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AUCD - Poster Symposium: Improving the Hand-off: A Collaborative Approach to Transitions Throughout the Lifespan

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

Location: Grand Ballroom Central Salon

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.

As youth with disabilities leave school, they face several transitions including school to work or postsecondary education, family home to community living, and child oriented health care to adult care. Join this poster symposium to learn and interact with network leaders driving initiatives in a range of local, state and national efforts to improve transition experiences.



Featured Presenter(s)

Facilitator: Tony Antosh, EdD, Paul V. Sherlock Center on Disabilities, Providence, RI



Presenters

Health Care Providers' and Families' Perspectives on Health Care Transition Preparation in the Medical Setting
Amie Duncan, PhD, Assistant Professor, University of Cincinnati UCE, UCEDD/LEND
Ashley Murray, PsyM, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Elizabeth Trenkamp, BHS, ASCP, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Tawana Turner, BA, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Ilka Riddle, PhD, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;

Research suggests that health care providers, adolescents with developmental disabilities (DD), and their families face difficulties and barriers related to health care transition. The current study conducted focus groups with parents of adolescents with DD and providers who work with adolescents with DD to identify and discuss barriers, supports, knowledge, and experience with the transition from pediatric to adult health care.

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Engagement of Wyoming's Communities of Practice Members to Improve Student Transitions Improving Wyoming Student Transitions
Sandra Root-Elledge, M.A., Interim Director, Wyoming Institute for Disabilities, UCEDD
^Canyon Hardesty, MS, CHES, Laramie, WY, United States, WY - Wyoming Institute for Disabilities, UCEDD;
Sandra Hubert, MA, Laramie, WY, United States, WY - Wyoming Institute for Disabilities, UCEDD;
Laurie Westlake, Ph.D., Laramie, WY, United States, WY - Wyoming Institute for Disabilities, UCEDD;

Wyoming Institute for Disabilities convened three communities of practice to improve transitions of students with disabilities from early intervention into preschool programs and kindergarten, to and from behavioral interventions, and from secondary to post-secondary education, employment and community living. Composed of family members, educators, and agency representatives, each community developed guidance for the Wyoming Department of Education that recommends improvements to policies and practices for all schools in the state.

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Discovery: An Alternate Way to Plan for Transition and Employment
Robin Greenfield, Ph.D., Associate Director, Center on Disabilities and Human Development, UCEDD
^
This presentation will introduce the process of Discovery as a way to enhance transition planning and future work experiences. The process uses interviews and observations to gather information about a student's interests and strengths, the types of environments and activities in which a student is at his or her best, and the types of supports that are effective. A variety of examples will be used to demonstrate the process.

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The UCEDD as a Model for Transformative Higher Education: An Engagement Approach
Stephen Gilson, PhD, Coordinator, Interdisciplinary Disability Studies, The University of Maine, Center for Community Inclusion, UCEDD
Elizabeth DePoy, PhD, Center for Community Inclusion and Disability Studies, Orono, ME, United States, ME - The University of Maine, Center for Community Inclusion, UCEDD;

This session demonstrates how the UCEDD structure and approach to disability rights and inclusion provide a natural engagement model for interdisciplinarity, and a structure for major higher education innovation. Through detailing a current initiative which synthesizes disability studies and research within an interdisciplinary Health and Well-being agenda, we illustrate an engagement model to be used by UCEDDs to integrate disability studies, research, and community partnerships throughout institutions of higher education.

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Preparing Medical Students to Care for Patients with Autism Spectrum Disorder
Susan Havercamp, PhD, Associate Professor, The Nisonger Center, UCEDD/LEND
Karen Ratliff-Schaub, MD, The Ohio State University, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;
Patricia Navas-Macho, PhD, The Ohio State University, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;
Nikki Johnson, BS, The Ohio State University, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;
Kelsey Bush, BS, The Ohio State University, Columbus, OH, United States;
Heather Souders, DO, The Ohio State University, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;

We developed a curriculum that incorporates didactic instruction, patient interviews and panel discussions to teach medical students how to care for patients with autism spectrum disorder (ASD). Our goal was to determine whether patient panels can effectively teach students patient care issues from the patient or family perspective.

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Inclusive Travel: How to make study abroad attainable for ALL college students
Seb Prohn, Academic Coordinator, WCU's University Participant Program
^Kelly Kelley, Western Carolina University, Cullowhee, NC, United States;

The positive effects of studying abroad have been extensively documented. Students who access international study get jobs faster and make higher salaries than their peers (Preston, 2012). They also become more open and agreeable (Zimmerman & Neyer, 2013), yet international study remains unavailable to college students with intellectual disability. This poster describes the construction and best practices of an inclusive, postsecondary study abroad opportunity. Student development is also reviewed.

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PATH: Engaging a Diverse Group of Stakeholders in an Interactive Strategic Planning Process to Expand Inclusive Higher Education Options
Deborah Zuver, MA, Education Consultant, Carolina Institute for Developmental Disabilities, UCEDD/LEND
Donna Carlson Yerby, MEd, CIDD, Chapel Hill, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;

The North Carolina Postsecondary Education Alliance (PSEA) engages a diverse group of stakeholders toward expanding inclusive higher education. PSEA members participated in an interactive strategic planning process using PATH (Planning Alternative Tomorrows with Hope). Several members initiated leadership roles to reach specific goals. The poster tracks progress demonstrated by the PATH graphic, noting outcomes. The poster presents timeline, ongoing support, and options to engage participants in this accessible planning process.

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Family Visioning for Their Adolescent and Adult Children with Autism: Mapping Current Regional Services, and Identifying Gaps between Vision and Reality
Jennifer (Bass) Smith, Psy.D., BCBA-D, LEND Program Director, Cincinnati LEND
Ashley Horan, MOT, OTR/L, Cincinnati, OH;
Farren Muscarella, DPT, PT, Cincinnati, OH;
Nicole Bing, PsyD, Cincinnati, OH;
Kay Brown, M.Ed., LISW-S, Cincinnati, OH;
Sheryl Feuer, B.M., Cincinnati, OH;
Laura Srivorakiat, PsyD, Cincinnati, OH;

This poster reflects data collected as part of a study regarding visions that families of adults and adolescents with ASD have for their loved-ones' futures, as well as the visions that adults with ASD have for their own futures. Availability of services to support these visions were also examined.

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Strategies for Improving Secondary Transition Programming for Individuals with ASD
Nicholas Gelbar, Ph.D., Assistant Professor, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
^
Individuals with ASD have very concerning secondary transition outcomes. To augment the pervasive focus in the literature on lower functioning individuals, results of a systematic review of the literature concerning the experiences of college students with ASD will be presented. In addition, the results of a survey of college students with ASD will be presented including their suggestions for improving the secondary transition process.

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Transitioning to Adult Services: Curriculum to Increase Understanding of Available Services in Maine
Kimberly Davis, Doctor of Occupational Therapy, Associate Professor, The University of Maine, Center for Community Inclusion, UCEDD
Laura Valencia, BS, Orono, ME, United States, ME - The University of Maine, Center for Community Inclusion, UCEDD;

This session will describe the process of developing a curriculum to educate families of students who are transitioning out of the school system. The focus of this project was to maintain a person first curriculum that intertwined education, employment, natural supports, case management, housing, community engagement and wellness.


Trends and Outcomes for Students with Intellectual Disabilities: Data from the National Coordinating Center
Cate Weir, M.Ed., Program Director, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
Debra Hart, M.S., INSTITUTE FOR COMMUNITY INCLUSION, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;

Think College, the National Coordinating Center for the US Department of Education funded Transition and Postsecondary Education Programs for Students with Intellectual Disability (TPSID) programs has collected three years of data from 27 model demonstration projects through its comprehensive evaluation system. This poster will share key data points and what is emerging in terms of promising practices and student outcomes.

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Starting an Inclusive Postsecondary Education Program
Debra Hart, M.S., Principal Investigator, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
Cate Weir, M.Ed., Project Coordinator, Boston, MA, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;

The need for postsecondary education options for students with intellectual disabilities is growing. This session focuses on critical program components and introduces a conceptual framework that can be used during program development. Programmatic elements as defined in the Higher Education Act will be reviewed, along with blended funding strategies. A discussion of how a program is shaped by the core values espoused by its developers will be facilitated.


Family Engagement among Postsecondary Education Programs for Students with Intellectual Disabilities
Krista Jensen, Doctoral Student, Center for Disabilities Studies, UCEDD/LEND
Brian Freedman, Ph.D., Newark, DE, DE - Center for Disabilities Studies, UCEDD;

Postsecondary education programs for students with intellectual disabilities were surveyed regarding their practices for engaging families and other support systems. We discuss results of the survey as well as recommendations for postsecondary education programs on ways to enhance family engagement for student success.

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Creating a "Picture of a Life": Empowering and Supporting Foster Youth with Intellectual and Developmental Disabilities toward Positive Futures
Jacy Farkas, MA, , Sonoran UCEDD
^
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 and independent living centers, the Sonoran UCEDD is implementing a statewide program for foster youth with I/DD, offering person-centered plans (PCP) and self-advocacy workshops. This initiative evaluates the efficacy of PCP, facilitator behaviors, and cross-systems collaboration to improve outcomes of transition to adulthood.

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