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AUCD - Poster Symposium 2B: Training and Leadership 1

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Monday, November 18, 2019 2:00 PM - 3:15 PM

Location: Congressional B

Session Description

All posters for the AUCD Conference will be presented throughout Monday and Tuesday 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 available electronically in the conference app and linked below.


LEND Disability Policy Specialists: A five agency collaboration to develop People with Disabilities into professional policy advocates
Kellie Ellerbusch, BLA, LEND Training Director, Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND

The NE LEND is partnering with four other disability agencies to recruit, train, and mentor four individuals with various disabilities to complete a long-term traineeship focusing on MCH leadership and policy advocacy competencies. Trainees receive training while maintaining a weekly presence at our state capitol. Trainees meet with Senators/staff, conduct web-based interviews of elected officials, write/deliver testimony and assist other self-advocates in advocacy.

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Innovative Approaches to Interdisciplinary Training in UCEDDs
Laura Rodriguez Lopez, M.A.Ed., Training Director, Florida Center for Inclusive Communities, UCEDD

This presentation is meant to: 1) Share the strategies that the UCEDD has been using to sustain the Interdisciplinary Training Program as an online model and 2) encourage discussion among other training directors, coordinators, and staff about innovative strategies to recruit, engage, retain, and effectively train a diverse pool of student-trainees, with a focus on online training and non-clinical careers.

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Not Your Standard Patient
Courtney Lanham, MSW, Training Specialist, Center for Excellence in Disabilities, UCEDD/LEND

Session highlights the Not Your Standard Patient simulation experience created by the WVU Center for Excellence in Disabilities (CED) and the WVU School of Medicine. This experience consists of a lecture, simulated disability related cases, and personal experience discussions with a panel of professionals and individuals with disabilities. The creation, structure, and implementation of the simulation experience will be presented, as well as data from the first two experiences.

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Learning Beyond the Clinic: Obtaining a Comprehensive Education on Developmental Disabilities in an Interprofessional Setting at the Vanderbilt Kennedy Center
Katelyn Neely, MD, Developmental and Behavioral Pediatrics Fellow, Vanderbilt University, UCEDD/LEND

This poster will provide an overview of an educational project undertaken as part of a developmental pediatrician�s fellowship training at the Vanderbilt Kennedy Center. This project focuses on how collaboration on an initial project as part of the Special Olympics has opened other new learning opportunities that go outside of what is typically received during medical training to create a more comprehensive view of health.

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Creating content: Emerging leaders creating meaningful products for families and self-advocates.
Alyx Medlock, MS, Training Director, Center for Development & Disability, UCEDD/LEND

As emerging leaders, LEND family and self-advocate disciplines are uniquely placed to understand the needs of families and individuals with neurodevelopmental disabilities and create change. As part of their LEND capstone projects, these trainees created a product to provide resources and improve access to individuals in New Mexico. Supporting and mentoring all trainees is critical, but family members and self-advocates may require additional mentorship in realizing their plans.

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Early Lessons Learned from Incorporating Universal Design for Learning (UDL) into the LEND Curriculum
Stephanie Baumann, MS MA, , Center for Leadership in Disability at Georgia State University, UCEDD/LEND

Universal Design for Learning (UDL) is a framework designed to create teaching and learning practices that are barrier-free for all individuals. In 2019, the Georgia LEND program implemented UDL training into their curriculum. This study will examine the change in trainees? knowledge and confidence in UDL from pre-to-post- training, themes from trainees? reflections on the UDL process, and early lessons learned from incorporating UDL into the LEND program.

Connecting the Dots: Creating Organizational Commitment and a Purpose Driven Organization through Education & Knowledge
Kataliya Caiazzo, PT, MPT, MBA, Regulatory Compliance & QI Officer, Westchester Institute for Human Development, UCEDD/LEND

A common challenge of organizations is having employees understand the role of the UCEDD network and broader impact of the work that is done. In response to this, WIHD created an educational series with the goal of bridging the gap between WIHD and the greater work that is done through the AUCD network and inspiring organizational commitment by helping employees understand WIHD�s purpose in connection to the association with AUCD.

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Sustaining diversity in the Alaska LEND Program: Recruiting self-advocate faculty from rural Alaska
Virginia Miller, DrPH MS MPH, LEND Training Director, Center for Human Development, UCEDD/LEND

This presentation will address strategies to broaden diversity in the Alaska LEND Program. The experiences with engaging a self-advocate faculty member from a rural Alaska community will be addressed. The expertise and perspectives of the faculty member as well as her contributions to curriculum planning, interdisciplinary seminar discussions, mentoring Fellows and outreach and recruitment will be highlighted.

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Learning With and From One Another: KUCDD Joint Training Seminars
Jessica Schuttler, PhD, LEND Training Director, Schiefelbusch Institute for Life Span Studies, UCEDD/LEND

Kansas University Center for Developmental Disabilities (KUCDD) has sites in Lawrence, Parsons and at the KU Medical Center, where the Kansas LEND program resides. To support further connections between KUCDD sites, KUCDD-LEND piloted a model for quarterly joint training seminars, including state and national speakers, learner presentations, and opportunities for networking. Participants completed joint community-based observation experiences. Seminar structure, topics, satisfaction data, lessons learned, and next steps will be shared.

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LEND Trainee Role in Developing and Utilizing Treatment Integrity Procedures to Incorporate Student Volunteers into an Intensive ABA Clinic
Susannah Poe, Ed.D., Director of ABA Services, WVUNDC, Center for Excellence in Disabilities, UCEDD/LEND

A cohort of four LEND Trainees effectively trained and utilized undergraduate students in an intensive autism treatment clinic using the principles of Applied Behavior Analysis (ABA). Through the development of specific treatment integrity procedures, these trainees have introduced novice students to the field of ABA, preparing them to work with young children diagnosed with Autism Spectrum Disorder in an evidence-based and safe environment for both the students and the clients.

Using Fuzzy Cognitive Mapping to Initiate Trainee- and Faculty-Led Change in the Missouri LEND Activities, Policies, and Procedures
George Gotto, Ph.D., Director, University of Missouri, UCEDD/LEND

The Missouri LEND and UCEDD use an innovative evaluation methodology to develop a deep understanding of the LENDs impact. Specifically, they use fuzzy cognitive mapping (FCM) to identify trainee- and faculty-driven priorities. These priorities guide the development of didactic lectures, clinical activities, family shadowing, and clinical observations. The cognitive mapping methodology is highly participatory and fosters social learning between the multiple disciplines and perspectives represented among the trainees and faculty.

Incorporating Maternal and Child Health Leadership Competencies and Objectives into LEND Trainee Curriculum
Mayra Alvarez, PhD, Psychologist, Rose F. Kennedy Center, UCEDD/LEND

This poster presentation describes a LEND training curriculum completed at the Rose F. Kennedy Children�s Evaluation and Rehabilitation Center in the 2018-2019 academic year. Curriculum was developed using the Maternal and Child Health Leadership competencies. The efficacy of the curriculum in promoting leadership competencies was assessed using an AUCD Network pre- and post- self-assessment tool.

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Including People with Disabilities in LEND Programs
Alexis Nichols, N/A, Disability Advocacy Trainee, Partnership for People with Disabilities, UCEDD/LEND

Based on MCHBs last grant cycle, it was highly encouraged that LEND Programs increase the inclusion of people with disabilities as faculty, trainees, and in various other capacities within the programs. As a Va-LEND trainee with a disability, I know that including people with disabilities in the program is imperative. Come see how various LENDs are including people with disabilities and the benefits it has for everyone involved!

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Current Levels and Perceptions of ASD knowledge among LEND and UCEDD Trainees
Cassity Haverkamp, , Center for Persons with Disabilities, UCEDD/LEND

Mixed-method findings reveal the current state of ASD knowledge and perceptions of the importance of ASD knowledge among professionals among LEND and UCEDD trainees (N=155). Descriptive, multivariate statistics, and thematic analyses were used to analyze data. Analyses indicated differences in ASD knowledge and perceptions regarding the importance of ASD knowledge across disciplines and geographical region. Implications and future directions for training, research, and service are discussed.