Serving Children with Developmental Disabilities and Behavioral Health Diagnoses: How are we doing...
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Serving Children with Developmental Disabilities and Behavioral Health Diagnoses: How are we doing in Georgia? Presenters: Mark Crenshaw, MTS, Nathan Heald, MSW, Akilah Heggs, MA, Kelley Mautz, MPA, Matthew Segal, PhD, Linda Henderson, PhD, Amy Glass, PhD & Daniel Crimmins, PhD Introduction: The Georgia Leadership & Education in Neurodevelopmental Disabilities (GaLEND) is an interdisciplinary training program for future professionals, disability advocates, and family members. The 2013-2014 GaLEND cohort consisted of 17 students, professionals, family members and self-advocates representing a wide range of related disciplines, including social work, psychology, public health, speech language pathology, physical therapy, and special education. Guided by the MCH Leadership Competencies, GaLEND trainees support the building of Georgia’s infrastructure to better respond to the unique needs of children living with autism and other disabilities. This project utilized a Participatory Action Research approach and Appreciative Inquiry interview techniques to engage critical stakeholders across all levels of the system of care to facilitate a conversation and plan of action towards positive change in Georgia. Project Objectives: Problem Statement Children under 18 with dual diagnoses (DD/MH) in GA and their families do not have access to the public services they need in their homes and communities to promote health, academic success, and independence Project Scope The focus of the project is an exploration of Georgia’s current approach to working with children who have both developmental disability and behavioral health diagnoses. Trainees gathered information from key stakeholders in government and education at the state and local levels, community service providers, advocacy organizations and families who are impacted by this dilemma. Results/Conclusions: Research on best practices from local systems in Georgia and other approaches around the US suggest there are a number of strategies and models that lead to positive change. These include utilization of a medical home model, implementation of community based supports, facilitation of inter- and intra- agency communication and collaboration, and creation of a DD/MH task force working group. Recommendations/Next Steps: 1) To increase the platforms available for parents, self-advocates and the larger community to advocate more effectively for adequate services for children with developmental disabilities and behavioral health diagnoses. The first demonstration was a video series developed by the 2013-2014 LEND cohort. 2) Initiate a dialogue for the purpose of developing a collaboration between families, schools, advocates, providers and state and local agencies serving persons with developmental disabilities and behavioral health diagnoses to consistently identify gaps in services and opportunities to coordinate services. Ecological Model of Systems Coordination Guiding Questions: How many families are eligible for services and qualify as dually diagnosed? What are the available services and supports for families with a school-age child with a dual diagnosis? What strengths of the current system exist? What barriers to exist for both families and providers? What changes might be made to foster improved outcomes for families? Participatory Action Research Process Model Defined Scope Estimated Prevalence Reviewed Eligibility and Definitions Mapped GA System of Care Identified Best Practice Models Conducted Stakeholder Interviews Identified Themes Initiated Collabora tion
Serving Children with Developmental Disabilities and Behavioral Health Diagnoses: How are we doing in Georgia? Presenters: Mark Crenshaw, MTS, Nathan Heald,
Serving Children with Developmental Disabilities and Behavioral
Health Diagnoses: How are we doing in Georgia? Presenters: Mark
Crenshaw, MTS, Nathan Heald, MSW, Akilah Heggs, MA, Kelley Mautz,
MPA, Matthew Segal, PhD, Linda Henderson, PhD, Amy Glass, PhD &
Daniel Crimmins, PhD Introduction: The Georgia Leadership &
Education in Neurodevelopmental Disabilities (GaLEND) is an
interdisciplinary training program for future professionals,
disability advocates, and family members. The 2013-2014 GaLEND
cohort consisted of 17 students, professionals, family members and
self-advocates representing a wide range of related disciplines,
including social work, psychology, public health, speech language
pathology, physical therapy, and special education. Guided by the
MCH Leadership Competencies, GaLEND trainees support the building
of Georgias infrastructure to better respond to the unique needs of
children living with autism and other disabilities. This project
utilized a Participatory Action Research approach and Appreciative
Inquiry interview techniques to engage critical stakeholders across
all levels of the system of care to facilitate a conversation and
plan of action towards positive change in Georgia. Project
Objectives: Problem Statement Children under 18 with dual diagnoses
(DD/MH) in GA and their families do not have access to the public
services they need in their homes and communities to promote
health, academic success, and independence Project Scope The focus
of the project is an exploration of Georgias current approach to
working with children who have both developmental disability and
behavioral health diagnoses. Trainees gathered information from key
stakeholders in government and education at the state and local
levels, community service providers, advocacy organizations and
families who are impacted by this dilemma. Results/Conclusions:
Research on best practices from local systems in Georgia and other
approaches around the US suggest there are a number of strategies
and models that lead to positive change. These include utilization
of a medical home model, implementation of community based
supports, facilitation of inter- and intra-agency communication and
collaboration, and creation of a DD/MH task force working group.
Recommendations/Next Steps: 1)To increase the platforms available
for parents, self-advocates and the larger community to advocate
more effectively for adequate services for children with
developmental disabilities and behavioral health diagnoses. The
first demonstration was a video series developed by the 2013-2014
LEND cohort. 2)Initiate a dialogue for the purpose of developing a
collaboration between families, schools, advocates, providers and
state and local agencies serving persons with developmental
disabilities and behavioral health diagnoses to consistently
identify gaps in services and opportunities to coordinate services.
Ecological Model of Systems Coordination Guiding Questions: How
many families are eligible for services and qualify as dually
diagnosed? What are the available services and supports for
families with a school-age child with a dual diagnosis? What
strengths of the current system exist? What barriers to exist for
both families and providers? What changes might be made to foster
improved outcomes for families? Participatory Action Research
Process Model
