Adults

Projects

College of Direct Support

Offers a nationwide, online, competency-based training curriculum to enhance the skills and knowledge of Direct Support Professionals (DSPs), frontline supervisors, and managers supporting individuals with disabilities in community settings. CDS is offered in partnership with Elsevier, a world-leading provider of scientific, technical and medical information, through Direct Course, which is a suite of online curricula for people providing services to individuals with disabilities that includes CDS and other curricula developed at other universities.

Staff: Kristin Dean, Shawn C Lawler, Amanda Ryan, Amy S Hewitt, Macdonald M Metzger, Claire E Benway, Susan N ONell, Nancy J McCulloh, Merrie L Haskins, Kelly Nye-Lengerman LGSW, Jody Hofer Van Ness, Jerry W Smith, Sheryl A Larson, Jennifer A Hall-Lande, Connie J Burkhart

Collaborators: Elsevier

History of Leadership in Developmental Disabilities: A Wiki Project

Uses Web and Wiki technology to collect, preserve, and share the history of leadership in the developmental disabilities field over the past 150 years, and pass on to future leaders the stories of how we got to where we are today. The project is creating an online history course and repository documenting the role of leadership and leaders in generating the ideas, movements, and programs that have been foundational to the developmental disabilities field, and using Wiki technology it will engage others in contributing to the multimedia content of the history course.

Staff: John D Westerman, Shawn C Lawler, Jerry W Smith

Collaborators: MENTOR Network Charitable Foundation

Profiles of Transformation Case Studies

Conducts six annual case studies of exemplary initiatives in transformation of community living or employment supports, and two annual case studies of exemplary Direct Support Professional workforce development initiatives. The National Alliance for Direct Support Professionals and the Institute's Research and Training Center on Community Living (RTC) will present "Moving Mountains" Awards for initiatives in Direct Support workforce development at periodic Reinventing Quality conferences.

Staff: Amy S Hewitt, Pamela M Walker, Sheryl A Larson

Collaborators: Center on Human Policy, Syracuse University, National Alliance for Direct Support Professionals

Self-Advocacy Online: Research and Development to Bridge the Digital Divide

Develops a model for making Web sites accessible for people with intellectual and related cognitive disabilities, and launches an educational and networking Web site for teens and adults with intellectual and other developmental disabilities targeted at those who participate in organized self-advocacy groups.

Staff: John D Westerman, Shawn C Lawler, Clifford L Poetz, Mark R Olson, Jeffrey A Nurick, Jerry W Smith, John G Smith, Connie J Burkhart

Collaborators: Self-Advocates Minnesota, HASTAC Initiative, MacArthur Foundation

MN Act Early Ambassador

Develops and expands on the Institute's Act Early work in culturally and linguistically diverse communities. Act Early is building a national network of agencies, organizations, and professionals (called ambassadors) that utilize the Centers for Disease Control's (CDC's) "Learn the Signs. Act Early." message. CDC selected ICI's Jennifer Hall-Lande as Minnesota's ambassador for this project. The Act Early materials promote early identification, screening, and intervention for Autism Spectrum Disorders and related neurodevelopmental disabilities in culturally and linguistically diverse communities across Minnesota. The project presents the opportunity for significant and sustained impact within culturally diverse communities to increase early screening of neurodevelopmental disabilities. While this project will provide the initial training and materials, the Act Early delegates within the community organizations will gain the skills to carry the message and outreach forward beyond the funding cycle of this grant.

Staff: Amy S Hewitt, Amy N Esler PhD, Kelly Nye-Lengerman LGSW, Anab A Gulaid, David R Johnson PhD, Jennifer A Hall-Lande

Collaborators: Minnesota Department of Education, Minneapolis Public Schools, Minnesota Department of Human Services, The Arc Greater Twin Cities, Minnesota Department of Health, Association of Maternal & Child Health Programs, Autism Society of Minnesota, The Arc of Minnesota, Somali Autism Awareness Foundation, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, MN Help Me Grow

New York Direct Support Professional (DSP) Credentialing Program Implementation Study

Aims to gauge the workforce development issues for Direct Support Professionals (DSPs) in the state of New York through multi-method analysis. The 2014 New York legislative assembly requested that a comprehensive report be submitted to the Governor and Assembly leaders no later than January 1, 2016. The New York Direct Support Professional Credentialing Program Implementation Study utilizes information from the following sources to provide this information to the New York legislative assembly: * A literature review of existing credentialing models related to DSPs * Focus groups with self-advocates, families, circles of support, provider associations, individual and organization providers, frontline supervisors, senior leadership, and government officials to determine feasibility and recommendations for implementation * A DSP Training and Credentialing Provider Survey to obtain a baseline of critical workforce indicators * Regional focus groups across in New York with DSPs and Employers about their interest in and barriers in the way of participating in a credentialing program This information will be compiled in order to: * Create a sustainable financial model that builds training costs into Medicaid reimbursement rates * Create a communications plan for comprehensive DSP credentialing program implementation.

Staff: Kristin Dean, Amy S Hewitt, Barbara A Kleist

Collaborators: New York State Association of Community and Residential Agencies, New York State Rehabilitation Association

"Learn the Signs, Act Early" Outreach Work

Develops and expands on the MN Help Me Grow and the Institute's Act Early work in culturally and linguistically diverse communities. Act Early is building a national network of agencies, organizations, and professionals (called ambassadors) that utilize the Centers for Disease Control's (CDC's) "Learn the Signs, Act Early" message. The project presents the opportunity for significant and sustained impact within culturally diverse communities to increase early screening of neurodevelopmental disabilities. While this project will provide the initial training and materials, the Act Early/MN Help Me Grow delegates within the community organizations will gain the skills to carry the message and outreach forward beyond the funding cycle of this grant.

Staff: Kristin Dean, Amy S Hewitt, Kelly Nye-Lengerman LGSW, Anab A Gulaid, Jennifer A Hall-Lande

Collaborators: MN Help Me Grow, St. Mary's Health Clinics, Consulate of Mexico in St. Paul, United States, Ecuadorian Consulate General in Minneapolis, United States, Minnesota LEND (Leadership Education in Neurodevelopmental and Related Disabilities) Program

State Systems Grant: Minnesota Act Early

Promotes early screening and identification of neurodevelopmental disabilities in culturally and linguistically diverse communities through focused outreach of the Learn the Signs, Act Early (LTSAE) campaign message. The project, which is funded by the Association of Maternal and Child Health Programs (AMCHP), presents the opportunity for significant and sustained impact within culturally diverse communities and local community organizations to promote LTSAE materials, parent-led developmental monitoring, and increase early screening of neurodevelopmental disabilities. While this project will provide the initial training and materials, the Act Early delegates within the community organizations will gain the skills to carry the message and outreach forward beyond the funding cycle of this grant. Further, the expanded Act Early Delegate network will be a framework for both efficient and broader dissemination of Act Early information and coordinated screening efforts. It is expected that Act Early Delegates will integrate Act Early messaging into their practices and identify how their unique set of resources can be brought to early screening, identification, intervention, and policies to support sustainability of effective, integrated practices and processes. Further, the materials developed will be available for ongoing use (PSAs, translated materials, etc.) across Minnesota and within the targeted communities. Training materials such as webinars will be archived and accessible on the MN LEND website for future use. The partnerships that will be developed with culturally diverse community groups will facilitate ongoing professional collaboration and future opportunities for outreach.

Staff: Amy S Hewitt, Kelly Nye-Lengerman LGSW, Anab A Gulaid, Jennifer A Hall-Lande

Collaborators: Minnesota Department of Education, Minnesota Department of Human Services, The Arc Greater Twin Cities, Minnesota Department of Health, Association of Maternal & Child Health Programs, Autism Society of Minnesota, Region 11 Interagency Early Intervention Committee, Think Small, Center for Neurobehavioral Development, University of Minnesota, MN Help Me Grow, Minnesota LEND (Leadership Education in Neurodevelopmental and Related Disabilities) Program

Effectiveness of Two Approaches to Expand the Social Inclusion of Adults with IDD Living with Families

Determines what types of strategies families can use to increase the social inclusion of their adult age child with Intellectual and Developmental Disabilities (IDD) who is living with them. Although many strategies have increased the social inclusion of individuals with IDD in residential services, it is unknown whether such strategies can also be used by families who have an adult child with IDD living with them. In addition, there is a great need for transition-age students to expand social inclusion upon graduation. This project is unusual because virtually all previous projects concerning social inclusion with community members have been aimed at formal service providers. This is the first project known that is aimed at families. The expected benefits are an increase for the adult age children living with their families in their friendships with community members, membership in community groups, and socially valued roles in community life.

Staff: Angela N Amado, Kelly J Ortenblad

Collaborators: Hennepin County [MN], The Arc Greater Twin Cities, Ramsey County