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AUCD - Poster Symposium: Autism Initiatives

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Monday, November 6, 2017 4:40 PM - 5:40 PM

Location: Congressional Ballroom A


Increasing Access to Empirically-validated Interventions for Autism Spectrum Disorder: Discussion of Community-engaged Research
Laura Dewey, PhD, Psychologist, Center for Disabilities Studies, UCEDD/LEND
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This presentation will discuss the feasibility of community-engaged research to increase access to services for families affected by Autism Spectrum Disorder (ASD) in Delaware. Discussion will include identification of the community partner, utilization of grant funding to support collaboration, the services that were implemented (e.g., staff training, empirically-validated interventions for ASD), and barriers that were addressed. Overall, this presentation will assist with promoting community-engaged research and increasing community collaboration.

Social Engagement and the Steps to Being Social: Enhancing Critical Skills for Social Participation
Marci Laurel, MA, Speech-Language Pathologist, Center for Development & Disability, UCEDD/LEND
Kathleen Taylor, OTR/L, Albuquerque, NM, United States;

Social Engagement and the Steps to Being Social is a unique, visual tool developed to guide assessment and intervention across severity levels and age groups for individuals with ASD. The model breaks pivotal skills into smaller steps that are easily measured. This model addresses every person's right to develop the social skills that promote membership across communities. Evidence-based practices are linked to teaching specific social skills.

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Braiding a Stronger Cord: Collaboration between Learn the Signs. Act Early., CAPTAIN and LEND
Fran Goldfarb, MA, Director, Community Education, USC, Childrens Hospital, UCEDD/LEND
Patrice Yasuda, PhD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
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California presents a challenge for effective outreach to Learn the Signs. Act Early. As the third largest state in size and the most populous, California required strategies for penetration that could also be useful to smaller less populous states. One successful strategy was developing the Deputy Ambassador program: a collaboration between LTSAE, CAPTAIN and LENDs. A CDC LTSAE State Systems Grant facilitated this process of leveraging existing resources.

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Preparation of Pediatric Audiologists to Serve Children with Autism and Other Neurodevelopmental Disabilities
Jackson Roush, PhD, Professor and Director, NC-LEND, Carolina Institute for Developmental Disabilities, UCEDD/LEND
Stephanie McVicar, AuD, St.Lake City, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;
Sandra Gabbard, PhD, Denver, CO, United States, CO - JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND;
Teri Bellis, PhD, Sioux Falls, SD;
Lisa Mancl, MS, Seattle, WA, WA - Center on Human Development & Disability, UCEDD/LEND;
David Helm, PhD, Boston, MA, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;
Anne Harris, PhD, MPH, Madison, WI, WI - Waisman Center, UCEDD/LEND;
Joseph Pillion, PhD, Baltimore, MD, MD - Kennedy Krieger Institute, UCEDD/LEND;
Kristin Knight, MS, Portland, OR,
In 2016, MCHB provided supplemental funding to 12 LEND programs to prepare pediatric audiologists to serve children who have autism or other neurodevelopmental disabilities in addition to hearing loss. This poster describes the prevalence of ASD and other developmental disabilities in this population; the importance of interdisciplinary collaboration; systems capacity needs; and how the grantees are working individually and collectively to address the goals of the audiology supplement.

Statewide Implementation of PEERS (Program for the Education and Enrichment of Relational Skills) in Delaware
Niki Roberts, MA, , Center for Disabilities Studies, UCEDD/LEND
Debby Boyer, MA, Newark, DE, United States, DE - Center for Disabilities Studies, UCEDD/LEND;
The Delaware Department of Education partnered with the Center for Disabilities Studies to address the need of providing evidence-based social skills curriculum for secondary students. Delaware has provided coaching, technical assisting and support to assist schools, hospitals and agencies in using the PEERS curriculum.

Finding Their Voices: How LEND Student Therapists Utilize Mand Training to Assist Young Children With Autism Develop Language.
Susannah Poe, Ed.D., Director of ABA Services, WVUNDC, Center for Excellence in Disabilities, UCEDD/LEND
Devin Parsons, BA, Morgantown, WV, United States, WV - Center for Excellence in Disabilities, UCEDD/LEND;
Charlotte Arrington, BA, Morgantown, WV, United States, WV - Center for Excellence in Disabilities, UCEDD/LEND;
Haley Ramsey, BA, Morgantown, WV, United States, WV - Center for Excellence in Disabilities, UCEDD/LEND;

Many young children with autism experience delays in productive and expressive language development, leading to frustration (and sometimes behavior problems) in letting others know their wants and needs both at home and in community settings. This presentation details the successful efforts of three LEND trainees to assist two young children in our intensive behavioral treatment clinic to successfully communicate more effectively by employing mand, or verbal behavioral, training.

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Developing Global Framework to Provide Access to Services for Individuals with Autism Spectrum Disorder and Related Disabilities and Their Families
David Helm, PhD, LEND Director, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
Beverley Gilligan, MA MSW, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;
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Identifies challenges facing communities worldwide in meeting the health and wellness needs of children with Autism Spectrum Disorder (ASD) and related disabilities and their families. Five primary areas where action is required were identified. Collaboration across health, education and social sectors are necessary to eliminate barriers. Recommendations are made for national policy makers in health, education and social sectors.

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The Impact on Inclusion in Camp for Children with Autism
Reyna Zapata 113, M.Ed, Teacher, The Paul V. Sherlock Center on Disabilities, UCEDD
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The purpose of this data collection is to observe what the challenges for the students and camp staff are and the advantages and disadvantages of inclusion. This presentation will explore how the inclusion camp supports students with autism and what can be inferred from the data. This data will be collected through observation and personal interviews from counselors, directors, parents and affiliates of this project over ten weeks.

Autism Family Navigation as a Strategy for Documenting and Navigating Families' Barriers to Access in Milwaukee's Urban Core
Gail Chodron, PhD, , Waisman Center, UCEDD/LEND
Paige Bussanich, MS, AMCHP, Washington, DC, United States;
Rebecca Johnson, BS, Madison, WI, United States, WI - Waisman Center, UCEDD/LEND;
Kesha Pettigrew, BS, Milwaukee, WI, United States, WI - Waisman Center, UCEDD/LEND;
Sandy Tierney, PhD, MSSW, Madison, WI, United States, WV - Center for Excellence in Disabilities, UCEDD/LEND;
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This poster presents a Family Navigation model developed to increase autism early identification and service access among medically underserved. Initial data on implementation and barriers to access in Milwaukee are reported. As a large city marked by racial/economic segregation and health disparities, Milwaukee implementation sheds light on potential for autism Family Navigation to address disparities. WI LEND Trainees, including a Milwaukee parent, contributed to literature review, model development, and implementation.

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