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AUCD - Poster Session: Behavior Supports & Mental Health

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Monday, November 16, 2015 9:00am - 10:15am

Location: Congressional Hall C

Session Description

AUCD poster symposia seek to deepen levels of engagement and connection between those interested in common topics. Posters have been hand-selected by a review committee and grouped by room according to theme. Facilitators will open each poster symposia with broad thoughts about the room's theme, and attendees will be allotted ample time for in-depth exploration of the information presented and make connections with others in the room. Attendees are free to select one symposia to attend during each time slot as space allows; pre-registration is not required.


A Survey Study of Postpartum Depression Screening by Therapists Practiced in Early Intervention
Rebecca Lassell, MOT, OTR, N/A, Riley Child Development Center - Indiana University, LEND
Early intervention providers across the United States completed a 28-question survey regarding current screening practices, barriers to screening, and referral practices regarding postpartum depression.

The Relationship Between Social Anxiety and Social Engagement Among Adolescents with Autism Spectrum Disorder Following the UCLA PEERS� Intervention.
Angela Dahiya, Research Assistant, Tarjan Center UCLA, UCEDD
This study examined the relationship between social anxiety at baseline as a predictor of change in social engagement in adolescents with autism spectrum disorder (ASD) following the PEERS� intervention, an evidence-based social skills program. Results suggest that there was no significant relationship between adolescents' overall social anxiety at baseline and change in social engagement, but there was a relationship between greater general social avoidance and distress and better social engagement.

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Training Educators on the Use of Individualized Positive Behavior Support: Four Models
Jason Cavin, MS, MA, LPC, BCBA, Director of Behavior Support and Consultation, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Emily Graybill, PhD, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

This poster describes four different models of training and technical assistance (T&TA) provided to educators on the use of individualized positive behavior support. All models of T&TA included didactic training and coaching sessions but varied by time between sessions, length of sessions, and make-up of school teams participating in the training. The poster will present outcome data and will examine the advantages and disadvantages of the different models.

School Climate Transformation: Using a PBIS Model in Indian Country
Martin Blair, PhD, Executive Director, University of Montana Rural Institute, UCEDD
In 2015, the Montana Office of Public Instruction received federal funding to implement a School Climate Transformation grant in schools on or near tribal lands. We will describe the process of developing and implementing a PBIS model in a culturally sensitive manner.

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Supporting the Leadership Development of Childcare Providers through Early Childhood Mental Health Consultation
Ruby Natale, PhD, PsyD, Associate Professor, Mailman Center for Child Development, UCEDD/LEND
Nicole Englement, PhD, Miami, FL, FL - Mailman Center for Child Development, UCEDD/LEND;

The most common health problems of childhood and early adulthood (behavioral issues) begin in early childhood and disproportionately affect low-income and ethnic minority populations. The objective of the Jump Start to Child Health program was to assess the efficacy of a childcare consultation model designed to help early care and education providers improve the mental health capacity of their facility.

Perceptions, Beliefs and Access to Mental Health Services for Culturally Diverse Populations
Maria Avila, PhD, Program Co-Director, Vermont Leadership Education in Neurodevelopmental Disabilities, LEND
This presentation will describe a community needs assessment (qualitative study) with 93 refugee community members. Through a series of focus groups. Our objective was to better understand different cultural groups' perspectives on mental health, social-emotional challenges, and substance use. Participants were also asked about the meaning of help-seeking within their cultural communities, the ways in which they seek help and the sources from whom they seek it.

Implementation of PEERS Groups in a Secondary School Setting
Niki Roberts, MEd, , Center for Disabilities Studies, UCEDD/LEND
Debby Boyer, MS, Newark, DE, United States, DE - Center for Disabilities Studies, UCEDD;

PEERS (Program for the Education and Enrichment of Relational Skills) is an evidenced-based social skills curriculum for adolescents. This curriculum was piloted in Delaware during the 2014-2015 school year with nine school-based teams of facilitators. Data was collected on implementation fidelity and student outcomes. Results showed that groups were implemented with fidelity and that students showed an overall improvement in relational skills.

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Iowa's Challenging Behavior Training Service: How Training Iowa's School-Based Practitioners in Advanced Behavioral Assessment Skills Created Statewide Change
Brenda Bassingthwaite, PhD, Manager of Biobehavioral Outreach Services, Center for Disabilities and Development, UCEDD/LEND
The Iowa Department of Education contracted with behavior analysts from the Center for Disabilities and Development to train school-based practitioners in functional behavior assessment. The training model included didactic lectures and hands-on training sessions to evaluate students engaging in challenging behaviors. The Challenging Behavior Training Service has improved behavior assessment practices throughout the state, improved outcomes for students, and created leaders in behavior assessment throughout Iowa.

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Traumatic Brain Injury and Social Processes in Rural Adolescents: A Qualitative Investigation
Brandon Rennie, Postdoctoral Fellow, Center for Development & Disability, UCEDD/LEND
This poster reports results from a study examining social outcomes and processes for adolescents with traumatic brain injury (TBI) living in rural areas. Mixed qualitative and quantitative methods were used. Interviews with adolescents and their parents focused on environmental and personal factors that facilitated or impeded social interaction and social adjustment before and after the injury. Results are discussed in terms of implications for assessment, monitoring, and intervention.

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