University of Oklahoma

Problem:

There is a significant shortage of appropriately trained interdisciplinary health care and related professionals in Oklahoma needed to provide leadership and advocacy for effective services to children with neurodevelopmental and related disabilities and their families.

Goals and Objectives:

Goal 1: Improve the health of children with or at risk for developing neurodevelopmental and related disabilities by preparing interdisciplinary trainees for leadership roles as health care professionals. Objective 1: Provide high quality interdisciplinary education to health professional which emphasizes the integration of services and fosters a community-based partnership of health resources and community leadership. Objective 2: Promote innovative practice models that enhance cultural competency, interdisciplinary partnership and family-centered approaches to care that will improve health care delivery for childfren with neurodevelopmental and related disabilities and their families. Objective 3: Promote research that is clinically relevant to improving the health of children with or at risk for developing neurodevelopmental and related disabilities.

Methodology:

The educational program includes didactic, practicum and research components. The Didactic Component includes: two leadership courses providing onsite coursework using an interactive case study approach; related coursework privided through distance education; outside readings, faculty mentoring, associated topical seminars and continuing edication activities. The Practicum Component includes: observation of clinical and community-based services; supervised practice activities; leadership activities with community and state agencies and organizations; instruction of others through presentations and/or teaching opportunities through the core leadership courses. The Research Component includes: research knowledge and experience provided through the core leadership courses; faculty mentoring; participation in family-initiated research; and research activities commensurate with experience. All training is based on the foundational components of: family-centered services, cultural competence, interdisciplinary teaming and inclusive practices and includes a strong focus on systems change strategies and integrated services. Curriculum components include: Public Health; Interdisciplinary Training and Practice; Coordination and Service Integration; Family-Centered Care; Cultural Competence; Technology; Communication and Teaching; Policy Development and Legislation; Leadership; Clinical Preparation and Research.

Coordination:

Oklahoma LEND is linked with the state Title V agencies, Oklahoma State Departments of Health and Human Services, as well as other state and community agencies addressing children with special needs and their families through initiatives including the Sooner SUCCESS Project, a statewide initiative to promote and strengthen a comprehensive unified system of services and the Medical Home Learning Collaborative that is a collaborative effort with Title V Children with Special Health Care Needs.

Evaluation:

Oklahoma LEND program evaluation includes both qualitative and quantitative elements through: formative evaluation of the delivery of training and trainee-faculty satisfaction; summative evaluation of the impact of the program; and process evaluation of actual benefit to trainees and collaborating agencies.

Experience to Date:

The Oklahoma LEND Program included long-term trainees representing the disciplines of Audiology, Nutrition, Parent-Family Issues, Psychology, Self Advocate Issues, Social Work (2), and Speech-Language Pathology. The trainee in Psychology was the first post-doctoral fellow in the program. Trainees participated in interdisciplinary didactic, practicum and research experiences and were mentored by Core Faculty, Family Mentors and the Training Director. Core Faculty have included representatives from fourteen (14) disciplines including a parent and a self advocate. Instructional Faculty have contributed course content and/or clinical expertise and Community Faculty have contributed specific community expertise including: community services and supports; family and self advocate perspectives; legislative issues; and advocacy strategies. New practicum experiences were added in clinical settings and in the community. Activities with the Sooner SUCCESS Project and the Medical Home Collaborative allowed trainees to have state and community-based system change experiences. Collaborative class sessions were held with the graduate students in Genetic Counseling and with students in the Interdisciplinary Program on Child Abuse and Neglect. Trainees developed Individual Leadership Plans, Individual Leadership Projects and a Team Leadership Project.