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AUCD - Concurrent Sessions

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Tuesday, December 6, 2016 10:30 AM - 11:45 AM

Session Description

The AUCD Conference features over 55 concurrent sessions over four time slots for attendees to learn, share, and network on a variety of topics around disability. Concurrent sessions all last 75 minutes; a session might be one or more presenters leading an interactive discussion or exertise or a panel of several thematically linked presentations with a moderator. Concurrent session presentations will be listed below once the lineup has been determined.


Connecting the Dots: Perspectives on Self-Determination, Emotion Regulation and Reducing Force and Coercion
Michael Wehmeyer, Ph.D., Ross and Mariana Beach Distinguished Professor, Schiefelbusch Institute for Life Span Studies, UCEDD/LEND
Michael L. Wehmeyer, Ph.D., Kansas University Center on Developmental Disabilities, Lawrence, KS, United States;
Karrie A. Shogren, Ph.D., Kansas University Center on Developmental Disabilities, Lawrence, KS, United States;
Julie Brown, Ph.D., Justice Resource Institute, Providenc, RI, United States;
Karl Elling Ellingsen, Ph.D., National Institute on Intellectual Disability and Community, Trondnheim, ND, Norway;
Brent Askvig, Ph.D., Minot, ND, United States, ND - North Dakota Center for Persons with Disabilities, UCEDD;

This session "connects the dots" between emotional regulation, the development of self-determination and intrinsic motivation, and the diminution of the use of force and coercion that is too prevalent in the lives of people with disabilities. Based on research and practice, the panelists present core elements and findings, or dots, that lead to a higher degree of self-determination and quality of life, free of coercion and force.

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Nothing About Us Without Us: Increasing Leadership Opportunities for People with Disabilities
Mark Smith, MS, Assistant Professor, Munroe-Meyer Institute
Jack Brant, MS, Richmond, VA, United States, VA - Partnership for People with Disabilities, UCEDD/LEND;
Dawn Olson, BA, Minot, ND, United States, ND - North Dakota Center for Persons with Disabilities, UCEDD;
Cindy Singletary, BA, Biloxi, MS, United States, MS - Institute for Disability Studies, UCEDD;

The AUCD Council on Community Advocacy participated in discussions one year ago with national leaders regarding supports to individuals with disabilities who advocate at the systems level. This session will provide information from a national effort and make recommendations on how to build and support advocacy efforts between programs and by people with disabilities for the future.

Prognosis: Guarded. How Health Disparities Impact the Lives of People with Intellectual Disabilities
Karen Wolf-Branigin, MSW, Senior Executive Officer, National Initiatives, The Arc
Michael Knox, Ph.D. MSW, New Brunswick, NJ, United States, NJ - The Elizabeth M. Boggs Center on Developmental Disabilities, UCEDD;
Adriane Griffen, DrPH, MPH, MCHES, AUCD, Washington, DC, United States;

2,400 people with intellectual disabilities received health assessments over a two-year period from The Arc as part of a CDC-funded health promotion grant. In addition to sharing information about the health status/disparities faced by this group, presenters will describe the unanticipated and positive outcomes experienced by those conducting the assessments.

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Relationships and Friendships: Understading What Youth Want and How Successful Transition Must Include Support of Relationships Beyond High School.
Sally Gould-Taylor, PhD, Director of Research and Evaluation, Institute on Disabilities, UCEDD
Celia Feinstein, Philadelphia, PA, United States, PA - Institute on Disabilities, UCEDD;
Joan Kester, PhD, George Washington University, Washington DC, DC, United States;
Ali Hrasok, MA, Pennsylvania Youth Leadership Network, Allentown, PA, United States;

This session will highlight the relationship themed data gathered from the past 3 years of our Transition Discoveries project. Please join us to hear from the inclusive research team as well as a transitioning youth and family about the importance of relationships and friendships in authentic, successful transition.

Facilitating Collaboration to Support and Empower Transitioning Youth
Jessica Queener, Ed.D., Manager, The HSC Foundation
Kelly Buckland, National Council on Independent Living, Washington, DC, United States;
Kevin Webb, Mitsubishi Electric America Foundation, Arlington, VA, United States;
Carolyn Jeppsen, BroadFutures, Washington, DC, United States;

Come learn about the Youth Transition Collaborative (YTC) projects and how leveraging those partnerships have come to benefit transitioning youth with disabilities! The National Youth Transitions Center is a community of organizations (YTC) that share the goal of empowering youth and young adults with disabilities to create a self-directed path to adulthood and employment, and to participate in and contribute to the community.

Collaborating to further the rights and supports of parents who have disabilities.
Susan Yuan, Ph.D., Emerita, Center on Disability & Community Inclusion, UCEDD
Ann Carrellas, MSW, Detroit, MI, United States, MI - Developmental Disabilities Institute, UCEDD;
Bernadette Irwin, MS, The Association for Successful Parenting, Baltimore, MD, United States;
Mat McCullough, Masters in Public Administration, DC Developmental Disabilities Council, Washington, DC, DC, United States;

Three recent efforts have furthered rights and supports for parents with disabilities. The MI UCEDD organized, trained, and created a listserv for social workers; The Association for Successful Parenting entered a 5 year collaboration with DC agencies, providing Peer Navigation and Parent Training for DC families; TASP will report on the White House Forum on the Rights of Parents with Disabilities, and the strategy session that followed.

Developing a leadership curriculum for UCEDDs, LENDs and their partner organizations.
Daniel Crimmins, PhD, Director, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Andrew Roach, PhD, Atlanta, GA, GA - 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;

is serving as the consultant to AUCD in the creation of a leadership curriculum designed to support the growth and development of a new generation of disability leaders from diverse backgrounds and organizational settings. This presentation will provide a chance to review and provide input on the proposed curriculum for a one-week leadership academy that will launch in June 2017.

Building Our Future Through Educating and Training the Next Generation
Alma Burgess, Project Coordinator, Center for Persons with Disabilities, UCEDD/LEND
Jefferson Sheen , MSW, University Center for Excellence in Disabilities- USU, Logan, UT, United States;

This dynamic presentation will share how we can influence the education of future professionals. The Interdisciplinary Disability Awareness and Service Learning (IDASL) course offers opportunities for students from a variety of disciplines to increase their awareness, knowledge and understanding of people with disabilities and their families across the life span.

Exploring Supported Decision-Making
Jessica Walker, Ms. , Texas Center for Disability Studies, UCEDD
Elizabeth Pell, Human Services Research Institute, Cambridge, MA;
Karrie Shogren, Kansas University Center on Developmental Disabilities, Lawrence, KS;
Lucille Wood, University of Texas Law, Austin, TX;
Valerie Bradley, Washington, DC;
Carol Britton Laws, PhD, MSW, Athens, GA, GA - Institute on Human Development and Disability, UCEDD;
Supported decision-making (SDM) allows individuals with developmental disabilities to make their own life decisions with the support of others. Panelists will explore data, research, policy and practice on supported decision making (SDM). A train-the-trainer curriculum for Direct Support Professionals which aligns support practices with the CMS HCBS settings will be presented in which DSPs come to understand their evolving role from being caregivers to being supporters whose ethical and professional obligation is to competently assist people to make informed choices in their lives

Strategies to Promote the Inclusion and Support of Self-Advocates in LEND Programs
Kruti Acharya, MD, , Institute on Disability & Human Development, UCEDD/LEND
Kristin Berg, PhD, Philadelphia, PA, United States, PA - Children's Seashore House/ Children's Hospital of Philadelphia, LEND;
Shelly Baer, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;
McCafferty Kermon, Chapel Hill, NC, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;
LEND programs include people with disabilities; however, the participation of Self-Advocates, trainees with a disability who represent self-advocacy as a discipline, varies. In this session, we 1) outline common barriers and challenges to inclusion, 2) describe successful strategies for overcoming these barriers and promising practices for supporting trainees, and 3) highlight mechanisms for ongoing technical assistance to support programs in the inclusion of self-advocates as trainees. One LEND's successful example of creating true inclusion effectively, with minimal cost or preparation and requiring little change in existing program structure, will be described.

Changing the Culture of an Organization to Increase Collaboration and Impact
Michelle Schladant, PhD, Assistant Director, Mailman Center for Child Development, UCEDD/LEND
Daniel Armstrong, UCEDD Director, PhD, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;
Jeffrey Brosco, LEND Director, MD, PhD, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;
Robert Boy , Communications, Portland, OR, United States, OR - Oregon Institute on Development & Disability, UCEDD/LEND;
Paulina Larenas, FACT Oregon , Portland , OR, United States;
Bethany Sloane, DPT, Portlant, OR, OR - Oregon Institute on Development & Disability, UCEDD/LEND;
Rapid changes in economic, social, healthcare, and policy markedly influence systems of care for individuals with developmental disabilities (DD) and their families. Centers face challenges to transform structure and function to provide innovative, cost-effective solutions to implement high-quality training, research, outreach, and services for individuals with DD and their families. This session will describe two examples of transformative organizational change that have increased population impact and implemented a new focus on cultural and linguistic competence.

Creating a More Diverse Network: What Does it Take?
Maria Avila, PhD, Program Co-Director, Vermont Leadership Education in Neurodevelopmental Disabilities, LEND
Virginie Diambou, MD, Burlington, VT, United States, VT - Vermont Leadership Education in Neurodevelopmental Disabilities, LEND;
Darren McIntyre, EdS, Burlington, VT, United States, VT - Center on Disability & Community Inclusion, UCEDD;

This presentation will involve describing the processes of two UCEDDs as they worked to become a representative of the communities they serve. One will share their collaborative process for developing a cultural and linguistic strategic plan. Another will describe their process in transitioning from a 100% white program to having 40% racially diverse staff and faculty, and 70% of racially diverse trainees and fellows.

National Home and Community-Based Services Data - In What Directions Do the Data Point Us?
Carli Friedman, PhD, Postdoctoral Research Associate Departments of Dis, Institute on Disability & Human Development, UCEDD/LEND
^|Sheryl Larson, PhD, Minneapolis, MN, MN - Institute on Community Integration, UCEDD/LEND
Medicaid Home and Community Based Services (HCBS) 1915(c) waivers are the largest source of funding for the long-term services and supports (LTSS) of people with intellectual and developmental disabilities (IDD). This presentation will describe one study that looked at state waiver priorities for people with IDD for fiscal year 2015, and the Minnesota UCEDD's RISP longitudinal study collects annual data from all state IDD agencies both by profiling the national landscape and comparing across states.

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How Self-Advocates Are Influencing Others Through Storytelling
Liz Weintraub, Senior Advocacy Specialist, AUCD
^|Kenneth Kelty, The Arc of the Triangle, Raleigh, NC
A cornerstone of self-advocacy is promoting awareness of the abilities of people with disabilities. Tuesdays with Liz and Chit Chat Thursdays with Taylor are national and state YouTube videos shows focused on self-advocacy. Kennety Kelty is a graduate of the UP Program at Western Carolina University and The LEND Program at UNC-Chapel Hill who works to promote inclusion, acceptance, and awareness. Attendees will learn the importance of storytelling and get tips on sharing their own story.

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You CAN Go To College!
Brittany Valdez, Master of Arts in Educational Psychology, Assistive Technology Specialist, Center for Excellence in Disabilities, UCEDD/LEND
^|Bronwyn Troutman, MA, Missoula, MT, MT - University of Montana Rural Institute, UCEDD;
Dana Yarbrough, Richmond, VA, VA - Partnership for People with Disabilities, UCEDD/LEND
While it is important to prepare students with all types of disabilities to enter the workforce, efforts should also be made to aid in their transition to institutions of higher education. This session will cover (a) addressing parent expectations as a strong predictor of students planning for college, (b) increasing the knowledge of and access to reasonable accommodations and assistive technology in higher education, and (c) the successes and lessons of the WIOA-funded Movin' On in Montana, a 4-day, 3-night on-campus experience for high school students with disabilities.

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