University of Wisconsin-Madison

Problem:

There are an estimated 1.7 million children with a severe disability of the brain or central nervous system. Graduate leadership training programs must be designed to train professionals to work in interdisciplinary ways to promote quality care to these children and their families.

Goals and Objectives:

Goal 1: Graduate level interdisciplinary (ID) leadership training will be provided to improve systems of care for children with neurodevelopmental and related disabilities (ND&RD) and their families Objective 1: Each year a minimum of 30 graduate-level students from the WI LEND core disciplines will participate in the Wisconsin MCH LEND Program at the advanced level (300+ hours) and receive ID leadership and clinical training. Objective 2: Each year of the grant period, a minimum of 30 graduate-level students from the MCH LEND core disciplines will participate in the WI LEND Program at the intermediate level (40-299 hours) and receive advanced ID leadership and clinical training through the Waisman Center clinics/programs. Objective 3: Each year of the grant period, a minimum of 600 university-matriculated students will participate in courses, lectures, or independent study programs taught by WI LEND faculty on topics related to Title V and servin children with neurodevelopmental and related disabilities and their families. Goal 2: To enhance professional growth of WI LEND faculty in areas such as leadership theory application, cultural competency, clinic skills, curriculum development, & dissemination methods/new technologies. Objective 1: WI LEND faculty will annually develop individual development plans that identify steps they will take to further develop their leadership, clinical and teaching skills related to ND&RD. Each year, funds and other supports will be provided to assist 1/3rd of the faculty to implement these plans. Objective 2: WI LEND faculty will develop and implement a minimum of 1 group development plan per year that engages faculty in group experiences that impact leadership education such as cultural competencem public health ethics and values, global health, and community based participatory research. Goal 3: To serve as a state and national resource to provide continuing education to increase the competency of MCH professionals and families to promote high quality systems of care for children with ND&RD. Objective 1: To offer a minimum of one national or regional continuing education program each project year that increases the competency of MCH professionals. Objective 2: To conduct a minimum of 50 statewide and community training events each year, for at least 3,000 family members, professionals, administrators and policymakers who provide Title V and related services/supports for children with ND&RD and their families. Goal 4: To provide TA & consultation to families, Title V and other national, state and local partners to create policies and programs that promote high quality systems of care for children with ND&RD. Objective 1: To provide a minimum of 2,000 hours of family-centered TA/C at the community level each year, for at least 400 professionals and family members of children with ND&RD. Objective 2: To produce and disseminate at least 20 sets of educational materials each year for professionals and family members regarding the prevention, identification, evaluation, assessment, treatment and coordination of services for children with ND&RD and their families. Objective 3: To produce a minimum of 20 peer-reviewed journal articles, books or book chapters each year on current research findings related to children with neurodevelopmental and related disabilities and/or their families and or merging health related issues

Methodology:

The WI LEND Program has three curriculum components and nine curriculum competency areas. Curriculum components are Interdisciplinary Clinical Care, Family Needs and Preferences, and Public Health System. Curriculum competency areas are interdisciplinary team functioning, clinical understanding of neurodevelopmental disabilities, genetics, cultural competency, family centered care, community based coordinated services, public health system-policy-advocacy, research, and leadership theory and application. Clinical training is conducted through Center based and community-based clinics and programs. Each MCH trainee, with MCH core faculty, completes an Individual Leadership Training Plan (ILTP) which delineates the activities in which the trainee will participate to achieve the required competencies. In addition to this university based training, MCH faculty and staff provide a wide range of MCH related community training and technical assistance to MCH providers and consumers.

Coordination:

WI LEND faculty collaborate with WI Title V and related agencies on a variety of committees and through contracts to provide services for children with metabolic disorders, and to serve as a regional center for the CSHCN Program. The Center has a contract with the state to conduct the personnel development program for Birth-to-Three early intervention services. WI LEND faculty participate with committees of the AUCD and other national groups related to neurodevelopmental disabilities.

Evaluation:

Quantitative and qualitative measures are utilized to answer two primary questions. Did the program do what it said it would do (delivered the proposed inputs to achieve certain outputs)? Did those outputs make a difference in improving the maternal and child health system as it works to serve children with neurodevelopmental disabilities and their families. Performance measure data collection is conducted in cooperation with MCHB and AUCD.