LEND Leadership Projects

Leadership Projects are part of the core curriculum for all our LEND trainees. As such, every trainee participates in at least one Leadership Project during their LEND training. LEND faculty meet annually to develop leadership projects on a variety of public health or clinical topics of importance to individuals with neurodevelopmental disabilities and their families. In addition to learning about healthcare topics of significance, trainees develop leadership skills as they participate on a project with faculty and trainees from multiple disciplines. Most projects culminate with a poster which is presented by the trainees at the Ohio MCH Poster Day.

2017-2018 Projects

Disparities in Access to Services for Children with Multiple Chronic Conditions from Urban and Rural Settings: A Comparative Case Study

The project focused on the articulation of the role of the interprofessional team in managing complex needs of children with multiple chronic conditions and the needs of their family. Through literature review and observational experiences with the Complex Care Clinic a Nationwide Children’s Hospital, our main objective was to develop an appreciation for the multiple aspects that families have to consider when caring for a child with multiple chronic conditions in the home environment. 

Katherine Ratino BA, Bethannie Golden BS, Jamie McGrath BSSW LSW, Stephanie Hosley MS RN CPNP, Dr. Deborah Steward PhD RN

Contact – Stephanie Hosley – hosley.8@osu.edu

Impact of the Opioid Crisis on Children: Process of Developing a State-Wide Web-based Training

Overdoses are on the rise nationally. Emerging state initiatives have focused on reducing overdose deaths and the high volume of children in foster care. Children with prenatal exposure and opiate-related traumatic stress are being referred into Early Intervention (EI) programs due to behaviors and delays that are developmental in nature. Training was needed on how to work with these children. Interdisciplinary teams at two medical centers collaboratively developed a web-based training. The team conferenced weekly to discuss content, project needs and next steps. Content development began with literature reviews of the opioid epidemic, addiction, neonatal abstinence syndrome, traumatic stress, and child development. The team consulted with content experts, stakeholders, and community members to refine the content. Video recordings were conducted with foster parents, youth, childcare and EI providers, OBGYN/neonatologists, occupational therapists, and addiction experts. The team identified an online platform for dissemination. Content and videos will be edited and incorporated into platform. This presentation addressed lessons learned including needing technological expertise to streamline production efforts, using snowball effect to solicit videos and advertise training, and navigating work styles, expertise, and personal goals among interdisciplinary team.

Michelle E. Roley-Roberts, PhD, Felicia Foci, MSOT, Michael Storts, BA, Brooke Nightingale, BS, Hanein Edrees, MD, Jennifer Walton, MD, MPH, Andrea Witwer, PhD , Stephanie Weber, PsyD.

Nisonger Center LEND Program, Department of Psychiatry & Behavioral Health, The Ohio State University Wexner Medical Center, Columbus, Ohio 

Cincinnati LEND Program, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio

Contact – Andrea Witwer – andrea.witwer@osumc.edu

Using Clinical Data to Identify Possible Early Signs of ASD in High-Risk Neonates

Efforts have been made to identify early signs of autism spectrum disorder (ASD) across a wide variety of developmental domains; however, there is debate in the field about which of these domains, and which specific behaviors, may best predict a later ASD diagnosis. The objectives of this study were: 1) to determine whether there is clinical data in the electronic medical record (EMR) that documents early signs of ASD, and 2) to determine whether there are critical items on the Bayley Scales of Infant and Toddler Development, 3rd ed. (Bayley-3) that predict ASD diagnosis later in life for the high-risk neonate population.

Maria Baldino MS, OTR/L, Helen Carey PT, DHSc, Nicholas Kelly PT, DBT, Karen Ratliff-Schaub MD, MBOE, Kelly Tanner PhD, OTR/L

Contact – Helen Carey – helen.carey@osumc.edu

Creating Healthy Communities Rural Versus Urban Program Progress from 2017 to 2018

Throughout history people with disabilities have been overlooked and disregarded in the scope of state and community based efforts to improve population health. This has led to individuals to benefit less because they are not taken into consideration when these programs are being planned for a variety of reason. A partnership was set up to combat this problem. The Ohio Disability and Health Program and the Creating Healthy Communities Program (CHC) at the Ohio Department of Health (CDC DP13-1305 administers) gave technical assistance to twenty three community based creating healthy communities awardees in the state of Ohio. This partnership focused on giving technical assistance for a fourteen month period. The Ohio Disability and Health Program sought to determine the impact of this partnership and technical assistance provided to CHC awardees.

Susan M. Havercamp, PhD, FAAIDD, David Ellsworth MPH CHES, Sabrina Moxcey BA, Jamie McGrath BSSW LSW, Ann Weidenbenner MS RDN LD

Contact – Susan Havercamp – susan.havercamp@osumc.edu

Educating Medical Students On Serving The Disability Population

Recent research has indicated that individuals with intellectual and developmental disabilities (IDD) experience healthcare disparities. Medical student education has often been cited as a solution to reducing said disparities. The Educating Medical Students committee works to integrate IDD education in The Ohio State University College of Medicine (OSUCOM) curriculum. Third year medical students attend a self-and parent-advocate panel on autism spectrum disorder and participate in a simulated patient encounter. These activities give med students experience in working with individuals with IDD and understanding of health and other service needs. LEND trainees assisted with both events. Tasks included reaching out to participants, coordinating with the medical staff and faculty, monitoring the panel, and leading discussion. Medical student satisfaction with the program was 4.15 out of 5. The project had the biggest impact on the medical students’ self-reported knowledge about how make a patient with a disability feel welcome and comfortable during an exam, understanding of the challenges that people with disabilities face during a doctor’s visit, and perceived ability to provide better care for the autism population. Additionally, the committee worked on a grant to expand the IDD curriculum, which was accepted.

Sabrina Moxcey, B.A., Wendy Scott, B.S. Colleen Tullis, M.Ed, Ann Robinson, Susan M. Havercamp, PhD, FAAIDD, Karen Ratliff-Schaub, MD, MBOE

Contact – Susan Havercamp – susan.havercamp@osumc.edu

Experience and Satisfaction with Remote Supports: Input from Adults with Developmental Disabilities and their Parents/Guardians

Remote supports, previously known as remote monitoring, are an Ohio Medicaid Home and Community-Based Service waiver service that combines technology and direct care to support people with developmental disabilities. The University Support in Technology Evaluation and Development project (Technology Project) aim is to investigate the role of technology, including remote supports, plays in the lives of people with developmental disabilities and their families, and improve the future experience and benefit of remote supports services.

Minje Kim, MA, Marc J. Tassé  PhD, Jordan B. Wagner

Contact – Marc Tassé – marc.tasse@osumc.edu

LEND Leadership Project on Stress Management for College Students with Intellectual Disabilities

Author: Margo Izzo, PhD, Dennis Cleary, OTD, MS, OTR/L, Andrew Persch, PhD, Rebecca Weishaar, BS, Leah Fein, BS, Kelly Epperson, BS

TOPS students will participate in a stress management seminar and subsequent interventions targeted at identifying and reducing stress symptoms associated with academics and employment. This project is designed for two purposes: (1) to increase student awareness of stressful situations and stress symptoms and (2) to improve their ability to utilize coping strategies to reduce stress. This project is intended to be a supplement to current TOPS curriculum for selected students to enhance their socio-emotional behaviors in relation to academic and employment settings. This program will utilize a non-randomized methodology to determine how the stress management intervention impacts perceived stress and employment-related abilities. Student satisfaction with the stress management intervention will be shared.

Contact – Margo Izzo – margo.izzo@osumc.edu