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Core Curriculum: Maryland

January 1, 1999

MARYLAND

09/01/1999

Training Core Course -- FALL Semester 1999
Kennedy Krieger Institute
Baltimore, Maryland

9/7/99: Orientation: Overview of the Institute, Its Role as a UAP, and the MCHB LEND Training Program
Bruce Shapiro, M.D., Vice-President, Training - Welcoming Remarks Michael Johnston, M.D., Chief Medical Officer - Overview of programs and services at the Institute J. Lawrence, Ph.D., Assistant Vice President UAP; Director, Family Support Services - Overview of University Affiliated Program (UAP) and Administration on Developmental Disabilities (ADD) Grant Bruce Shapiro, M.D. - Overview of MCHB LEND training program

At the end of Orientation, participants will:

  1. Be aware of the history of the KKI.
  2. Know what LEND programs are and what their objectives are.
  3. Understand the major foci of the training program.
  4. Understand that the KKI is a composite of multiple activities that span a wide spectra:
    1. care from hospital to community to home;
    2. research from basic to applied; and
    3. families of all social strata; children/young adults who span the continua of age, disability, and education. These spectra serve as a resource to enhance training.

09/14/99: Interdisciplinary Process - Part I
Judy Levy, LCSW-C, Director, Social Work
Jan Turner, Ph.D., Director, Speech and Language

During the course of this presentation, participants will:

  1. Be given an overview of the interdisciplinary model.
  2. Will experience the interdisciplinary process by participating in a group exercise.
  3. Participate in a discussion of the interdisciplinary activity.

09/21/99: Interdisciplinary Process - Part II
Judy Levy, LCSW-C, Director, Social Work
Jan Turner, Ph.D., Director, Speech and Language

See 9/14/99 Goals and Objectives

09/28/99: Cultural Sensitivity
Linah Albanna, Ed.D., Neuropsychology
Guest speakers

During this presentation, participants will:

  1. Be presented with cultural variations in the care and treatment of children with disability and illness.
  2. Hear a panel (with members representing distinct cultural groups) address cultural attitudes and beliefs as being the foundation of families' perceptions about health and illness.
  3. Discuss the resources and strengths inherent in specific cultures.

10/05/99: Mental Retardation: History, Accomplishments and Challenges
Doreen M. Croser, Executive Director, American Association on Mental Retardation

This presentation will:

  1. Provide historical background about the attitudes and management of persons with mental retardation from ancient times until the present.
  2. Review recent accomplishments in the care of people with mental retardation.
  3. Outline current challenges that confront people with mental retardation.

10/12/99: Mental Retardation: Genetic and Metabolic Causes
George Thomas, Ph.D., Director, Genetics

At the end of this presentation, participants will have an understanding of the following:

  1. Chromosomes in normal individuals
  2. Role of "gross" (detectable) abnormalities in developmental and/or mental abnormalities
  3. Mendelian (single gene) inheritance
  4. Major modes of single gene inheritance: a) dominant; b)recessive; c) x-linked
  5. Detection of genetic abnormalities: a) newborn screening; b) carrier screening; c) high risk population
  6. Genetic service and counseling for "at-risk" families: a) medical genetics centers; b) genetic counseling centers; c) prenatal clinics

10/19/99: Mental Retardation: Clinical Aspects
George Capone, M.D., Developmental Pediatrician, Developmental Pediatrics Panel from the Baltimore Association for Retarded Citizens (BARC)

At the end of this presentation, participants will:

  1. Understand the presentation of and medical conditions associated with mental retardation.
  2. Learn from adult individuals with mental retardation about their challenges and triumphs.

10/26/99: Psychological Assessment
Kathleen Hagelthorn, Ph.D. Neuropsychology
Mark Mahone, Ph.D., Neuropsychology
Beth Slomine, Ph.D., Neuropsychology

At the end of this presentation, participants will be able to:

  1. Identify the major functions of psychological and neuropsychological assessment in a population of individuals with developmental disabilities.
  2. Distinguish between psycho-educational assessment and neuropsychological assessment.
  3. Understand the role of the neuro-psychologist on an interdisciplinary team.

This will be accomplished by:

  1. Presentation of an overview of brain functioning and brain-behavior relationships.
  2. Demonstration of the primary instruments used to assess relevant neuro-behavioral domains.
  3. Two case presentations of individuals with brain disorders, who have been evaluated by a neuro-psychologist on an interdisciplinary team.

11/02/99: Approaches to Evaluation and Treatment of Individuals with Behavioral Challenges
Stephanie King, LCSW-C, Social Work
Elaine Tierney, M.D., Director, Psychiatry
Louis Hagopian, Ph.D., Behavioral Psychology

At the end of this presentation, participants will be able to:

  1. List the therapeutic focus of each of the following interventions: pharmacotherapy, individual psychotherapy, behavioral therapy, and family therapy.
  2. Contrast the approaches of the above interventions.
  3. Be exposed to a case that demonstrates an interdisciplinary approach to behavioral challenges.
  4. Recognize the interdependent nature of the various interventions reviewed on 11/02.
  5. Learn that alternative approaches may be used effectively for similar behavioral challenges.

11/09/99 Overview of Special Education Laws and Intensities of Service
Marge Fessler, Ed.D., Supervisor, Outpatient Educational Services

During this presentation, participants will:

  1. Develop familiarity with the basic tenets of P.L. 94-142, P.L. 99-457 and P.L. 101-476 (IDEA).
  2. Understand the referral, evaluation, and IEP development processes described in P.L. 94-142.
  3. Be apprised of parental and school district rights during due process hearings as well as how they can help parents advocate for children with disabilities.
  4. Learn about the different intensity levels of special education provided in Maryland.
  5. Learn about the concept of inclusion in provision of special education services (discussion of the advantages and disadvantages of this delivery system will ensue).

11/16/99: Pediatric Traumatic Brain Injury (TBI): Mechanisms/Epidemiology
James Christensen, M.D., Director, Pediatric Rehabilitation

Goal: To provide a basic understanding of the disabilities associated with TBI; and the differences in the needs of and approach to children with acquired versus developmental disabilities.

At the end of this presentation, participants will:

  1. Know the most common cause of morbidity and mortality in children.
  2. Understand that the type of injury received with trauma, and the associated disability profiles, are unique.
  3. Know that cognitive and behavioral deficits are the most problematic long-term issues.
  4. Understand that prior development changes the impairments which are manifest after injury, and that this modifies the therapeutic approach.

11/23/99: Cerebral Palsy
Bruce Shapiro, M.D. Neurology and Developmental Pediatrics
Eileen Atkins, MS, RPT, Physical Therapy

At the end of this presentation, participants will:

  1. Understand the basics about cerebral palsy - definition: prevalence, classification, and causes.
  2. Appreciate the requirements for clinical diagnosis and the distinction between CP and related neuromuscular disabilities.
  3. Recognize the importance of a broad and structured approach to therapy.
  4. Appreciate the impact of the neurological deficits of CP on motor function.
  5. Understand the role of the physical therapist in treatment.
  6. Explore as a group the many desirable resources and supports available to children with CP and their families.

Leadership Education in Neuro-developmental and Related Disabilities Series

11/30/99: Leadership Overview and Capital Equipment Exercise
Lana Warren, Ed.D., Vice President, Clinical Programs & Inpatient Services

By the end of the presentation, participants will:

  1. Have a basic understanding of leadership.
  2. Have an understanding of the different frames of reference of clinical and administrative personnel.
  3. Be able to differentiate between being a manager and leader.

12/07/99: Program Evaluation: The Journey to Quality
Mary Talbot, RN, Senior Manager, Professional & Regulatory Affairs

At the end of this presentation, participants will:

  1. Gain knowledge in the fundamental elements of Program Evaluation systems.
  2. Realize the customer-focused function of a Program Evaluation system.
  3. Gain an appreciation for the early history of the processes for assessing care.
  4. Be able to identify the types of measures used in health care today.
  5. Recognize the four key terms in the definition of Program Evaluation.
  6. Be given specific examples of the use of Program Evaluation and Performance Improvement at the Kennedy Krieger Institute.

12/14/99: Downtown Center vs. Traveling Van
Jackie Krick, MS, RD, Director, Nutrition

During this presentation, participants will:

  1. Gain a basic understanding of the administrative perspective vs the practitioner's perspective regarding cost-effectiveness of services for children with special needs.
  2. Be able to compare two models of service delivery with regard to both the clinical and administrative issues that must be considered in deciding which is the most cost- effective method of service provision.
  3. Be able to present the issues identified to a group of peers, along with reasons as to their importance.