Funded Projects

Problem:

Neurodevelopmental disabilities are prevalent among children, whose increasing longevity suggests the value of a lifecourse framework. There are few health professionals with expertise in an interdisciplinary, culturally-competent, family-centered approach to children and adults with disabilities.

Goals and Objectives:

Goal 1: To increase the number of interdisciplinary leaders qualified to provide family-centered, interdisciplinary, culturally competent services to individuals with neurodevelopmental disabilities/autism. Objective 1: By the end of each year, at least 70 interdisciplinary long-term trainees will demonstrate the competencies of leadership; family-centered care; interdisciplinary teaming; cultural competence; LCF/SD; ASD screening and intervention; and advocacy/systems change. Objective 2: By the end of each year, at least 35 interdisciplinary long-term trainees representing minority ethnic groups will successfully demonstrate these same competencies. Goal 2: To increase the number of leaders who can evaluate and develop policies, programs, and legislation that affect systems of care for children with neurodevelopmental disabilities (NDD)/autism. Objective 1: By the end of each year, 100% of all long-term trainees will successfully complete an individual advocacy project based on community collaboration and employing lifecourse perspective/social determinants (LCF/SD). Objective 2: By the end of each year, 100% of all trainees will successfully complete web-based advocacy and public policy curriculum requirements appropriate to their level of training. Objective 3: By the end of each year, 90% of all trainees will participate in a minimum number of leadership activities based on their time in the LEND program. Goal 3: To increase the number of leaders who can integrate research into clinical programs and systems of care, as well as advance knowledge by conducting, disseminating, and evaluating relevant research. Objective 1: By the end of each year, 100% of all long-term trainees will demonstrate their knowledge of the research process by completing a computer search requirement or participating in and presenting a research project, with trainees and faculty having engaged in at least 50 research projects annually. Objective 2: By the end of each year, at least 10 new research protocols, models of care, curriculum, and/or training materials will be developed, implemented and/or disseminated. Objective 3: By the end of each year, faculty and trainees will conduct at least 200 activities resulting in dissemination of information. Goal 4: To expand the knowledge and skills of health care professionals who have completed training by providing continuing education, technical assistance, and consultation regarding issues in NDD/ASD. Objective 1: By the end of each year, trainees and faculty will participate as presenters in at least 75 continuing education programs addressing the needs of children with NDD/ASD and their families, serving at least 4,000 health care professionals and community members. Objective 2: By the end of each year, MCCD will produce and maintain a website, freely accessible, that contains at least 20 copies of presentations by selected faculty and trainees on topics related to children with NDD/ASD and their families. Objective 3: By the end of each year, MCCD will sponsor or co-sponsor at least 3 full-day continuing education workshops either live or by Internet for at least 300 health care professionals, including one devoted to ASD and another to LCF/SD. Goal 5: To improve specific systems of care for children with NDD/ASD in South Florida. Objective 1: By the end of each year, a cohort of 5-8 emerging leaders (including 1-2 current LEND trainees, family advocates, providers in the community, and MCH state or local personnel) will complete a year-long mentored leadership experience -- the Emerging Transformational Leaders Program (ETLP). Objective 2: By the end of each year, the ETLP cohort will complete a group project that provides an actionable plan to reorient local systems of care around continuous quality improvement for a specific outcome critical to children with NDD/ASD and their families. Objective 3: By the end of the grant period, at least one of the five ETLP plans will receive community support and begin implementation in our region.

Methodology:

At least 70 long-term and 80 short- or medium- trainees (at least 50% from minority backgrounds) will be recruited each year in 13 LEND disciplines. Our program ensures acquisition of core skills and knowledge through (a) a case-based web course on core LEND topics; (b) an individual advocacy project to build skills in population-based needs assessment, evidence-based practice, public communication, and public policy advocacy; center- and community-based interdisciplinary clinical experiences that incorporate family-centered care and cultural competency; and (d) weekly seminars on a variety of LEND topics including ethics, clinical research, and legislative advocacy. Two innovative aspects will be an (1) Emerging Transformational Leadership Program and (2) training professionals to engage adult as well as pediatric systems of care (dentistry, psychiatry, family and internal medicine).

Coordination:

The MCCD LEND collaborates with more than 90 universities, government agencies, and community partners, including a close collaboration with Florida's State Title V agency, Florida Developmental Disabilities Council, and other MCHB training programs (such as the Southeast Region Consortium).

Evaluation:

Annual progress reports focus on consumer satisfaction, number and satisfaction of trainees, and successful Individualized Training Plans. Follow-up trainee surveys are used to evaluate long-term outcomes, and all data is used to improve program quality.