Partnering for Success: Collaborative Activities with Act ... webinar.pdf · Partnering for...

Learn the Signs. Act Early.

Quarterly Webinar Series

May 10, 2012

Partnering for Success: Collaborative Activities with Act Early Ambassadors

Webinar Overview • Introductions

•Presentations

• Speakers: • Ann Garfinkle, PhD, Montana Act Early Ambassador, Associate Professor of Special

Education, University of Montana

• Erika Swanson Peterson, Montana Part C Coordinator

• Tracy Golden, PhD, MSW, Utah Act Early Ambassador, University of Utah

• Deborah Weiss, Help Me Grow Call Center Coordinator, United Way of Utah County

•Q & A

• Submit any questions throughout the webinar via the ‘questions’ box on your webinar dashboard. Moderators will read the questions following the presentations

Please take a few minutes to complete our short survey!

2

Acknowledgment The Act Early Ambassador project is a collaborative effort of the Centers for Disease Control and Prevention (CDC), Health Resources and Services Administration (HRSA) and Association of University Centers on Disabilities (AUCD) to advance CDC’s “Learn the Signs. Act Early.” program to improve early identification of developmental disabilities. The project is funded by CDC and HRSA. www.cdc.gov/ActEarly

Catherine Rice, PhD

Centers for Disease Control and Prevention (CDC)

May 10, 2012

• Improving Early Identification

Aims to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need as early as possible.

www.cdc.gov/actearly

“Learn the Signs. Act Early.”

• Bringing together key stakeholders in states to improve awareness and early identification

• Summits completed in HHS regions 2007-2010

Act Early Summits

Act Early Ambassadors (Pilot)

2011-2012 25 Ambassadors

Act Early State Teams (State Level)

2008-present 47 active teams

Act Early Regional Summits (Federal Level)

2007-2010 55 teams; 800+ attendees

Act Early Initiative

• The Act Early Ambassador project is designed to develop a network of state-level experts to improve early identification practices

• Currently, 25 Act Early Ambassadors through Dec 2012

Act Early Ambassadors

• The Act Early Ambassadors act as a community champion to increase awareness activities and improvement of early identification practices

• Ambassadors conduct two activities over the next year in one of 5 areas: – Education and training, – Work with state Act Early team, – Partnership development, – ACT Curriculum training, – Outreach/public awareness

– http://www.aucd.org/template/page.cfm?id=756

Act Early Ambassadors

• Tracy Golden, PhD, MSW, University of Utah

• Deborah Weiss, Help Me Grow Utah County

• Ann Garfinkle, PhD, Associate Professor of Special Education, University of Montana

• Erika Swanson Peterson, Montana Part C Coordinator

Act Early Ambassadors

Acknowledgment The Act Early Ambassador project is a collaborative effort of the Centers for Disease Control and Prevention (CDC), Health Resources and Services Administration (HRSA) and Association of University Centers on Disabilities (AUCD) to advance CDC’s “Learn the Signs. Act Early.” program to improve early identification of developmental disabilities. The project is funded by CDC and HRSA. www.cdc.gov/ActEarly

Partnering for Success: The Utah Ambassador

Program and Help Me Grow Utah Tracy Golden, PhD, MSW

Utah Act Early Ambassador

May 10, 2012

Utah Ambassador Mission

To enrich and expand the Learn the Signs/ Act Early Program throughout Utah.

• Utah Act Early is a one-year, grant funded public awareness campaign being brought to Utah by the Utah Department of Health in partnership with the Centers for Disease Control and Prevention, the Center for Persons with Disabilities at Utah State University and the Pregnancy Risk Line.

• Campaign Coordinator: Al Romeo, PhD, RN

• Target Area: Southwest corner of Salt Lake County

Utah Act Early

Map of Counties in Utah

Points of Entry

Public Library System

Local Health Departments

(WIC) Head Start

Partnering for Success

How Far Can Act Early Reach?

Share Information & Materials

? ? ? Do they get used? Do they get used

correctly? Do users act on their concerns?

Track & Support Families

Provide Screening

Link Directly to Medical Providers

Help Me Grow

How Far Can Act Early Reach?

Share Information & Materials

? ? ? Do they get used? Do they get used

correctly? Do users act on their concerns?

Improved Lifetime

Outcome

Utah Act Early

Help Me Grow

Medical Providers

Utah Department

of Health

Education/Identification Loop

Utah Ambassador

Program

Materials and

Information Resource

Leverage Resources

Locate Families

and Venues

Mutually Beneficial Support

Help Me Grow Utah

Information Resource:

211

ASQ Screening

Linkage to Physicians

Utah Act Early Ambassador Program

Help Me Grow Utah

Shared Events

2015

Help Me Grow of Utah…

• Tracy Golden, Utah Act Early Ambassador – http://www.aucd.org/template/page.cfm?id=756 – golden.actearly@gmail.com – 801.597.5386

• Utah Act Early – Al Romeo, Campaign Coordinator – health.utah.gov/utahactearly

• Help Me Grow (Utah) – http://www.helpmegrowutah.org

• The CDC Learn the Signs Act Early Program – www.cdc.gov/ncbddd/autism/actearly – www.cdc.gov/pronto

Contact Information

A proud member of the National Help Me

Grow Network

Help Me Grow Utah

and

Learn the Signs. Act

Early.

Collaboration

A brief (very brief) overview of

Help Me Grow

HMG Affiliate

States

www.helpmegrownational.org

Help Me Grow Offers:

• Information about child

development

• Referral to community

resources/follow-up

• Free developmental screening

tool (ASQ) – with parent permission this info

is sent to child health care provider

• Developmental activities for in

the home

• Fun and exciting family events!

Collaboration efforts:

• Material used in Care coordination

• Material used at Family events

• Blog/Newsletters

• Joint presentations in rural areas

• Continual discussion on outreach efforts

Deborah Weiss Help Me Grow Utah Call Center

Coordinator

United Way Of Utah County

deborahw@unitedwayuc.org

801.691.5322

Partnering for Success: Collaboration in Montana for the Act Early State

Team

Ann N. Garfinkle, PhD University of Montana-Missoula

Erika (Swanson) Peterson Part C Coordinator, DPHHS

AKA

The third time is the charm!

31 31

Phase II Summit Regions

Phase I Summit Region

Phase III Summit Regions

Barriers to Initial Participation

• Difficult to get stakeholders together – Limited resources related to other Montana

Initiatives • Children’s Autism Waiver (CAW)

– Medicaid waiver to provide intensive ABA service to young children with ASD

• Brandon’s Law – Autism insurance law

– Restrictions related to budgets • State employee travel restricted regardless of funding

source

As time passed…

• Considerable shifts in confidence and competence of DD providers and their ability to provide intensive, behavioral treatment

• Increased capacity to serve children with ASD

• New opportunities became available

Act Early Ambassadors (National/State)

2011 - 2012

2012

10 Ambassadors (Cohort 1)

15 Ambassadors (Cohort 2)

Act Early State Teams (State Level)

2008 - present 47 active teams

Act Early Regional Summits (Federal Level)

2007 - 2010 55 teams; 800+ attendees

Act Early Initiative

Initial Supporting Partnerships for Act Early Ambassador Application

2012 Act Early Ambassador States

2011-12 Act Early Ambassador States

Ambassador Network

Ambassador work plan

• To disseminate information about “Learn the signs. Act early.”

• To build/develop/create a “State team”.

Implementation Science as a Road Map

• “The ideas embodied in innovative social programs are not self-executing.” Petersillia

• Stake-holder buy in important through all stages of implementation

• Must be some level of community readiness • Early stages of adoption:

– Develop understanding of local context – Mobilize interest, consensus and support among key

stakeholders, identify key champions, mobilize a critical mass

-clarify feasibility, operational mechanisms

Ambassador activities

• Piggy-backed on existing relationships

• Piggy-baked on existing structures

• High-quality materials with immediate value/application

Piggy-backed on existing relationships

• Through TA/PD via the CAW, repeated interactions were possible

• To form partnerships, borrowed from the family-centered help-giving literature

Help-giving Strategies

Family-centered

• Families have choice

• Focus on strengths

• Work towards empowerment

• Focuses on relationship

• Uses some participatory strategies

• Focuses on proximal not distal factors

Application to professionals

• All trainings voluntary, all formats of training co-created with trainees

• Assumed competence and built on existing strengths

• Built relationships through shared experiences

• Focused on what was most important to the trainee

• Modeled/taught specific strategies when needed

Relationships and Empowerment Particularly Important

• Given Montana’s size

• Make-up

• And culture

Piggy-baked on existing structures

• Montana has a strong infrastructure to support collaborative work, with formal mechanisms to do so

Sponsoring Agency DPHHS Head Start OPI

Group/Organization CCRR Best Beginnings State

Advisory Board

CSPD

MECAC School Readiness Teams School Readiness Teams

Mt Early Childhood

Project

ECPPD

PLUK HEC

And existing relationships

• Part C as an example

High-quality materials with immediate value/application

Milestone Moments Booklet

Milestones for ages 2 mo through 5 yrs Parenting Tips Developmental Health Watch

Tri-Fold Brochure

Available in English and Spanish Local customization available

Implementation Science revisited

1. Stake-holder buy in important through all stages of implementation

2. Must be some level of community readiness

3. Early stages of adoption: a. Develop understanding of local

context b. Mobilize interest, consensus and

support among key stakeholders, identify key champions, mobilize a critical mass

c. -clarify feasibility, operational mechanisms

1. Largely developed through work done in consult with other opportunites related to ASD

2. Waiting until after CAW implementation was critical

3. a. Ambassador on the road and as a

conduit between local stakeholders and campaign personnel

b. Recognition of need and quality of materials helped

c. Mini-grant made summit possible, made meeting easy to attend (including location of meeting) as well as exploiting TA offered through the campaign

• AUCD

Act Early Forum listserv and SharePoint Sites

Act Early Webinar Series

• CDC “Learn the Signs. Act Early.”

Customization of LTSAE materials

FTP site for Act Early teams

TA Activities

53

Summit Principles

Focus is on early identification, assessment, provision of services and coordination

Include individuals from all important sectors

Provide a venue for shared learning & sharing across and within states

Work toward actionable plans and priorities (Logic Model)

Summit is a step in the process of developing comprehensive, family friendly system

54

What is a logic model and why use it?

The What:

Source: Kellogg Foundation guidelines for program logic model development

A pictorial interface with simple word processor that follows the sequence of discussions

Process: Step-by-step discussion on resources, activities, outputs, outcomes, and impact related to the goals of the Summit

LOGIC MODEL TEMPLATE – ACT EARLY SUMMIT – MT- April 16, 2012

Resources Activities Outputs Short & Long-Term

Outcomes Impact

In order to accomplish our set of

activities we will need the

following:

In order to address our problem

or asset we will accomplish the

following activities:

We expect that once

accomplished these activities

will produce the following

evidence of service delivery:

We expect that if

accomplished these

activities will lead to the

following changes in 1-3

then 4-6 years:

We expect that if

accomplished these

activities will lead to the

following changes in 7-10

years:

Act Early Ambassador (Ann

Garfinkle)

Providers

Developmental disability

programs at the state level

Children’s Autism waiver

Inclusion specialists (work with

child care providers and with

parents at childcare resources and

referral centers)

BCBA program – MSU Billings

Parents

Speech and language clinics at

University of Montana

Evaluation and diagnostic clinics

Providers

Part B

OPI/Montana Autism Education

Project – educational program

(supports professional

development in schools,

specifically for autism)

Insurance based services; autism

insurance services

Local autism chapters (ASA

affiliated)

Parents, Let’s Unite for Kids

Parent Support groups, e.g.,

parent group that Abbey Hood is

leading

Sibshops

Easter Seals

People are aware of all of

the diagnostic and

intervention services for

kids under 5 and there is a

statewide system to access

information about what is

available

Make people who have

insurance aware of how to

access services – have a

place so people can get

information on how to

access services, get services

covered, etc.

In order to have equitable

access to all diagnostic and

treatment services in

Montana there will be:

Awareness of diagnostic

and intervention services

Services more are

integrated and

coordinated of services

(developmental disabilities

and children’s mental

health)

Integration between Part B

& D, OPI

Better collaboration and

information exchange

with programs such as

Head Start; provide them

with additional training to

learn how to better support

kids in those programs

Integrated and

coordinated service

systems

Cheryl Rhodes, AUCD Fellow

National Center on Birth Defects and Developmental Disabilities,

Centers for Disease Control and Prevention

Jennifer Bogin, Program Manager

Association of University Centers on Disabilities

‘Learn the Signs. Act Early.’ Update Montana Act Early Summit

Helena, MT April 17, 2012

58

MT’s Summits Participant Representation

State Agencies

Part C of IDEA 1

Section 619 of IDEA 1

State MRDD Agency 3

State Public Health 1

State Dept. of Education 1

DD-Council; P&A 1

Academics UCEDD, LEND, other academic institutions 6

Providers & Advocates

AAP and Pediatricians 1

Autism and Disability Orgs (service providers, training, T/A entities) 8

Parent Advocacy Orgs 1

Total Participants 24

Average state attendance 14

.

Suggested areas of impact In order to have equitable access to all diagnostic and treatment services in Montana there will be:

1. Awareness of diagnostic and intervention services

2. Integrated and coordinated service

3. More highly trained and qualified professionals

4. Better outreach to more diverse/minority

5. Availability of Evidence-Based services

Next steps • Press release (with CDC)

• SharePoint Site (AUCD)

• Conference call (6 weeks)

• Face to Face Meeting (mid-October)

• Steering Committee

• New members: Headstart, Childrens MCH, Childrens mental health, tribal representation, insurance industry (both public and private), family practice, nursing, home visiting,

Unsolicited Summit Feedback

• I learned quite a bit from our conversations and I am excited to be a part of the Act Early. Learn the Signs program.

• The day we spent together in Helena gave us a big jump-start. I liken that day to sprinkling yeast in the mix....it will start growing now!

• Thank you for pulling together the Act Early Summit. You were successful in bringing some key players to the table and I look forward to the evolution of autism awareness and quality early childhood services in Montana .

• It was nice to see you and also nice to know that the Act Early program is going into full activation. It’s a good thing.

• Such a great meeting of the minds yesterday! • Just wanted to thank-you for your invite to the summit meeting

today. I am happy to be involved at any level you need me.

Immediate Impact

• Requests for more information to use at Child Find

• Requests to partner with other health initiatives

Thank you for your time!

References

Dempsy, I. & Dunst, C. J. (2004). Helpgiving and parent empowerment in families with a young child with a disability. Journal of Intellectual & Developmental Disability, 29, 40-51.

Dunst, C. J., Trivette, C. M. & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13, 370-378.

Fixsen, D.L, Naoom, S. F., Blasé, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Question & Answer

To ask a question:

Type your question into the ‘question’ box on your Webinar dashboard and the moderator will read it to the presenters

65

THANK YOU

Visit Our Websites

*Learn the Signs. Act Early.” campaign www.cdc.gov/actearly

*AUCD’s Act Early Webpage www.aucd.org/actearly

Questions about the Webinar series?

Jennifer Bogin: jbogin@aucd.org

Cheryl Rhodes jgy6@cdc.gov

Please take a few minutes to complete our survey!

66