Partnering for Success: Collaborative Activities with Act ... webinar.pdf · Partnering for...
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Learn the Signs. Act Early. Quarterly Webinar Series May 10, 2012 Partnering for Success: Collaborative Activities with Act Early Ambassadors
Transcript of Partnering for Success: Collaborative Activities with Act ... webinar.pdf · Partnering for...
Learn the Signs. Act Early.
Quarterly Webinar Series
May 10, 2012
Partnering for Success: Collaborative Activities with Act Early Ambassadors
Webinar Overview • Introductions
•Presentations
• Speakers: • Ann Garfinkle, PhD, Montana Act Early Ambassador, Associate Professor of Special
Education, University of Montana
• Erika Swanson Peterson, Montana Part C Coordinator
• Tracy Golden, PhD, MSW, Utah Act Early Ambassador, University of Utah
• Deborah Weiss, Help Me Grow Call Center Coordinator, United Way of Utah County
•Q & A
• Submit any questions throughout the webinar via the ‘questions’ box on your webinar dashboard. Moderators will read the questions following the presentations
Please take a few minutes to complete our short survey!
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Acknowledgment The Act Early Ambassador project is a collaborative effort of the Centers for Disease Control and Prevention (CDC), Health Resources and Services Administration (HRSA) and Association of University Centers on Disabilities (AUCD) to advance CDC’s “Learn the Signs. Act Early.” program to improve early identification of developmental disabilities. The project is funded by CDC and HRSA. www.cdc.gov/ActEarly
Catherine Rice, PhD
Centers for Disease Control and Prevention (CDC)
May 10, 2012
• Improving Early Identification
Aims to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need as early as possible.
www.cdc.gov/actearly
“Learn the Signs. Act Early.”
• Bringing together key stakeholders in states to improve awareness and early identification
• Summits completed in HHS regions 2007-2010
Act Early Summits
Act Early Ambassadors (Pilot)
2011-2012 25 Ambassadors
Act Early State Teams (State Level)
2008-present 47 active teams
Act Early Regional Summits (Federal Level)
2007-2010 55 teams; 800+ attendees
Act Early Initiative
• The Act Early Ambassador project is designed to develop a network of state-level experts to improve early identification practices
• Currently, 25 Act Early Ambassadors through Dec 2012
Act Early Ambassadors
• The Act Early Ambassadors act as a community champion to increase awareness activities and improvement of early identification practices
• Ambassadors conduct two activities over the next year in one of 5 areas: – Education and training, – Work with state Act Early team, – Partnership development, – ACT Curriculum training, – Outreach/public awareness
– http://www.aucd.org/template/page.cfm?id=756
Act Early Ambassadors
• Tracy Golden, PhD, MSW, University of Utah
• Deborah Weiss, Help Me Grow Utah County
• Ann Garfinkle, PhD, Associate Professor of Special Education, University of Montana
• Erika Swanson Peterson, Montana Part C Coordinator
Act Early Ambassadors
Acknowledgment The Act Early Ambassador project is a collaborative effort of the Centers for Disease Control and Prevention (CDC), Health Resources and Services Administration (HRSA) and Association of University Centers on Disabilities (AUCD) to advance CDC’s “Learn the Signs. Act Early.” program to improve early identification of developmental disabilities. The project is funded by CDC and HRSA. www.cdc.gov/ActEarly
Partnering for Success: The Utah Ambassador
Program and Help Me Grow Utah Tracy Golden, PhD, MSW
Utah Act Early Ambassador
May 10, 2012
Utah Ambassador Mission
To enrich and expand the Learn the Signs/ Act Early Program throughout Utah.
• Utah Act Early is a one-year, grant funded public awareness campaign being brought to Utah by the Utah Department of Health in partnership with the Centers for Disease Control and Prevention, the Center for Persons with Disabilities at Utah State University and the Pregnancy Risk Line.
• Campaign Coordinator: Al Romeo, PhD, RN
• Target Area: Southwest corner of Salt Lake County
Utah Act Early
Map of Counties in Utah
Points of Entry
Public Library System
Local Health Departments
(WIC) Head Start
Partnering for Success
How Far Can Act Early Reach?
Share Information & Materials
? ? ? Do they get used? Do they get used
correctly? Do users act on their concerns?
Track & Support Families
Provide Screening
Link Directly to Medical Providers
Help Me Grow
How Far Can Act Early Reach?
Share Information & Materials
? ? ? Do they get used? Do they get used
correctly? Do users act on their concerns?
Improved Lifetime
Outcome
Utah Act Early
Help Me Grow
Medical Providers
Utah Department
of Health
Education/Identification Loop
Utah Ambassador
Program
Materials and
Information Resource
Leverage Resources
Locate Families
and Venues
Mutually Beneficial Support
Help Me Grow Utah
Information Resource:
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ASQ Screening
Linkage to Physicians
Utah Act Early Ambassador Program
Help Me Grow Utah
Shared Events
2015
Help Me Grow of Utah…
• Tracy Golden, Utah Act Early Ambassador – http://www.aucd.org/template/page.cfm?id=756 – [email protected] – 801.597.5386
• Utah Act Early – Al Romeo, Campaign Coordinator – health.utah.gov/utahactearly
• Help Me Grow (Utah) – http://www.helpmegrowutah.org
• The CDC Learn the Signs Act Early Program – www.cdc.gov/ncbddd/autism/actearly – www.cdc.gov/pronto
Contact Information
A proud member of the National Help Me
Grow Network
Help Me Grow Utah
and
Learn the Signs. Act
Early.
Collaboration
A brief (very brief) overview of
Help Me Grow
HMG Affiliate
States
www.helpmegrownational.org
Help Me Grow Offers:
• Information about child
development
• Referral to community
resources/follow-up
• Free developmental screening
tool (ASQ) – with parent permission this info
is sent to child health care provider
• Developmental activities for in
the home
• Fun and exciting family events!
Collaboration efforts:
• Material used in Care coordination
• Material used at Family events
• Blog/Newsletters
• Joint presentations in rural areas
• Continual discussion on outreach efforts
Deborah Weiss Help Me Grow Utah Call Center
Coordinator
United Way Of Utah County
801.691.5322
Partnering for Success: Collaboration in Montana for the Act Early State
Team
Ann N. Garfinkle, PhD University of Montana-Missoula
Erika (Swanson) Peterson Part C Coordinator, DPHHS
AKA
The third time is the charm!
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Phase II Summit Regions
Phase I Summit Region
Phase III Summit Regions
Barriers to Initial Participation
• Difficult to get stakeholders together – Limited resources related to other Montana
Initiatives • Children’s Autism Waiver (CAW)
– Medicaid waiver to provide intensive ABA service to young children with ASD
• Brandon’s Law – Autism insurance law
– Restrictions related to budgets • State employee travel restricted regardless of funding
source
As time passed…
• Considerable shifts in confidence and competence of DD providers and their ability to provide intensive, behavioral treatment
• Increased capacity to serve children with ASD
• New opportunities became available
Act Early Ambassadors (National/State)
2011 - 2012
2012
10 Ambassadors (Cohort 1)
15 Ambassadors (Cohort 2)
Act Early State Teams (State Level)
2008 - present 47 active teams
Act Early Regional Summits (Federal Level)
2007 - 2010 55 teams; 800+ attendees
Act Early Initiative
Initial Supporting Partnerships for Act Early Ambassador Application
2012 Act Early Ambassador States
2011-12 Act Early Ambassador States
Ambassador Network
Ambassador work plan
• To disseminate information about “Learn the signs. Act early.”
• To build/develop/create a “State team”.
Implementation Science as a Road Map
• “The ideas embodied in innovative social programs are not self-executing.” Petersillia
• Stake-holder buy in important through all stages of implementation
• Must be some level of community readiness • Early stages of adoption:
– Develop understanding of local context – Mobilize interest, consensus and support among key
stakeholders, identify key champions, mobilize a critical mass
-clarify feasibility, operational mechanisms
Ambassador activities
• Piggy-backed on existing relationships
• Piggy-baked on existing structures
• High-quality materials with immediate value/application
Piggy-backed on existing relationships
• Through TA/PD via the CAW, repeated interactions were possible
• To form partnerships, borrowed from the family-centered help-giving literature
Help-giving Strategies
Family-centered
• Families have choice
• Focus on strengths
• Work towards empowerment
• Focuses on relationship
• Uses some participatory strategies
• Focuses on proximal not distal factors
Application to professionals
• All trainings voluntary, all formats of training co-created with trainees
• Assumed competence and built on existing strengths
• Built relationships through shared experiences
• Focused on what was most important to the trainee
• Modeled/taught specific strategies when needed
Relationships and Empowerment Particularly Important
• Given Montana’s size
• Make-up
• And culture
Piggy-baked on existing structures
• Montana has a strong infrastructure to support collaborative work, with formal mechanisms to do so
Sponsoring Agency DPHHS Head Start OPI
Group/Organization CCRR Best Beginnings State
Advisory Board
CSPD
MECAC School Readiness Teams School Readiness Teams
Mt Early Childhood
Project
ECPPD
PLUK HEC
And existing relationships
• Part C as an example
High-quality materials with immediate value/application
Milestone Moments Booklet
Milestones for ages 2 mo through 5 yrs Parenting Tips Developmental Health Watch
Tri-Fold Brochure
Available in English and Spanish Local customization available
Implementation Science revisited
1. Stake-holder buy in important through all stages of implementation
2. Must be some level of community readiness
3. Early stages of adoption: a. Develop understanding of local
context b. Mobilize interest, consensus and
support among key stakeholders, identify key champions, mobilize a critical mass
c. -clarify feasibility, operational mechanisms
1. Largely developed through work done in consult with other opportunites related to ASD
2. Waiting until after CAW implementation was critical
3. a. Ambassador on the road and as a
conduit between local stakeholders and campaign personnel
b. Recognition of need and quality of materials helped
c. Mini-grant made summit possible, made meeting easy to attend (including location of meeting) as well as exploiting TA offered through the campaign
• AUCD
Act Early Forum listserv and SharePoint Sites
Act Early Webinar Series
• CDC “Learn the Signs. Act Early.”
Customization of LTSAE materials
FTP site for Act Early teams
TA Activities
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Summit Principles
Focus is on early identification, assessment, provision of services and coordination
Include individuals from all important sectors
Provide a venue for shared learning & sharing across and within states
Work toward actionable plans and priorities (Logic Model)
Summit is a step in the process of developing comprehensive, family friendly system
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What is a logic model and why use it?
The What:
Source: Kellogg Foundation guidelines for program logic model development
A pictorial interface with simple word processor that follows the sequence of discussions
Process: Step-by-step discussion on resources, activities, outputs, outcomes, and impact related to the goals of the Summit
LOGIC MODEL TEMPLATE – ACT EARLY SUMMIT – MT- April 16, 2012
Resources Activities Outputs Short & Long-Term
Outcomes Impact
In order to accomplish our set of
activities we will need the
following:
In order to address our problem
or asset we will accomplish the
following activities:
We expect that once
accomplished these activities
will produce the following
evidence of service delivery:
We expect that if
accomplished these
activities will lead to the
following changes in 1-3
then 4-6 years:
We expect that if
accomplished these
activities will lead to the
following changes in 7-10
years:
Act Early Ambassador (Ann
Garfinkle)
Providers
Developmental disability
programs at the state level
Children’s Autism waiver
Inclusion specialists (work with
child care providers and with
parents at childcare resources and
referral centers)
BCBA program – MSU Billings
Parents
Speech and language clinics at
University of Montana
Evaluation and diagnostic clinics
Providers
Part B
OPI/Montana Autism Education
Project – educational program
(supports professional
development in schools,
specifically for autism)
Insurance based services; autism
insurance services
Local autism chapters (ASA
affiliated)
Parents, Let’s Unite for Kids
Parent Support groups, e.g.,
parent group that Abbey Hood is
leading
Sibshops
Easter Seals
People are aware of all of
the diagnostic and
intervention services for
kids under 5 and there is a
statewide system to access
information about what is
available
Make people who have
insurance aware of how to
access services – have a
place so people can get
information on how to
access services, get services
covered, etc.
In order to have equitable
access to all diagnostic and
treatment services in
Montana there will be:
Awareness of diagnostic
and intervention services
Services more are
integrated and
coordinated of services
(developmental disabilities
and children’s mental
health)
Integration between Part B
& D, OPI
Better collaboration and
information exchange
with programs such as
Head Start; provide them
with additional training to
learn how to better support
kids in those programs
Integrated and
coordinated service
systems
Cheryl Rhodes, AUCD Fellow
National Center on Birth Defects and Developmental Disabilities,
Centers for Disease Control and Prevention
Jennifer Bogin, Program Manager
Association of University Centers on Disabilities
‘Learn the Signs. Act Early.’ Update Montana Act Early Summit
Helena, MT April 17, 2012
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MT’s Summits Participant Representation
State Agencies
Part C of IDEA 1
Section 619 of IDEA 1
State MRDD Agency 3
State Public Health 1
State Dept. of Education 1
DD-Council; P&A 1
Academics UCEDD, LEND, other academic institutions 6
Providers & Advocates
AAP and Pediatricians 1
Autism and Disability Orgs (service providers, training, T/A entities) 8
Parent Advocacy Orgs 1
Total Participants 24
Average state attendance 14
.
Suggested areas of impact In order to have equitable access to all diagnostic and treatment services in Montana there will be:
1. Awareness of diagnostic and intervention services
2. Integrated and coordinated service
3. More highly trained and qualified professionals
4. Better outreach to more diverse/minority
5. Availability of Evidence-Based services
Next steps • Press release (with CDC)
• SharePoint Site (AUCD)
• Conference call (6 weeks)
• Face to Face Meeting (mid-October)
• Steering Committee
• New members: Headstart, Childrens MCH, Childrens mental health, tribal representation, insurance industry (both public and private), family practice, nursing, home visiting,
Unsolicited Summit Feedback
• I learned quite a bit from our conversations and I am excited to be a part of the Act Early. Learn the Signs program.
• The day we spent together in Helena gave us a big jump-start. I liken that day to sprinkling yeast in the mix....it will start growing now!
• Thank you for pulling together the Act Early Summit. You were successful in bringing some key players to the table and I look forward to the evolution of autism awareness and quality early childhood services in Montana .
• It was nice to see you and also nice to know that the Act Early program is going into full activation. It’s a good thing.
• Such a great meeting of the minds yesterday! • Just wanted to thank-you for your invite to the summit meeting
today. I am happy to be involved at any level you need me.
Immediate Impact
• Requests for more information to use at Child Find
• Requests to partner with other health initiatives
Thank you for your time!
References
Dempsy, I. & Dunst, C. J. (2004). Helpgiving and parent empowerment in families with a young child with a disability. Journal of Intellectual & Developmental Disability, 29, 40-51.
Dunst, C. J., Trivette, C. M. & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13, 370-378.
Fixsen, D.L, Naoom, S. F., Blasé, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
Question & Answer
To ask a question:
Type your question into the ‘question’ box on your Webinar dashboard and the moderator will read it to the presenters
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THANK YOU
Visit Our Websites
*Learn the Signs. Act Early.” campaign www.cdc.gov/actearly
*AUCD’s Act Early Webpage www.aucd.org/actearly
Questions about the Webinar series?
Jennifer Bogin: [email protected]
Cheryl Rhodes [email protected]
Please take a few minutes to complete our survey!
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