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AUCD - Poster Symposium: Cultural & Linguistic Competence & Diversity

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Monday, December 5, 2016 2:00 PM - 3:00 PM

Location: Grand Ballroom Central Salon

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.


Racial Disparities in Regional Center Purchase of Services Data: Collaborating with Community Groups to Disseminate Data and Encourage Family Input


Fran Goldfarb, MA, MCHES, CPSP, Director, Community Education, USC, Childrens Hospital, UCEDD/LEND
Irene Martinez, MSW, Fiesta Educativa, Inc, Los Angeles, CA, United States;
Vanda Jung, MA, Chinese Parents Association for the Disabled (CPAD), Los Angeles, CA, United States;
Ivy Diaz, MPH, CHES, Los Angeles , CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;
Barbara Wheeler , PdD, Los Angeles, CA, United States, CA - USC, Childrens Hospital, UCEDD/LEND;

The California Regional Centers for Developmental Disabilities are required to post their Purchase of Service data disaggregated by race/ethnicity, language, age, and disability annually on their website and have open meetings to discuss these data with the community. Families had difficulty understanding and responding to this data, so the USC UCEDD, in collaboration with minority serving groups, developed strategies to explain the data and help families provide public testimony.

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Parenting Autism: An Exploratory Study of Culture and Experience among African American Parents of Children with Autism


Stephanie Parks, Medical Anthropology , Mrs. , Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND

Intersectionality of experiences like economics, religion, education and family structure help create a unique experience for African American autism families. The intersection of these experiences forms a worldview that impacts the way in which this group approaches autism. Ethnographic data provides a means to better understand African American culture and the experience of autism providing us with the tools to decrease health care disparities experienced by this population.

Building West Virginia's Diversity & Disability Fellowship Program: Creating a Successful Partnership with the WV LEND Project


Melina Danko, MS, Communications Officer, Center for Excellence in Disabilities, UCEDD/LEND
Lashanna Brunson, MS, Morgantown, WV, United States, WV - Center for Excellence in Disabilities, UCEDD/LEND;

This poster describes the development and implementation of the Diversity and Disability Fellowship at the Center for Excellence in Disabilities at West Virginia University and its partnership with WV LEND. The goal of the fellowship is to increase knowledge of disability services and supports and increase the diversity of leadership and staff across the disability field. This poster will include project goals and objectives, lessons learned, and highlight fellow projects.

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PEERS� for Adolescents Curriculum: Assessing the Role of Ethnicity in Predicting Social Skills Outcomes


Ngozika Egbuonu, Bachelor of Arts, Research Assistant, The Help Group - UCLA Autism Research Alliance
Ngozika I Egbuonu, BA, The Help Group - UCLA Autism Research Alliance, Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;

This study assessed the role of ethnicity in predicting overall social skills improvements in adolescents with ASD following the completion of a 14-week social skills intervention known as the Program for the Education and Enrichment of Relational Skills (PEERS�). The results suggest that ethnicity does not predict treatment outcomes following the PEERS� intervention and that the program is effective for a variety of ethnic and cultural groups.

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Culturally Responsive Research Practices in Education


Winnie Looby, M.Ed., Program Coordinator, Center on Disability & Community Inclusion, UCEDD

Many researchers are underprepared to approach CLD populations with awareness of respectful norms for communication, emergent socio-cultural priorities, and possible power imbalances that an inadequate research design could ignore. Using examples from a small Northeastern community, this session will offer research-based guidelines and resources that will help to build foundational knowledge for a culturally responsive approach to research.

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Building Community Leaders: Minnesota Act Early Delegate Network In Diverse Communities


Jennifer Hall-Lande, PhD, Research Associate, Institute on Community Integration, UCEDD/LEND

This session focuses on a promising project focusing on the promotion of early screening and early identification of neurodevelopmental disabilities in culturally diverse communities. The "Minnesota Act Early Delegate Network In Diverse Communities" project focuses on the building of a network of community leaders in diverse communities to promote early identification and outreach of neurodevelopmental disabilities such as ASD and ID in diverse communities.

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Providing an Appropriate Education to English Language Learners with Disabilities


Jessica Grow, Master of Education, Fellow, Kennedy Krieger Institute, UCEDD/LEND
Maureen van Stone, MS, Esq., Baltimore , MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;
Christopher Smith, PhD, Baltimore , MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;

This presentation highlights current needs and provides recommendations for the improvement of outcomes for English Language Learners (ELL) with disabilities. Despite the legal protection afforded to both ELL and students with disabilities, achievement gaps and low graduation rates are two, of many, indicators that remind us that we can do better. A culturally responsive, collaborative, and multidisciplinary approach must be adopted in order to meet the needs of this population.

LOL-Love Our Literacy: The CDD Reads Program


Debora Downey, PhD, Speech-Language Pathologist, Center for Disabilities and Development, UCEDD/LEND
Amici Hayek, MA, Iowa City, IA, United States, IA - Center for Disabilities and Development, UCEDD/LEND;
Kelsey Marks, MA, Iowa City, IA, United States, IA - Center for Disabilities and Development, UCEDD/LEND;
Kelsey Greif, MA, iowa City, IA, United States, IA - Center for Disabilities and Development, UCEDD/LEND;
Kristin Dattilo, MA, Iowa City, IA, United States, IA - Center for Disabilities and Development, UCEDD/LEND;

The CDD Reads program, a multi-media reading program, housed within the Center for Disabilities and Development (CDD), allows patients to develop language skills, increase family interactions, and have fun all at the same time. This program represents a collaboration among four Iowa Leadership Education in Neurodevelopmental and Related Disabilities speech-language pathology trainees, their supervisor, and two CDD-based programs: the Iowa Program for Assistive Technology and Disability Resource Library.

School and Classroom Disabilities Inclusion Guide for Sub-Saharan Africa: What is Working, and Where


Jennae Bulat, Ph.D., Director, Teaching & Learning, RTI International

This presentation will present a guide developed to facilitate creating an inclusive educational, specifically geared toward including students with disabilities as well as strategies that are being used in Malawi, Ethiopia, and Uganda to meet the needs of students with disabilities. The strategies discussed can be used to raise awareness of these issues that children with disabilities typically face and to evaluate teaching practices and instructional materials for inclusiveness.

Disability and Immigration: Navigating U.S. immigration law, employment regulations, and healthcare services


K. Eva Weiss, Ph.D. Candidate Anthropology, Director of Research and Evaluation, Institute on Disabilities, UCEDD

Join this session to hear about the experiences of foreign-born individuals who navigate disability services and supports in the United States. These migrants confront abstruse and often contradictory regulations in immigration, employment and healthcare realms while simultaneously faced with financial constraints, discrimination, language barriers, and contrasting cultural beliefs. Learn how immigrants navigate these regulatory worlds to secure necessary services and establish belonging in U.S. and disability-specific communities.

Latino Family Caregivers of People with Intellectual and Developmental Disabilities: Disparities in Family Support


Katie Arnold, MS, Director of Community Education, Institute on Disability & Human Development, UCEDD/LEND

This poster examines the racial and ethnic disparities in family support by understanding the experiences and outcomes of Latino family caregivers of people with intellectual and developmental disabilities (I/DD) through a review of the research literature. Four outcome areas for Latino family caregivers are highlighted: mental health, physical health, service utilization, and financial outcomes. Caregiver interventions and future research is shared.

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Investigating the Roles of Socioeconomic Status, Gender, Immigrant Status, and a Psychiatric and/or Cognitive Diagnosis in Youth Gang Involvement


natalie Sisneros, B.A., Ms., Pepperdine University Graduate School of Education and Psychology
Neari Hakopian, B.A., Pepperdine University Graduate School of Education and Psychology, Glendale, CA, United States;
Ngozika Egbuonu, B.A, Pepperdine University Graduate School of Education and Psychology, Pasadena, CA, United States;
Victoria Boone, B.A, Pepperdine University Graduate School of Education and Psychology, Calabasas , CA, United States;

This literature review investigates the high risks associated with gang involvement among youth with a low socioeconomic background, severe psychiatric diagnosis, and/or cognitive/learning disorder. Additionally, gender differences and marginalization along racial/ethnic lines are explored. The results suggest that more research is needed to understand how each theme impacts the potential for youth to become involved in gangs.

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Transforming Children�s Services and Achieving Health Equity: the Essential Role of Cultural and Linguistic Competence Organizational Assessments


Maria Avila, PhD, Program Co-Director, Vermont Leadership Education in Neurodevelopmental Disabilities, LEND

This presentation will describe the results of cultural and linguistic competence assessments four community organizations serving children and families with special needs underwent in 2015. Strategies for effective implementation of assessments will be shared as well as strategies for follow up work and initiatives post assessment. Stories from organizations that have furthered the work will be additionally discussed.