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AUCD - Poster Symposium 18: Training & Leadership Development

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Tuesday, November 13, 2018 3:00 PM - 4:15 PM

Location: Congressional C

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.

 


 

 




Presenters

Education for all: Supporting meaningful inclusive education in pre-primary schools in Tanzania.
Alyx Medlock, MS, CCC-SLP, Training Director, Center for Development & Disability, UCEDD/LEND
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The ADA International Fellowship sponsored a fellow from Tanzania to learn about inclusive education in the U.S. The international fellow and his mentor from the New Mexico UCEDD/LEND developed an outbound program to support inclusive education in pre-primary schools in Tanzania. The U.S. mentor conducted a three-day workshop, produced a training manual, and provided mentorship and on-site school technical assistance visits.


Lessons Learned in Interdisciplinary Training from a Decade of Feedback
Sheela Rao, MD, Associate Professor of Clinical Pediatrics, USC, Childrens Hospital, UCEDD/LEND
SHEELA RAO, MD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Doug Vanderbilt, MD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Patrice Yasuda, PHD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;

Pediatricians play an integral role in the lives of children with disabilities and their families. However, standard medical training does not include a disabilities focus.The CA-LEND has created a model that allows all CHLA pediatric residents a medium term LEND certificate upon completion of their pediatric residency. Not only was new knowledge and skills gained, but attitudinal change occurred in the desired direction.

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Impact of AUCD's ADA International Fellowship Program
Dawn Rudolph, Sr. Director, Technical Assistance & Network Engagement, AUCD
Dawn Rudolph, MSEd, AUCD, Silver Spring, MD, United States;
Siddarth Nagaraj, MALD, AUCD, Silver Spring, MD, United States;
Heike Boeltzig-Brown, PhD, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;
Miwa Tanabe, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;

Learn the impact and outcomes of this international fellowship program which supported 20 mid-career professionals from Kenya, Tanzania, Brazil, and Peru to participate in a five-week intensive fellowship program at an AUCD network member or partner site. The program focused on inclusive education and sought to strengthen educational access for people with disabilities globally. Future programming focuses on inclusive employment; learn how to get involved and expand your reach internationally!

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Developing an effective international model for family education and support: Trinidad and Tobago, a case example.
Whitney Loring, PsyD, , Vanderbilt University, UCEDD/LEND
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This poster session focuses on a train the trainer model for regional health care providers in Trinidad and Tobago, which includes observing caregiver workshops, regional planning and goal setting, provision of necessary materials, and distance support as requested. This model is designed to support the role of health care providers in Trinidad in supporting caregivers of children with autism spectrum disorder (ASD) through individual, small group, and large group modalities

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Teaching about Disability as a Form of Diversity: The Innovative Curriculum of Rutgers Robert Wood Johnson Medical School
Deborah Spitalnik, PhD, Professor; Executive Director, The Boggs Center on Developmental Disabilities, UCEDD/LEND
Caroline N Coffield, PhD, New Brunswick, NJ, United States, NJ - The Boggs Center on Developmental Disabilities, UCEDD/LEND;
Manuel E. Jimenez, MD, New Brunswick, NJ, United States, NJ - The Boggs Center on Developmental Disabilities, UCEDD/LEND;
Stephanie Pratico, New Brunswick, NJ, United States, NJ - The Boggs Center on Developmental Disabilities, UCEDD/LEND;
Vinita Shah, MA, New Brunswick, NJ, United States, NJ - The Boggs Center on Developmental Disabilities, UCEDD/LEND;

This poster will describe the educational opportunities The Boggs Center provides to medical students across the four years of undergraduate medical education at Rutgers Robert Wood Johnson Medical School, including findings from a qualitative analysis of evaluation data about the Center's Seminar on Family Centered Care and Developmental Disabilities.


State Your Case: Advocacy Training for LEND
Miya Asato, MD, Program Director, UCLID Center, LEND
Stephen Bagnato , EdD, Pittsburgh, PA, United States, PA - UCLID Center, LEND;
Guy Caruso, PhD, Pittsburgh, PA, United States, PA - Institute on Disabilities, UCEDD;
Mary Hartley , BA, 21 and Able Initiative United Way, Pittsburgh, PA, United States;
Josie Badger, PhD, PEAL Center, Pittsburgh, PA, United States;
Cheryl Messick, PhD, Pittsburgh, PA, United States, PA - UCLID Center, LEND;
Miya Asato, MD, Pittsburgh, PA, United States, PA - UCLID Center, LEND;

The State Your Case project is a new training feature within the LEND Center of Pittsburgh with the aim of multidisciplinary long-term LEND trainees gaining competency in advocacy through application of knowledge of disability policy. Key activities included didactic sessions, exposure to community leaders and collaborators with extensive advocacy experience, and group mentoring. This well-received curriculum would be easily adaptable for other programs throughout the AUCD network.


LEND Zika Network: Creating Capacity Through Training and Collaboration in the US Territories.
Douglas Vanderbilt, , The Children's Hospital of Los Angeles, DBP
Stephan A Viehweg, MSW, Indianapolis, IN, United States, IN - Riley Child Development Center - Indiana University, LEND;
Robert Fifer, PhD, Miami, FL, FL - Mailman Center for Child Development, UCEDD/LEND;
Patrice Yasuda, PhD, Los Angeles, CA;
Alexis Deavenport-Saman, DrPH, Los Angeles, CA;

Congenital Zika virus has had significant impact on infants and families. This poster reports on the capacity building activities of 3 LEND training programs in partnership with US territories. Indiana University working with Puerto Rico, University of Miami with Virgin Islands, and Children�s Hospital Los Angeles with American Samoa highlight activities that leverage the interdisciplinary learning community to develop training and systems of care for those exposed to Zika.


Changing the approach to professional learning for educators: Adapting Project ECHO from healthcare to education 
Canyon Hardesty, M.S., CHES, Director of Community Education, Wyoming Institute for Disabilities, UCEDD
Eric Moody, PhD, Laramie, WY, United States, WY - Wyoming Institute for Disabilities, UCEDD;
Shira Kern, M.A., Laramie, WY, United States, WY - Wyoming Institute for Disabilities, UCEDD;
Sandy Root-Elledge, M.A., Laramie, WY, United States, WY - Wyoming Institute for Disabilities, UCEDD;

Project ECHO is a distance-based professional development model that was developed for healthcare providers in rural locations (Arora, 2004). Using videoconferencing technology, it provides a platform for ongoing collaborative professional development. This proposal describes the adaptation of the ECHO model from healthcare to education; it focuses on four networks targeting professional development for educators working with students who have disabilities in rural locations.

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Coaching LEND Faculty in Implementing Team-based Learning across Two States: Lessons Learned over Four Years
Alan Kurtz, Ph.D, Program Coordinator, The University of Maine, Center for Community Inclusion, UCEDD
Rae Sonnenmeier, Ph.D, Durham, NH, United States, NH - New Hampshire LEND Program;
Susan Russell, M.D,, Orono, ME, United States, ME - The University of Maine, Center for Community Inclusion, UCEDD;
Elizabeth Humphreys, Ph.D., Durham, NH, United States;

This poster describes the implementation of team-based learning (TBL) in the didactic seminar component of the NH-ME LEND program over four years. TBL has been found to be an effective instructional method, fostering communication, collaboration, and conflict negotiation among interdisciplinary teams. We describe the process of coaching a large faculty across two states to implement TBL, faculty perceptions with TBL, lessons learned, and quality improvement strategies.

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Teaching Policy and Advocacy Skills in Interdisciplinary Professional Education
Stephanie Weber, LEND Training Director, University of Cincinnati UCE, UCEDD/LEND
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As leaders, we are in roles that allow our voices to be heard. Advocacy, especially educating policymakers, helps shape the future for individuals with disabilities to live in more inclusive communities. This presentation will discuss the curriculum utilized by the Cincinnati LEND program to train emerging leaders in the MCH Leadership Competency area of Policy. Trainee data on engagement and comfort with public policy and advocacy efforts will be highlighted.


Community Agencies as LEND Training Partners
Kristin Flott, BS, LEND Outreach Coordinator/Family Discipline Direct, Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND
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The Community Learning & Leadership project provides LEND trainees with community-based service learning & leadership experiences to learn about a community-based system of care or service provision and develop MCH leadership competencies, all while participating in community-based activities. Trainees work on activities, events, or products that integrate community service with instruction and reflection and provide a service or develop a product of value to the organization.

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Advancing Leadership Skills: A multiyear examination of LEND trainee self-efficacy growth
Betsy P. Humphreys, PhD, LEND Training Director, Mary Hitchcock Memorial Hospital
Alan Kurtz, PhD, Orono, ME, United States, NH - New Hampshire LEND Program;
Carrie Portrie, MEd, Durham, NH, United States, NH - New Hampshire LEND Program;
Leslie Couse, PhD, Durham, NH, United States, NH - New Hampshire LEND Program;
Mona Hajnaghizadeh, MEd, University of New Hampshire, Durham, NH, United States;

This poster will describe how the NH-ME LEND program utilized the MCH Leadership Competencies to examine Trainee Perceived Leadership Competence (TPLC) across five cohort years. The study examined the extent to which participation in the program influenced TPLC in the MCH spheres of influence (self, others, and wider community) when controlling for age, discipline, experience, and being a person with a disability or family member.

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Professional Fellowship Project on Inclusive Disability Employment: A New York / Kenya Exchange
Kaitlyn Richardson, Master of Public Policy, Director, Employment Programs, Strong Center for Developmental Disabilities, UCEDD/LEND
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This poster will review the four week placement of Samuel Odawo from Mombasa, Kenya in Rochester, NY through the professional fellowship program on inclusive disability employment. It will review Samuel�s proposed outbound effort � the Article 54 Project � as well as lessons learned during the exchange from both Samuel�s perspective as well as staff at the Strong Center for Developmental Disabilities.

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Twenty-Five Years of the Partners in Policymaking� Leadership Institute: A Longitudinal Survey of Tennessee Alumni
Bruce Keisling, Ph.D., Executive Director, Boling Center for Developmental Disabilities, UCEDD/LEND
Zach DeBerry, M.S., Memphis, TN, United States, TN - Boling Center for Developmental Disabilities, UCEDD/LEND;
Ned Andrew Solomon, Tennessee Council on Developmental Disabilities, Nashville, TN, United States;

Partners in Policymaking� (PIP) is a leadership and advocacy training program for adults with disabilities and family members. The Tennessee Council on Developmental Disabilities began implementing PIP in 1993. The seven-weekend program trains ~30 individuals per year. More than 500 Tennesseans have completed the intensive program to date. These graduates have gone on to advocate for themselves, their family members and the disability community at large.

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Bridging the Knowledge Gap: Integration of Special Education and Applied Behavior Analysis in University Programs
Holly Seniuk, PhD, Project Coordinator, Nevada Center for Excellence in Disabilities, UCEDD/LEND
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An increasing number of Special Education programs within UCEDDs offer specialization in applied behavior analysis. This blending of expertise from both disciplines provides a unique opportunity for future educators to enter the field prepared to provide support to students with diverse needs. This presentation will discuss the significance of this blended training and provide a model for UCEDDs seeking to incorporate a specialization in applied behavior analysis into their programs.

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Developing Capacity for Leadership in Trainees from the Disciplines of Family and Self-Advocacy
Megan Peters, D.Sc., Training Director, Center for Learning and Leadership, UCEDD/LEND
Wanda Felty, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States, OK - Center for Learning and Leadership, UCEDD/LEND;
Chuck Roberts , B.S., University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States, OK - Center for Learning and Leadership, UCEDD/LEND;

This interactive presentation describes strategies developed in the Oklahoma LEND program that prepare long-term trainees in the disciplines of Family and Self-advocacy to take on future roles as leaders and advocates. Attendees will share strategies used in their programs and discuss successes and challenges. The group will develop ideas that can be implemented to enhance current training, or establish new opportunities for leadership growth in Family and Self-advocacy discipline trainees.

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From ITAC "Seed" Grant to a Blooming Garden: How We Continue to Grow Family Member and PWD LEND Trainees
Meera Mehtaji, PhD, , Partnership for People with Disabilities, UCEDD/LEND
Kathryn Flinn, BA, Richmond, VA, United States, VA - Partnership for People with Disabilities, UCEDD/LEND;
Beth Bader, PhD, Richmond, VA, United States, VA - Partnership for People with Disabilities, UCEDD/LEND;
Alexis Nichols, Richmond, VA, United States, VA - Partnership for People with Disabilities, UCEDD/LEND;
Zipporah Levi-Shackleford, MEd, Richmond, VA, United States, VA - Partnership for People with Disabilities, UCEDD/LEND;
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What started as ?seeds? planted for the purpose of increasing family member and self-advocate involvement, grew into a major goal within our 2016-2021 LEND grant and today flourishes as one of Va-LEND?s proudest accomplishments. Panel members will discuss their experiences as they established their ?strong roots? within Va-LEND. Also included will be strategies that have, and recommendations for future ?care and fertilization? of similar LEND ?gardens?.

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