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AUCD - Poster Symposium 5C: Systems-level Implementation

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Tuesday, November 19, 2019 1:30 PM - 2:45 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.


Policy and Practice Barriers and Solutions to Early Identification of Autism Spectrum Disorder in the California Early Intervention System
Marian Williams, PhD, Associate Professor of Clinical Pediatrics, USC, Childrens Hospital, UCEDD/LEND

This poster will present findings from a survey of the early intervention/Part C program managers throughout California, detailing current policies and practices related to early identification of and intervention for autism spectrum disorder. Barriers to access early identification and intervention and proposed solutions will be presented.

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Do more people with IDD go into institutions following a major emergency or disaster, such as a hurricane or flood?
Heidi Eschenbacher, PhD, , Institute on Community Integration, UCEDD/LEND

The Residential Information Systems Project (RISP) was approached to provide information about whether or not there more people with IDD move into large facilities after a disaster, such as a major flood or hurricane. Our initial analysis found some possible increase following Hurricane Katrina, but this will take another look at other areas.

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Innovative Educational and Health Interventions for Individuals with Disabilities in Rural and Urban Contexts
Stephen Bagnato, Ed.D., Professor of Psychology & Pediatrics, LEND Center of Pittsburgh

Challenges of creating innovative intervention models for individuals with disabilities differs dramatically across rural and urban contexts. Documenting the �active agents� of such models requires ingenuity, flexibility, and collaboration through interdisciplinary partnerships. These partnerships involve both formal & informal sources of support with schools, clinics, agencies, non-profits, and a �participatory action research� approach. Our poster highlights 3 evidence-based models in VA, PA, AL

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Assessment of Zika Virus or Other Neurodevelopmental Disability Systems of Care in the Pacific Basin
Patrice Yasuda, PhD, Professor of Pediatrics, USC, Childrens Hospital, UCEDD/LEND

Interdisciplinary care supports the physical, behavioral, developmental, emotional, and mental health of children exposed to Zika Virus (ZIKV) and children with neurodevelopmental disabilities (NRDs) to achieve optimal life course trajectories. Disparities in the interdisciplinary workforce impact the systems of care available to this population of children and their families in the US territories in the Pacific Basin of American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands (CNMI).

Statewide collaboration to educate health and child care providers on strategies to integrate and support routine developmental monitoring and screening.
Toni Whitaker, MD, , Boling Center for Developmental Disabilities, UCEDD/LEND

Tennessee�s Screening Tools and Referral Training (START) program provides education for a variety of professionals on skills and strategies to implement routine developmental monitoring and screening. This successful statewide program results from a collaboration among Tennessee Chapter of the American Academy of Pediatrics (TNAAP), Tennessee Early Intervention System (TEIS), and the CDC�s Learn the Signs. Act Early. program Ambassador to Tennessee.

University of Wyoming ECHO for Autism: Leveraging education systems to provide behavioral services in frontier communities
Eric Moody, PhD, Director of Research and Evaluation, Wyoming Institute for Disabilities, UCEDD

Supporting children with autism in rural areas is extremely difficult. In some cases, there are no service providers for hundreds of miles. We report on an innovative professional development program for educators to address this service gap: ECHO for Education, Autism. This is a distance and case-based approach to professional development. We report on the model, its implementation and outcomes, and the concept of Autism Ready Communities.

Developmental Disorder Directory Assistance Project
Melissa McGovern, Masters Human Development & Family Studies, Developmental Specialist, Nevada Center for Excellence in Disabilities, UCEDD/LEND

The Nevada Directory Assistance project will collaborate with existing special needs directories (211 and MCH websites) to problem solve information gathering and 
up-keeping strategies as well as assist in marketing to increase the number of visits to their directory website.

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Pediatric Medical Home Advancement and Implementation for Children and Youth with Special Health Care Needs
Jamie Jones, MPH, , American Academy of Pediatrics

This poster provides an overview of the National Resource Center for Patient/Family-Centered Medical Home (NRC-PFCMH), a cooperative agreement between the Maternal and Child Health Bureau of the Health Resources and Services Administration and American Academy of Pediatrics. The goal of NRC-PFCMH is to implement innovative programs and activities to address fragmented systems of care for CYSHCN. Medical home tools and resources will be available at the table for distribution.

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Under Identification of Individuals with Deaf-Blindness: Addressing a National Issue
Julie Durando, Ed.D., Assistant Professor, Partnership for People with Disabilities, UCEDD/LEND

Proper identification is a critical first step in supporting individuals with combined vision and hearing loss to better access their homes, schools, and communities. This presentation will include subset data from the annual National Deaf-Blind Child Count to highlight the issues related to under-identification. Resources and strategies to partner in addressing this undercount and ensuring reform efforts are purposefully inclusive of individuals with deaf-blindness will be discussed.

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Virginia Collaborative Developmental Disabilities Trainee Exchange: The Intersection of Policy and Practice
Meera Mehtaji, PhD, , Partnership for People with Disabilities, UCEDD/LEND

Virginia�s Leadership Education in Neurodevelopmental Disabilities (Va‐LEND) at Virginia Commonwealth University (VCU) was awarded a grant to increase collaboration with the University of Virginia (UVA). The grant provided clinical opportunities for Va-LEND Trainees that are not currently available at VCU, and provided disability policy experiences for Developmental Pediatric Fellows not currently available at UVA. The experiences of Trainees and Fellows will be highlighted, and recommendations for practice will be provided.

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Learning from the Past, Changing the Future: A Historical Review of Trends and Best Practices among ICDD Funded-Projects
Kaitlin Stober, MSc, Research Specialist, Institute on Disability & Human Development, UCEDD/LEND

This research explores historical trends among projects funded by the Illinois Council on Developmental Disabilities, via secondary data analysis, as well as best practices among past projects, via qualitative interviews with Council and project affiliates. Findings regarding sustainable and impactful practice for projects that impact systemic change for the DD community are provided.

A Legacy Product: AMCHP�s Learn the Signs. Act Early. State Systems Grant: Eight Years in Review
Maura Leahy, MPH, Program Associate, AMCHP

This poster will present a review of eight years of AMCHP�s Learn the Signs. Act Early. (LTSAE) state systems grants� efforts to strengthen state and community systems for early identification and coordination of services for children with developmental disabilities. The poster will provide an overview of the how grantees were able to impact systems change and lessons learned, through a presentation of state implementation examples.

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Increasing Access to Autism Spectrum Disorder Assessment Services for Children Under Three Through Part C Clinics
Brittany Powers, MPH, Program Manager, Center for Disabilities Studies, UCEDD/LEND

Poster describes initiative to improve access to timely autism diagnosis and services by (1) offering medical assessments for autism in underserved Delaware in the Part C early intervention system, and (2) providing an assessment report that can smooth the transition to school for children diagnosed. In a period of 20 months, over 100 children received autism assessments in Part C. Many of those families pursued evaluations for school-based service eligibility.

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The First Door is the Right Door: The Braiding of Service Delivery for New Hampshire Children and Families.
Morgan Siska, MSW, Mr., Institute on Disability, UCEDD

New Hampshire Department of Health and Human Services has created an Early Childhood Integration Team to facilitate integration of connected and linked services within the state for 0-8-year-old children and their families. By disseminating knowledge about adverse childhood experiences and determinants of health, DHHS is working together with DoE to limit service gaps and to prevent delays caused by different funding streams and eligibility criteria for similar program provisions.

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The Professional Role of Parent Resource Coordinators within Family Centered Care Coordination
Rachelle Main, MSW and MPA, , Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND

Parent Resource Coordinators are part of an emerging professional role of Community Health Workers that fulfill more then a peer-to-peer support role for families of children with special health care needs. While they have the lived experience, Parent Resource Coordinators are also educated and trained, which helps them better relate and support families as they advocate and help to navigate the complexities of the healthcare system.

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Critical Conversations for Increasing Training in Evidence-Based Practices for Autism: Examining the Relationship between Trainer Performance and Administrator Interactions
Patricia Schetter, MA, BCBA, Coordinator of Autism Education Initiatives, UCEDD

The California Autism Professional Training and Information Network (CAPTAIN) is a cross-agency network of professional trainers coming together to support the dissemination and implementation of evidence-based practices (EBP) for Autism Spectrum Disorders (ASD) across California. This poster will present the effects that required communication between CAPTAIN members and their supporting supervisors and administrators has on annual performance of EBP-related trainings and coaching sessions.

Leveraging Maternal and Child Health Programs to Develop the Missouri Milestones Matter Program
Alicia Curran, BS, Grad. Cert., LEND Family Faculty, Act Early Ambassador, University of Missouri, UCEDD/LEND

In this session, panelists will present how they leveraged the expertise of the MCH Workforce Development Center at North Carolina Chapel Hill and resources from the CDC's "Learn the Signs. Act Early." public health campaign to build a program in Missouri child care settings that increases developmental monitoring and screening for children birth to five years old.

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