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AUCD - Poster Session: Training Trainees

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Monday, November 16, 2015 9:00am - 10:15am

Location: Grand Ballroom North

Session Description

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 during each time slot as space allows; pre-registration is not required.




Presenters

Leadership Training Through The National Association for County and City Health Official's Health and Disability Fellowship Program
Kendall Leser, MS, Program Analyst, The National Association of County and City Health Officials
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For the past two years, The National Association of County and City Health Official's (NACCHO) Health and Disability program has received funding from the Centers for Disease Control Prevention (CDC) to implement a fellowship training program to graduate students/recent graduates who have an interest in the field of health and disability. This conference session will describe the purpose, activities/deliverables, and lessons learned to date from the fellowship program.

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Developing and Delivering Curriculum for the Adult Learner
Cindy Ellis, MD, Nebraska LEND Director, Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND
Kellie Ellerbusch, LPN, BLA, Nebraska LEND, Omaha, NE, United States, NE - Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND;
Kay Conklin, MSW, Missouri LEND, Columbia, MO, United States, MO - University of Missouri, UCEDD/LEND;
Lenore Holt, PhD, Iowa LEND, Iowa City, IA, United States, IA - Center for Disabilities and Development, UCEDD/LEND;
Eric Kurtz, PhD, South Dakota LEND, Souix Falls, SD, United States, SD - Center for Disabilities, UCEDD/LEND;
Lou Rinner, MSEd, Kansas LEND, Kansas City, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;

This poster will illustrate the capacity building activities of the Midwest LEND Consortium to develop more curricular components based on adult learning concepts including competency-based training, flipped classroom, co-learning, etc. It will provide highlights of the training we received and report on the outcomes for the training programs in each of our five LEND programs


Assessing Attitudes: Nurse Educators as a Cornerstone of Change
Lori Lyon, EdD, MSN, Assistant Professor, The University of Alabama
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This study examined nurse educators attitudes toward people with disabilities (PWD) identifying multidimensionality and model perspective and the influence of personal and professional experience. Results indicted that nursing education approaches toward disability were generally positive, but suggested a need for adoption of the biopsychosocial view of disability and increased use of evidence-based education. This study is of value to persons concerned with the wellness of people with disabilities.

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Hungry to Learn: Teaching Students to Implement Individualized Feeding Intervention in a Behavioral Treatment Clinic
Susannah Poe, EdD, Professor, Center for Excellence in Disabilities, UCEDD/LEND
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Food selectivity is a significant concern for families of many children on the autism spectrum, but one that can be addressed through intensive, individualized behavioral treatment. Students who are learning to work with this population benefit from properly-supervised experience in implementing safe and appropriate interventions that can then be transferred to caregivers. Our iASD clinic prepares WVU students for this challenge through education, observation, and hands-on experience.


Growing and Engaging Leaders: Creating the AUCD Alumni Network
Shannon Haworth, MA, Senior Manager, Disability and Public Health
Ben Kaufman, MSW, Association of University Centers on Disabilities, Silver Spring, MD, United States;
Zipporah Levi-Shackleford, MA, Va-LEND, Richmond, VA, United States;
Laurel Geist, MHA, Nisonger Center, Columbus, OH, United States;

This poster will highlight how an alumni group for former AUCD trainees can facilitate leadership development and support network engagement among trainees after graduation and into their professional careers. An alumni group has the potential to become a strong community for both emerging and established leaders, creating unique opportunities for leadership, peer-to-peer learning, information dissemination, and ongoing dialogue about the value of interdisciplinary collaboration across training, practice, research, and policy.

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Cultural Competence Training in Disability Leadership Programs: Perceptions and Recommendations.
Emily Graybill, PhD, Clinical Assistant Professor, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Emily Graybill, PhD, 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;
Rachel Esch, EdS, Georgia State University, Atlanta, GA, United States, GA - 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;
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;

This poster describes the infusion of cultural competence into the Georgia Leadership and Education in Neurodevelopmental Disabilities (GaLEND) program. Cultural competence was incorporated into the curriculum using both explicit and implicit instructional strategies. These instructional strategies will be described on the poster. GaLEND trainees provided feedback on their cultural competence instruction through end-of-year focus group discussions. Their perceptions of the curriculum will be examined in this presentation.

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Diversifying Leadership Development: Wisconsin LEND Milwaukee-Link
Anne B Harris, PhD, WI LEND Director, Waisman Center, UCEDD/LEND
Kris Barnekow, PhD, Univesity of Wisconsin-Milwaukee, Milwaukee, WI, United States;

With a goal of increasing the diversity of the cadre of MCH leaders prepared to serve children with special health care needs in Wisconsin and elsewhere, the WI LEND program has piloted a successful distance-learning option to link the LEND training program from the Waisman Center, UW-Madison to UW-Milwaukee. Implementation strategies and lessons learned demonstrate how to promote connections with partner universities to diversify leadership development.

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Children's Mental Health: Embedding Mental Health Content into the LEND Curriculum
Shannon Haworth, MA, Senior Manager, Disability and Public Health
Harriet Marie Chapin, MS, CPNP, Va- LEND, RICHMOND, VA, United States;
Elaine Ogburn, Va-LEND, RICHMOND, VA, United States;
Tracy White, MA, BSN, RN, Va-LEND, RICHMOND, VA, United States;

Children who have both developmental disabilities and mental health needs, and their families, face a wide range of additional challenges. This session presents these challenges and offers a process for incorporating mental health content into the LEND curriculum. Va-LEND faculty will share their process for identifying needed content, embedding it into the curriculum, and evaluating the process. Participants will have an opportunity for discussion and questions.

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Tele-Mentoring to Build Capacity in Education: University of Wyoming ECHO Superhub
Sandra Root-Elledge, MA, Interim Director, Wyoming Institute for Disabilities, UCEDD
Canyon Hardesty, MS, CHES, Wyoming Institute for Disabilities, Laramie, WY, United States;

The Wyoming Institute for Disabilities' (WIND) translated Project ECHO for use in education to revolutionize professional development in assistive technology. UW ECHO in AT is a lifelong learning and guided practice model designed to build capacity for assistive technology, reduce disparities based upon school region or resources, increase educators' self-efficacy related to assistive technology and improve student outcomes. Learn about this model and its potential for other educational applications.

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Einstein Buddies: Children with Developmental Disabilities Driving Positive Perceptions in Medical Education
Carol Terilli, DPT, Physical Therapist, Rose F. Kennedy Center, UCEDD/LEND
Elizabeth Ridgway, OTD, Pediatrics, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;

This innovative program joins medical students at Albert Einstein of Medicine with the Rose F. Kennedy UCEDD to develop collaborative relationships in experiential learning. Einstein Buddies, a Community Based Service Learning program was created with the vision of developing leadership among patients and medical students as they learn about each other's roles: self advocates as teachers, play partners as future doctors, with each bending the perception of "ability."


Family Connection: Diversifying Family Centered Care Training
Mary Alice Favro, MA, Assistant Training Director, Vermont Leadership Education in Neurodevelopmental Disabilities, LEND
Fatuma Bulle, Burlington, VT, United States, VT - Vermont Leadership Education in Neurodevelopmental Disabilities, LEND;

Trainees need to engage with families from diverse ethnic and racial backgrounds as part of person and family centered care training. VT LEND provides a Family Connection experience where each trainee visits a family from a background different than their own to learn about the family?s experience raising a child with a disability. Training and working with interpreters and cultural brokers are key parts of the experience.


Developing Leadership through Quality Improvement within Iowa's Integrated Health Home Program
Vickie Miene, MS, MA, LMHC, Executive Director, U of IA Center for Child Health Improvement and Innovation
Jeff Kritzman, MS, Center for Child Health Improvement and Innovation, Iowa city, IA, United States;

Iowa's Integrated Health Home Program provides care coordination and supports to individuals with mental health challenges and their families. Technical assistance activities build leadership through quality improvement training using the Science of Improvement methodology. Interactive session activities will familiarize participants with driver diagrams, aim statements and Plan, Do, Study, Act cycles. Participants will learn leadership strategies and leave with a preliminary plan to implement QI projects in their agency.


Oklahoma LEND Learning Experience Explored and Emerging Theory Explained
Megan Peters, DSc PT, PCS, 1999 LEND Fellow, N/A, Center for Learning and Leadership, UCEDD/LEND
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Our qualitative study explores the influences of the Oklahoma LEND learning experience through in-depth interviews of fourteen program graduates representing program years ranging from 1998 to 2013. Several key processes are identified that influence program graduates throughout the learning experience. We present a model explaining our emerging theory on the interconnected learning processes that contribute to shaping program graduates in ways that extend beyond the program year and into practice.

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Oklahoma Leadership and Education in Neurodevelopmental Disabilities (LEND) Graduates: Collecting Data Beyond the Required 10 Years
Mark Wolraich, MD, OK LEND Director, Center for Learning and Leadership, UCEDD/LEND
Linda WIlson, PhD, OK LEND Training Director, Oklahoma City, OK, United States, OK - Center for Learning and Leadership, UCEDD/LEND;
Angela Harnden, PhD, OK LEND Program Evaluator/ UCEDD Director of Data and Outcomes, Oklahoma City, OK, United States, OK - Center for Learning and Leadership, UCEDD/LEND;
Wanda Felty, Community Leadership and Advocacy Coordinator, Oklahoma City, OK, United States, OK - Center for Learning and Leadership, UCEDD/LEND;

Oklahoma LEND has expanded the required one, five and ten year follow-up process to include graduates post-ten years and better show long-term program impact. The process will be described including: 1) mapping of discipline, location and employment of all graduates; 2) development of an OKLEND graduate Facebook site; and 3) projected impact of incorporating a post-ten year follow-up process for the LEND Network.

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Evidence-Based Practice Case Discussions in an Inter-disciplinary Training Setting
Katie Laubscher, DPT, Senior Physical Therapist, Center for Disabilities and Development, UCEDD/LEND
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This poster presentation will describe a teaching method used within one LEND program to support development of evidence-based clinical decision making within an interdisciplinary case discussion group. The collaborative seminar session encourages LEND trainees to take into consideration critical appraisal of research, family centered care concepts, policy and advocacy needs, and the use of plain language for clear communication with patients and families.

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Recruiting and Supporting Racially and Ethnically Diverse LEND Trainees: Identifying Successes and Challenges
Judith Holt, PhD, Interim director, Center for Persons with Disabilities, UCEDD/LEND
LisaMarie Turk, MSN, RN, University of New Mexico College of Nursing, Albuquerque, NM, United States;
Natalie Allen, DNP, FNP-BC, PCPNP-BC, University of Utah, Salt Lake City, UT, United States;
Nadyne Guzman, PhD, JFK Partners, Aurora, CO, United States;

Four focus groups were conducted with LEND trainees who identified as racially or ethnically diverse. The groups aimed at identifying how trainees selected a career path in maternal and child health care professions, how they are supported in their LEND programs, and their recommendations for how LEND programs can better recruit and support racially and ethnically diverse trainees. Feedback was analyzed and recommendations for recruitment and retention strategies were compiled.

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