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TRANSCRIPT
LEND Directors MeetingDay One
August 3rd, 2020
Jackie Czyzia, MPH
Sr. Manager, MCH
Technical Assistance
Natalie Martinez
Data Support
Manager
Dawn Rudolph, MSEd
Sr. Director, TA and
Network Engagement
Key ITAC Staff
Joined July 2020!
Danielle Webber, MSW
Act Early Program
Manager
Page 3
Key ITAC Staff
Luis Valdez, MPH
Program Specialist,
MCH TA
Maureen Johnson
Program Specialist,
MCH TA
Emma Fox, MPH
Program Specialist,
MCH TA
Joined May 2020!Joined Feb. 2020!
Breathe with the shapeGif credit: DestressMonday.org
Quick Mindfulness
DAY ONE: THE BIG PICTURE
Page 5
Housekeeping
• Communication best practices
– Please keep yourself on mute when not speaking
– State your name and program before speaking
each time
• Change your Zoom name to your name, program,
and pronouns
– Example: Emma Fox, AUCD, she/hers
– Hover over your name in the “Participants” box
and select “More” → “Rename”
• The Chat box is a great place to ask questions
and have dialogue. AUCD staff will be monitoring
throughout the whole meeting!
– Hover over the “To” option to toggle between chatting
the whole group or a specific person
• Feel free to use the reaction buttons (on the
bottom bar) or the raise hand function (located in
the “Participants” box next to your name)
throughout the meeting
Page 7
Housekeeping
Overview
Page 8
Meeting Objectives:
• Provide space for dialogue, resource sharing, and shared learning between participants
• Identify LEND TA needs in transition to telehealth and distance learning
• Identify TA approaches to meet TA needs
• Provide opportunity to inform MCHB strategic planning
Day One Schedule
Page 9
Welcome & Overview of Schedule
2:30
ITAC Updates
2:40
MCHB Welcome & Strategic Planning
3:00
10-minute break
4:00
COVID-19 & Its Influence on LEND Activities
4:10
Daily Awards & Closing
4:50
Day Two Schedule
Page 10
Welcome & Overview of Schedule
2:30
NDD Curriculum: New Platform
2:40
Showcase of LEND Network Initiatives
2:45
Summary of LEND Network TA Needs & Expertise
3:15
10-minute break
3:45
LEND TA Needs: Small Group Discussion & Report Out
3:55
Meeting Evaluation
4:45
Daily Awards and Closing
4:50
ITAC Updates
ITAC Goals
Page 12
Provide
Provide comprehensive TA to LEND and DBP programs, audiology supplement recipients, and other CARES/MCH Training partners
Collaborate
Collaborate with and coordinate efforts among key public and private stakeholders who seek to improve the health and well-being of people with ASD/DD and create optimal systems of care
Perform
Perform data management and analysis to support the ongoing development and achievement of training program goals
Engage
Engage in program coordination
Respond
Respond to emerging issues in interdisciplinary training and public health, particularly as it relates to ASD/DD
ITAC Highlights: Key Resources
• Launched Administrative Resources Hub on ITAC website
– One-pager differentiating Admin Resources Hub, Training Toolbox, and NDD Curriculum
• Refreshed Diversity and Inclusion Toolkit
– Where to start: navigational guide
– Browse strategies & resources in each theme & objective
– Review case studies from AUCD network members
– Explore capstone projects of Diversity Fellows addressing health equity (LEND, DBP, and UCEDD trainees represented)
Page 13
ITAC Highlights: Data Management
• Congratulations on a very smooth data year!
• NIRS FY20 data (products, current and former trainees) is currently being cleaned for submission to MCHB mid-August.– MCHB to notify you when data is available for review & complete
in EHB
• CARES data will be exported to MCHB’s data contractor at the end of August; no action needed from you.
• Updated NIRS Online Learning Modules to orient new data coordinators
• Questions can be directed to Natalie at [email protected]
Page 14
ITAC Highlights: Collaborations
• Collaboration on funding opportunities leveraging the network
– HRSA/AAP on Telehealth curriculum in collaboration with MI LEND
– OMH/Morehouse on National Infrastructure for Mitigating the Impact
of COVID-19 within Racial and Ethnic Minority Communities
– Contact Dawn Rudolph ([email protected])
• 2020 AUCD Leadership Academy (now virtual) postponed to
December; applications for 2021 AUCD Leadership Academy
open by end of current year; in collaboration with GA LEND
• Visit AUCD’s virtual exhibit booth and posters at AMCHP conf.
Page 15
Act Early Ambassador Program Expansion
• 6 new Act Early Ambassadorships will be awarded in
states and territories not currently funded and those
eligible for a second Ambassador based on a population
of 10M or greater.
Act Early Ambassador State/Territorial Teams
• $75,000 in funding will be announced for up to 56
state/territorial teams on September 1, 2020.
• This funding will provide support to early childhood
programs and systems through the Act Early Network to
support COVID-19 recovery and strengthen resilience
skills, behaviors, and resources for children, families,
and communities.
Trainee Engagement
Opportunities
Page 17
Trainee Engagement
• Leadership Opportunities • Trainee Liaisons
• Council Trainee Representatives
• Trainee Scholarships for 2020 AUCD Conference (Coming Soon)
• Resources• Emerging Leaders Community
Website
• Trainee Orientation Modules
• Emerging Leaders Map
• Trainee Listserv
Page 18
Email: [email protected]
Spanish Language Caucus:
A Forum for Ideas and Innovation
During the 2019-2020 year, the group:
• Assisted AUCD central office staff to identify
and address barriers to language access for
Spanish-speaking network members and
improve engagement by serving as a focus
group;
• Functioned as a mutual learning community,
sharing best practices and innovative
resources from around the AUCD network; and
• Began focus on a collective project of
relevance to the broader AUCD network.
Building workforce capacity regarding leadership development in diverse
populations contributes to the strength and development of comprehensive
systems for children with special healthcare needs.
Email: [email protected]
Spanish Language Caucus
Opportunities
Page 20
MCHB Welcome and
Strategic Planning Session
Page 21
Maternal and Child Health Bureau
Strategic Plan
Michael D. Warren, MD MPH FAAP
Associate Administrator
Maternal and Child Health Bureau (MCHB)
Maternal and Child Health Bureau
Strategic Plan
23
Paradigm for Improving Maternal and Child Health
Accelerate
Upstream
Together
24
27
Legislative
Authorities
WH/HHS/HRSA
Priorities
Needs
Assessments
Stakeholder Input
Subject Matter
Expertise
NSCH, HP2030.
PRAMS, etc
MCHB Strategic
Plan
Budgeting
Performance
Measurement
System
“Idea
Repository”
Program
Development
Program
Implementation
Data CollectionData Analysis
Periodic Self Assessment
How well are we doing? How do we know?
Is our strategic plan working?
Program
Experience
28
MCHB Strategic Plan
“Planning the Plan”
Information Gathering & Synthesis
Plan Finalized & Disseminated
Plan Implementation
& Evaluation
Through May 2020 Through CY2020 End of CY2020 through
Early CY2021End of CY2020 through
CY2021
29
Funders
Parents, youth,
patients, & program
participants
Policy organizati
ons
Community programs
Member association
s
Clinicians & health
providers
Federal
agencies
Researchers & academic
partners
Public health organizations
Field experts
Stakeholder Input [email protected]
FamiliesMCHB staff
State and county
agencies
Students &
trainees
Technical assistance
providers
30
What Can We Anticipate Now
for MCH Populations in the Future?
“I skate to
where the puck
is going to be,
not to where it
has been.”
-Wayne Gretzky
31
Maternal and Child Health Bureau
Strategic Plan Listening Session
32
MCHB Strategic Planning
From your perspective, what is the most important role
MCHB plays in supporting your work?
How can MCHB help your program be more effective and
successful?
33
Send comments via email to:
MCHB Strategic Planning
How might MCHB increase collaboration across its
programs in order to strengthen the work of all?
34
Send comments via email to:
MCHB Strategic Planning
Thinking about equity, how can your programs further
reduce disparities and unequal treatment based on race,
income, disability, gender, and geography?
How can MCHB support you in promoting health equity?
35
Send comments via email to:
MCHB Strategic Planning
Thinking about emerging trends in science, public health,
health care, workforce, and technology what do you see as
key opportunities for MCHB?
36
Send comments via email to:
MCHB Strategic Planning
What does success look like for your program?
What do LEND trainees share about what success looks like
for them?
What do families and persons with disabilities that interact
with LEND-related training and clinical care share about
what success looks like for them?
37
Send comments via email to:
Contact Information
Michael D. Warren, MD MPH FAAP
Associate Administrator
Maternal and Child Health Bureau (MCHB)
Health Resources and Services
Administration (HRSA)
Web: mchb.hrsa.gov
38
Connect with HRSA
Learn more about our agency at:
www.HRSA.gov
Sign up for the HRSA eNews
FOLLOW US:
39
Page 40
Time for a 10-Minute Break!
Page 41This Photo by Unknown Author is licensed under CC BY-SA-NC
COVID-19 and its Influence on LEND
Activities
AUCD COVID Response
• Zoom calls with network leadership ensure flow of pertinent information between network & federal partners
– Federal updates from executive and legislative branches
– Resource and solution sharing
– Identification of emerging needs
• Dropbox of resources shared; to access, contact Patti Ramos at [email protected]
• Collaboration on multiple COVID relief funding opps
• Highlights: telehealth and distance learning
Page 42
Distance Learning, We Keep Learning…
Sarah Winter, MDCo-director Utah Regional LEND
Utah Regional LEND… funded est. 2001
Advancements in technology
• Began with Utah Telehealth Network (2006-2017)• Connected our sites• Expensive contract with UTN• Expensive equipment• Lots of tech problems• Required someone to monitor the connection at the hub and spokes
• Moved to Zoom platform• Trial in some scenarios (2017)• 2018-2019: full use but trainees co-located at a room in the different universities• March 2020: everyone in their own house on Zoom• Site Monitor – contract fee for management of general and breakout sessions• Seminars are recorded for trainees to review if needed.• Faculty and committee meetings via Zoom
Challenges
• How do we maintain personal connections developed over the training year?
• How do we not let technical problems overwhelm us?
Telehealth and Distant Health
Services for Pediatric Care
Jane Turner, MD, FAAP
How do we promote telehealth for children and youth?• Identify best practices
–Think broadly – multiple modalities for many disciplines
• Establish a clearinghouse for resources
• Support professionals in the field
• Support families
• Include families at every step
• Train future leaders in the world of developmental disabilities.
Curriculum to be developed
• Supporting Providers and Families to Access Telehealth and Distant Care Services for Pediatric Care
–HRSA - AAP - AUCD - MI-LEND
–Developing a curriculum for all LENDS
–Curriculum will address all LEND disciplines
–Available on the National LEND NDD Core Curriculum Resources SharePoint site
–Available on the AAP Telehealth Playbook
HRSA grant #H7AMC37566
Telehealth for L.I.F.E.
• The L.I.F.E. framework will provide context for content about telehealth and distance technologies:
–Leadership
–Interdisciplinary
–Family-Centered
–Equity
My questions for YOU:
• What does every LEND graduate need to know about telehealth to improve the health and welfare of children/youth with ASD, NDD and other special health care needs?
–Consider knowledge, skills and attitudes.
• How do we involve families and self advocates as we develop this curriculum?
Send ideas to [email protected] or
Page 53
This Photo by Unknown Author is licensed under CC BY-NC-ND
Daily Awards!
Page 54
Come with fun backgrounds (virtual or otherwise!) and outfits
to participate in the awards.
Those who are reporting on their program’s TA offerings at the 3:15 session, please be
prepared to do so in 1-2 minutes. Contact Emma with
questions/concerns.
We will be using a Google Doc tomorrow.
If you are unfamiliar with this technology,
you have the option to use email.
Day One Closing
LEND Directors MeetingDay Two
August 4th, 2020
Breathe with the AnimationGif Credit: DestressMonday.org
Page 56
Quick Mindfulness
Housekeeping Reminders
• Communication best practices
– Please keep yourself on mute when not speaking
– State your name and program before speaking
each time
• Change your Zoom name to your name, program,
and pronouns
– Example: Jackie Czyzia, AUCD, she/hers
– Hover over your name in the “Participants” box
and select “More” → “Rename”
• The Chat box is a great place to ask questions
and have dialogue. AUCD staff will be monitoring
throughout the whole meeting!
– Hover over the “To” option to toggle between chatting
the whole group or a specific person
• Feel free to use the reaction buttons (on the
bottom bar) or the raise hand function (located in
the “Participants” box next to your name)
throughout the meeting
Page 58
Housekeeping Reminders
Page 59
Day Two: Showcasing LEND
Initiatives and Recapping TA
Needs
Day Two Schedule
Page 60
Welcome & Overview of Schedule
2:30
NDD Curriculum: New Platform
2:40
Showcase of LEND Network Initiatives
2:45
Summary of LEND Network TA Needs & Expertise
3:15
10-minute break
3:45
LEND TA Needs: Small Group Discussion & Report Out
3:55
Meeting Evaluation
4:45
Daily Awards and Closing
4:50
Page 61
NDD Curriculum:
New Platform
• Aim: Utilize the extensive expertise of LEND and UCEDD faculty to develop a repository of information for LEND programs
• Previously housed at Vanderbilt University Medical Center (VUMC) on Moodle, now on AUCD’s SharePoint
• Format: Preparation, Additional Preparation (advanced materials), Assignments
• Can select elements from resources based on:• Breadth and depth of content• Format (asynchronous, online, blended, etc.)• Level of learner (beginner, intermediate, advanced)
Page 62
History & Format of NDD
Curriculum Resources
Possible Uses of NDD Curriculum
Page 63
As a starting point to create new curriculum
To supplementan existing curriculum
To flip the classroom
To update references in your curriculum
To help community partners prepare presentations for trainees
As a resource for former trainees now in leadership positions
ITAC Landing Page
Page 64
ITAC Landing Page
Page 65
Page 67
Showcase of LEND Network
Initiatives
NM LEND Engaging and Leveraging Alumni NetworksAlyx Medlock, M.S., CCC-SLP, Training Director, NM LEND
Online Portal
Alumni and current trainees
Discussion board
Directory
Materials repository
Learning management system
First Annual Alumni Symposium
March 6, 2020
Everyday Leadership: Life After LEND/PPC
48 participants
15 presenters
Overwhelmingly positive feedback from attendees
Second symposium planned
Brown Bag Seminars
2020 CEU seminars by Zoom on: Health Disparities in New Mexico for Children with Special
Health Care Needs
Opioid Crisis in New Mexico
Providing Early intervention in the Context of Trauma Informed Care
185 attendees total
Overwhelming positive feedback
Plans for FY2021 seminars
Rutgers, The State University of New Jersey
Carrie Coffield, PhD
Training Director, NJLEND
NJLEND Alumni Engagement Project
Our Project Plan
• 3-pronged engagement strategy
– Education
• Alumni mentoring current fellows
• Alumni teaching in LEND didactic sessions
– Networking
• Virtual or in-person networking opportunities
• Alumni symposium: August 7, 2020
– Communication
• Social media
• NJLEND Alumni directory
• Weekly newsletter
• Annual report
• Hired NJLEND Alumni Coordinator
• Pre/post test with Alumni
Pre-test findings
• 50% of alumni from all 3 previous cohorts responded
– (yes, we’re new ☺)
• Teaching
– Mentoring not of high interest (perhaps because we are new)
– Lecturing
• Networking
– In-person, virtual, symposium
• Communication
– Not interested in Facebook page
– Alumni directory being finalized – sent and made available on Canvas
– Newsletter established and listserv created (alumni can opt out)
– Annual report template developed and printed
Findings
• Symposium – happening Friday, August 7
– virtual instead of in-person;
– responsive to request to focus on leadership;
– Responsive to current events;
– Panel can be recorded and shared;
– Post-test administered after symposium
• 70% of NJLEND Alumni engaged in one form or another
• Want to remain connected to program, active engagement is harder than
passive – opportunities for both!
• Alumni coordinator position is critical for managing work and establishing
relationship
Kelly Heung, Ph.D.
Program Manager
NorCal LEND
Northern California LEND: FAST Project 2019-2020
FAST Grant Highlights
Goals:
• Build a more robust policy and systems education curriculum
• Further our policy / advocacy curriculum to be interdisciplinary and meaningful for family members and other trainees
Key Components:
• Partnership with Family Voices of California
• Project Leadership curriculum
• LEND family member trainee – Project Leadership graduate / LEND Leadership Project
• Future collaborations
ANNE BRADFORD HARRIS, PHD, MPH, RDN
LEND DIRECTOR, WAISMAN CENTER, UNIVERSITY OF WISCONSIN
DAVID T. HELM, PHD
LEND PROGRAM, AT THE INSTITUTE FOR COMMUNITY INCLUSION
AT BOSTON CHILDREN'S HOSPITAL
REPORT FROM
LEND PEDIATRIC AUDIOLOGY
WORKGROUP
LEND Pediatric Audiology
Programs1. University of Utah Regional LEND (URLEND), Salt Lake City, UT
2. Carolina Institute for Developmental Disabilities, University of North Carolina Sch of
Medicine, Chapel Hill, NC
3. University of Colorado, JFK Partners, Aurora, CO
4. University of South Dakota Center for Disabilities, Sioux Falls, SD
5. University of Washington Center on Human Development and Disability, Seattle, WA
6. Institute for Community Inclusion, Children's Hospital, Boston, MA
7. Waisman Center, University of Wisconsin, Madison, WI
8. Kennedy Krieger Institute, Baltimore, MD
9. Institute on Development and Disability, Oregon Health and Science University, Portland, OR
10. Developmental Disabilities Institute, Wayne State University, Detroit, MI
11. Rose F. Kennedy Center, Albert Einstein College of Medicine, Bronx, NY
12. University of Connecticut A.J. Pappanikou Center for Excellence in Developmental Disabilities,
Farmington, CT
LEND Pediatric Audiology
Workgroup2020 Early Hearing Detection and Intervention (EHDI) Annual Meeting Pre-EHDI LEND Workshop: March 8, 2020
“Shared Decision Making: Journeying with Families During Transitions”
(evaluations received from 52 trainees who attended)
• Even distribution of 2nd, 3rd and 4th year Audiology (AuD), a few 1st yr
• 100% were satisfied or very satisfied with the workshop
• Appreciated the diverse panel perspectives, interactive discussions
"I felt like it brought up hard to discuss topics important for LEND"
"It was an excellent opportunity to gather perspectives differing from audiologists"
COVID 19 Challenges &
Opportunities
Audiology clinics closed during initial COVID19 response
- very difficult to replace clinical services using telehealth
- some clinics have re-opened with reduced number of patients
- no "shadowing" allowed in most facilities
- newborn hearing screening impacted at first
Training has continued for audiology students
• More remote options – e.g. adapting training with "standardized patients" to remote delivery
• Additional research opportunities – e.g. studying impact of changes in service delivery
PwD Workgroup:
Kruti Acharya (IL)
Page 82
LFDN:
Stephanie Coleman (KS)
Page 83
AUCD LEND Family Discipline Network (LFDN)
• Steering Committee:
• Fran Goldfarb, CA LEND
• Stephanie Coleman, KS LEND
• Christy James, IN LEND
• Dori Ortman, PA LEND
• Linda Russo, AL LEND
AUCD LEND Directors Meeting Presentation August 4, 2020
Family: Where it beginsImmerse, Learn, Understand, Partners
LPQI:
Jeff Brosco (FL)
Page 86
Purpose of LEND Program QI Network
• To help individual LEND training programs improve the
quality of LEND training in core competencies (family-
professional partnership, interdisciplinary teams,
advocacy/policy) by
(1) creating standardized measurement tools
(2) developing a voluntary, inter-institutional database
(3) providing program-level feedback to programs that
choose to participate
LPQI Network
• Web-based dashboard that provides data on your LEND program
compared to national benchmarks
• Linked to NIRS (minimal data entry)
• Monthly technical assistance calls
• Suite of on-line tools/FAQs/etc.
• Tutorials on how to implement, use dashboard, etc.
• Trainee self-report measures
• Faculty observation measures
• Training materials for faculty observation measure
https://www.aucd.org/template/page.cfm?id=993#tools
2020 Improvements
• Added a new measure for Policy/Leadership to trainee self-report
and the faculty observation rubrics
• Updated the “Interdisciplinary/Interprofessional Team Building” and
“Family-Professional Partnerships” faculty tools to reflect MCHB
Leadership Competencies Version 4.0
• Adjusted the language of the faculty tools to better demonstrate
how they apply to non-clinical LEND trainees
(e.g. families, public health students, advocates)
• Added lists of examples of trainee activities in research, training,
and clinical services to help faculty understand how to use the
rating scale
LEND Program QI Network (LPQI)
• Help individual LEND training programs improve the
quality of LEND training in core competencies
• Three best reasons to participate
• Implementing the I-FOR faculty measure revealed limitations in
our evaluation methods
• Implementing the I-FOR revealed limitations in our clinics,
research, and policy activities
• It’s LEND renewal time and you need a QI plan
• It’s not too late to implement this year . . .
LEND Outcomes Study:
Lauren Bishop (WI)
Page 91
The LEND Outcomes Study: Feasibility and Preliminary Outcomes
Background:
• Assessing trainee outcomes is difficult,
and previous studies have significant
design flaws
Our Solution: The LEND Outcomes
Study
• Ex post facto, prospective cohort
design
• Long-term LEND trainees and
matched comparison peers consented
to participate in the study
• Completed annual NIRS survey
Figure 1: Annual Recruitment Cycle
The LEND Outcomes Study: Feasibility and Preliminary Outcomes
Feasibility:
• Recruited 68.3% of eligible LEND trainees
• 66.0% of LEND trainees were matched to peers
• 5-Year Attrition: 0.9% LEND trainees; 2.6% peers
• On average, 84.4% of LEND trainees and 79.9%
of peers completed NIRS annually
Figure 2: Enrollment and Annual Survey
Completion
Figure 3: Longitudinal Change in
Leadership Activities
Page 94
Summary of LEND Network
TA Needs and Expertise
2020 LEND NCC:
TA Request Themes
Page 95
Evaluation and Quality
Improvement
Cultural & Linguistic Competence, Diversity, and Health Equity
Family and Self-Advocate
Involvement
Curriculum and Didactic Education
TA, CE, and Medium-/Short-Term Training
Alumni Outreach & Engagement
2020 Pre-Meeting Survey:
Emerging Needs
Page 96
Virtual Family
Engagement
Virtual Clinical
Engagement
Leading LEND
Virtually
ITAC’s Menu of TA Services
Page 97
Universal Targeted Intensive
Meets the needs of all TA recipients
Meets the needs
shared by many
TA recipients
Meets specific TA
recipient's needs
ITAC’s Menu of TA Services
Page 98
Universal
• Website
• Newsletter
• Webinars
• Products
• Publications
Targeted
• Workgroups
• FAST Projects
• Specialty Meetings
• Communities of Practice
• Trainee Leadership Opportunities
• Coordination with External Partners
• New Directors Orientation
Intensive
• Site Visits
• Individualized Training or Seminars
• Collaboration on Funding Opportunities
• Intensive Consultation
Page 99
Program TA Offerings &
Expertise:
1 Minute Updates
LEND TA Offerings & Expertise
Page 100
• Recruitment of Self-Advocate trainees and the unique challenges that doing so in a sprawling urban city (and equally sprawling state) presents
• Creation and implementation of a Transition Fellowship for adult practitioners
Pauline Filipek
Texas LoneStar LEND
LEND TA Offerings & Expertise
Page 101
• Family Leadership Development• Title V Partnerships• Relationship-based/Reflective Supervision and
Intervention Approaches• Faculty Development and Mentoring
Angie Tomlin
Indiana RCDC LEND
LEND TA Offerings & Expertise
Page 102
• Distance learning technology• Full and equal involvement of self-advocate and Parent-
Family faculty and trainees• Collaborating with state agency and local community
partners to support systems for improving services and community supports
Megan Peters/Ami Bax
Oklahoma LEND
LEND TA Offerings & Expertise
Page 103
• Distance learning• Cultural competency training• Evaluation• Leadership curricula
Betsy Humphreys
NH-ME LEND
LEND TA Offerings & Expertise
Page 104
• Connecting social determinants of health and health equity in the minds of trainees via interactive games
Leo Parlin
Hawaii LEND
LEND TA Offerings & Expertise
Page 105
• Mini-fellowships
Toni Whitaker
Tennessee LEND
LEND TA Offerings & Expertise
Page 106
• Disability and mental health• System change efforts to implement positive behavioral
interventions and supports to school districts and correctional settings throughout the state
• Telehealth
Erika Ryst
Nevada LEND
LEND TA Offerings & Expertise
Page 107
• Fellows' participation with community-based organizations• Creating strong family components: home visits, family
presentations, Family Faculty• Advocacy and policy training
David Helm
Boston Children’s LEND
LEND TA Offerings & Expertise
Page 108
• Poverty Simulation• Puerto Rico partnership• Employment and transition with self-advocacy trainees and
team
Dianne McBrien
Iowa LEND
LEND TA Offerings & Expertise
Page 109
• Behavior and medical management for individuals with IDD/MH conditions
• Clinical and research issues in Angelman Syndrome
Becky Pretzel, Rob Christian, &
Jean Mankowski
North Carolina LEND
LEND TA Offerings & Expertise
Page 110
• Tools to help ease leadership transition
Laura Silverman
Roch LEND
LEND TA Offerings & Expertise
Page 111
• Leader in dual diagnosis• Developed Mental Health Competencies to include on
all trainees’ Individualized Learning Plans
Paula Rabidoux
Ohio State LEND
LEND TA Offerings & Expertise
Page 112
• Leadership training• Equity, diversity, and inclusion initiatives• Universal design for learning• Developmental and mental health screening
Dan Crimmins
Georgia LEND
Page 113
Time for a 10-Minute
Break!
Page 114
LEND TA Needs: Small Group
Discussion
Page 115
Report Out from Small Group
Discussion
Page 116
Meeting Evaluation
Page 117
This Photo by Unknown Author is licensed under CC BY-NC-ND
Daily Awards!
Page 118
All meeting materials,slides, and recordings
will be sent within 1 week of this meeting.
Please fill out the meeting evaluation by Friday, August
7th COB.
Please contact Emma Fox ([email protected]) regarding access to
NDD SharePoint
Day Two Closing
Page 119
Thank You!!
THIS MEETING IS PROVIDED IN PARTIAL FULFILLMENT OF TASKS OUTLINED IN
A COOPERATIVE AGREEMENT (#UA5MC11068) BETWEEN AUCD AND THE
MATERNAL AND CHILD HEALTH BUREAU (MCHB). THE CONTENTS DO NOT
NECESSARILY REFLECT THE VIEWS OR POLICIES OF MCHB, THE HEALTH
RESOURCES SERVICES ADMINISTRATION, U.S. DEPARTMENT OF HEALTH AND
HUMAN SERVICES, OR THE U.S. GOVERNMENT.