There is an urgent need to train more Developmental-Behavioral Pediatric (DBP) leaders to address the diverse and growing needs of children with ASD/DD and their families in Massachusetts and across the U.S., improve developmental screening and care coordination in the medical home, and lead systems of change to tackle the increasing healthcare needs of children with Autism Spectrum Disorders and other neurodevelopmental disabilities (ASD/DD).
Goal 1. Recruit and train diverse DBP fellows to provide exemplary clinical care and to lead interdisciplinary teams in the assessment and management of children with ASD/DD and other neurobehavioral concerns. Goal 2. Train DBP fellows to conduct and disseminate translational research and other scholarly products. Goal 3. Provide comprehensive, in-depth leadership training for DBP Fellows consistent with the MCH Leadership Framework. Goal 4. Advance the knowledge of pre-service professionals, practicing professionals and families in the community to reduce barriers and improve the quality of life of children with ASD/DD. Goal 5. Provide technical assistance and collaboration with MCH and Title V agencies and other public and private agencies providing health care within the community.
DBP fellows will participate in 1) interdisciplinary and individually mentored clinical services and community-based experiences, 2) a comprehensive didactic, research, and leadership curriculum, 3) the Advanced Leadership Course through UMass EK Shriver LEND program. The comprehensive program we outline in this application responds to the curricular components of MCH DBP Training, including interdisciplinary training, cultural competency, family-centered care and the medical home, policy and public health knowledge, and work with MCH populations. In addition, it utilizes the Healthy People 2020 framework that emphasizes biopsychosocial, life course, and social determinants of health models. Our proposal will strengthen the capacity and outreach of the program and broaden the experiences of trainees to effect systems of change at the community and policy levels.
The goals and objectives of the program are specific, measurable, and time-bound to assure that program goals are met. The program collects formative and summative data including trainee progression in clinical and leadership competencies, didactic attendance and feedback, leadership activities and assignments, an Individualized Leadership Plan (ILP), and fellow/patient/community feedback.