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AUCD - Poster Symposium: Making It Real: What Research Tells Us About Social Inclusion

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Monday, November 10, 2014 9:15 AM - 11:45 AM

Location: Congressional Hall C

Session Description

New in 2014, eight AUCD poster symposia seek to deepen levels of engagement and connection between those interested in common topics. Posters have been hand-selected by a review committee and grouped by room according to theme. Facilitators will open each poster symposia with broad thoughts about the room’s theme, and attendees will be allotted ample time for in-depth exploration of the information presented and make connections with others in the room. Attendees are free to select one symposia to attend as space allows; pre-registration is not required.

 

Inclusive educational settings are essential to children with developmental disabilities, yet it is still hard to find the right program for such children. Join our poster symposium on social inclusion to learn and discuss about current studies on practices that foster inclusion of children with developmental disabilities, with successful outcomes in children’s well-being, quality of life, and improved participation in school activities.



Featured Presenter(s)

Facilitator: Lise Fox, PhD, Florida Center for Inclusive Communities, Tampa, FL



Presenters

Self-determination and Social Inclusion as Priorities for Improving Quality of Life of Children with Intellectual Disability
Laura E. Gomez, Mrs, INICO
^M. Angeles Alcedo, PhD, University of Oviedo, Oviedo, AB, Spain;
Patricia Navas, PhD, University of Oviedo, Oviedo, AB, Spain, IF - INICO;
Yolanda Fontanil, PhD, University of Oviedo, Oviedo, AB, Spain;
Asuncion Monsalve, PhD, University of Oviedo, Oviedo, AB;
Miguel A. Verdugo, PhD, University of Salamanca, Salamanca, AB, Spain, IF - INICO;

We present a new tool to assess quality of life of children and adolescents with intellectual and developmental disabilities based on the eight-domain model proposed by Schalock and Verdugo (2002). The development and validation process is briefly described, as well as the results obtained after the administration to a large sample. Implications for researchers, policy makers and practitioners are discussed to enhance inclusion, participation, and self-determination.

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Enhancing TF-CBT with iPad APPs for Children with Developmental Disabilities Who Have Experienced Sexual Abuse
Beth Reiman, LCSW, Coordinator of Forensic and Clinical Services, Westchester Institute for Human Development, UCEDD/LEND
Lisa Katz, LMSW, Valhalla, NY, United States;

Children with cognitive and communication disabilities are at higher risk for being abused yet have limited access to evidence-based trauma treatment. In a focus group with clinicians they identified a lack of resources for working with this population. A matrix guide of iPad APPs was developed to assist clinicians implementing Trauma Focused Cognitive Behavioral Therapy with these children. This poster will be accompanied by the iPad APPs evaluated.

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Hawaii Preschool Positive Engagement Project
Jean Johnson, DrPH, Professor, Center on Disability Studies, UCEDD/LEND
Naomi Rombaoa Tanaka, MS, Honollu, 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.


Understanding the Relationship between Social Anxiety and Bullying against Others in Adolescents with Autism Spectrum Disorders
Erin Santos, In Progress MFT, Ms. , UCLA PEERS Clinic
Jessica Hopkins, UCLA PEERS Clinic, Los Angeles, CA, United States;
Elizabeth Laugeson, Psy.D., UCLA PEERS Clinic, Los Angeles, CA, United States;

This study examined the relationship between social anxiety and bullying behaviors in adolescents with autism spectrum disorder (ASD) presenting for social skills treatment through the UCLA PEERS® Clinic. Results suggest that parents reporting higher social anxiety in their adolescents also report higher instances of bullying others. Additionally, results reveal that parents who report higher fear of negative evaluation by peers in their adolescents also report higher instances of bullying others.

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Distinct perceptions of social functioning and treatment outcome across parents and adolescents following the UCLA PEERS® intervention.
Crystal Ferrendelli, none, UCLA PEERS
^
This study examined the distinct perceptions of social functioning and treatment outcome across parent- and adolescent-reports following the UCLA PEERS® intervention, an evidence-based social skills program. Results suggest that parent-reports of adolescent social functioning significantly differ from adolescents self-reports both prior to and following treatment. Adolescents report significantly higher empathic abilities, social engagement, and peer interactions than parents, while parents report significantly higher adolescent anxiety prior to and following treatment.

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Creating an Inclusive Community One Word at a Time
Deanna Kay Rice, MS Education, Ms., Louisiana State University Human Development Center - New Orleans, UCEDD/LEND
^
The purpose of the LEND Leadership Project was to create a network of influence by engaging diverse groups on a university campus to promote person-first language and end derogatory speech regarding individuals with disabilities. The nationwide movement of Spread the Word to End the Word was the foundation for the initiative. The presentation will include information regarding recruitment of student groups and utilization of social media.

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Positive Behavioral Support (PBS): Applications for Persons with Severe Neurodevelopmental Disabilities across the Lifespan
Joe Reichle, PhD, MN LEND Director, Institute on Community Integration, UCEDD/LEND
^
A series of case studies providing positive behavior support (PBS) for persons who experience neurodevelopmental disabilities whose problem behavior is maintained by attention, access to activities, or attention is discussed. Problem behavior is a significant problem jeopardizing placement in community, home, and work environments. PBS strategies discussed will include functional communication training, procedures that alter provoking antecedent events and strategies that minimize delivering outcomes that have maintained problem behavior.

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Parent-Mediated Interventions and the Effects of Maternal Sensitivity on Joint Attention Skills and Social Responsiveness in Young Children with Autism
Ann Mastergeorge, Ph.D., Associate Professor, University of Arizona
^
Parent-mediated interventions for young children with autism is considered to be an effective evidence-based treatment. This current study contributes to our understanding of targeted parent-mediated interventions as well as the influences of joint attention strategies that appear to influence maternal sensitivity. The findings suggest that as maternal sensitivity increases over time, children's joint attention and early language skills as well as responsiveness to social cues in the environment are enhanced


Extracurricular Programs in Middle and High Schools Promoting Inclusion of Students with Developmental Disabilities: A Systematic Review of Model Programs
Maureen vanStone, JD, MS, Associate Director, Kennedy Krieger Institute, UCEDD/LEND
Meera Rothman, Dulaney High School, Baltimore, MD;
Lydia A. Stewart, MHS, The Johns Hopkins Bloomberg School of Public Health, Baltimore, MD;

This study examines national school-based extracurricular programs that promote inclusion of middle and high school students with developmental disabilities in their school communities. A systematic literature search of the programs was conducted using established search engines. Studies about school-based programs and their effectiveness in integrating students with disabilities were reviewed. Findings are relevant to schools seeking to maximize inclusion of students with disabilities and potentially improve students outcomes.

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"Don't Get Complacent": Interviews with Educators about Successful Inclusion and Student Achievement in Delaware Schools
Megan Pell, M.Ed., Instructional Coach, Center for Disabilities Studies, UCEDD/LEND
Debby Boyer, MS, Newark, DE, United States, DE - Center for Disabilities Studies, UCEDD;
Barb Mazza, M.Ed., Delaware Department of Education, Dover, DE, United States;

The inclusion of students with disabilities in general education classrooms and curriculum continues to expand, as does the participation of these students in standardized assessments. To identify critical factors to academic success, interviews were conducted with sixty-two educators, across nine elementary and secondary schools with comparatively higher achievement scores for students with disabilities in the general education classroom. Interview results were analyzed through the collaboration of diverse stakeholders.

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Leadership Project: How to start a social skills playgroup for at risk preschool children.
Christine Brown, LEND Trainee, The University of Arizona, LEND
Julia Michael, Tucson, AZ, United States, AZ - The University of Arizona, LEND;

As LEND trainees, we decided to focus our leadership project on early intervention for preschool children who are at risk. We developed a 6 week curriculum addressing areas where the children might have difficulties, i.e. sharing, taking turns, listening. The pilot program was so successful that we will continue offering the social skills playgroup as a part of our LEND program.

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Cultivating Engagement and Participation in School Age Girls with Developmental Disabilities
Elizabeth Ridgway, OTD, OTR, OT Supervisor, Asst. Professor, Rose F. Kennedy Center, UCEDD/LEND
Carol Terilli, PT, DPT, Einstein, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Kadine Walfall, PT, DPT, Einstein, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;

The "Power Puff Girls" is an innovative program individually tailored for school age girls with developmental disabilities to promote full engagement in life including being physically energized, emotionally connected, mentally focused and purposeful. The girls work together cooperatively to develop fun, shared activities in occupational and physical therapy emphasizing their strengths, cultivating their sense of belonging and importance, and developing competence to successfully overcome participation challenges.