Top Ten Most Viewed Concurrent Sessions Post #AUCD2021

February 8, 2022

For two months following the AUCD 2021 Virtual Conference, attendees were able to access content from the Conference at their leisure and absorb the wonderful knowledge presented by AUCD network members, partners, advocates, and other leaders in the disability community. Whether you attended #AUCD2021 or not, take this opportunity to check out the top ten concurrent sessions that were viewed in December and January.


Mental Health Risks in Individuals with Developmental Disabilities: Improving Mental Health Literacy Training for Caregivers

Ty Aller and Raechel Russo presented this concurrent about mental health sensitivity. They gave AUCD participants a new way of thinking about mental health in a light-hearted way. While the description implies, it's geared towards paraprofessionals, support staff, and parents, everyone can learn a lot about navigating any relationship with good mental health skills.

Abstract: Individuals with intellectual and developmental disabilities (I/DD) experience mental health issues at a higher rate than the general population. It is important for paraprofessionals, support staff, and family caregivers to have mental health literacy (MHL) training so that they can help prevent mental health issues from occurring or worsening in individuals with I/DD. This presentation provides an overview of a MHL training adapted for caregivers of individuals with I/DD.


Navigating Difficult Discussions: Exploring the Lived Experiences of Autistic Adults and Their Family Members

This concurrent is a panel discussion hosted by Anne Roux featuring Lindsay Shea, Laura Graham Holmes, and Tamara Garfield. They come together to present their study on the lived experiences, which is the conference's theme, of autistic adults. Researchers will enjoy the many tips shared on approaching research involving lived experiences.

Abstract: This panel presentation discusses findings of our recent investigations of the lived experiences of autistic adults and their family members. They discussed the nuances of data collection on potentially sensitive topics including transition, interactions with the criminal justice system, and sexuality, and the implications of this emergent work for future investigation and for informing service delivery and policy reform.


Connect with Plain Language

Paula Rabidoux hosts a panel that consists of Liz Weintraub, Christine Brown, and Abirami (Abi) Duraiswamy. This panel goes straight into the meaning and the purpose of plain language. The panelists provide the participants with handouts to show why plain language is important for the disability community. Without plain language, how can you connect with everyone?

Abstract: A panel consisting of self-advocates, family members, and a researcher discuss their approaches and experiences using plain language (PL) in our research, advocacy, and teaching. The reasons PL is important to the field as it speaks to Diversity, Equity, and Inclusion was discussed and resources on PL were provided.


Reconciling the Past, Changing the Future: Building Capacity of Young Adults with IDD-MH, Families, and Researchers to Partner in Research

This impactful concurrent presented by Jessica Kramer, Tawara Goode, Joan Beasley, Micah Peace, and Destiny Watkins addressed many of the mistakes that researchers make when working with people with disabilities. Not only does this team explain past mistakes, but they also take accountability and apologize. This concurrent is part of the healing for those who felt harmed. 

Abstract: Panelists describe Truth and Reconciliation forums designed to acknowledge and apologize for the historical harms and exclusion of persons with IDD/mental health needs (IDD-MH) in research. They convened forums in five states in partnership with young adults with IDD-MH and stakeholders to increase the capacity of persons with IDD-MH, families, and MH researchers to partner in research. Forum development, implementation, and outcomes were described.


Self-Determination in Inclusive, Secondary Classrooms: How Can We Support All Students in Becoming Self-Determined?

Everyone can relate to self-determination, which means acting or causing things to happen as you set and work towards goals in life. In this concurrent, Sheida Raley and Steve Smith show how self-determination is the key to success for students with disabilities in high school students.

Abstract: The Self-Determined Learning Model of Instruction (SDLMI) has been identified as an evidence-based practice for enhancing student self-determination (decision making, goal setting, problem-solving, self-advocating) in educational contexts. The value of the SDLMI in academic content areas has been explored and this presentation will share findings from the third and final year of a large-scale, longitudinal study examining the impact of the SDLMI when implemented in inclusive, secondary classrooms.


Beyond PAR: Making Publication and Information Dissemination More Participatory and Inclusive

Matthew Wappett, Bryce Fifield, Wendy Parent-Johnson, and Raphael Raphael discuss how self-advocates and family members have been excluded from sharing their stories through the media. They discuss how to include self-advocates in the many forms of publications. The audience gets involved, which leads to a lively discussion on inclusivity.

Abstract: This session was led by the editors of three peer-reviewed academic journals to highlight different approaches to involving self-advocates and family members in the publication process. This session provides an opportunity to explore how individuals with lived experience can help shape publication priorities and participate in editorial processes. Participants had an opportunity to share their ideas about how to include self-advocates and family members in the dissemination process.


Using the OASIS Parent Training Model to Support Children with Autism: Development, Evaluation, Implementation, and Dissemination

This concurrent designed by Alice Zhang, Jay Buzhardt, Linda Heitzman-Powell, and Vanessa Snyder is for parents of children with autism. Parents learn how to use the Online and Applied System for Intervention Skills (OASIS) parent training model. This concurrent is a great learning resource for those interested in OASIS while getting questions answered from the creators.

Abstract: The Online and Applied System for Intervention Skills (OASIS) is a manualized parent training program based on the principles of applied behavior analysis. OASIS entails online instructional tutorials and in-person or telehealth-delivered live coaching. This session describes the development, evaluation, implementation, and dissemination of the OASIS, and highlights how the OASIS parent training and coach training have supported families of children with autism during the COVID-19 pandemic.


Balancing Uneven Scales: Practical Strategies to Address Power Differences in Diverse Stakeholder Groups

Kara Ayers hosts this concurrent as an open discussion on balancing the scales, also known as equity. As strategies are shared, participants are encouraged to compare and contrast and take these ideas with them. This concurrent is free of slides which allows everyone to feel included as the panel discusses difficult topics.

Abstract: The proposed session invited a difficult but important conversation. Progress to diversify collaborations is exciting but without efforts to mitigate power dynamics within groups, recruiting diverse members can result in tokenism and only the illusion of inclusion. The session aimed to teach leaders how to promote equity within groups whose members hold different amounts of power. Participants emerged with strategies to bolster a commitment to equity.


Person-Centered Practices and Culture: Storytelling from Lived Experience

A person-centered system holds everyone's racial and cultural identities in high regard. Bevin Croft hosts a panel discussion with Miso Kwak and Regina Rodriguez-Sisneros, where they take a deep dive into this idea of person-centered. By the end of the concurrent, participants are experts on diversity and inclusion. 

Abstract: Acknowledging and understanding a person's racial and cultural identities is essential for providing person-centered supports with cultural competence and humility. In a series of short videos, members of the National Center on Advancing Person-Centered Practices and Systems (NCAPPS) community shared their narratives on how they think about person-centeredness in relation to their racial and cultural identities. This presentation highlighted the reflections and lessons from this project.


Prepared4ALL: Increasing Disability Inclusion in Local Emergency Planning

The Prepared4ALL team comes together for this exciting concurrent about their project's successes to support disability organizations involved with emergency preparedness. Everyone can feel the passion coming from Lex Owen, Adriane Griffen, Sue Wolf-Fordham, Morgan Flynn Moscow, Danielle Augustin, and Rosanne Rushing. This project has three elements that this team discusses while also taking questions and suggestions from participants.

Abstract: This session describes three elements of Prepared4ALL, a program developed to help disability organizations increase their knowledge about local emergency planning and partnership-building with local emergency planners. Our online training, virtual affiliate community, and internship program work together to help get disability organizations a seat at their local planning table.