Coffee and TA Series: Core Function Basics
Model Services
October 28, 20191:00 – 2:00 pm EST
Introductions
PRESENTERS
Danielle Haener, Psy.D.Clinical Psychologist, UC Davis MIND Institute
Kathleen Angkustsiri, M.D.Assistant Professor of Clinical Pediatrics, UC Davis MIND Institute
Brian Freedman, Ph.D.Associate Director, Center for Disabilities Studies, Delaware
Beth Mineo, Ed.D.Director, Center for Disabilities Studies, Delaware
Luis Valdez, M.P.H.Program Specialist, UCEDD TAAUCD
Webinar Overview
• Welcome and introductions • Federal guidance• Highlights and examples from the network:
– Center for Disabilities Studies– UC Davis MIND Institute
• Question and answer period• End
Coffee and TA SeriesCore Function Basics
1) Interdisciplinary Pre-service Preparation2) Continuing Education3) Community Training4) Technical Assistance
5) Model Services6) Demonstration Services7) Research8) Product Development and Information Dissemination9) Developing Core Function Plans
DD Act
H.R. 4920 — 106th Congress: Developmental Disabilities Assistance and Bill of Rights Act of 2000.www.GovTrack.us. 2000. August 30, 2018 https://www.govtrack.us/congress/bills/106/hr4920
Section 153(B) Provision of community services –
(i) That provide training or technical assistance for individuals with developmental disabilities, their families, professionals, paraprofessionals, policymakers, students, and other members of the community (ii) that may provide services, supports, and assistance for the persons described in clause (i) through demonstration and model activities.
Developmental Disabilities ProgramFinal Rule
o. The UCEDD must integrate the mandated core functions into its activities and programs and must have a written plan for each core function area.
45 C.F.R § 1328.6 2015
OIDD – UCEDD Program Funding Opportunity
According to each application for core funding, it must describe a five-year plan for meeting the purpose of the DD Act of 2000.
The five-year plan must describe how the applicant will carry out each of the following four UCEDD core functions: • Interdisciplinary Pre-service Preparation and Continuing
Education• Community Services• Research• Information Dissemination
HHS-2018-ACL-AOD-DDUC-0251, pg. 14
OIDD’s Definition of Model Services
Specialized services delivered with the intention to enhance the well-being and status of the recipient and not for testing new practices and may be integrated with training, research, and/or dissemination functions.
UCEDD Logic Model
Beth Mineo, Ph.D., CCC-SLP - DirectorBrian Freedman, Ph.D. – Associate Director
University of DelawareCollege of Education
&Human Development
Department ofHuman Development
and Family Science
Academic Units
School of Education
The College School
Centers for Children
Early Learning Center
Laboratory Preschool
Center for Disabilities Studies
Delaware Institute for Excellence in Early
Childhood
Center for Research in Education and
Social Policy
Centers for Research use in Education
Professional Development Center
for Educators
Centers for Research and
Education
Delaware Center for Teacher Education
Delaware Academy for School Leadership
Dean – College of Education
And Human DevelopmentProvostPresident
University of Delaware Board of Trustees
CDS Director
CDSManagemen
t Team
Communications & Advocacy
Extended Learning Opportunities
School-Age
Adapting Curriculum &
Classroom Environments for Student Success
(ACCESS)
Positive Behavior Support
School Climate Surveys
Center for Disabilities StudiesOrganizational Chart
Transition Education &Employment
Model
Career & Life Studies Certificate
(CLSC)
Community Connectors
National Core Indicators
Postsecondary Preparation
Programs
Associate Director
Disability Cultural Competence for
Dental Professionals
Health & Wellness
Family SHADE
Emergency Preparedness
Building BridgesAutism
Implementation Project
Shared Project
ACCESS:ABILITYUndergraduate
Affinity Program
Interdisciplinary
Pre-ServiceTraining
LEND
Disability Studies Minor
Autism-Focused
Initiatives
DelawareNetwork forExcellenceIn Autism
(DNEA)
Community
Advisory Council(CAC)
Spectrum Scholars
AssistiveTechnology
Accessible Instructional Materials Center
AT Evaluation/Consultation
Service
iCanConnect
Nowhere Else to TurnHome Modification
Program
Tobin Fund for Visual Assistive Technology
Delaware Assistive Technology Initiative(State AT Program)
Delaware Early Childhood AT Demonstration
Developmental Monitoring &
Early Language Acquisition
Guiding Considerations
• Is there evidence that the service addresses a gap?• Will the service place the UCEDD in competition with other
providers?• Does the service have the potential to influence policy/practice
external to the UCEDD?• Is seed support available to get the service “off the ground?”• How likely is it that the service can become self-sustaining once initial
seed funding has concluded?
Delaware Accessible Instructional Materials (AIM) Center
Evidence of Need
• IDEA 2004 mandates provision of instructional materials in appropriate formats to students with print disabilities
• Delaware school districts were not in compliance because they didn’t understand the law or found compliance too burdensome
• The benefits of a centralized service were demonstrated in other states (Virginia, Indiana, Wyoming)
Competition?
• The only AIM service in the state was for the exclusive benefit of students who were blind/low vision
• Delaware’s Division for the Visually Impaired was not permitted to serve students with other types of print disabilities
Potential to Influence Policy/Practice?
• Raised expectation for compliance with print disability mandate of IDEA
• A new “special factor” related to consideration of AIM was added to the IEP
• Delaware approved a more expansive definition of “print disability” than that represented in the copyright law exemption
• Educators use an evidence-based approach to determine eligibility• Thousands of students have access to AIM for both instructional and
assessment purposes
Seed Support?
• Delaware was among 15 states to get initial funding from the U.S. Department of Education, Office of Special Education Programs to explore the need statewide and develop responsive services
• Culminating activity was a statewide AIM Retreat for all stakeholders
• The Delaware Department of Education contracts with the UCEDD to operate the Delaware AIM Center serving public school students with qualifying print disabilities statewide
AIM mandate clarified in IDEA 2004
Training on AIM
mandate provided to LEAs; DOE not involved
OSEP/CAST
award to DE to
support AIM
initiative; AIM
summit in August
Seventh special factor
added to DE IEP;
eligibility guidance approved
AIM Center created;
network of Digital Rights
Managers established
AIM Center
opens to LEAs; MOU
between DOE, DVI and CDS
signed
Large group PD offered
statewide
Large group PD continues; 166 orders
for AIM fulfilled
OSEP Conference presentation;
more PD at LEA level; 238 orders
fulfilled
DE joins national
AEM advisory board;
211 orders fulfilled
Centralize ordering
portal used by
DVI & AIM Center;
292 orders fulfilled
2004 2008 2009
20112006 2012
2013 2014 2015 2016 2019
Sustainability
• Conversion to a fee-for-service offering to districts would place responsibility for participation on local education agencies
• Centralized service supported by the Delaware Department of Education ensures that all qualifying students statewide have access
• We would love to be put out of business because all educational publishers offer fully-accessible content…
We’re not there yet.
Career & Life Studies Certificate (CLSC)
Evidence of Need?
• Employment rate of people with intellectual disabilities (ID) was (and still is) abysmally low
• Creative post-school options needed for students with intellectual disabilities. CDS had existing programs that had proven successful:
• Employment services unit funded through foundation grant and eventually also through contracts with state VR and DD services.
• Campus-based secondary programs (18-21) funded through school districts.
Following proof-of-concept and external growth, these programs were phased out
• Think College and others began describing benefits of college
Competition?
• No other program in the state of Delaware
• Few programs in surrounding states at the time of creation
Potential to influence policy and practice?
• Lack of understanding of the benefits of college for students with ID• Opportunity for developing and modeling transition practices with
schools, providers, employers• Need for self-advocate leaders
Potential for Seed Support?
• Higher Education Opportunity Act of 2008
• Created grant funding mechanism: Transition & Postsecondary Programs for Students with Intellectual Disabilities (TPSID)UD was one of 27 programs to receive this grant in 2010
• Created opportunities for student financial aid through federal designation: Comprehensive Transition & Postsecondary Program (CTP)Granted CTP status in 2014
• Potential sustainability options:• Already a provider for VR and DD services• General buy-in from key people within those agencies
Career & Life Studies Certificate (CLSC)• 2-year certificate program promotes involvement
in all aspects of UD student life:• Credit-bearing courses• Internships and other career development experiences• Opportunities to utilize campus resources (library, gym,
academic support)• Opportunities to join student organizations• Option to live in UD residential facilities
• 1:1 coaching and group-based instruction/support• Assistance in finding employment post-CLSC
Growth in inclusivity over time
• Credit-bearing courses (for credit or audit)• First year seminar and other orientation
activities• Residential options• Program staff space in traditional academic
building• Alternative spring break
• Required collaboration, patience and advocacy!
Sustainability?
• Post-TPSID, prospect of an expensive program ($25K per year, not including residential)
• Relationship building with key stakeholders• Understanding their philosophy and needs• Understanding their terminology and system
• Networking with UCEDD partners and other programs
Sustainability!
• Comprehensive Transition and Postsecondary Program (CTP) designation (Pell grant and work study eligibility)
• Vocational Rehabilitation• Developmental Disabilities Services (including Medicaid)• State scholarship for college students with ID
Covers about 90% of university tuition and fees (not including residential)
• Out of state: explore creative funding options
Promoting Other Core Functions
Preservice preparation• CLSC student leadership
development• Disability Studies minors• LEND trainees
Research• Partnership with faculty and
evaluation team• Decision-making regarding
program driving research, or vice-versa.
• Two peer-reviewed articles (plus one submitted), three book chapters, and many conference presentations to date
Leveraging to build new transition programs
Career & Life Studies Certificate
Pre-Employment Transition Services (Pre-ETS)• Bridge programs for high school students• Funded through Vocational Rehabilitation
Spectrum Scholars• College-to-career program for
undergraduate students on the autism spectrum
• Collaboration with JPMorgan Chase & Co.
Questions?
• Brian Freedman – [email protected]• Beth Mineo – [email protected]
Danielle Haener, Psy.D.
Assistant Clinical Professor of Pediatrics
Clinical Director, MIND Social Skills Clinic
MIND Social Skills Clinic- UCEED Core Functions Webinar
October 28, 2019
Background
Social skills training groups aim to:
•increase social motivation•improve self esteem•decrease isolation •teach team skills involved in school and work•enhance capacity for independent living
• Program began as a Post-Doctoral Fellowship Grant funded by the MIND Institute
• Have served over 650 children and their parents and siblings since the programs inception in 2001
• Created to help address deficits that were still present after participation in early intervention (e.g. ABA)
Components of our Social Skills Program
We offer 3-4 groups per year serving the following age groups• 8-10 year old• 11-13 year old• 14-17 year old
At the same time as the child/adolescent group there is a:• Fee based parent
psychoeducation workshop• Free sibling support workshop
25 week program for children and adolescentsRequirements:• Must have a diagnosis of Autism• Must be between the ages of 8-17 • The program is very verbal, thus
participants must have a verbal IQ falling within the average range (85-115) or above.
• Must not have significant behavioral and/or mood symptoms that impair their ability to participate in group.
Staffing Logistics:
How do we make up the rest? Volunteers!• Research assistants within
MIND• LEND trainees• Medical school students• Local community college
students in the fields of counseling, school psychology, marriage and family therapy, social work, and speech and language.
We offer a 1:3 to 1:2 student to staff ratio• 1 licensed provider for each
social skills group• 1 licensed provider for the
parent workshop• 1 non-licensed provider for the
sibling support group
Group Structure
Snack time/Indoor Game Time Opening Circle Lesson Outside Time Social Experiment Joke Time Group Ends – Leaders and co-leaders checkout with child
and their family
Overview of Curriculum25 Weeks with the Following Topics:
(14)Problem Solving (Big vs. Small Problems) (15)Good Sportsmanship/Teasing(16)Problem solving for bullying, bullying vs. teasing(17)Hygiene, Nutrition and Exercise(18)Professional development(19)Making plans and phone calls for invites(20)Leadership & Team member characteristics(21)Rescue phrases, the importance of working in
groups; intro to small group project(22)Plan a project with a small team, team player
skills, seeing the big goal (23)Large Group Project Part 1(24)Large Group Project Part 2(25)Graduation
(1)Introduction (2)Conversation Skills(3)Conversation Skills Part 2(4)Friendship and Social Circles(5)Joining Conversations(6)Navigating Group Conversations(7)Emotion Recognition (Positive Emotions & Negative
Emotions)(8)Emotion Recognition (Anxiety)(9)Emotion Regulation: Anxiety, stress and coping methods(10)Emotion Regulation: Anxiety stress and coping part 2(11)Perspective Taking and Friendship(12)Socially Appropriate Lies and Social Filters (THINK)(13)Social Circles, Social Media and safety (older teens)
Personal Space, Strangers and safety (younger kids)
Strengths and Challenges
In depth 25 week program with developed curriculum
Groups meeting needs of children and adolescents aged 8-17
Insurance authorization or obtaining POS for regional center patients
Recruiting families with children who meet criteria for inclusion in the group
Cost parent workshop out of pocket Recruiting volunteers for co-leader positions
Kathleen Angkustsiri, MD, MASAssociate Professor of Clinical PediatricsMedical Director, 22q Healthy Minds clinic
22q Healthy Minds Clinic - UCEED Core Functions Webinar
October 28, 2019
Background
What is 22q11.2 deletion syndrome (22q)?– Most common microdeletion syndrome– 1/2000-4000 live births– aka DiGeorge, Velocardiofacial syndrome, and others
Medical issues– Congenital heart disease– Cleft palate and speech issues– Immune deficiency– Endocrine, growth delay
Developmental-behavioral and mental health– Borderline IQ– Risk for anxiety, ADHD, social deficits– 20-30% risk for psychosis/schizophrenia
History
2005 – 22q research program started at the MIND– DBP fellow included in research visits
2008 – clinical neuropsychological assessment added alongside research (“translational clinic”)
2009 – 22q Healthy Minds clinic (clinical assessments through insurance)
Families reporting that local providers unfamiliar with management of 22q– Particularly around learning and behavior– Uncomfortable with medications– Parents appreciate that they come to our clinic and don’t have to educate
providers about 22q
Families from Taiwan, UK, Canada, and US
• Multi-disciplinary clinic team• Developmental-Behavioral
Pediatrician• Pediatric Neuropsychologist(Ingrid Leckliter, PhD)• Cognitive Neuroscientist(Tony Simon, PhD)
• Child and Adolescent Psychiatrist• LEND trainees (PT, OT, ST, etc.)• Medical Students• Pediatric Residents
• clinic 2 x’s per month
• Administrative• Insurance authorization• Triage and record review• Intake and questionnaires• Scheduling
Clinic visit
AM – neuropsychological assessment PM – DBP/medical visit, team discussion and feedback Common topics
– Understanding developmental delay– Dealing with the diagnosis (and comorbidities)
Individualized recommendations– School recommendations and local resources– Medical treatments– Evidenced-based interventions when possible
Written report to share with local providers
Strengths and Challenges
Full day, in-depth assessment Insurance authorization (particularly for neuropsych
assessment) Travel and recruiting/coordinating with research Follow-up for non-local families Lack of adult providers/transition
Questions?
Presenter Contacts
Danielle Haener, Psy.D.UC Davis MIND [email protected]
Kathleen Angkustsiri, M.D.UC Davis MIND [email protected]
Brian Freedman, Ph.D.Center for Disabilities [email protected]
Beth Mineo, Ed.D.Center for Disabilities [email protected]
AUCD Contacts
Dawn RudolphSr. Director, Technical Assistance & Network Management, [email protected]
Luis ValdezProgram [email protected]
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