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AUCD - Poster Session: Self-Determination & Advocacy Leadership

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Monday, November 16, 2015 10:30am - 11:45am

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

Systematic Review of Type of Interventions to Instruction Self-Advocacy Skills to Individuals with Developmental Disabilities.
Anna Brady, MSEd, Graduate Research Assistant , Center for Persons with Disabilities, UCEDD/LEND
Anna Brady, MSEd, URLEND, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;
Judith Holt, PhD, URLEND, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

This systematic review of advocacy instruction for persons with DD identifies 12 studies for teenagers and adults with DD. This review compares and contrasts the current literature and provides implications for best practices for teaching self-advocacy skills.

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My Voice. My Participation. My Board: Leadership Training for Individuals with Intellectual and Developmental Disabilities
Susanna Miller-Raines, Community Support Specialist, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Ryan Johnson, Atlanta, GA, AL - Civitan International Research Center, UCEDD/LEND;
Andrew Roach, PhD, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Anne Stair, EdS, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Ernest Hopkins, self-advocate, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

With the growing power of the self-advocacy movement, community organizations are increasingly recognizing the importance and value of including individuals with intellectual or developmental disabilities as full members of their governance boards and advisory councils. Many individuals with IDD have not had opportunities and experiences to prepare them for these roles. This poster will focus on a newly developed program to address this need--My Voice. My Participation. My Board.

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"Teach Us to Do It Ourselves": A Successful Collaboration with Self-Advocates in the Development of Self-Advocate Leadership Training
Rose Ann Percival, , Community Partnerships Coordinator, Center for Learning and Leadership, UCEDD/LEND
Deanna Banta, Oklahoma People First, Oklahoma City, OK, United States;
Linda Gonzales, HS, Anadarko People First, Anadarko, OK, United States;

Many Oklahoma self-advocates have stated that most of the trainings they have attended have not been geared to their needs and have not been generated from their own experience and perspectives. Oklahoma self-advocates asked their disability partners to "Teach Us to Do It Ourselves". This presentation will demonstrate a successful collaboration in the development and training of a leadership curriculum by self-advocates.

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Perceptions of Self-Determination Among College Students with Disabilities
Alyssa Francis, Student, UCEED Trainee, The Paul V. Sherlock Center on Disabilities, UCEDD
Meada Daly-Cano, MS, University of Rhode Island, Kingston, RI, United States, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;
Tabitha Newman, MA, Rhode Island College, Providence, RI, United States, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;
Kayla Nastari, MA, Rhode Island College, Providence, RI, United States, RI - Brown Leadership Education in DBP;
Shannon Dowd-Eagle, PhD, Rhode Island College, Providence, RI, United States, RI - The Paul V. Sherlock Center on Disabilities, UCEDD;

This poster will present a trainee led pilot-study aimed at assessing perceptions of self-determination skills among college students with disabilities. Specifically, the poster will (1) present the survey results from the pilot study, (2) provide a summary of the qualitative feedback (3) discuss the differences between the survey results and qualitative feedback (4) discuss lessons learned, and (5) provide plans for future research.


Self-Determination in Adolescents and Adults with FXS: Findings of Self-Report and Parent Perspectives
Adrienne Villagomez, Trainee, Carolina Institute for Developmental Disabilities, UCEDD/LEND
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Involvement in health care decisions is important for promoting healthy behaviors and compliance with treatment. However, there is a paucity of research that addresses how to include individuals with intellectual/developmental disabilities in health-related decisions. Supporting self-determination is one avenue to encourage inclusion in decision-making. This study explores factors associated with self- and parent-reported self-determination in individuals with fragile X syndrome, the leading known inherited form of ID and autism.

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Self-Advocates as Legislative Leaders
Eric Treat, Member Community Advisory Committee, Partners for Inclusive Communities, UCEDD/LEND
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For three days, self-advocates take over the Arkansas State Capitol to conduct the Disability Legislative Session. There they draft and debate bills, then vote their approval. Successful bills are introduced into the General Assembly, where some become law. Participants in this session will learn from a self-advocate about the Disability Legislative Session's benefits for leadership development and how this activity can be done in your state.


A Longitudinal Investigation of Self-Determination Among Young Adults with Intellectual Disabilities: Preliminary Findings
Moira Kirby, MEd, Ms., Institute on Disabilities, UCEDD
Ross Whiting, MEd, Temple University, Philadelphia, PA, United States, PA - Institute on Disabilities, UCEDD;

This poster presents preliminary results from a two-year study of self-determination among 12 young adults with intellectual disabilities enrolled in the Academy for Adult Learning, a postsecondary program for adults with intellectual disabilities at Temple University. Preliminary results from the first two administrations of the Arc Self-Determination Scale (Wehmeyer & Kelchner, 1995), and data from observations of students and classes will be presented and preliminarily discussed.

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SUCCESS in Telling Your Story: Teaching Youth with Developmental Disabilities to be Self-Advocates using Comic Strips
George Gotto, PhD, Director of Community Services, University of Missouri, UCEDD/LEND
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SUCCESS in Telling Your Story is a curriculum that teaches youth with developmental disabilities to be strong self-advocates. It employs original comic strips, face-to-face facilitation, and video to help youth develop and practice telling their story for a variety of audiences and purposes. This presentation reports on the results of a pilot implementation of the curriculum,


Teaching for Life: A User Guide to Teaching Self-Determination
Megan Adkins, MA Special Education, Mrs., Schiefelbusch Institute for Life Span Studies, UCEDD/LEND
Megan Adkins, MA Special Education, University of Kansas, Lawrence, KS, United States;
Adam Lockwood, PhD Educational Psychology, KU Medical Center, LEND program, Kansas City, KS, United States;

High levels of self-determination skills predict post-school outcomes of increased community and workforce participation. Teaching students self-determination empowers them to identify and attain their own goals, and experience greater lifelong success. This project will demonstrate an accessible, and useful approach to self-determination. We hope to build awareness of the research to practice gap and revitalize leadership commitment to teaching self-determination.