Fiscal Year 2008 Administration on Developmental Disabilities (ADD)

Fiscal Year 2008University Center for Excellence in Developmental Disabilities (UCEDD)

Annual Report to theAdministration on Developmental Disabilities (ADD)

Date of Report July 30, 2008

ADD Project Officer Sharon Delaney, [email protected]

ADD Grant Officer Ruth Hopkins, [email protected]

ADD Grant Number 90-DD-0611UCEDD Name University of New Mexico

AddressCenter for Development and DisabilityPediatrics2300 Menaul Blvd NEAlbuquerque, NM 87107 http://cdd.unm.edu

Phone 505-272-3000Period of Performance July 1, 2007 - June 30, 2008Approved Project Period July 1, 2007 - June 30, 2012Project Title UNM Center fo Developmental Disabilities

Principal InvestigatorCatherine [email protected]

Author of this ReportCatherine [email protected]

This report complies with the data collection approved by OMB (control number 0970-0289)with an expiration date of 8/8/2008.

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ADD Annual Report Part 1: Introduction The Center for Development and Disability (CDD) is New Mexico's University Center for Excellence inDevelopmental Disabilities Education, Research and Service and is located at the University of NewMexico (UNM) in Albuquerque, the largest metropolitan community in the state. The CDD is administrativelyhoused in the Department of Pediatrics, School of Medicine, UNM Health Sciences Center, but its physicallocation is in an off-campus building. It is fully accessible with adequate parking and on a major bus route.The majority of CDD employees have office space at the central CDD building but several employees alsowork out of home offices located in communities throughout New Mexico. The CDD was first funded byADD in 1990 and since then has grown significantly, leveraging $11,590,252 in FY 08, a 23% increase infunding from FY 07 ($9387,234).

FY 08 has seen the Center embarking on the first year of its current five-year plan, running from July 1,2007 through to June 30, 2012. The CDD's 49 programs and projects range through the lifespan in focus,and typically have statewide impact. All goals for FY 2008 were met, apart from narrowly missing somebenchmarks, or deciding to defer achievement of a goal to FY 09. All the Center's goals, sub-goals, andassociated benchmarks can be reviewed in the evaluation plan in Attachment A. In summary, 27 CDDprograms or projects provided 387 training events to 10,411 individuals, representing more than a 24%increase on individuals served in FY 2007 (8,391). Technical assistance (TA) was offered to 17,314individuals to help meet the needs of children and adults with disabilities. This is an increase of 36% onFY 2007 when TA was offered to 12,713. Specialized clinical services were provided to 1,784 childrenand adults from across New Mexico (1,858 in 2007). Five hundred and fifty-five clients (410 in FY 07)received family-centered support and technical assistance in the form of assistance with individualizedfamily plans, information on community resources, and/or disability specific information (35% increase).

Significant achievement at the CDD this fiscal year includes the rapid expansion of service and staff inthe newly-named Autism Programs, following the $4 million award from the New Mexico State legislaturein March, FY 2007. During the first six months of FY 2008, four senior program therapists, three speechtherapists, two MDs, one psychiatrist, one psychologist, and an occupational therapist were hired. Fourfamily specialists were also hired to support families with a child with Autism in the regions beyond theAlbuquerque metro area. Apart from expanding the CDD Autism Clinic, and continuing the successfultraining programs that have been delivered over the years, several new projects have been introducedthis fiscal year. The Pilot Project Using the Ziggurat Model is a program whereby individualized coachingand mentoring is offered over a two-month period to professionals who provide services to persons withASD, ages 5-21. There have been ten trainings completed this year and 278 professionals have eithercompleted the program or are in process. Telehealth services are used to help serve professionals in theouter reaches of the state. A Parent-Home Training Program for ASD was initiated in October 2007 for 16parents with children five years or younger. Through home-visits, videotaping, homework assignmentsand weekly consults over a period of four months, this free program provides individualized help toparents in the home on how to teach their child with ASD. Program evaluation after the first phase oftraining led to changes in approach and curriculum, and another two cycles of the program have beenimplemented involving a further 34 families. Finally, a direct service pilot project, 'Adaptive Skill Buildingand Case Management Services', commenced in April 2008. In this project, the Autism Programs at theCDD are partnering with three agencies to provide statewide services to 80 children ages 5 -22 with adiagnosis of autism, Asperger syndrome, or PDD/NOS living in six cities across New Mexico. Serviceshave been provided for 10 hours a week at no cost to the family, and take place in the family's home or ina community setting. Case management includes the development of a service plan and monthly visits. Another example of expanded service at the CDD has occurred in the support of inclusive environmentsfor young children with disabilities in early care settings. Over the past year through a contract with theNew Mexico Children Youth and Families Department (CYFD), CDD staff members from Early Childhoodand Specialized Personnel Division have provided support, coordination and TA to nine 'InclusionSpecialists'. These specialists work throughout the state, providing training, technical assistance, andguidance to childcare providers serving children with disabilities. Regular case discussions, individualreflective supervision, and statewide communication have made this group effective in working at a localcommunity level with childcare providers and parents of young children with disabilities, as well as localschools and early intervention agencies. In addition, following the recommendations of the QualityChildcare for ALL Task Force, led by the CDD, CYFD is piloting differential rate subsidies for eligiblechildren enrolled in early care settings. These enhanced rates will allow childcare providers to accessadditional training, hire additional staff, or pay higher wages to childcare workers, helping enhance careenvironments for children with additional care needs. CDD staff members also serve as part of the rate-

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determination committee with CYFD, helping ensure that families and providers have access toinformation and resources to better serve children with disabilities. One program, Project Pueblo Connections, from Family and Community Partnerships Division, havingcompleted the third year of its four-year grant, was recently identified by the Administration onDevelopmental Disabilities through MTARS (Monitoring and Technical Assistance Review System) aspromoting Promising Practice. The program was noted for "its innovation in fulfilling the communityservices core function of a UCEDD, as well as the quality of the program delivery which is marked bycontinual evaluation, responsiveness to participant input, and respectful methods in serving Pueblocommunities." Pueblo Connections is a collaborative project with four of the Indian Pueblos in SandovalCounty to the north of Albuquerque. The Project provides a comprehensive array of culturally appropriateservices and supports for families who have a son or daughter with a disability in the four pueblos. Itincludes family support, community education, and referral services to comprehensive and positiveresources for these children and their families and their pueblo community. Its activities are described inmore detail under sub-goal 4.3 below.Also under the auspices of Family Division, the Library & Information Network for the Community (LINC)continues to expand, now having more than 7000 holdings. The library's specialized focus on disabilities,services, and functions make it an invaluable asset to all NM residents and it serves as both a publicresearch and a university library. The collection includes books, reference materials, videos, assessmenttools, journals, newsletters, program brochures, and disability resource information. Books for childrenand a growing number of bilingual and multicultural items are available in Spanish and Navajo languages.This fiscal year LINC was awarded funding from the National Libraries of Medicine (NLM) to increaseknowledge and use of currently available health information and disability resources by the public healthinfrastructure located in Sandoval County New Mexico. Objectives are being accomplished throughcommunity outreach, Internet-based trainings and follow up technical assistance.Underpinning growth in service at the Center has been the continued review and refinement of datacollection procedures. This fiscal year, nearly all programs are now using standardized training and TAevaluation forms, to aid a general overview across the CDD. The ongoing problems with collecting reliabledata on satisfaction with TA have been addressed this year. Up until now, the collection has been patchyor non-existent. Only "long term" TA recipients are now surveyed. To some extent, whether a TArecipient qualifies as "long term" is up to the judgment of the TA providers, but from conversations withstaff who offer TA, three or more substantial contacts seemed to be a good guideline (contact may be byemail, phone, face-to-face, and by telehealth). Surveying now only takes place twice a year, earlyJanuary and mid-May. The returns show a much higher response rate, 60% for one program. In supportof data collection, the Center's data manager has created a template database for training and TAevaluations that contains data entry forms, NIRS summary reports and standardized reports for programmanagers and facilitators. The template is installed on each program's network drive and individualized.An example of its function and benefit was in evidence after this year's Southwest Conference onDisability, when multiple facilitators from 47 workshops involving 879 post-workshop evaluations, wereprovided with an electronic report from their presentation containing all participant comments and averagescores on each evaluation question within one month of the conference's completion. The CDD's wholesystem for evaluation of training and TA has garnered much interest from other UCEDDs.

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ADD Annual Report Part 2: UCEDD Annual Report2A: FY 2008 Narrative Report on GoalsNM- Center for Development & Disability02/13/2009 02:06 PM

Goal 1: The CDD will support the professional development of students and individualsin disability-related profesions through interdisciplinary pre-service and continuingeducation opportunities.

Area(s) of EmphasisCore Function(s)Type of ActivityObjectives 1: The CDD will increase knowledge, skills and abilities of interdisciplinary

long-term trainees in leadership, public policy, family, and person centeredcare and neaurodevelopmental disabilities.2: The CDD will increase the knowledge, skills and abiliteis of pediatricresidents in disability-related issues.3: The CDD will increase the knowledge, skill and abilities of BehavioralTherapists working throughout New Mexico in the Developmental DisabilitiesWaiver system about Autism Spectrum Disorders (ASD).4: The CDD will increase the knowledge of participants at the SouthwestConference on Disability concerning disability-related issues and topics.

Extent to Which Goalwas Achieved: Achieved

Explanation: 1.1: The CDD will increase knowledge, skills and abilities of interdisciplinarylong-term trainees in leadership, public policy, family and person centered careand neurodevelopmental disabilities

This sub-goal has been achieved by the recruitment of graduate students fromdifferent disciplines and diverse backgrounds, and ensuring they follow abroadly-based Interdisciplinary Leadership curriculum. More than six disciplines were represented in FY 08. There were two Nutritionists,one Family Member, a Social Worker, a Public Administrator, a Pediatrician (onSabbatical), and a Physician's Assistant (started in January and will complete inDecember). There were also three students who completed the first semester but,because of job issues, could not proceed to the second semester: a PediatricNurse Practioner, a Dental Hygienist, and an Occupational Therapist. The classincluded one Native American, one Asian, one Hispanic and four White students.There was one parent of a child with a disability and two members who haveadult siblings with disabilities. One member of the class was male. The NM LEND program continually improves its curriculum using feedback fromformer students, published best practices, the changing needs of communities,and the escalating needs of health care professionals. In FY 08 the curriculumincluded projects in each of the four areas cited in the sub-goal, with areasoverlapping in much of the learning. For example, all students attended a two-daypublic policy institute during the fall term. The curriculum covered an overview ofpublic policy and the state legislative process, how to write fact sheets andtestimony, and governmental rules and regulations. Trainees participated in anumber of group exercises to practice these leadership skills, including developingand presenting a piece of legislation to a mock legislative committee. During theSharing Public Policy Project, the trainees then spent time shadowing a legislatorfor a day during the New Mexico Legislative Session (most were legislators fromthe trainees' own legislative district). Trainees attended committee meetings orconstituent meetings on specific issues and several spent time with legislators onthe floor while the Legislature was in session. One also served as an ad-hoccommittee aide for the afternoon.In the Family Partnership Project each trainee was assigned to a family with a childwith a developmental disability, who they visited over the course of the academic

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with a developmental disability, who they visited over the course of the academicyear. At the end of the term, each trainee presented to the LEND group, wrote areaction paper regarding their experiences and what they had learned, andparticipated in a reporting session in which each trainee and his/her 'family faculty'member shared issues, talked about strengths of the experience, and offeredsuggestions. The family members who served as mentors provided an evaluationof each student that was used to determine overall growth of the class ofstudents. All the students spoke very positively of the benefits of this project, forexample: "I would highly recommend this experience to others. It is very humblingand very inspiring to see children with special needs in their home environment." Throughout the year students were exposed to a variety of clinical experiencesand problem-based learning cases to increase their knowledge and skills inneuro-developmental disabilities. Example topics addressed in the 36 trainingsessions in FY 08 included Typical Development, Brain Development, NormativeAssessment, and Genetics Issues. The group participated in clinicalevaluations/case studies. Cases included: Medically Fragile; Autism; and MultipleIssues including feeding and dental care. Students participated in numerous clinicsincluding Medically Fragile home visits; Feeding Clinic; and Early ChildhoodEvaluation.

Underpinning all their learning and experience were a series of ethical debates ontopics such as a Neonatal Intensive Care Unit (NICU) case, full inclusion, andmedical ethics in health care financing (this topic was a joint activity with traineesat UCEDD network programs in Utah and Wisconsin). Mode of learning delivery was expanded with NM LEND partnering with UT and WIfor two teleconferences. NM LEND invited a Native American to provide somebackground into health and disability issues and then NM LEND students led adiscussion based on this information, supplemented by the content of The Scalpeland the Silver Bear, which students had read in preparation. WI led the secondteleconference on matters of abuse of persons with disabilities, based on twoselected articles.To enrich their learning all students undertook research projects in suchwide-ranging topics as 'Relational Integration in Alcohol relatedNeurodevelopmental Disorders', 'Evaluation of Electronic Benefits Transfer Use ofWIC participants in New Mexico.', and 'Project Real Time: A study of time-useamong parents of adolescents with disabilities', to cite just three.The aggregated scores from LEND Fellows who completed evaluation forms aftertheir Friday work-shop sessions showed 62% highly satisfied responses and33% satisfied with increase in knowledge and skills. Five of their comments follow:"The LEND Fellowship experience has helped me to stretch myself on both apersonal and professional level beyond my expectations of this program. Thedevelopment and disability education was thorough and current. I have developedleadership skills that I will use throughout my life. This has been a phenomenalexperience for me." (Social Work Fellow)"The University of New Mexico LEND program is full of challenging and positivelearning experiences. LEND fellows are provided with in-depth leadershipcurriculum and instruction, as well as hands-on leadership opportunities. I wasinvolved in a leadership project in which I was able to work closely with apediatrician specializing in developmental disabilities and a community health nurse.We worked together in a grant writing project with a goal of improving the processof hearing screening for children up to age three in Early Head Start programs.LEND is a wonderful experience for graduate students in the health sciences."(PNP Fellow)"I have learned the importance of an interdisciplinary approach in caring forindividuals with disabilities. Our discussions during LEND sessions has opened upmy eyes to the need for diverse teams in health care. I could not have come intocontact with all the disciplines if it were not for LEND." (Physician's AssistantFellow)

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Fellow)"The experiences that I've had and the skills that I've learned through the LENDprogram will definitely carry over to both my personal and professional life. In fact,I probably grew the most personally and professionally during my time here withLEND. I've made some great friends too, and I wouldn't trade this experience foranything! It's been well worth the time and effort!" (Nutrition Fellow) "The LEND leadership training is truly a transformational experience. It's a greatopportunity to grow as a person, reflect on personal values, and to learn fromleaders in other disciplines." (Public Administration fellow)

Benchmarks: 1. Average 7 trainees /year Actual: 7 trainees (+ 3 traineescompleted one semester) 2. Six different disciplines Actual: 6 (+ 3) 3. 75%respondents report increased knowledge & skills. Actual: 95%

1.2: The CDD will increase the knowledge, skills and abilities of pediatric residentsin disability-related issues.All Pediatric residents at UNM Hospital take part in a one month long rotation onchild development at the CDD. The program is directed by a member of staff whois a Board-Certified Pediatrician. The goals of the program are to promoteunderstanding of typical and atypical development, the system of services thatsupport children with special needs and their families, and the importance ofpartnering with parents in their children's care.The three unique features of this learning experience are: 1) it takes place duringthe first year of the residency 2) it is designed for general pediatricians asopposed to sub-specialists, and 3) it incorporates training about Infant MentalHealth. This model has been solicited for presentation at the National Society forDevelopmental Behavioral Pediatricians Conference in the Fall.During their rotations the residents attend nine different clinics covering a varietyof issues, e.g. feeding, autism, poly-substance exposed children, etc., andexperience/visit a range of care services, as well as working with families. Twelve of the 13 residents in FY 08 returned an evaluation survey. All agreed thattheir knowledge and skills had increased, eight of whom strongly agreed (66%).All were satisfied with the rotation, nine highly satisfied (75%). Three commentsillustrating residents' increased knowledge include:"I learned so much about infant mental health, a topic I new nothing about prior tothis rotation. I am now familiar with many different programs.""I enjoyed the ECEP clinic and autism clinic, especially when experts joined me inthe observation room and interpreted testing.""Perhaps what I enjoyed most about the rotation was the one on one tutorials withDr. Alderman. I felt it provided a great opportunity to really discuss the topics andget my own thoughts expressed and my questions answered. The rotation alsoexposed me to the many resources available for children with disabilities and Inow have a better idea about referring patients."The following comment expresses the generally high satisfaction with thisprogram: "Fantastic rotation! Great reading materials. Superb organization."

Benchmarks: 1. 10 residents /year Actual: 13 2. 75% respondents reportincreased knowledge & skills Actual: 100%

1.3: The CDD will increase the knowledge, skill and abilities of BehavioralTherapists working throughout New Mexico in the Developmental DisabilitiesWaiver system about Autism Spectrum Disorders (ASD).Competencies were outlined with NM Dept. of Health (per meeting minutes) in fourmeetings held during the year. Although six meetings had been the statedbenchmark, it was found that in practice four meetings were sufficient.

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benchmark, it was found that in practice four meetings were sufficient.Fifty-nine Behavioral Therapists working in the DD Waiver System attended aseries of six trainings, each lasting six hours, provided through funding from theNM DOH, Long Term Services Division. The titles were: 1. Understanding &Working with Individuals with ASD. 2. Social, Sensory, & Behavior for Personswith ASD. 3. Communication & Visual Supports for Persons with ASD. 4.Strategies, Tips & Techniques for Persons with ASD. 5. Social Development forPersons with ASD. 6. Social Stories Video Workshop. Forty-six returnedevaluation forms, and 100% were satisfied with their increase in knowledge andskills (59% were highly satisfied).

Benchmarks: 1. 6 meetings /year Actual: 4 meetings 2. 4 trainings / year Actual:63. 75% respondents report increased knowledge & skills Actual: 100%

1.4: The CDD will increase the knowledge of participants at the SouthwestConference on Disability concerning disability-related issues and topics.The Southwest Conference on Disability, entitled "Reaching Out and TakingCharge", was held October 3-5, 2007, at the Albuquerque Convention Center. Thisyear's conference registered 535 individuals (178 of whom reported having adisability) from 18 states and three other countries. Apart from the two keynoteaddresses, the conference offered a sweeping array of topics for attendees'edification in over 60 sessions. For example, the six concurrent workshops onoffer in the first half of the first afternoon included 'Taking Charge: What everyParent Should Know About Special Education', 'Emergency Preparedness:Personal Responsibility', 'Re-entering the World of Work/Life: Motivating ResistantClients Towards a Positive Change Using a Cognitive Skill Approach andMotivational Interviewing techniques', 'Co-occurring Disorders in Brain Injury andImpact on Functioning', 'Cell Phones: What's New for the Hearing Aid User andHands-Free Devices' and 'Disability Employment-Focusing on Ability'.In addition, throughout the conference attendees could visit an AssistiveTechnology Demonstration Room, a Disability Information Resource Room andInternet Café, as well as NM Artisans' Row where NM artisans with disabilitiesoffered their handcrafted artwork for sale.All workshop sessions were evaluated by participants and from the total 850responses, 86% agreed their knowledge and skills had increased (37% stronglyagreed). Overall, 90% were satisfied with the sessions. It was a further featureof this year's conference that presenters were provided with the participantcomments and average scores on each evaluation question within one month ofthe conference's completion.Sixty-five Continuing Education Units were awarded to individuals from thefollowing disciplines: Occupational Therapy (6), Physical Therapy (6), SpeechLanguage Pathology (8), Social Work (27), Counseling (7), and VocationalRehabilitation Counseling (11).

Benchmarks: 1. Individuals from 4 disciplines will gain CEUs Actual: 6 2. 75%respondents report increased knowledge & skills Actual: 86%

Proposed Revisionto Goal

Sub-goal 1.3 will be deleted in FY 09 as the needs of NM DOH have changed and itno longer requires the CDD to provide training for this specific group ofprofessionals.

Goal 2: The CDD will enable community members (parents, self advocates, familymemebers, providers, professionals. paraprofessionals, policy makers, educators,etc) to better meet the needs of children and adults with disabilites by providingtraining, technical assistance and access to information resources.

Area(s) of EmphasisCore Function(s)Type of Activity

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Objectives 1: The CDD will improve the understanding of New Mexico's Medicaid systemamongpotential users and families of users of Medicaid.2: The CDD will increase the knowledge, skills and abilities of professional andparaprofessionals working in preschool settings in how to effectively workwith preschoolers with developmental concerns and their families.3: The CDD will increase the knowledge, skills and abilities fo emergencymanagement personnell and others first responders to beter meet the needs ofpeople with disabilities and their caregivers in emergency situations.4: The CDD will increase the knowledge, skills and abilites of parents, earlyinterventionists, educators and healthcare professionals on how to moreeffectively meet the needs of children with Autism Spectrum Disorders andtheir families.5: The CDD will improve the quality and uniformity of training services in thefield of Early Intervention in New Mexico.6: The CDD will increase the knowledge, skills and abilities of DevelopmentalSpecialists in issues related to providing Early Intervention services to infants,toddlers and their families throughout New Mexico.


Explanation: The goal was achieved. Although sub-goal 2.5 which refers to structural changesin how the CDD will deliver training (in collaboration with DOH FIT)was notachieved, it did not prevent the ECN program delivering high-quality training to moreindividuals this year (1245) than in FY 07 (957)

2.1: The CDD will improve the understanding of New Mexico's Medicaid systemamong potential users and families of users of Medicaid.

The Information Center for New Mexicans with Disabilities/Babynet is a statewideinformation and referral service. It provides information to individuals withdisabilities, families, advocates, therapists and case managers about serviceproviders, support groups and other local state and national resources. Babynethelps pregnant women and families with small children gain information to accessand utilize medical and support services; promotes baby wellness by identifyingand promoting prenatal and perinatal services. Babynet also provides EarlyIntervention resource information.

Eleven different tip sheets have been developed and distributed by this programthis year. The titles are listed below. The number in brackets signifies how manyof each title were disseminated following requests for individual titles: Applying for the Developmental Disabilities Waiver (52), Allocation to theDevelopmental Disabilities Waiver (27), Disabled and Elderly Waiver (79), PersonalCare Option Program (64), Trust Fund Traumatic Brain Injury Program (9), StateGeneral Funds Program (30), Mi Via Self-Directed Waiver (73), Income SupportDivision Offices - By County (13), EPSDT and Waiver Programs for ChildrenWaiver (30), Family Infant Toddler Program (11), Medically Fragile Waiver (12). One thousand six hundred and sixty-six sets of all 11 tip sheets were alsodistributed on request, and at other appropriate forums such as health fairs andconferences.

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conferences.The information center also provides a toll free information and referral line, andthis year there were 2863 calls, of which 1077 were about Medicaid. Every fifthcaller is called back within one month of their call to obtain feedback on the helpthey received. If unavailable the next caller is contacted. Eighty-six percentreported satisfaction with information received. However, this has proved anunsatisfactory process since callers a) often cannot be contacted for follow-up b)may be unwilling to respond to a survey, c) cannot recall calling the center, and d)confuse the center with other agencies they have been calling. Thus, it has beendecided that more appropriate and valid benchmarks for this sub-goal will be tocapture increased knowledge about Medicaid arising from presentations theInformation Center's manager delivers when giving out tip sheets at a variety ofagencies and organizations throughout the state. Further, where a provider usesthe tip sheets with their clients and/or case workers/employees, a productevaluation will be utilized with that provider.

Benchmarks: 1. 8 tip sheets developed /year Actual:11 2. 1000 tip sheetsdisseminated Actual: 18,326 3. 75% callers report increased under-standing aboutaccessing Medicaid Actual: 86%

2.2: The CDD will increase the knowledge, skills and abilities of professional andparaprofessionals working in preschool settings in how to effectively work withpreschoolers with developmental concerns and their families.

The Preschool Network (PSN) provides training and technical assistance to publicschool preschool programs for children with special needs (3-5 years) and theircommunity partners. PSN is funded by the NM Public Education Department,Special Education Bureau (PED) and supports the bureau and school districts inthe areas of transition, least restrictive environment, early childhood outcomes,and in offering high quality services to young children with disabilities and theirfamilies. Services are provided on an "as-requested" basis and are designed tomeet the unique needs of each school district. PED also funded the PSN AIM HighProject to improve accessibility to high quality childcare for all children, includingchildren with disabilities. PSN works with Professional Development Specialists inthe Children, Youth, and Families Department (CYFD) Training and TechnicalAssistance Programs (TTAPS) in two regions of the state. Also under the PSNumbrella is the Quality Childcare for All Project which has provided statewidetraining for CYFD TTAPS in focused areas as well as supporting the first stepstowards implementation of the Child Care for All plan. This includes supporting apilot project for utilization of a differential rate for inclusive child care andcoordination, training, and reflective practice for the newly hired InclusionSpecialists at each of the eight TTAPS.Some examples of training titles offered by PSN this year were: Early ChildhoodOutcomes: Using the Child Outcomes Summary Form (12 trainings); Me and YouTogether Creating Inclusive Supports for Young Children; Creative Curriculum foryoung children.Overall, the PSN projects offered 89 trainings to 2522 participants. TechnicalAssistance was offered to 3873 individuals. Twenty-nine individuals who hadreceived "long-term" TA were mailed a survey, and 17 were returned (59%response rate). All agreed that knowledge and skills had increased.

Benchmarks: 1. 50 trainings /year Actual: 89 2. 100 training participants / yearActual: 2,522 3. 100 TA participants/ year Actual: 3,873 4. 75% respondentsreport increased knowledge & skills Actual: 94% (training) 100% (TA)

2.3: The CDD will increase the knowledge, skills and abilities of emergencymanagement personnel and other first responders to better meet the needs ofpeople with disabilities and their caregivers in emergency situations.

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At the request of the funding agency, the original objective of focusing only oncounty-level emergency managers was broadened to include broad-basedcommunity organizations. The training was offered to members of communityhealth councils, local emergency management personnel and state employeesinvolved in emergency preparedness and response. The training was advertisedthroughout the state through regional public health offices. Five trainings for 83participants were held around the state in Santa Fe, Roswell, Las Cruces, andAlbuquerque (2). Of the 76 individuals who responded to the evaluation survey, 89% reportedincreased knowledge and skills and 97% expressed overall satisfaction with thetraining.

Benchmarks (FY 08): 1. 33 County managers or their representatives will betrained. Actual: 88 training participants included a range of personnel 2. 75%respondents report increased knowledge & skills Actual: 89%

2.4: The CDD will increase the knowledge, skills and abilities of parents, educatorsand healthcare professionals on how to more effectively meet the needs ofchildren with Autism Spectrum Disorders and their families.

Although a number of programs at the CDD also provide training about ASDissues, the majority are provided by three programs from the Autism Programsgroup. FACE (Family and Community Education in ASD) provides statewidetraining, also consultation, and family support for all ages. Training is provided freeto families and New Mexico Department of Health programs; fees may apply toothers. Project SET (Specialized Early Teaching for Young Children with ASD) is astatewide program focused on the needs of young children birth - five with autismspectrum disorders. Apart from training, other services include family support andconsultation. The third program is newly formed. The Pilot Project Using theZiggurat Model is a program whereby individualized coaching and mentoring isoffered over a two-month period to professionals who provide services topersons with ASD, ages 5-21. These three programs delivered 48 trainings on issues to help parents andprofessionals meet the needs of children with ASD were delivered this fiscal year.There were 1417 participants, many of whom may have attended more than onetraining, but included as separate registrants 172 family members, 369 educators,91 healthcare professionals. Of the 1098 responses in evaluation surveys, 98%reported increased knowledge and skills and 96% expressed overall satisfactionwith the training.

Benchmarks: 1. 6 meetings /year Actual: 4 meetings 2. 10 trainings / year Actual:48 3. 75% respondents report increased knowledge & skills Actual: 98%

2.5: The CDD will improve the quality and uniformity of training services in the fieldof Early Intervention in New Mexico.

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The Early Childhood Network (ECN) is primarily funded by the New Mexico's leadagency for IDEA, Part C, the Department of Health, Family Infant Toddler Program(DOH FIT). It works in collaboration with 34 early intervention community-basedproviders throughout New Mexico to ensure that all eligible infants, toddlers andtheir families receive high quality early intervention services from qualified and wellsupported personnel. ECN services include customized training, consultation andtechnical assistance designed to meet the unique needs of each provider and toreflect the best practices in the field of early intervention. In order to help improvequality and uniformity of training services, it was proposed that FIT Training/TAand CDD/ECN efforts be consolidated into one scope of work and contract. Thishas taken the full year to accomplish so the Early Childhood Network (ECN)program manager recommended that the surveying of the five regional managers(to evaluate the new streamlined training services) be deferred until next yearwhen the scope of work is well-established. However, much of the work scopehas already started. The ECN provides transition coaching, technical assistance toEarly Intervention teams promoting quality improvement based on annualperformance reviews, and has developed a Part C Orientation online course.In FY 08 ECN staff delivered 88 trainings to 1,245 participants. Thirteen of thesetrainings, involving 227 participants, were sponsored by DOH FIT. In the 75CDD-sponsored trainings, 97% agreed that their knowledge and skills hadincreased. There were 197 TA activities involving 940 individuals. 100% of theindividuals surveyed agreed that as a result of the TA their knowledge and skillshad increased. Twelve individuals were classed as having received "long-term"TA and they were sent surveys; five were returned (42% response rate).

Benchmarks: 1. 4 meetings /year Actual: 4 meetings 2. 80% regional managersreport satisfaction with training services Actual: Assessment deferred to FY 09 3.75% training respondents report increased knowledge & skills Actual: 97%

2.6: The CDD will increase the knowledge, skills and abilities of DevelopmentalSpecialists in issues related to providing Early Intervention services to infants,toddlers and their families throughout New Mexico.

ECN delivered 88 trainings this year in which 55 developmental specialists (DS)participated, most of them attending several trainings. Examining the responses ofDS participants showed that 98% agreed their knowledge and skills increased(54% strongly agreed). Some examples of training titles offered by ECN are: Early Development and InfantMental Health; Infant Toddler Developmental Assessment (IDA) Parts 1 & 2;Reflective Practice and Supervision; Environmental Risk Assessment: GatheringInformation for Planning; The Ounce Scale Parts 1-4Benchmarks: 1. 50 developmental specialists trained/year Actual: 55 2. 75%respondents report increased knowledge & skills Actual: 98%


Sub-goal 2.3 In FY 2009, the content of the training will be changed to focus onthe implementation of the modular emergency medical system in New Mexico, atthe request of the funder. The revised subgoal will be: The CDD will increase the knowledge, skills and abilities of community healthcouncils and other local emergency management personnel to better meet theneeds of people with disabilities and their caregivers in emergency situations. The new benchmark will be 30 personnel trained. A web based training to servethis community will be developed in FY 09.

Goal 3: The CDD will assist individuals with developmental disabilities and teircaregivers in accessing appropriate resources by providing specialized servicesand supports, statewide.

Area(s) of EmphasisCore Function(s)Type of Activity

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Objectives 1: The CDD will increase the capacity of individuals and their families who arewaiting for Developmental Disabilities Waiver services to develop andimplement Individual and Family Support (IFS)Plans.2: The CDD will increase the capacity of families of children who aresuspected of having Autism Spectrum Disorder (ASD)or anotherneurodevelopmental disorder to access appropriate resources, supportsand/or services fo their child.3: The CDD will increase the capacity of families who have children who aremedically fragile to access appropriate services and supports.4: The CDD will increase the capacity of caregivers for children and adultswith developmental disabilities who have feeding and eating issues to accessmore effective treatment and other resources.5: The CDD will increase the capacity of Native American families to accessappropriate supports and services for their children with disabilities.6: The CDD will increase the capacity of families with infants and youngchildren who have, or are at risk for, a developmental disability to attainappropriate services and supports.


Explanation: 3.1: The CDD will increase the capacity of individuals and their families who arewaiting for Developmental Disabilities Waiver services to develop and implementIndividual and Family Support Plans. The Self-Directed Family Support Program provides flexible support funds to agroup of New Mexico families who have a child or family member withdevelopmental disabilities waiting for the DD Waiver. Project participants directtheir own spending of the allocated budget of $2600. Guidance for this is providedby one of the Program's five Family Resource Support Specialists allocated toeach family. One hundred seventy-six were helped to develop self-directed plansfor individuals with Developmental Disabilities, which also includes information oncommunity resources to support the plan. The benchmark specified for thissub-goal was 180 plans. This will be revised to 176 plans next year, which is thenumber required by the program's funder. A one-page family satisfaction surveywas mailed in March, 2008 to the 162 families with the program at that time.Findings indicated that 88% of respondents were satisfied with the programoverall (68% were highly satisfied). Ninety percent of families reportedsatisfaction with how their family resource specialist helped increase theirknowledge about resources, supports and/or services. (71% were highlysatisfied). Their comments included: "The SDFS program makes services available to E. specific for her and tailoredaround her environment, which keeps her very confident. E. is special needs soany time her environment is interrupted or changed, she regresses. With theSelf-Directed Program it is not that way at all." "It took a lot of her time to explain, and she helped fill out the forms and figure outwhich resources best fitted J's needs.""I have learned a lot about resources from the specialist."

Benchmarks: 1. 180 IFS plans developed /year Actual: 176 2. 75% respondentsreport increased access to resource information Actual: 90%

3.2: The CDD will increase the capacity of families of children suspected of havingASD, or another neuro-developmental disorder, to access appropriate resources,supports and/or services for their child.

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Typically four evaluations a week are conducted at the CDD for children agedbetween 3 and 21 who are suspected of having autism. The current clinical teamconsists of a Developmental Pediatrician, a Neuropsychologist, ClinicalPsychologist, Speech-Language Pathologists and a Family Specialist. A variety oftrainees from many disciplines including Speech-Language Pathology, Medicine,Social Work, Psychology, Occupational Therapy and Nutrition attend the clinicsboth as participants and observers. During the clinical time with a family, theAutism Programs staff attempt to answer questions about diagnosis and nextsteps for families. Between July 1, 2007 and June 30, 2008 interdisciplinary evaluations to confirm orrule out a diagnosis were provided to 177 children. The benchmark target of 200evaluations was not reached, mainly because of the protracted process in hiring12 new clinical staff, therapists, pediatricians, a psychiatrist and psychologists.The program is currently recruiting another clinical psychologist. However, thenumber of evaluations performed still represents a 96% increase on FY 07 when90 evaluations were performed. A family satisfaction survey was mailed a month after the evaluation report hadbeen sent to the family. Just over half the families who responded (54%) agreedthat they received help accessing appropriate resources, services or supports.Two positive comments were:"Thank you for all your help. My child could not be where he is today without yourprogram." "The Autism Program at UNM is great and very helpful. Where I live in McKinleyCounty it lacks a whole lot."However, 17 respondents (46%) disagreed or strongly disagreed. For example:"The length of time to get feedback has prohibited use of the recommendationsduring the school year."That nearly half the respondents did not agree they received help accessingappropriate resources, services or supports, is of great concern to the Program.Three procedures are now in place that should hopefully rectify this situation: 1) Afull-time staff member is now dedicated to administering the program 2) a newimproved database helps track the reporting process 3)clinical staff have receivedguidance about policies & procedures in reporting, especially concerning timelines.

Benchmarks: 1. 200 evaluations /year Actual: 177 2. 75% respondents reportincreased ability to access resources, supports or services Actual: 54%

3.3: The CDD will increase the capacity of families who have children who aremedically fragile to access appropriate services and supports.

Under the NM Department of Health's (DOH) Medically Fragile Case ManagementProgram (MFCMP), case management/service coordination by registered nurses isprovided for children who have both a developmental disability and a medicallyfragile condition. Using case managers in satellite offices in Artesia, Las Cruces,Farmington, Gallup, Shiprock, Clovis, Santa Fe, Los Alamos, and Espanola, as wellas 10 case managers in the Metro area, it provides statewide case managementcoverage.During FY 08 nurse case management services were provided to the families of582 children who were identified as medically fragile (519 in FY 07). Some of thechildren are served for a short duration (e.g., some premature infants). This yearthe work scope has continued to include liaison case management with hospitalsstatewide and surrounding states, and attendance at NICU and PICU rounds.

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statewide and surrounding states, and attendance at NICU and PICU rounds. A Family Specialist, herself the parent of a child with special needs, was hired lastyear. This greatly enhances the service provided by the MFCMP. She providesparent-to-parent support, acts as a resource for case managers, and works withfamilies and case managers as part of the interdisciplinary team. She has alsobeen instrumental in producing the Family Handbook which started going out toparents in May and June this year. This is a 100-page information and resourcebook providing families with the tools to assist with the coordination andmanagement of their child's care. The first section includes copies of forms foreligibility and acuity, along with statewide resources information. The secondsection consists of a care notebook to help the families track their child's treatmentand services.

A family satisfaction survey is conducted on an annual basis as required by thefunding agency (DOH). This year the surveys were delivered inside the FamilyHandbooks instead of as a separate mailing. As a result, to date it has only goneout to 115 families. Thirty-nine surveys have been returned yielding a 35%response rate. Ninety-seven percent of the families surveyed indicated that,overall, they were satisfied or highly satisfied with the MFCMP (74% highlysatisfied). In response to the question whether the recommendations helped themget more resources, supports and/or services for their children, 87% expressedsatisfaction. Fourteen respondents used the opportunity to praise the program.Three sample comments are listed below. "We love the Medically Fragile Program we feel and think the quality of care is a 10out of 10. Our Case Manager, the Director, the whole program delivers 200%.They do everything possible to get information to us, to communicate with us. Ourdaughter has thrived due to all the help and concern and guidance we receive. Wehave thrived as a family as well.""We have been fortunate to have the same case manager since our child came onMF program (15 years). It is very helpful to have a team member (other thanparent) with knowledge of the long-term history" of child. Med Frag program hasbeen instrumental in enabling our family to remain intact, close and bonded. Thankyou.""This program has helped my family have some freedom to be like other families."

Benchmarks: 1. 300 children served /year Actual: 582 2. 75% respondents reportincreased access to appropriate services Actual: 87%3.4: The CDD will increase the capacity of caregivers for children and adults withdevelopmental disabilities who have feeding and eating issues to access moreeffective treatment and other resources.

The NM SAFE Program (Supports and Assessment for Feeding and Eating)conducts multidisciplinary team feeding evaluations of children and adults withdevelopmental disabilities, for the purpose of improving health and preventingaspiration. The SAFE team includes a registered dietician, physical therapist,physician and speech pathologist with expertise in swallowing disorders.Evaluations are typically available at the Albuquerque clinic or at selectedcommunity-based sites via interactive videoconferencing through the telemedicinenetwork. This year all evaluations took place at the central clinic.Throughout the session, the team identifies appropriate eating and positioningtechniques and demonstrates these to the client, family members and caregivers.An individualized mealtime program and videotape demonstrating recommendedeating approaches are developed for each client for home use. Specialized eatingutensils and supplies may be provided as needed.Interdisciplinary evaluations were provided to 33 children and 32 adults betweenJuly 1, 2007 and June 30, 2008. Nine of the 33 families with children (27%)responded to a family satisfaction survey mailed with the recommendations packreceived by families after evaluation. All respondents (100%) indicated they werehighly satisfied with the evaluation process, and all were satisfied (55% highlysatisfied) that the recommendations helped them access resources, services orsupports. For example, respondents commented:

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supports. For example, respondents commented:"Resources working out well!""Thank you for the immediate feedback and suggestions. We were able to gohome from the appointment and immediately integrate some strategies to help ourdaughter."


3.5: The CDD will increase the capacity of Native American families to accessappropriate supports and services for their children with disabilities.

The ICP is funded by the United States Department of Health and Human Services,Division of Indian Health Service, and is a consortium of three universities-NorthernArizona University (NAU), Utah State University, and the University of New Mexicowhose teams of specialists serve children birth to 18 who reside on the Navajo orHopi Nations or the Pueblos in New Mexico. They provide direct service, technicalassistance, and/or training, to meet their evaluation, planning, and/or serviceneeds. ICP staff were involved in 19 trainings this year with 492 participants, delivered tothe Navajo, Jicarilla Apache, and the Isleta, San Juan and Santa Domingo Pueblotribes. Fifteen of the trainings were sponsored by the tribes, but evaluations of thethree CDD sponsored trainings involving 66 participants, showed 100% agreementthat knowledge and skills had increased (56% strongly agreed), and 92%expressed overall satisfaction with the trainings. The topics were: "Social,Sensory, & Behavior in Persons with Autism Spectrum Disorder", "A Model toSupport Individuals with Fetal Alcohol Syndrome in the Real World", and "Overviewof Asperger's Disorder & Tips for Teachers".ICP staff also performed 50 child evaluations this fiscal year. Team evaluations areavailable for any child up to 18 years of age living on a reservation or pueblo in theICP service areas. The ICP staff work with the local health or education programsto ensure that ICP does not duplicate or supplant existing services, so ICPevaluations are provided when the local programs lack the personnel or otherresources to provide the service. Evaluations are available to address one or moreof the following concerns or needs: Communication; motor development; thinkingand problem solving; behavior; academic achievement; skills of daily living;program eligibility. Assessment of family satisfaction with the evaluation processand access to further resources was attempted but only two families returnedsurveys. In FY 09 feedback will be obtained by phone which the CDD's NAUpartners have found to be a more effective means of following up families.This year the program started to track its information & referral. Since October2007, 156 calls for information were fielded.

Benchmarks: 1. 40 families served /year Actual: 50 2. 75% respondents reportincreased capacity to access services and reports Actual: insufficientresponses 3. 75% of respondents report increased knowledge & skills Actual100%

3.6: The CDD will increase the capacity of families with infants and young childrenwho have, or who are at risk for, a developmental disability to attain appropriateservices and supports.

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The Early Childhood Evaluation Program collaborates with community infant andfamily professionals to evaluate young children age birth to three with complexdevelopmental and/or behavioral issues. The focus is on the development of thewhole child within the context of the family. Around 40% of evaluations areconducted at the CDD each year, and for the remainder an ECEP team travelsstatewide. For example, a team has visited Hobbs in the far SE of the state, a sixhour drive one-way, on four occasions this year. Teams typically consist of threeor four members and may include the skills of an educational specialist,pediatrician, physical therapist, psychologist, occupational therapist, and/orspeech and language pathologist. Evaluations are provided at no cost to the family.Medicaid and Private Insurance will be billed if parents give consent.This year interdisciplinary developmental evaluations and recommendations wereprovided for 300 children birth through three, Written reports after the evaluationoffer recommendations to promote and maximize development and were receivedby families on average within less than 30 days.

Family satisfaction follow-up surveys are sent in the third month after the child'sevaluation. Its timing was determined by two factors: three months gives thefamilies sufficient time to carry out the recommendations, but is close enough tothe evaluation for families to have clear recollections of the evaluation experience.Families reported an overall 94% satisfaction with the child-specificrecommendations they received and viewed these recommendations as helpful toaccessing appropriate resources, services or supports. Three families commentedas follows:"They were very helpful getting us talking to the right people who knew how tohelp us.""The ECEP report was sent on time and has been extremely helpful with hispediatrician, his school IEP as well as the new SLP at the school who will beworking with our son. Thank you! Thank you! Great ECEP Team!""They were very helpful getting us talking to the right people who knew how tohelp us."Along with the ECEP program, FOCUS, an early intervention program focusing onchildren at environmental risk has provided service coordination and EI services to389 children (309 in 2007), which included comprehensive multidisciplinaryevaluations for 130 children (ages 0-3).


Proposed Revisionto Goal None

Goal 4: CDD research, evaluation and policy analysis projects will engage, to the extentpossible, peoples with disabilities and their families in the development of,participation in and idssemination of results of research.

Area(s) of EmphasisCore Function(s)Type of ActivityObjectives 1: The CDD will increase knowledge concerning barriers faced by people with

disabilities in accessing health care.2: The CDD will increase knowledge within the Medically Fragile community(which includes individuals who are medically fragile and their families) aboutnew clinical nursing and eligibility parameters for children who are medicallyfragile, and their utilization.3: The CDD will increase the involvement of Native American persons withdisabilities and their families in evaluating the services provided in four pueblos.

Extent to Which Goalwas Achieved: In Progress

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Explanation: 4.1: The CDD will increase knowledge concerning barriers faced by people withdisabilities in accessing health care.

The activities to achieve this sub-goal were completed in FY 07. This year 300copies of the final report were distributed to state disability and health programs,staff of federal and state disability organizations and advocacy groups.

Benchmarks: Not applicable

4.2: The CDD will increase knowledge within the Medically Fragile community(which includes individuals who are medically fragile and their families) about newclinical nursing and eligibility parameters for children who are medically fragile, andtheir utilization.

This sub-goal has not been achieved. The Medically Fragile Case ManagementProgram (MFCMP) has completed the Parameter Project as defined in the DOHcontract. However, because of bureaucratic and logistical problems with theMedically Fragile Waiver, mostly because Developmental Disabilities SupportsDivision at the DOH wrote an amendment to the Center for Medicare and MedicaidServices (CMS) in order to adopt the parameters, and so they have not yet beenadopted. However, MFCMP has taken the lead in beginning to use the parametersfor those individuals who are medically fragile who are not on the Medically FragileWaiver. These individuals are served through the EPSDT program. At a meeting in March involving all three Salud programs, Medicaid and theDepartment of Health, a plan was devised to begin approving the parametersthrough Medicaid, with the aim to begin using the parameters in FY 09. It should be noted that the program has provided technical assistance to all MFCMPcase managers to review with them how the new parameters would apply tocurrent levels of care determination. There are also ongoing meetings with thoseMFCMP staff responsible for quality assurance activities at the MFCMP.

With regard to the Family Handbook, 115 parents have received it to date, andmost had merely skimmed it at this stage. Those who commented were verypositive about it: "I really like the way it is set up. It provides a lot of goodinformation. I liked filling in all of my son's information so that it's there in case of anemergency." Two respondents made suggestions for further resourceinformation, which will be incorporated in the next revision. Distribution of thehandbook will continue in FY 09Benchmarks: Deferred to FY 09

4.3: The CDD will increase the involvement of Native American persons withdisabilities and their families in evaluating the services provided in four pueblos.

Project Pueblo Connections is a collaborative project with four Sandoval Pueblos tothe north of Albuquerque: Cochiti, Jemez, Santa Ana and Zia. It provides acomprehensive array of culturally appropriate services and supports for familieswho have a son or daughter with a disability in the four pueblos Each pueblo hasits own family resource specialist who is both a pueblo resident and a parent of achild with a developmental disability. In 2006, a focus group was held in each ofthe four pueblos. They helped assess the impact, process and further communityneeds, and several of the subsequent report's recommendations wereimplemented. These included more hours for the family resource specialists,setting up family support groups, and improving the program's visibility. Theprogram was further refined following the face-to-face family interviews in 2007to assess their satisfaction with the program.

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to assess their satisfaction with the program. Particular care was taken with cultural sensitivity in that the interview script hadbeen tested in a role-playing exercise undertaken with the family resourcespecialists, all pueblo residents, and their suggestions incorporated. However,follow-up discussions after the 2007 face-to-face family interviews revealed thatour previous design was flawed. It had been thought that using Sandoval Pueblosresidents (the Family Resource Specialists) as interviewers, would result in thefamilies feeling comfortable with, and trusting in, their interviewers. The latter haveknowledge of the Project, and have a child with DD themselves, but none of themwere set to conduct an interview in the Pueblo where they work, so preservingsome measure of anonymity. However, it transpired that the network ofrelationships within the pueblos is so intense that many families did not feelcomfortable being interviewed by another Pueblo resident. Even if families did notknow the interviewer personally, in many cases their relatives or friends knew ofher. Thus, for FY 08, it was decided to use the extra anonymity of a telephoneinterviewer by someone completely detached from the pueblos, an administrator atthe CDD who had had no previous contact with the Project and its participants. The proposed target number of families was not achieved, in that only 10 of the 20families who had had a Family Support Plan produced for them, and who wereapproached for a telephone interview both agreed to it and made themselvesavailable. A 50% response rate is a more realistic target. Respondents wereasked about their specific satisfaction with information about resources. Eight ofthe 10 (80%) were satisfied that they were being provided with information aboutresources by the Family Resource Specialists. However, half the respondentsremarked that they can always use more information. One commented they wouldlike "All/any new resources available such as work shops. Work shops make youfeel very good about yourself. They are like family reunion, every one there is inthe same situation."

The Project has made particular progress with the support group meetings, opento any family members from the four pueblos. The group was started in April 2007,with intermittent and low attendance. However, in response to feedback from thePueblo residents themselves who did not want to meet at the Family ResourceCenters, the project's coordinator imaginatively decided to hold meetings at a hoteloutside the pueblos area, where children could play in the pool and partake inother activities while their parents met. By November 2007 attendance hadbecome regular and committed, to the extent that attendees asked for twomeetings a month. Meetings have been held every other Thursday since then,numbering 16 meetings during the fiscal year. Meetings have included outsidespeakers or workshops on particular topics, such as 'Coping with Depression','Healthy Eating for You and Your Family'.

A families conference was held from August 24th-26th at the Hyatt Downtown inAlbuquerque. Twenty-three families attended, involving 93 family members. TheProject paid for lodging and most meals, and put on four workshops: FamilyBudgeting, Anger Management, Meditation, and Behavior Management, while thechildren had their own 'conference' of activities.

Benchmarks: 1. 12 support meetings /year Actual: 16 2. Annual conference with50 family members Actual: 93 3. 15 families interviewed Actual: 10


Sub-goal 4.1 will be deleted in FY 09 as the project has been completed. It will bereplaced by a new goal:"The CDD will increase the knowledge of policymakers at the federal and statelevels on the impact of health promotion interventions targeted at youth withdisabilities."

CDD staff will conduct pre-post test impact evaluation of "I Can Do It, You Can DoIt" health promotion intervention at 15 sites across the country. It will assess theimpact of the program on levels of physical activity, increase in good nutritionalhabits, secondary conditions and socio- emotional health.

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Goal 5: The CDD will contribute to positive changes in disability-related policies,regulations, organizational practices, services and/or contribute to public debatethrough the dissemination of a variety of written producs, including technicalassistance documents, research and date reports, policy briefs, monographs andother written and web-based products.

Area(s) of EmphasisCore Function(s)Type of ActivityObjectives 1: The CDD will increase the ability of providers throughout New Mexico to

effectively use telehealth as a means to provide clinical consultation toindividuals with developmental disabilities and their families. 2: The CDD will increase the knowledge of emergency managers about theneeds and priorities of people with disabilities and their families.3: The CDD will increase the knowledge of policy makers and state agenciesabout the needs of individuals with Autism Spectrum Disorder and otherneurodevelopment disabilities. 4: The CDD will increase the access of members of the state legislature andthe state?s congressional delegation to information about the DD Act of 2000.

Extent to Which Goalwas Achieved: In Progress

Explanation: 5.1: The CDD will increase the ability of providers throughout New Mexico toeffectively use telehealth as a means to provide clinical consultation to individualswith developmental disabilities and their families.

This sub-goal has not been achieved. It is a carry over from fiscal year 07 whenthe REACH program (Rural Early Access to Children's Health), was advocating atthe state legislature on behalf of the program. This intense informationdissemination is no longer necessary as the program received its new round offunding on July 1, 2007. However, the information and fact sheets are regularlyincluded in information packages prepared for new users and policy makers, butnumbers have not been monitored. More reliance is placed on a newly updatedTelehealth brochure and the REACH web site, which has also been reviewed andrefined this fiscal year. During the past year the web site has received 1,674 hits.The traffic on the site will continue to be tracked next year. The majority ofREACH's users get information about available services and how to utilize them bythese two means.

Benchmarks: Not applicable.

5.2: The CDD will increase the knowledge of emergency managers about theneeds and priorities of people with disabilities and their families.

During FY 08, the CDD has continued to disseminate Tips Sheets for FirstResponders, which is a 13-page, color-coded, laminated 4.5 x 5.5-inch field guidechemical sensitivities, and the original tips have been revised. It offers informationto first responders on how to assist persons with a wide range of disabilities,including: Seniors, People with Service Animals, People with Mobility Challenges,People with Mental Illness, Blind or Visually Impaired People, Deaf or Hard ofHearing People, People with Autism, People with Multiple Chemical Sensitivities andPeople with Cognitive Disabilities. These tip sheets provide information about many types of disabilities firstresponders can use during emergencies as well as routine encounters. They arenot meant to be comprehensive, but contain specific information that can be readquickly either before or while responding to an incident.Over 9,819 copies of the first edition were ordered by first responders across thecountry in FY 08. The target for FY 09 will be 5000. A spanish-language versionof the tip sheets is in draft form and will be printed and information about itdisseminated nationally. The likely market for this version is unclear, but the current

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target for dissemination is around 1000.The self-administered survey intended to accompany products including briefings,Tip Sheets and lists of community resources for emergency managementpersonnel has been drafted and is being piloted. Thus the achievement of thebenchmark of 75% of respondents reporting increased understanding has beendeferred to FY 09.

Benchmarks: Achievement deferred to FY 09

5.3: The CDD will increase the knowledge of policy makers and state agenciesabout the needs of individuals with Autism Spectrum Disorder and otherneurodevelopmental disabilities.

Fact sheets were not produced or disseminated this fiscal year. However, twoCDD staff members have been members of, and provided input for, the SB 197Study Group on Autism Spectrum Disorder services, systems and financing, andmade recommendations to the state legislative finance committee. The Senatepassed a bill to prohibit health insurers from discriminating against patients on thebasis of an autism spectrum disorder diagnosis.

Benchmarks: 1. 200 facts sheets on ASD distributed to state legislature and stateagencies Actual: membership of study group

5.4: The CDD will increase the access of members of the state legislature and thestate's congressional delegation to information about the DD Act of 2000.

The CDD annual report containing information about the DD Act of 2000 and CDD'sactivities in support of it was widely distributed, including to state legislators andcongressional offices. This year a summary of progress report for the previousfive years, 2002-2007, was also produced. 200 copies were produced andcontinue to be distributed.Benchmarks: 1. CDD annual report distributed to 112 state legislators and 5congressional offices Actual: Achieved


Sub-goal 5.1 will be deleted for FY 09, since the program is now well-establishedand the information dissemination about it is now in line with other CDD programs.

This can be replaced by a new sub-goal under the auspices of the emergencymanagement team:"The CDD will increase knowledge of policymakers concerning the preparednessof hospitals in New Mexico to respond to the needs of people with disabilities inthe event of a catastrophic event including pandemic influenza."

A written mutli-part self assessment will be completed by hospitals and there willbe a follow-up on-site site visit by CDD staff. Benchmarks will be 100 copies ofreport distributed to NM policymakers, who will report increased knowledge(through follow-up phone calls).

Sub-goal 5.3 will be revised in FY 09 to: "The CDD will increase the knowledge of policy makers and state agencies aboutthe needs of individuals with Autism Spectrum Disorder and otherneurodevelopmental disabilities by presenting information at state meetings."

The benchmark will be five meetings during the year.

2008

2B: FY 2008 ADD Funds LeveragedNM- Center for Development & Disability

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02/13/2009 02:06 PM

Total Funding Leveraged: $11,590,252.00 Source Funds Leveraged % of Total LeveragedFederal $2,509,709.00 22 %

ACF $237,659.00HRSA $536,940.00NIH $1,391.00CDC $60,000.00IHS $294,942.00Other HHS $40,000.00ED (US Department of Education) $677,082.00Other Federal $661,695.00

State $8,601,393.00 74 %Local $25,290.00 0 %Other $453,860.00 4 %

Foundation $185,000.00Donations $7,642.00Other $261,218.00

2008This report provides details on the funds leveraged by the UCEDD for a particularyear. The ADD core funds are subtracted from the figures provided in the projectrecords.

ADD Annual Report Part 3: UCEDD Indicators of Progress3A: FY 2008 Measures of Improvement and Consumer SatisfactionNM- Center for Development & Disability02/13/2009 02:06 PM

The Area of Emphasis for which Consumer Satisfaction data is reported as required is Education & Early Intervention . Additional consumer satisfaction data is also displayedbelow.

Core Function Interdisciplinary Pre-Service Preparation and Continuing Education

Area of Emphasis TotalNumberofActivities

Improvement Measure Consumer Satisfaction Measure

Education &EarlyIntervention

55 Number of trainees who gainedthe knowledge and skills to serveas a resource for achieving thedevelopmental and educationalgoals of IWDD from birth to 22years of age.

298

Percentage of trainees who reportedsatisfaction with the knowledge and skillsgained to serve as a resource forachieving the developmental andeducational goals of IWDD from birth to 22years of age.

For those activities in which theUCEDD was the lead:

Number of activities 24Number of participatingindividuals 52

Number of participating

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Number of participatingindividuals surveyed 36

Response rate 86%Number Responding

Highly satisfied: 20Satisfied: 10Satisfied somewhat: 0Not at all satisfied: 1Total: 31

Percent of Total who wereHighly Satisfied or Satisfied: 97%

QualityAssurance

4 Number of trainees who gainedthe knowledge and skills topromote quality assuranceactivities for IWDD.

83

Health-RelatedActivities

174 Number of trainees who gainedknowledge and skills related tothe health care needs of IWDD.

1,669

Quality of Life 1 Number of trainees who gainedthe knowledge and skills to serveas a resource for IWDD in otherareas.

18

Other -Leadership

5 Number of trainees who gainedthe knowledge and skills to serveas a resource for IWDD in otherareas.

78

Other 4 Number of trainees who gainedthe knowledge and skills to serveas a resource for IWDD in otherareas.

10

This reporting period, the UCEDD had a total of 23 Trainees.

The figures in the table above reflect the participation of the UCEDD's Trainees in multiple knowledge andskill-building activities as well as their reported satisfaction with those activities. Because a singleindividual will have participated in multiple training activities over the course of the reporting period, thefigures in the table above reflect both the UCEDD's relative training emphasis and the satisfaction of itsTrainees with the training activities.

Consumer Satisfaction Measure for Interdisciplinary Pre-Service Preparation and Continuing Education The response rate in the selected area of emphasis is: 86%

1. Response Rate ExplanationNo explanation is required as the response rate was 30% or greater.

2. Sampling Procedures(Indicate if non-random sampling procedures were used. If non-random sampling measures were used,explain why.)Non-random sampling procedures were used. Mostly 'blanket' sampling procedures were used fortraining and family surveys in order to capture responses from everyone who attends or receivedservices.

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For Technical Assistance (TA) all 'long term' recipients were surveyed [see introduction last paragraphfor explanation]

Core Function Community Services: Training & Technical Assistance



Education & EarlyIntervention

2,324 Number of individuals in thecommunity who gained knowledgeand skills related to achieving thedevelopmental and educationalgoals of IWDD from birth to 22 yearsof age.

19,765

Percentage of individuals in thecommunity who reportedsatisfaction with the knowledgeand skills gained to support theachievement of the developmentaland educational goals of IWDD frombirth to 22 years of age.

For those activities in whichthe UCEDD was the lead:

Number of activities 293Number ofparticipatingindividuals

7,594

Number ofparticipatingindividuals surveyed

5,647


Highly satisfied: 2,803Satisfied: 1,817Satisfied somewhat: 236Not at all satisfied: 29Total: 4,885

Percent of Total whowere Highly Satisfiedor Satisfied:

95%

Quality Assurance 87 Number of individuals in thecommunity who gained knowledgeand skills related to promotingquality assurance activities forIWDD.

986

Percentage of individuals in thecommunity who reportedsatisfaction with the knowledgeand skills gained related topromoting quality assuranceactivities for IWDD.



218


96


Highly satisfied: 77Satisfied: 15

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Satisfied somewhat: 2Not at all satisfied: 0Total: 94


98%

Child Care-RelatedActivities

3 Number of individuals in thecommunity who gained knowledgeand skills related to appropriate childcare for CWDD and serving as aresource for familymembers/caregivers of CWDD toaccess and use appropriate childcare.

25


279 Number of individuals in thecommunity who gained knowledgeand skills related to the health careneeds of IWDD.

4,928

Percentage of individuals in thecommunity who reportedsatisfaction with the knowledgeand skills gained related to thehealth care needs of IWDD.



572


34




95%

Employment-RelatedActivities

5 Number of individuals in thecommunity who gained knowledgeand skills related to employment, jobchoice, and career opportunities forIWDD.

29

Recreation-RelatedActivities

10 Number of individuals in thecommunity who gained knowledgeand skills related to IWDD accessingand participating in recreational,leisure, and social activities in theircommunities.

74

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Quality of Life 25 Number of individuals in thecommunity who gained knowledgeand skills related to IWDD in otherareas.

853

Percentage of individuals in thecommunity who reportedsatisfaction with the knowledgeand skills gained related to IWDD inother areas.



352


180




91%

Other - AssistiveTechnology

1 Number of individuals in thecommunity who gained knowledgeand skills related to IWDD in otherareas.

8

Other - CulturalDiversity

4 Number of individuals in thecommunity who gained knowledgeand skills related to IWDD in otherareas.

35

Other - Leadership 37 Number of individuals in thecommunity who gained knowledgeand skills related to IWDD in otherareas.

472

Percentage of individuals in thecommunity who reportedsatisfaction with the knowledgeand skills gained related to IWDD inother areas.



199


88


Highly satisfied: 12Satisfied: 4Satisfied somewhat: 0

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Not at all satisfied: 0Total: 16


100%

Other 15 Number of individuals in thecommunity who gained knowledgeand skills related to IWDD in otherareas.

74

Consumer Satisfaction Measure for Community Services: Training & Technical Assistance The response rate in the selected area of emphasis is: 87%


2. Sampling Procedures(Indicate if non-random sampling procedures were used. If non-random sampling measures were used,explain why.)Non-random sampling procedures were used. Mostly 'blanket' sampling procedures were used fortraining in order to capture responses from everyone who attends.

For Technical Assistance (TA) all 'long term' recipients were surveyed [see introduction last paragraphfor explanation]

Core Function Community Services: Direct Services & Demonstration Projects



Education &EarlyIntervention

26 Number of individuals in the communitywho received services and/orsupports related to achieving thedevelopmental and educational goalsof IWDD from birth to 22 years of age.

1,252

Percentage of individuals in thecommunity who reported satisfactionwith the services and/or supportsreceived related to achieving thedevelopmental and educational goalsof IWDD from birth to 22 years of age.






Percent of Total whowere Highly Satisfied orSatisfied:

91%

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ChildCare-RelatedActivities

2 Number of individuals in the communitywho received services and/orsupports related to appropriate childcare for CWDD and serving as aresource for familymembers/caregivers of CWDD toaccess and use appropriate child care.

1


47 Number of individuals in the communitywho received services and/orsupports related to healthy outcomesfor IWDD.

4,647

Percentage of individuals in thecommunity who reported satisfactionwith the services and/or supportsreceived related to healthy outcomesfor IWDD.



0


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Percent of Total whowere Highly Satisfied orSatisfied:

100%

Quality of Life 1 Number of individuals in the communitywho gained knowledge and skillsrelated to IWDD in other areas.

30

Consumer Satisfaction Measure for Community Services: Direct Services & Demonstration Projects The response rate in the selected area of emphasis is: 58%


2. Sampling Procedures(Indicate if non-random sampling procedures were used. If non-random sampling measures were used,explain why.)Non-random sampling procedures were used. Mostly 'blanket' sampling procedures were used for familysurveys in order to capture responses from everyone who received services.

Core Function Research

Area of Emphasis Improvement Measure

Education & EarlyIntervention

Number of research and evaluation activities conducted that investigatedstrategies to foster the achievement of the developmental and educational goals ofIWDD from birth to 22 years of age.

28

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Quality Assurance Number of research and evaluation activities conducted that investigatedstrategies to promote quality assurance activities for IWDD.

89Health-RelatedActivities

Number of research and evaluation activities conducted that investigatedstrategies to foster healthy outcomes for IWDD.

26Other - Leadership Number of research and evaluation activities conducted on issues related to IWDD

in other areas.2

Other Number of research and evaluation activities conducted on issues related to IWDDin other areas.

2

Core Function Information Dissemination

Area of Emphasis Improvement Measure Consumer Satisfaction Measure

Education &Early Intervention

Number of products developedand disseminated related toachieving developmental andeducational goals of IWDD frombirth to 22 years of age.

11

Percentage of recipients of productsdisseminated related to achieving developmentaland educational goals of IWDD from birth to 22years of age who reported satisfaction with thequality of the item.

For those activities in which the UCEDDwas the lead:





Percent of Total who were HighlySatisfied or Satisfied: 100%

QualityAssurance

Number of products developedand disseminated on qualityassurance activities for IWDD.

2


Number of products developedand disseminated on achievinghealthy outcomes for IWDD.

4

Quality of Life Number of products developedand disseminated on IWDD in otherareas not listed above.

11

Percentage recipients of products disseminatedon IWDD in other areas not listed above whoreported satisfaction with the quality of the item.

For those activities in which the UCEDDwas the lead:

Number of activities 27Number of participatingindividuals 6,556

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Percent of Total who were HighlySatisfied or Satisfied: 86%

Other -Leadership

Number of products developedand disseminated on IWDD in otherareas not listed above.

3

Consumer Satisfaction Measure for Information Dissemination The response rate in the selected area of emphasis is: 100%


2. Sampling Procedures(Indicate if non-random sampling procedures were used. If non-random sampling measures were used,explain why.)Satisfaction not measured.

2008This report provides the core function tables displayed in the UCEDD annual reportto ADD; data for these tables is drawn from activities, products, and traineerecords.3B: Measures of Collaboration

Required Reporting Elements

(Responses are required for the following two questions.)*1. Identify the critical issues/barriers affecting individuals with developmental disabilities and their families in your State that the DD Network (The

State DD Council, Protection and Advocacy Agency, and UCEDD) has jointly identified:

a. Medicaid b. Lack of appropriate services for children with autismc. Insufficient reimbursement for Medically Fragile Case Management (waiver and EPSDT)d. Inadequate transportatione. Individuals and families not aware of resourcesf. Needs of parents with disabilitiesg. Lack of appropriate services and lack of coordination among providers for children and adultswith neuro-behavioral disabilitiesh. Lack of appropriate supports for alternative employment for individuals with DevelopmentalDisabilitiesi. Transition services.j. Guardianshipk. Waiting list for DD Waiver services.l. Implementation of Mi Via, NM?s self-directed waiver.

*2. Describe the strategies collaboratively implemented by the DD Network for at least one of the issues/barriers identified above:

*a. Issue/Barrier:

Lack of appropriate services for children with autism.*b. Provide a brief description of the collaborative strategies to address issue/barrier and expected outcome(s):

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Staff and faculty from the CDD collaborated with the NM P&A, the DDPC, other state agencyrepresentatives, the NM Autism Society, parents and advocates from throughout New Mexico byparticipating on the NM ASD Taskforce, a group that meet regularly to refine NM?s ASD plan and togive feedback on program development initiatives legislatively funded at approximately $4 million tosupport diagnostic services, parent and professional training and to pilot direct service models inregions of New Mexico.

*c. Check applicable areas of emphasis:

Health-Related Activities *d. Describe the UCEDD's specific role and responsibilities in this collaborative effort. Include any technical assistance expertise you can provide

to other States in this area:

CDD has taken the lead, along with the Department of Health, regularly gathering the NM ASDTaskforce. In August of 2007, the CDD co-hosted with Albuquerque's Mayor Martin Chavez, aMayor's Town Hall on ASD to gather input and to bring attention to this important issue facing ourcommunity. The CDD also took the lead in hosting the CDD/AUCD Region 6 Act Early Summit and isthe lead agency to assure NM?s participation as a first year site for the National ProfessionalDevelopment in ASD project. DDPC and P&A staff have participated in all of these events.

*e. Briefly identify problems encountered as a result of this collaboration, and technical assistance, if any, desired:

None*f. Describe any unexpected benefits of this collaborative effort:

The NM Department of Health now sees the area of autism services as their responsibility and isan active partner in the development of these services. Parents and advocates from throughoutNM have had their voice heard and became active in the legislative process. Other parents havestepped forward and offered their support to the CDD. Access to diagnostic and interventionservices have increased, parents have increased access to training and support and educatorsand providers are being trained on evidence based intervention strategies.

Optional Reporting Elements

(A response to the following question is not required. The following question is not a component of theAnnual Report, but is provided for your use at your discretion.)3. Describe your collaborations with non-DD Act funded programs:

None

ADD Annual Report Part 4: UCEDD Government Performance and Results Act (GPRA)MeasuresFY 2008NM- Center for Development & Disability02/13/2009 02:06 PM

Data for the GPRA measures is collected through surveys of interdisciplinary pre-service and continuingeducation trainees who are asked 2 questions at 1, 5, and 10 years post training (2007, 2003, 1998).

Measure 1: Survey Question

number offormer traineesto whom surveyswere sent

Number offormer traineesresponding

Reported number ofindividuals who arereceiving services

Percent of individuals with developmentaldisabilities who are receiving servicesthrough activities in which UCEDD-trainedprofessionals are involved.

What is the number of individuals withdevelopmental disabilities who arereceiving direct services throughactivities in which you are involved?

24

1 years: 1

5 years: 2

10 years: 3

Total: 6

1 years: 4

5 years: 1045

10 years: 920

Total: 1969

Measure 2: Survey Question

number offormer traineesto whom surveyswere sent

Number offormer traineesresponding

Number of "Yes"Responses

Percent of UCEDD trainees whodemonstrate leadership in the

1 years: 5 1 years: 1

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demonstrate leadership in thedevelopmental disabilities field at 1, 5, and10 years after completion of UCEDDtraining.

Are you in a leadership position in thefield of developmental disabilities?

245 years: 5

10 years: 5

Total: 15

5 years: 4

10 years: 2

Total: 7

2008Data for the GPRA measures that has been collected through surveys ofinterdisciplinary pre-service and continuing education trainees who are asked 2questions at 1, 5, and 10 years post training.

ADD Annual Report: Optional AppendixOther Outcomes or Highlights You may supply additional noteworthy information. Please clearly note the applicable Areas ofEmphasis and/or Core Function(s) for any outcomes or highlights presented in this section. ThisAppendix is not a component of the Annual Report, but is provided for your use at your discretion.

None

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ADD Annual Report: Optional Attachments NM- Center for Development & DisabilityAttachment A. Evaluation plan FY 08.doc

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https://www.aucd.org/nirs/db/rpt/50/Evaluation plan FY 08.doc

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Fiscal Year 2008 Administration on Developmental Disabilities (ADD)

Documents

Transcript of Fiscal Year 2008 Administration on Developmental Disabilities (ADD)