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AUCD - Poster Symposium: Transition Strategies

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Monday, December 5, 2016 2:00 PM - 3:00 PM

Location: Grand Ballroom South Salon

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 around common themes. Facilitators will open each poster symposia with broad thoughts about the room's theme followed by a brief 2-3 minute presentation by each poster presenter, approximately 15 per room. Attendees will then have time for more in-depth exploration of the information presented and make connections with others in the room. Attendees are attend to select one symposia to attend during each time slot as space allows; pre-registration is not required.




Presenters

Surviving and Thriving in the Real World: A Daily Living Skills Intervention for Adolescents with Autism Spectrum Disorder (ASD)
Amie Duncan, PhD, Assistant Professor, University of Cincinnati UCE, UCEDD/LEND
Kristin Walden, OTR/L, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Heather Strong, MA, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Hadia Khan, CIncinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Kristen Stefanski, MD, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;

The current study had the following aims: (1) develop a daily living skills intervention for high functioning teens with autism spectrum disorder to assist with a successful transition to college, employment, and independent living in adulthood; and (2) conduct focus groups to evaluate the effectiveness, satisfaction, and feasibility from parent and adolescent participants.


A literature review of the transition of culturally and linguistically diverse students: Trends, barriers, and recommendations
Anna Brady, M.S. Ed., Graduate Research Assistant , Center for Persons with Disabilities, UCEDD/LEND
Lillian Duran, Ph.D., University of Oregon, Eugene, OR, United States;

This literature review examines the current trends, barriers, and recommendations for transition students who are culturally and linguistically diverse (CLD). This review highlights the need for more empirical research investigation the transition outcomes of CLD students and the interventions and teacher training that is likely to improve those outcomes. Given the limitations identified in the field, this is an area that is clearly understudied and demands further attention.

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ACES 2016: Augmentative Communication, Empowerment, and the Transition to Adulthood
Kathryn Helland, M.S., CCC-SLP, AAC Specialist, Institute on Disabilities, UCEDD
Russel Goldstein, B.A., Philadelphia, PA, United States, PA - Institute on Disabilities, UCEDD;

This Poster presentation will discuss ACES 2016. ACES stands for Augmentative Communication Empowerment Supports. At this summer institute on the Temple University campus, an amazing group of young adult users of AAC (augmentative and alternative communication) spend two weeks focused on the transition to adulthood. Pre and post data will be presented on participants� abilities to independently communicate, utilize computer skills, and self-advocate for their needs.


Health Care Transition for Individuals with Intellectual and/or Developmental Disabilities: A Policy Brief
Patricia Patrick, DrPH, Director of Research, Westchester Institute for Human Development, UCEDD/LEND
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Only 40% of individuals with special health care needs or disabilities receive the necessary services for appropriate transition to adult life and adult health care services. This project summarizes the efforts of LEND trainees in outlining the current status of health care transition, including evidenced-based barriers and potential strategies to overcome challenges. Recommendations for individuals, family members/caregivers, and health care providers are presented.


Developing Strategies to Engage Adult Providers in Health Transitions of Youth with Special Health Care Needs
Judith Stych, BS, RN, CDDN, LEND Fellow, Waisman Center, UCEDD/LEND
Anne Bradford Harris, PhD, MPH, RD, Madison, WI, United States, WI - Waisman Center, UCEDD/LEND;
Pamela F. Levin, PhD, APHN-BC, Rush University College of Nursing, Chicago, IL, United States;

Health transition efforts have primarily focused on pediatric providers and development of self-care management skills of youth with special health care needs and their families. Yet prepared adult providers are essential to completion of youth transfers to adult health care or an adult approach to care. This poster describes strategies developed within a university health system to engage with adult providers and provide relevant training resources.

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Ready for the Future: Maine Youth with Disabilities Developing Work Skills
Janet May, MEd, Coordinator Transition & Adults, Center for Community Inclusion & Disability Studies
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Our poster will share information about two initiatives sponsored by the Center for Community Inclusion and Disability Studies (CCIDS) at the University of Maine. The initiatives, Summer Work for ME (SW4ME) and 2016 Green Crab Intertidal Survey (Green Crab 2016), are projects which provide Maine transition-aged youth paid career exploration and work opportunities through collaboration with multiple community partners.

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Supporting Transition Education for Families of Youth with Autism Spectrum Disorder
Miya Asato, MD, Dr, UCLID Center, LEND
Robert Noll, PhD, Pittsburgh, PA, United States, PA - UCLID Center, LEND;
Benjamin Handen, PhD, Pittsburgh, PA, United States, PA - UCLID Center, LEND;

The transition of health care for youth with autism spectrum disorder (ASD) is an important but complex topic. The presenter has developed an educational webinar for parents and other caregivers of youth with ASD that addresses several issues that may come up during the process of transitioning from pediatric to adult care. A case-control research study will determine if this webinar is an effective resource for families.

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Partnership and Progress: Maryland regional focus groups for parents of transition-age young adults with autism spectrum disorder
Elizabeth Hall, MSW, Evaluation and Development Coordinator , Kennedy Krieger Institute, UCEDD/LEND
Jacqueline Stone, PhD, Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;
Rebecca Rienzi, Executive Director, Pathfinders for Autism , Hunt Valley, MD, United States;
Trish Kane, Director of Programs, Pathfinders for Autism , Hunt Valley, MD, United States;
Parent participant, Germantown , MD, United States;

The Maryland Center for Developmental Disabilities and Pathfinders for Autism, Maryland?s largest autism non-profit, will discuss their regional focus group project for parents of transition-age young adults with autism spectrum disorder. Topics to be discussed are: best practices for UCEDDS and their partner agencies to create needs assessments for annual and five year reviews; focus group development, structure, and logistics; outreach strategies; and future plans and partnerships.

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Transition In Action Clinic: Integrating Health, Education & Employment
Wendy Parent-Johnson, Ph.D., Executive Director, Center for Disabilities, UCEDD/LEND
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This session will describe an innovative TransitionsInAction Clinic, a comprehensive, daylong, multi-disciplinary team experience designed to impact the post-school outcomes and quality of life experienced by a young adult with a disability and chronic health conditions as he/she moves to adulthood with particular emphasis on the integration of education, health, employment, and independent living. Preliminary data indicating impact and outcomes will be highlighted.

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Skill Building Recommendations for Transition-Age Youth with Intellectual and Developmental Disabilities in Foster Care
Karishma Dara, BA, Medical Student Research Fellow, Strong Center for Developmental Disabilities, UCEDD/LEND
Deborah Napolitano, Ph.D, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;

The transition to adulthood is challenging for many youth with intellectual and developmental disabilities (IDD). Youth in foster care with IDD must navigate this transition while also leaving care in custody and often without support of caring family members. Preparation is particularly hindered due to the paucity of research specific to this population in care. This study identifies and recommends critical skill domains necessary for successful transition for this population.

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Person Centered Behavioral Supports Towards Employment Support of People With Disabilities in The U.S. Virgin Islands
Kimberly Mills, Ph.D, Associate Director , Virgin Islands UCE, UCEDD
Christopher Smith, Ph.D, Windsor Mill, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;

This session will describe and present initial data on a Person Centered Behavioral Support (PCBS) program towards the employment of people with disabilities in the U.S. Virgin Islands. This project is a collaboration between the Virgin Islands University Center for Excellence i Developmental Disabilities, The Virgin Islands Department Of Labor, The Maryland Center for Developmental Disabilities, and The Virgin Islands Department of Human Services Vocational Rehabilitation Department.


How Does Social Capital Measure Up? Modeling and Measuring Adolescents' Access to Social Capital
Kim Fisher, Ph.D., Assistant Professor, Arizona State University
Hyejin Park, Ph.D., Arizona State University, Tempe, AZ, United States;
Yi Zheng, Ph.D., Arizona State University, Tempe, AZ, United States;

Utilizing social capital theory, we model measures of social capital using network structure and network supports in the National Longitudinal Transition Study 2 (NLTS2) data. We find that access to social capital differs based on individual support needs but that these are nested within school-level policies. We also find that access to social capital impacts long-term outcomes related to transition.


30 Years of Transitioning Students into Employment: Where We Have Been and Where Our future Is Taking Us
Meada Hall, Ed.D., Principal Investigator/Program Director, Interdisciplinary Human Development Institute, UCEDD
Vickey Reilly, MA, KY Office for Vocational Rehabilitation , Covington, KY, United States;
Tony LoBianco, Ph.D., Lexington, KY, United States, KY - Interdisciplinary Human Development Institute, UCEDD;
Katie Whaley, MA, Lexington, KY, United States, KY - Interdisciplinary Human Development Institute, UCEDD;
Annette Jett, MA, Build Inclusion, Lexington, KY, United States;
Deedra Brown, BA, Lexington, KY, United States, KY - Interdisciplinary Human Development Institute, UCEDD;

This collaborative panel will include a representative from program staff, Office of Vocational Rehabilitation, Office for the Blind, KY Supported Employment Project, KY Post-School Outcome Data Center, and a parent from the Build Inclusion Advocacy Group. The panel will provide an overview of program services, data, and changes for the future for the Community Based Work Transition Program, a 30 year program that helps students transition into competitive integrated employment.


How Can Technology Increase Independence Among Individuals With Disabilities Transitioning Into Adult Life?
Christina Gushanas, M.Ed., Ms. , Texas Center for Disability Studies, UCEDD
Christina Gushanas, ME, College Station, TX, United States, TX - Center on Disability and Development, UCEDD;
Mary Whirley, MEd, College Station, TX, United States, TX - Center on Disability and Development, UCEDD;
, , United States;

Technology facilitates the transition into independence and adult life! This session will show how technology is used to support individuals with disabilities with transportation, obtaining employment, maintaining employment and other independent living skills. Three programs under the UCEDD at Texas A&M University Center on Disability and Development and the Vocational Rehabilitation Program for the state of Texas partner to building a future for individuals with disabilities.


Social Engagement Groups for Young Adults with Autism Spectrum Disorder: the myLIFE Program
Matthew Segall, PhD, Assistant Professor, Emory Autism Center
Toni Thomas, BA, Emory Autism Center, Atlanta, GA, United States;
Kelsey Bohlke, MS, CRC, Emory Autism Center, Atlanta, GA, United States;
Opal Ousley, PhD, Emory Autism Center, Atlanta, GA, United States;

This presentation will describe a pilot social engagement program for young adults with autism spectrum disorder (ASD). The �myLIFE� program is an implementation of naturalistic developmental behavioral intervention, highlighting evidence based strategies for ASD such as incidental teaching, natural reinforcement, antecedent based intervention, prompting, and modeling. Participants in the myLIFE program engage in natural social, leisure, and life skills activities alongside trained same-age typically developing peers.

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A Creative Approach to Transitioning to Adulthood: Individualized Transitioning Supports for Special Needs Youth, Teens and Young Adults
Zipporah Levi-Shackleford, Master of Education, Medium Term Trainee Faculty, Partnership for People with Disabilities, UCEDD/LEND
Shannon M. Haworth , M.A., AUCD , Silver Spring, MD, United States;
Monique Tinsley, MBA, Richmond, VA, United States, VA - Partnership for People with Disabilities, UCEDD/LEND;

In this session, attendees will learn key steps to help prepare special needs youth for a life of independence using low and high level technology, visual supports and community resources. Areas of focus include financial responsibility, medical management, post-secondary education, employment and daily living skills. Also, tips for helping youth develop into leaders during the process and strong self-advocates will be provided.


Navigating change for youth with disabilities and their parents in a Capabilities-oriented Horizon
Amber Davis, Doctoral Student, Howard University
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For youth with disabilities ensuring a life marked by' full participation' is the responsibility of society to ensure. Youth who have a strong sense of self-determination coupled with the support of parents help in a more expected future. Transitioning to adulthood is a time marked by change. Capability approach to this transition have a positive impact on one�s sense of autonomy, sense of ability, self-esteem or overall well-being.