Since 1963, - cpdusu.org · a shared vision that foresees a nation in which all Americans, ... wCPD-Directors ... wNational-&-International-Presentations

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Since 1963, University Centers for Excellence in Developmental Disabilities Education,

Research, and Service (UCEDDs) have been working to accomplish a shared vision that foresees a nation in which all Americans, including Americans with disabilities, participate fully in their communities. Independence, productivity, and community inclusion are key components of this vision. There are 61 Centers located across the U.S. and its territories, including the Center for Persons with Disabilities at Utah State University. Centers are in a unique position to facilitate the flow of disability-related information between community and university and to work with people with disabilities, members of their families, state and local government agencies, and community providers. Various projects provide training, technical assistance, service, research, and information sharing, with a focus on building the capacity of communities to sustain all their citizens. Centers have played key roles in every major disability initiative over the past four decades. Many issues, such as early intervention, health care, community-based services, inclusive and meaningful education, transition from school to work, employment, housing, assistive technology, and transportation have been directly benefited by the services, research, and training provided by UCEDDs.

Center for Persons

with Disabili

ties

A University Center for Excellence in Developmental Disabilities Education, Research, and Service

It’s About People!

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Ta b l e o f Co n T e n T s

w Accomplishments-------------------------------------------------- 5

w CPD-Directors- ------------------------------------------------------ 7-

w CPD-Organization-------------------------------------------------- 8

w Awards,-Leadership,-&-Collaboration-------------------------- 9- -

w Funding-Information- ------------------------------------------- 10-

w Proposals-Submitted---------------------------------------------- 11

w Proposals-Funded------------------------------------------------- 12

w Courses-&-Practica------------------------------------------------ 16

w Student-Support--------------------------------------------------- 17

w Training-&-Technical-Assistance- ----------------------------- 18

w National-&-International-Presentations-------------------- 19

w Dissemination- ---------------------------------------------------- 22

w Publications-&-Products----------------------------------------- 23

w Consumer-Ser vices------------------------------------------------ 27

w Project-Director y-------------------------------------------------- 28

w Project-Descriptions---------------------------------------------- 30

It is our vision

that individuals and their family members exercise independence

and self-determination across their lifespans as communities

support full participation and informed choices.

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--Carl Sandburg, “Potomac Town in February, “ Smoke and Steel, 1922

The Center for Persons with Disabilities (CPD) bridges the experience of disability. We seek

to connect the University’s expertise in teaching, research, and service with the concerns

and priorities of the community of families and individuals who experience disabilities; this

community includes the agencies and organizations that support them. We look to families and

individuals with disabilities for guidance. They teach us in a rock-solid way “how to stand up” with

them to support independence, quality of life, and well-being in the ever flowing and changing white

water that makes up all of our lives.

This report describes the projects and programs of which our bridge is made. On behalf of CPD

faculty and staff, I hope you will read on. Also, I hope that you will find that the bridge is “good”–that

what we do is useful in supporting independence and self determination.

In the CPD’s diverse work, there are common themes. We seek to:

Reach across cultures: In the past year, we began new projects

with persons of diverse cultural and linguistic origins. The

Disability Center for Families opened in Salt Lake City’s largest

Hispanic community. In cooperation with the Utah Department

of Health, Proyecto Prevencion began its work to improve

communication of information about health and disability to Utah’s

Hispanic communities.

aCComplishmenTs 2005

“The bridge says: Come across, try me; see how good I am.The big rock in the river says: Look at me; learn how to stand up.

The white water says: I go on; around, under, over, I go on.”

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Use technology to improve quality: Consistent with our history, technology served the

CPD in many ways. In research, for example, innovative computer modeling applications

were tools to study egress from public buildings in emergencies. To enhance training

and technical assistance, a number of projects developed DVD and web-based training

materials that can be customized to specific needs of different learners. Not least,

technology was the focus of advocacy. Our staff continued to advocate for, and to educate

others about, the need to make electronically-mediated education accessible to people with

disabilities.

Several employees and programs were recognized for excellence during the past year. In their Robins Award, the students

of Utah State University recognized the Up to 3 Program’s exemplary services in the category of Achievement of the Year.

Additionally, the program’s Books 4 Kids and Community Libraries was one of the 15 reading “success stories” in Utah to be

recognized by Governor Olene Walker.

Dr. Judith Holt received the President’s Diversity Award for including people with disabilities in developing, delivering and

evaluating the CPD’s interdisciplinary training program. On a national level, Dr. Holt received the Association of University

Centers on Disabilities’ Meritorious Service Award.

Dr. Thayne Sweeten received the Dissertation Award from the International Society for Autism Research, and Emma

Speth was the recipient of the Teacher of the Month Award from the Top of Utah Families Magazine.

Thanks to the many partners who help us in our work and continue to collaborate with us in building bridges.

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DireCTors

The CPD is comprised of eight divisions, each focusing on improving the lives of people with disabilities. Divisions are not exclusive in their activities, and projects may encompass numerous areas of emphasis. CPD staff engage in a wide range of activities including: • Exemplary services for children, adults, and families; • Academic training; • Basic and applied research; • Policy advocacy; • Dissemination of best practices and new information; • Program evaluation; and • Training and technical assistance to schools, communities and state and local government.

Outreach & DisseminatiOn

Richard Baer

interDisciplinary training

Judith Holt

BiOmeDical

Anthony R. Torres

assOciate DirectOr

Cyndi Rowland

exemplary services

Susan Nittrouer

BiOmeDical

J. Dennis Odell

research & evaluatiOn

Richard N. Roberts

Business Office

Nancy Yonk

technical assistance

John Copenhaver

ass’t. DirectOr/pOlicy DevelOpment

Martin E. Blair

cpD DirectOr

Sarah Rule

(July-1,-2004-June-30,-2005)

te c h n O l O g y

Alan Hofmeister

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organizaTion

DirectorSarah Rule

Utah State UniverSitypresiDent stan l. alBrecht

College of Education & Human ServicesDean carOl strOng

CPD Advisory Council

Consumer Advisory Committee

Special Centers, Initiatives

and Programs

Biomedical Dennis Odell/Anthony R. Torres

Exemplary ServicesSusan Nittrouer

Research & EvaluationRichard N. Roberts

TechnologyAlan M. Hofmeister

Technical AssistanceJohn Copenhaver

Outreach & DevelopmentRichard Baer

Interdisciplinary TrainingJudith Holt

Associate DirectorCyndi Rowland

Assistant Director for PolicyMartin Blair

C P D D I V I S I O N S

CPD Business OfficeNancy Yonk

Assistant to the DirectorSharon Weston

(July-1,-2004-June-30,-2005)

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awarDs, leaDership, & CollaboraTion

Awards & Honors w Emma Speth, Teacher of the Month, Top of Utah Families Magazine

w Judith Holt, President’s Diversity Award, Utah State University

w Judith Holt, Meritorious Service Award, Association of University Centers on Disabilities

w Thayne Sweeten, Dissertation Award, International Society for Autism Research

w Up to 3 Program, Achievement of the Year, USU Robins Awards

w Up to 3 Program, Literacy Summit Award, Governor Olene Walker’s Read with a Child Program

• Access Center, American Institute for Research• Accessible Homes Foundation Board• Access Utah Network Advisory Board• Agrability of Utah Advisory Council• AMCHP• American Academy of Pediatrics• Art ACCESS• ASK-12 Interpreter Assessments, University of Arizona• Association of Programs for Rural Independent Living• Association of Assistive Technology Act Programs• AUCD Board of Directors• AUCD Council on Consumer Affairs• BabyWatch• Bear River & Migrant Head Start• Bear River Mental Health• BIA National Reading First Advisory Board• BIA Special Education Advisory Board• Box Elder School District• Boys and Girls Club• Brain Injury Association of Utah• Cache City Connections• Cache School District Board of Education• Cache Valley Family to Family Network• Center for Positive Behavior Support and Intervention• Child Care Resource and Referral Advisory Board• Common Ground Outdoor Adventures• Community Abuse Prevention Services Agency• Concerned Citizens with Disabilities• Consortium for Citizens with Disabilities• Coordinating Council for People with Disabilities• Council for Exceptional Children• Disability Law Center/ Board of Trustees• Early Childhood Council, State of Utah• Early Head Start Community Development/ Advisory Committee• Educators for Diversity• FACT Management Team• Family Literacy Advisory Board• Family Voices• Governor’s Council for People with Disabilities• Governor’s Council Statewide Needs Assessment Planning • Hispanic Center Advisory Board

• Hispanic Business Council• Hispanic Health Coalition of Northern Utah• Hispanic Network• IHC Hospice of Cache Valley Advisory Board• Independent Living Research Utilization• Interagency Coalition• Intermountain Health Care’s Budge Clinic Pediatric Unit• Latino LIFE Coalition• Leave No Child Behind Task Force• Legislative Coalition for People with Disabilities• LDS Hospital• Logan/Cache County School Districts/Human Rights Committee• Logan/Cache Least Restrictive Behavior Intervention Committee• Logan Transit District• Multi-University Consortium• National Association of State Directors of Special Education• National Center on Cultural Competence• National Center,Special Education & Accountability Advisory Board• National Council on Independent Living• National Early Childhood and Technical Assistance Center• National Family Voices Board of Directors• National Healthy and Ready to Work Center• National U.S. Department of Health Centers• Nevada Cancer Institute• Northern Utah Area Health Education Center Advisory Board• Northern Utah Hispanic Health Coalition• OPTIONS for Independence Advisory Board• Providence Place Housing Advisory Board• New York City Reading Excellence and Discovery Foundation• Office of Special Education Programs• Primary Children Medical Center• Respite Care Source Advisory Board• Robert Wood Johnson CHIP Outreach Initiative • Rocky Mountain Public Health Consortium• Salt Lake City Police Department• Salt Lake Community College• Senator Hatch’s Advisory Committee on Disabilities Issues• Small States Consortium• State Committee for Polling Place Accessibility• SKI HI Institute• Southwest Behavioral Health Center

Leadership & Collaboration

Editorial Positions w Gerry Olvey, Editorial Boards, TEACHING Exceptional Children; TEACHING Exceptional Children Plus

w Marilyn Hammond, Editorial Board, Review of Disability Studies

w Mark Innocenti, Editorial Boards, The Asia-Pacific Journal of Inclusive Education; Infants and Young Children

w Martin Blair, Editorial Board, Rehabilitation Engineering and Assistive Technology Society of North America

w Monica Jimenez, Editorial Board, Latinos ¡Hoy!

w Richard Roberts, Guest Editor, Infants and Young Children; Editorial Board, Journal of Early Intervention

w Sarah Rule, Associate Editor, Topics in Early Childhood Special Education; Editorial Boards, Journal of Early Intervention; Teacher Education and Special Education

w Susan Nittrouer, Associate Editor, Journal of Speech, Language and Hearing Research & Volta Review; Editorial Boards, Journal of the Acoustical Society of America; Journal of Phonetics; Journal of Speech, Language and Hearing Research; Perception and Psychophysics; Journal of Memory and Language; Journal of Experimental Child Psychology; Language, Speech and Hearing Services in Schools; Applied Psycholinguistics; Journal of the Association for Research in Otolaryngology; Phonetica

• Sunshine Terrace Adult Day Care Advisory Board• The ARC of Utah• TBI Utah Advisory Board• TKJ, Inc.• UCASA Sexual Assault Network• University of Utah Center for Public Policy Analysis• University of Utah School of Medicine• University of Utah Graduate School of Social Work• USU Latino Professionals• Utah Adult Protective Services• Utah Child Abuse Steering Committee Member• Utah Childhood Council Advisory Board• Utah Department of Education• Utah Department of Health• Utah Department of Human Services, Adult Protective Services• Utah Department of Workforce Services• Utah Disability Determination Services Community Advisory Board• Utah Division of Services for People with Disabilities• Utah Division of Substance Abuse and Mental Health• Utah Domestic Violence Council• Utah Early Intervention Provider Consortium• Utah Governor’s Committee/Employment of People with Disabilities• Utah Governor’s Commission on Early Childhood Literacy• Utah House Advisory Board• Utah Labor Commission Advisory Board• Utah Maternal & Child Health Bureau• Utah Migrant Seasonal Farm Workers• Utah Parent Center/ Board of Directors• Utah Public Health Consortium• Utah Rural Specialized Transportation Association• Utah Schools for the Deaf & Blind• Utah Statewide Independent Living Council• Utah State Library for the Blind• Utah State Literacy Advisory Board• Utah State Office of Rehabilitation• Utah Valley Regional Medical Center NICU• Utah Valley State College• Utah Workability Workgroup• Valley Mental Health• Violence Against Women with Disabilities Advisory Council• Zions Bank

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ToTal 2005 CpD funDing -$15,298,689

Sources of Funding

Founded in 1888 as Utah’s land grant college, Utah State University is a Carnagie Foundation Research I institution and ranks among the top three percent of such institutions in the United States. As the second largest research center at USU, the CPD receives over 80 percent of its funding from external sources. For every dollar of university funding received by the CPD, more than six additional dollars are generated through grants and contracts with a diverse assortment of federal, state, local and private agencies.

The CPD operates over 60 ongoing projects aimed at meeting the goals of education,

research and service for persons with disabilities and their family members. Although projects at the CPD each have expressed main objectives, most address multiple areas of emphasis. For instance, direct services may be

provided through a research project which also disseminates information.

The end result is that most projects function in several capacities and serve a wide variety

of functions.

Distribution of Funding

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proposals submiTTeD

ACPE/SIG Activities State of Arizona John Copenhaver $92,799

ACPE/SIG Activities/Supplement State of Arizona John Copenhaver $10,000

Adaptive Computer Lab for People with Disabilities Sorenson Legacy Foundation Martin Blair $25,000

Arizona Center for Professions in Education Arizona Department of Education John Copenhaver $183,339

A Robotic Guide for the Visually Impaired in Dynamic National Institute on Disability & Rehabilitation Research Vladimir Kulyukin and Complex Environments $149,335 Martin Blair

ASSERT RGK Foundation Martin Blair $40,000 Thomas Higbee

ASSERT Utah State Office of Education Martin Blair $217,000 Thomas Higbee

ASSERT Autism Training Utah State Office of Education Thomas Higbee $25,000

AT Lab Adaptive Computer Center George S. and Delores Dore Eccles Foundation Martin Blair $20,000

Augmentative and Alternative Communication Device Lending Sorenson Legacy Foundation Martin Blair $100,000

Autism and Young Children Delonne Anderson Foundation Martin Blair $10,000 Thomas Higbee

AYP Interventions Utah State Office of Education Alan Hofmeister $30,000

AUCD Core Administration-Continuation Health & Human Services/ Sarah Rule Administration on Developmental Disabilities $500,000

Babies in Daycare: Do They Have to be Sick? Health & Human Services/Center for Disease Control Vonda Jump $124,199

Bear River Activity and Skill Center Utah Division of Services for People with Disabilities Richard Baer $250,000

BIA Baby CIMP Bureau of Indian Affairs John Copenhaver $364,541

BIA/Consolidated School Reform Plan (CSRP) Bureau of Indian Affairs John Copenhaver $328,049

BIA Procedural Safeguards Bureau of Indian Affairs John Copenhaver $70,375

BIA Schoolwide Monitoring Bureau of Indian Affairs John Copenhaver $492,091

Bilingual Early Language and Literacy Support (BELLS)-Year 5 National Institute of Health Mark Innocenti $500,000

During FY 2005, CPD staff members submitted 100 funding proposals totalling $16,718,835 to various federal, state, local and private agencies and organizations.

Title Agency/Amount PI

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Bilingual Early Language and Literacy Support: Language Trajectories National Institute of Health Mark InnocentiToward English Reading $85,727

Book-Based Observation of Oral Comprehension Skills (BOOCS) National Institute of Health Lisa Boyce $490,246

Books 4 Kids Barbara Bush Foundation Sue Olsen $65,000

Bottom-up Modeling of Mass Pedestrian Flows-Year 2 National Institute on Disability & Rehabilitation Research Judith Holt $150,000

Bottom-up Modeling of Evacuation Methodologies Health & Human Services/Center for Disease Control Judith Holt $173,750

Candidate Genes for Childhood Autism Nevada Cancer Institute Anthony R. Torres $44,850

Child Care Nutrition Program Utah State Office of Education Jeanie Peck $138,821

Collaborative Early Childhood Education Program-Continuation Utah State Office of Education Marlene Deer $193,479

Center to Improve Access to General Education Curriculum for American Institute for Research John CopenhaverStudents with Disabilities $38,654

Continuing Education/Distance Learning Health & Human Services/HRSA Richard Roberts $129,997 Jon Nelson

Cooperative Agreement for Early Hearing Detection and Intervention Utah Department of Health Linda Goetze $71,447

Cooperative Agreement to Establish an Evidence Base for Health & Human Services/Maternal & Child Health Bureau Richard RobertsSystems of Care for Children with Special Health Care Needs $299,999

Cost of Developmental Preschool Services in Wyoming Wyoming State Legislature Linda Goetze $165,407

Costs and outcomes of early vs. delayed hearing detection Office of Special Education & Rehabilitation Services Linda Goetzeintervention for infants with hearing loss $179,999

Creating Accessible Testing Environments for Individuals with Disabilities U.S. Department of Commerce Cyndi Rowland $169,210

Disabilities Career Training for Workforce Investment Act Youth Bear River Association of Governments Richard Baer $3,770

Distance Learning Subcontract Indiana University Judith Holt $28,001


18

16

14

12

10

8

6

4

2

Dol

lars

(mill

ions

)

Total 2005 Proposals Submitted: $16,7188,835

‘93 ‘94 ‘95 ‘96 ‘97 ‘98 ‘99 ‘00 ‘01 ‘02 ‘03 ‘04 ‘05

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Early Development of Children with Hearing Loss-Year 2 National Institute of Health Susan Nittrouer $515,835

Effects in Inclusion on Outcomes for Youth in Transition Office of Special Education Programs Linda Goetze $179,996

Effects of Massage on Vulnerable Infants National Institute of Health Vonda Jump $85,727

Estimator 2004-2005 Utah State Office of Education Richard Baer $69,750

Evaluation of Inreach Technology Project-Year 2 Office of Special Education & Rehabilitation Services Lisa Boyce $199,994 Glenna Boyce

Family Resource and Other Libraries Cache County Government Marilyn Hammond $48,000

Family Support 360 Project Health & Human Services/Administration on Developmental Disabilities Judith Holt $250,000

Foundations for Reading Comprehension (FoRC) for Latino Institute of Education Sciences Mark InnocentiPreschoolers and Kindergartners $426,874 Lisa Boyce

Four Corners Behavioral Health Evaluation Four Corners Behavioral Health Glenna Boyce $21,220

Four Corners Community Follow Up Four Corners Behavioral Health Richard Roberts $14,001

Got to be a Better Way: Innovative Student Designs for Sorenson Legacy Foundation Martin BlairPeople with Disabilities $90,000

Healthy and Ready to Work-National Center subcontract Academy for Educational Development Richard Roberts $52,000

Home Enrichment of Language and Literacy for Migrant Families National Institute of Health Lisa Boyce $659,730 Mark Innocenti

Improving Educational Access Through the Audio Description of Reading U.S. Department of Education Cyndi Rowland $2,358,930 Marilyn Hammond

Indian Children’s Program Indian Health Services Marvin Fifield $400,000

Identification of Trends From 704 Reports 1999-2003 ILRU/Texas Institute of Rehabilitation & Research Judith Holt $10,000

Innovative Student Designs for People with Disabilities Christopher Reeve Paralysis Foundation Martin Blair $18,000

Innovative Student Designs for Adults with Disabilities Ethel Louise Armstrong Foundation Martin Blair $5,000

Gotta Be a Better Way: Innovative Student Designs Sorenson Legacy Foundation Martin Blair $90,000

Kansas General Supervision Enhancement Grant Evaluation Kansas State Board of Education John Copenhaver $15,000

Low Incidence Study Review of Services for Deaf, Hard of Hearing, State of North Dakota John CopenhaverVisually Impaired in North Dakota $37,552

Mountain Plains Regional Resource Center Office of Special Education & Rehabilitative Services John Copenhaver $1,300,000

Mountain Plains Regional Resource Center Supplement Office of Special Education & Rehabilitative Services John Copenhaver $83,333

Multi-university Consortium VISEP-Subcontract University of Utah Sarah Rule $42,939 Judith Holt


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National Center on Disability and Access to Education: National Activities Milken Family Foundation Martin Blair $125,000 Sarah Rule Cyndi Rowland

National Center on Disability and Access to Education: National Survey Lumina Foundation for Education Martin Blair $125,000

National Center for Disability and Access to Education U.S. Department of Education Sarah Rule $297,600 Martin Blair Cyndi Rowland

National Consortium for the Inclusion of Accessibility in Accreditation U.S. Department of Education Cyndi Rowland $338,646

New Mexico Building Capacity to Improve Services to Students with New Mexico Department of Public Education John CopenhaverDisabilities $344,682

Nursing Facility Transition: Navigator Training Workbook IRLU Jeff Sheen $51,680

PowerPay, an Accessible Financing Tool USU Extension Cyndi Rowland $59,869

Proyecto Prevencion (Project Prevention) Health & Human Services/Center for Disease Control Judith Holt $147,297 Martin Blair

Public Awareness in Underserved Communities-Subcontact U.S. Department of Justice Richard Baer $75,000 Marilyn Hammond

Research and Training Service Coordination University of Connecticut Richard Roberts $29,260 Adrienne Akers

Outcomes of Students with Cognitive and Learning Disabilities: Office of Special Education & Rehabilitation Services Cyndi RowlandPhase I Development for a Web Accessibility Tool $396,961

Rocky Mountain Public Health Education Consortium: MCH University of Arizona Richard RobertsCertification Program-Subcontract $6,296 Adrienne Akers

Rural Domestic Violence Child Victimization Enforcement-Subcontract U.S. Department of Justice Richard Baer $122,726 Marilyn Hammond

Segway Scooter Adaptations for People with SCI Craig H. Neilsen Foundation Martin Blair $100,000 Jeffery Rosenbluth

Southwest Central Behavioral Health & New Frontiers for Families Pilot SW Behavioral Heatlh Center Glenna Boyce $23,480

The Effect of Community Fabric on the Health of Children with Disabilities National Institute of Health Judith Holt $140,000 Dennis Odell

Technical Assistance Center for Positive Behavioral Interventions and Supports University of Oregon John Copenhaver $50,000

Transition to Teaching Arizona Department of Education John Copenhaver $5,000

Traumatic Brain Injury Implementation Plan Utah Department of Human Services Judith Holt $356,280

Transition Housing for Women Fleeing Domestic Violence in Northern Utah U.S. Department of Justice Richard Baer $266,104 Marilyn Hammond

ULEND Training Grant-Year 4 Subcontract University of Utah Judith Holt $196,998

Universal Eligibility Screening and Application System Utah Department of Health Richard Roberts $31,000

Utah Americans with Disabilities Act Training and Rocky Mountain Disability and Business Technical Assistance Center Martin BlairTechnical Assistance $40,000


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National Center on Disability and Access to Education: National Activities Milken Family Foundation Martin Blair $125,000 Sarah Rule Cyndi Rowland

National Center on Disability and Access to Education: National Survey Lumina Foundation for Education Martin Blair $125,000

National Center for Disability and Access to Education U.S. Department of Education Sarah Rule $297,600 Martin Blair Cyndi Rowland

National Consortium for the Inclusion of Accessibility in Accreditation U.S. Department of Education Cyndi Rowland $338,646

New Mexico Building Capacity to Improve Services to Students with New Mexico Department of Public Education John CopenhaverDisabilities $344,682

Nursing Facility Transition: Navigator Training Workbook IRLU Jeff Sheen $51,680

PowerPay, an Accessible Financing Tool USU Extension Cyndi Rowland $59,869

Proyecto Prevencion (Project Prevention) Health & Human Services/Center for Disease Control Judith Holt $147,297 Martin Blair

Public Awareness in Underserved Communities-Subcontact U.S. Department of Justice Richard Baer $75,000 Marilyn Hammond

Research and Training Service Coordination University of Connecticut Richard Roberts $29,260 Adrienne Akers

Outcomes of Students with Cognitive and Learning Disabilities: Office of Special Education & Rehabilitation Services Cyndi RowlandPhase I Development for a Web Accessibility Tool $396,961

Rocky Mountain Public Health Education Consortium: MCH University of Arizona Richard RobertsCertification Program-Subcontract $6,296 Adrienne Akers

Rural Domestic Violence Child Victimization Enforcement-Subcontract U.S. Department of Justice Richard Baer $122,726 Marilyn Hammond

Segway Scooter Adaptations for People with SCI Craig H. Neilsen Foundation Martin Blair $100,000 Jeffery Rosenbluth

Southwest Central Behavioral Health & New Frontiers for Families Pilot SW Behavioral Heatlh Center Glenna Boyce $23,480

The Effect of Community Fabric on the Health of Children with Disabilities National Institute of Health Judith Holt $140,000 Dennis Odell

Technical Assistance Center for Positive Behavioral Interventions and Supports University of Oregon John Copenhaver $50,000

Transition to Teaching Arizona Department of Education John Copenhaver $5,000

Traumatic Brain Injury Implementation Plan Utah Department of Human Services Judith Holt $356,280

Transition Housing for Women Fleeing Domestic Violence in Northern Utah U.S. Department of Justice Richard Baer $266,104 Marilyn Hammond

ULEND Training Grant-Year 4 Subcontract University of Utah Judith Holt $196,998

Universal Eligibility Screening and Application System Utah Department of Health Richard Roberts $31,000

Utah Americans with Disabilities Act Training and Rocky Mountain Disability and Business Technical Assistance Center Martin BlairTechnical Assistance $40,000

Utah Assistive Technology Foundation Scott & Dorothy Watkins Foundation Marilyn Hammond $8,000

Using Technology for Emergent Literacy and Language (UTELL) Office of Special Education Programs Lisa Boyce $200,000

Utah Assistive Technology Foundation Wheeler Machinery Marilyn Hammond $6,000

Utah Assistive Technology Foundation OC Tanner Marilyn Hammond $1,500

Utah Assistive Technology Foundation Skolnick Foundation Marilyn Hammond $25,000

Utah Assistive Technology Foundation Reagan Foundation Marilyn Hammond $5,000

Utah Assistive Technology Foundation Stewart Education Foundation Marilyn Hammond $20,000

Utah Assistive Technology Foundation Steiner Foundation Marilyn Hammond $7,500

Utah Assistive Technology Foundation Staheli Foundation Marilyn Hammond $7,000

Utah Assistive Technology Foundation Self-Reliance Charity Marilyn Hammond $25,000

Utah Assistive Technology Program National Institute on Disability & Rehabilitation Research Martin Blair $370,276

Utah Autism Project Utah Autism Foundation Anthony R. Torres $20,000

Utah Frontiers-Year 7 Utah State Department of Human Services Glenna Boyce $49,666

WebAIM:Subject Matter Experts for UMUC/Verizon Grant Work UMUC Cyndi Rowland $12,240

Wyoming Part C and Part B Monitoring Procedures Wyoming Department of Education John Copenhaver $123,545

Wyoming Technical Assistance Special Education Monitoring Wyoming Department of Education John Copenhaver $48,490

The Disability Support Center for Families, a one-stop family support center located in Salt Lake City opened its

doors in March, 2005. The CPD has been designated as a lead agency in the Family Support 360 Implementation Proposal in partnership with the State Division of Services for People with Disabilities. The Disability Support Center serves families with members with developmental disabilities in west Salt Lake City, a rapidly

growing area where families are culturally and linguistically

diverse, generally underserved by the existing service systems and face considerable economic challenges.

During the initial year of the implementation grant, the Disability Support Center for Families is providing individual and family-

centered planning, assessment, and follow-up to

Agency Collaboration Facilitates Disability Support Center for Familiesaddress eligibility for personal assistance and supports, education and

employment. One critical component is the employment of paraprofessionals hired from the community who have

experience living with a developmental disability or with a family member with a disability.

Another primary element is the continued participation of the Partnership Committee and the added resources of the Coordinating Council

for People with Disabilities, who will assist in addressing systemic

issues at the policy level.

Memorandums of Agreement have been designed with key partners (e.g., Workforce Services, Department of Rehabilitation, Divi-sion of Services for People with Disabilities, local schools, and neighborhood nonprofits) detailing commitments of the partners.

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Courses & praCTiCa

UTAH STATE UNIVERSITYPsychology Instructor(s) No. of Students Total Credits1010 General Psychology Stillman 45 135

1100 Developmental Psychology Pacetti 118 354

3210 Abnormal Psychology Stillman 98 294

Family, Consumer & Human Development2610 Parenting and Child Guidance* Boyce 113 339

3510 Infancy and Early Childhood* Boyce 47 141

Instructional Technology 5270 Developing Instruction Using Macromedia Flash* Smith 36 108

Sociology, Social Work & Anthropology4160 Social Work Practice III Barkdull 39 117

Special Education & Rehabilitation2790 Exploring Diversity Francks, Baer 6 18 Hammond, Warren

5530 Assistive/AdaptiveTechnology for Young Children w/Disabilities Deer 8 16

5790 Foundations in Special Education Deer 8 24

5730 Strategies for Teaching Young Children with Disabilities * Fiechtl 10 30 Deer

5820 Preschool Practicum for Young Children with Disabilities Deer 15 25 in Community Environments: Assessment* Fiechtl

5840 Seminar for Children with Disabilities in Community Environments Fiechtl 4 8

5810 Practicum with Infants and Families Fiechtl 6 24

6500/7500 Interdisciplinary Training* Holt, Fiechtl 46 33 Peck, Sheen Samson-Fang

7900 Independent Study: Seminar in Web Accessibility Rowland 1 3 Salzberg

7910 Ind. Study: Seminar in Web Accessibility & Cognitive Disabilities Rowland 1 3

Landscape Architecture & Environmental Planning2700 Social, Behavioral & Environmental Dimensions of Site Analysis Christensen 28 140

3120 Residential Planning and Design Christensen 36 180 Shapiro

Language and Philosophy1010 Beginning Spanish* Jimenez 76 304

2020 Second Year Spanish Jimenez 9 27

*Indicates courses tuaght more than one semester

Staff members of the CPD are affiliated with various departments at Utah State University and teach numerous courses. This multidisciplinary activity impacts hundreds of students each year.

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CPD projects provide experience and education for the next generation of leaders in disability-related research, training, service delivery, and policy advocacy. Education of undergraduate and graduate students, and inservice for professionals is provided through a variety of workshops, seminars, courses and instructional materials that encourage participants from many disciplines to interact and share skills.

sTuDenT supporT

TEACHING

CPD Interdisciplinary Training Stipends ..........................................................12

Interdisciplinary Training in Assistive Technology ..........................................131

Project Stipends/Undergraduate Certification .................................................13

ULEND Long-Term Interdisciplinary Trainees ...................................................8

Distance Student Advisement ..........................................................................59

Practicum/Clinical Experience .........................................................................46

University Courses Taught by CPD Staff

Number of Courses ....................................................................................28

Number of Departments ..............................................................................7

University Credit Hours Generated .......................................................2,323

Number of Students .................................................................................750

GRADUATE STUDENT ADVISEMENT

Doctoral Committees Chaired ...........................................................................4

Doctoral Committees Served ...........................................................................19

Masters Committees Chaired ............................................................................4

Masters Committees Served .............................................................................7

OTHER STUDENT SUPPORT

Graduate Assistantships ..................................................................................28

Student Employees .......................................................................................123

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Training & TeChniCal assisTanCe

ACTIVITIES BY NUMBER OF PARTICIPANTS & DURATION

Students* ....................................................................................................6,908

Professionals/Paraprofessionals ......................................................... 3,117,465

Family Members/Caregivers .....................................................................12,258

Adults with Disabilities ................................................................................9,146

Children with Special Health Care Needs ..................................................1,135

Legislators/Policy Makers ..............................................................................332

General Public .....................................................................................5,391,464

Other ...........................................................................................................1,623

TOTAL PARTICIPANTS ...................................................................... 8,538,711

TOTAL HOURS OF TRAINING ................................................................ 48,117

ACTIVITIES BY AREAS OF EMPHASIS

CPD staff members provide training, technical assistance and consultation to thousands of participants annually. Their diverse expertise is utilized by personnel from local, state, and national organizations. Training and technical assistance is provided in a variety of formats, including workshops, written or audiovisual products, and distance education.

*This category includes students attending training who are not formally enrolled as CPD trainees or enrolled in USU courses taught by CPD Staff.

Assistive Technology6% Child Care

6%

Health9%

Employment12%

Education17%

Cultural Diversity3%Recreation

7%

Quality of Life12%

Quality Assurance7% Leadership

2% Housing5%

Transportation4%

Other 10%

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naTional & inTernaTional presenTaTions

Ahern, A.D., Domenech Rodriquez, M., & Innocenti, M.S. (2004, November). Acculturation versus cultural identification: A study comparing constructs and measurements. National Latina/o Psychological Association Annual Meeting, Scottsdale, AZ.

Akers, A., & Roberts, R.N. (2004, December). Predictable paradoxes: Keys to successful interagency collaboration. Division for Early Childhood Annual Conference, Chicago, IL.

Akers, A., & Roberts, R.N. (2005, February). We are all part of the solution: Creating an environment for change for integrated systems of care. Annual Association of Maternal and Child Health Programs Conference, Washington, DC.

Baer, R.D., Hammond, M., & Richins, G. (2004, November). A practicum-based curriculum on disabilities and careers in disability related fields. Association of University Centers on Disabilities, Bethesda, MD.

Ball, W. (2004, September). Parent partnerships for success. Bureau of Indian Affairs, Denver, CO.

Barkdull, C. (2004, November.) Using action research to improve traumatic brain injury systems and services. Association of University Centers on Disabilities, Bethesda, MD.

Behl, D., & Roberts, R.N. (2004, December). What U.S. Department of Educations research tell us about implementing effective service coordination strategies. Division for Early Childhood Annual Conference, Chicago, IL.

Behl, D., Roberts, R.N., Goetze, L., & Johnson, R. (2005, March). How important are service coordinators in the lives of families? 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Blair, M. (2005, February). ADA and disability training for employees and employers. International Association of Workforce Professionals, Salem, OR.

Blair, M., Smith, J., & Rowland, C. (January, 2005). National Center on Disability and Access to Education: Summary and next steps. Assistive Technology Industry Association (ATIA) Annual Meeting and Conference, Orlando, FL.

Bohman, P. (2004, July). Toward user-centered, scenario-based planning and evaluation tools. International Conference on Computers Helping People with Special Needs, Paris, France.

Bohman, P. (2004, November). Web accessibility policies and procedures that work. Accessing Higher Ground, Boulder, CO.

Bohman, P. (2004, November). Providing web accessibility training within large organizations. Accessing Higher Ground, Boulder, CO.

Boyce, L.K. (2004, October). Examining the impact of the BELLS intervention on language trajectories and phonological processing. Developing Language in Spanish Speakers Project Director’s Meeting, Washington, DC.

Boyce, L. K., Cook, G.A., Roggman, L. A., & Innocenti, M. S. (2005, April). Early language and literacy: Book sharing behaviors of Latino mothers and their young children. Society for Research in Child Development, Atlanta, GA.

Boyce, L.K., Innocenti, M.S., Akers, J.F. (2005, March). Building on the links between language development and emergent literacy in young Latino children living in poverty. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Boyce, G.C., Mabey, V., Boyce, L., & Pavithran, M. (2005, February). InReach: A collaborative model to support moms and babies in the NICU and beyond. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Chambless, C., & Holt, J. (2004, July) Using IL NET’s Olmstead Curriculum to advocate for change in your community. Parent Advocacy Coalition for Educational Rights and IL NET National Conference, Minneapolis, MN.

Christensen, K. (2005, March). Bottom-up modeling of mass pedestrian flows overview. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Copenhaver, J. (2005, February). Serving students with special health care needs. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Copenhaver, J. (2005, March). IDEA training. Office of Special Education Programs, Washington, DC.

Hammond, M. & Franks, K. (2005, March). Teaching youth about disabilities. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Holt, J. (2004, July). PACER/NCIL Olmstead. National Council for Independent Living, Minneapolis, MN.

Holt, J. (2004, October). Transition from nursing homes. Association of Rural Programs for Independent Living, Minneapolis, MN.

Holt, J. & Sheen, J. (2005, March). Olmstead implementation for advocates. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

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Holt, J., Peck, J., Sheen, J., & Olsen, S. (2004, November). Using participatory action research with interdisciplinary trainees to improve clinical and community services. Association of University Centers on Disabilities, Bethesda, MD.

Holt, J., & Records, T. (2004, July) ABC’s of transitioning from nursing homes. Independent Living Research Utilization Center National Conference, Houston, TX.

Holt. J., & Sheen, J. (2004, July). Confidentiality, HIPAA, and informed consent. Training for Transition Navigators, Independent Living Research Utilization, Houston, TX.

Innocenti, M.S., & Boyce, L.K. (2005, May). Early intervention for English language learners: Language and emergent literacy outcomes. International Reading Association Conference, San Antonio, TX.

Innocenti, M.S., & Boyce, L.K. (2004, October). Examining the impact of the BELLS intervention on language trajectories and phonological processing. Developing English Literacy in Spanish Speakers (DELSS) Projects Meeting (IES/ National Institute of Child Health & Human Development), Washington, DC.

Innocenti, M.S., & Walker, P. (2004, December). Implementing a strengths-based model. Metro Early Childhood Council, Salt Lake City, UT.

Mariger, H., Salzberg, C., & Menlove, R. (2004, November). Outcomes of a national summit on distance technologies, disability access and education. Council for Exceptional Children, Teacher Education Division, Albuquerque, NM.

Norlin, C. (2005, May). Unanswered questions arising in pediatric visits. Pediatric Academic Societies, Washington, DC.

Norlin, C., & Pola-Money, G. (2004, July). Supporting primary care physicians in providing a medical home for CSHCN via the web. Community Access to Child Health (CATCH) and Medical Home National Conference, Chicago, IL.

O’Leary, E. (2005, March). The chance of a lifetime in a lifetime of chances. International Learning Disabilities Association, Reno, NV.

Olvey, G. (2004, August). Special education and the impact of new highly qualified teacher requirements. International Association for the Scientific Study of Intellectual Disabilities, Montpelier, France.

Ortiz, E., Innocenti, M.S., & Roggman, L. (2005, April). How much do siblings influence early language development of Hispanic/Latino children? Society for Research in Child Development. Atlanta, GA.

Price, R., & Pavithran, S. (2005, March). Assistive technology training. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Price, R., Pavithran, S. & Price, Q. (2005, February). K-12 assistive technology strategies for the blind and visually impaired. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Roberts, R.N. (2004, September). Creating a system of care for children with special health care needs. European Conference for Community Psychology: Social Responsibility in a Globalizing World, Berlin, Germany.

Roberts, R.N. (2005, February). Youth can’t wait: The kids got there before the system did! Association of Maternal and Child Health Programs, Washington, DC.

Roberts, R.N. (2005, February). The Champions for Progress center: Leadership development for implementation of systems of care for CYSHCN. Association of Maternal and Child Health Programs, Washington, DC.

Roberts, R.N. (2005, February). Champions for Progress. Family Voices National Conference, Washington, DC.

Roberts, R.N. (2005, February). Leadership: Setting the context for change. Annual Conference of the Association of Maternal and Child Health Programs, Washington, DC.

Roberts, R.N. (2005, March). Children and youth with special health care needs. Medical Home Training Academy, Hartford, CT.

Roberts, R.N. (2005, March). Medical homes: A building block for a system of care. Medical Home Training Academy, Hartford, CT.

Roberts, R.N. (2005, April). What we learned: Results from the Utah Frontiers Project. International Center for Human Development, Tucson, AZ.

After a major evaluation of different reading programs using an instrument developed by the University of Oregon, the CPD’s Reading

for All Learners Program (RALP) was determined to be the most cost effective beginning reading program to address instruction needs in Guyana.

Guyana, after Haiti, is the most poverty impacted nation in the Caribbean and South America. The economy and educational system was destroyed by a dictatorship but Guyana now has a democratically elected government. The reduced level of violence has allowed for major investments in rebuilding the economic, educational and social service infrastructure. As in many Caribbean countries, English is the language of the government. The United Nations, the U.S. Department of State and the Inter-American Development Bank are making major investments in the rebuilding of Guyana, and addressing literacy is a high priority item.

A recent survey reported that 90 percent of 14-25 year-olds in Guyana are functionally illiterate, and there

are virtually no teachers with higher than a sixth grade education.

CPD Reading Program Selected for Guyana

Literacy efforts beginning with the improvement of reading instruction in early elementary grades is seen as

the first critical step in rebuilding the educational and economic infrastructure. The RALP program is being installed in 700 first

grade Guyana classrooms.

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Roberts, R.N. (2005, June). Service coordination can make a difference: Families tell us how. Young Adult Institute National Conference, New York, NY.

Rosenkoetter, S. & Innocenti, M.S. (2004, December). Lessons from social marketing: Communicating to change behavior or systems. Division for Early Childhood, Council for Exceptional Children Conference, Chicago, IL.

Rowland, C. (2004, December). Accessibility to distance education for persons with disabilities. Division of Early Childhood, Council for Exceptional Children Conference, Chicago, IL.

Rowland, C., & Smith, J. (2005, March). Evidence-based practice in developmental disabilities through distance learning: Methods and results from four projects-online accessibility training. Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, Annapolis, MD.

Rule, S. Mariger, H., Cook, R., & Seo, K. (2005, March). Evaluation of a web-based curriculum for families of preschoolers with disabilities. Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, Annapolis, MD.

Rule, S., Rowland, C., Blair, M., & Smith, J. (2004, November). Access to electronically-mediated education: A national summit report. Association of University Centers on Disabilities, Bethesda, MD.

Rule, S., Rowland, C., & Smith, J. (2005, February). Access to electronically-mediated education: Policy and native accessibility. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Rule, S., Holt, J., Sheen, J., Olsen, S., Peck, J., Higbee, T., Wildrick, S., Barkdull, C., & Smith, K. (2004, October). Partnering for success. Association of University Centers on Disabilities, Bethesda, MD.

Salzberg, C., Rule, S., Rowland, C., Menlove, R., Higbee, T., & Blair, M. (2004, October). Technology-mediated supports for rural students with disabilities. Council for Exceptional Children, Division on Developmental Disabilities, Las Vegas, NV.

Sheen, J. (2005, February). Olmstead implementation for advocates. 21st Annual Pacific Rim Conference on Disabilities, Honolulu, HI.

Sheen, J. Holt, J., & Carpenter, J. (2004, November). Pioneering changes in health care for children with special health care needs: A medical home project in rural Utah. Association of University Centers on Disabilities, Bethesda, MD.

Sheen, J., & Holt, J. (2004, November). Employment Personal Assistance Services (EPAS): An innovative program to support employment and full participation in the community. Association of University Centers on Disabilities, Bethesda, MD.

Smith, J. (2005, March). An online content delivery and management system for teaching web accessibility concepts and techniques. CoSN K-12 School Networking Conference, Washington, D.C.

Smith, J., & Lyman, M. (2005, March). Accessibility of live/real-time web-based multimedia for the deaf and hard of hearing. CSUN International Conference: Technology and Persons with Disabilities, Los Angeles, CA.

Smith, J. & Rowland, C. (2004, November). Web accessibility K-12. National Center for Technology Innovation, Washington D.C.

Tait, F. (2005, February). Newborn hearing screening and medical home. American Academy of Pediatrics, Altanta, GA.

Torres, A.R.,Odell, D., Sweeten, T., & Cutler, A. (2005, February). Building an autism haplotype. Molecular Psychiatry Meeting, Park City, UT.

Whiting, J. (2004, September). Web accessibility panel. Employment Access 2004, Mountain View, CA.

Students from the CPD promoted undergraduate research activities by presenting their findings to legislators at the Utah State Capitol as part of 2005 Research on Capitol Hill. Students

presented research they have been working on with faculty mentors to legislators and other attendees in poster format.

Darren R. Thompson, M. Jake Carlson, Cody Michelsen and Kent Lofley (Faculty Advisors: Thayne Sweeten and Anthony R. Torres) presented Immunogenetics of Autism: Detecting Single Nucleotide Polymorphisms (SNPs) in the Tumor Necrosis Factor-Alpha Gene. This research study investigates

immunogenetics in autism, which is a neuro-developmental disorder with a strong genetic component.

According to Joyce Kinkead, USU Vice Provost for Undergraduate Studies and Research, “When we think about undergraduate research at Utah State, we think invaluable....Yes, to the students, to their communities, and to the world, Utah State students truly make a difference.”

Undergraduate Research Presented to Legislators

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DisseminaTionDissemination of information occurs in all projects operated by the CPD. Information and resources are

distributed to a wide audience, including individuals with disabilities, family members, policy makers and

those in the many professions that address disability issues. Information is distributed via print, electronic,

and site-based methods.

CPD WEBSITE ACTIVITIES

CPD Home Website

Total Number of Visitors ....................................................................152,310

Average Duration of Visit ............................................................. 27 minutes

Average Sessions per Day ......................................................................417

CPD Project Websites (17 sites)

Total Number of Visitors .................................................................4,381,856

Average Duration of Visit ............................................................. 20 minutes

Average Sessions per Day .................................................................12,308

PRODUCTS DISSEMINATED Books, Videocassettes & DVDs Loaned MPRRC Library ........................................................................................123 Family Resource Library ..........................................................................685

Newsletters CPD News (3 issues) ............................................................................7,200 Parent News (4 issues) .........................................................................6,400 WebAim Monthly Newsletter ...............................................................13,650

Nonrefereed Publications Guidebooks, mongraphs, reports, etc. ..............................................240,580 Web-based Tutorials, webcasts, posts, & use of web-based tools ...................1,132,837

Public Awareness Material Pamphlets, information sheets, & brochures ....................................523,341

BROADCAST DISSEMINATION AUDIENCE (CPD-related news features)

Television Broadcasts .......................................................................16,786,215

Radio ........................................................................................................90,000

BBC Webcast .........................................................................................200,000

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publiCaTions & proDuCTs

BOOKS/CHAPTERS IN BOOKSCopenhaver, J. and Lake, S. (2004) Utilizing parent training and parent counseling as related services. LRP Publications.

Derezotes, D.S. (2005). Revaluing social work: Implications of emerging science and technology. Denver: Love Publishing.

Dibble, L. (2005). Pharmacologic management of degenerative neurologic diseases. Elselvier.

Norlin, C. (2004). Pediatric cardiac transplantation. Philadelphia, PA:Harcourt Health Sciences.

Roberts, Richard N. (2005). Community: The ties that bind. In C. O’Donnell & L. A. Yamauchi (Eds.), Culture and context in human behavior change: Theory, research, and applications. New York: Peter Lang.

REFEREED ARTICLESBlair, M.E., Goldmann, H., & Relton, J. (2004). Accessibility of electronically mediated education: Policy issues. RESNA, 16(2), 43-51.

Boyce, G.C., Saylor, C.F, & Price, C.L. (2004). School-age outcomes for early intervention participants who experienced intraventricular hemorrhage and low birth weight. Children’s Health Care, 33(4) 257-274

Boyce, L.K., Cook, G.A., Roggman, L.A., Innocenti, M., Jump, V., & Akers, A. (2004). Looking at books and learning language: What do Hispanic mothers and children do? Early Education and Development, 15, 371-385.

Gersten, R., Coyne, M., Compton, D., Fuchs, L.S., Greenwood, C., & Innocenti, M.S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-16

Ispa, J.M., Fine, M.A., Halgunseth, L.C., Harper, S. Robinson, J., Boyce, L.K., & Brooks-Gunn, J. (2004). Maternal intrusiveness, maternal warmth, and mother-toddler relationship outcomes: Variations across low-income ethnic and language groups. Child Development, 75, 1613-1631.

Lowenstein, J.H. and Nittrouer, S. (2004). The acquisition of voice onset time by English learning infants. Journal of the Acoustical Society of America, 115, S2465.

McGowan, R. S., Nittrouer, S., and Chenausky, K. (2005). Preliminary comparison of infants speech with and without hearing loss. Journal of the Acoustical Society of America, 117, S2377.

Odell, D., Maciulis, A., Cutler, A., Warren, L., McMahon, W.M., Coon, H., Stubbs, G., Henley, K. & Torres, A. (2005). Confirmation of the association of the C4B null allele in autism. Human Immunology, 66, 140-145.

Nittrouer, S. (2004). The role of temporal and dynamic signal components in the perception of syllable-final stop voicing by children and adults. Journal of the Acoustical Society of America, 115, 1777-1790.

Nittrouer, S., Estee, S., Lowenstein, J.H., & Smith, J. (2005). The emergence of mature gestural patterns in the production of voiceless and voiced word-final stops. Journal of the Acoustical Society of America, 117, 351-364.

Nittrouer, S. & Burton, L. (2005). The role of early language experience in the development of speech perception and phonological processing abilities: Evidence from 5-year-olds with histories of otitis media with effusion and low socioeconomic status. Journal of Communicative Disorders, 38, 29-63.

Nittrouer, S. (2005). Perception of steady-state vowels and vowelless syllables by adults and children. Journal of the Acoustical Society of America, 117, S2402.

Roberts, R.N. (2005). Delivering on the promise of early intervention: Accountability as the keystone. Journal of Early Intervention, 27(3), 167-169.

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Roberts, R.N., Behl, D., & Akers, A. (2004). Building a system of care for children with special health care needs. Infants and Young Children, 17(3), 213-222.

Whiting, J.(2005). Playing tag: Creating accessible PDFs files. Accessible Content, 1(2), 12-17.

NONREFEREED ARTICLESAkers, A. & Roberts, R.N. (2004). A web-based interagency application process for children with special health care needs and their families. CPD News, 27(3) 1-6.

Benitz, C., Massanari, C. & Copenhaver, J. (2005). The Mountain Plains Regional Resource Center provides technical assistance to states and other services. CPD News, 28(2) 1-11. Bohman, P. (2004). Cognitive disabilities, part I: We still know too little, and we do even less. WebAIM Newsletter. Online publication available at www.webAIM.org/newsletter/archives.

Butikofer, H. (2005). Assistive technology laboratory. The Herald Journal, (April 5) B-4.

Butikofer, H. (2005) Assistive technology laboratory. Box Elder News, (March 30) 22.

Butikofer, H. & Pavithran, S. (2005). The Utah State University Assistive Technology Laboratory. The Utah Special Educator, 25(5), 42-43.

Holt, J.M., Sheen, J.S., & Peck, J. (2004). Pioneering changes in health care for children with special health care needs: The Medical Home Project in Cache Valley. CPD News, 27(3 & 4), 1-11.

Innocenti, M.S. (2004). Examining the short and long term effects of early intervention: The Utah Early Intervention Project. The Utah Special Educator, 25(3), 34-35.

Innocenti, M.S. & Price, C. (2005). Examining special education placement as a measure of early intervention success: The Utah Early Intervention Project. The Utah Special Educator, 25(4), 38-39.

Jimenez, M. (2004).Traumatic brain injury. Latinos ¡Hoy! (September),16.

Jimenez, M. (2004). AgrAbility. Latinos ¡Hoy! (July), 9.

Jimenez, M. (2004). Assistive Technology Program/Telework/UATF. Latinos ¡Hoy! (June), 6.

Jimenez, M. (2004). CPD services. Latinos ¡Hoy! (August), 13.

Jimenez, M. (2005). Medical home. Latinos ¡Hoy! (April), 14.

Lyman, M., Rowland, C., & Bohman, P. (2004). Assessing assessments:The inequity of electronic testing. WebAIM Newsletter. Online publication available at: www.webAIM.org/newsletter/archives.

Mariger, H. (2004). A look at learning in every day settings. Parent News, 27(4), 1-4.

Pavithran, S. (2004). Email access: From the perspective of an individual with visual impairment. WebAIM Newsletter. Online publication available at www.webAIM.org/newsletter/archives.

Rowland, C. (2004). Cognitive disabilities part 2: Conceptualizing design considerations. WebAIM Newsletter. Online publication available at www.webAIM.org/newsletter/archives.

For the past 17 years, the Mountain Plains Regional Resource Center, in conjunction with

the Utah Office of Education, has hosted the Utah Institute

on Special Education Law and Practice. The conference is designed for administrators, educators,

advocates, and families. The 2005 conference, which featured

changes in the reauthorization of the Individuals with Disabilities Education Act (IDEA), boasted over 1,000 participants.

In the 25 years since the passage of P.L. 94-142 which was designed to support states in protecting the rights of infants, toddlers, children, and youth with disabilities and their fam-ilies, significant progress has been made toward developing and im-plement- ing effective programs for early intervention, special education, and related services. Cur- rently, this law is enacted as IDEA. Today, early intervention pro-grams serve almost 200,000 infants and toddlers and their families, while nearly six million children and youth receive special education and related services to meet their individual needs.

Speakers at the 2005 Institute included specialists in special education law and educational issues. They discussed previous court decisions and trends in special education law. This information significantly impacts the quality of special education in Utah, the compliance with regulations, and the satisfaction of families and districts who work together to

Law Institute Addresses Special Education Issues

support a positive, proactive system.

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Robot Research Project Captures International Media Attention

A CPD research project constructed of PVC pipe, a laptop computer, a keypad, and a lot of ingenuity garnered attention from several media sources this past year. The project is aimed at enabling people with visual

impairments to function independently in complex and dynamic environments that require reading, like grocery stores and airports, to be navigated successfully. Researchers have constructed a prototype robot capable of

being programmed to a specific environment that leads individuals with visual impairments to their desired locations. Using a speech interface, the robot guides a person to the requested location by reading pre-programmed radio

frequency identification tags hung throughout the area.

During the past year, articles have appeared in USA Today, The Salt Lake City Tribune, Logan Herald Journal, Utah State Today, The Utah Statesman, E-Access (a European news bulletin), The Deseret News, and on the web-based UK BBC News. In addition, broadcasts on Salt Lake

City’s KUTV News and the national edition of the CBS Morning News featured the project.

Rowland, C. (2004). Evidence-based practice in developmental disabilities through distance learning: Methods and results from four projects. Proceedings of the 38th Annual Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities. Lowell, MA: University of Massachusetts Medical School, 36.

Rowland, C. (2005). WebAIM’s Response to the National Education Technology Plan and Call for Action. WebAIM Newsletter. Online publication available at http://www.webaim.org/alert

Rule, S., Mariger, H., Cook, R., & Seo, K. (2005). Evaluation of a web-based curriculum for families of preschoolers with disabilities. Proceedings of the 38th Annual Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities. Lowell, MA: University of Massachusetts Medical School, 35.

Sheen, J. & Carpenter, J. (2005). Improving care coordination through medical summaries: Utah’s CFS Project. Impact, 18(1), 20-21.

Smith, J. (2004). Creating accessible Javascript. WebAIM Newsletter. Online publication available at www.webAIM.org/newsletter/archives.

Smith, J. (2004). Creating accessible Macromedia Flash content. WebAIM Newsletter. Online publication available at www.webAIM.org/newsletter archives.

Smith, J. (2004). Accessibility features of DreamweaverMX and MX 2004. WebAIM Newsletter. Online publication available at www.webAIM.org/newsletter/archives.

Whiting, J. (2005). Accessibility features in Adobe Reader 7. WebAIM Newsletter. Online publication available at www.webAIM.org/newsletter/archives.

Whiting, J. (2005). Using FrontPage 2003 to create accessible content. WebAIM Newsletter. Online publication available at www.webAIM.org/newsletter/archives.

Winn, C. (2004). Home visits and teenage parents. American Association for Home Based Early Intervention, 9(2), 3.

MONOGRAPHS/REPORTSBaer, R.D. (2004). Choose to Work Utah: Evaluation of a state partnership grant. Submitted to the Utah State Office of Rehabilitation.

Baer, R.D., Gibson, J. & Post, H. (2005). Utah Parent Center 2003-2004 consumer evaluation. Submitted to the Utah Parent Center.

Baer, R.D. & Loving, S. (2004). One year follow-up of students exiting special education in 2001-02 and comparison of results with students exiting in 1990-91 and 1996-97. Submitted to the Utah State Office of Education.

Baer, R.D. & Loving, S. (2005). Continuing follow-up of Utah students exiting special education in 1996-97. Submitted to the Utah State Office of Education.

Cook, G. A. & Roggman, L. A., (2004). Promoting language development in an Early Head Start home visiting program: What makes it work? Conference Proceedings of the National Head Start National Research Conference, Washington, DC.

Roggman, L. A., Cook, G. A., Peterson, C., & Raikes, H. H. (2004). Who drops out of Early Head Start Home Visit Programs? Conference Proceedings of the National Head Start National Research Conference, Washington, DC.

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The Up to 3 Program was honored with the prestigious Robins Award for Achievement of the Year in April of 2005. This award is given each year to the achievement that has brought recognition to Utah State University on a state, national, or international level. The Robins Awards have been presented at USU for the past 56 years.

The Up to 3 program utilizes the talents of 28 staff members, including occupa-tional, physical and speech therapists along with developmental special-ists to assist over 200 families in northern Utah to better help their children with delays. Servic-es are provided in the homes of the children and involve active family partici-pation. A d r i v i n g philosophy of this p r o g r a m is that families in Box El-der, Cache and Rich counties should not be penalized by the l i m i t e d availability of services and resources in their small, rural communities.

The Up to 3 program also provides interactive parent-child groups. These encourage social and language development by instructing parents as they play and learn with their child. Groups include gymnastics, aquatics, Musikgarten, Wee Wonders, ABC, and literacy programs.

Up to 3 also collaborates with USU to provide internships and practicum for students. This gives them a hands-on education in working with professionals and families.

Up to 3 Wins Coveted Robins AwardGUIDES/HANDBOOKSCopenhaver, J. (2005). A school and parent primer on serving students

with special health care needs in the school setting–Legal and implementation issues. Logan, UT: Mountain Plains Regional Resource Center, Center for Persons with Disabilities.

Copenhaver, J. (2005). Serving children with special health care needs–A parent’s primer. Logan, UT: Mountain Plains Regional Resource Center, Center for Persons with Disabilities.

Copenhaver, J. (2005) A framework for implementing an effective advisory committee. Mountain Plains Regional Resource Center and the Colorado Department of Education.

Copenhaver, J. (2005). Special educational rights for parents of children with disabilities–BIA. Logan, UT: Mountain Plains Regional Resource Center, Center for Persons with Disabilities.

Copenhaver, J. (2005). Parent and educator guide to Section 504. Logan, UT: Mountain Plains Regional Resource Center, Center for Persons with Disabilities.

Copenhaver, J. (2004). Assistive technology for students with disabilities–A primer for educators and parent information. Logan, UT: Mountain Plains Regional Resource Center, Center for Persons with Disabilities.

Copenhaver, J. (2004). Conflict resolution in special education through mediation–mediator manual. Logan, UT: Mountain Plains Regional Resource Center, Center for Persons with Disabilities.

Copenhaver, J. (2005). Guidance for schools and agencies–Frequent areas of non-compliance. Logan, UT: Mountain Plains Regional Resource Center, Center for Persons with Disabilities.

Copenhaver, J., Lake, S., Norlin, J., & Rudio, J. (2005) Parent counseling and training services guide - A primer for parents. Logan, UT: Mountain Plains Regional Resource Center, Center for Persons with Disabilities. & LRP Press.

Rudio, J. (2005). Research-based interventions and practices in special education: A parent’s guide to understanding. Logan, UT: Mountain Plains Regional Resource Center, Center for Persons with Disabilities.

CD/SOFTWAREBohman, P. R., Whiting, J., Smith, J., Virgin, J., Parkinson, S. & Rowland, C.,

(2005). CD-ROM: The WebAIM guide to web accessibility concepts and techniques. Logan: Utah State University, Center for Persons with Disabilities.

Whiting, J. Rowland, C., Dance, J., Smith, J., Anderson, S., Lyman, M., Bohman, P., & Pavithran, S., (2004). CD-ROM: WebAIM.org the 2004 coordination and leadership training. Logan: Utah State University, Center for Persons with Disabilities.

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Consumer serviCes

CONSUMER SERVICE PROJECTS

Assessment/Evaluation .................................................................................191

Autism Support Services ...................................................................................4

Bear River Activity & Skill Center .....................................................................66

Biomed/ADHD Medical Clinic ........................................................................659

Child Care Nutrition Program ........................................................................210

Disability Support Center for Families .............................................................60

Feeding & Nutrition Clinic ................................................................................16

Medical Home Project ...................................................................................133

Neurology Clinic ..............................................................................................83

Top Sports .....................................................................................................147

Up to 3 ...........................................................................................................517

Utah Assistive Technology Program/AT Lab ..................................................155

Utah Assisitive Technology Foundation .........................................................235

TOTAL CONSUMERS ................................................................................2,476

CPD projects provide direct services and supports aimed at improving the lives of consumers, their

families and communities. Services include diagnosis, evaluation, intervention and supports for people

with disabilities of all ages, as well as family support services and assistance in linking consumers with

community resources. CPD projects also provide consultation, demonstration and financing for the

purchase of assistive technology.

Number of Consumers

TOTAL NUMBER OF CONSUMERS BY AGE

Ages 0-227%

Ages 3-516%Ages 6-11

9%

Ages 12-176%

Ages 18-216%

Ages 22-5432%

Ages 55-plus4%

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projeCT DireCTory

ADMINISTRATIVE PROJECTS Program Development & Administration -------------------------------------------------------------------------------------------------- 30 Administrative Support Services ----------------------------------------------------------------------------------------------------------- 30

DIRECT SERVICE PROJECTS Bear River Activity and Skill Center -------------------------------------------------------------------------------------------------------- 30 Clinical Services -------------------------------------------------------------------------------------------------------------------------------- 30 CPD Feeding and Nutrition Clinic ----------------------------------------------------------------------------------------------------------- 31 Disability Support Center for Families ----------------------------------------------------------------------------------------------------- 31 Medical/ADHD Clinic --------------------------------------------------------------------------------------------------------------------------- 31 Specialty Clinics --------------------------------------------------------------------------------------------------------------------------------- 31 Up-to-3 Early Intervention --------------------------------------------------------------------------------------------------------------------- 31 Utah Assistive Technology Program -------------------------------------------------------------------------------------------------------- 31

DISSEMINATION PROJECTS CPD Publications ------------------------------------------------------------------------------------------------------------------------------- 32 Family Resource Library ---------------------------------------------------------------------------------------------------------------------- 32 K-SAR Video/DVD Production and Distance Learning -------------------------------------------------------------------------------- 32 LENDlinks ----------------------------------------------------------------------------------------------------------------------------------------- 32 Reading for All Learners Program ---------------------------------------------------------------------------------------------------------- 32 Repurposing Olmstead Training Materials ------------------------------------------------------------------------------------------------ 32 Strategies for Preschool Intervention ------------------------------------------------------------------------------------------------------ 33

RESEARCH PROJECTS Bilingual Early Language and Literacy Support ----------------------------------------------------------------------------------------- 33 Bottom-Up Modeling of Evacuation Methodologies ------------------------------------------------------------------------------------ 33 Bottom-Up Modeling of Mass Pedestrian Flows ---------------------------------------------------------------------------------------- 34 Cost of EHDI Programs ----------------------------------------------------------------------------------------------------------------------- 34 Early Development of Children with Hearing Loss ------------------------------------------------------------------------------------- 34 Effects of Infant Massage in Haitian Orphanages -------------------------------------------------------------------------------------- 34 Evaluation of InReach Technology --------------------------------------------------------------------------------------------------------- 35 From the Beginning of Services: Longitudinal Project -------------------------------------------------------------------------------- 35 InReach Technology Project ----------------------------------------------------------------------------------------------------------------- 35 Measuring and Monitoring Community-Based Integrated Systems of Care ----------------------------------------------------- 35 Opening Utah’s Doors ------------------------------------------------------------------------------------------------------------------------- 36 SANDEE: National Science Foundation -------------------------------------------------------------------------------------------------- 36 The Ontogeny of Segmental Speech Organization ------------------------------------------------------------------------------------ 36 Utah Frontiers Project -------------------------------------------------------------------------------------------------------------------------- 36

TRAINING & TECHNICAL ASSISTANCE PROJECTS AgrAbility Utah ----------------------------------------------------------------------------------------------------------------------------------- 37 Arizona ACPE/SIG Activities ----------------------------------------------------------------------------------------------------------------- 37 Arizona Center for Professions in Education --------------------------------------------------------------------------------------------- 37

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Arizona General Supervision ----------------------------------------------------------------------------------------------------------------- 37 Arizona Transition to Teaching --------------------------------------------------------------------------------------------------------------- 37 Assessment System for K-12 Educational Interpreters (ASK 12) ------------------------------------------------------------------ 37 Assisting Utah Women with Disabilities Who are Victims of Violence ------------------------------------------------------------- 37 Autism Support Services: Education, Research, and Training ---------------------------------------------------------------------- 38 BIA Part B Application/CSRP Revision ---------------------------------------------------------------------------------------------------- 38 BIA Procedural Safeguards ------------------------------------------------------------------------------------------------------------------- 38 BIA Schoolwide Monitoring ------------------------------------------------------------------------------------------------------------------- 38 Center for Improve Access to General Education Curriculum for Children with Disabilities --------------------------------- 38 Champions for Progress Center ------------------------------------------------------------------------------------------------------------- 38 Child Care Nutrition Program ---------------------------------------------------------------------------------------------------------------- 38 Collaborative Early Childhood Special Education Program/Distance Education (CECSEP) -------------------------------- 39 Coordinated Family Support: A Medical Home for Children with Special Health Care Needs ------------------------------ 39 Creating an Accessible Finance System: PowerPay ----------------------------------------------------------------------------------- 39 Estimator ------------------------------------------------------------------------------------------------------------------------------------------ 39 Evaluation of Utah’s Supported Employment Program -------------------------------------------------------------------------------- 39 Hispanic Paraeducator Initiative ------------------------------------------------------------------------------------------------------------- 40 IL Staff Orientation Module Development ------------------------------------------------------------------------------------------------- 40 ILRU Independent Living Online Courses ------------------------------------------------------------------------------------------------ 40 Indian Children’s Program -------------------------------------------------------------------------------------------------------------------- 40 Interagency Outreach Training Initiative --------------------------------------------------------------------------------------------------- 40 Interdisciplinary Training ---------------------------------------------------------------------------------------------------------------------- 42 Kansas Evaluation of General Supervision Enhancement Grant ------------------------------------------------------------------- 42 Mountain Plains Regional Resource Center --------------------------------------------------------------------------------------------- 43 Multi-University Consortium Teacher Training Program Sensory Impairments -------------------------------------------------- 43 National Center on Disability and Access to Education ------------------------------------------------------------------------------- 43 NM Building Capacity to Improve Services to Students with Disabilities --------------------------------------------------------- 43 Northern Utah Area Health Education Center (NUAHEC) ---------------------------------------------------------------------------- 43 Online Courses for Independent Living Center Staff ----------------------------------------------------------------------------------- 43 Positive Behavioral Intervention and Support -------------------------------------------------------------------------------------------- 44 Providing On-Line Courses for Independent Living Staff ----------------------------------------------------------------------------- 44 Proyecto Prevencion --------------------------------------------------------------------------------------------------------------------------- 44 Rocky Mountain Public Health Education Consortium: MCH Certificate Program --------------------------------------------- 44 Technical Assistance to CMS 2005 Grantees -------------------------------------------------------------------------------------------- 44 Telework ------------------------------------------------------------------------------------------------------------------------------------------- 44 The Traumatic Brain Injury Implementation Grant -------------------------------------------------------------------------------------- 45 Top Sport Activities ----------------------------------------------------------------------------------------------------------------------------- 45 Transition Navigators Workbook ------------------------------------------------------------------------------------------------------------ 45 Utah ADA Steering Committee -------------------------------------------------------------------------------------------------------------- 45 Utah Family Voices Family Health Information Center Evaluation ----------------------------------------------------------------- 45 Utah Leadership Education in Neurodevelopmental Disabilities Region Program --------------------------------------------- 46 Utah One-Stop Enhancement Project ----------------------------------------------------------------------------------------------------- 46 Utah SSDI Benefits Offset Pilot Project --------------------------------------------------------------------------------------------------- 46 WebAIM K-12 ------------------------------------------------------------------------------------------------------------------------------------ 46 Work Ability: Comprehensive Employment Systems Infrastructure Grant -------------------------------------------------------- 47 Wyoming Part C and Part B 619 Monitoring Procedures ----------------------------------------------------------------------------- 47 Wyoming Technical Assistance -------------------------------------------------------------------------------------------------------------- 47

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ADMINISTRATIVE SUPPORT SERVICESContact Person: Sarah Rule Funding Source & Amount: Utah State Legislature, Overhead from Grants& Contracts, $1,235,685Description:University funds support both the work of divisions and the administrative functions that assist all programs operated by the CPD. They provide the match required for externally funded research, education, services, and dissemination projects. The administrative support necessary to conduct these projects includes computer networking, hardware and software consultation, media development, information dissemination, accounting and purchasing services, procedural assistance with university reporting and regulations, and assistance to consumers and families.

PROGRAM DEVELOPMENT AND ADMINISTRATIONContact Person: Sarah Rule Funding Source & Amount: Health & Human Services, Administration on Developmental Disabilities, $428,463Description:The Center for Persons with Disabilities seeks to support the independence, community inclusion, exercise of choices, and improvements in the quality of life of consumers with disabilities and their families. Since 1972, the Administration on Developmental Disabilities has provided core support for the administration and program development activities of the CPD. The core functions include interdisciplinary education, dissemination of information, exemplary services, and research and evaluation to promote independence and inclusion of individuals with developmental disabilities into all aspects of community life. CPD faculty and staff who receive support from ADD core funding engage with other agencies and organizations of consumers with developmental disabilities to provide technical assistance and consultation to federal, state, and local service agencies; to help link resources; and to promote systems change. They generate external funding for these activities, currently conducted through approximately 70 programs and projects.

ADMINISTRATIVE PROJECTS

THINKInvolveddirect Service Projects

BEAR RIVER ACTIVITY AND SKILL CENTERContact Person: Richard Baer Funding Source & Amount: Utah Department of Social Services, $245,089.00Description:Bear River Activity and Skill Center (BRASC) provides day training for individuals with relatively severe disabilities. Teaching functional academic, social, daily living, and other skills is emphasized in the day training program. In addition, BRASC offers family support services including respite, latch key, and summer recreation. Supported living services, which help individuals with disabilities to live in their communities, are also offered. Finally, supported employment services, emphasizing community-based job development and placement, are offered. During the July 1, 2004 - June.30, 2005 period, BRASC provided day training for 15 individuals, family support, including summer recreation, for 28 families, supported living for 2 individuals, and supported employment for 20 individuals. In conjunction with its service programs, BRASC provided employment for 27 students and served as a training site for 15 students participating in the Center for Persons with Disabilities’ (CPD) interdisciplinary training program.

CLINICAL SERVICESContact Person: Pat Truhn Funding Source & Amount: Fees for Services, $38,398Description:Clinical Services staff strives to develop and maintain exemplary service programs for clients to assure that needs are met in a professional and ethical manner. Clinical Services serves as a clinical training site for USU students and the identified child clinical training practicum site for doctoral level psychology students at USU. The program financially supports two doctoral level psychology students with assistantships for advanced child clinical training. Multidisciplinary assessment/evaluation and treatment services are provided at a reduced cost to children, youth and families, and to adults with suspected learning or attentional problems or developmental disabilities. Referrals come from community agencies, school personnel, physicians, and private individuals. Additionally, Clinical Services staff provide disability evaluations for children and adults referred by Disability Determination Services for residents of the northern region of Utah. Clinical Services staff also provide consultation services to community agencies (i.e., Sunshine Terrace). Clinical Services staff work cooperatively with other Center divisions and community agencies on direct client services programs, training, and research projects.

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CPD FEEDING AND NUTRITION CLINICContact Person: Dennis Odell Funding Source & Amount: Included in Medical/ADHD Funding InformationDescription:Children sometimes have difficulty with sucking, swallowing, biting, or chewing. These problems can seriously affect a child’s health.The CPD Divisions of Exemplary Services, Biomedical Services, Interdisciplinary Training, and the Departments of Communicative Disorders, Psychology, Nutrition and Food Science, and Special Education and Rehabilitation at Utah State University have joined to develop and operate an exemplary feeding and nutrition clinic serving children with feeding disorders. The project objectives include: (a) developing intake and clinical service protocols; (b) developing and implementing a fee-for-service structure that is consistent with public and private insurance criteria; (c) developing relationships with pediatric health care providers throughout Utah and the intermountain region, in order to generate a greater consumer base for feeding and nutrition clinic services. (i.e., promotion and marketing of the service); and (d) evaluating the clinic services and individual outcomes, and making necessary revisions to ensure its future viability. During the past year, 16 children were served through the clinic.

DISABILITY SUPPORT CENTER FOR FAMILIESContact Person: Sue Olsen Funding Source & Amount: U.S. Department of Health & Human Services, Administration for Youth & Families, $283,334Description:The Center for Persons with Disabilities (CPD) at Utah State University in partnership with the state Division of Services for People with Disabilities has been designated by Governor Olene Walker as the lead agencies for the Family Support 360 Implementation Proposal. During the planning grant, “Getting It Together”, a participatory approach was used to carefully design the implementation model for a comprehensive one-stop family support center serving at least 50 families annually who have children or adult members with developmental disabilities and who live on the west side of Salt Lake City, Utah. The families in this rapidly growing area are culturally and linguistically diverse, generally underserved by the existing formal service systems, and face considerable economic challenges. During the initial year of the implementation grant, the Disability Support Center for Families (DSCF) will provide individual and family-centered planning, assessment, and follow-up to address eligibility for personal assistance and supports, education, and employment related assistance. Key factors of the implementation plan will be the employment of paraprofessionals hired from the community who have substantial experience living with a developmental disability or a family member of an individual with developmental disabilities; continued participation of the Partnership Committee and the added resources of the Coordinating Council for People with Disabilities who will assist with addressing systemic issues at the policy level. One of the critical issues identified by families and the Partnership Committee during the planning phase was the need for coordination and collaboration between agencies. Memorandums of Agreement have been designed with key partners (e.g., Workforce Services, Department of Rehabilitation, Division of Services for People with Disabilities, local schools, and neighborhood nonprofits) that detail commitments of partners.

MEDICAL/ADHD CLINICContact Person: Dennis Odell Funding Source & Amount: Fees for Services, $86,745Description:This clinic serves children and adults with a wide spectrum of developmental disabilities and related health problems including autism, ADHD, learning disabilities, etc. Services are provided to consumers primarily in northern Utah and surrounding areas. Medical evaluation and treatment is provided through this clinic. During the past year, 435 consumers were provided with services.

SPECIALTY CLINICSContact Person: Dennis Odell Funding Source & Amount: Not ApplicableDescription:Speciality clinics in developmental disabilities and neurology are held at the CPD periodically through Children’s Special Health Services. In addition, referrals can be made to other speciality clinics held in other parts of the state by CSHS.

UP-TO-3 EARLY INTERVENTIONContact Person: Sue Olsen Funding Source & Amount: Utah Department of Health, $1,072,504Description:Up-To-3 is one of 15 Early Intervention Programs in Utah, contracted with the Utah Department of Health, Utah’s designated lead agency under the Individuals with Disabilities Act (IDEA), Part C. The Up-To-3 program provides services to families with infants or toddlers, under the age of 3, with developmental delays, disabilities, or diagnosed conditions with a high probability of resulting developmental delays. Services from the Up-To-3 program are available in Rich, Box Elder, and Cache Counties. The mission of the Up-To-3 program is to enhance the family’s capabilities and self-confidence to nurture their child’s growth and development. Program staff implement family-centered practices which supports the philosophy that a family’s concerns, values, priorities, and resources establish the framework of services provided for their child and family. This process results in the development of an Individualized Family Service Plans (IFSP). The Up-To-3 program was presented with the Literacy, Linking a Lifetime of Learning Award from Utah’s Governor Olene Walker in 2004 and received Utah State University’s 2005 Robins Award for Outstanding Achievement of the Year.

UTAH ASSISTIVE TECHNOLOGY PROGRAMContact Person: Martin Blair Funding Source & Amount: U.S. Department of Education, Office of Special Education and Rehabilitative Services, National Institute on Disability & Rehabilitation, $370,276Description:The UATP provides information, training, technical assistance, and support to Utahns with disabilities, their family members, and service providers. This is accomplished through statewide public awareness; interagency coordination and policy development; training and technical assistance to targeted populations including the aging, early intervention providers, and school personnel; alternative state financing through support of the Utah Assistive Technology Foundation; equipment demonstration through local centers for independent living, a fully equipment AT development and fabrication laboratory, and through direct contact with consumers; technology-related information through support of the statewide information and referral service, Access Utah Network, which also operates a statewide AT sales bank of used equipment; and, partnerships and cooperative initiatives between public and private sector to promote greater participation by business and industry in the development, demonstration, and provision of AT devices and services. Numbers for FY2005: 517 people participated in individual device demonstration activities. Over 1,900 individuals, including over 760 people with disabilities, participated in 259 separate training and technical assistance events.Through the Utah Assistive Technology Foundation, 211 individuals received low interest loans totaling nearly $963,000 for the purchase of assistive technology.1,941 individuals participated in 47 separate conference and invited presentations. We also provided information at 14 information booth/exhibit fair events.Over 3,400 student hours were generated in the AT lab facility in addition to the over 400 hours of AT device maintenance and repair that occurred there. We responded to an additional 420 telephone inquiries and had an average of 101 individual web site hits per day.

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THINKInformationDissemination ProjectsCPD PUBLICATIONSContact Person: Marilyn Hammond Funding Source & Amount: CPD*Description:The CPD Outreach Division prepares and disseminates, free of charge, two periodic publications of interest to various groups. CPD News offers articles of interest to the professional community. Each issue is disseminated internationally to approximately 2,600 subscribers quarterly. Research of CPD staff is often featured, allowing for quicker dissemination than that offered by most professional publications. Parent News features articles designed to be helpful to families of children with disabilities with 1,900 issues disseminated four times annually.

FAMILY RESOURCE LIBRARYContact Person: Marilyn Hammond Funding Source & Amount: CPD*Description:The Family Resource Library (FRL) contains approximately 2,000 books, educational DVDs, games, toys, and videos for families of children with disabilities, and the professionals who serve them. The FRL is a lending library with free mailing of materials. Books and ordering information are listed in a catalog available upon request and on the web. Procedural information and technical assistance are available to groups and agencies interested in replicating the library.

K-SAR VIDEO / DVD PRODUCTION AND DISTANCE LEARNINGContact Person: Matt Lovell Funding Source & Amount: Fees for Services, $80,128Description:K-SAR Video/DVD Production Facility is an award-winning, state-of-the-art multimedia production facility located at the Center for Persons with Disabilities. K-SAR has a full-time professional production staff with a variety of technical skills in production, post-production, graphic, Internet web page development, and DVD-Video, DVD-ROM, and WebDVD experience. Numerous projects directly supporting disability research, training, and various education grantswere produced through K-SAR during the past year. More information is available at www.ksar.usu.edu.

LENDLINKSContact Person: Judith Holt Funding Source & Amount: Indiana University, $28,001Description:LENDlinks is a partnership between the Riley Child Development Center at Indianapolis, Indiana and the Center for Persons with Disabilities at Utah State University. LENDlinks is funded through the Maternal Child Health Bureau. Its purposes include developing and implementing a web portal, designed for use by LEND programs nationally, to disseminate best practice information about mental health in young children. In addition to the web portal, videoconferences will be available on an annual basis and a DVD produced based on the videoconferences.

READING FOR ALL LEARNERS PROGRAMContact Person: Alan Hofmeister Funding Source & Amount: Utah Department of Eduction, School Districts, Fees for Services, $216,000Description:The Reading for All Learners Project (RALP) continues an eleven-year, programmatic research and dissemination effort to prevent and treat reading failure. The project provides parents, tutors, and teachers with a validated cost-effective instructional program for preventing and treating reading failure. RALP effectively addresses the needs of diverse and at-risk learners, particularly those in poverty-impacted communities. After a review of the research, this program is one of five reading programs approved by the Bureau of Indian Affairs for their federal Reading First projects. Instructional materials and technical assistance were provided to teachers and family members in over 200 schools representing over 65 districts from 16 states, Puerto Rico and Guyana. RALP is available in eight public libraries and resource centers.

The RALP program was selected for use in Guyana this past year after a major evaluation of different reading programs, and it was determined to be the most cost-effective program to address beginning reading instruction. The June 2005 on-site technical assistance visit by Utah State University observed that the READ Project had increased its impact substantively in the past 12 months. Student outcomes measured by achievement tests continue to show students closing the gap with peers. The project interventions have increased the students receiving services by 15% in the inner-city schools in all five New York City boroughs.

REPURPOSING OLMSTEAD TRAINING MATERIALSContact Person: Judith Holt Funding Source & Amount: U.S. Dept. of Education, Office of Special Education & Rehabilitative Services, Rehabilitation Services Administration, $79,862Description:ILRU and its partners conducted five regional three-day training sessions on Olmstead in 2001-2002. All sessions were videotaped. The objective of this contract is to repurpose these materials to reach a wider audience especially the Centers for Independent Living, the State Independent Living Centers, and students transitioning from high school. In addition, IL NET has other relevant materials that will be part of the repurposing.

The approximate 24 hours of video footage will be edited into a series of 30-45 minute thematic segments. The segments could be augmented using structured questions, guided activities, and discussion points in a trainer’s guide and accompanying participant manual. These segments could be packaged as self-paced

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THINKInquiringResearch Projects

BILINGUAL EARLY LANGUAGE AND LITERACY SUPPORTContact Person: Mark Innocenti Funding Source & Amount: National Institute of Child Health & Human Development, $520,168Description:The Bilingual Early Language and Literacy Support (BELLS) tests the language and emergent literacy outcomes of Spanish-speaking/bilingual children who either are enrolled in an early childhood program that includes English exposure/immersion, a quality literacy/language preschool environment, and home language and literacy support or are in a community where limited early childhood experiences are available. For BELLS enrolled children and families, assessment occurs at 18, 24, 36, and 48 months of age and prior to kindergarten entry. Supplemental funding has been obtained to assess some children in kindergarten and first grade. Assessment consists of measures of child and mother language skills, parent support of literacy experiences, maternal language facilitation, language/literacy aspects of the home environment, child literacy skills, and quality of childcare/preschool settings. This results in a rich, longitudinal database on the language and literacy environments of the child. A number of research questions have been identified that will provide information important to the field regarding the language and literacy experience of low-income Spanish speaking children and the specific effects of an extensive early childhood intervention.

The research questions are: • Does the U.S. Department of Education early English exposure/immersion of infants from Spanish-speaking families, beginning at ages 1, 2, or 3, facilitate later English language and emergent literacy skills? • Does the U.S. Department of Education enrich home language and literacy environment, whether in English or Spanish, facilitate language and emergent literacy skills in relation to early English immersion? • Do specific intervention strategies, focused on language and emergent literacy, which are individualized and developmentally appropriate in naturalistic contexts improve the acquisition of language and emergent literacy in both English and the home language? • Are these relations moderated by other factors such as: child factors (age, developmental level, gender), parent factors (language, literacy, educational values, responsiveness), family factors (socioeconomic status, family size), and social factors (cultural identity, immigrant and generational status)?

BELLS completed its fifth of five funding years in May, 2005. Articles will be prepared as data are analyzed.

BOTTOM-UP MODELING OF EVACUATION METHODOLOGIESContact Person: Keith Christensen Funding Source & Amount: Health & Human Services, Center for Disease Control, $521,250Description:The purpose of this research project is to improve the workforce’s protection from urgent non-occupational infectious, environmental, or terrorist threats by improving our basic understanding of effective methods for evacuating individuals, specifically those with disabilities, from buildings and other settings in response to such threats. To accomplish the purpose of this research project, an innovative and cost-effective method, Agent-Based Modeling, will be developed for novel application as a new technology by a unique interdisciplinary research collaborative. This method will be used to examine the effect of evacuation methodologies on the dynamics of mass pedestrian flows (MPFs) during health-safety events in the built-environment, as well as the effect of evacuation methodologies on the egress of individuals with disabilities. The effectiveness of evacuation methodologies in health-safety events has not been adequately studied due to the difficulty and expense of designing valid studies with high potential for application to diverse physical settings and contexts. Adequate provision for the safe evacuation of individuals with disabilities adds layers of complexity to an already-daunting task. Agent-Based Modeling is a powerful technology with enormous promise for applicability to the design of evacuation methodologies in health-safety events. Outcomes of the proposed research program will contribute greatly to the current body of knowledge through a more complete understanding of emergent population behaviors and MPFs which result from evacuation methodologies, their effects on the emergency egress of individuals with disabilities, and the evaluation of current practices in facilitating the egress of individuals from the built-environment during health-safety events. By addressing critical and fundamental gaps in our knowledge, the proposed research program will ultimately improve the effectiveness of planning for the emergency egress of individuals of all abilities from the built-environment during health-safety events and decrease evacuation-related injuries and deaths for the workforce.

training modules. Using the exercises and discussion questions in the workbooks and trainer’s guide, along with closed-captioned video, an agency or group could use the package to provide training in a series of 60 minute or 90 minute sessions. The materials will also be available as self-paced learning modules available in print, CD-ROM, or on a website.

STRATEGIES FOR PRESCHOOL INTERVENTIONContact Person: Sarah Rule Funding Source & Amount: Fees for Services, $2,227Description:Young children with disabilities, special health care needs, and those who are at risk for the development of disability often need supports in order to learn and develop through interactions in everyday settings. Strategies for Preschool Intervention in Everyday Setting (SPIES) is a print and video-based curriculum to help adults promote young children’s development in everyday settings and during the daily routines and activities that are part of a child’s life. The curriculum includes modules that address intervention opportunities, giving help, incidental teaching, intervention for infants, and tracking progress. The strategies addressed have been documented to be effective in developing language and other skills. The curriculum was field tested with personnel in various agencies including Head Start, child care, education, early intervention, and preschool. The curriculum (described at www.cpd.usu/spies)is available in print and captioned video in English and Spanish, and a condensed version is available on CD ROM. Data from more than 365 participants indicate that SPIES training results in increased knowledge of intervention techniques. The curriculum has been adapted for family members. SPIES for Parents is available at the website www.spiesforparents.cpd.usu/. Family members’ evaluation of the site indicate that it is useful and user-friendly.

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BOTTOM-UP MODELING OF MASS PEDESTRIAN FLOWS: IMPLICATIONS FOR THE EFFECTIVE EGRESS OF INDIVIDUALS WITH DISABILITIESContact Person: Keith Christensen Funding Source & Amount: U.S. Department of Education, Office of Special Education & Rehabilitative Services, National Institute on Disability & Rehabilitation, $450,000Description:The purpose of this research project is to improve the exit of individuals with disabilities from buildings and other settings in emergencies. This research project will gain a sound understanding of: (a) the effect of the current and proposed Americans with Disabilities Act Accessibility Guidelines (ADAAG) for the built-environment on the egress of individuals with disabilities during the mass pedestrian flows (MPFs) triggered by health-safety events; and (b) the effect of security-oriented design methods on the egress of individuals with disabilities during health-safety event triggered MPFs. The population targeted for study are individuals with disabilities in the system population of the built-environment during health-safety events. The diversity of individuals, their character, abilities, and the rate of occurrence, define the system population. The goal of this research is to validate two hypotheses and make recommendations for improved design methods and standards for the built-environment. The hypotheses are: (a) that current and proposed ADAAG standards for the egress of individuals with disabilities during health-safety events are ineffective as a result of the mass pedestrian flows triggered by the event; and (b) that security-oriented design standards adversely effect the egress of individuals with disabilities during health-safety events. The objective of the project is to measure the emergent behaviors of the diverse sample populations of six representative built-environments (an airport, high school, conference center, multi-story office building, federal development, and secured federal development) during simulated health-safety events. An intervention (modification of the design character of the built-environment) will be applied to eliminate conditions occurring during MPFs which adversely effect the egress of individuals with disabilities. To achieve the goals and objectives of this research project an innovative and proven method, Agent-Based Modeling, will be used to simulate MPFs in the built-environment triggered by health-safety events. Agent-Based Modeling allows for realistic computer simulation of complex adaptive systems (such as MPFs) from the bottom up, by modeling individual behaviors of autonomous agents in a simulated environment and allowing macroscopic patterns in behavior to emerge. A few of the outcomes of this research project which will contribute greatly to the current body of knowledge are: (a) an evaluation of the effectiveness of current design standards; (b) an understanding of the emergent behaviors of MPFs; (c) the effect of those behaviors on the emergency egress of individuals with disabilities; (d) the conditions in the built-environment that effect the emergent behaviors; and (e) responsive design standards. The outcomes of this research project have direct and meaningful application. The bodies responsible for determining appropriate design standards, which affect individuals with disabilities, are supportive and interested in the project outcomes. Further, the practitioners responsible for the implementation of design standards and methods will benefit from more informed practices and appropriate recommendations. These two groups will be targeted for dissemination through related scholarly and trade literature, professional conference presentations, and the publication of design recommendations to improve the exit of individuals with disabilities from buildings and other settings in emergencies.

COST OF EHDI PROGRAMSContact Person: Linda Goetze Funding Source & Amount: Center for Disease Control, Utah Department of Health, $71,447Description:Recent efforts associated with newborn hearing screening have been directed towards establishing programs that will identify the approximately 12,000 infants in the U.S. born each year with a hearing loss. Because attention has focused on the implementation of newborn hearing screening, few studies have been undertaken to determine the financial costs of early detection and intervention programs (EHDI). Determining the costs of EHDI programs will assist public health agencies in deciding how to best implement a hearing screening program. The purpose of this study is conducting a complete state-of-the-art economic analysis of the screening, follow-up, and diagnostic components of eight Utah hospital-based EHDI programs. Preliminary findings suggest that the screening cost per baby is significantly higher in rural hospitals compared with screening in urban hospitals. All families reported that they were pretty satisfied with the screening process and supports. Also, results from the family survey suggest that parent anxiety is higher and satisfaction is lower for families of infants diagnosed with a hearing loss when compared with families who experienced screening and/or diagnostic services but whose babies were not diagnosed with a hearing loss. This finding suggests that the negative effects of false positive screening results is minimal. This project is now completed.

EARLY DEVELOPMENT OF CHILDREN WITH HEARING LOSSContact Person: Susan Nittrouer Funding Source & Amount: Health & Human Services, National Institutes of Health, National Institute of Child Health & Human Development, $353,000Description:The long-term goal of this project is to understand how age of identification (before 6 months, between 12 and 18 months, or between 24 and 30 months) and communication mode (spoken-only or sign-supplemented) affect spoken language, cognitive, and psychosocial development in young children (under 5 years) with hearing loss (HL). The coincidental advent of effective procedures for diagnosing HL in newborns and of cochlear implants has spurred the general perspective that virtually all children with HL can develop good spoken language, but we don’t yet agree on how best to facilitate that development nor do we know whether there is a “cost” to cognitive and/or psychosocial development imposed by early diagnosis or intervention. To advance our knowledge concerning these issues, 25 children in each of six cells (crossing three ages of identification and two communication modes) as well as 50 children with normal hearing would participate in five to eight test sessions, depending on age of identification. Materials collected would include samples of parent-child interactions, standard language and cognitive measures, and responses to parental questionnaires. The kinds of data derived from these materials would be new to the study of HL but would reflect current methods used in the study of typical children with normal hearing and would include measures of speech acoustics, vocabulary, syntax, discourse, nonverbal cognitive abilities, psychosocial development, and parental stress. Results will help the community of professionals serving children with HL in designing intervention programs and in selecting tools to evaluate progress.

EFFECTS OF INFANT MASSAGE IN HAITIAN ORPHANAGESContact Person: Vonda Jump Funding Source & Amount: CPD*Description:A growing number of infants in developing countries are destined to spend their first months and often years in orphanage environments. The future of these vulnerable infants is potentially compromised, as many orphanages provide less than optimal and often suboptimal conditions (however, many infants and young children recover quickly when placed in more optimal environments). Ames and Carter (1992) reported that institutionalized infants spent as many as 20 hours per day in their cribs in Romania and that the interaction they experienced was strictly physical care. Not surprisingly, research has shown that infants in orphanages with little physical contact have deficits in a number of spheres, ranging from attachment difficulties to severe behavioral and cognitive deficits, even after adoptions into families.

Many children in orphanages lack critical behaviors for engaging others such as smiling, making eye contact, and crying. A lack of such behaviors may place these children at risk for atypical interactions with others and decrease their ability to effectively engage others in the future. Massage has been shown to improve these important behaviors in other infants. Furthermore, infants in orphanages have been shown to experience growth delays, partially as a result of decreased social interactions. These infants also typically have smaller head circumferences than their non-institutionalized peers. Massage has been found to facilitate growth in the short-term and the effects of a short-term massage intervention by NICU nurses have been shown to be long lasting.

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Some research indicates that infants in orphanages experience high levels of stress. Massage has been shown to decrease cortisol and to decrease catecholamine levels, indicating decreased stress in compromised infants. The purpose of my Zero to Three project is to develop a relationship with staff in Haitian orphanages and to implement an infant massage intervention in the orphanage environment. Through my relationship with staff, I hope to change some undesirable practices in the orphanage environment as well as to encourage the use of massage with babies to promote their health as well as their ability to engage with others.

EVALUATION OF INREACH TECHNOLOGYContact Person: Lisa Boyce Funding Source & Amount: U.S. Department of Education, Office of Special Education & Rehabilitative Services, Office of Special Education Programs, $199,994Description:The InReach project has been conducted to meet the needs of parents of infants who have spent their initial months of life in neonatal intensive care units (NICUs) and are eligible for Part C or early intervention services once they are discharged. The project has focused on supporting the parent-intant dyad through the transition to Part C services and the parent’s competence and confidence in caring for her infant. The InReach project has had three phases. The goals of the first phase (a field-initiated grant) was to develop, implement, and evaluate a collaborative model to support the parent/infant dyad in the NICU and during transition to home and early intervention services. The results of this first study indicated that an effective and supported transition from NICU to Part C services was possible and that families, NICU staff, and community Part C services all reported benefits from the supported transition. The goals of the second phase (a Phase I Steppingstones of Technology Innovation grant) was to develop, use, and improve technologies to provide the same procedures developed in the first study in order to support families who do not live close to the NICU and will receive Part C services in their home communities after discharge from the NICU. Point-to-point desktop videoconferencing was put in place to connect parents and staff in the NICU with the community Part C staff in the family’s home community to introduce the services that would be available once the baby went home and to develop the Individual Family Service Plan (IFSP) before discharge. Other technologies, including an instructional DVD and a website, were developed to provide more support for the parents and the extended family during this stressful stay in the NICU. The third phase (a Phase II Steppingstones of Technology Innovation grant) is presently investigating the effectiveness of the InReach technologies as to their usefulness to parents, NICU staff, and early intervention (Part C) providers. The research design includes a comparison group to study the effectiveness of the desk-top assisted IFSP Care Conference. The evaluation includes perceptions of parents, NICU staff and Part C providers. It also includes an evaluation of the time and costs associated with the InReach procedures. Quantitative and qualitative information are being collected, entered into a database, and analyzed.

FROM THE BEGINNING OF SERVICES: A LONGITUDINAL PROJECT FOLLOWING UTAH CHILDREN WHO BEGAN RECEIVING SERVICES BEFORE AGE 5Contact Person: Linda Goetze Funding Source & Amount: Department of Education, $142,852Description:The Utah Early Intervention Project (UTEIP) was originally funded in 1996 through the Utah Departments of Education and Health, as a three-year multi-method, longitudinal study of the effects of early intervention for high-risk and developmentally disabled young children birth through 5. Following completion of the original study, the Utah State Office of Education funded a follow-up study to continue to track children enrolled in the original study as they progressed through their academic career. This follow-up evaluation is currently in its seventh year. Children have been followed for a 9 to 10-year period. Funding for this project occurs on a year-to-year basis. This evaluation is participatory in nature in that evaluation and State Office of Education staff collaborate to determine specific questions to be addressed each year. This fiscal year marked a significant change in the structure of this project. This will be the final year of following the children being followed longitudinally. State end of year tests will be obtained for these children to examine their proficiency at this time. These data will be examined in relation to earlier data collected. A cost study of eight school districts will also be conducted. This cost study will examine variations in preschool service patterns and identify district level direct and indirect costs.This study begins pilot activities toward a new study entitled The Utah Cost, Quality and Outcomes Project. This new study will look at the variables of individual child costs for services, quality of services provided, and progress made by children on outcome measures. Some findings from the follow-up study include: Approximately half (of 180 of the original 300) of the children once enrolled in Early Intervention/Preschool Special Education have exited special education. Exit from special education is strongly predicted by initial developmental functioning. Twenty-three children have exited special education only to be reclassified at a later time. Student disability classification changes over time for many children.The project has developed two data briefs that discuss issues around exit from special education. These are:Innocenti, M.S., & Price, C. (2003). The relationship between Part C eligibility criteria and receipt of special education services in Kindergarten and first grade. Utah Early Intervention Project (UTEIP)-A data brief for decision makers. Logan, UT: Center for Persons with Disabilities.Innocenti, M.S., & Price, C. (2003). Five years later: The status of children once served in Preschool Special Education Programs (Section 619). Utah Early Intervention Project (UTEIP)-A data brief for decision makers. Logan, UT: Center for Persons with Disabilities. Data analysis continues with a focus on gaining a better understanding of factors related to remaining/exiting from special education.

INREACH TECHNOLOGY PROJECTContact Person: Lisa Boyce Funding Source & Amount: U.S. Department of Education, Office of Special Education & Rehabilitative Services, Office of Special Education Programs, $111,500Description:The InReach Technology Evaluation Project staff has collaboratively developed with NICU and Part C staff an innovative process designed to support infants eligible for Part C services and their families as they transition to home and Part C services. The technologies developed to allow this supportive transition for families, whose homes are often many miles from the NICU, include (1) desktop conferencing for the IFSP Care Conference, (linking parents, NICU and Part C staff before the infant is discharged to set developmental goals); (2) an instructional DVD that explains the InReach procedures to parents and staff; and (3) a website (www.In-Reach.org) that provides state and national resources and allows parents to post their infant’s picture for family and friends to view with password protection. The present project, using a comparison group design, is evaluating the effectiveness of the technologies and InReach procedures. Measures include interviews with NICU and Part C staff and parents, activity time diaries for NICU and Part C staff, resource cost comparisons, DVD and web-site evaluations. We have learned that NICU and Part C staff and parents value having the IFSP meeting before discharge. The purposes of the present evaluation are to discover the effectiveness of the desktop technology in conducting the IFSP and whether the InReach procedures are cost effective. Data collection is almost completed. Comparison sites have been invited to participate in the InReach process and have been trained on how to implement the process into their current procedures. Discussions with NICU and Part C staff have resulted in the ongoing implementation of conducting the IFSP before discharge in three hospitals beyond the time supported by the grant. Preliminary analyses suggest that NICU staff, Part C staff, and parents are very satisfied with the desktop conferencing now that the technology is running smoothly. Currently, both qualitative analyses to summarize and interpret interview comments and cost analaysis are being conducted.

MEASURING AND MONITORING COMMUNITY-BASED INTEGRATED SYSTEMS OF CAREContact Person: Richard Roberts Funding Source & Amount: Maternal & Child Helath Bureau, $45,000Description:The purpose of this project was to develop and implement a national strategy for monitoring and reporting progress toward Healthy People 2010’s performance outcomes for children with special health care needs (CSHCN): All CSHCN will receive coordinated ongoing comprehensive care within a medical home. All families of CSHCN will have adequate private

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and/or public insurance to pay for the services they need. All children will be screened early and continuously for special health care needs. Services for CSHCN and their families will be organized in ways that families can use them easily. Families of CSHCN will partner in decision making at all levels and will be satisfied with the services they receive. All youth with CSHCN will receive the services necessary to make appropriate transitions to adult health care, work, and independence. The results from this project consisted of the following: 1) A set of indicators was developed to help states measure their progress in achieving these outcomes; 2) Various measurement tools and strategies were identified by states to provide the needed data; and 3) Dissemination of the project occurred via various presentations and publications.

OPENING UTAH’S DOORSContact Person: Richard Roberts Funding Source & Amount: Administration for Children & Families, Maternal & Child Health Bureau, Utah Department of Health $200,500Description:The Early Intervention Research Institute (EIRI) is working in partnership with eight Utah state departments, community-based programs, and families to develop an interagency application process for families these agencies serve. The Opening Utah’s Doors Project is developing the Universal Application System (UAS), which is a one-stop web-based interagency application process for children with special needs that assists families to apply for multiple programs and services. The UAS is designed to assist families apply for, and complete the applications for programs such as Early Intervention, Children’s Special Health Care Needs Program, WIC, Medicaid, and Head Start. The UAS has the following features: 1) each agency’s application is imported electronically into the UAS, thus avoiding any changes to each agency’s existing application or wording; 2) personal information provided by users is under their control/ password protected; 3) users answer a brief series of screening questions which lets them know which programs they might be eligible for and asks them to select those applications that they want to pursue; and 4) non-duplicative information is entered by the client. The UAS is being piloted in three Utah communities; 92 percent of the users recommended the UAS to other families. Because more than 52 percent of the families used the UAS from home, this is an indication that parents benefit from its constant availability, rather than being dependent on agency business hours. An outcome evaluation will determine the impact of this project in terms of positively affecting children, families, providers, and the service system, particularly in regard to Healthy People 2010 outcomes for children with special health care needs. During 2005, the Utah Department of Health contracted with this project to create electronic submission and a series of enhancements of the UAS, now referred to in Utah as Utah Clicks (www.utahclicks.org). Statewide launch of Utah Clicks is scheduled for October, 2005. Also during 2005, a contract has been negotiated to replicate the UAS in Oregon and strong interest has been expressed by several with other states.

SANDEE: NATIONAL SCIENCE FOUNDATIONContact Person: Martin Blair Funding Source & Amount: National Science Foundation, $500,000Description:SANDEE is a research project designed to provide continuous universal access to indoor environments through distributed tracking and guidance. Users interact with the system through voice-based natural language interfaces realized through small wearable or handheld toolkits. The system also manages a fleet of small mobile robotic guides for individuals who prefer to be physically led rather than follow verbal direction. Project objectives include: 1) Develop and evaluate software and hardware architectures for distributed tracking and guidance;2) Develop and evaluate software tools for automating the design and implementation of distributed tracking and guidance systems; 3) Involve individuals with disabilities in all key design decisions; 4) Develop and evaluate voice-based conversational natural language interfaces to distributed tracking and guidance systems; 5) Investigate the use of radio frequency identification for context-aware indoor tracking and guidance; 6) Develop and evaluate distributed scheduling algorithms for managing dynamic heterogeneous resources, such as mobile robots and wearable toolkits; 7) Engineer and evaluate wearable toolkits through which individuals with disabilities can interact with distributed tracking and guidance systems; and 8) Conduct extensive evaluations of large distributed tracking and guidance systems in real life indoor environments.

See http://kulyukin2k.cs.usu.edu:8001/vkweb/research/sandee.html for a project update and for information on recent national and international media coverage of this project. The research program objectives listed above are being met according to the original proposal.The project team is composed of computer scientists, electrical engineers, and consultants who are persons with disabilities who will benefit from this technology.

THE ONTOGENY OF SEGMENTAL SPEECH ORGANIzATIONContact Person: Susan Nittrouer Funding Source & Amount: National Institute of Child Health and Human Development, $202,707Description:This research is concerned with the development of phonological abilities in normal children and with what goes wrong in this process for children at risk for language problems. One area of interest is how normal children learn to extract phonemes from a complex acoustic signal that lacks explicit invariant information about those phonemes. Another area of interest is how the development of phonological knowledge is affected by conditions that put children at risk for language problems. Learning to recognize phonological structure in the acoustic speech signal is necessary for many other kinds of language skills, such as reading. Because children with even mild hearing losses or children growing up in poverty seem to have some language delay, it may be that a child’s ability to discover the phonological structure of language is in turn dependent on such language experience.

A long-term goal for this laboratory is to investigate what has gone wrong in the development of phonological knowledge in children who encounter difficulty learning language.

UTAH FRONTIERS PROJECT: A SYSTEM OF CARE FOR CHILDREN AND YOUTH WITH SERIOUS EMOTIONAL DISTURBANCESContact Person: Glenna Boyce Funding Source & Amount: Department of Health (including Title V), $133,466Description:The Utah State Division of Mental Health, with regional mental health divisions, is conducting a nationally funded project, the Utah Frontiers Project, to improve community-based mental health services for children with SED and their families in rural, frontier areas of the state. Kane, Garfield, and Beaver counties were the first project area (Cohort 1) in the state: Carbon, Emery, and Grand counties (Cohort 2) are also participating. This six year project started in October 1, 1998; it is one of approximately 61 projects across the nation funded by Child, Adolescent and Family Branch of the Center for Mental Health Services (CMHS). We are currently completing a seventh year, a no-cost extension, to complete reports and disseminate information. A national evaluation of the projects has been mandated by Congress to learn how the projects are developed and how they help children and families. Glenna C. Boyce and James F. Akers at the Early Intervention Research Institute at Utah State University are conducting the Utah Frontiers evaluation in conjunction with Sherilin Rowley (representing families) from Liaisons (LINCS). The goals of the study are to keep children at home, in school, and out of trouble in the community. The Utah evaluation involves four components: (1) a cross-sectional descriptive study; (2) child and family outcome study; (3) system-level assessment; and (4) services and cost study. Data collection ended August 31, 2004. Findings from the longitudinal outcomes study (collected from clinicians, caregivers and youth) indicate that youth functional problems and symptoms decreased. Caregiver strain also decreased. Services received very positive ratings by agency staff and family/caregivers. Average costs decreased. The final report was completed in December, 2004. Since then, we have developed brochures, summaries, and presentations for local communities, as well as state legislators and policy makers. These have been distributed by paper copy and by email. Samples of the report and brochures are available from [email protected].

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THINKInstructionTraining and Technical Assistance Projects

AGRABILITY UTAHContact Person: Richard Baer Funding Source and Amount: U. S. Department of Agriculture, $211,000Description:AgrAbility Utah serves farmers and ranchers with disabilities as well as other members of the agribusiness community and their families. The project’s primary goal is to assist individuals to remain employed in agribusiness. It is a cooperative effort between Utah State University’s Agricultural Systems Technology and Education Department (ASTE) and the Center for Persons with Disabilities (CPD), as well as Utah’s four independent living centers. Project staff engage in extensive outreach efforts as well as providing direct information and referral, assistive technology, and peer counseling services.CPD staff cooperated with ASTE in writing the original proposal to the U.S. Department of Agriculture. They have also played a continuing role in providing program evaluation and other technical assistance. During the July 1, 2004 to June 30, 2005 period, they continued to fulfill this role. In addition, participated in a work group, Working with Diverse Cultures, sponsored by the National AgrAbility Training Program.

ARIzONA ACPE/SIG ACTIVITIESContact Person: John Copenhaver Funding Source and Amount: Arizona Department of Education, $102,799Description:The MPRRC will work with the Arizona Department of Education to improve the education system by implementing a number of objectives and activities to meet three goals: (1) to provide sufficient numbers of certified special ed teachers; (2) to ensure that students with disabilities in charter schools have access to quality programs; and (3) to attain statistically significant reading gains through the use of scientifically-based research validated strategies.

ARIzONA CENTER FOR PROFESSIONS IN EDUCATIONContact Person: John Copenhaver Funding Source and Amount: Arizona Department of Education, $183,338Description:The Mountain Plains Regional Resource Center will be working in conjunction with the Arizona Center for Professions in Education, a recruitment and retention program for staffing special education, regular education, and administrative personnel throughout the State of Arizona.

ARIzONA GENERAL SUPERVISON (DATA COLLECTION)Contact Person: John Copenhaver Funding Source and Amount: Arizona Department of Education, $1,500Description:The Mountain Plains Regional Resource Center worked with the Arizona Department of Education to shape the accountability of special education systems in ways that drive and support improved results for children with disabilities and their families, with a focus on establishing on-going and reliable statewide systems that will document and enhance accountability through the CIMP.

ARIzONA TRANSITION TO TEACHINGContact Person: John Copenhaver Funding Source and Amount: Arizona Department of Education, $5,000Description:The Mountain Plains Regional Resource Center worked with the Arizona Department of Education to design new comprehensive, customized, and effective models of long-distance learning, alternative routes to certification, marketing, and benefits, programs, teacher and principal training, and mentoring and follow-up.

ASSESSMENT SYSTEM FOR K-12 EDUCATIONAL INTERPRETERS (ASK12)Contact Person: John Copenhaver Funding Source and Amount: Multiple State Departments of Education, $221,860Description:State education departments within and outside the MPRRC region, under the facilitation of the Mountain Plains Regional Resource Center, are forming a partnership to develop and implement an educational interpreter assessment system to ensure high standards and quality services for children with severe hearing impairments.

ASSISTING UTAH WOMEN WITH DISABILITIES WHO ARE VICTIMS OF VIOLENCEContact Person: Richard Baer Funding Source and Amount: Department of Justice, $142,907Description:It is estimated that there are approximately 130,000 women with disabilities in Utah who have been victims of violence. Services to help these women have been limited because victim’s programs lack knowledge and expertise relative to disabilities, and disabilities programs lack knowledge and expertise relative to victims. In light of this, Utah State University’s Center for Persons with Disabilities (CPD) and Community Abuse Prevention Services Agency (CAPSA) proposed to cooperate in developing training and technical assistance materials that will be used to cross train victims and disabilities staffs across Utah. An educational research and development model will be used in developing materials so as to assure they are highly effective. In project year one, an initial set of materials will be drafted, subjected to expert review, revised, and field tested with approximately 100 trainees in northern Utah. Based on field test data, the materials will be revised again, and in year two, subjected to expert review and additional revision. Revised materials will be field tested with approximately 100 trainees in each of four regions of the state (400 total). CPD/CAPSA will train and assist local personnel in each of the four regions to provide training and technical assistance in year two. Based on year two field test data, final revisions to the materials will be made and they will be packaged for national dissemination. The project has broad support from victims

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and disabilities services programs across the state. CPD and CAPSA will serve as the lead agencies. In addition, cooperating organizations will serve on the project advisory council, review training materials and procedures, identify members to be trained as regional trainers/technical assistants in project year two, and scheduling/coordinating their memberships and others to participate in training. They include: DSPD – Utah’s social service agency supporting people with disabilities; UACS – A network of 39 private organizations providing services for people with disabilities; UDVC – A network coordinating the efforts of numerous domestic violence programs across the state,; UCASA – a network coordinating the efforts of numerous sexual assault programs across the state; and USILC – a network of independent living programs across the state. Additional organizations will serve on the project advisory council and have input into overall guidance of the project. Trained regional personnel as well as web based materials and an advisory council plan will ensure that efforts are sustained post federal funding. As a result of the project’s efforts, it is anticipated that victims and disabilities staffs will increase knowledge of women victims with disabilities and improve service collaboration. These things in turn will result in improved victim safety and perpetrator accountability.The project began on October 1, 2004. Staff have reviewed literature and collected materials used as a basis for developing training lessons. A training curriculum has been drafted and submitted for experts review. Two tracks were reviewed, one for disabilities personnel, another for domestic violence/sexual assaut personnel. An advisory council meeting was held in January at which time the council approved an outline for the curriculum materials. Finally, a presention on the project was made to the membership of Utah Association of Community Services, Utah’s disabilities provider organization in March. Currently, training curriculum materials are being revised in preparation for review by the federal project officier.

AUTISM SUPPORT SERVICES: EDUCATION, RESEARCH, AND TRAININGContact Person: Thomas Higbee Funding Source and Amount: Department of Education, $222,303Description:The national increase in individuals identified as having autism spectrum disorders is also occurring in rural Utah. However, intensive treatment programs are limited, especially in the northern area of the state. ASSERT (Autism Support Services: Education, Research, and Training) provides services to preschool children with autism. Its goal is to promote the development of critical communication and social skills so that children will succeed in inclusive school classrooms. Intervention procedures are data based, derived from research in applied behavior analysis, and incorporate validated curriculum materials. The program also serves as a training site for graduate and undergraduate students from three disciplines and for personnel from education agencies in Utah. In this fiscal year, 12 undergraduate and four graduate students have participated in service delivery. Inservice education included a summer workshop for special education and related service personnel affliated with education agencies in Utah. Outreach was provided to assist two local education agencies in Utah and one in Wyoming to replicate the program. Families participate in supports and serve on a community advisory board along with agency and university representatives. The program is a collaborative effort of the Department of Special Education & Rehabilitation and the University Center for Excellence in Developmental Disabilities.

BUREAU OF INDIAN AFFAIRS PART B APPLICATION/CSRP REVISIONContact Person: John Copenhaver Funding Source and Amount: Bureau of Indian Affairs, $328,049Description:This project assists in compliance monitoring and evaluation at Bureau of Indian Affairs funded schools.

BUREAU OF INDIAN AFFAIRS/PROCEDURAL SAFEGUARDSContact Person: John Copenhaver Funding Source and Amount: Bureau of Indian Affairs, $70,375Description:The Mountain Plains Regional Resource Center (MPRRC) works to ensure th BIA/OIEP meets legal responsibilities of the IDEA 2004 by establishing a formal process for staff to address disputes (complaints, due process hearings, and mediations) in a timely manner.

BUREAU OF INDIAN AFFAIRS SCHOOLWIDE MONITORINGContact Person: John Copenhaver Funding Source and Amount: Bureau of Indian Affairs, $856,632Description:This project conducts required compliance monitoring and evaluation at Bureau of Indian Affairs (BIA) funded schools throughout the country.

CENTER TO IMPROVE ACCESS TO THE GENERAL EDUCATION CURRICULUM FOR STUDENTS WITH DISABILITIES (ACCESS)Contact Person: John Copenhaver Funding Source and Amount: American Institutes for Research, $38,654Description:The Mountain Plains Regional Resource Center (MPRRC) works in conjunction with American Institutes for Research to improve access to the general curriculum for students with disabilities across the MPRRC 11-state region.

CHAMPIONS FOR PROGRESS CENTERContact Person: Richard Roberts Funding Source and Amount: Maternal & Child Health Bureau, $1,100,000Description:Children with special health care needs typically receive disjointed services from a number of public and private agencies, making it difficult for families to access the services they need. The Champions for Progress Center provides support to State Title V Children with Special Health Care Needs Programs in the implementation of community-based systems of services for children and youth with special health care needs. Activities will assist in accomplishing the President’s New Freedom Initiative. The Center will develop the capacity of State Title V leadership to coordinate and integrate systems building efforts as described in the President’s New Freedom Initiative, working in partnership with families, communities, and other agencies and organizations: 1) Develop and maintain the public/private partnerships through a participatory action approach; 2) Coordinate state plans and activities with partners around the six core measures for CSHCN; 3) Implement community-based service integration strategies; and 4) Apply measurement and monitoring strategies to more accurately demonstrate progress. Community-based systems will be measured by six national outcomes including Family Participation and Satisfaction, Access to Medical Home, Access to Affordable Insurance, Early and Continuous Screening, Easy-to-Access Community-Based Service Systems, and Services Necessary to Transition to Adulthood.

CHILD CARE NUTRITION PROGRAMContact Person: Jeanie Peck Funding Source and Amount: Utah State Office of Education, $138,821Description:This project administers the Child Care Nutrition Program for family home child care providers. This is a federally funded program through the USDA called the Child and Adult Care Food Program. It is designed to offer aid to assist day care homes to provide nutritious meals to children ages 12 and under or adults with verified disabilities who receives care in a licensed day care home. Funding is disseminated through the Utah State Office of Education Child Nutrition Programs. Licensed child care providers receive training in standards of quality day

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care and nutrition program guidelines. Providers must attend food program training every year. Providers are given support and technical assistance. Family day care providers can be reimbursed for a maximum of two meals and one snack for each child each day. There are two levels of reimbursement. Tier I is the higher level of reimbursement and is assigned when the provider is located in a low-income area or is a low-income household and for children who are from low-income households. The Child Care Nutrition Program determines the rate homes will receive following federal guidelines.

Children form healthy eating habits in their early childhood years. The lessons they learn in childhood may last a lifetime. Good eating habits do not just happen--they must be learned. Presenting children with a variety of nutritious foods can help them learn to make nutritionally sound food choices. All child care providers are encouraged to support positive eating habits by introducing children to new foods, encouraging favorable attitudes toward food, and encouraging children to eat a variety of foods.

COLLABORATIVE EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM THROUGH DISTANCE EDUCATION (CESCEP)Contact Person: Marlene Deer Funding Source and Amount: Utah State Office of Education, Services for Students At Risk, $193,479Description:CECSEP is an off-campus, distance education program which is housed at the Center for Persons with Disabilities. CECSEP provides the necessary coursework to license educators to work with children who have disabilities from birth to age five and their families. Many CECSEP students live far from one of the two institutions of higher education in Utah that offer coursework leading to an early childhood special education (ECSE) teaching license (i.e., Utah State University and the University of Utah). As a result, there is a shortage of properly certified ECSE teachers in our state, particularly in rural districts. To ameliorate this problem, the Utah State Office of Education has partnered with USU to increase the number of personnel certified in ECSE in remote and rural areas of our state. Most of the students involved in CECSEP are those who work full time in ECSE without proper licensure. Typically students take two courses per semester until they have completed their program. The specialization ECSE coursework is delivered through multiple technologies including: (a) the statewide EDNET system which provides fully-interactive, real-time, televised broadcasts; (b) video-conferencing computer software; and (c) the Internet. CECSEP coursework is supported with a web site (http://www.cecsep.usu.edu) where students can link to course materials, assignments (including the analysis of brief video clips), participate in ‘chats’ with other students and instructors, and obtain information about program requirements and advisement. Students complete practicum and student/clinical teaching requirements in their own or nearby communities. Supervision of these students is conducted by CECSEP personnel onsite and at a distance using video-conferencing software in real-time. Although CECSEP is funded on a year-to-year basis by the Utah State Office of Education, Services for Students at Risk, it has operated successfully since 1994 and has graduated more than 60 students.

COORDINATED FAMILY SUPPORT: A MEDICAL HOME FOR CHILDREN WITH SPECIAL HEALTH CARE NEEDS (CFS)Contact Person: Judith Holt Funding Source and Amount: CPD*Description:The Coordinated Family Support (CFS) project is designed to partner the IHC Budge Clinic Pediatric Unit with the Interdisciplinary Training program at the Center for Persons with Disabilities (CPD) to provide a medical home for families and their children with special health care needs. The project focuses on providing medical home services to families within the catchment area of the Budge Clinic, which includes parts of nine rural counties in Utah, Idaho, and Wyoming. At least 100 families who have CSHCN will receive resource information, assistance, and support in accessing programs and services that they have identified as important to their child and family. The Budge Clinic will be more knowledgeable about the barriers and challenges facing families with CSHCN. All families who have the Budge Clinic as their child’s Medical Home will benefit directly from the increased skills of the clinic staff and will have stronger access to and connections with other families to provide ongoing support. Although originally funded for one fiscal year, the project is now completing its third year with the CPD providing approximately $5,000 per year to compensate an additional parent partner that has been added to the project team. Additionally, UCEDD staff time has been covered to continue the project. At the beginning of the second project year, the medical home team was invited by the State Title V agency to join a national learning collaborative sponsored by NICHQ and the AAP. As one of three medical home teams from Utah (and one of 40 practices from 11 states) participating in the collaborative, the Coordinated Family Support project has made significant improvements in the provision of a medical home for CSHCN. During the third project year, a part-time Spanish speaking care coordinator was added to the team to better serve Hispanic families with CSHCN. IHC is currently funding one full-time care coordinator position with minimal monetary support from the CPD. The CFS project is currently serving over 100 families with many more in the process of being brought into the program. Future efforts will continue to focus on establishing additional parent advocacy resources and working with the local Hispanic Health Coalition to better meet the needs of CSHCN for culturally diverse families. A comprehensive cost/benefit evaluation of the programs outcomes to date is also in process.

CREATING AN ACCESSIBLE FINANCE SYSTEM: POWERPAYContact Person: Cyndi Rowland Funding Source and Amount: Utah State University Extension, $59,865Description:PowerPay is a software application that assists users in getting out of debt. The focus of this project was to increase the functionality of the application and ensure that it would be accessible to individuals with disabilities who use assistive technology. It is conformant to the accessibility provisions found in Section 508 of the Rehabilitation Act.

ESTIMATORContact Person: Richard Baer Funding Source and Amount: Utah State Office of Education, $69,750Description:In order to qualify a student for special education services under the learning disability category, it must be shown that he/she has a severe discrepancy between aptitude (IQ) and achievement. Estimator is a software program, developed for the State of Utah, that calculates severe discrepancy using a formula adopted by the state. Users input demographic information on the student along with intelligence and achievement test scores. Based on the information, the program generates a report describing the probability that the difference in the two scores represents a severe discrepancy. Under the current contract, CPD Outreach Division staff are providing technical assistance supporting the product and working with a State level committee in preparation for publishing the next version of Estimator. During the period July 2004 through June 2005, project staff met regularly with the state level committee to review tests and plan revisions. Estimator: Version 9.0 for Windows was completed in March and distributed to Utah school districts that had ordered it. In May, a version for Macintosh computers was completed and disseminated.

EVALUATION OF UTAH’S SUPPORTED EMPLOYMENT PROGRAMContact Person: Judith Holt Funding Source and Amount: Utah WorkForce Services, $69,609Description:The purpose of this project was to take a broad look at Supported Employment and study current philosophies, policies, and goals guiding the program, support for the program, and its implementation including resources and rates. This included analyzing data that would demonstrate the program’s success as well as review the policies and procedures in place and the resources available. Recommendations on how to improve the program will be made in the form of a written report.

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HISPANIC PARAEDUCATOR INITIATIVEContact Person: Jeanie Peck Funding Source and Amount: Weber State Subcontract, $130,000Description:The Hispanic Paraeducator Initiative is designed to support the employment and training of members of the local Hispanic community as paraeducators (classroom assistants, teacher aides) in local schools. These may be high school students or adult members of the community. The beneficiaries of this initiative include young Hispanic students who receive classroom support from a cultural peer, who is also a role model of academic success. Hispanic paraeducators are provided with employment, an insight into education as a career option, and increased self-esteem as their skills and contributions are valued. School district personnel learn to appreciate the contribution that the Hispanic community can make to school culture and success, including bilingual/translation services.

IL STAFF ORIENTATION MODULE DEVELOPMENTContact Person: Jefferson Sheen Funding Source and Amount: Independent Living Research Utilization Contract, $25,137Description:This project is working to develop an in-depth outline for each of the four modules. The modules are: History and Roots of Independent Living; Emergence of the Independent Living Movement; “Codification” of Independent Living Movement; and Challenges Facing Independent Living.

ILRU INDEPENDENT LIVING ONLINE COURSESContact Person: Jefferson Sheen Funding Source and Amount: Independent Living Research Utilization Contract,$98,517Description:This project seeds to implement 8-10 online courses for the purpose of instructing staff and consumers who are affiliated with the Center for Independent Living and State Independent Living Councils across the nation on a variety of topics. Courses include IL Philosophy, Orientation for New CIL and SILC Personnel, Olmstead for Advocates, Consumer Direction, Medicaid and State Plans, Ethics and Values, Board Training, and Financial Management.

INDIAN CHILDREN’S PROGRAM (ICP)Contact Person: Marvin Fifield Funding Source and Amount: Health & Human Services, Indian Health Services, $691,281Description:This program provides diagnostic and clinical services to Indian children and families referred by the Indian Health Service, tribal organizations, and other community-based programs on the Navajo, Hopi, and multi Pueblo reservations in New Mexico, southern Colorado, and southern Utah. In addition, technical assistance and training is provided to the referring organizations in meeting the needs of children referred. The program is administered by the CPD as a consortium with the University Centers for Excellence in Developmental Disabilities, Education, Research, and Services in New Mexico and Arizona. An organizational consortium and management structure provides direction and evaluation to the project.The unique focus of the ICP is that services are delivered in the homes and communities where the children live. Training and technical assistance provided by project staff are determined by the clinical needs of the children referred who are unable to obtain services from other resources.

INTERAGENCY OUTREACH TRAINING INITIATIVEContact Person: Sarah Rule Funding Source and Amount: Utah State Legislative Appropriation,$60,000Description:To systematically address the outreach training needs in Utah, state funding was obtained by the CPD to assist Utah’s disability service agencies and consumer organizations in providing essential training and technical assistance. The Interagency Outreach Training Initiative (IOTI) addresses training gaps in areas where other funding is not available, such as paraprofessional education. In addition, the IOTI facilitates coordination of training efforts among disability service agencies and consumer groups in Utah. State agencies and organizations of consumers and families throughout the state participate in establishing training priorities and approving proposals for training activities. Participating organizations include the Office of Rehabilitation Services, the Utah State Office of Education’s Services to Students at Risk, Division of Services for People with Disabilities, Division of Community and Family Health, Division of Mental Health, Division of Aging and Adult Services, Utah Schools for the Deaf and the Blind, and the Utah Parent Center. Consumer representatives are appointed by the Governor’s Council. The project has provided ongoing funding to train paraprofessionals and consumers in the areas of supported employment, positive behavioral supports, and interpreter certification. Aging, assistive technology, self determination, early intervention, and minority outreach have been onging areas of need targeted for short term projects. Ten individual projects were funded through the IOTI during the 2004-05 fiscal year. These projects, along with accompanying outcome information, are listed separately below.

IOTI - COMPETENCY-BASED ASSISTIVE TECHNOLOGY TRAININGContact Person: Martin Blair Funding Amount: $45,000Description:Collaborating partners from the Utah Assistive Technology Program, the Utah Parent Center, the Disability Law Center, the Bureau of Children with Special Health Care Needs, the Division of Services for People with Disabilities, and the Center for Persons with Disabilities combined resources to provide 27 hours of training to approximately 200 individuals including disability service professionals and paraprofessionals throughout northern Utah, individuals with disabilities, and students enrolled in the departments of Special Education and Rehabilitation and Communicative Disorders and Deaf Education at Utah State University. The training was delivered through five topical training modules. Existing materials developed by the Utah Assistive Technology Program and the Center for Persons with Disabilities were combined into one training curriculum for live and web-based training presentations. Through live and electronic means, training participants: (a) understand and apply their understanding of assistive technology related laws and policies; (b) conduct appropriate assessment evaluation for individual consumers assistive technology needs through case studies; (c) learn how to use simple assistive technology and how to provide maintenance and repair of simple assisitive technology; (d) become familiar with new and emerging technologies; and (e) become familiar with various funding and information resources.

Live training sessions were videotaped, and selections of these tapes and course materials were compiled into a web-based set of instruction modules which are available online, free of charge, at www.uatpat.org/jeon/RealWebsite_UATPAT/index.htm. Information in the resource module will be updated regularly by UATP staff and will be immediately available to individuals who use the content via the Internet.

IOTI-CRIMINAL JUSTICE ISSUES: CRISIS INTERVENTION TEAM CERTIFICATIONContact Person: Krista Dunn Funding Amount: $20,000Description:Since July of 2000, the Salt Lake City Police Department has conducted training that certifies law enforcement officers as Crisis Intervention Team Officers by the Utah Division of Substance Abuse and Mental Health with IOTI funding. The DSAMH stands behind this training by certifying the officers as true professionals and first responders to situations involving a person in a mental health crisis. Trainees learn of mental illness issues and the impact it has on the consumer/families and the community. CIT officers learn tactics to effectively deal with a person experiencing a mental crisis to provide a safer intervention for the consumer, the community, and the officers. Training is open to all law enforcement officers in the state of Utah. Trained officers receive a two-year certification, after which CIT officers must complete four hours of continuing

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education in every two-year period to remain certified. The CIT program has served as a model in developing a similar program in Nevada. CIT has been represented at the Generations Mental Health Conference, Aurora Mental Health Fair, and NAMI-sponsored programs.

To date, approximately 200 Utah officers have been trained and certified. Additionally, more than 600 individuals have participated in CIT introductory training, including law enforcement officers, mental health providers, law enforcement dispatchers, victim advocates, youth and family specialists, concerned citizens, security personnel, other professionals, consumers and family members.

IOTI - FAMILY EDUCATION (MINORITY): REACH OUT - REACH BACKContact Person: Helen Post Funding Amount: $25,000Description:The Utah Parent Center, in collaboration with multiple community partners, recruited and trained cadres of minority community parent trainers from urban and rural communities to provide outreach, information, training, and support to other parents and professionals within their own communities to establish mentoring relationships with them, assist them in accessing services and programs, and prepare them to participate effectively in the IEP and other planning processes to achieve appropriate services and programs for children with disabilities in minority communities. Trainers actively completed at least 24 workshops in their respective communities which trained at least 164 parents and at least 161 professionals. In addition, approximately 650 parents or families were reported to receive individual coaching and assistance by the community parent trainers on an individual basis. Numerous materials have been developed, translated, acquired, or adapted for use in print and web-based formats.

IOTI - INTERPRETER CERTIFICATION (UVSC)Contact Person: Laurie Watts Funding Amount: $39,947Description:This program provided novice interpreter certification training and mentoring to approximately 21 individuals seeking Level I Novice Deaf Interpreter certification from the state of Utah. A videotaped diagnostic was administered to trainees, and individualized goals and objectives established for each participant. In addition, five specialty workshops were presented over the course of the year. Nine participants took the Written Exam with seven passing both components, and two passing one component. Individual mentoring was provided trainees with videotaping samples and hands-on practice to prepare for the Utah Novice Level performance testing. Six participants took the Utah Novice Level Performance test; one has received certification; five have results pending. Two additional trainees are scheduled to take the exam.

IOTI - INTERPRETER CERTIFICATION TRAINING (USDB)Contact Person: Jean Thomas Funding Amount: $38,048Description:Since 1994, the Utah Schools for the Deaf and the Blind has offered certification assistance to uncertified persons working as sign language interpreters in rural areas statewide. In 1996, USDB received a grant from Utah State University, Interagency Outreach Training Initiative, to expand training that would include employees working for other agencies. This expansion provides interpreter training expertise to individuals who otherwise would not have the opportunity to gain knowledge and skills in sign language interpreting. Technology allows USDB to reach individuals statewide. First, the Utah Educational Network broadcasts USDB’s interpreter training weekly to nine locations. Second, three weekend immersion workshops are presented throughout the year on the campus of USDB in Ogden. Overnight accommodations and meals are available free of charge. Third, a one-week intensive summer camp is offered to prepare participants for the State of Utah’s interpreter certification tests. Finally, USDB provides a small reimbursement stipend to individuals taking state certification tests who have participated consistently in year round training. Over the past nine years, Utah Schools for the Deaf and the Blind has helped more than approximately 120 individuals pass state certification tests. Training participants of the 2004-05 grant provided 50,400 hours of enhanced interpreting services to deaf and hard of hearing consumers.

IOTI - MENTAL HEALTH AND DISABILITY TRAININGContact Person: Kristina Hindert Funding Amount: $35,500

Description:The Children’s Center, in collaboration with Baby Watch of Utah, conducted 20 training sessions across the state for early intervention personnel enabling them to better understand, assess, and utilize a range of interventions that will effectively help children and their families develop coping strategies and improve parent-child relationships. Training was provided in the areas of temperament, coping and coping styles, attachment and how these concepts relate to children with disabilities. One hundred and thirty-nine professionals and paraprofessionals from multiple agencies participated in the training, and 27 individuals representing 13 Utah communities participated in an advanced specialized training in which they received monthly specialized training in attachment and parent-child relationship, application of attachment theory and intervention strategies, and technical assistance through reflective supervision. Over the eight month training, the interdisciplinary participant groups began to collaborate with one another outside of the training sessions. Three participants implemented reflective supervision training and/or practice within their respective agencies based on the training they received. Participants also recruited additional community members to observe and participate in the clinical discussions and TA/reflective supervision groups.

IOTI - POSITIVE BEHAVIORAL SUPPORTS (TKJ)Contact Person: Marian Hunt Funding Amount: $37,997Description:This training will explore research-based methods for supporting people with disabilities with serious behavior problems. In addition to training on basic behavior management, the training places specific emphasis on functional assessment of problem behavior, written behavior support plans, accommodations for increasing the success of people with various disabling conditions, teaching functional alternatives, and intervention approaches using systems of least intrusive intervention. A component of the training addresses the mental health/neuropsychiatric issues related to challenging behaviors. This component helps caregivers interface medication therapy and behavior supports by collecting better data for doctor visits, preparing for doctor appointments, and how to monitor medication and behavior support plan effectiveness. The training is directed to parents, direct care staff, provider agency personnel, early intervention programs, programs providing supports for the deaf and blind, local mental health systems and support coordinators. Over 500 individuals participated in the training during the 2004-05 grant period. A special session developed for consumers with disabilities focused on positive behavior interventions of skills to self manage and self monitor interventions for six juvenile boys with intellectual disabilities identified with significant behavior problems that were preventing their success in family life, at school, and in the community. Parents participated in informal training and follow-through at home. Follow-up with caregivers six weeks after the conclusion of the class reflected very positive responses to the training.

IOTI - POSITIVE BEHAVIORAL SUPPORTS FOR PARAPROFESSIONALSContact Person: Marilyn Likins Funding Amount: $37,742Description:Special Education and Title I directors, agency directors, and staff across the state continue to identify behavior management and use of positive behavior supports as the number one training need of paraprofessionals and their supervisors. Due to critical statewide certified/licensed personnel shortages, an increasing number of paraprofessionals are being hired to support instructional services. Through ongoing supervision and feedback, paraprofessionals can learn more effective management strategies resulting in better outcomes for all individuals, especially those with challenging behaviors. This training program utilizes distance learning to provide in-depth training and support materials that are available on the website to paraprofessionals and their supervisors. Two credit hours are available through Utah State University. The ultimate focus of the training is to enhance the pro-social behaviors of persons with disabilities by increasing the skills of paraprofessionals in the following areas: behavior interventions and strategies, analysis of behavior, legal rights of individuals with disabilities with respect to behavioral interventions and discipline, and dealing with severely challenging and confrontational behaviors. Fifteen two-hour training sessions paired with in-depth lessons and resource materials on the website supply critical information on an as-needed basis to support instructors’ efforts in providing the most appropriate positive methods and strategies available to meet the social-behavioral needs of individuals with challenging behaviors. On-site practica experiences give paraprofessionals opportunities to apply, practice, and master the behavioral skills needed to effectively manage and interact with individuals with disabilities in classrooms, residential sites, and work environments. Fifty-eight paraprofessionals, direct care providers, parents and teachers attended the training sessions during FY 2004-05; 53 individuals completed the courses. Two additional two-hour parent trainings occurred with 30 parents participating.

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INTERDISCIPLINARY TRAINING (IDT)Contact Person: Judith Holt Funding Source and Amount: CPD*Description:The Interdisciplinary Training (IDT) program provides opportunities for students from a variety of disciplines, as well as consumers with disabilities, and family members of children with disabilities to become part of interdisciplinary teams. These teams, with faculty mentors, will provide services and supports to children with disabilities and their families, as well as adults with disabilities. The didactic, clinical, and research components of this program are carefully designed and implemented to enhance the trainees’ awareness, knowledge, and skills with the growing trend towards collaborative interdisciplinary efforts in the workplace. There is an increased need for persons who have strong, well-developed interdisciplinary teamwork skills. Additionally, the Americans with Disabilities Act (ADA) has extended the need for awareness and knowledge of disability issues to all employers, employees, and to the general public. IDT trainees may participate in the Interdisciplinary Training program at one of three levels: Orientation/Awareness; Intermediate/Skill Development; or Leadership/Specialist/Experiential. Regardless of the level of competency selected, each trainee will develop an Individualized Training Plan, in consultation with an assigned faculty advisor and the IDT Director. The Individualized Training Plan addresses the IDT Core Competencies and Objectives. To fulfill these competencies, the trainee will participate in a series of seminars and select from a menu of clinical and research experiences. In addition to the broad array of services and settings for children and adults with disabilities, provided by the Center for Persons with Disabilities, community-based programs will also be utilized for training purposes. Both graduate and undergraduate students may apply for the IDT program. Stipends may be available for long-term trainees. The IDT program is also available for one to three hours of credit (undergraduate and graduate) through the Department of Special Education. The IDT program is also available to consumers with disabilities as well as family members of children with disabilities.

KANSAS EVALUATION OF GENERAL SUPERVISION ENHANCEMENT GRANTContact Person: John Copenhaver Funding Source and Amount: Kansas Department of Education, $15,000Description:This project provides an evaluation of the Kansas General Supervision Enhancement Grant.

IOTI - POSITIVE LEARNING THROUGH ACTIVE INTERACTION (PLAI)Contact Person: Linda Alsop Funding Amount: $19,085Description:One of the most challenging areas of development for infants and toddlers with multiple disabilities is the development of communication skills. Using the PLAI curriculum developed by Drs. D. Klein, D. Chen, and M. Haney at California State University at Northridge, training participants increased their knowledge and skills in promoting interaction between parents and children with multiple disabilities by developing a clear understanding of the infant’s existing repertoire of cues and behaviors, understanding the infant’s likes and dislikes and current means of communication, increasing the number frequency and clarity of the infant’s communicative behaviors, and strengthening the interactive turn-taking relationship between parents and their infants. Training participants implemented the PLAI curriculum with at least one target family and received feedback from course instructors. The PLAI curriculum, viewing guide, and instructional video were provided to participating early intervention programs. Six two-hour inservice classes were taught using the statewide video-conferencing system in a collaborative effort with the Up To 3 Early Intervention Program at Utah State University. Training was provided to early intervention agencies in Utah, the Utah Schools for the Deaf and Blind Parent-Infant Program, and other interested agencies. Twenty-eight early intervention professionals and families participated in the training. Technical assistance was provided onsite to early intervention providers and in-home visits, as well as by video-conferencing and telephone.

IOTI - PREVENTING THE SECOND RAPEContact Person: Grace Call Funding Amount: $24,400Description:This training is designed to build capacity into the legal system by training service professionals to sensitively and effectively respond to the sexual victimization of people with disabilities. Training was provided to approximately 60 professionals and paraprofessionals in three Utah counties. Future trainings are scheduled to continue after the end of the funding period to include participants from the Utah’s judicial system. The web-based training curriculum was developed in collaboration with the Disability Law Center as subject matter experts. The curriculum has been incorporated into sections of the First Responders’ Training, and UCASA is working with the Peace Officer Standards and Training (POST) to have the curriculum incorporated into their training. The online training can be accessed at http://v015u02dig.maximumasp.com/ucasa/ by using the words ‘test’ as the username and ‘learner’ as the password. Feedback from training participants has been favorable.

IOTI - SELF ADVOCACY: PROJECT KEYSContact Person: Connie Pehrson, Jane NielsenFunding Amount: $38,300

Description:Project Keys trains those who provide services to secondary students and adults with disabilities, including families/caregivers, in effective self-advocacy skills. These providers are then able to teach their students and clients the skills they need to become strong self advocates and to establish independent lives of their own. Targeted participants include teachers, service providers, and families who work within public and private agencies throughout Utah that serve adolescents and adults with disabilities. A USU credit-based online course on self advocacy provides distance technical assistance and support to participants. A website was developed that supports self advocacy and links to available resources www.hope.usu.edu/keys.

IOTI - SUPPORTED EMPLOYMENT TRAININGContact Person: Tim Riesen Funding Amount: $100,000Description:Paraprofessionals are taught to serve as job coaches in supported employment using a competency-based approach that teaches both knowledge and application of knowledge in the field. Community service organizations refer employees for the training on topics pertinent to experienced job coaches and the consumers they serve. Technical assistance is available to address individual needs. Four supported employment specialist trainings (SEST) were conducted during the 2004-05 grant year. Of the 99 individuals enrolled, 53 have been certified to date, and it is anticipated that the number of certifications will increase as more testing results are returned. Three specialty trainings were also conducted, with 60 individuals participating in Social Security Trainings and 20 individuals in a supported employment “boot camp” which was a one-day rejuvenation training conducted in conjunction with Division of Services for People with Disabilities in Cache Valley.

IOTI - UTILIzING ALTERNATIVE SUPPORTSContact Person: Kathy Daley Funding Amount: $30,842Description:There is increasing recognition of the value of benefits planning and assistance counseling with an ever-growing demand for these services by individuals receiving disability benefits from the SSA who would like to obtain employment to increase their income, independence, and quality of life. An insufficient number of trained benefits counselors are available to help recipients of social security benefits understand how employment will affect their benefits and how to take advantage of the incentives available to them. Through this project, the Utah State Office of Rehabilitation has trained an additional 50 Benefit Specialists and Benefit Planners from multiple agencies. In addition, six advanced ancillary training opportunities were provided to trainees with Social Security approved RCEP VIII and VCU trainers. As a result of the program there has been improved collaboration and communication with other agencies, specifically, Voc Rehab, Department of Workforce Services and SSA.

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MOUNTAIN PLAINS REGIONAL RESOURCE CENTER (MPRRC) REGION 5Contact Person: John Copenhaver Funding Source and Amount: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, $1,383,333Description:The MPRRC provides technical assistance to state education agencies in developing quality programs and services for children with disabilities. The MPRRC identifies and analyzes persisting problems that interfere with the provision of special education services. It links state education agencies experiencing similar problems, assists them in developing solutions, and supports them in their efforts to adopt new technologies and practices. The MPRRC serves Utah, Montana, Wyoming, Colorado, North Dakota, South Dakota, Arizona, Nebraska, Kansas, New Mexico, and the Bureau of Indian Affairs.

MULTI-UNIVERSITY CONSORTIUM TEACHER TRAINING PROGRAM SENSORY IMPAIRMENTSContact Person: Judith Holt Funding Source and Amount: University of Utah Subcontract, $40,000Description:A critical shortage of public school personnel qualified to serve children with sensory impairments affects Utah and the nation. This project supports students who wish to obtain endorsements to teach students with vision impairments and who are ages birth through 21 years. It is a collaborative effort between the University of Utah and Utah State University. To date, six USU students have completed their certification and 18 are currently enrolled.

This program successfully utilizes distance learning technology to support students in rural and remote locations. Additional emphasis is placed on recruiting students from diverse cultures and underserved populations. Latino students and several from the Navajo tribe are receiving certification in visual impairment.

NATIONAL CENTER ON DISABILITY AND ACCESS TO EDUCATIONContact Person: Sarah Rule Funding Source and Amount: U.S. Department of Education, Postsecondary Education, Office of Special Education and Rehabilitative Services, Congressional Appropriation, $178,208Description:The National Center on Disability and Access to Education (NCDAE) seeks to improve educational services for all through distance learning and accessible technologies. Technology can be harnessed to improve educational access and practice. However, often applications of technology are not accessible for people with disabilities. Also, educators often need assistance in identifying and using those technological tools that address specific needs. The NCDAE’s goals and associated activities include: 1. Conduct a summit to obtain the national picture and status of distance education and disability (i.e., accessible distance education technology, personnel preparation at a distance, and policy). Held in Washington DC in May 2004, the Summit included over 60 invited participants from government and private agencies, business, higher education, and professional organizations. A follow up was hosted in January 2005. The Summit outcomes have guided current efforts of the Center. 2. Provide education about universal access to distance education; this includes training and technical assistance offered through multiple venues. The website www.ncdae.org has updated information.3. Conduct policy research and analysis pertinent to development of a national agenda to promote universal access in distance education.4. Develop tools to enable accessible electronically-mediated education.5. Disseminate information obtained through the Center’s activities. A major focus is to provide information to agencies, organizations, and postsecondary institutions about new accessible distance education technologies and accessibility patches to existing technologies. The website describes accomplishments and includes updates. Activities include training on web accessibility, presentations at various national and international conferences, a series of continuing webcasts that began in October 2004, and publications.

NM BUILDING CAPACITY TO IMPROVE SERVICES TO STUDENTS WITH DISABILITIESContact Person: John Copenhaver Funding Source and Amount: New Mexico Department of Education, $401,382Description:This project benefits the public by building capacity to improve services to students with disabilties. The Mountain Plains Regional Resource Center provides technical assistance to the state and local education agencies.

NORTHERN UTAH AREA HEALTH EDUCATION CENTER (NUAHEC)Contact Person: Judith Holt Funding Source and Amount: University Subcontract, $1,333Description:The NUAHEC is a collaborative endeavor between Utah State University, the Center for Persons with Disabilities, and Weber State University. The purpose of NUAHEC is to (1) provide interdisciplinary practicum/clinical sites for medical students, residents, and an array of allied health professionals; (2) recruit elementary, secondary, and college students into health professions; and (3) retain health care professionals in unserved and underserved medical/health areas. Activities include offering Spanish classes for medical professionals, support of the Hispanic paraeducator project, support of the medical home conference, and coordination with school districts to support their summer junior and/or senior high school academic programs.

ON-LINE COURSES FOR INDEPENDENT LIVING CENTER STAFFContact Person: Jefferson Sheen Funding Source and Amount: Independent Living Research Utilization, $98,519Description:In collaboration with the Independent Living Research Utilization (ILRU) this project has provided 17 online courses during the past two years (2003-2005). The purpose of these courses is to provide continuing education opportunities for staff and consumers who are affiliated with Centers for Independent Living and State Independent Living Councils across the nation on a variety of topics. Courses include: IL Philosophy, Orientation for New CIL and SILC Personnel, Olmstead for Advocates, Consumer Direction, Medicaid and State Plans, Ethics and Values, Board Training, Financial Management, etc. The project will continue to provide 8-10 online courses per year through 2007.

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POSITIVE BEHAVIORAL INTERVENTION AND SUPPORT (PBIS) UNIVERSITY OF OREGONContact Person: John Copenhaver Funding Source and Amount: University of Oregon, $50,000Description:This project will benefit the public by developing a ‘brokerage approach’ to technical assistance to support the expanded implementation school-widepositive behavioral intervention and support at the state and national levels.

PROVIDING ON-LINE COURSES FOR INDEPENDENT LIVING STAFFContact Person: Jefferson Sheen Funding Source and Amount: Independent Living Research Utilization $56,250Description:The purpose of the on-line courses is to increase the knowledge and skill base of new CIL employees in the area of IL philosophy and service provision. At the completion of the project, there will have been at least seven on-line courses designed, developed, and implemented during each project year. The courses cover the following topics: Orientation I: Training for New CIL and SILC-Personnel Ethics and Values-Independent Living Philosophy-Orientation II: Training for New CIL and SILC-Personnel Financial Management for Centers for Independent Living-Getting on Board: Training for Boards of Directors in Independent Living-Disability Policy and the Olmstead Decision-Consumer Direction And Living In The Community-Medicaid and Community Supports-Program Evaluation and Reporting.

PROYECTO PREVENCIONContact Person: Judith Holt Funding Source and Amount: Health & Human Services, Center for Disease Control, $147,000Description:Since 1990 there has been a near three-fold increase from 84,000 to over 201,000 Latinos who now represent approximately ten percent of Utah’s population. A 2002 report, Hispanic Health in Utah: A Survey Report, points out that nearly one-fourth of Hispanic adults report fair or poor health, nearly one in five Hispanic adults over age 65 have been diagnosed with diabetes, and Hispanic adults in Utah are slightly less likely to participate in physical activity than non-Hispanic adults. Obesity and overweight rates are also much higher for Hispanic populations than for the predominant white population, 61% for Hispanics, 52% for whites. Hispanics are overrepresented in AIDS treatment as well. Twenty percent of all AIDS Drug Assistance Program clients in Utah are Hispanic, yet they represent only 10% of the state’s population. These selected health risk factors, combined with rates of disability somewhat higher than the general population (20.9% Hispanics for U.S.; 19.3% overall for U.S.) define a group of individuals at high risk for poor health and secondary disabling conditions. This is exacerbated by the fact that health promotion activities for Latinos, particularly those targeted to Latinos with a disability, face tremendous barriers.

In the first few months of this project we developed a statewide Latino Health Advisory Council (LHAC) and are in the process of developing a draft Latino-specific health communications plan for targeted activities to promote healthy living practices that prevent secondary disabling conditions among this population. With the help of the LHAC, we developed an ambitious agenda for focus groups statewide. These meetings will begin in August 2005. Data will be used to inform the LHAC as it develops health communications plan objectives. Later this year, we will implement pilot health communication activities in collaboration with the Utah Department of Health Multicultural Specialist. These will focus on the prevention of secondary disabling conditions, in partnership with local health departments, community health clinics, and Hispanic/Latino cultural centers, and local churches.

ROCKY MOUNTAIN PUBLIC HEALTH EDUCATION CONSORTIUM: MCH CERTIFICATE PROGRAMContact Person: Richard Roberts Funding Source and Amount: University of Arizona, $6,296Description:This project provides inservice training to public health workers in the four-corner region through a certificate program. Dr. Richard Roberts, Director of the Early Intervention Research Institute, teaches a yearly summer seminar for the certificate students and follows their progress through the year.

TECHNICAL ASSISTANCE TO CMS 2005 GRANTEESContact Person: Judith Holt Funding Source and Amount: Independent Living Research Utilization, $29,000Description:In 2004, CMS funded new Real Choice Grantees and ILRU received the training and technical assistance contract. In turn, ILRU contracted with CPD to provide training and technical assistance to the grantees awarded contracts to develop ‘Portals from EPSDT to Adult Services.’

TELEWORKContact Person: Marilyn Hammond Funding Source and Amount: No cost extensionDescription:People with disabilities continue to experience difficulty obtaining and maintaining employment. Barriers may include lack of transportation, inaccessible community and work environments, fatigue, health issues, and the need for personal assistance. These barriers may be reduced or eliminated through the availability of telework. This proposed telework program fund will provide individuals with disabilities with an alternative mechanism to access computers and other needed equipment not provided by employers or other systems to enable them to establish telework and other alternative work environments.

The goals of this telework fund program are to: (a) increase access to technology for individuals with disabilities through the provision of no/low interest loans to purchase computers and other equipment, including adaptive equipment, so that individuals with disabilities can telework from home and other remote sites; and (b) increase employment opportunities and competitive employment outcomes for individuals with disabilities.

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THE UTAH TRAUMATIC BRAIN INJURY IMPLEMENTATION GRANTContact Person: Judith Holt Funding Source and Amount: Utah Department of Health, $178,142Description:This project will benefit the public by planning and conducting an evaluation of the effectiveness and impact of the Utah Traumatic Brain Injury Project, providing onsite leadership and support for three community pilot sites across Utah, and developing training materials and modules to be used for targeted audiences in the pilot communities as well as across the state.

TOP SPORTS ACTIVITIESContact Person: Sue Olsen Funding Source and Amount: CPD*, Logan City Parks and Recreation, Smithfield City Parks and RecreationsDescription:The project has finished, but is being sustained through support by the Center for Persons with Disabilities (CPD), Logan City Parks and Recreation, Smithfield City Parks and Recreations, and parents of children and youth with disabilities. Top Sports activities address the recreational and leisure activity needs of children and youth with disabilities living in the Cache Valley area (Logan and surrounding communities). Activities include baseball/T-ball, basketball, soccer, and swimming. City and county administrators have shown their continued commitment by extending the use of the city’s facilities at no cost to the Top Sports Activities. Additionally, parents of children and youth with disabilities have participated in the continuation of these leisure and recreation activities by co-directing the activities with personnel from the CPD. This project has provided activities during the last year to over 150 children and youth with disabilities and their families.

The initial project title “Leisure and Receational Activities for Differently-abled Children” has created an awareness and responsive commitment to the expansion and modification of recreation/leisure activities and programs to meet the needs and expectations of children and youth with disabilities. CPD personnel continue to provide training to program directors, activity instructors, parents, and other appropriate individuals/groups in skills and methodologies to ensure fully inclusive experiences and accessible activities for children and youth with disabilities. Additionally, CPD staff assist with the identification of volunteers from Utah State University and the community to assist the athletes with skill development and active participation.

TRANSITION NAVIGATORS WORKBOOKContact Person: Judith Holt Funding Source and Amount: Independent Living Research Utilization, $5,400Description:ILRU provides training and technical assistance to CMS grantees that are supporting individuals in nursing homes to return to their communities. This project will design and develop a workbook to be used by staff at Independent Living Centers to continue this process. The workbook will include practical suggestions for use during the assessment and transition process.

TRENDSContact Person: Judith Holt Funding Source and Amount: Independent Living Research Utilization, $7,000Description:This project involves review of five years of data from selected questions on the 704 reports submitted annually by Centers for Independent Living and State Independent Living Centers, resulting in analysis of trends across states, regions, and nationally.

UTAH ADA STEERING COMMITTEEContact Person: Martin Blair Funding Source and Amount: Rocky Mountain Disability and Business Technical Assistance Center, $30,000Description:The Utah ADA Steering Committee was established as a subcontract to the Rocky Mountain Disability and Business Technical Assistance Center to: (a) address employer lack of skill and knowledge as it pertains to working with people with disabilities; (b) develop strategies to ensure accessible information technology is available to employers, students, and parents at the primary and secondary levels; (c) provide information and education regarding accessible education-based information technology to educators statewide; and (d) conduct outreach through cooperation and participation in conferences targeting people with disabilities, parents, students and professionals who work with people with disabilities. Major long term outcomes of this project include increasing employment of people with disabilities and ensuring accessible virtual and physical environments. Staff is located in northern Utah at Utah State University and in southern Utah, in St. George Utah. During this past year, staff provided ADA-related training, technical assistance and information to nearly 500 individuals. This included over 35 individuals with disabilities, more than 300 family members of people with disabilities, 126 community-based providers and 3 legislators, among others. Development of two video/DVD based materials also occurred this year and became available in early fall 2005. These include an accessibility promotional video (5 min.) regarding access to recreational lands and an employer/employee series on the benefits of hiring individuals with disabilities. Both discuss reasonable accommodations, tax incentives and social benefits.

UTAH FAMILY VOICES FAMILY HEALTH INFORMATION CENTER AT THE UTAH PARENT CENTER EVALUATIONContact Person: Jefferson Sheen Funding Source and Amount: Health & Human Services, Centers for Medicare and Medicaid Services, $4,000 Description:Families of children, youth, and young adults in Utah have consistently identified the need for access to timely, high quality services and supports in the health and community system of care. The complexities of the current systems, multiple funding streams, and lack of coordination make it difficult for families to obtain the services their child needs. Families who have the information they need to support their child with a disability or special health care need are in the best position to ensure access to quality health and community supports for their child. To address the needs, the activities of the center are designed to create a clearinghouse of information and a family-to-family system that will: a) Provide information and education on health care to families with children with special health care needs, parent groups, providers, and other stakeholders; b) Provide training and education on home and community based services and supports; c) Provide information and referral to other programs and benefits that can help children remain in the community; d) Collaborate with existing Family to Family Health Care Information and Education Centers and Family Voices throughout the country to benefit children with special health care needs; e) Provide a forum for peer group discussion and interaction; f) Help families assess their potential eligibility for public long-term care programs and benefits; and g) Promote the philosophy of individual and family-directed care and supports.

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The goals of the project are as follows: Goal 1) Establish a successful statewide Family to Family Health Care Information and Education Center that builds on the best practices from other Family to Family Centers, promotes the philosophy of individual and family directed supports, encourages and supports the meaningful participation of individuals and family members in all aspects of the project, and utilizes every available resource to better serve all families of children/youth with special health care needs, including families in underserved populations; Goal 2) Increase services to families through increased access to information regarding health care issues, home and community based services, benefit programs, and other relevant community resources and programs, and build a database of issues and family involvement; and Goal 3) Create an infrastructure for collaboration and sustainability by developing new family advocacy and interagency relationships and strengthening existing ties with community-based, local, state, and national organizations.The Project will collaborate closely with and build upon initiatives occurring in the State of Utah. The project will identify the information needed through families and consumers. A family-to-family section will be added to the nationally recognized Utah Collaborative Medical Home website and a statewide, toll-free, family run telephone number will be established. Families will have leadership positions in all aspects of project design, implementation and evaluation, and be compensated for their efforts; strategies for supporting and training a network of family health partners will be defined and implemented; extensive linkages will be fostered with parent groups, advocacy organizations, and disability related agencies concerned with the system of care for children/youth with special health care needs and materials and training will be offered to the existing information and referral organizations. Project outcomes will be monitored and evaluated throughout the project period.

UTAH LEADERSHIP EDUCATION IN NEURODEVELOPMENTAL DISABILITIES REGIONAL PROGRAM (ULEND)Contact Person: Judith Holt Funding Source and Amount: Maternal & Child Health Bureau, $184,628Description:In July 2001, a partnership between the University of Utah Medical School and the Center for Persons with Disabilities (CPD) was awarded a five-year grant from the Bureau of Maternal and Child Health entitled The Utah Regional Leadership Education in Neurodevelopmental Disabilities Program (ULEND). This was the only new program funded in the competition, and drew heavily on the newly established Interdisciplinary Training (IDT) program as a model. It will provide almost $2 million over five years to support interdisciplinary training between the two campuses with trainees in medical, health, and allied health professions. Each year approximately 12-15 long-term ULEND leadership trainees will engage in 300 hours of interdisciplinary didactic, clinical, and research activities with emphasis placed on achieving core leadership competencies and objectives. Faculty from Utah State University’s Center for Persons with Disabilities as well as the USU Departments of Psychology (Gretchen Gimpel), Nutrition (Nedra Christensen), Audiology, and Communicative Disorders (Vicki Simonsmeier) contribute their knowledge and expertise to the ULEND program to enhance the trainees’ interdisciplinary experience. To ensure that ULEND trainees strengthen and expand their leadership skills, four distinct and interrelated strands are articulated in the core competencies and objectives. The four strands are: (1) ULEND leadership trainees will articulate and apply a family-centered philosophy that guides their practice and reflects their vision and commitment to culturally-competent, community-based services and supports, and coordinated, integrated systems of care that are responsive to both best practices and emerging concerns and priorities in the health care field; (2) ULEND leadership trainees will expand their core knowledge in the areas of ND/RD, genetics, molecular research, current laws and regulations that impact children and youth with neurodevelopmental disabilities and their families, the structure of and funding streams for health care and human service systems, the process for advocacy, and the development of public policy; (3) ULEND leadership trainees will develop enhanced disciplinary skills as well as demonstrable skills in interdisciplinary practice including the provision of clinical services to children and youth with ND/RD and their families, and collaborative interactions with professionals and community service providers; and (4) ULEND leadership trainees will understand, direct and/or participate in research and evaluation activities that examine the impact of services and service systems from the individual, family, practitioner, community, state, and federal perspectives and will demonstrate the ability to support systems change initiatives.

UTAH ONE-STOP ENHANCEMENT PROJECTContact Person: Judith Holt Funding Source and Amount: Office of Special Education and Rehabilitative Services, $164,371Description:The purpose of this project was to develop the Department of Workforce Services One-Stop staff training format, content, and materials that will build knowledge about individuals with disabilities and significantly increase skill training, career and job development opportunities that result in self-sustaining employment, and career advancement for people with disabilities. Core staff training entailed developing computer-based training modules for statewide DWS frontline staff on disability definitions, laws, etiquette, etc. Enhanced training included developing training modules for the Disability Navigators to further extend their knowledge, expertise, and skills in serving customers with more complex needs.

UTAH SSDI BENEFITS OFFSET PILOT PROJECTContact Person: Jefferson Clark Sheen Funding Source and Amount: Office of Special Education and Rehabilitative Services, $53,282Description:The Utah Benefit Offset Project is intended to test the implementation of a Social Security Disability Insurance benefit offset under a waiver of existing Social Security Administration policies within the context of existing employment support programs in Utah. The Pilot will evaluate the implementation and preliminary employment outcomes following the benefit offset intervention. As such, Utah is not implementing new employment support programs. Funding from SSA will be used to administer the project and to ensure that Benefits Planning is available to all participants that request it.

The objectives of the Utah pilot demonstration are: • To design and implement recruitment strategies to inform potential enrollees so they can make an informed choice about participating; • To design and implement methods of maintaining participation in the project by both intervention and control participants; • To identify problems and issues surrounding the provision of Utah’s employment support interventions and the integration of these with the benefit offset; and • To identify and describe participants for whom the employment support interventions are the most effective.

WEBAIM K-12: NATIONAL INSTITUTE ON KEEPING WEB ACCESSIBILITY IN MIND IN K-12 EDUCATIONContact Person: Cyndi Rowland Funding Source and Amount: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, $255,310Description:The Internet is one of the most powerful influences in our country, our society, and our education system today. However, students with disabilities are often denied access to the Internet because of Web sites designs. There are increases in the educational materials that are placed on the Web in inaccessible formats. This includes curricula, assessments, homework, teacher feedback, as well as collaborative work from groups of student peers. Current data suggest this problem is appalling in the K-12 system. When students with disabilities cannot access curricular elements that are placed on the Web they are, in fact, denied access to the general curriculum. This flies in the face of legal requirements under IDEA regulations. As

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importantly, these students are denied their independence, dignity, and choice. Unless coordination and reform can take place, students with disabilities will be at the mercy of their school district’s sensitivity to Web accessibility and the extent to which the school can influence design practices. Another problem is the preparation of educators and support personnel (e.g., regular and special educators, instructional technology or curriculum specialists). The next generation of educators is not learning accessibility skills in their required technology courses. This may be, in part, because the faculty that teach them may not possess the subset of design skills necessary to teach accessible Web design. A curriculum on accessible design would help this faculty teach this important content. The goal of this 3-year project of national significance is to increase the accessibility of Web-based components of the general curriculum for students with disabilities. This will be accomplished in three ways. First, the project staff will develop, implement, and evaluate a model of system-change for the K-12 system. The sets of procedural guidelines will be field-tested in the Western Heights School District in Oklahoma City, Oklahoma. Second, project staff will develop, implement, and evaluate an accessibility curriculum to be used in required technology courses during preservice teacher training. This curriculum (WARP or Web Accessibility Resource Planner) will be field-tested across four teacher-training programs. Third, an aggressive dissemination campaign will be launched. A Research and Development model will be used throughout the design of this project. It relies heavily on formative data to provide directions for revisions. A summative phase will also be used to garner final outcome data. This data-heavy model will be appropriate for the ongoing needs of the project. Moreover, the project will rely on the previous accessibility and higher education reform work of the project WebAIM as well as an Advisory Panel, who will help in development and review efforts. This Panel is comprised of directors of two national centers dealing with accessibility, staff from one of the federal Regional Resource Centers, administrative staff from a school district, a consumer with a disability, and parents of a student with a disability. This panel will bring an important knowledge base and perspective to the development of the project.

WORK ABILITY: COMPREHENSIVE EMPLOYMENT SYSTEMS INFRASTRUCTURE GRANTContact Person: Jefferson Sheen Funding Source & Amount: Health & Human Services, Centers for Medicare & Medicaid Services, $50,720Description:The new Work Ability project has a goal to enable 800 people with disabilities to find and retain competitive employment over the next four years. With resources from a new grant, the Work Ability project will continue the process of creating a strategic plan that will guide the future development of a comprehensive system of employment support for people with disabilities in Utah. Public agencies will work to improve and sustain the infrastructure of employment supports including benefits planning, personal assistance, and health care benefits for people with disabilities who work. Employers will employ more individuals with disabilities through the creation and growth of Utah Business Employer Team (UBET). Job seekers with disabilities will connect to Utah’s labor market through new information technology with a special focus on youth transitioning from school to work. A research and demonstration project will examine the effectiveness of gradual reduction of benefits for SSDI beneficiaries who work in cooperation with the Social Security Administration. The Utah Department of Health will administer the Work Ability project. A four-person management team will be responsible for oversight of the grant, comprised of top level managers in the Utah Department of Health, Department of Workforce Services, Utah State Office of Rehabilitation, and State Office of Education. The State of Utah will develop an integrated data system to permit agencies to track the effectiveness of publicly-funded employment programs for people with disabilities. A communications plan will expand upon the public awareness campaign of Work Ability: Opening Doors to Work. The USU Center for Persons with Disabilities serves as a subcontractor.

WYOMING PART C AND PART B 619 MONITORING PROCEDURESContact Person: John Copenhaver Funding Source and Amount: Wyoming Department of Health, $123,545Description:The MPRRC will be working in conjunction with Wyoming for the purpose of helping them revise their Part C and Part B 619 monitoring procedures to more effectively reflect the U.S. Department of Education,Office of Special Education Programs regulatory requirements and general supervision responsibilities, improve programmatic data collection, and enhance information regarding program quality while making more efficient use of staff time and resources.

WYOMING TECHNICAL ASSISTANCEContact Person: John Copenhaver Funding Source and Amount: Wyoming Department of Education, $48,490Description:The purpose of this project is to receive and assemble information and data as well as conduct a statewide assessment of the special education monitoring of districts within the State of Wyoming.

*These projects are funded with monies reported in Program Development and Administration or Administrative Support sections.

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Report designed, compiled and edited by Kelleen Smith

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