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AUCD - Welcome Reception and Evening Poster Session

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Monday, November 16, 2015 5:15 PM - 7:00 PM

Location: Congressional Hall and Grand Ballroom South


Presenters

Approaching the Graduation Cliff: How are Students with Disabilities and Families Preparing for Life Beyond High School?
Erica McFadden, Policy Analyst, UC Davis at the MIND Institute, UCEDD/LEND
Kim Wolowiec-Fisher, PhD, Arizona State University, Phoenix, AZ, United States;

Prior research identifies numerous variables correlated with successful post-school outcomes for youth with disabilities; however, more needs to be understood on how these variables manifest in low education funding states. The session will present focus group findings and survey results of a 2014 survey administered to 634 Arizona high school students with disabilities and 224 guardians to determine how students and families are preparing despite significant political barriers.

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A Project for Change: The Pervasive Need of Support for Children with Developmental Disabilities in China
Xiaojun (Joanna) Gao, MA, Ms., Boling Center for Developmental Disabilities, UCEDD/LEND
^
Children with special needs in China are cared for mostly in Government run or non-profit organizations because parents do not have sufficient training or support. This presentation will discuss the background and need in China and one LEND trainee's plan to effect change in her home country with interactive discussion a plan for implementing parent education, increasing professional capacity and building social support and disability awareness.

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Public Libraries and Individuals with Intellectual and/or Developmental Disabilities: A Partnership to Improve Accessibility.
Katie Borras, MS, UCEDD Project Coordinator, Westchester Institute for Human Development, UCEDD/LEND
Lauren Kaplan, MSEd, LEND faculty, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Karen Edwards, MD, MPH, LEND Program Director, Co-UCEDD Director, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Anne Marie Cellante, MSEd, LEND trainee, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Melissa Gomez, Self-Advocate, LEND trainee, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Audrey Margulies, LEND trainee, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Maggie Junior, LEND trainee, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;

People with disabilities and families require maximal access to community resources. We are examining how public libraries provide accessibility for individuals with disabilities in four categories: programming, adaptive technology, staff training/attitudes, and physical accessibility. We are working with libraries, librarians and people with disabilities and families to learn about best practices for assuring accessibility of library services and to explore unmet needs for training and information about maximizing accessibility.


Assessing Anxiety and Family Quality of Life in Parents of Children with Developmental Disabilities in a Pediatric Setting
Terri Smith, Doctor of Behavioral Health, Dr., University of Southern Mississippi
^
My research investigated parents of children with developmental disabilities anxiety levels and family quality of life before their child received early intervention services (speech, occupational, physical, and behavioral therapy) and eight weeks after therapies were implemented.


Assessing Quality of Life in Undergraduate Students with Developmental Disabilities Enrolled in the University of Cincinnati Transition and Access Program
Amie Duncan, PhD, Assistant Professor, University of Cincinnati UCE, UCEDD/LEND
Mackenzie Dobbs, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Trista Flynn, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Roshni Rao, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Shruti Tewar, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Heidi Mendez, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;

Despite the increase in postsecondary education programs for individuals with developmental disabilities, very little is known about how these programs affect one's quality of life. The current study used both a quantitative and qualitative approach to examine aspects of quality of life, including interpersonal support, in 23 students in the University of Cincinnati's Transition and Access Program.

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Reconciling Civil Rights at the End of Life with Disability Rights
Kathryn Tucker, JD, Executive and Legal Director, Disability Rights Legal Center
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Exploring the interface of the movement to expand end of life choice for persons dying of terminal illnesses and disability rights advocacy.


Quality of Life of Children and Adolescents with Intellectual and Developmental Disabilities: Measuring Personal Outcomes
Laura E. Gomez, PhD, Mrs, INICO
Lucia Moran, University of Oviedo, Oviedo, AB, Spain;
Victor Arias, Universidad de Talca, Talca, AB, Chile;
Angeles Alcedo, University of Oviedo, Oviedo, AB, Spain;

We present a new questionnaire to assess quality of life of children and adolescents with intellectual and developmental disabilities according to the eight-domain quality of life model proposed by Schalock and Verdugo (2002). We provide reliability and validity evidence of the scale, as well as the results obtained after the administration to a large sample. Implications for professionals, researchers, and policy makers are discussed.

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Real World Leadership: How Long Term Trainees Teaching Undergrads in Evidence-Based Autism Treatment Equals Success
Susannah Poe, EdD, Professor, Center for Excellence in Disabilities, UCEDD/LEND
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Our intensive Autism Service Delivery Clinic (iASD) has served as a hands-on learning experience for more than 200 WVU undergraduates over the past five years. Many of these undergrads chose to stay on as volunteers or long-term LEND trainees to work as supervisors in the day-to-day work of our clinic, developing their own leadership skills while interviewing, hiring, training, supervising, and monitoring the next generation of service providers.


Long-term Outcomes of a Volunteer Advocacy Training: Correlates of Sustained Volunteering
Samantha Goldman, MEd, BCBA, Doctoral Student, Vanderbilt University, UCEDD/LEND
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This presentation shares findings of a survey that examined the long-term advocacy activities of graduates of a 40-hour volunteer advocacy training. Results will be presented about sustained advocacy activities, standardized measures of volunteering, correlates of advocacy rates, and a comparison of advocates to non-advocates. Findings will be discussed in the context of supporting families of individuals with disabilities and creating effective training programs for advocates in special education.

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TinkerToys vs Tonka Trucks: Creating a Parent led Support Group Model Responsive to Participant Needs
Fran Goldfarb, MA, MCHES, CPSP, Director, Family Support, USC, Childrens Hospital, UCEDD/LEND
Marie Kanne Poulsen, PhD, USC UCEDD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Leslie Hope Wills, MA, RD, CSP, CLS, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;

Parents Support Circles of Los Angeles County (PSCLAC) is developing 100 support groups for parents of children 0-5 throughout Los Angeles County. Our peer facilitated support group model, based on community input, allows for maximum parent ownership/control. We will discuss the TinkerToy model, a flexible approach to curriculum that supports parent leaders in facilitating parent groups and its development, values, materials and implementation.

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The Importance of Sleep in Development and Developmental Disorder
Bianca Demara, Graduate Student/ Research Assistant, Sonoran UCEDD
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Sleep disturbances are extremely prevalent in developmental disorders and are likely an important determinant of developmental delay. This talk will provide those in attendance 1) a thorough understanding of sleep role's in healthy cognitive development, 2) knowledge of how sleep disorders are identified and treated, and 3) an understanding of new research directions that may advance our ability to provide the best sleep health for those with Down syndrome.

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Determining the Developmental, Behavioral, and Healthcare Needs of Children in Cincinnati Homeless Shelters: The Family Point of View
Molly Sawyer, MSE, Family Specialist, University of Cincinnati UCE, UCEDD/LEND
Molly Sawyer, Dayton, OH;

Cincinnati government and community agencies are conducting a Family Homelessness Study to determine the best ways to address the needs of area homeless families, but have not yet incorporated the family perspective into the study. To address this gap, we conducted a focus group (using Group Level Assessment methodology) with local homeless caregivers to capture their concerns regarding their children's developmental, behavioral, and health needs.


Resisting Normal: Poetic Response to History of Disability and Its Impact on Our Lives
Rebecca Dosch-Brown, Training Coordinator, MN LEND
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Poet Rebecca Dosch Brown investigates the historical concept of Normal. After meeting artists with disabilities and poring over archives at state hospitals and the U.S. Holocaust Memorial Museum, she wrote in response to past atrocities and to honor those who do not fit in the tight box of "Normal." She will share a few poems, including collaborative community-based work and ones based on her own family's experience resisting Normal.

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The Future of Social Skills Training: Script Fading with Google Glass to Improve Vocational Function for an Individual with Autism
Debora Downey, PhD, Speech Pathologist, Center for Disabilities and Development, UCEDD/LEND
Brandon Eddy, MA, University of Iowa, Iowa City, IA, United States, HI - Center on Disability Studies, UCEDD/LEND;
Hannah Zimmerman, MA, University of Iowa, Iowa City, IA, United States, IA - Center for Disabilities and Development, UCEDD/LEND;

This single subject design aimed to improve the vocational function of one young adult with Autism Spectrum Disorder using script fading procedures. It compared the effects of using scripts in three different conditions, no script-control, paper scripts and digital scripts using Google Glass. Results indicated improvements in the paper and Google Glass script conditions. However, there were obvious advantages to using Google Glass, which will be outlined in the poster.


Linking Autism Research and Clinical Practice to Policy
Kaitlin Koffer Miller, MPH, Policy Project Manager, ASERT Collaborative, AJ Drexel Autism Institute
Paul Turcotte, MPH, ASERT Collaborative, Drexel University, Philadelphia, PA, United States;
Lindsay Shea, MS, DrPH, ASERT Collaborative, Philadelphia, PA, United States;

Autism spectrum disorder (ASD) prevalence rates have increased over the last two decades. This wave of new children, adolescents and adults with ASD has been met with substantial investment in research, clinical interventions, and government programs and policies to help meet the needs of individuals with ASD and their families. Despite an opportunity to weave together research endeavors, programs and policies, a gap persists that limits translational value.

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Assessing the Immediate and Long-term Effectiveness of Intensive Training Programs for Early Intervention Teachers and Other Educational Professionals.
Kimberly Mills, PhD, BCBA-D, Associate Director , Virgin Islands UCE, UCEDD
Karen Brown, PhD, CCC-SLP, St, Croix, VI, United States;

VIUCEDD has been engaged in ongoing training of parents, educational practitioners and allied health professionals on topics related to Disability Studies and Effective Teaching Practices. To better understand the outcomes attendees received beyond satisfaction surveys, we sought to quantify the degree to which content knowledge was acquired and retained among participants and to analyze participant's attitudes about the content knowledge received during training and a 1-3 month follow up.

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Promoting Disability Awareness Among Clerks of the Court; a Collaboration between AUCD and the Supreme Court of Virginia
Jacqueline Robinson Brock, MSW, Program Specialist in Early Childhood and Health, Partnership for People with Disabilities, UCEDD/LEND
^
Learn about a collaborative effort between an Association of University Center on Disabilities and the Office of the Executive Secretary of the Supreme Court of Virginia. The I-CAN! Accessibility Project collaborated with the Office of the Executive Secretary to provide disability awareness training for the Clerks of the Court throughout the state of Virginia. Key components of the partnership as well as lessons learned will be shared.

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The Olmstead Effect on Individual and Family Supports Spending for People with Intellectual and Developmental Disabilities.
Vijay Vasudevan, PhD, Postdoctoral Research Associate, Institute on Disability & Human Development, UCEDD/LEND
^
More individuals with IDD are living in the community. This longitudinal study examined how spending on individual and family supports was affected by the Supreme Court's Olmstead decision by using data from the State of the State in Developmental Disabilities. In addition to the Olmstead decision, the number of Olmstead cases brought about from the Department of Justice was a significant predictor on individual and family support spending.


What Does Disability Studies Bring to the AUCD Network?
Laura Eisenman, , Center for Disabilities Studies, UCEDD/LEND
Michelle Jarman, Laramie, WY, WY - Wyoming Institute for Disabilities, UCEDD;
Sarah Parker Harris, Chicago, IL, IL - Institute on Disability & Human Development, UCEDD/LEND;
Aly Patsavas, Chicago, IL, IL - Institute on Disability & Human Development, UCEDD/LEND;
Megan A. Conway, Honolulu, HI, HI - Center on Disability Studies, UCEDD/LEND;
Jack M. Brandt, Richmond, VA, VA - Partnership for People with Disabilities, UCEDD/LEND;

Within the AUCD network there are a variety of disability studies programs. This presentation includes a brief overview of those programs and takes a closer look at four diverse programs in regard to their structure, location within the university, and focus. Challenges and possibilities related to the inter- and multi-disciplinary work of disability studies within the AUCD network and connections to the larger disability studies field will be explored.

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Examining Kindergarten School Readiness Skills for Children with Examining Kindergarten Readiness Skills for Children with Special Needs
Jenean Castillo, PhD, LEND Faculty, Westchester Institute for Human Development, UCEDD/LEND
Elizabeth Hall, MSW, Fordham University, Harrison, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Sasha Stok, PhD, New York Medical College, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Stephanie Maiello, MS, Mercy College, Dobbs Ferry, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Kierra Taylor, Mercy College, Dobbs Ferry, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;

The Early Development Instrument, a population-based measure to assess young children's school readiness skills across five developmental domains, was completed on Kindergarten students in a suburban community. This study compares school readiness skills of children with special needs versus children without special needs, as indicated by the presence or absence of an Individualized Education Plan. The goal is to identify predictors of school readiness for the various groups.

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South Carolina's Use of Presumptive Eligibility to Improve Early Identification and Intervention for Young Children with ASD
David Rotholz, PhD, Director, Center for Disability Resources (UCEDD), Center for Disability Resources, UCEDD/LEND
David Rotholz, PhD, University of South Carolina School of Medicine, Columbia, SC, United States, SC - Center for Disability Resources, UCEDD/LEND;
Anne Kinsman, PhD, Greenville Health System, Greenville, SC, United States, SC - Center for Disability Resources, UCEDD/LEND;
Jane Charles, MD, Medical University of South Carolina, Charleston, SC, United States;
Kristie Musick, MA, SC First Steps/BabyNet, Columbia, SC, United States;
Kathi Lacy, PhD, SC Dept. of Disabilities & Special Needs, Columbia, SC, United States;

Through the work of the South Carolina Act Early Team, Part-C now provides Early Intensive Behavioral Intervention (EIBI) base on a two-tiered screening process, not requiring a diagnosis of ASD. This has increased Part-C EIBI from serving 76 children to over 600 in two years. Full details will be provided.


Interdisciplinary Training: A Model for Undergraduates
Gwen Mitchell, PhD, Interdisciplinary Training Director, Center on Disabilities and Human Development, UCEDD
^
We have developed a 3-year interdisciplinary training program curriculum focused on the undergraduate population designed to demystify disability while fostering interest in leadership, advocacy, and self-reflection. Using a variety of didactic, experiential, and self-directed activities, we scaffold learning and shape students in professional development and preparedness in advancing to their graduate training for trainees/students interested in entering healthcare, education, or advocacy careers.

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Abuse Awareness Among Survivors of Brain Injury, a Round-table Discussion Approach
Jacqueline Robinson Brock, MSW, Program Specialist in Early Childhood and Health, Partnership for People with Disabilities, UCEDD/LEND
^
A University-Community Partnership; learn about an approach to teaching survivors of brain injury about abuse and the resources available for support; at the conclusion of the training participants created a YouTube video discussing what they learned from the training

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Age Differences in Fine Motor Milestones between Ghanaian and American Children
Samantha Costanzo, OTS, Partnership for People with Disabilities, UCEDD/LEND
^
This pilot study was conducted to lend support to the importance of determining normative ages for developmental milestones in individual countries. It was part of a larger pilot study to develop a culturally appropriate developmental screening tool for Ghana in order to identify children with disabilities earlier and more accurately to provide appropriate supports and interventions.

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Fostering Leadership and Social Change Through Disability Studies Education
Elaine Eisenbaum, MSW, Trainee, Texas Center for Disability Studies, UCEDD
Matthew Wangeman, MCP, Institute for Human Development , Flagstaff , AZ, United States, AZ - Institute for Human Development, UCEDD;
Christine Sullivan, JD, PhD, A.J. Pappanikou Center for Excellence in Developmental Disabilities, Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD;
Elizabeth DePoy, MSW, PhD, Center for Community Inclusion and Disability Studies, Orono, ME, United States, ME - The University of Maine, Center for Community Inclusion, UCEDD;
Stephen Gilson, MSW, PhD, Center for Community Inclusion and Disability Studies, Orono, ME, United States, ME - The University of Maine, Center for Community Inclusion, UCEDD;
John R. Johnson, PhD, Center for Disabilities , Sioux Falls, ME, United States, SD - Center for Disabilities, UCEDD/LEND;

This panel presentation highlights disability studies programs and courses across the AUCD network. The first two presentations focus on innovative teaching strategies. The third and fourth presentations discuss the establishment of disability studies programs and present examples of course content, assignments, and theory. The fifth presentation addresses prevailing ableist perspectives in academia and the need for educators to promote an understanding of disability as both a medical and socio-cultural phenomenon.


Age Differences in Tying Affordance on the Test of Ideational Praxis
Rebecca Balog, MSOT, OTS, Partnership for People with Disabilities, UCEDD/LEND
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Researchers have noted anecdotally that five-year-olds may demonstrate less ideation on the Test of Ideational Praxis (TIP) than three or four-year-olds, possibly due learned use of a string. This study examined the quantitative differences of tying time during the TIP between these age groups. The results begin to show the implications of "right" use on ideation in order to better understand how to measure ideation in preschool children.


Transition Support Services: A Policy Brief
Patricia Patrick, PhD, Director of Research, Westchester Institute for Human Development, UCEDD/LEND
Lisa Manaster, MA, Valhalla, NY, NY - Westchester Institute for Human Development, UCEDD/LEND;
Angela Panagos, MS, Valhalla, NY, NY - Westchester Institute for Human Development, UCEDD/LEND;
Veraanong Srakhao, MD, Valhalla, NY, NY - Westchester Institute for Human Development, UCEDD/LEND;

Transition Support Services are set plans for young individuals with disabilities to aid their movement from high school to post-school living. They are based on each individual's needs, preferences, strengths and interests. They can include vocational training, independent living skills, employment, post-secondary education, community involvement and healthcare. This project identified and summarized evidence on barriers to optimal transition and models of successful programs to guide policy recommendations.


Locomotor Training in Children with Lower Extremity Paralysis
Sarah Nockengost, Physical Therapy Student, Partnership for People with Disabilities, UCEDD/LEND
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This poster is a review of the current evidence for locomotor training as an intervention for children with a diagnosis resulting in significant weakness or paralysis of their lower extremities. Locomotor training involves practice specifically targeting ambulation, such as body-weight supported treadmill training and overground gait training. This poster examines the efficacy of the intervention and it's potential to improve a child's mobility and overall quality of life.


Creating Leaders in the Field of Developmental Disabilities Through a Masters in Developmental Disabilities
Maribel Del Rio-Roberts, PsyD, Assistant Professor/Program Director, Nova Southeastern University
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This presentation would describe the goals and objectives of training professionals in the field of developmental disabilities at a graduate level and how to provide comprehensive multidisciplinary training to students interested in working with this population.

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California Autism Professional Training and Information Network (CAPTAIN): Engaging Stakeholders in Disseminating Information on Evidence Based Practices for ASD
Patricia Schetter, MA, Project Coordinator, UCEDD, UC Davis MIND Institute
Patrice Yasuda, PhD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Eunice Im, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Jaeyoon Um, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;

CAPTAIN, a multi-agency network supporting awareness and use of evidence based practices for Autism Spectrum Disorders (ASD), has developed a strategic dissemination and training plan to reach families, educators, allied health providers and case managers across California. This poster will describe the information dissemination efforts of CAPTAIN and our first two years of output and outcomes.


An Expressive Art Program as a Strength-Based Mutual Learning Community for University Students and Adults with Intellectual and Developmental Disabilities
Yumi Shirai, PhD, ArtWorks Director/Instructor, Sonoran UCEDD
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A qualitative participatory program evaluation was implemented in a university-based expressive art program for adults with intellectual and developmental disabilities (IDD), ArtWorks. ArtWorks is one of many community outreach efforts of the Sonoran UCEDD at the University of Arizona. The extracted ArtWorks program theory could be broadly applied within other university settings as an inclusive mutual learning space among university students (beyond Art Therapy programs) and adults with IDD.

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Disability Studies as a Tool for Change in Interdisciplinary Training
Megan Conway, PhD, Interdisciplinary Training Coordinator, Center on Disability Studies, UCEDD/LEND
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This poster will describe strategies for integrating disability studies into interdisciplinary training. The poster will describe development of an online certificate program and international journal at the University of Hawaii. Although Hawaii is geographically isolated from the Continental U.S., we have implemented the use of innovative online delivery strategies to develop and grow a well-respected Disability and Diversity Studies Certificate program and the Review of Disability Studies: An International Journal.

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Leadership and the Importance of Relationships, Values, and Framing
Jennifer Bertrand, LEND Fellow (Graduate), Institute on Disability, UCEDD
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Building relationships with policy makers is indispensible in our efforts to shape policy and affect change, and learning how to improve our communications to help them see an issue from another perspective is essential in moving our values forward. Learn relationship-building strategies, what the research says about decision-making and values, and how to construct more effective policy frames.

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Providing a Holistic Understanding of Autism through a LEND Autism Training Experience
Emily Graybill, PhD, Clinical Assistant Professor, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Stephen Truscott, PsyD, Georgia State University, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Erin Vinoski, MPH, Georgia State University, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Mark Crenshaw, MA, Georgia State University, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Daniel Crimmins, PhD, Georgia State University, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

The purpose of this poster is to examine the Georgia LEND autism seminar. The intent of the seminar is to increase use of evidence-based diagnostic and intervention services for children with autism by providing intensive, targeted training for professionals serving them and their families. Through this poster, we describe the GaLEND autism seminar, our evaluation process, and trainee reports of attitude, knowledge, and skill development through participation in the seminar.

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Disproportionate and Unfair Exclusionary School Discipline of Students with Disabilities
James Diaz, JD, Staff Attorney, ACLU of Vermont
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Students with disabilities across the nation experience suspension and expulsion at a much higher rate than those without disabilities. This session will review federal school discipline data in Vermont and other states, discuss the impact of exclusionary school discipline on students with disabilities and their families, and explain what LEND programs, communities, and states can do to change it.


Management of Hearing Loss in Children with Down Syndrome
Dani Warmund, Ms., Carolina Institute for Developmental Disabilities, UCEDD/LEND
Dani Warmund, BS, LEND Trainee, Chapel Hill, NC, United States;
Jackson Roush, PhD, Chapel Hill, NC, United States;

The occurrence of hearing loss and related ear anomalies in individuals with Down syndrome has been well documented in the literature. As the most commonly occurring chromosomal abnormality, the effective management of otologic and audiologic issues is crucial. The purpose of this project is to better understand the clinical course of audiologic management in children with Down syndrome, and to provide recommendations for appropriate and timely interventions.

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Changing the Landscape of Living Options for People with IDD: Medicaid-Funded Supports in Family Homes and Individualized Settings.
Libby Hallas-Muchow, MS, Project Coordinator, Institute on Community Integration, UCEDD/LEND
Lynda Anderson, MA, MPH, Minneapolis, MN, United States, MN - Institute on Community Integration, UCEDD/LEND;
Sherri Larson, PhD, Minneapolis, MN, United States, MN - Institute on Community Integration, UCEDD/LEND;

This presentation highlights key national and state research findings describing long-term supports and services (LTSS) for adults and children with Intellectual and Developmental Disabilities. Variations in state policies and use of Medicaid funding authorities are reflected in the types of places people with IDD live, average expenditures, and the extent to which LTSS are provided to support people living in family homes, their own home, or other community settings.

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Individual Family Service Plan Outcome Assessment Tool: Development, Validation and Implementation
Andrea Witwer, PhD, Director of Training, The Nisonger Center, UCEDD/LEND
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This session will introduce a tool developed to assess the quality of EI IFSP outcome statements and strategies. Background information on tool development will be provided encompassing 1) the method for including state and local stakeholders 2) how resources were leveraged, and 3) the process of incorporating the project into our training programs. Data on reliability, validity, and the feasibility of the instrument will then be presented.

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Family Mentorship Program at the Human Development Institute at the University of Kentucky
Walt Bower, PhD, Preservice Training Coordinator, Interdisciplinary Human Development Institute, UCEDD
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The Human Development Institute at the University of Kentucky has a family mentorship program where we match individual students with a family of a child or adolescent with a significant disability, so that they can learn first-hand from the family's perspective.

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What Does Your Dog Do? The Truth About Service Dogs
Kristin Hartness, Executive Director, Canines for Disabled Kids
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Information about the service dog industry: what makes a service dog legal; your legal rights when using a service dog; responsibilities of the user and the facilities; investigating if this is the right tool for you or a loved one; is now the right time to get the most out of this tool; selecting a training program;

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Community-Based Early Intervention and School-Age Outcome of Children with ASD Early ASD Diagnoses
Patricia Towle, PhD, Psychologist, Westchester Institute for Human Development, UCEDD/LEND
Ashley Ausikaitus, PhD, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Adam Barkey, PhD, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Angela Chlewbowski, RN MA, Fairfield University, Fairfield, CT, United States;
Stephanie Halvax, MS, New York Medical College, Valhalla, NY, United States;
Jennifer Ho, PhD, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Tara Powers, MS, Mercy College, Dobbs Ferry, NY, United States;
Vera Srakhao, MD, Westchester Medical Ctr, Valhalla, NY, United States;

Few longitudinal studies have followed children diagnosed early with ASD as far as school-age. This study describes diagnostic outcomes, school placement, and adaptive behavior for such a group. All the children, half of whom were under two years old when diagnosed, received moderate to intensive community-based early intervention.


Music Medicine to Reduce Anxiety When Taking Blood Pressure in Children with Williams Syndrome
Jennifer Walton, MD, MPH, Assistant Professor of Clinical Pediatrics, The Nisonger Center, UCEDD/LEND
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The majority of children with Williams syndrome have cardiac defects and anxiety. Obtaining a blood pressure in these children can be uncomfortable. Individuals with Williams syndrome have an affinity to music, and this might help ease their anxiety. We found that listening to music resulted in a decreased systolic blood pressure. Music may improve accuracy of vital signs, promote patient satisfaction, and better decision-making in children with developmental disabilities.

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Gaps in New Hampshire's System of Care for Children and Youth with Autism Spectrum Disorder and Other Developmental Disabilities
Amy H. Frechette, AS, ASD Consultant, Institute on Disability, UCEDD
Rae M. Sonnenmeier, PhD, CCC-SLP, Durham, NH, United States, NH - New Hampshire LEND Program;
Jennifer S. Pineo, NH Family Voices, Concord, NH, United States;
Elizabeth Collins, RN-BC, MS, Special Medical Services, Concord, NH, United States;

This poster summarizes the findings of the New Hampshire Statewide Autism Spectrum Disorder (ASD) Needs Assessment, 2014. Information was obtained through the use of an online survey, parent focus groups, including two Spanish-speaking parent focus groups, a young adult forum and three stakeholder forums around the state. It will highlight the most interesting findings that fall within 5 broad areas of need: Information, Services, Coordination, Transition and Resiliency.

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Outcomes Measurement in the Context of the UN Convention on Rights of People with Disabilities
Alexandra Bonardi, HSRI Project Director for NCI, Eunice Kennedy Shriver Center, UCEDD/LEND
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The UN Convention on the Rights of People with Disabilities (CRPD) reflects an international consensus on the preservation of human and civil rights of individuals with disabilities. Monitoring the progress towards articles detailed in the CRPD can be accomplished using existing tools, such as the National Core Indicators (NCI). Researchers will present the areas in which NCI outcomes reflect the rights of the population with disability according to CRPD.

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Types of Family Caregiving on Daily Well-Being and Health Behaviors: The Moderating Role of Psychosocial Factors
Jen Wong, PhD, Assistant Professor, The Nisonger Center, UCEDD/LEND
Yetty Shobo, PhD, WV Higher Education Policy Commission, Charleston, WV, United States;

This study investigate the effects of different types of family caregiving (e.g., caregiving for a son/daughter with a developmental disability, caregiving for a spouse/partner, caregiving for a parent) on aspects of the caregiver's daily well-being and health behaviors in midlife and late adulthood. Our findings highlight the importance of psychosocial factors in understanding the toll of caregiving demands on daily well-being and health behaviors in midlife and late adulthood.

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California Autism Professional Training and Information Network (CAPTAIN): Driving Change in Ensuring Treatment Fidelity in Evidence Based Practices
Patrice Yasuda, PhD, CA-LEND Training Director, USC, Childrens Hospital, UCEDD/LEND
^
This poster presents results from a survey of key statewide stakeholders in California of their knowledge, implementation and evaluation of 24 evidence based practices (EBPs) in autism as defined by the National Professional Development Center for Autism Spectrum Disorders (NPDC-ASD). The audience will learn the EBPs participants felt most knowledgeable about, their ability to implement standardized protocol, and the frequency they evaluated for desired outcomes.

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Postural Control Management in Children with Idiopathic Toe Walking Behaviors
Nicole Koskovich, Student Physical Therapist, Center for Disabilities, UCEDD/LEND
^
Idiopathic toe walking (ITW) is an atypical toe-toe gait pattern with absence of heel strike and without a specifically identified etiology. This study aimed to examine static postural control in children with ITW to better understand anterior-posterior weightbearing under variable sensory conditions. Results suggest that the influences of sensory feedback may explain differences in the management of standing balance between those with and without ITW.


Improving Family Functioning Following Diagnosis of ASD: A Randomized Trial of a Parent Mentorship Program
Eric Moody, PhD, Asst Prof, JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND
^
This presentation describes a parent mentorship program for families with children, newly diagnosed with autism spectrum disorders. We will describe the primary program components, and how they were developed, demonstrate web-based education tools, and discuss lessons learned in the implementation of the program. We will then discuss the randomized controlled trial that was used to evaluate the program and its findings.


Autism in Rural Areas: Lessons in Montana
Martin Blair, PhD, Executive Director, University of Montana Rural Institute, UCEDD
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Participants will learn about Montana's approach to planning for and providing autism-focused services in rural/frontier areas. We will discuss issues related to cultural diversity, geographic separation and challenges related to insufficient workforce.

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Bridging the Gap Between Learning and Living: A Community Integration Model
Meghan Mulvenna, MAOB, Behavior Consultant, DC Special Education Cooperative
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The Community Integration Model examines the need and tools for teaching individuals to successfully participate in their community settings. It is focused on both applying learned skills and identifying gap skills through the development and implementation of goal-based plans to integrate students before reaching adulthood. Through an emphasis on both Inclusion and Family-School Partnerships, learners will understand the importance of early community integration and tools for effectively designing integration plans.


Healthcare for the Whole Person: Enhancing Quality of Life for Individuals and Families Affected by Disabilities through Spiritual Care
Nadyne Guzman, PhD, Spiritual Care Fellow, 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;

This interactive session will offer participants an opportunity to: 1) review evidence linking spirituality and religion to improved health and quality of life; 2) discuss the unique spiritual care needs of individuals with disabilities and their families; 3) explore how UCEDDs and LENDs can support spiritual care initiatives to serve the needs of individuals with disabilities and their families in out-patient clinical settings and in the community.


An Application of Trauma-Informed Care (TIC) for Feeding Concerns to Support Children and Families from a Multidisciplinary Team
Jan Marson, OTD, OT Faculty, Nevada Center for Excellence in Disabilities, UCEDD/LEND
Linda O'Neil, MS, NvLEND, Reno, NV, United States, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
Patrice Yasuda, PhD, CA-LEND, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Hope Willis, MA, CA-LEND, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Maureen DeLongis, MS, OSHU LEND, Portland, OR, United States, OR - Oregon Institute on Development & Disability, UCEDD/LEND;
Gwynne Partos, MS, NvLEND Trainee, Reno, NV, United States;

This panel discussion is a collaboration between three LEND programs: CA-LEND, NvLEND, and OHSU LEND that began in early 2013 due to our mutual interest in feeding interventions for children with neurodevelopmental conditions. During group discussions, Trauma-Informed Care principles emerged as an innovative framework to better understand and support a variety of diverse family systems with complex feeding concerns. This will be the focus of our enlightening discussion.

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Adaptive Leadership Through Healthcare Reform: Implications for MCH Populations in a Changing Landscape of Healthcare Policy and Systems.
Akilah Heggs, MA, LEND Faculty, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Rebecca Wells, MSW/MPH, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Carolyn McCoy, Association of Maternal and Child Health Programs, Washington, DC;
Marcia Roth, MPH, National MCH Workforce Development Center, Chapel Hill, NC;
Daniel Crimmins, PhD, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

This presentation will describe the experience of LEND trainees participation in an interdisciplinary course facilitated by the National MCH Workforce Development Center. The course had a focus on healthcare transformation and promoting adaptive leadership skills in MCH professionals. Using the Access to Care State Assessment Tool, which was created by AMCHP, the presenters will demonstrate how healthcare transformation will differ based on context, as illustrated by a two-state comparison.

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Emergency Preparedness and Planning in Pennsylvania: Including People with Disabilities in Emergency Management
Jamie A. Prioli, Program Coordinator, Institute on Disabilities, UCEDD
Amy Goldman, MS, Philadelphia, PA, PA - Institute on Disabilities, UCEDD;

Consideration of the needs of people with disabilities in the context of disaster/emergency planning is a relatively recent development in emergency management. Planning for citizens with functional needs who may require accommodations now routinely includes service providers and agencies with responsibility for people with disabilities. This poster describes how our program prepares people with disabilities to be part of the solution in emergency management.

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Undergraduate Student Perceptions of Disability: Implications for Postsecondary Pedagogy
Marisa Kofke, MEd, Ms, Center for Disabilities Studies, UCEDD/LEND
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Shifts in undergraduate students' perspectives of disability issues while completing a disability studies course were examined. Ethnographic methods were used to determine thematic patterns from pre- and post-course questionnaires, students' narrative work samples, and observations of in-class discussions. Preliminary findings indicate that many students were influenced by learning about disability policy-based decisions. Perception shifts such as these may foster students' abilities to thoughtfully discuss such issues within their respective disciplines.

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The Iowa Peer Support and Family Peer Support Training Program
Vickie Miene, MS, MA, LMHC, Executive Director, U of IA Center for Child Health Improvement and Innovation
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The Iowa Peer Support and Family Peer Support Training Program provides comprehensive training for Iowa's Peer Support and Family Peer Support workforce including the development of statewide networks and continuing education opportunities. Peer support is the process of giving and receiving encouragement and assistance to help others achieve long-term recovery. Peer support professionals offer emotional support, share knowledge, teach skills, provide practical assistance, and connect people with resources and opportunities


CPD Leadership Porgrams: Shaping and Informing Professionals
Judith Holt, PhD, Interim director, Center for Persons with Disabilities, UCEDD/LEND
David Forbush, PhD, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

Multiple programs at the Center for Persons with Disabilities offer educational opportunities for emerging and practicing professionals. Interdisciplinary training programs offer unique opportunities for learners to engage with professionals, family members, and individuals with disabilities to deliver supports and services. Other notable professional training during the past year specifically targeted regular and special educators, offering information relevant to educational leadership and providing updated information on district requirements.

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The California Autism Professional Training and Information Network (CAPTAIN): Improving Interagency Collaborations
Ananda Aspen, MA, Educational Specialist, Diagnostic Center Central, California Department of Education
Patrice Yasuda, PhD, USC Keck School of Medicine and Training Director of CA-Lend, USC UCEDD at Children's Hospital Los A, Los Angeles, CA, United States, CA - The Children's Hospital of Los Angeles, DBP;
Patricia Schetter, MA, UCEDD -UC MIND Institute, Sacramento, CA, United States, CA - UC Davis UCEDD at the MIND Institute, UCEDD;
Eunice IM, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Jaeyoon Um, MFT, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
, , United States;

This poster presents survey data of participants' knowledge of their organization's interagency collaboration efforts for joint autism activities and crucial transition periods from Years One and Two of key statewide stakeholders in California who participated as cadre members in the CAPTAIN network. Significant increase in collaboration and knowledge of transition structures was evident from pre and post data.

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Physician Transition for Adolescents with Autism Spectrum Disorder
Matthew Segall, PhD, Assistant Professor, Emory Autism Center
^
This poster will describe a pilot project exploring strategies to facilitate effective healthcare transition for adolescents and young adults with ASD. We will describe the process of identifying pediatric and adult primary care practices, assessing needs for two high school students with ASD, and key recommendations for effective self-advocacy and transition.

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Promoting Healthy Living and Leadership among Ohio Project SEARCH Students: A UC UCEDD and CCHMC Project SEARCH Partnership
Erica Coleman, MS, Health Activities Coordinator, University of Cincinnati UCE, UCEDD/LEND
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This presentation will provide an overview of a partnership between a UCEDD and a Project SEARCH site, which incorporates leadership opportunities and health promotion activities with the evidence-based HealthMessages curriculum for people with disabilities. Participants will learn how to successfully integrate actual health promotion activities into an already established classroom curriculum as well as how to provide leadership skill-building opportunities for people with disabilities

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Community Knowledge Exchange Programs: An Innovative Approach to Capacity Building in the Nonprofit Sector
Ashley Coates, MS Organizational Leadership, PhD Student, Children's Hospital at Boston, DBP
^
What would your organization do with 500 FREE hours of consulting services from budding experts in management, finance, education and leadership? Knowledge Exchange Programs develop collaborative partnerships between local Universities and Colleges and community based nonprofit organizations; the result is an asset based, fiscally conservative approach to building organizational capacity. A case study from the University of Massachusetts Boston is presented including strategies and tools for replication in your community.


Development of the California Maternal and Child Health Leadership Training Transformation Network
Douglas Vanderbilt, MD, Associate Professor of Clinical Pediatrics, USC, Childrens Hospital, UCEDD/LEND
Robin Hansen, MD, Davis, CA, United States, CA - UC Davis UCEDD at the MIND Institute, UCEDD;

This poster reports on the development of the multisite training collaborative in California, where there are 11 MCHB-funded training programs. The collaborative is working as an interdisciplinary learning community to leverage resources towards statewide MCH systems change. We aim to facilitate statewide MCH coordination for leadership training; education on policy development, implementation and monitoring; development of content expertise on systems change; and research collaborations on MCH populations.

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Visions for the Future: Perspectives of Adults with Developmental Disabilities and Caregivers of Adults with Developmental Disabilities
Sheryl Feuer, CPSP, Family Faculty, University of Cincinnati UCE, UCEDD/LEND
^
There's a gap between adult and child systems serving people with developmental disabilities (DDs). This research aims to expose how the systems function and uses qualitative methods to better understand the challenges people with DDs face when transitioning to adulthood. These insights about what people with DDs and their families face provides rich opportunities to better plan, accommodate, and help them achieve their visions for successful and meaningful lives.


Growing Healthy Independence in Nutrition
Kathleen Humphries, PhD, Director OHSU UCEDD, Oregon Institute on Development & Disability, UCEDD/LEND
^
This presentation covers two topics: 1. a model for dissemination and training using UCEDDs, self advocates, families, and community residential services providers, and 2. a new health promotion program in nutrition for persons with developmental disabilities living independently or supported settings.


I Can Do It, You Can Do It!: Empowering Individuals with Disability to Lead Healthy, Active Lifestyles
Lauren Darensbourg, MPH, Director, Programs and Partnerships, President's Council on Fitness, Sports & Nutrition
^
I Can Do It, You Can Do It! is a health promotion model that supports healthy, active lifestyles for children and adults with disabilities. Establishment of ICDI in school/community settings has improved access and equal opportunities for individuals with disabilities to be lead healthy lives. This presentation will highlight how attendees can utilize the ICDI model to establish programs that can improve health outcomes for those with disability.


Prevalence of Sleep Problems in Children with Neurodevelopmental Disorders Referred to a Sleep Clinic
Lindsey Elliott, Graduate Student, Civitan International Research Center, UCEDD/LEND
Kristin Avis, PhD, UAB Department of Pediatrics, Birmingham, AL, United States;

Reported rates of sleep disturbances in children with developmental disorders are higher than rates reported for typically developing children. The current study explored specific areas of sleep hygiene in children with developmental disorders to determine which areas are most in need of targeted intervention. Results indicated that sleep hygiene, specifically sleep location and electronic use at sleep onset were related to daytime sleepiness.

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Planting the Seeds of Change through a Community Mobility Assignment to Promote Awareness and Advocacy Around the ADA
Kerrie Ramsdell, MS, LOTR, Assistant Professor of Clinical OT, Louisiana State University Human Development Center - New Orleans, UCEDD/LEND
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This presentation is about an assignment that was initially part of a collaborative project with our Advocacy Center and the LSUHSC-OT program to collect data on fixed route buses and street cars around ADA compliance. This service-learning IPE assignment with LEND trainees and allied health students to better understand the impact the environment has on participation and activity demands promotes health care reform and advocacy.


Building Montana's Capacity in the Autism Service System
Ann Garfinkle, PhD, MT Act Early Ambassador, University of Montana Rural Institute, UCEDD
^
Participants will learn about development of two state-wide programs for people with Autism Spectrum Disorders. The first was for children 18 to 60 months. The other, a re-tooling of an existing program for adults (participants range in age from 19-62) with Autism Spectrum Disorders. The differences between building a program versus changing an existing one will be discussed with attention to geographic separation and challenges related to insufficient workforce.


Lessons, Challenges and Plans: Enlisting Congregations and Faith Communities in Employment
Bill Gaventa, Director, National Collaborative on Faith and Dis., Collaborative on Faith and Disability
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In this session, participants will learn about the progress of Putting Faith to Work, an employment project coordinated by staff from UCEDDs in Minnesota, Texas, Tennessee, and Kentucky. The project is designed to help faith-based organizations with employment ministries build capacity for members with disabilities that are seeking employment and career advancement.


Policy: Framework for Change
joelle martin, MEd, MBA, NH LEND Fellow, New Hampshire LEND Program
Maggie Dolfini, APRN, NH LEND, Hollis, NH, United States;

Policy: Framework for Change Learn how to engage in policy as an individual, as an employee or member of a professional organization, and as a collaborative member within the wider community. Discover strategies and approaches to becoming an agent of change to improve the supports, services and overall system of care for individuals who experience disabilities and their families.


The Act of Mentoring: Parent Perspectives on the Impact of Mentoring Other Families of Children with Autism Spectrum Disorders
Kristen Kaiser, MA, Director of Community Projects, JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND
Eric Moody, PhD, JFK Partners, Aurora, CO, United States;

This poster describes a study of a parent mentorship program for families with children, newly diagnosed with autism spectrum disorders. The poster will focus on the Parent Mentors, and the impact of the act of mentoring on their sense of empowerment, family quality of life, and the ability to navigate systems of care.


Increasing Smoking Cessation Among People with Disabilities in Ohio: Raising Awareness of the Ohio Tobacco Quit Line
Erica Coleman, MS, Health Activities Coordinator, University of Cincinnati UCE, UCEDD/LEND
Rosalind Gjessing, BA, The Ohio State University Nisonger Center, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;
Yiping Yang, MPH, The Ohio State University Nisonger Center, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;
David Ellsworth, MPH, The Ohio State University Nisonger Center, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;
Susan Havercamp, PhD, The Ohio State University Nisonger Center, Columbus, OH, United States, OH - The Nisonger Center, UCEDD/LEND;
Laura Friedenberg, MA, Ohio Department of Health, Columbus, OH, United States;
Matt Giljahn, BA, Ohio Department of Health, Columbus, OH, United States;

In 2011, 39% of people with disabilities (PWD) in Ohio smoked vs. 22% of those without. The Ohio Disability and Health Program (ODHP) identified smoking cessation among PWD as a high priority need and collaborated with our state-based Tobacco Use Prevention and Cessation Program to raise awareness of the Ohio Tobacco Quit Line by creating a promotional campaign targeting PWD.

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Providing Parents with Limited English Proficiency with Meaningful Participation in the IEP Process
Maureen vanStone, JD, MS, Associate Director, Kennedy Krieger Institute, UCEDD/LEND
John Delaney, MS, Maryland Center for Developmental Disabilities, Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;
Mallory Finn, JD, Maryland Center for Developmental Disabilities, Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;

The Individuals with Disabilities Education Act (IDEA) requires a Local Education Agency (LEA) to provide parents of a child with a disability meaningful participation in the development of the child's Individualized Education Program (IEP). Schools must provide additional resources to ensure meaningful participation for parents with Limited English Proficiency (LEP). This poster will examine what is legally required from schools, at both the state and federal levels.

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Medical-Legal Partnerships: The Impact of Educational Advocacy
Carrie Schiel, MS, CCC-SLP, Ms., Kennedy Krieger Institute, UCEDD/LEND
Maureen van Stone, JD, MS, Kennedy Krieger Institute, Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;
Christopher Smith, PhD, Kennedy Krieger Institute, Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;

The poster will describe how a medical-legal partnership that is primarily focused on education and special education advocacy positively impacts the health and well-being of children with disabilities and children with special healthcare needs as well as fosters collaboration among families, health care professionals, educators, and attorneys.


Congenital Cytomegalovirus Infection: the Leading Viral Cause of Developmental Disabilities
Stephanie Browning McVicar, AuD, Utah EHDI Director, Center for Persons with Disabilities, UCEDD/LEND
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Cytomegalovirus (CMV) infection is the most frequently-occurring congenital infection in America, affecting 1 in 150 infants, yet very few women have heard of CMV. One in five children infected with the virus in utero will have developmental disabilities. Women of child-bearing age need to be informed about the risks of congenital CMV. The audience will learn about CMV, its prevention strategies, and how to increase its public awareness.

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Effective Transition Services to Promote Successful Outcomes in Post-School Placements
Maureen vanStone, Associate Director, Kennedy Krieger Institute, UCEDD/LEND
Christopher Smith, Maryland Center for Develpmental Disabilities, Baltimore, MD;
Michelle Dauksha, Maryland Center for Developmental Disabilities, Baltimore, MD;

Transition services focus upon improving the academic performance and functional achievement of students with disabilities, while facilitating a cohesive transition from the school system to postsecondary opportunities in the area of education, employment, and independent living. IDEA requires that IEPs for students age 16 years and older contain appropriate, measurable post-secondary goals. Despite the mandate, many students are not receiving adequate transition services to be successful in post-school placements.

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Building the foundation for a Maine Chapter of the Sibling Leadership Network
Kate Quinn Finlay, MS, LSW, LEND Fellow, The University of Maine, Center for Community Inclusion, UCEDD
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As a LEND Fellow for the 2014-201 5NH/ME Cohort, my leadership in action project was development of a Maine Chapter for the Sibling Leadership Network(SLN). Partnering with the University of Maine UCEDD was integral in supporting this project with targeted start summer of 2015. Participation in the national SLN conference was the highlight of this project.

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Enhancing Family-Centered Early Intervention Services Utilizing an Electronically Administered Satisfaction Survey
Trisha Chase, MS, Ms. , Center for Persons with Disabilities, UCEDD/LEND
Brigid Crotty, BS, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

This presentation will discuss the process of refining an electronic satisfaction survey to aid an early intervention organization in obtaining satisfaction data from families about the services the organization provides. The methods and procedures used to refine the survey and obtain family input on the survey will be reviewed. The procedures used to support the organization in implementing the survey and analyzing the survey data will also be discussed.

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The Healthy People 2020 Roadmap for Massachusetts Children and Youth with ASD/DD: Understanding Needs and Measuring Outcomes
Elaine Gabovitch, MPA, Instructor/Family Faculty, Eunice Kennedy Shriver Center, UCEDD/LEND
^
The State Autism Roadmap needs assessment addresses, and makes recommendations to, the state priority published in the 2013 Massachusetts Autism Commission report to develop a comprehensive statewide approach to address the needs of MA children and youth with autism and developmental disorders by implementing consistent statewide data collection practices.


Children with Disabilities: Getting School Systems to Identify and Address Emotional Disabilities through the Child Find Mandate
Maureen vanStone, JD, MS, Associate Director, Kennedy Krieger Institute, UCEDD/LEND
Alicia Woolf, MEd, Kennedy Krieger Institute, Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;
Christopher Smith, PhD, Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;

Children with emotional disabilities who have average or above average IQ scores are often denied evaluations for special education and related services by school systems. This research highlights Child Find violations by school systems under IDEA and the current crisis that families, advocates, and attorneys face when children are denied access to an appropriate education program and placement. The presenters will propose actionable solutions and highlight best practices.


Show Me Careers: Transition to Employment in Missouri
Ronda Jenson, PhD, Director of Research, University of Missouri, UCEDD/LEND
Tom McVeigh, MS, Kansas City, MO, MO - University of Missouri, UCEDD/LEND;
Derrick Willis, MPA, Kansas City, MO, MO - University of Missouri, UCEDD/LEND;

Show Me Careers focuses on the transition from high school to integrated employment for students with I/DD. This presentation highlights the evaluation which aligns a set of guiding principles with the SELN model of high performing states. The evaluation of this project uses a rubric design that provides a framework for monitoring impact as well as building stakeholder capacity for data-driven results.

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The Autism Insurance Resource Center; Facilitating Access to Evidence-Based Treatment
Amy Weinstock, MA, Director, Eunice Kennedy Shriver Center, UCEDD/LEND
^
This poster describes the work of the Autism Insurance Resource Center (AIRC), housed with INDEX, the E.K. Shriver Center's disability informatics resource at UMass Medical School.

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Perceived Benefits of Therapeutic Horseback Riding on Quality of Life for Youth with Autism
Julie Christensen, PhD, Director of Employment Programs, Strong Center for Developmental Disabilities
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This exploratory study aimed to describe the perceived benefits of therapeutic horseback riding (THR) on quality of life for youth with Autism, comparing and contrasting the experience from the youth and parent perspective. Conducted in partnership between Strong Center for Developmental Disabilities and the EquiCenter, Inc., results of this study can inform clinicians about the role THR plays in the treatment plan for youth with Autism and other developmental disabilities.

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Ethical, Legal, and Social Implications of the Critical Congenital Heart Defect Screening Program
Emily Reddy, MSOT, Occupational Therapist, New Hampshire LEND Program
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This presentation examines the ethical, legal and social implications of the New England Genetics Collaborative critical congenital heart defect newborn screening program. The project is a piece of a larger review of the screening program.


Diversity, Disability & Inclusion: Using Community Listening Sessions to Become More Welcoming Organizations
Rhonda Eppelsheimer, MSW, Director, UCEDD, Oregon Institute on Development & Disability, UCEDD/LEND
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The Partners in Oregon on Diversity & Disability (PODD) include the Oregon AIDD partners-- 2 UCEDDs at OHSU and U of O, Oregon Developmental Disabilities Council and the Disability Rights Oregon. Each organization has a mission that includes serving all Oregonians who experience or have a relationship with disability. This poster will share our journey to increase cultural competency and become more welcoming organizations through listening sessions with diverse communities.

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Person-Centered Planning with Disabled Senior Citizens in Maine: Case Presentations From Piscataquis Thriving in Place Project.
Janet May, MEd, Coordinator Transition & Adults, Center for Community Inclusion & Disability Studies
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This poster presentation will describe how a Person-Centered Planning model is explored with Maine senior citizens who experienced disability. Case studies from the project will be shared using examples from the planning sessions (i.e. photographs,planning tools). The PCP sessions are a component of an initiative titled Thriving in Place, a 3-year project that seeks to assist seniors and individuals with chronic illness to live in their own homes.

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School for Global Inclusion and Social Development: Empowering People and Communities Locally, Nationally, and Internationally
Paula Sotnik, Senior Research Associate , Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
William Kiernan, PhD, School for Global Inclusion and Social Development, Institute for Community Inclusion, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;
Paula Sotnik, BA, School for Global Inclusion and Social Development, Institute for Community Inclusion, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;

In our interconnected world, understanding the causes of social exclusion is crucial. People are excluded from their communities for reasons including disability, age, race, gender, and sexual orientation. The School for Global Inclusion and Social Development works to empower people and communities locally, nationally, and internationally to advance wellness, education, economic participation, and social opportunities for all citizens by developing leaders, building knowledge, and demonstrating real-world innovations that embrace inclusion.


Linguistic and Cultural Adaptation of Transitioning Together: Juntos en La Transicion`
Leann Smith, UCEDD Research Director, Waisman Center, UCEDD/LEND
Jocelyn Kuhn, Madison, WI;
Rod Salgado, Eugene, OR;
Stephanie Borjas, Madison, WI;

This presentation will focus on the process of linguistically and culturally adapting an evidence-based intervention that aims to support adolescents with Autism Spectrum Disorders (ASD) and their families in the transition to adulthood. Participants will learn about the adaptation of this intervention, engage in discussion about why, when, and how to culturally adapt evidence based interventions, and consider the ways in which cultural adaptations can create positive community change.


Why and How to Start a Disability Related Business
Zipporah Levi-Shackleford, MA Ed, Trainee, Transition Coordinator, Educator, Partnership for People with Disabilities, UCEDD/LEND
^
The special needs population is rapidly growing, increasing the need for disability related services and businesses. Individuals with disabilities, Trainees, parents and caregivers have the skills and understanding of the population required to create these businesses but, often are intimidated by the process. This presentation led by a special needs parent and an individual with a disability will cover how to get started and building your brand.

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State Early Learning Standards and Children with Disabilities: Are They Included?
Annie George-Puskar, MA, Doctoral Fellow, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
Mary Beth Bruder, PhD, Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD;

The purpose of this project was to examine the early learning development standards developed in each state or territory in the United States for the use of the term "disability" or "disabilities". The study examined the use of these terms in each document in order to provide guidance for the implementation of early learning standards for children with disabilities in inclusive preschool settings.


Trends and Outcomes for Students with Intellectual Disabilities: Five Years of Data from the National Coordinating Center
Cate Weir, MEd, Program Director, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
Debra Hart, MS, Boston, MA, 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 five years of data from the first cohort of 27 model demonstration projects through its comprehensive data collection system. This poster will share key data points and what is emerging from these data in terms of promising practices and student outcomes.

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Transition Services from a Family Perspective
Christine Grosso, MS, Ms, Oregon Institute on Development & Disability, UCEDD/LEND
Kim Solondz, Portland, OR, OR - Oregon Institute on Development & Disability, UCEDD/LEND;
Rhonda Eppelsheimer, Portland , OR, OR - Oregon Institute on Development & Disability, UCEDD/LEND;

Quality improvement: transition services for adolescents who experience I/DD


VT LEND Interdisciplinary Consultation Model
Mary Alice Favro, MA, Assistant Training Director, Vermont Leadership Education in Neurodevelopmental Disabilities, LEND
Patriica Thomas, BS, VT LEND, Burlington, VT, United States, VT - Vermont Leadership Education in Neurodevelopmental Disabilities, LEND;

VT LEND uses a technical assistance model to teach trainees how to engage in interdisciplinary culturally responsive consultation. This is a time efficient, interdisciplinary, culturally responsive model supporting teaching of specific meeting facilitation and consultation skills in a distance learning format. Information on the pre-meeting preparation, process and outcomes will be shared.

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Meeting the Needs of Parents During the ASD Assessment Process.
Vicki Simonsmeier, MS/PhD , Clinical Coordinator-SLP/URLEND Core Faculty, Center for Persons with Disabilities, UCEDD/LEND
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Many of the professional organizations guiding our work with children with ASD discuss the parent/family as part of the evaluation process. This is a review of the literature to capture the voice, perceptions and experiences of the parents of children with ASD during the evaluation process for their child.


Successful Collaborative Partnerships for the Development of Inclusive Emergency Preparedness and Response in Delaware
Phyllis Guinivan, PhD, Program Manager, Center for Disabilities Studies, UCEDD/LEND
Daniese McMullin-Powell, BS, Chair, State Council for Persons with Disabilities (Self-advocate), Newark, DE, United States;
Bethany Hall-Long, PhD, Delaware Senator and Professor, UD School of Nursing, Newark, DE, United States;
Ingrid Hansen, Delaware Medical Reserve Corps Unit Leader, University of Delaware, Newark, DE, United States;
Timothy Cooper, MA, CEM, Director, Office of Preparedness, Delaware Division of Public Health, Smyrna, DE, United States;

Delaware's Center for Disabilities Studies, Medical Reserve Corps, Division of Public Health's Office of Preparedness and self-advocates have successfully partnered to address supports needed by people with disabilities during emergencies. The partnership involved trainings for public health nurses and Medical Reserve Corps volunteers who staff emergency shelters, inclusive emergency training exercises and the development of a new functional and access response entity in the Public Health Incident Command System.

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Using the Critical Incident Technique to Investigate the Impact of LEND Experiences on the Current Decision Making Behaviors of Trainees.
Akilah Heggs, MA, LEND Faculty, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Emily Graybill, PhD, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Stephen Truscott, PhD, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Mark Crenshaw, MTS, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Erin Vinoski, MPH/CHES, Atlanta, GA, United States;
Daniel B. Crimmins, PhD, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

This presentation will discuss the use of the Critical Incident Technique (CIT) as a qualitative method to explore how specific activities during the LEND experience contribute to former trainees' current decision making practices in the workplace and in the community. Trends in critical incidents were identified and the data are being used to inform GaLEND program implementation and assess long-term learner outcomes of the interdisciplinary training program.

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A Profile and Developmental Screening of the Children in an Inclusive Child Center
Lyllymar Colon, MS, , Institute on Developmental Disabilities, UCEDD
Annie Alonso, PsyD, San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;
Ilia Torres, MS, San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;
Carmen S. Rodriguez, MSW, San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;
Mario Rodriguez, PhD, San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;

Developmental screening is an important component in early childhood intervention. In this poster presentation, we describe the profile and developmental screening of the children in a inclusive center in Puerto Rico.


Responding to Diversity in the Disability Community: Diversity & Inclusion Blueprint
Theodore Kastner, MSEd, Director, Rose F. Kennedy Center, UCEDD/LEND
Tanisha Clarke, MPH, AUCD, Silver Spring, MD;
Jenean Castillo, PhD, Valhalla, NY, NY - Westchester Institute for Human Development, UCEDD/LEND;
Sara DiRienzo, MA, Laramie, WY, WY - Wyoming Institute for Disabilities, UCEDD;
Shannon Haworth, MA, AUCD, Silver Spring, MD, United States;
Steve Brown, PhD, Oakland, CA, HI - Center on Disability Studies, UCEDD/LEND;
Naomi Rombaoa Tanaka, MS, Honolulu, HI, HI - Center on Disability Studies, UCEDD/LEND;

This poster highlights the Diversity & Inclusion Blueprint developed by AUCD for the UCEDD and LEND networks. The Blueprint provides 14 objectives and related implementable strategies in support of increasing diversity, inclusion, and cultural and linguistic competence in personnel, training, service, and research. Strategies are offered for each of three audiences: AUCD network members (UCEDDs and LENDs), AUCD Central Office, and our federal funders (AIDD and MCHB).

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