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Funded Projects

Grant Title: Hawaii MCH Leadership Education in Neurodevelopmental and Other Related Disabilities (HIMCHLEND)

Project Director(s):

Louise K. Iwaishi, MD
Principal Investigator
University of Hawaii
Department of Pediatrics, KMCWC
1319 Punahou Street, Floor 7
Honolulu, HI  96826-1072
Phone: (808) 983-8387
FAX: (808) 945-1570
Email: louisei@kapiolani.org

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Problem:

Need for health professionals in Hawaii and Guam to provide leadership in planning, implementing, and evaluating comprehensive and integrated service delivery systems are evident; possessing similar challenges in providing access to quality health care and are underrepresented in ASD identification.

Goals and Objectives:

Goal 1: Establish the HIMCHLEND Program as the lead interdisciplinary training program in Polynesia and Micronesia. Objective 1: Establish a virtual campus in collaboration with the University of Guam Center for Excellence in Developmental Disabilities Education, Research and Service (CEDDERS). Objective 2: Establish a short term, Hawaii based, life course training program to host visiting LEND trainees, medical residents, graduate students and faculty. Goal 2: To develop leaders for Hawaii's health services system to CYSHCN. Objective 1: Recruit and select at least 15 long-term, 5 medium-term, and 20 short-term trainees who will complete the HIMCHLEND curriculum. Y1-Y5 Objective 2: All trainees will establish and complete and Individualized Learning PlY1-Y5an (ILP). Objective 3: All trainees will participate in a training at a variety of interdisciplinary sites in diverse communities affiliated with the associated campus. Y1-Y5 Goal 3: To offer a Leadership Series for professionals and families interested and working with Title V and/or related programs. Objective 1: Develop a MCH Training Consortium to create and direct training for medium and short-term trainees through the MCH Training Academy. Y1 Objective 2: 15 families and professionals will complete the MCH Training Academy. Goal 4: Provide technical assistance to develop the capacity to establish a standard of care for individuals with ASD and other Neurodevelopmental Disorders in underserved island communities. Objective 1: Prototype service delivery models on the Neighbor islands of Hawaii. Y2-Y5 Objective 2: Prototype service delivery models on Guam. Y3-Y5

Methodology:

Goal 1: establish and maintain Information Technology training capacity between HIMCHLEND and Guam campus;inventory and evaluate available technology and modify schedule accordingly; host ULEND and PacWest consortium trainees. Goal 2: Identify qualified applicants, screen and interview, finalize selection; assign each trainee to a faculty to develop, discuss, and finalize ILP; establish CANDO clinic on two neighbor island sites and ensure medical and dental home clinical activities are linked. Goal 3: conduct needs assessment, plan and develop Leadership Series; recruit trainees and implement curriculum, train 15 families and professionals. Goal 4: conduct community needs assessment, identify key leaders with interest in ASD and N/DD, convene stakeholder group to implement pilot service delivery models, provide access to ADOS training, evaluate and access models.

Coordination:

Title V prgrms (Children with Special Needs Branch, Early Intervention Section, Genetics Prgm); public prgms (Public Health Nursing Branch, Dev Disabilities Div, Dept of Educ and Human Services), Dental Residency Prgm; State agencies: Medicaid, Olmstead Interagency Taskforce, Disability Rights Ctr; Amer Acad of Pediatrics; Family Voices; Special Parent Info Network; the PacWest LEND Consortium; Hilopaa F2F HIC; Coalition for Children with Special Needs; Community Children's Council

Evaluation:

Formative evaluation- outcomes of trainee's Individual Learning Plan, and discussions at the administrative/faculty meetings. Summative evaluations: final course evaluations, didactic curriculum "block" evaluations, survey of current trainees and graduates, families, agencies and LEND faculty from 3 and 5 years, the Advisory Board and input from groups consisting of stakeholders such as Title V personnel, alumni, faculty, families, and youth

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