megan Kovac, MA, Trainee, Carolina Institute for Developmental Disabilities, UCEDD/LEND
Keith Errickson, UNC Chapel Hill, Chapel Hill, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;
Adrienne Villagomez , UNC Chapel Hill, Chapel Hill, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;
Christopher Cordeiro,, UNC Chapel Hill, Chapel Hill, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;

Since 2010, the Carolina Institute for Developmental Disabilities (NC LEND) has offered a LEND Self-Advocate Trainee Opportunity for individuals with I/DD. The Self-Advocate (SA) trainee engages in the same program of training as trainees from other disciplines, with specific support and accommodations. The current study presents results of an internal evaluation, which was conducted to determine the success of this opportunity and its impact on two cohorts of LEND trainees.

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Supporting the Journey of Living
Shannon Mangum, MPS, LOTR, Assistant Professor , Louisiana State University Health Sciences Center Dept of Occupational Therapy
Celeste Carter, APRN, DNS, LSUHSC - School of Nursing , New Orleans, LA, United States;
Jo Thompson, MA, CTRS, LSUHSC - Dept. of Occupational Therapy, New Orleans, LA, United States;

Define and articulate the model of �survivorship� as it applies to individuals with chronic conditions. Collaborative survivorship plans can facilitate and maintain quality of life for individuals beginning with prevention through end of life. Practice concrete ways to utilize existing models as templates for survivorship plans. Explore the need to broaden care teams to include professionals trained in client-centered practice with a holistic perspective.

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Building Bridges: Creating Spaces for Inclusion Within Self-Advocacy and LGBTQ Communities
Lex Bolyanatz, MSW, Ms., Institute on Disability & Human Development, UCEDD/LEND
^
This paper explores the unique backgrounds of the self-advocacy and GLBTQ communities, and makes a case for mutual aid between these two groups. The intersection of disability identity and sexual identity can be a space for practicing inclusion among communities that have not traditionally interacted very much.

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Innovative Technology: Help Me! Mobile Application Supports Problem Solving and Independence in College Students with Cognitive Disabilities
Cindy Fisher, M.A. Sped/ Ed.D. Ed. Admin. K-12 , Dr., Smart Steps LLC
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A brand new mobile application and backup system Help Me! will be demonstrated and possibilities for research will be discussed. The college experience presents challenges beyond the classroom, while the number of college students with autism and intellectual disabilities is expected to increase in coming years. How can we reduce magnified emotional responses to everyday problems? This system enables real-time support, leading to more confidence in anxiety-inducing situations.


Parent-Directed Consultations: The Family Perspective
Bethany Rigles, M.A., Montana Regional LEND Coordinator, University of Montana Rural Institute, UCEDD
Barbara Fiechtl, PhD, UTAH CPD, Logan, UT;
Gina Cook, PhD, UTAH CPD, Logan, UT;
Allison Ellzey, M.D., UTAH CPD, Logan , UT;
Vanesa Webb, M.A., UTAH CPD, Logan , UT;
Lisa Wilson, University of Montana UCEDD, Missoula, MT;

Data collected from family participants in the 2012-2013 URLEND Parent-Directed Consultations (PDC) were analyzed. Findings include examination of family demographics, services received, coping skills, access to family-centered care, and experience participating in the PDC.

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Sensory Training for Paraprofessionals Working with Children Who Are Blind/Visually Impaired and Children Who Are Deafblind in Educational Settings
Linda Alsop, M.Ed., Director, Ski-Hi Institute, Center for Persons with Disabilities, UCEDD/LEND
^
This session will highlight two unique Utah State University online programs of study which prepare paraprofessionals to work effectively with children who are blind/visually impaired and with children who have combined vision and hearing losses or deafblindness. Besides coursework, these programs also offer online practicum experiences, which use innovative distance technologies to facilitate implementation of students' skills and provide best practices in coaching support.


Using Quality Improvement to Improve Remote Transition Services For Youth With Disabilities
Anthony Cahill, Ph.D., Director, Division of Disability and Health Policy, Center for Development & Disability, UCEDD/LEND
Janis Gonzales, MD, New Mexico Department of Health, Santa Fe, NM, United States;
Danial Wenz, MBA, Albuquerque, NM, United States, NM - Center for Development & Disability, UCEDD/LEND;

This project involves using quality improvement (QI) principles and techniques to allow pediatricians in rural areas to increase their capacity to deliver effective transition skills. Utilizing a network of telehealth sites around the states, transition specialists collaborate with rural pediatricians to ?model? effective transition skills, including templates for reports targeted at adult providers who will be seeing the youth in the future.

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Screening for Intellectual Disability: Lessons from Fragile X
Kruti Acharya, MD, , Institute on Disability & Human Development, UCEDD/LEND
^
The ongoing development of new genetic technologies has shed light on genetic variations associated with developmental disability. However, our knowledge about the clinical implications of these variations is constantly evolving. In this talk, I will use Fragile X Associated Disorders (FXAD) to highlight the complexities of genetic screening and testing for intellectual disability.

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Trainees� Use of Social Media: Implications for AUCD Training Programs
Jody Pirtle, PhD, Assistant Clinical Professor, Institute for Human Development, UCEDD
Elizabeth Bishop, PhD, Memphis, TN, United States, TN - Boling Center for Developmental Disabilities, UCEDD/LEND;
Mark Crenshaw, MA, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

The presenters designed a short 8-question survey to ascertain the types of social networking tools that are being used by emerging professionals and how important these tools are to the future professional goals and outcomes of current and former trainees across the AUCD network. The presentation will share preliminary results of the 2013 survey and share possible implications for training programs in higher education.

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A Community College Experience Offers Choices for Students with Intellectual Disabilities at an Affordable Cost
Kathy Kennedy, Ms., Johnson County Community College
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Johnson County Community College in Overland Park, Kansas, intends to serve all members of the community who wish to be lifelong learners by offering options for students with intellectual disabilities, from the transition years of their school career and extending throughout their lifetime. The CLEAR Program is available at a very affordable rate. Come to see if this is something that your community would like to offer.


From IEP to the classroom: Perspectives of general educators on the implementation of IEP goals for children with autism
Carrie Hall, M.Ed., URLEND Trainee/Early Childhood Education, Center for Persons with Disabilities, UCEDD/LEND
Gwen Mitchell, PhD, Moscow, ID, ID - Center on Disabilities and Human Development, UCEDD;

Utah Regional Leadership Education in Neurodevelopmental Disabilities (URLEND) trainees created a survey and distributed it to general educators in Idaho and Utah to investigate the current methods and perceptions regarding the implementation of social and behavioral goals as part of the Individual Education Program (IEP) for children with an IDEA classification of autism. Themes identified suggest a need for adequate training as well as opportunities for future research.

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Creating a "Picture of a Life" for Transitioning Youth with DD in Foster Care: Preliminary Data & Next Steps
Jacy Farkas, MA, , Sonoran UCEDD
Lynne Tomasa, PhD, Tucson, AZ, United States, AZ - Sonoran UCEDD;
Kim Simmons, CPM, Arizona Division of Developmental Disabilities, Phoenix, AZ, United States;
Melissa Kushner, MSW, Arizona Division of Developmental Disabilities, Phoenix, AZ, United States;

Youth with disabilities in foster care are at a severe disadvantage in moving toward successful adulthood. Through a collaborative initiative with the Arizona DD agency, person-centered plans were completed with 10 youth in preparation for aging out of the child welfare system. This poster presents preliminary data from the perspectives of youth and PCP facilitators, the lessons learned, and a discussion on the future of this statewide initiative.

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Circumstances and Outcomes for Families with Adult Family Members with ID/DD � NCI data
Julie Bershadsky, Senior Research Specialist, HSRI
^
Data from the 2011-2012 NCI Adult Family Survey will present circumstances of family caregivers and their satisfaction with services and demonstrate that many of these families are extremely vulnerable as far as their health and availability of resources. Focus will be made on satisfaction with services and outcomes for the most vulnerable of the caregivers � those 75 and over and those with the lowest incomes.

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Developing Interdisciplinary Leadership Training at the NH LEND through the MCH/AUCD Interprofessional Leadership Learning Collaborative
Betsy Humphreys, Ph.D, LEND Training Director, New Hampshire LEND Program
Rae Sonnenmeier, Ph.D., New Hampshire LEND Program, Durham, NH, United States;
Leslie Couse, Ph.D., New Hampshire LEND Program, Durham, NH, United States;
Susan Russell, M.S., NH/Maine LEND, Orono, ME, United States;
Alan Kurtz, M.Ed., NH/Maine LEND, Orono, ME, United States;

New Hampshire/Maine LEND engaged in an iterative program development process to revise its leadership curriculum during 2012-2013. Guided by the MCH Leadership Competencies, faculty intentionally threaded a focus on leadership skills throughout the Core Curriculum. Trainees engaged in a set of integrated, skill-building experiences including: a series of nine leadership intensive sessions, Leadership in Action placements, monthly reflection journals, and a capstone poster presentation. Preliminary outcomes will be presented.

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The HIgher Education Partnership
joanne VanOsdel, Ed.D., Director of Academic Training/LEND , Center for Disabilities, UCEDD/LEND
Cheryl Medearis, M.A., Sinte Gleska University, Mission, SD, United States;
Nancy Fargo, Ed.S., Sinte Gleska University, Mission, SD, United States;

This presentation will examine twenty years of collaboration between Sinte Gleska University and the Center for Disabilities, Sanford School of Mediciine at the University of South Dakota. Specifically, strategies will be shared on what has worked to ensure the longevity of this partnership.

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Not Silent: Quality-of-Life Outcomes and Circumstances of Non-Verbal Adults with ID/DD
Josh Engler, Mr. , Human Services Research Institute
^
We will present findings on characteristics of verbally-communicating vs. non-verbally communicating adults � their demographics, where they live, the kinds of services they receive; on their health and health care utilization; and quality of life outcomes. Particular attention will be paid to community inclusion, choice and decision-making, and relationships.

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Lifespan Respite Systems: Building Bridges to Family Support
Jill Kagan, MPH, Program Director, ARCH National Respite Network and Resour
^
This session will provide an overview of the federal Lifespan Respite Program designed to increase access to respite for family caregivers and meaningful respite experiences for individuals with disabilities. Information on best practices of current state grantees will be provided. Strategies for building collaborative partnerships with Lifespan Respite Programs, including examples of the significant roles UCEDDs have played in building and implementing Lifespan Respite state systems, will be offered.

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Richmond Toddler Assessment Team
Donald Oswald, Phd, Commonwealth Autism, Director of Research and Va-L, Partnership for People with Disabilities, UCEDD/LEND
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Virginia's lead agency in Early Intervention reported children they serve often go undiagnosed because of extended wait lists at diagnostic clinics and because of the service-access challenges faced by low-income, disadvantaged families. Administrators from five agencies formed the Richmond Planning Group to design a diagnostic clinic targeting children for whom there was a question of an autism spectrum disorder

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Designing an IEP Decision Aid: A Local Tool for Parents of Children with Autism
Jessica Schuttler, PhD, LEND Fellow, Schiefelbusch Institute for Life Span Studies, UCEDD/LEND
^
We designed a tool to facilitate parent knowledge and understanding of the IEP format and process in a local, Midwestern urban school district. In partnership with parent and educator stakeholders, we designed a tool to aid parent knowledge in understanding their IEP and promote participation in their child's IEP meeting. Our poster will share results of a preliminary pilot of the tool with families in the district.

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Puerto Rico Autism Center: A family center model for the children with autism
Annie Alonso, Psy. D., MSW, , Institute on Developmental Disabilities, UCEDD
M. Alicea-Rentas, MHSA, PR-Institute on Developmental Disabilities, UCEDD, San Juan, PR;
I. Torres-Avillan, MS, PR-Institute on Developmental Disabilities, UCEDD, San Juan, PR;

Early intervention is necessary to promote better outcomes in children with autism. To facilitate identification, intervention and family empowerment, a autism center was implemented in collaboration with the PR Health Department. This poster presentation will describe the Puerto Rico Autism Center as a family-centered service model and interdisciplinary training center that links the autism screening and intervention practices with the resources and services available in the community.


Navigating EHDI through the Atolls of the Marshal Islands
Chinilla Pedro, MBA, EHDI Coordinator, Center on Disability Studies, UCEDD/LEND
Jean Johnson, DrPH, Honolulu, HI, United States, HI - Center on Disability Studies, UCEDD/LEND;

This poster describes how committed people are overcoming tremendous challenges to establish a newborn hearing screening program in remote Pacific nations, including the Marshall Islands. Through a national organization called �Early Hearing Detection and Intervention� (EHDI), a strong program in hearing detection and intervention is being established on the scattered atolls of the Marshall Islands.


Early Intervention for Infants and Toddlers with Hearing Loss in American Samoa
Jean L Johnson, DrPH, Director (Acting), Center on Disability Studies, UCEDD/LEND
Jean Asuega, PsyD, Honolulu, HI, United States, HI - Center on Disability Studies, UCEDD/LEND;

This poster shows how American Samoa has overcome tremendous challenges to establish a model early intervention program for deaf or hard-of-hearing infants and toddlers.


Infusing self-advocacy skills in transition-to-work programs to increase employment outcomes for youth with intellectual and developmental disabilities
Susan Hetherington, PhD, Co-Director, Strong Center for Developmental Disabilities, UCEDD/LEND
Julie Christensen, LMSW, PhD Candidate, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;
Bonnie Smith, MA, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;
Carl Grayson, Self-Advocates of New York State, Rochester, NY, United States;
Anitra Medlock, MHA, Rochester, NY, United States;

This session provides an overview of a year-long self-advocacy training initiative designed to work in conjunction with existing transition-to-work programs for students with intellectual and developmental disabilities (IDD). The initiative aimed to (a) introduce the concepts of self-advocacy, with emphasis on developing skills to obtain and maintain employment; (b) connect youth to area self-advocacy groups; and (c) increase business involvement in hiring people with IDD.

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Effects of Partnerships Between People with Mobility Challenges and Service Dogs
Jessica Salazar Sedillo, BA, LEND Trainee, Center for Development & Disability, UCEDD/LEND
Jessica Salazar Sedillo, BA, New Mexico LEND, Albuquerque, NM, United States;

This study examined the effects of service dogs on functional performance tasks and social interaction in three adult women with mobility challenges. Findings showed a decrease in time and effort for some daily tasks, and increase in amount and satisfaction of social interactions when the participants� service dogs were present.

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Are We Really Training Dentists to Treat Patients with Special Needs?
Timothy Followell, DMD, Dental Program Director, The Nisonger Center, UCEDD/LEND
^
This presentation describes a novel competency examination designed to enhance pre-doctoral dental students? abilities to assess patients with special health care needs (SHCN). This examination evaluates students? skills in informed consent, systems review, and patient assessment. The objective is to train dentists who are competent to treat individuals with SHCN and to provide the appropriate referrals for patients who are outside the scope of their training.

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Infusing interdisciplinary engagement in pre-professional undergraduate research: Outcomes from a Maternal and Child Health Pipeline training program
Victoria Moerchen, PT, PhD, Associate Professor, Co-Director of MCH PTP, UW-Milwaukee, Pipeline Training Program
Kathleen Sawin, PhD, CPNP-PC, FAAN, UWM College of Nursing and Children's Hospital of Wisconsin, Milwaukee, WI, United States;

This poster describes interdisciplinary engagement as a framework for research mentoring of students in an MCH Pipeline Training Program. Diversity within the cohort of students, research topics/populations, methodologies, and disciplines anchors the peer interactions and interdisciplinary expectations of this approach to training. Trainee outcomes include early interdisciplinary interaction skills and enhanced awareness of the breadth of populations, practice, and research within the field of Maternal and Child Health.

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Differences in Bullying Victimization Between Students With and Without Disabilities
Deborah Boyer, MS, Director of School-age Services, Center for Disabilities Studies, UCEDD/LEND
Sarah Hearn, MEd, Center for Disabilities Studies, Newark, DE, United States;

Research has shown that students with disabilities are much more likely to be victims of bullying than students without disabilities. Bullying victimization rates by students with and without disabilities will be shared based on a 2013 statewide parent survey. Participants will learn which students based on disability type experience the greatest verbal, physical, and relational bullying and how the results might be used in school for planning interventions.

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Community Health Workers - Providing a Link for People with Developmental Disabilities and Their Families
Martha Monroy, MA, Program Director, Sonoran UCEDD
Leslie Cohen, JD, Tucson, AZ, United States, AZ - Sonoran UCEDD;
Sarah Guayante, BA, Tucson, AZ, United States, AZ - Sonoran UCEDD;

In many rural, underserved, and culturally diverse communities the community health worker (CHW) is the vital link between community health care and other service systems. Ensuring CHWs have the information and training needed to engage and assist individuals with developmental disabilities and their families is important . This poster describes Sonoran UCEDD outreach and training for CHWs in Arizona and a model for such engagement.


Social Emotional Health in Children
Nadia Johnson, Master's degree, Occupational Therapist/ Adjunct faculty, Louisiana State University Human Development Center - New Orleans, UCEDD/LEND
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This poster seeks to explore social emotional health in children from a prevention and wellness model of service. Areas including, supports and services, research, benefits and outcomes as it relates to interdisciplinary care are main objectives.

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Individuals Who are Medically Fragile in Public School Developing Collaborative Partnerships to Manage Transitions and Support Inclusion.
Christina Barden, BSN, Program Operations Director, Center for Development & Disability, UCEDD/LEND
Maggie Nechvatal, BSN, Albuquerque, NM, United States, NM - Center for Development & Disability, UCEDD/LEND;
Cathy Geary, BSN, Albuquerque, NM, United States, NM - Center for Development & Disability, UCEDD/LEND;

The Medically Fragile Case Management Program fosters partnerships to assist students with complex medical needs to successfully navigate transition periods they encounter in the school setting. A multi-disciplinary collaborative approach is used to identify and remove barriers to accessing education. This presentation specifically addresses the tools we developed to promote inclusion and to assist students and families access to the educational system from early childhood through high school.

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E-books, Universal Design for Learning, and accessibility: The role of authors in increasing opportunities for inclusion
Loui Lord Nelson, Ph.D., Post-doctoral Fellow, RAISE, Inc.
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This presentation suggests a role shift for AUCD network leader authors in relation to digital publications and accessibility. An author from the disability field will contextualize this idea by sharing how she used Universal Design for Learning (UDL) to purposefully build accessibility into her recent professionally published e-book. She will also share how UDL guided design features and structures within her e-book and from where she gathered information and support.


Promoting Academic Success in Intercollegiate Student-Athletes
Moira Kirby, MEd, Ms, Institute on Disabilities, UCEDD
Gina Forchelli, MEd, Temple University, Philadelphia, PA, United States;

This poster will review the implementation of a service delivery model that will ease the transition, promote self-advocacy, and bolster the academic success of intercollegiate student athletes with disablities.

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The constructive process of standards, quality indicators and benchmark alignment for Post-secondary programs.
Surrender Raut, Masters Special Ed., Academic Coordinator, George Mason University
Andrew Hahn, Masters Special Ed, George Mason University, Fairfax, VA, United States;
Permon Mitchell, Masters Special Ed, George Mason University, Fairfax, VA, United States;

The purpose of this research was to align the Mason LIFE Program to the Think College standards, quality indicators and benchmarks for inclusive higher education. These standards were created for institutes of higher education to create, expand or enhance high-quality, inclusive post-secondary education experiences to support positive outcomes for individuals with intellectual and developmental disabilities (ID/DD).

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Parents Perception of their Role on Helping their Children with Disabilities Cope with Ableism
Amanda Rich, PhD, Dr. , York College
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Stigma is a very real experience for many individuals with intellectual and developmental disabilities (IDD) with very real and detrimental consequences. Yet, how children with IDD come to learn about and cope with stigma is not well understood. This presentation reports findings from a qualitative investigation of how parents of children with intellectual and developmental disabilities think about their role in teaching their children about coping with stigma.


Understanding the Gap between the Outreach Preferences for Persons with Developmental Disabilities and Their Providers
Alexandra Rouse, J.D./M.P.S in progress, Student Consultant/Trainee, Partners for Inclusive Communities, UCEDD/LEND
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Participants in this session will learn key differences in the outreach and dissemination preferences between persons with developmental disabilities and their providers, and evidence-based recommendations for improved outreach. This study used surveys of nation-wide UCEDD employees, phone interviews with nation-wide UCEDD project directors, and focus groups and community meetings within the state of Arkansas. This project began this needed research and incorporated the active participation of persons with disabilities.

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The Fit of the Interaction with Disabled Persons Scale (IDP) on Professionals in the Disability Community
Jacqueline Stone, PhD, PT, Director, Information Dissemination, Maryland Center for Developmental Disabilities at Kennedy Krieger Institute
Waylon Howard, PhD, Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;
Michelle L. D'Abundo, PhD, MSH, University of North Carolina Wilmington, Wilmington, NC, United States;

The purpose of this study was to bring together several lines of research that focus on self-report scales of attitudes regarding personal discomfort at the prospect of interacting with someone with a disability, exploring whether many observed attitudinal variables (indicators) relate to common themes (factors) described in previous research. We used confirmatory factor analysis to test a theoretical factor structure among a novel population of experienced health professionals.

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Civic Engagement: Creating Meaningful Education and Career Opportunities
Jason Wheeler, Senior Program Consultant, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
Paula Sotnik, Institute for Community Inclusion / UMass Boston / UCEDD, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;

Civic engagement programs provide a pathway for individuals, with and without disabilities, to create meaningful education and career opportunities. This session will highlight individuals who engaged in postsecondary opportunities and built concrete skills for employment through serving their communities. Together, we will explore individual and organizational strategies that were effectively employed to assure the successful engagement of people with disabilities in education and community-based programs.


Development, Implementation and Outcomes of the Mason LIFE Program Interview Manual in Post-Secondary Education for Individuals with ID and DD.
Karen Ingram, M.Ed., Doctoral Student, Kellar Institute for Human disAbilities - George Mason University
Heidi J. Graff, Ph.D. , Mason LIFE Program, George Mason University, Fairfax, VA, United States;

Research focuses on the development, implementation and outcomes of an interview procedure manual. The research was conducted within the Mason LIFE Program, a George Mason University program that supports individuals with intellectual and developmental disabilities desiring a university experience. It provides a model of practical and valid use within the program as part of the admissions process, as well as for implementation within other U.S. and internationally based post-secondary programs.

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Assistive Technology and Transition from School to Adult Life
Amy Goldman, MS, Co-Executive Director, Institute on Disabilities, UCEDD
Sandra Root Elledge, Laramie, WY, WY - Wyoming Institute for Disabilities, UCEDD;
Beth Mineo, Newark, DE, DE - Center for Disabilities Studies, UCEDD;
Sharon Williams, St. Thomas, VI, VI - Virgin Islands UCE, UCEDD;
Jane Gay, Iowa City, IA, IA - Center for Disabilities and Development, UCEDD/LEND;
Marty Blair, Missoula, MT, MT - University of Montana Rural Institute, UCEDD;
Sara Sack, Lawrence, KS, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Carol Page, Columbia, SC, SC - Center for Disability Resources, UCEDD/LEND;

Assistive technology (AT) devices and services have the ability to make all the difference when it comes to successful transition from school to adult life. This poster describes the innovative approaches developed/employed/promoted by the Assistive Technology Act programs located in UCEDDs to address transition challenges experienced by youth with disabilities and their families. Samples of informational materials will be provided.


Preparing Professionals for Working with Children who are Multiply Involved
Bianca Gomez, BS, LEND Trainee, Mailman Center for Child Development, UCEDD/LEND
Sarah Guillemette, BS, Mailman Center for Child Development, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;
Cory McNabb, BS, Mailman Center for Child Development, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;
Robert Fifer, Ph.D., Mailman Center for Child Development, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;

This poster aims to highlight the necessary didactic and hands-on experiences needed to prepare professionals for working with children who are multiply involved and their families. The poster will explore the following topic areas: proper education and training, interdisciplinary experience, cultural competence, and legal knowledge/ethics.


Transition Services for Students with Intellectual and Developmental Disabilities: What Can a School Psychologist Do?
Devadrita Talapatra, Ms., Center for Leadership in Disability at Georgia State University, UCEDD/LEND
^
School psychologists should be part of the multidisciplinary team offering access to comprehensive and coordinated services to students with intellectual and developmental disabilities. This presentation will explore how school psychologists can proactively engage school, community and family supports; suggest strategies for providing consultation, direct services, and program evaluation; and illustrate how school psychologists' existing toolkit can be a key resource utilized by students and their families during the transition process.


Utilizing a Human Rights Framework to Promote Inclusion
Charmaine Crockett, Masters (December 2013), Special Projects Coordinator, Center on Disability Studies, UCEDD/LEND
Steven Brown, PhD, Honolulu, HI, United States, HI - Center on Disability Studies, UCEDD/LEND;

For seven years, the Center on Disability Studies has proudly hosted the annual Pacific Rim International Forum on the Human Rights of Persons with Disabilities. This poster presentation will describe Forum successes and how a human rights framework can provide a foundation for actualizing human potential. We will also discuss a current Forum project entitled �Commitments� which we hope participants will want to join.


Using LEND Participatory Action Research Projects to develop MCH Leadership knowledge, skills, competencies, and dispositions.
Mark Crenshaw, MTS, Director of Interdisciplinary Training, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Carolyn Lullo, PhD, Trainee, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Jennifer Bateman, PhD, Trainee, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Leah McLeod, BA, Family Trainee, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Emily Graybill, PhD, LEND Faculty, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Stephen Truscott, PhD, LEND Faculty, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Daniel Crimmins, PhD, LEND Director, Atlanta, GA, United States;

This poster will present Participatory Action Research (PAR) as one method that the GaLEND Program employed during the 2012-2013 year to help trainees move beyond ?book knowledge towards application of MCH competencies across domains. The poster will highlight ways that trainees engaged in policy analysis and policymaking at both organizational and state levels. This poster will be of particular interest to LEND/UCEDD faculty, training directors and trainees.

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Active Support Intervention and its Effect on Increased Engagement of Persons with Intellectual and Developmental Disabilities
Renata Ticha, PhD, Research Associate, Institute on Community Integration, UCEDD/LEND
Sherri Larson, PhD, Institute on Community Integration, Minneapolis, MN, United States;
Mark Olson, Institute on Community Integration, Minneapolis, MN, United States;

A panel of trainers and researchers from the Institute on Community Integration at the University of Minnesota will share an overview of the Active Support intervention, the design of the evaluation study implemented in small community residential settings for people with intellectual and developmental disabilities (IDD), results of the study, and implications on future services using this approach.

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Collaborating to reduce violence
Marilyn Hammond, Ph.D., Assoc. Training Director, Center for Persons with Disabilities, UCEDD/LEND
Sachin Pavithran, M.S., Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

This poster will describe a 5 year project partnership between the UCEDD, the Disability Law Center P & A, and the Utah Developmental Disabilities Council to conduct needs assessments, and develop, deliver and evaluate training to people with developmental disabilities, parents, providers, first responders and shelters.


Assistive Technology Reuse and Emergency Preparedness
Jamie A. Prioli, B.Sc., ATP, Project Coordinator, Institute on Disabilities, UCEDD
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Each year thousands of individuals are affected by disasters and emergencies. Examples of these occurrences may include blizzard, fire, flood, hurricane, and tornado as well as man-made disasters such as chemical spills. People with disabilities are disproportionately affected during and after these events. This session will present the role of assistive technology (AT) reuse and professionals in preparing consumers and the community for an emergency.

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California Early Start Support Network: A Unique Statewide Videoconference Community of Practice for Administrators of Early Intervention Programs
Gina Guarneri, M.A., Community Service Coordinator, UC Davis at the MIND Institute, UCEDD/LEND
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The California Early Start Support Network uses videoconference, email and dropbox to establish and sustain a Community of Practice for early intervention administrators. The Network has matured from a "getting to know you" group to a community that addresses evidence based practice and shares resources and strategies. This presentation will outline the strategies used to initiate, grow and sustain the Network. Evaluation data and "lessons learned" will be shared.

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The Feasibility and Benefit of a Medical-Legal Partnership for Transitional Planning for Individuals with Autism and Related Neurodevelopmental Disabilities
Anne Marie Maertens, MSW, Ms., Center for Disability Resources, UCEDD/LEND
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Opinion survey needs assessments were conducted through the SC LEND program to analyze the feasibility and benefit of establishing a formal collaboration between the medical and legal communities (Medical-Legal Partnership) in Upstate South Carolina to assist in transition planning for individuals with Autism Spectrum Disorders and other neurodevelopmental disabilities or special healthcare needs. South Carolina is one of sixteen states without a Medical-Legal Partnership.

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Star- Champions for Change
Sarah Guayante, B.S. Community Health Education, Medical Home Coordiantor, Sonoran UCEDD
Martha Monroy , MA, Tucson, AZ, AZ - Sonoran UCEDD;
Leslie Cohen, JD, Tucson, AZ, AZ - Sonoran UCEDD;
Tamsen Bassford, MD, Tucson, AZ, AZ - Sonoran UCEDD;

The Stars-Champions for change program was designed to increase the consumption of healthy food and to encourage physical activity for adults with intellectual /developmental disabilities. The program is integrated into the University of Arizona, Family and Community Medicine clinic. The program provides participants with a six- week nutrition course with adapted curriculum from the Supplemental Nutrition Assistance Program (SNAP-ED) and adapted physical activity classes provided by the YMCA.

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Attitudes about the Levels of Input Adults with I/DD should have in Life-Course Decisions: Participatory Action Research in Rural Missouri
George Gotto, Ph.D., Director of Community Services, University of Missouri, UCEDD/LEND
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Do staff and administrators from service agencies in rural Adair County, Missouri believe their consumers with I/DD should be the primary decision makers in their daily lives? This research question guided the activities of the Adair County Participatory Action Research Team. This presentation will discuss the results of this project and the implications it has for using PAR as a method to promote self-determination.

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iPads, Apps, and Gadgets, Oh MY! Using Technology in Inclusive Higher Education
Martha Mock, Ph.D., Associate Professor, Strong Center for Developmental Disabilities, UCEDD/LEND
Lori Cooney, M.Ed., Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;
Eric Folk, M.Ed., Honolulu, HI, United States, HI - Center on Disability Studies, UCEDD/LEND;
Melissa Kim, B.A., Honolulu, HI, United States, HI - Center on Disability Studies, UCEDD/LEND;
Kristen Love, Ph.D., Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;

This session explores how mobile technology is used by college students with disabilities to reduce barriers to communication, academic content, social connection, and independence. Three TPSID (Transition and Postsecondary Programs for Students with Intellectual Disabilities) programs share their best practices and experiences to increase self-determination. Bring your mobile device to this session!


National Gateway to Self-Determination Website: A Clearinghouse of Resources, Training, and Information
George Gotto, Ph.D., Director of Community Services, University of Missouri, UCEDD/LEND
Cindy Beckman, ABD, UMKC-Institute for Human Development, Kansas City, MO, United States, MO - University of Missouri, UCEDD/LEND;
Susan Palmer, Ph.D., Beach Center on Disability, Kansas City, MO, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;

Presenters will display the Gateway to Self-Determination Web Portal, developed for self advocates, professionals, and policy-makers on current best and evidence-based practices for enhancing self-determination in the lives of people with developmental and intellectual disabilities. Special attention will be given to the Resource Guide of approaches, strategies, resources, and curricula.


Voices of Connected Hispanic/Latino Parents having Children with Special Health Care Needs
Eduardo Ortiz, Ph.D., Project Director, Center for Persons with Disabilities, UCEDD/LEND
Judith Holt, Ph.D, UCEDD/LEND, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

The purpose of this poster is to present qualitative information on powerful life-changing family experiences that occurred as a result of participating in a series of regular, culturally sensitive, collaborative, interactive presentations with Hispanic/Latino parents who have children with disabilities. These activities provided families with information they had requested, and assisted them in developing strategies to better access services and supports. Qualitative analysis will be presented and discussed.

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Teaching Faith-based Communities to Provide Respite Supports to Families that Include a Member with a Disability
Celia Feinstein, MA, Executive Director, Institute on Disabilities, UCEDD
MaryJo Alimena Caruso, MA, The Watson Institute, Pittsburgh, PA, United States;
Mary Jones-Furlow, MSW, Philadelphia, PA, United States, PA - Institute on Disabilities, UCEDD;

This presentation will describe a newly funded project at the PA UCEDD to develop a training curriculum to be used by faith-based communities interested in providing respite supports to congregatants whose family includes a member with a disability. The UCEDD in collaboration with a western PA provider will also provide technical assistance in program development to the faith-based communities.


Rural Outreach Diagnostic Clinic: A Collaborative Effort Between the Indian Children?s Program and the Neurodevelopmental Evaluation Clinic
Courtney Burnette, PhD, Director of Clinical Evaluation Services, Center for Development & Disability, UCEDD/LEND
Christine Vining, MS, CCC-SLP, Albuquerque, NM, United States, NM - Center for Development & Disability, UCEDD/LEND;
Mary Boehm, MA, CCC-SLP, Albuquerque, NM, United States, NM - Center for Development & Disability, UCEDD/LEND;

Rural New Mexican families often face substantial travel barriers accessing diagnostic services at the University of New Mexico. To better meet the needs of children and families of the Navajo Nation while decreasing the number of missed or cancelled appointments, psychologists and speech/language pathologists from the Neurodevelopmental Evaluation Clinic and the Indian Children?s Program developed an outreach clinic providing comprehensive diagnostic evaluations in the families? communities.


Update on techniques which can be utilized in the performance of gynecology exams and in-office procedures for patients with Disabilities.
Arlene Smalls, MD, OB GYN, Christiana Care Health System
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E-presentation of techniques to improve the provision of in-office gynecology care services to a population of adolescent and adult women with disabilities. Discussion of variations in patient exam position, available office equipment and clinician and staff training techniques that promote effective gynecology exam and in-office invasive procedure performance. Discussion of methods to reduce patient discomfort and anxiety as an alternative to usage of sedation.

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Using Distance Technologies to Meet Professional Development Needs of Early Intervention Providers: One State?s Vision for the Future
Deana Buck, M.Ed., Early Childhood Team Leader, Partnership for People with Disabilities, UCEDD/LEND
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Are you involved in the provision of professional development that takes advantage of distance learning technology to meet the diverse needs of direct service providers? Participants will learn more about Virginia's Early Intervention Professional Development Center (www.eipd.vcu.edu) including a tour of the website, discuss the design of key content elements that have been developed to date.

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AADMD: A Partner for All Missions
Stephen Sulkes, MD, UCEDD/LEND Director, Strong Center for Developmental Disabilities, UCEDD/LEND
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The American Academy of Developmental Medicine and Dentistry shares the vision and mission of AUCD, with a specific focus on reducing health disparities for people with IDD. Potential areas for shared activity exist in training, advocacy, delivery of evidence-based service, dissemination, and research. This presentation will explore the two organizations' opportunities for partnership.

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Bridging the Gap: Collaboration between disability and spiritual education programs.
Tonya Whaley, MDiv, LEND Fellow of Faith and Spiritual Care, JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND
Eric Moody, PhD, Aurora, CO, United States, CO - JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND;
Kristin Kaiser, Aurora, CO, United States, CO - JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND;
Cordelia Robinson, Phd, Aurora, CO, United States, CO - JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND;

JFK Partners has recently begun a collaboration between the University of Colorado School of Medicine�s LEND program and The Iliff School of Theology. This poster will describe lessons learned from the first seminary student to participate in our LEND training and focus on feedback from fellow trainees and other stakeholders. Suggestions for more effective collaboration and development of spiritual inclusion programs will be discussed.

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Using Behavior Imaging to Facilitate Inclusion for Students with Autism and Behavior Challenges
Arlene Moll, M.Ed., Project Administrator , Capital Area Intermediate Unit
Ron Oberleitner, Behavior Imaging Solutions, Boise, ID, United States;

Behavior Imaging Solutions and the Capital Area Intermediate Unit have been working in collaboration for the last two years to bring telemedicine technology into the educational setting. The goal of this partnership has been to use previously unavailable technology in order to enhance and improve assessment and intervention practices for students with Autism who engage in challenging behaviors.


"Making the Case" on Behalf of Individuals With Complex Communication Needs: Advocacy Issues in Augmentative and Alternative Communication (AAC)
Abygail Marx, MS, CCC-SLP, Augmentative Communication Specialist, Waisman Center, UCEDD/LEND
Blair Panhorst, MS, CCC-SLP, Madison, WI, United States, WI - Waisman Center, UCEDD/LEND;
Andrew Bordeaux, MS, CF-SLP, Madison, WI, United States, WI - Waisman Center, UCEDD/LEND;

This session highlights the role of a specialty AAC clinic in advocating for clients with complex communication needs and working through issues with prior authorization (PA) funding for AAC services and speech generating devices (SGD). Discussion will summarize the unprecedented challenges within the PA process faced by providers. Presenters will cover steps needed to overturn PA denials within appeal processes and overcoming barriers to service provision for individuals with disabilities.

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"My Life Changed after Junior Partners": Personal Perspectives from Graduates of Youth Disability Advocacy
Megan Pell, M.Ed., Instructional Coach, Center for Disabilities Studies, UCEDD/LEND
Brian Freedman, Ph.D., University of Delaware, Newark, DE, United States, DE - Center for Disabilities Studies, UCEDD;

This poster outlines the importance of youth perspectives in disability-advocacy and methods used by the Junior Partners in Policymaking Program to empower youth with and without developmental disabilities to become disability advocates. A diversity of perspectives about the program from program graduates will be presented, in addition to information about the program's history and curriculum. Presenters will also share advice regarding how to host this program on a college campus.


Collaborating to support inclusion through the use of positive behavior supports.
Jason Cavin, MS, MA, Director of Behavior Support and Consultation, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Jason Cavin, MS, MA, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Andy, Harrell, Arc of Macon, Macon, GA;

As adults with disabilities and histories of challenging behaviors have transitioned from restrictive placements into less restrictive community housing, providers have struggled with implementing positive behavior supports. This poster will outline the collaboration between the Center for Leadership in Disability and the Arc of Macon to support two men with extensive histories of self-injurious behaviors to become included members of their communities through the systematic implementation of positive behavior supports.


Music for Intervention: A Common Link Working with a Diverse Group, a focus on Williams Syndrome
Carol Terilli, PT, DPT, Physical Therapist, Rose F. Kennedy Center, UCEDD/LEND
Leon Kirschner , OTR/L, MPH, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Shawna Shall, CCC-SLP, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Charlotte Pharr, LCAT, MA, MT-BC, Bronx, NY, United States, NY - Albert Einstein College of Medicine/CHAM, DBP;
Robert Marion, MD, Albert Einstein College of Medicine, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;

Once monthly, therapists at the Williams Center (CHAM Bronx, NY) meld a circle of musical interaction using strategies pertinent to many therapeutic scenarios. All Conference attendees are invited to this innovative, interactive session in which diversity and commonalities associated with Williams Syndrome are illustrated through presentation, video, and demonstration. Our interventions involve discipline perspective, yet are driven by the unique appetite for music that people with Williams Syndrome share.


Leadership in the Intellectual and Disabilities Field: Measuring the Values and Practices Essential to Promoting Inclusion and Change
Caitlin Bailey, Director of Research and Evaluation, National Leadership Consortium on Developmental Disabilities
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The intellectual and developmental disabilities field, as a whole, has identified the need for leadership development in order to make practical and significant strides towards inclusion and quality lives for people with IDD (Thompson Brady et al., 2009). This project provides an operationalized framework of authentic leadership and an empirically tested measure of leadership within the IDD field, useful to identify and assess individual leadership capacities in context.


The Indiana Interprofessional Leadership Learning Collaborative
Rylin Rodger, Training Director, Riley Child Development Center - Indiana University, LEND
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Indiana's three Maternal and Child Health funded leadership training programs participated in the MCHB/AUCD Interprofessional Leadership Learning Collaborative (ILLC) as an opportunity to integrate our leadership curriculum providing interdisciplinary cross program leadership development to a cohort of trainees. Our poster will highlight the experience, leadership development tools used, pearls from the process, lessons learned and next steps.


Health care utilization of Children and Youth with Autism Spectrum Disorders (ASD) in a Hispanic Population: Puerto Rico, 2011
Annie Alonso, Psy. D., MSW, , Institute on Developmental Disabilities, UCEDD
Jose F. Cordero, MD, MPH, UPR Graduate School of Public Health, San Juan , PR;
Hernando Mattei, Ph D, UPR Graduate School of Public Health, San Juan, PR;
Ilia M. Torres, MS, PR-Institute on Developmental Disabilities, UCEDD, San Juan, PR;

Little is known about the use of health services by children and youth who have autism (ASD) in Puerto Rico. This poster describes the health conditions in children with ASD in PR, the health coverage utilization and its impact on the health system.


Strategic Partnerships for ASD Data Collection and Evaluation: The 2013 SPARC/ITAC Interdisciplinary Peer-to-Peer Exchange
Sarah Beth McLellan, MPH, Sr. Program Manager, CYSHCN, AMCHP
Meaghan McHugh, MPH, AUCD, Silver Springs, MD, United States;

This poster presentation will illustrate the results of the SPHARC & ITAC Interdisciplinary Peer-to-Peer Exchange designed to improve data collections and systems of care for children with autism spectrum disorder (ASD). In addition to outlining data collection strategies and evaluation, the poster will also provide a snap shot of a variety of partnerships between MCH-funded programs and best practices for sustaining collaborations around ASD.

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Pennsylvania Interprofessional Leadership Learning Collaborative
Miya Asato, Ph.D., Assistant Professor, University of Pittsburgh LEND
Robert Noll, Ph.D., University of Pittsburgh LEND, Pittsburgh, PA, United States;
Guy Caruso, Ph.D., Temple University UCEDD, Philadelphia, PA, United States;
Judith Silver, Ph.D., Children's Hospital of Pittsburgh LEND, Philadelphia, PA, United States;
Kathleen Kelly, Ph.D., University of Pittsburgh LEND, Pittsburgh, PA, United States;
Charlene Trovato, Ph.D., University of Pittsburgh LEND, Pittsburgh, PA, United States;
Miya Asato, M.D., University of Pittsburgh LEND, Pittsburgh, PA, United States;

The Pennsylvania Interprofessional Leadership Learning Collaborative is a partnership between the LEND programs at the University of Pittsburgh and Children's Hospital of Philadelphia, and the UCEDD program at Temple University. The purpose of the collaborative was to create a multi-center, interdisciplinary leadership curriculum incorporating the model developed by the University of North Carolina Interdisciplinary Leadership Development Program. The PA-ILLC was developed under the guidance of MCHB and AUCD.


AUCD Organizational Cultural Competence Journey
Crystal Pariseau, MSSW, Director of Marketing and Public Engagement, AUCD
All Staff, AUCD, Silver Spring, MD;

Over the past year, AUCD has examined our cultural competence as an organization and office. This poster describes our analysis, journey, and goals for continued efforts.

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Literature Review of Immigrant Adolescent Children with Autism Spectrum Disorders and other Developmental Disabilities
Tarik Walker, M.D., M.P.H., MD, MPH, Literature Review of Immigrant Adolescent Children, JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND
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There is very little known about developmental screening in immigrant and refugee children in their new country of residence. This literature review will explore barriers to SDBS with immigrant and refugee children.


What is the state of knowledge about families and disabilities? Descriptive analysis of submissions to a special journal issue.
Anne Farrell, Ph.D., Associate Professor, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
Gloria Krahn, Ph.D., MPH, National Center on Birth Defects and Developmental Disabilities , CDC, Atlanta, GA, United States;

This poster presents a descriptive analysis of submissions to a special issue of a peer-reviewed scholarly journal with a focus on families and disabilities. The presenters classify submissions by (1) content/theme and (2) method, and discuss how they reflect current knowledge and mirror gaps and strengths in the literature. The poster poses both overarching and specific questions to be pursued by scholars, and makes recommendations for capacity building.


Using plain language publications and videos to educate women about safe medication use
Kimberly Thomas, MPH, Sr. Public Health Advisor, FDA Office of Women's Health
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About half of people who use medicines do not use them as directed, and 36% of U.S. adults have limited health literacy skills which makes it hard for them to manage their health. The FDA Office of Women's Health launched the Take Time to Care program to provide women with easy-to-understand health information. OWH launched a new initiative to promote medication safety among women with disabilities or limited English proficiency.

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Advancing Self-Determination, Self-Advocacy, and Supports to Families
Katie Arnold, MS, Director of Community Education, Institute on Disability & Human Development, UCEDD/LEND
Angela Martin, Chicago, IL;
Tia Nelis, Chicago, IL;
Sheli Reynolds, Chicago, IL;

Self-determination & Self-advocacy


Implementing interdisciplinary leadership development: Lessons learned by the Texas team
Pauline A. Filipek, MD, , LoneStar, LEND
Deborah A. Pearson , PhD, Houston, TX, TX - LoneStar, LEND;
Anne Selcer, PhD, Houston, TX, TX - LoneStar, LEND;
G.Thomas Schanding , PhD, Houston, TX, TX - LoneStar, LEND;
Patricia Bowyer , EdD, Houston, TX, TX - LoneStar, LEND;
Michelle Ivey , PhD, Houston, TX, TX - LoneStar, LEND;
Ketti Eipers-Smith, Houston, TX, TX - LoneStar, LEND;
Dorothea Lerman, PhD, Houston, TX, TX - LoneStar, LEND;

This poster will describe our first steps in developing the leadership program initiated in our new LoneStar LEND. We will outline the goals of our leadership training, our accomplishments and methods, the results of our self-evaluation at the end of our first year�as well as the lessons we have learned, and finally our next steps in implementing our leadership initiative.


MCH Leadership Trainee Outcomes: The data story
Crystal Pariseau, Director of Marketing and Public Engagement, AUCD
Jamie Perry, MD, MPH, Silver Spring, MD, MD - The Association of University Centers on Disabilities -;
Corina Miclea-Rotsko, MTH, Silver Spring, MD, MD - The Association of University Centers on Disabilities -;

This poster provides a data-driven picture of the outcomes of former LEND trainees by examining the past ten years of trainee responses to detailed follow-up surveys. Quantitative and qualitative data on topics such as the leadership involvement of former trainees, current interdisciplinary employment settings, how former trainees are addressing workforce shortages, and whether former trainees are serving underserved communities are presented and discussed.

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