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Problem:
Complex risk factors impact the health of children with neurodevelopmental disabilities. Improved specialty care, reduced health care disparities and attainment of Healthy People 2010 objectives depend on professionals who will provide leadership in a changing social/economic/political environment.
Goals and Objectives:
Goal 1: To train future professionals to be leaders in developing and improving family-centered, culturally appropriate systems of care for children with neurodevelopmental disabilities and their families.
Objective 1: Recruit annually at least 16 long-term (660+ contact hours) leadership trainees from core MCH disciplines, including parents, to participate in the Interdisciplinary Leadership Core Curriculum (ILCC).
Objective 2: At least 20% of the trainees annually participating in the ILCC will be trainees from under-represented ethnic and cultural groups.
Objective 3: Five years post-graduation, at least 75% of the trainees will demonstrate leadership in one or more areas defined in MCH Performance Measure 08.
Goal 2: To train future professionals to provide/advocate for family-centered culturally appropriate services for children and adolescents with neurodevelopmental disabilities and their families.
Objective 1: At least an additional 35 long-term trainees (300 or more contact hours) will annually receive specialized practicum experiences to develop advanced clinical and research skills.
Objective 2: At least 60 medium-term trainees (40-299 contact hours) will annually receive practicum experiences to increase clinical skills and/or knowledge.
Objective 3: At least 400 short-term (less than 40 contact hours) trainees will annually receive experiences through courses, practicums, etc. to develop knowledge and/or awareness.
Goal 3: Improve family-centered, culturally appropriate services through continuing education activities to increase professionals’/parents’ knowledge of research findings, best practices and emerging issues.
Objective 1: Collaborate with other LEND, MCH, and/or MCH-related programs to offer at least one major continuing education activity annually.
Objective 2: Provide continuing education through at least 15 faculty and/or trainee presentations at national or regional conferences/meetings annually.
Objective 3: Collaborate with other MCH/MCH-related programs to offer/participate in at least 130 CE, in-service, or other educational activities.
Goal 4: Improve family-centered, community-based, culturally appropriate, accessible systems of care through the provision of technical assistance/consultation.
Objective 1: Provide technical assistance/consultation to national MCH, MCH-related, and other programs through faculty participation on at least 15 national committees, task forces, planning groups, etc. annually.
Objective 2: Provide technical assistance/consultation to state and local MCH, MCH-related, and other programs through faculty and/or trainee participation on at least 25 state and local committees, task forces, planning groups, etc. annually.
Objective 3: Provide individual program & client-related technical assistance to at least 1,100 professionals and parents annually.
Goal 5: Enhance the ability of professionals and parents to care for/advocate for children with neurodevelopmental disabilities by serving as a national, state and local information dissemination center.
Objective 1: Disseminate nationally at least 20 publications, curricular materials and/or other educational resources developed by faculty and/or trainees annually.
Objective 2: Develop and maintain a website that facilitates ready and free educational information/resources related to neurodevelopmental disabilities.
Objective 3: Disseminate information regarding specific disabilities, interventions, resources, etc. to at least 7,600 professionals, students and family members annually.
Methodology:
The Project will provide an Interdisciplinary Leadership Core Curriculum, requiring a minimum of 20 hours per week over the academic year, for at least 16 leadership trainees. The curriculum will include didactic content and center-based/community-based experiences to develop trainee leadership competencies in clinical competence, family-centered care, cultural competence, interdisciplinary collaboration, public policy/systems of care, administration and research. A parent faculty member will ensure a family-centered approach throughout the curriculum. Specialized experiences will also be provided for additional long-term trainees, individualized practicum experiences will be provided for medium term trainees, and observational/classroom experiences will be provided short-term trainees. Project faculty/staff, trainees and family members will be used to implement the Project's continuing education, technical assistance and information dissemination activities. Examples of methodologies which will be used in these activities include: 1) Continuing education activities (workshops, lectures & in-services, conferences, parent training and health education), 2) Technical assistance activities (participation on national task forces/committees, program/client consultation to agencies, and interagency collaboration), and 3) Information dissemination activities (development & dissemination of products, online/hard copy information dissemination and public awareness).
Coordination:
The Project will collaborate with other state/regional/national Title V-related agencies, including the Ohio Dept. of Health/Division of Family & Community Health Services/Bureau Children with Medical Handicaps related to service, training and policy development. Locally, collaborative relationships will be maintained with Title V-related/other community-based agencies/programs such as Help Me Grow/EI, Newborn High Risk Follow-Up Program, and Regional Genetic Centers.
Evaluation:
Methods for evaluation of the leadership program will include: quantitative data, trainee competency assessments, trainee satisfaction questionnaires, trainee evaluation of faculty, and follow-up of former long-term trainees. Continuing education (CE), technical assistance activities will use quantitative data as a method of evaluation. CE activities will also use participant satisfaction questionnaires; and self-assessment of knowledge gained and pertinence of the content to practice.
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