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AUCD - Poster Symposium 3C: Clinical Service, Epidemiology, Early Intervention

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Monday, November 18, 2019 3:30 PM - 4:45 PM

Location: Congressional C

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.


Improving the Care of Young Children with Gender Nonconforming Behaviors and Preferences
Marie Reilly, MD, Attending Physician, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND

Primary care and developmental behavioral pediatric providers are often the first professionals with whom young gender nonconforming children and their families discuss their concerns about their emerging gender identity. It is important, therefore, that providers be knowledgeable about the conflicts and choices that are typical of these children and their families so that they are better able to guide them appropriately.

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iCON: Inclusive Child Outcomes Network
Ashley Steele, Masters in Education, Early Head Start Program Manager, Louisiana State University Human Development Center - New Orleans, UCEDD/LEND

The focus of iCON is to create a network of early childhood providers that can contribute to the inclusivity of services within a child care setting. This includes creative a common vocabulary between child care staff and Early Intervention providers, understanding Early Intervention techniques within the CLASS observational scale framework and implementing Mentor Coaching strategies. Information includes video vignettes and partner activities to solidify iCON information.

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Diagnoses and Interventions Related to Auditory Processing Disorder and Parent/Provider Perceptions
Lisa Hunter, PhD, Professor, University of Cincinnati UCE, UCEDD/LEND

Auditory Processing Disorder is a challenging diagnosis for parents and providers to understand and evaluate due to overlap with other disorders such as speech, language, attention and cognitive deficits. Due to this longstanding controversy, treatments for APD have not been proven to be effective. In this presentation, we will describe multidisciplinary diagnostic results for a group of children with listening difficulties who were evaluated for APD.

Factors that predict outpatient follow up and discharge summary receipt post-hospitalization in adults with intellectual and/or developmental disabilities
Jason Xenakis, MD, MPH, , Westchester Institute for Human Development, UCEDD/LEND

This study examines the transition of care of adults with IDD from the hospital to the appropriate outpatient facility. It specifically evaluates if any factors (e.g., demographics, housing situation, level of disability, etc.) that predict the time it takes for an individual to follow up with the appropriate outpatient provider and whether or not the discharge summary was available to effectively inform the provider of the hospitalization course.

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Health and Other Disparities for Children and Youth With Special Health Care Needs in New Mexico
Heidi Fredine, MPH, Lead Researcher, Center for Development & Disability, UCEDD/LEND

Data from the National Survey of Children�s Health was used to identify Children and Youth with Special Health Care Needs (CYSHCN) in New Mexico. The presentation presents disparities faced by CYSHCN based on social determinants. Low household income, minority racial status, living in a rural area, and speaking a language other than English at home are correlated with CYSHCN. CYSHCN are also more likely to have multiple adverse childhood experiences.

Jump Start Early Childhood Consultation: Capacity Building through Partnerships
Ellen Kolomeyer, PhD, Postdoctoral Associate, Mailman Center for Child Development, UCEDD/LEND

Jump Start ECC supports social/emotional development in early education settings by increasing providers' capacity to address challenges that place particular children at risk for expulsion. Based on the Infant/Early Childhood Mental Health Consultation model, JSECC incorporates the tenets of solid program infrastructure, highly-qualified mental health consultants, and high-quality services. By providing program-focused, classroom-focused, and child-focused consultations, JSECC aims to capacitate early learning providers to reduce expulsion and build inclusive classrooms.

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The Use of Project ECHO to Support Early Childhood Professionals in Using Strategies from the Early Start Denver Model
Sarah Zlatkovic, , Wyoming Institute for Disabilities, UCEDD

This presentation discusses the use of the ECHO model (TM) to deliver professional development on strategies from the Early Start Denver Model (ESDM) to educators in rural Wyoming. Results of a mixed-methods investigation assessing the efficacy of ECHO to support professionals in the utilization of ESDM strategies will be presented, as well as implications for practitioners related to rural applications.

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Using implementation science to translate assistive technology research into sustainable practice for early literacy development.
Ruby Natale, PhD, PsyD, Associate Professor, Mailman Center for Child Development, UCEDD/LEND

Step Up AT for Early Literacy is a professional development toolkit promoting the adoption of assistive technology (AT) strategies in the early childhood setting for children with disabilities. This poster presentation will highlight how we are (a) using RE-AIM implementation science framework to translate our work from research to practice (b) building community partnerships as a plan for sustainable dissemination of the AT toolkit.

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The Oklahoma Early Access Project: A Retrospective Analysis on the Impact of Capacity Building Efforts for Developmental Monitoring and Screening.
Seth Kastner, B.S., Research Assitant II, Oklahoma Autism Center (OUHSC)

Over the past 8 years, the Oklahoma Early Access project has worked to build capacity for developmental monitoring and screening across the state through partnerships with existing agencies and organizations serving young children. This presentation presents quantitative and qualitative data on the experiences and impact of the network of Community Screening Partners we have trained and supported across Oklahoma, including lessons learned and suggestions for similar initiative in other states.

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Improving Family Centeredness Together: Engaging New York City Spanish- and Mandarin-speaking Early Intervention Stakeholders in Quality Improvement
Emma Brezel, MBE, Project Manager, Rose F. Kennedy Center, UCEDD/LEND

Improving Family Centeredness Together is a collaboration between New York State Department of Health and three UCEDDs to improve the family centeredness of Early Intervention (EI) in New York. This poster will share how one UCEDD is supporting teams of Spanish- and Mandarin-speaking EI families and professionals to plan, implement, and evaluate quality improvement projects that highlight the need for engagement between EI programs and culturally and linguistically diverse communities.

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Using Social Cognitive and Narrative Curriculum to Improve Outcomes for Individuals Who Stutter
Risa Battino, Master of Science in Speech Language Pathology, Speech Language Pathologist, Rose F. Kennedy Center, UCEDD/LEND

Children/adolescents who stutter and have concomitant social cognitive and language impairments present a unique challenge to therapeutic intervention. These differences require therapists to think outside the box and employ a variety of intervention strategies to accommodate individual differences. This presentation will address how the use of a social cognitive intervention and the development of narrative skills can help optimize treatment outcomes for individuals who stutter.

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Assessing the Feasibility and Impact of the CDC's "Learn the Signs, Act Early" Program in an Early Head Start Setting.
Jenni Koehler, , Civitan International Research Center, UCEDD/LEND

The CDC�s Learn the Signs. Act Early program aims to improve early identification of children with developmental disabilities by developing high-quality, evidence-based materials to promote and facilitate developmental monitoring among parents of children from birth to age five. The Early Head Start program serves this target audience by providing comprehensive developmental support to low-income infants, toddlers, and families. This study examines the feasibility of a partnership between these two programs.

Examining the Opioid Crisis in the Utah Regional LEND States: A Survey-Based Assessment Addressing Family Needs and Developmental Effects.
Ethan Dahl, PhD, , Wyoming Institute for Disabilities, UCEDD

This project addressed current needs, supports, and barriers of families affected by prenatal opioid use and/or misuse in the Utah Regional LEND states. Taking an interdisciplinary team approach, LEND trainees surveyed or interviewed providers, social workers, and community members. Several content themes emerged, including that direct clinic/provider-based intervention is perceived as most helpful for affected families, yet several financial, geographic, and knowledge barriers continue to restrict access to services.

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Children with disabilities tend to stay in a highly-resourced Early Head Start/Head Start program longer than children without disabilities
Alan Cobo-Lewis, PhD, Director, The University of Maine, Center for Community Inclusion, UCEDD

We measured the rate at which children from birth to kindergarten-age exit from 21 Educare schools. These are highly resourced Early Head Start/Head Start programs targeting children at risk, especially children from poor families. About 10% of the children have a disability. Children with a disability tended to stay in the program longer, especially when enrolled in Early Head Start.

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Screening of Behavioral Sleep Problems and Sleep Disordered Breathing in a Pediatric Population
Karen Bonuck, PhD, Professor, Rose F. Kennedy Center, UCEDD/LEND

This poster presentation describes a pilot study conducted among pediatric patients at the Rose F. Kennedy Children�s Evaluation and Rehabilitation Center at Albert Einstein College of Medicine. Children receiving speech evaluations and/or speech-language therapy were screened for behavioral sleep problems and sleep disordered breathing. Final findings and suggestions for future research are discussed.

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Everyone Learns, Everyone Teaches: Orientation to the ECHO model
Canyon Hardesty, MS, , Wyoming Institute for Disabilities, UCEDD

Interdisciplinary teams are critical to the success of individuals with special health care and educational needs, however specialty training and ongoing support is rarely available in rural communities. This session will describe the work of two national training sites, located in Alaska and Wyoming. Participants will receive an in-depth orientation to the ECHO model and develop action items to support replication in their local communities.