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AUCD - Posters: Transition

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Monday, December 7, 2020 12:00 PM - 4:45 PM

Location: Virtual


Effects of Knowledge Translation Methods on VR Counselors Providing Pre-ETS to Youth with Significant Disabilities 14-16 years of age


Elizabeth Getzel, MA, Director of Transition RRTC, VCU Transition RRTC

The presentation describes using knowledge translation (KT) methods to develop and deliver a toolkit for VR counselors providing Pre-ETS to students 14 to 16 years old with significant disabilities. Through the KT process, feedback from students, families, educators, and Pre-ETS counselors will generate new knowledge to increase counselors' abilities to provide services to younger students. The presentation is relevant to disciplines of policy, education, and vocational rehabilitation.

Transition Planning Webinars for Youth/Young Adults with Intellectual, Developmental, and Learning Disabilities during the COVID-19 Pandemic


Ida Barresi, Master of Arts, Senior Speech Language Pathologist/C0-Director of , Rose F. Kennedy Center, UCEDD/LEND

Transition planning is an integral component of post secondary planning for youth/young adults with intellectual, developmental, and learning disabilities. This poster will describe a 3-part webinar series, held during the COVID-19 pandemic, for youth/young adults and their families to help make informed decisions regarding post secondary opportunities, including furthering education, employment, and independent living.

Employment Outcomes in Adulthood: The Importance of Paid Employment in High School for Youth with Severe Disabilities


Jessica Awsumb, Ph.D., Research Associate, Vanderbilt University, UCEDD/LEND

Paid work experience during high school is strongly advocated as a recommended practice, but youth with severe disabilities rarely participate. We are planning the very first experimental study of the impact of paid employment during high school on postschool employment outcomes. This presentation focuses on the year-1 qualitative perspectives and recommendations of 74 stakeholders (e.g., special educators, parents, administrators, employers, agency personnel) who support these work experiences.

Mothers' Perspectives on the Future of their Young Adults with and without Developmental Disabilities


Elina Veytsman, MA, , UC-LEND

Parents play a critical role in facilitating successful transition to adulthood for youth with developmental disabilities. This study examines mothers' perspectives during the transition to adulthood for young adults with autism spectrum disorder (ASD) and/or intellectual disability (ID), with a comparison group of typically developing (TD) peers. Mothers' goals for their young adults are explored in relation to young adult transition outcomes in the employment, independence, and social arenas.

All Brains Neurodiversity Initiative: An Integrated Model to Support and Transition Neurodiverse Individuals for Adulthood.


Karina Wang, , UC-LEND

All Brains is a neurodiversity initiative that aims to provide clinical, social, and academic support for neurodiverse individuals who are transitioning into college and adulthood. Our student-led initiative is partnered with UC-LEND, the LEND clinic, and UCLA campus resources in order to create a streamlined and efficient system of support. The replicable model for other college campuses consists of weekly socials, peer mentorships, student and faculty training, workshops, and advocacy.

Inclusive State Policy for Youth Transition


Sydney Geiger, , The Council of State Governments

Learn more about how state governments can promote policies that create better opportunities and outcomes for youth and young adults during transition!

Health Literacy, Transitions, and Destination Dawgs: Adapting a Curriculum for Young Adults with Disabilities


Emily Bridges, MPH, Graduate Certification - Disability Studies, UCEDD Trainee Alumna, Independent Living Resource Center

This poster highlights the background research, activities, and results of an instructional health literacy program for college students with intellectual/developmental disabilities (I/DD) from a recently completed Master of Public Health capstone project. The poster is relevant to those involved in the medical, public health, and education disciplines, along with advocates interested in increasing health literacy skills of youth with I/DD as they transition from pediatric to adult-centered care.

UNMC Munroe-Meyer Institute Transition Information Series: Knowledge - the Great Equalizer.


Rhonda Haitz, , Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND

Learn how the Nebraska UCEDD implemented a new transition educational series to educate and empower families. Strategies used to reach families regarding transition and assist them in understanding their rights as they develop a plan for the future for their young adult will be shared. An overview of topics presented, agencies involved, marketing efforts and delivery during COVID-19 will be presented.

Equity outdoors: Forging the trail for youth leadership development through outdoor activity and engagement


Lindsay Sauve, MPH, , Center for Learning and Leadership, UCEDD/LEND

This poster shares about Empowered Youth Leaders, a program for youth with I/DD that provides leadership development through participation in outdoor activities. The poster will share information on how the program was planned and developed, program improvement, program structure, lessons learned, and the role of partnerships. This presentation would be relevant for self-advocates, family members, professionals in disciplines that work with transition-age youth.

A Review of Transition Planning Resources for Parents Through New England State Board of Education Websites


Shannon Langdon, M.Ed , , A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND

In this study the six New England State Board of Educations were analyzed. Each website was assessed to determine what transition resources and information were available to parents of transition age youth. A checklist was used to gather data about the resources and to compare what each state education agency readily provides to transition age youth and their parents.

Trends and analysis of our first year: The Lifespan Transition Clinic (LTC) at the Institute on Development & Disability


Kim Solondz, MS, OTR/L, Occupational Therapist, Oregon Institute on Development & Disability, UCEDD/LEND

This study involved a retrospective chart review of youth/young adults served in the first year of the Lifespan Transition Clinic (LTC). The clinic serves clients experiencing neurodevelopmental disabilities and involves a mental health evaluation, occupational performance evaluation, and creation of an action plan. This chart review allowed us to identify referral similarities and differences, clinical themes, determine services utilized throughout Oregon and Washington, and inform future practice.

Individualized Transition Plans for Students with Autism Spectrum Disorder and/or Intellectual Disabilities: What Parents Need to Know


Laura Alba, Master's of Science, Graduate Student, UC-LEND

Thoughtful transition plan development is critical for post high school preparation and success among students with autism spectrum disorder (ASD) and/or intellectual disabilities (ID). The results from this study aided in the development of a question guide for families to help them maximize the transition process for their transition-aged child. This presentation will be particularly beneficial for professionals working in schools and parents/caregivers with transitioned-aged children.

Fostering Positive Outcomes: Assessing transition needs and supports for youth with disabilities in foster care through intentional community engagement


Jacy Farkas, MA, Training Director, Sonoran UCEDD

Fostering Positive Outcomes is a statewide assessment to better understand the needs of youth with disabilities as they age out of Arizona's child welfare systems and transition to adult living. This project utilizes a community participatory approach and innovative mixed-methodologies to develop a statewide agenda for serving these youth and improving adult outcomes. We share preliminary results and our process for engaging diverse community stakeholders while centering youth voice.

Examining the Research on Internships for Young People with Intellectual and Developmental Disabilities


Kathryn Burke, PhD, Assistant Research Professor, Institute on Disabilities, UCEDD

Presenters will describe results of a comprehensive review of the literature on internships for youth with intellectual and developmental disabilities. Implications will cover elements/types of internships in need of greater exploration, considerations for the development of internship experiences and related supports, and policy reforms for education and vocational rehabilitation services to enhance competitive, integrated employment for people with intellectual and developmental disabilities.