Grant Title: Training Program for Pediatric CommunicationDisorders
Jackson Roush University of North Carolina at Chapel Hill Wing D Medical School CB #7190 Chapel Hill, NC 27599-7190 Phone: (919) 966-9467 FAX: (919) 966-0100 Email: email@example.com
Identification of hearing loss and autism in young children has created a need for culturally competent leaders who can facilitate effective service delivery systems. Current problems include lack of specialized service providers; loss to follow-up; and disparities in access to services.
Goals and Objectives:
Goal 1: Educate a diverse group of students in audiology and speech-language pathology with specialization that focuses on leadership in early hearing detection and intervention (EHDI) and autism.
Objective 1: Provide interdisciplinary leadership education to five trainees with EHDI focus each year from our graduate programs in audiology (Au.D.) and speech-language pathology (M.S.), and two trainees each year from speech-language pathology with autism focus.
Objective 2: Within the seven trainees enrolled annually, recruit at least one each year from a group that is under-represented among providers of EHDI services (e.g. African-American, Latino, American Indian, people with hearing loss, males).
Objective 3: Instill cultural competence through a variety of experiences and activities that include workshops, web-based instruction, grand rounds, and clinical practicum with culturally competent role models.
Goal 2: Provide leadership education through a variety of experiences that draw on our partnerships with other MCHB funded programs at UNC.
Objective 1: Enroll seven leadership trainees each year in UNC’s MCHB Leadership Consortium where trainees will engage in educational experiences related to personal leadership, conflict resolution/facilitation, cultural competence, and family-professional partnerships.
Objective 2: Enroll seven leadership trainees each year in the NC-LEND Core Course where trainees will interact with faculty and students from other disciplines (e.g. Medicine, Social Work, Public Health, Education, Nutrition, Psychology) while learning about public health issues and policies at a systems level.
Objective 3: Involve seven leadership trainees in a group project related to state-identified needs related to EHDI or autism.
Goal 3: Provide coursework and laboratory experiences that enable students to acquire expertise in the specialized areas of practice required for delivery of services to infants and young children.
Objective 1: Provide coursework and specialized clinical practicum in physiologic and behavioral assessment of hearing in infants and young children (EHDI focus) or autism evaluation/treatment (autism focus).
Objective 2: Provide coursework and specialized clinical practicum in selection and evaluation of hearing aids and cochlear implants for infants and young children (EHDI focus) or autism evaluation/treatment (autism focus).
Objective 3: Provide coursework and specialized clinical practicum in speech-language and auditory intervention for infants and young children with hearing loss (EHDI focus) or autism evaluation/treatment (autism focus).
Goal 4: Work collaboratively with the other two MCH-funded programs in Pediatric Communication Disorders (Vanderbilt and Utah State) to expand EHDI content in LEND and in other university CSD programs.
Objective 1: Deliver one of three video teleconferences to be offered each year on EHDI-related topics to graduate students and faculty from LEND and other university programs that provide CSD personnel preparation.
Objective 2: Involve five leadership trainees each year in the annual EHDI Conference as attendees and co-presenters on topics related to EHDI and leadership development.
Objective 3: Partner with the National Center for Hearing Assessment and Management, along with the other two MCH-funded university programs, to expand EHDI-related content and clinical education in the nation's 34 LEND programs.
Leadership Education: Workshops and special projects in personal leadership, conflict resolution/facilitation, cultural competence, and family-professional collaboration.
Academic Curriculum: Specialized EHDI-related coursework and independent studies in audiology and speech-language pathology.
Clinical Education: EHDI-related practicum at the Carolina Institute for Developmental Disabilities (CIDD), UNC Hospitals, Carolina Children's Communicative Disorders Program, and 'Beginnings' (for families with newly identified children with hearing loss).
State/Title V: Annual workshops and symposia delivered in cooperation with the NC Division of Public Health.
National: Participation in the annual EHDI conference; Networking with LEND and other university-affiliated CSD programs.
The proposed project will be closely coordinated and integrated with the NC-LEND Training Program; UNC MCHB Leadership Consortium; UNC Hospitals, and other UNC programs as well as key state and national organizations including the North Carolina Division of Public Health; Beginnings, and the National Center for Hearing Assessment and Management.
Monitoring and evaluation will occur throughout the program using instruments designed to provide quantifiable information that can be used to evaluate project outcomes. This will be accomplished through comprehensive review of each student's Individualized Development Plan.
Experience to Date:
This year's cohort again included a mix of five with EHDI focus (three AuD; two MS/SLP) and two with autism focus (MS/SLP) supported by supplemental funding for students planning to work with that population. The seven trainees completed all requirements for the grant including: 1) the workshops and leadership-in-action activities that comprise UNC’s Maternal and Child Health Leadership Consortium; 2) two semesters of an interdisciplinary seminar entitled “Developmental Disabilities Across the Lifespan,” 3) discipline-specific academic and clinical requirements; and 4) attendance at the national EHDI 2011 conference in Atlanta where they interacted with trainees from the other MCH funded (T83) and LEND programs. Several of the trainees also assisted with our lectures to residents in the Dept of Pediatrics (hearing screening/referral, autism spectrum disorders, and speech-language development/disorders). Overall we were very pleased with the curriculum and with trainee performance; feedback from students was also very positive. An outstanding new cohort of five students with EHDI focus was enrolled for the 2011-2012 cohort including two AuD students and three in the SLP graduate program (supplemental funding for the autism component was not available for the 2011-2012 academic year).