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| Leadership: |
LEND Director | ||||||||||||||||
| Primary Activity Coordinators: |
Community Education Director Technical Assistance |
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| Discipline Coordinators: |
Public Health |
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| Discipline(s): |
Family/Parent/Youth Advocacy Interdisciplinary Public Health |
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| AUCD Council Membership: |
Community Education Directors' Council National Training Directors' Council Multicultural Council |
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| Research: | early identification, family and community engagement, public health, health equity | ||||||||||||||||
| Education: | PhD, Dalla Lana School of Public Health, University of Toronto | ||||||||||||||||
Vita/Bio
CURRENT POSITION
2023-present WI LEND Director, Waisman Center UCEDD, UW-Madison.
2022-present Affiliate, Population Health Sciences, School of Medicine and Public Health, UW-Madison.
2020-present Public Health Program Faculty, School of Medicine and Public Health, UW-Madison.
2019-present Scientist, Waisman Center UCEDD, UW-Madison.
EDUCATION AND TRAINING
2015 Ph.D., Social Science and Health, Dalla Lana School of Public Health, University of Toronto, Canada: November.
2008 Certificate, Wisconsin Leadership Education in Neurodevelopmental and Related
Disabilites (WI LEND) Program, Waisman Center UCEDD, UW-Madison.
1996 M.A., Social-Cultural Anthropology, University of Toronto, Canada.
PUBLICATIONS
Barger, B., Salmon, A., & Chödrön, G. (forthcoming). Correlations between state level monitoring and screening rates and early identified ASD/DD across racial and ethnic groups: Analysis from the National Survey of Children’s Health. Infants and Young Children.
Morgan, E., Winters, I., King, C., Shaw, B., Burns, J., Stahmer, A., Chödrön, G. (2023). Paths to equity: Parents in partnership with UCEDDs fostering Black family advocacy for children on the autism spectrum. Developmental Disabilities Network Journal, 3(1):6-29.
Smith, J., Nidey, N., Chödrön, G., Czyzia, J., Donahue, M., Ford, K., James, C., Klimova, O., Macias, M., Rabidoux, P., Whitaker, T., Brosco, J. (2022). A national quality improvement network for interdisciplinary training in developmental disabilities. Pediatrics: 150(6): e2022058236. DOI: 10.1542/peds.2022-058236.
Abercrombie, J., Pann, J., Taylor, E., Brisendine, A., Biasini, F., Swanson-Holm, R., James, C,. Viehweg, S., and Chödrön, G.(2022). Evaluation of the Feasibility and Perceived Value of Integrating Learn the Signs. Act Early. Developmental Monitoring Resources in Early Head Start. Early Childhood Education Journal, 50(1): 1169–1181. DOI: 10.1007/s10643-021-01247-5.
Hall-Lande, J., Buck, D., Srinivasavaradan, D., Brown, K., Weber, S., and Chödrön, G. (2022). Promoting family engagement and early identification of developmental delays: The role of Act Early Ambassadors. Zero to Three, 43(1): 28-37.
Chödrön, G., B. Barger, K. Pizur-Barnekow, S. Viehweg, A. Puk-Ament. (2021). ‘Watch Me!’ training increases knowledge and impacts attitudes related to developmental monitoring and referral among childcare providers. Maternal and Child Health Journal, 25(6): 980-990. DOI: 10.1007/s10995-020-03097-w.
Chödrön, G., K. Pizur-Barnekow, S. Viehweg, A. Puk-Ament, B. Barger. (2021). Childcare providers’ attitudes, knowledge, and practice related to developmental monitoring to promote early identification and referral. Early Child Development and Care, 191(4): 520-534. DOI: 10.1080/03004430.2019.1626373.
