AUCD - Poster Symposium 5A - Education: Postsecondary and Transition
<< Back to ProgramTuesday, November 15, 2022 2:00 pm - 3:15 pm
Location: M2: Salon 2
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, 10-14 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 followed by brief introductions by presenters. Attendees will then be free to move around the room and connect with individual presenters for the remainder of the session. Attendees are welcome to move between symposia rooms and view posters on other topics. Conference posters will be available to view on the website and in the mobile app.
Presenters
High-School Predictors of Post-school Engagement Among Adults with Disabilities: An Ecological PerspectivePresenter(s)
christopher murray, Ph.D., director, Center on Human Development, UCEDDWe examine patterns of adult adjustment (i.e., participation in employment and postsecondary school) among individuals with disabilities at ages 20, 22, and 24 years old. We then examine how individual skills and experiences gathered from these same individuals during high school (ages 16 and 18 years old) predict patterns of early adult "engagement" to identify adolescent skills and experiences that can promote (or detract from) positive early adult outcomes.
A Survey of the Implementation and Quality of Pre-Employment Transition Services among Providers in Tennessee
Presenter(s)
Jessica Awsumb, PhD, , Vanderbilt University, UCEDD/LENDStudents with disabilities hold high aspirations for adulthood but must be properly prepared to be successful. In this presentation we examine the current implementation, quality, and impact of Pre-Employment Transition Services (Pre-ETS) in Tennessee. We share findings related to collaborative activities, training needs, and provider self-reported quality of Pre-ETS activities. Finally, we will share next steps for professional development, trainings and workshops, and suggestions for increasing Pre-ETS quality and impact.
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Youth Employment Project: A Randomized Control Trial on the Paid Employment Experiences of Youth with High Support Needs
Presenter(s)
Jessica Awsumb, PhD, , Vanderbilt University, UCEDD/LENDThis presentation examines the effects of paid work during high school on the post-school employment outcomes of youth with intellectual disability, autism, and multiple disabilities. We will share the multi-phase intervention process including, planning, piloting, implementation, evaluation, and dissemination. In addition, we will explore a team- and feedback-based approach to intervention development. Lastly, we will focus on interagency collaboration as foundational to implementing the intervention successfully.
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Rural Recruiting: A Methodology For Finding Participants While Building Sustainable Networks
Presenter(s)
Samuel Wilkinson, Masters in Public Administration, Assistant Director of Center Operations, Center for Excellence in Disabilities, UCEDD/LENDFinding the individuals that your work targets, particularly individuals who do not want to be found, can be a daunting challenge. This presentation discusses one workaround to the problem.
Identifying Barriers to Equitable Access to Higher Education for Adolescent and Young Adult Cancer Survivors: An Exploratory Study
Presenter(s)
Lisa Carey, Ed.D., Assistant Director, CILSE , Kennedy Krieger Institute, UCEDD/LENDEquitable access to quality education is a social determinate of health. Yet, barriers to much needed K-12 academic supports for childhood cancer survivors who have cancer-related cognitive impacts is well documented. The current mixed-methods exploratory study looks at barriers to accessing higher education for cancer survivors as they transition from K-12. Potential changes to enhance patient-centered healthcare to better support survivors in accessing higher education are discussed.
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"Ask me About College" - How Policy Advocacy in Inclusive College Programs Impacts Self-Determination and Well-Being for ALL Students
Presenter(s)
Jamie Ray-Leonetti, JD, Associate Director of Policy, UC-LENDThis poster explores the personal experiences of two students with disabilities who participated in Think College public policy work educating legislators about the importance of inclusive college and its positive impact on their self-determination and wellness. Conference participants will learn about 1. national data around employment and community inclusion of students who participate in inclusive college programs; 2. Think College Policy Advocates; 3. Lived experiences of students.
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Preparing High School Students to Use Assistive Technology in Postsecondary Settings
Presenter(s)
Daniel Cochrane, MA, MS, Clinical Instructor, Institute on Disability & Human Development, UCEDD/LENDThis poster presentation is about a self-paced, online curriculum being developed by the QIAT-PS project of the Great Lakes ADA Center. The goal is to teach young people how to self-advocate for assistive technology (AT) after they leave the K12 system. It is based on new research into indicators for self-determination and AT. A prototype of the curriculum is being piloted in 2022. Learn more at https://qiat-ps.org/new-curriculum/
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Disability Culture and Communication in Healthcare Settings: A Novel Undergraduate Medical School Curriculum
Presenter(s)
Hannah Ship, B.S., MD/MPH Student, Mailman Center for Child Development, UCEDD/LENDIn an effort to address the knowledge gap faced by many physicians, we developed an undergraduate medical school curriculum on caring for people with disabilities. This presentation aims to describe the curriculum as well as analyze the novel session?s impact and efficacy. The main themes of the curriculum include disability culture, the medical vs. social model of disability, and shared decision making through effective communication.
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Texas A&M and Texas Workforce Commission's Work-Based Learning and Transition Capacity-Building Projects
Presenter(s)
Robin Miller, Ph.D., Director of Employment Programs, Center on Disability and Development, UCEDDTexas Workforce Commission has partnered with Texas A&M's Center on Disability and Development to establish two projects addressing transition services. The Work-Based Learning Project provides $10,000, training, and technical assistance to help schools develop work-based learning programs for students with disabilities. Through the Capacity-Building Project, TWC and school staff identify and address barriers to transition services. This presentation describes how the projects work together to improve student outcomes.
Developing an Evaluation Plan for a Comprehensive College Autism Support program
Presenter(s)
Hamida Jinnah, PhD, Associate Research Faculty, Institute on Human Development and Disability, UCEDDThis proposal focuses on the process and outcome approaches used to evaluate a comprehensive college autism support program. Process evaluation is focused on supporting learning and enable continuous improvement. Outcome evaluations are focused on short, intermediate and long-term outcomes.
Preparing the Disability Workforce: How Fuzzy Cognitive Mapping Facilitates Our Understanding of an Effective LEND Program
Presenter(s)
George Gotto, Ph.D., Director, University of Missouri, UCEDD/LENDOver five years, researchers at the Missouri UCEDD used Fuzzy Cognitive Mapping (FCM) to gather trainee and faculty perceptions about the efficacy of the Missouri LEND. The 10 semesters of FCM analysis resulted in a conceptual model for an effective LEND program that prepares a diverse, interdisciplinary workforce. This model is useful for any LEND looking to examine and strengthen the efficacy of the activities and experiences provided to trainees.