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AUCD - Poster Symposium: Transforming Training, Teaching and Outreach to Engage Diverse Stakeholders

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

Location: Grand Ballroom North Salon

Session Description

This poster symposium includes 16 posters from UCEDDs and LENDs across the country, representing urban and rural settings, as these institutions address the challenges and successes of creating culturally relevant engagement, recruitment, curricula, and outreach activities for trainees and individuals with disabilities (IWD).  The unifying theme is the integration of trainee and IWD “voices” and the use of technology to provide real-time assessments and data to inform community outreach interventions, resource sharing, and culturally relevant evidence and competency-based trainings.  Specifically, posters to note include: (a) eight posters that address measurement and implementation of competency-based training,  including data from a randomized controlled training trial and results extending training to community colleges, (b) two posters that report efforts to create a more diverse workforce including engaging junior and high school students, and (c) four posters that create partnerships and assess interventions for IWD to identify individuals who need assistance with health literacy and improve access for underserved populations with co-occurring disabilities and mental health disorders who experience barriers to health care.  Innovative cross state collaborative initiatives and strategies to improve engagement in research and training will also be presented. We hope you will join us as we discuss these informative posters.



Featured Presenter(s)

Facilitator: Harolyn Belcher, MD, MHS, Kennedy Krieger Center, Baltimore, MD



Presenters

Accounting for Literacy Levels at UCEDDs across the United States
Rebecca Jordan, M.Ed., Mrs., Carolina Institute for Developmental Disabilities, UCEDD/LEND
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Basic literacy skills are frequently assumed to be intact across daily life settings. However, many people, particularly those with cognitive disabilities, may not have these presumed literacy skills. Therefore, ways in which UCEDDs might evaluate their clients? literacy needs as well as the literacy requirements of materials they provide to ensure a match will be presented by a Literacy Specialist specializing in working with individuals with IDD during this session.

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Barriers to Autism and Mental Health Diagnosis, and Treatment for Minority Children
Shannon M. Haworth, MA, Project Manager, Partnership for People with Disabilities, UCEDD/LEND
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There are significant barriers for minority populations for autism diagnosis and treatment. There are also barriers to mental health services for these populations and African Americans in particular.

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Racial & Ethnic Diversity in VT LEND: Vision to Reality
Jean Beatson, Ed.D., R.N., Co-Program Director, Vermont Leadership Education in Neurodevelopmental Disabilities, LEND
^Mercedes Avila, PhD, VT LEND, Burlington, VT, United States;
Fatuma Bulle, VT LEND, Burlington, VT, United States;
Mary Alice Favro, MA, VT LEND, Burlington, VT, United States;

This presentation will discuss diversifying LENDs & UCEDDs at all levels, making the vision a reality. Issues related to making leadership training accessible to all and ongoing CALC professional development in teaching and mentorship will be discussed. VT LEND Family Resource Coordinator, former refugee and LEND graduate will discuss her experience being a LEND fellow. Steps for advocacy and systems change in diversifying LENDs and UCEDDs will be discussed.

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Using the Plan-Do-Study-Act Feedback Loop to Improve Engagement in Research and Education
Jolenea Ferro, PhD, BCBA-D, Training Director, Florida Center for Inclusive Communities, UCEDD
Elizabeth Perkins, PhD, RNMH, Tampa, FL, United States, FL - Florida Center for Inclusive Communities, UCEDD;
Heather J. Williamson, OTR/L, MBA, Tampa, FL, United States, FL - Florida Center for Inclusive Communities, UCEDD;

Effective engagement with a variety of stakeholders poses a challenge for comprehensive coverage of the area served by the Florida Center for Inclusive Communities (FCIC). The Institute of HealthCare Improvement Model for Improvement's plan-do-study-act feedback loop and the use of technology provides a mechanism that enables FCIC to continually monitor and adjust its outreach efforts. This presentation will review those efforts and share lessons learned regarding research and education outreach.

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A LEND Program's Case-Based Simulation Approach to Measuring Interdisciplinary Communication in the Context of Family-Centered Care
Daniel Crimmins, PhD, Director, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Mark Crenshaw, MTS, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Erin Vinoski, MPH, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

This poster describes the case-based simulation activity that the GaLEND program uses to measure trainees' interdisciplinary communication in a family-centered care activity. The presenters will describe the case-based simulation activity, the three coding schemes used to analyze group communications, and how they came to utilize these techniques. In addition, presenters will explain the types of data that arise from this process and the strengths and weaknesses of the approach.

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Successful Strategies for Increasing Trainee/Student Diversity at University Centers
Tanisha Clarke, MPH, Senior Program Manager
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AUCD values and promotes a culturally diverse network that is representative of the communities it serves, including its training programs. AUCD's Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs and University Centers for Excellence in Developmental Disabilities (UCEDD) programs are both committed to increasing the number of diverse trainees. This poster highlights strategies AUCD programs have used to successfully increase the number of diverse students being trained.

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Utah Regional LEND: Trainee Comprehensive Program Evaluation, Suggestions and Lessons Learned
Heidi Lane, Doctor of Physical Therapy, Dr., Center for Persons with Disabilities, UCEDD/LEND
Constance Westmoreland, UT - Center for Persons with Disabilities, UCEDD/LEND, Salt Lake City, UT, United States;

The Utah Regional LEND, in 2013/2014, administered a comprehensive program evaluation to all trainees, in order to guide a discussion with faculty for program improvements. The URLEND Health Administration (HA) trainee created, administered, and compiled results from the survey. Survey questions addressed every responsibility and assignment trainees were responsible for throughout the year. This evaluation was the first comprehensive trainee evaluation to solicit qualitative and quantitative results about the program.

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Tale of Two LENDs: Partnerships Across State Lines to Serve the Early Childhood Community in Rural West Virginia
Diane Williams, MSW, LEND Training Director, Center for Excellence in Disabilities, UCEDD/LEND
Stephen Bagnato, EdD, Pittsburgh University LEND, Pittsburgh, PA, United States, PA - UCLID Center, LEND;
Audra Redick, M.A., Pittsburgh LEND, Pittsburgh, PA, United States, PA - UCLID Center, LEND;
Taylor Mikalik, MSW, WV LEND, Morgantown, WV, United States;

This poster shows collaboration between the LEND Center at the University of Pittsburgh, the Office of Child Development, and West Virginia University LENDs. Samples of the developmental screening used will be shown. Also available will be digital copies of the training modules that were developed by WVU students relating to mentoring parents and providers on the promotion of social-emotional connections between at-risk infants, parents, and other caregivers.

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Utilizing the Maternal and Child Health Leadership Competencies v3.0 for LEND Program Evaluation
Betsy Humphreys, PhD, NH LENDTraining Director, New Hampshire LEND Program
Rae Sonnenmeier, PhD, NH LEND, Durham, NH, United States, NH - New Hampshire LEND Program;
Susan Russell, MS, Center for Community Inclusion and Disability Studies, Orono, ME, United States, NH - New Hampshire LEND Program;
Alan Kurtz, MEd, Center for Communiy Inclusion and Disability Studies, Orono, ME, United States, NH - New Hampshire LEND Program;

Through the MCH Leadership Competencies the MCH network has articulated a clear framework for LEND program development forged on competency-based assessment. The purpose of this poster is to demonstrate how the competencies were used over a three-year period for ongoing evaluation and improvement of the NH LEND curriculum. Insights based on using the competencies at three points during the trainees' individual program will be presented.


Competency-based training for direct support professionals as a method for strengthening IDD services: Results of a group randomized controlled study.
Derek Nord, Ph.D., Program Evaluator, Promise TA Center
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This presentation synthesizes the results of a group randomized controlled study investigating the effects of competency based training on outcomes for direct support workers and people with IDD. Findings update current knowledge about the direct support workforce and suggest that intensive competency-based training may be effective in improving service outcomes. Policy and practice implications will be discussed.


A Competency Based Model of Training for Special Education Paraeducators
Mary Beth Bruder, PhD, Director, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
Christine A. Sullivan, JD, UCHC, Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD;
Nick W. Gelbar, PhD, UCHC, Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD;
Ann Marie Davidson, MS, UCHC, Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD;

This poster will provide participants with an overview of a model of paraeducator professional development based on the Council for Exceptional Children's Paraeducator Professional Development Guidelines. The needs assessment, a description of the content modules, and results from participant feedback will be described.


Efforts to Recruit URLEND Trainees from Underrepresented Groups
Eduardo Ortiz, JD, PhD, Project Director, Center for Persons with Disabilities, UCEDD/LEND
Vicki Simonsmeier, MS, URLEND/UCESS, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;
Eric Packenham, PhD, Utah State University - USU Stars! Gear Up program, Logan, UT, United States;
Judith Holt, PhD, URLEND/UCEDD, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

This poster discusses past and future diversity experiences. Examples of short and long term recruitment strategies will be shared. Research indicates early recruitment, as early as the junior high and high school is necessary to introduce potential students to various health care fields. Our long-term 5-6 year strategy will provide this early exposure to the LEND disciplines and reap results as the these students attend the local universities.

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Creative Paraprofessional Collaborations: Integrating Evidence-Based Practices into Early Childhood Community College Curricula
Deana Buck, M.Ed., Early Childhood Team Leader, Partnership for People with Disabilities, UCEDD/LEND
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A successful collaboration between the Partnership for People with Disabilities at Virginia Commonwealth University and the Virginia Community College System, focused on integrating evidence-based practices into the statewide early childhood curricula, has enhanced the preparation of paraprofessionals to work with young children with disabilities and their families in varied settings.

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UCEDD trainees develop interdisciplinary practices through creation of a self-determination survey for college students with disabilities (a process evaluation)
Meada Daly-Cano, MS, Ms., The Paul V. Sherlock Center on Disabilities, UCEDD
Tabitha A. Newman, BA, Providence, RI, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;
Brandis Ruise, MA, Kingston, RI, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;
Kayla E. Nastari, BA, Providence, RI, United States, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;
Alyssa Francis, BA, Kingston, RI, United States, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;

Our poster will document the process of developing a UCEDD trainee led project, specifically creating a college student self-determination survey. Through this experience trainees will use reflective and evaluative thinking to assess how their knowledge base and skills contribute to the project and furthermore how these skills increased through participating in this project.

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Components of A Successful Interprofessional Learning Activity: The Active Engagement Among Health Science Students, Faculty, and Persons with Disabilities
Lynne Tomasa, PhD, Assistant Professor, Sonoran UCEDD
Leslie Cohen, JD, Tucson, AZ, United States, AZ - Sonoran UCEDD;

The University of Arizona Sonoran UCEDD was involved in the design and evaluation of an interprofessional activity for law, medicine, nursing, pharmacy, public health, and social work students since 2007. The activity was revised yearly based on an online evaluation and comments from students, faculty, and staff. The quantitative and qualitative analysis will address: teamwork, healthcare access, student attitudes, persons with disabilities as teachers, and curriculum recommendations.

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