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Problem:
Children with neurodevelopmental disabilities and related healthcare needs are entitled to care that meets the highest standards of quality. A comprehensive system of services will promote independence, self-determination and inclusion of individuals with neurodevelopmental disabilities.
Goals and Objectives:
Goal 1: The principal aim of this project is to prepare trainees and fellows in the designated core disciplines for leadership positions in the field of pediatric neurodevelopmental disabilities.
Objective 1: Achieve a broad understanding of clinical issues relevant to providing exemplary interdisciplinary services.
Objective 2: Acquire knowledge of current regulations, entitlements, court decisions and controversies relevant to services to CND and their families.
Goal 2: We will provide ten didactic courses, and we have designed and will implement over 25 interdisciplinary practica.
Objective 1: Read, critically evaluate, and translate into meaningful action research literature pertaining to leadership, child development, health and wellness, disease and disability, integrated health services delivery systems, advocacy, public policy and relevant non-research literatures. Goal 3: Opportunities are emphasized for experiences with different systems of service, community collaborations, policy development and systems change.
Objective 1: Demonstrate the knowledge, attitudes and skills needed to provide exemplary person-and family-centered, case-coordinated, community-referenced, culturally competent service delivery, technical assistance and consultation (both case-and program-based).
Objective 2: Assume a leadership role in health care and related systems that serve CND.
Goal 4: We will guide our advanced trainees to undertake clinical investigative research in human development and development disabilities.
Objective 1: Acquire knowledge of current regulations, entitlements, court decisions and controversies relevant to services to CND and their families.
Methodology:
The curriculum is designed to meet the individually defined needs of advanced trainees and postgraduate fellows who present with diverse background experiences, individualized professional goals and career plans, and with specialized advanced training objectives. The core interdisciplinary curriculum consists of an initial orientation, development and approval of individual training objectives, and participation in didactic courses and interdisciplinary practice. Core Courses: Ten series are established, with over 100 sessions. 1 Overview of Neurodevelopmental and Related Disabilities 2 Interdisciplinary Team Dynamics: Fundamental Principles and Procedures 3 Interdisciplinary Frameworks and Methods for Cross-Cultural Competence 4 Interdisciplinary Strategies for the Child within the Family System 5 Coordination of Services through Interdisciplinary Care Management 6 Public Policy and Contemporary Ethical Issues Influencing Services to CND 7 Leadership Training for Administration of Health Services for Persons with SHCN 8 Research in Neurodevelopmental and Related Disabilities 9 Enhancing Teaching Skills 10 Special Topics in Developmental Disabilities Coordination:
Children's National Medical Center Children's Research Institute National Rehabilitation Hospital, Hospital for Sick Children, The George Washington School of Public Health and Health Services, Howard University, Georgetown University, The Catholic University of America, Gallaudet University
Evaluation:
Our evaluation methodology will include systematic analysis of activity, process, and outcome measures collected at pre-determined intervals during each academic term. Acquisition of knowledge, skills, and attitudinal changes, will be measured through multiple choice questions, written descriptions and interviews. Trainees will also be invited to provide upward evaluation of preceptor performance, and a post-training appraisal of the interdisciplinary curriculum.
Experience to Date:
In the 2005-2006 program year, trainees were selected from a greater pool than in the previous first year of the program. In 2004, (Year One) 13 LEND trainees were placed from an application pool of 19 with students applying from 12 of institutions and the first LEND trainee class drew primarily from internal connections with LEND faculty. This resulted in 7 fulltime/long-term trainees and 6 short-term trainees. In 2005, (Year Two) the application pool was 13 resulting in 10 fulltime/long-term and only 1 part-time/short term trainee. The strategy for Year Three has been to create a database of all of the university systems south of the Baltimore, MD area and inclusive of the Washington DC metropolitan area that can be used to solicit applications for qualified candidates. This database presently consists of 29 contacts from19 university settings and 63 disciplinary departments. As of late February 2006, 136 application packets were delivered to these neighboring institutions and the application deadline is April 15. As of the date of this report 14 new applications have been received.
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