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AUCD - Poster Symposium 17: Transition

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

 


 

 




Presenters

Navigating a New World: Experiences of Students with High Functioning Autism in Higher Education
Aida Miles, MMSc, RDN, Director, Coordinated MPH-RD Program, Institute on Community Integration, UCEDD/LEND
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Interactive presentation describing a qualitative research project in which students with high functioning autism enrolled in colleges in the Mid-West provided insights into their experiences. Participants will hear quotes from these students and reflect on what higher education institutions can do to improve the experiences of these young individuals, increasing not only college success, but also their ability to be gainfully employed in the future.

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Autism Spectrum Disorder (ASD) knowledge variation and gaps in adult neurology residents
Surabhi Kaul, MD MPH, , LoneStar, LEND
Pauline A. Filipek, MD, Houston, TX, United States, TX - LoneStar, LEND;

As the number of children with ASD entering adulthood continues to increase, it is important for neurologists to be well trained and comfortable with managing these patients. We administered an anonymous survey to adult neurology residents at our program regarding ASD. Our survey demonstrated lack of exposure and comfort amongst residents in managing ASD patients once they enter adulthood. This highlights the importance of transitional curriculum for adult neurology residents

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Perceived impacts of participation in a community-based, post-secondary education and paid internship transition program
Philip Wilson, PhD, Director, Louisiana State University Human Development Center - New Orleans, UCEDD/LEND
Lauren Griffiths, MPH, New Orleans, LA, LA - Louisiana State University Human Development Center - New Orleans, UCEDD/LEND;
Susan Killam, MEd, New Orleans, LA, LA - Louisiana State University Human Development Center - New Orleans, UCEDD/LEND;
Maria Blanco, MEd, New Orleans, LA, LA - Louisiana State University Human Development Center - New Orleans, UCEDD/LEND;
Brittney Wright Peters, MCD, New Orleans, LA, LA - Louisiana State University Human Development Center - New Orleans, UCEDD/LEND;

This poster reports methods and results of a qualitative evaluation of a youth transition program. Transcriptions of focus groups and interviews with three stakeholder groups (program staff, youth participants, and parents/grandparents) were coded by two independent investigators to identify themes related to perceived program impacts. Results of analysis, possible program improvement goals and future research topics will be discussed.

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Longwood LIFE is a post-secondary transition program for individuals with intellectual disabilities seeking a college experience leading to employment opportunities.
Karen Feathers, Ed.D. in Special Education Leadership, Assistant Professor of Special Education, Longwood University
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Longwood LIFE is a college program at Longwood University for individuals with intellectual disabilities. It offers a person-centered, holistic education focused on life skills for independent living, work, socialization, lifetime activities, aesthetics, and self-advocacy. Affordability and availability of transition training for underserved individuals with special needs in rural counties drives this program where students typically have few employment opportunities or opportunities to seek further education or vocational training.

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Using Peer Support Arrangements to Promote Positive Post-School Outcomes for Students with Developmental Disabilities
Andrew Scheef, Ph.D., Assistant Professor, Center on Disabilities and Human Development, UCEDD
Janice Carson, Ph.D., Moscow, ID, United States, ID - Center on Disabilities and Human Development, UCEDD;

This presentation will focus on the intersection of two researched-based practices: peer support arrangements and predictors of positive post-school outcomes. Aligning these areas can contribute to the delivery of services to help students with disabilities achieve transition-related goals. Attendees will better understand how to develop peer support arrangements and integrate elements that relate to evidence-based predictors of post-school success.

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Development of the Lifespan Transition Clinic: A collaboration between the inter-professional specialty clinic and community partners in Oregon.
Kimberly Solondz, MS, OTR/L, Assistant Professor, Occupational Therapy, Oregon Institute on Development & Disability, UCEDD/LEND
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The Lifespan Transition Clinic was created to address the healthcare transition needs for emerging adults age 12-26 who attend inter-professional clinics at the Child Development and Rehabilitation Center at Oregon Health & Science University. This clinic represents a unique collaboration between clinicians and LEND fellows in a specialty medical center and community providers directly serving families with complex and special health care needs in their home communities.

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Closing the Gap: A Research-to-Practice Partnership to Improve Transition Outcomes for Young People with Disabilities
Jessica Awsumb, Ph.D., Research Associate , Boling Center for Developmental Disabilities, UCEDD/LEND
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This presentation focuses on the development and initial implementation of research and professional development to ensure effective agency partnerships, well-trained personnel, and high-quality practices for transition service delivery statewide. We will share the unfolding of this process, lessons we are learning, and information about integrating research with cross-agency personnel preparation to develop a comprehensive and compelling approach to meeting the needs of youth with disabilities entering adulthood.

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Summer CLSC: Path to an Inclusive Future
Rebecca Jewell, Bachelor of Science in Human Services, CLSC Program Assistant, Universityof Delaware CLSC
Anthony Drzal, Newark, DE, United States, DE - Center for Disabilities Studies, UCEDD/LEND;
Davon Rollins, Wilmington, DE, United States;
Madison Halsey, Wilmington, DE;
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Summer CLSC, a Pre-Employment Transition Services (Pre-ETS) program, supports high school students with disabilities to explore and discover a variety of post-secondary career and education options and develop greater independence and self-determination. This poster will provide a description of the program and several student stories. Multiple Summer CLSC students will present and share how their individual experiences provided them with foundations on which to build their futures.


Reset Button: CLSC's New Model for Coaching and Inclusion
Brian Freedman, PhD, Assistant Director, Center for Disabilities Studies, UCEDD/LEND
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Reset Button: CLSC's New Model for Coaching and Inclusion describes the evolution of coaching and inclusive processes in supporting students with intellectual disabilities at University of Delaware. An emphasis on greater programmatic inclusion led CLSC staff to reassess a coaching model that formerly relied on multiple coaches to one "point of contact" coach along with fewer self-contained courses. Reasons, justifications, and preliminary outcomes will be described in this presentation.


Movin' On in Montana: Results from a Pre-employment Transition Services Program
Martin Blair, PhD, Executive Director, University of Montana Rural Institute, UCEDD
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Movin' On in Montana is an innovative pilot pre-employment transition service program for high school age youth with disabilities. Program evaluation data from the 2017 Missoula-based cohort (University of Montana) will be presented and used to prompt discussion about program funding, program feasibility, student and family experience, and overall program acceptance and quality. Key characteristics for program replication will also be discussed.

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Building a Florida Postsecondary Comprehensive Transition Program from the Ground Up�� Project STAGE: A Year of Implementation
Marria Partee, Master's of Science, Project Director, Indian River State College
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Project STAGE is an inclusive college program for Students with Intellectual Disabilities. This is the first year of implementation. This is a discussion of how Project STAGE began and the first year of implementation. Project STAGE staff will present some do's and don'ts along with reminders of what needs to occur and when.

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Youth to Adult Health Care Transitions - Developing Training Curricula for Everyone
Anne Harris, PhD, WI LEND Director, Waisman Center, UCEDD/LEND
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This presentation will describe how the Title V-funded Youth Health Transition Initiative (YHTI) at the Waisman Center UCEDD is engaging with stakeholder audiences in Wisconsin to support successful transitions from pediatric to adult health care through a series of training curricula designed with and for youth and their families, community service and health care providers.

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