Assessment of the impact of LEND training has been challenging for 2 reasons: (1) NIRS data tracking LEND graduates over the long-term has been inconsistent and difficult to obtain for some programs; and (2) even when the NIRS Graduate Survey is completed, there is no comparison point. The NIRS Graduate Survey is currently used post-training at 1, 5, and 10 years and graduates are asked to fill out 14 brief questions. The aim of this short-term project at the Pittsburgh LEND is two-fold: (1) to develop a methodology to ensure high retention rates among core LEND long term trainees with the NIRS Graduate Survey, and (2) establish a matching design with comparison peers who are not receiving LEND training. For each of Pittsburgh’s core LEND long term trainees, a classmate from their graduate program will be recruited. Comparison classmates will be selected on the basis of (in priority): a) same program of study; b) interest in children/pediatrics; c) same gender; d) same starting year in the program; and e) same race. The project is a pilot feasibility trial that has been approved by the local IRB and requires informed consent from LEND trainees and comparison peers.
The University of North Carolina at Chapel Hill (UNC- Chapel Hill) is continuing innovative efforts to advance the Interdisciplinary Leadership Learning Collaborative. This collaborative, originally supported by the Maternal and Child Health Bureau (MCHB) and the Association of University Centers on Disabilities, involved six universities with MCHB-funded training programs, such as the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program and the Leadership Education in Adolescent Health (LEAH) program. With additional MCHB support, UNC- Chapel Hill will invite additional LEND programs to participate in efforts to create interdisciplinary collaboratives on their own campuses, and to continue discussions surrounding leadership training issues. Through quarterly meetings and individual follow-up, the collaborative will continue its work on the identification of evidence-based training techniques, mentorship enhancement, the evaluation of interdisciplinary leadership development, and the development of a manuscript or report regarding the collaborative’s contributions.
The University of Alabama at Birmingham’s Leadership Education in Neurodevelopmental and Related Disabilities (UAB LEND) MCH Training program is working to increase workforce capacity and diversity in maternal and child health. The UAB LEND program focuses on enhancing maternal and child health by increasing workforce capacity to address current and future challenges faced by families, youth, and adolescents with special health care, education, and employment needs. With additional MCHB funds, the program, through partnerships with Alabama Maternal and Child Health professionals, will work with providers of transition services to further broaden state capacity to meet future goals. Workforce diversity will also be emphasized through the continued implementation of an internship program promoting graduate training in maternal and child health-related disciplines for disadvantaged and racially and ethnically diverse undergraduate students. This internship program will provide mentoring for undergraduate interns and training across multiple programs located at UAB.
Jonathan Litt, M.D., M.P.H., a former trainee of the Maternal and Child Health Bureau-funded Harvard School of Public Health MCH Training Program is a junior investigator on an innovative maternal and child health project in Massachusetts. Dr. Litt and colleagues are leading efforts to reduce maternal and infant morbidity and mortality in high-risk Massachusetts families through the Early Intervention Partnership Program (EIPP). EIPP aims to address the complex factors contributing to current health disparities and inadequate access to health services in Massachusetts with a unique home visitation program and group sessions designed to improve a variety of outcomes, such as parenting skills and health insurance enrollment. The program, begun in 2003, primarily targets high-risk pregnant and postpartum women with infants through screening assessments and a service system that connects families to needed support services and health care.
"Communication Skills: Module 2" of Resource Modules on Health of People with Intellectual Disabilities is now available for trainees and early career professionals to use to increase communication knowledge and skills in the areas of: health care and wellness encounters with people with intellectual and developmental disabilities (I/DD); universal design in written and electronic communication; language use to demonstrate respect; supporting self-determination in health; the use of technology to enable effective communication; communication with people with sensory challenges and language differences; and working with interpreters. This is the second of two modules that have been developed with support from the HealthMeet Project of national Arc. "Understanding Health and Health Promotion for People with ID: Module 1" may be found here. Please provide feedback on Module 2.