Maternal and Child Health Training Program
Grant Status: Active
Grant Title: Interdisciplinary Leadership Education RCDC LEND
Web Site: Indiana University Project
Angela Tomlin, PhD
Riley Child Development Center
School of Medicine, Department of Pediatrics
705 Riley Hospital Drive, Room 5837
Indianapolis, IN 46202-5225
Prepare health and related professionals to effectively respond to the needs, priorities and concerns of children with autism and other neurodevelopmental disabilities and their families through leadership, service, training and research.
Goal 1: Increase the number of health and human service professionals with advanced competencies in the direct care and administration of service programs for children with ASD and related disabilities. Objective 1: Annually provide interdisciplinary training to a minimum of 24 Long Term (>300 hours) trainees Objective 2: Annually provide interdisciplinary training to a minimum of 25 Intermediate Term trainees (40-299 hours) Objective 3: Annually provide interdisciplinary training to a minimum of 15 Short Term (<40 hours) trainees Goal 2: Provide exemplary interdisciplinary clinical services to children and adolescents and their families that reflect best practices in the identification, assessment, evaluation, and intervention. Objective 1: For each year of the project provide interdisciplinary clinic services to at least 500 children/adolescents and their families Objective 2: For each year of the project provide individual and family treatment services to at least 100 children and their families in their local communities. Objective 3: Refer 100% of children and families in need of intervention and treatment services to appropriate resources in their home communities for each year of the project. Goal 3: Increase the capacity of health care professionals and paraprofessionals, families, advocates and others on a local, county, state, regional and national basis to meet the needs of children. Objective 1: Collaborate with Title V projects, early intervention providers, other state agencies and parent groups to provide at least 10 training workshops each year to enhance and develop skills in family-centered, community-based care coordination. Objective 2: Provide at least 10 continuing education opportunities on ASD and other neurodevelopmental and related disabilities Objective 3: Provide continuing education and technical assistance to at least 1200 health care and education professionals and paraprofessionals and 500 parents/family members Goal 4: Implement clinical, biomedical and behavioral investigations and evaluations that contribute to the advances in prevention, detection, EI, care coordination, treatments and systems change efforts Objective 1: Annually support and participate in at least one statewide needs assessment activity. Objective 2: Annually involve all long term trainees in at least one research project. Objective 3: Annually publish at least 20 articles in refereed journals, chapters, monographs, technical reports and training documents.
The interdisciplinary leadership training goals and objectives are achieved through competency-based training initiatives at the clinical and community level. The core competencies prepare trainees for multiple levels of administrative and clinical responsibilities. Trainees individualize their planned training experiences based on their interests in autism and other neurodevelopmental disabilities. Continuing education opportunities are offered statewide, regionally and nationally via blended delivery methods including workshop, seminars, distance learning, interactive video sessions, web-based, online and academic courses.
The RCDC partners with IN Title V and other via faculty, staff and trainee participation on committees and MCH/Title V projects. The RCDC program coordinates with the MCH funded LEEPN and LEAH programs also located in the Riley Hospital for Children. The RCDC partners with the Great Lakes Collaborative of LEND programs including IN, WI, MN, and IL and supports LEND activities in Michigan and Puerto Rico.
Formal and informal evaluation of trainee skills and progress occurs throughout the training course. A follow-up survey of long-term trainees assesses attainment of leadership positions and accomplishments. Services are evaluated via a follow-up survey conducted by faculty, community agencies, and trainees. Results are used to improve and modify service programs. A common database is maintained which generates reports that continuously evaluates and monitors the implementation of program goals.