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AUCD - Poster Symposium: Behavioral Supports & Mental Health

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Monday, December 5, 2016 3:20 PM - 4:20 PM

Location: Congressional Hall A

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 around common themes. Facilitators will open each poster symposia with broad thoughts about the room's theme followed by a brief 2-3 minute presentation by each poster presenter, approximately 15 per room. Attendees will then have time for more in-depth exploration of the information presented and make connections with others in the room. Attendees are attend to select one symposia to attend during each time slot as space allows; pre-registration is not required.


Behavior: The Growing Need to BE in the World
Meghan Mulvenna, Special Education/ Organizational Behavior, Behavior Consultant, DC Special Education Cooperative
Traditional approaches to problematic behavior may temporarily reduce actions that are not conducive to the environment, but how do they prepare individuals to act as independent, productive citizens of the world? This session will focus on broadening the traditional treatment approach to behavior to be more inclusive of strengths, differences and creative solutions. The presenter will focus on practical implications, using individual case studies as testimonies.

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Developmental Screening Needs to Include Social-Emotional Screening: Research Findings from a Community Study
Marian Williams, PhD, Associate Professor of Clinical Pediatrics, USC, Childrens Hospital, UCEDD/LEND
Research on over 600 children, ages 2 to 60 months, compared the Ages & Stages Questionnaire - 3 and the Ages & Stages Questionnaire: Social-Emotional, and found that many children at risk for mental health concerns would be missed if using the ASQ-3 alone.

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Mental Health and Wellbeing: The Missing Dimension of Policy and Services for People with Developmental Disabilities Across the Lifespan
Samantha Fuld, MSW, LCSW, DSW Candidate, New York University Silver School of Social Work
Rates of mental health disorders in individuals with developmental disabilities are startlingly high. Yet, mental health is often overlooked in research, policy/program development and clinical education. Increased focus on mental health in these areas is essential in providing more effective supports and services for people with developmental disabilities throughout the lifespan. Clinicians, researchers, policy-makers, educators, families and self-advocates play a key role in raising awareness and implementing impactful changes.

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Mitigation of Restraint and Seclusion of Young Children with Disabilities through Meaningful Data Collection: A Prevention Framework
Sarah Davidon, M.Ed., Director of Policy, Outreach, & Community Ed, JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND
Analysis is needed regarding the use of restraint and seclusion on public preschool and kindergarten students with and without disabilities to better understand the availability of age- and grade-specific data for students who have experienced these practices. This presentation will provide an opportunity for discussion about meaningful collection and use of restraint and seclusion data, and preventative strategies to mitigate use of these practices in early childhood.

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Measuring Strengths and Difficulties in Children with Autism, Developmental Delays, and Intellectual Disabilities: A Project AWARE Study
Brian Barger, Assistant Professor, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
There is a growing interest in screening for mental health concerns amongst individuals with developmental delays and disabilities; however, there is little research on whether mental health screeners measure similar factors in individuals with developmental disabilities as typical populations. Data from this presentation indicates that the Strengths and Difficulties Questionnaire displays a similar factor structure in children with autism, developmental delays, and intellectual disabilities as found in typical children.

Statewide Implementation of PEERS (Program for the Education and Enrichment of Relational Skills) in Secondary Schools.
Niki Roberts, Masters in Education, , Center for Disabilities Studies, UCEDD/LEND
PEERS (Program for the Education and Enrichment of Relational Skills) is an evidenced-based social skills curriculum. This manual, developed by Elizabeth Laugeson from UCLA, focuses on making and keeping friends. PEERS was piloted in Delaware during the 2014-2015 school year and continued implementation statewide in 2015-2016 with 12 schools. Data collected and shows high facilitator implementation fidelity and an increase of student outcomes and growth in developing their relational skills.

Do We Need Police to Keep Our School Safe?
Anne Marie Tagliaferri, Master of Education , Fellow, Kennedy Krieger Institute, UCEDD/LEND
Maureen Van Stone, Esquier, MS, Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;
Christopher Smith, Ph.D., Baltimore, MD, United States;

School resource officers (SROs) are career law enforcement officers with sworn authority, deployed in community-oriented policing. They are intended to be a positive presence in the school community. The consequences of having police in schools may outweigh the benefits. With appropriate supports in place and adequate training, schools can limit the number of students who enter the criminal justice system and create a safe environment without the need for police.

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Substance Abuse Among Persons with Traumatic Brain Injuries in West Virginia
Jennifer Tenney, MA, Program Manager, Center for Excellence in Disabilities, UCEDD/LEND
Traumatic brain injury is one of the leading causes of disability and death in the United States. This study provides analysis of the impact and frequency of substance abuse among persons with traumatic brain injury (TBI), their caregivers and the various contextual factors which influence recovery and quality of life.

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Caring for Youth with Co-occurring Developmental Disabilities and Behavioral Health Issues when Caregivers Face Additional Health-Related Stressors
Ilka Riddle, PhD, Director, University of Cincinnati UCE, UCEDD/LEND
Michael McCarthy, PhD, Cincinnati, OH, United States, OH - University of Cincinnati UCE, UCEDD/LEND;
Gretchen Behimer, LISW, Batavia, OH, United States;
Jeff Anderson, PhD, Bloomington, IN, United States;

This poster illustrates findings from a secondary analysis of SAMHSA�s Longitudinal Child and Family Outcome Study on caregiver strain of caregivers who experience their own health-related stressors and provide care for a youth with co-occurring developmental and behavioral health issues. Significant group differences were found on a variety of risk and protective factors. Predictors of caregiving strain included youth behavioral problem severity and family quality of life.

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Inequity at the Intersection of Disability and Mental Health
Jessie Poquerusse, BSc. Neuroscience, Neuroscience Researcher/NH LEND trainee, University of New Hampshire
We addressed issues at the intersection of disability and mental health. By performing analyses on data from the 2012 National Survey of Children�s Health (NSCH), we found that individuals with disabilities were more likely to have mental health care challenges and less likely to have appropriate access to effective mental health care. Our results may serve as a call to action to prevent, compensate for and reverse such inequity.

Measuring the Impact of START Services Intervention on Emergency Room and Psychiatric Inpatient Use
Amanda Reichard, PhD, Associate Director of Disability and Health, Institute on Disability, UCEDD
People with intellectual/developmental disabilities (IDD) and co-occurring behavioral health needs typically experience gaps in appropriate healthcare. The START Program strives to reduce the need for crisis care by providing an array of appropriate services to better meet the needs of this group. This study compares Iowans with IDD and behavioral health needs receiving START services with peers receiving usual care, examining the impact of START services on crisis psychiatric care.