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AUCD - Poster Symposium 8: Self-determination & Aging

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Monday, November 12, 2018 3:30 PM - 4:45 PM

Location: Congressional B

Session Description

All posters for the AUCD Conference will be presented throughout Monday and Tuesday (this is new in 2018) in a series of Poster Symposia that run at the same time as concurrent sessions. During these 75 minute poster symposia, 12-15 posters on a similar theme will be grouped together in a room. Posters will be displayed on large boards and have a table underneath for accompanying materials. The session will be introduced by a moderator, poster authors will be asked to provide a very brief introduction of their poster, and then attendees will be free to move about the room to speak with poster presenters directly for the remainder of the session. Attendees are also welcome to move between symposia rooms and view posters on other topics. Conference posters submitted ahead of time are also avilable electronically in the conference app and linked below.





Community Inclusion in Recreation and Leisure Activities: Doing what you want to do, when you want to do it
Jennifer Ward, BS, Project Coordinator, Strong Center for Developmental Disabilities, UCEDD/LEND
The presentation will broaden perceptions about recreation and leisure, provide an overview on the importance of inclusive community recreation and leisure programs and initiatives in regards to overall wellbeing, and describe three key initiatives of the University of Rochester UCEDD in promoting inclusion in the community in recreational and leisure settings: 1) An inclusive recreation video campaign, 2) Training and technical assistance, and 3) Collaboration and partnership.

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Aging Farmers with Disabilities; From Omission to Belonging
Elizabeth DePoy, Professor, The University of Maine, Center for Community Inclusion, UCEDD
This session presents research investigating assets and unmet needs of aging farmers with disabilities, a diversity population that is often omitted from research, analysis, policy, and services. The session will detail the research and then, based on the findings, attendees will be guided through analysis and discussion of how AUCD can respond.

Examining Responses on Online and Paper-and-pencil Versions of the Self-Determination Inventory: Student Report
Sheida Raley, M.Ed., Assistant Research Professor; Assistant Professor, Schiefelbusch Institute for Life Span Studies, UCEDD/LEND
Sheida K. Raley, M.Ed., Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Karrie A. Shogren, Ph.D., Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;

This presentation reports on an analysis comparing scores of student self-determination, as measured by the recently-validated Self-Determination Inventory: Student Report (SDI:SR), when administered via paper-and-pencil or online versions. Associated interpretations of the present analysis will be provided to guide researchers and practitioners measuring student self-determination.

The Lived Experience of a Brain Injury Survivor; A Self Advocate's Journey
Matt Pascarella, BA Communications, , The Maine LEND Program
Kathryn Loukas, OTD, MS, OTR/L, FAOTA, WINDHAM, ME, United States, ME - The Maine LEND Program;

As a traumatic brain injury survivor, I functioned as a neuro-typical individual. I became the first self advocate in the Maine LEND program and struggled with my identity as someone with a disability. The LEND Program helped me use my experience to help others. This poster will document my journey.

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Community Engagement Studio for Adults with Autism Spectrum DIsorder
Beth Malow, M.D., M.S., Professor of Neurology and Pediatrics; Burry Chair, Dr.
This proposal describes our experience holding a community engagement studio (consultative session) to gain input from stakeholders about Spectrum Pathways, a self-determination program for adults on the autism spectrum, including future directions to increase access. Community engagement studios provide valuable information for others conducting research and delivering services to individuals with a wide range of disabilities. We believe that our experience will serve as a model for others.

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College and Career Ready: Transitioning from High School to College for Students with Disabilities
Wanda Routier, Associate Professor, Concordia Univeristy Wisconsin
This poster is about transitioning from high school to college student and the time and support students with significant disabilities need to figure it out. This is most successfully done in the college setting where students learn from peers to maneuver academic, independent living, and social pursuits; while having support in areas of need.

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Autism Spectrum Identity and the "Lost Generation": Comparison between Diagnosed and Self-Diagnosed Adults on Identity and Other Characteristics
T A McDonald, PhD, , Vanderbilt University, UCEDD/LEND
The change in autism spectrum condition (ASC) definitions imply a "lost generation" of undiagnosed adults with an ASC. Research on adults who self-diagnose may provide insight on this "lost generation". This research program previously validated the Autism Spectrum Identity Scale (ASIS). This study compares the demographic characteristics of diagnosed and self-diagnosed participants and reports the initial validation of the ASIS with this self-diagnosed population.

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A Meta-Analysis of Interventions to Promote Self-Determination for Students with Disabilities
Kathryn Burke, M.Ed., , Institute on Disabilities, UCEDD
Sheida Raley, M.Ed., Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Karrie Shogren, Ph.D., Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Mayumi Hagiwara, M.S., Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Cristina Mumbardo Adam, M.Ed., Universitat Ramon Llull, Lawrence, KS, United States;
Hatice Uyanik, M.A., Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Sarah Behrens, M.S.W., University of Kansas Medical Center, Kansas City, KS, United States;

The authors conducted a meta-analysis of the literature on interventions to promote self-determination and associated skills with students with disabilities in the school context. Results demonstrated that interventions to promote self-determination can be effective for students across grade levels, disability labels, and settings. Implications for research and practice, including a need for increased focus on promoting self-determination within inclusive, general education settings, will be discussed.

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Future Planning for Professionals: Evaluating A Multistate Training Intervention
Kaitlin Stober, MS, Research Specialist, Institute on Disability & Human Development, UCEDD/LEND
The Arc's Center for Future Planning trained professionals who work with adults with disabilities and their families in Arizona, Illinois, North Carolina, Tennessee, and Wisconsin to increase their Future Planning knowledge and skills. IDHD evaluated participants' change in knowledge and preparation regarding future planning after the training. We discuss the implications for further training interventions on future planning for professionals who help families navigate this often challenging process.

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My Voice. My Participation. My Board: Leadership Training for Individuals with Intellectual and Developmental Disabilities
Susanna Miller-Raines, MSW, Operations Coordinator, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Organizations are increasingly recognizing the importance and value of including individuals with intellectual disabilities (ID) as full members of their governance boards and advisory councils. Many individuals with ID have not had opportunities and experiences to prepare them for these roles. This presentation will focus on a program created to address this need--My Voice. My Participation. My Board.

Building Strong Bonds: How the Maine UCEDD and Community Advisory Committee Support Each Other in Our Work
Kile Pelletier, Co-Chair, Community Advisory Committee, The University of Maine, Center for Community Inclusion, UCEDD
Maryann Preble, Augusta, ME, United States, ME - The University of Maine, Center for Community Inclusion, UCEDD;

In 1990, a Consumer Advisory Committee (CAC) assembled and created a mission statement for what would become the University of Maine Center for Community Inclusion, University Affiliated Program. Their vision of inclusion and interdependence and recognition of the inherent worth and talent of people with intellectual and developmental disabilities continues today. The CAC Co-Chairs will describe how strong bonds between the Maine UCEDD and CAC sustain our work together.

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Beyond Inclusion: Facilitating Generalization of Social Skills with a Person-Centered Conceptual Framework and Self-Management Intervention
Tiffany Otero, Ph.D., Postdoctoral Psychology Fellow, Center for Development & Disability, UCEDD/LEND
Individuals with Autism Spectrum Disorder (ASD) display deficits in social skills, resulting in fewer social supports, lower quality friendships, and increased social rejection. While interventions exist, skills learned do not readily generalize across settings. This poster introduces a conceptual framework based on participant values that combines multiple theories of intervention to facilitate application of social skills to natural settings. A research project based on the model is also described.