Center For Persons with Disabilities
Annual Report 2002

CONTENTS:
1. Vision Statement
2. Accomplishments
3. Advisory Council
4. Council on Consumer Affairs
5. Divisions & Directors
6. CPD Organization
7. Awards & Appointments
8. Proposals Submitted
9. Proposals Funded
10. Fiscal Data
11. Courses & Practica
12. Student Support
13. Publications & Products
14. Consumer Services
15. Service & Consultation
16. National Presentations
17. Project Directory
18. Project Descriptions
19. Credits


ADULT READING TO CHILD





1. VISION STATEMENT

It is our vision that:
Individuals and their family members exercise independence and self-determination across their lifespan as communities support full participation and informed choices.


COMBINED IMAGES OF PEOPLE WORKING AND PLAYING TOGETHER





2. ACCOMPLISHMENTS 2002

PICTURE OF SARAH From the Director

This year the Center for Persons with Disabilities (CPD) experienced both the 2002 Olympic excitement and the challenges of our state's severe budget shortfall. Fiscally, the CPD remained a good investment for Utah; for every state dollar received, our staff generated five dollars from external sources. This report describes the return on these dollars.

The CPD engaged with community partners, university colleagues, and state and local agencies in more than 60 projects as described in this report.

To highlight but a few recent accomplishments and developments:

· Community supports and services such as the Utah Assistive Technology Foundation, the Bear River Activity and Skills Center, the Up-to-3 Early Intervention Program, and the >Child Care Nutrition Program reached more than 12,000 children, adults and families.

· The Leadership Education in Neurodevelopmental Disabilities Project, a collaborative effort between the University of Utah Medical Center and Utah State University, marked a successful first year. Faculty trainees in 11 disciplines participated in seminars (both live and via interactive television) as well as clinical and research experiences designed to prepare leaders who will improve current and future services and systems for children with special health care needs and their families.

· CPD personnel taught 24 courses in six academic departments, and employed or provided assistantships to 142 USU students.

· The Research and Evaluation Division's work with the federal Bureau of Maternal and Child Health on initiatives such as Healthy Express 2010 had continued national, as well as statewide, impact. Measuring Success for Healthy People 2010 illustrates just one of the Early Intervention Research Institute's accomplishments. The Bridges newsletter regularly reports others.

· The Mountain Plains Regional Resource Center's many activities on behalf of state and local education agencies included: technical assistance in appropriately implementing transition programs for secondary students with disabilities, developing guidelines and training for paraprofessionals, training of hearing officers, guidance to the Bureau of Indian Affairs in program monitoring, and--to address critical shortages of qualified special education and related services personnel--implementing a multi-state electronic employment network. In preparation for reauthorization of the Individuals with Disabilities Education Act, the Center assisted federal officials in hosting public hearings.

· A project of national significance funded by the federal Administration on Developmental Disabilities, Beyond Access focused nationally on the inclusion of children with disabilities in play environments; locally our community has been generous in its support for Angels Landing, a model for accessible playgrounds.

· Susan Nittrouer joined the CPD as Director of Exemplary Services. She brings an outstanding record of research that examines the course of developmental changes in speech production and perception. The results inform intervention strategies that may benefit individuals with communicative disorders. This work will continue in the CPD's newly-established Speech Development Laboratory.

· Development of language and literacy was fostered in families and children through two major initiatives­the Reading for All Learners Programwhich disseminates a validated curriculum nationally and the Bilingual Early Language and Literacy Projectwhich investigates ways to support literacy in families from diverse cultural and linguistic BGCOLORs.

· The continuing professional development of CPD personnel was visible in Martin Blair's policy internship at the Association of University Centers on Disabilities and Ron Torres' intergovernmental research experience at the National Institutes of Health.

·Practicing what it teaches, the WebAIM (Web Accessibility in Mind) Projectconducted a five-week program of on-line training accessed by more than 9,000 participants. This is but one activity; its web site, www.webaim.org, offers resources on a 24/7 schedule.

Among the Center's collaborative endeavors were: health education and personnel development with the University of Utah's Area Health Education Center and its Special Education Department's Multi-University Consortium on Sensory Impairments; addressing critical statewide short term gaps in training through the Interagency Outreach Training Initiative with state agencies and consumer organizations; assessment of statewide needs regarding disability issueswith the Governor's Council for People with Disabilities and the Disability Law Center; assistive technology supports for individuals in rural areas with Options for Independence, Utah State University's AgrAbility Project, and the College of Natural Resources; disability-related policy developmentwith the Utah Statewide Independent Living Council and the Legislative Coalition for People with Disabilities; and employmentwith partners in the Utah Work Incentive Initiative (www.uwin.org).

The CPD enacts a vision that "Individuals and their family members exercise independence and self determination across their lifespan as communities support full participation and informed choices." This report illustrates the funded activities and the partners that bring substance to our dream.
--Dr. Sarah Rule, Director



3. ADVISORY COUNCIL

University Representatives
Gerry R. Giordano, Chair
Dean, College of Education, USU
Brent Miller
Vice President for Research, USU
David Stein
Department Head/ Professor
Psychology, USU
Charles Salzberg
Department Head/ Professor
Special Education and Rehabilitation, USU
James Blair
Department Head/ Professor
Communicative Disorders, Deaf Education and Audiology, USU
State Agency Representatives
Fraser Nelson
Executive Director, Disability Law Center
Alison Lozano
Executive Director, Governor's Council for People with Disabilities
Deb Odell
Director, Division of Services for Persons with Disabilities, Northern Region
Utah Department of Human Services
Kirk Allen
Direcor Special Education, Logan City School District
Consumer / Parent Representatives
Gordon Richins Beth Skidmore
Laurie Ballam Marsha Rawlins
Melinda John Vicki Brenchley
Blake Savage Jane Nielsen
Don Uchida Helen Post
Becky Keely  
Ex Officio Members
Sarah Rule
CPD Director
Sharon Weston
Assistant to the Director, CPD
Nancy Yonk
CPD Business Manager



4. COUNCIL ON CONSUMER AFFAIRS

Consumer Representatives
Blake Savage
Helen Roth
Ron Mecham
Jane Nielsen
Melinda John
Becky Keeley
Blake Savage
Parent Representatives
Gilbert Duncan
Maqrsha Rawlins
Ex Officio
Gordon Richins, Consumer Liaison, CPD
Sarah Rule, Director, CPD



5. DIVISION DIRECTORS

Interdisciplinary Training Division
PHOTO OF JUDITH
Judith Holt, PhD
The Interdisciplinary Training (IDT) Division provides opportunities for students from a variety of disciplines to increase their awareness, knowledge and skills in working with consumers with disabilities and their families as part of an interdisciplinary team. With the growing trend towards collaborative interdisciplinary effort in the workplace, there is an increasing demand for persons with enhanced teamwork skills.
IDT training programs and support include:
· A two-semester class in disability issues;
· A collaborative program with the University of Utah medical school;
· Training to major state agencies relating to the Utah Work Incentive Initiative; and
· Various other projects that address paraprofessionals, accessible playgrounds, and training and hiring Hispanic paraprofessionals in local school districts.
Development & Dissemination (Outreach) Division

The Outreach Division serves as the major dissemination unit of the Center. Print, video-based and software materials to assist people with disabilities and their families are available through a lending library and an online electronic catalog of products.

The CPD Outreach Division prepares and disseminates three periodic publications to over 10,000 subscribers. Additionally, this division supports the dissemination efforts of other projects by offering photocopying, fax, binding, etc.

The Bear River Activity and Skill Center, an adult training and rehabilitation program operates through the Outreach Division. BRASC offers numerous services dealing with daily living and employment to adults with disabilities and their families.
PICTURE OF RICHARD
Richard Baer, PhD
Interdisciplinary Training Division
PICTURE OF SUSAN Susan Nittrouer, PhD The Exemplary Services Division is responsible for providing direct services. It also provides practicum, interdisciplinary training, and research experiences for students across the various departments at the university.

The Clinical Services Program provides psychoeducational and psychological evaluations for people of all ages. This program serves as a primary, training site for graduate students in the Utah State University psychology department as well.

The Speech Development Laboratory studies developmental processes in speech perception and production, and what goes wrong in those processes for children with a range of risk factors.
Technical Assistance Division
Technical assistance is a major effort on the local, state and national levels. During the past fiscal year, 20 percent of the CPD's total budget targeted technical assistance. Over 10,000 hours of technical assistance were provided to a variety of agencies and organizations.

The Mountain Plains Regional Resource Center, the CPD's largest technical assistance provider, currently serves 10 states and the BIA in developing quality programs and services for children with disabilities within state education agencies. 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 in developing solutions and supports their efforts to adopt new technologies and practices.
PHOTO OF JOHN John Copenhaver, ME
--John Copenhaver, ME
Biodmedical Division
PHOTO OF RON Ron Torres, MD The Biomedical Division comprises the medical service unit and the immunology/genetic research laboratory. Activities are designed to manage medical issues involved in serving individuals with disabilities, and to conduct research to determine causes, prevention and medical intervention.

The unit provides specialty clinics addressing feeding difficulties and failure-to-thrive, as well as a clinic that serves children with neurological impairments. Research on autism, attention-deficit hyperactivity disorder, and dyslexia is ongoing.
PHOTO OF DENNIS J. Dennis Odell, MD
Research & Evaluation Division
The Research and Evaluation Division conducts a variety of projects designed to discover, develop and validate new knowledge, better intervention techniques, and more successful training procedures. Staff conduct program evaluations for federal, state and local programs to assist decision makers in program improvement.
The Early Intervention Research Institute EIRI) is one of the largest research projects at the CPD. EIRI is an interdisciplinary group of researchers funded by federal, state, and private grants and contracts that is currently:
· Conducting research on efficacy questions and other areas of concern in early intervention;
· Collecting cost and cost-effectiveness data; and
· Developing demonstration programs.
PHOTO OF RICHARD Richard N. Roberts, PhD
--Richard N. Roberts, PhD
Technology Division
PHOTO OF ALAN Alan Hofmeister, PhD The Technology Division uses a range of information age tools to support persons with disabilities. It offers technical assistance training and support to Utah schools, state education administrators, and parents requesting help in improving the quality of instruction at school and home. The Division works closely with other professionals statewide, particularly Utah physicians, who regularly refer parents of students failing in reading in the early grades. The Utah Center for Information Technology is housed within the Technology Division; this Center was designated a "State Center of Excellence" by the Utah governor.

The Technology Division utilizes statewide video conferencing to the Utah Personnel Development Center and the special education technical assistance and personnel development unit within the Utah State Office of Education. DVD and digital video products for field-based staff development for schools and parent training are also utilized and developed.
Business Office
The business office processes all accounting and employment records, including purchasing and receiving, for the CPD. Additionally, business office staff do the following:
· Provide budget oversight for all CPD accounts, including working with individual PIs to resolve budget issues;
· Assist with budget preparation for new projects;
· Sign up new contract staff and prepare changes in work effort, disability insurance programs, or terminations: and
· Represent CPD in meetings regarding fiscal issues with independent, state, or university auditors.
PHOTO OF NANCY Nancy Yonk



6. CPD ORGANIZATION

click here to view CPD Organization Chart



7. AWARDS & APPOINTMENTS

Paul Bohman World Wide Web Consortium
Web Assessigility Initiative (WAI) Workgroup Member

Martin Blair Special Recognition Award, Association of University Centers on Disabilities
Co-chair, Association of Tech Act Projects

Marilyn Hammond Award of Distinction, Communicator Awards 2002 Print Media Competition,
Caregiver Research, REsources and Assistive Technology

Mary Ellen Heiner Classified Employee of the Year, Utah State University
Mark S. Innocenti Governor, Board of Directors, Division for Early Childhood, CEC
Editorial Board, Infants and Young Children
Editorial Board, Journal of Early Intervention
Consulting Editor, Topics in Early Childhood Special Education
Consulting Editor, National Head Start Association Dialog
Anne Mendenhall
Sue Watkins
National Telly Award, All About Hearing, Ski-Hi Institute
Anne Mendenhall
Jim Barta
National Telly Award, Honoring Ute Ways, USU Elementary Education
Todd Newman
Thomas Risk
Jon Watkins
National Telly Award, Information Connections DVD Promo, Information Connections
Richard Roberts Professional Responsibilities and Procedures Committee
Department of Psychology, Utah State University

Cyndi Rowland Web Editor, Division for Early Childhood, Council for Exceptional Children
Sarah Rule Associate Editor, Topics in Early Childhood Special Education
Editorial Board, Journal of Early Intervention
Board Member, Association of University Centers on Disabilities



8. PROPOSALS SUBMITTED

Baer, R. Community-based family supports for Utah: A continuing systems change effort HHS/ADD $189,897
Baer, R. Business ownership for youth with disabilities: A new opportunity model U.S. Dept. of Labor $597,291
Baer, R. Bear River Activity and Skill Center Utah Division of Services for People with Disabilities $621,000
Baer, R. Bear River Activity and Skill Center Voc. Rehabilitation and Private Payments $23,119
Baer, R. Family Resource Library CPD $46,882
Baer, R. CPD products CPD $22,809
Baer, R. Estimator Utah Office of Ed. $79,872
Blair, M. Web design and information technology for persons with disabilities RMDBTAC $46,000
Blair, M.
Rowland, C.
Developing for accessigility: Web accessibility training for state government web designers in Utah RMDBTAC $7,800
Boyce, G.C. Utah Frontiers project Utah Dept. of Health $310,040
Boyce, C.G. Using technology to ensure effective transition from NICU to Part C services OSERS $199,999
Boyce, G.C.
Roberts, R.N.
Four Corners Community Health Baseline study Four Corners Community Health $20,000
Christensen, K. Liberty Park subcontract Landmark Design $6,600
Cook, R.S. State primary grants program for medically underserved populations Distance-Based Mental Health Services for Millard At-Risk Youth $20,492
Copenhaver, J. Regional Resource Center-TA supplement OSEP $31,666
Copenhaver, J. Arizona centers for professions in education Arizona Office of Ed. $150,000
Copenhaver, J. Arizona centers-supplement Arizona Office of Ed. $30,000
Copenhaver, J. Mountains Plains Regional Resource Center-Year 4 OSEP $1,178,133
Copenhaver, J. Regional educational interpreter assessment system various states $62,563
Copenhaver, J. Monitoring contract BIA $321,000
Copenhaver, J. Personnel development training New Mexico $150,000
Copenhaver, J. Alternate assessment process North Dakota $47,300
Copenhaver, J. EMSTAC American Institutes for Research $45,607
Copenhaver, J. Supplement Arizona $180,000
Christensen, K. Program on public accessible recreation: Inclusion on federal lands Christopher Reeve Paralysis Foundation $100,000
Christensen, K. Investigation of the KidsActive Playground program Rosemary F. Dybwad International Fellowship Trust, Inc. $33,570
Edmondson, C.
Shaffer, C.
Baer, R.
Vocational training program Voc. Rehabilitation $28,108
Fifield, M. Indian Children's Program Indian Health Services $691,281



Affordable Independence

"Independence is priceless. We help make it affordable."
MAN USING ASSISTIVE DEVICES The purpose of the non-profit Utah Assistive Technology Foundation (UATF) is to help Utah children and adults with disabilities acquire the assistive technology they need to be successful and independent. Obtaining assistive technology funding is difficult because of generally low income levels for many individuals with disabilities, the high cost of most equipment, restrictive government eligibility criteria, limited service agency funds, and the unwillingness of financial institutions to provide credit for these purchases.

"It was very difficult for most middle and low-income Utahns to obtain affordable financing for assistive technology before the UATF was created," states Utah Governor Mike Leavitt. "This program will greatly benefit Utahns at home, at school, at work, and in the community."

The UATF and Zions Bank provide a unique service by offering zero interest financing for all devices and services, zero or low interest loans for adapted vans, and small grants for people with limited incomes. The UATF has helped more than 180 individuals obtain the assistive devices they need. Some example of loans and grants include vans with wheelchair lifts, Braille equipment, hearing aids, scooters, adapted computers, magnification systems, speech synthesizers, accessible home modifications, walkers, recreational equipment and more. This program is vital to help people with disabilities obtain the assistive technology they need to be able to walk, see, hear, communicate and function effectively in their daily lives. Visit the UATF website at www.uatf.org or e-mail the program at uatf@cpd2.usu.edu..




Hammond, M. Utah Assistive Technology Foundation small grant program George & Delores Eccles Foundation $30,000
Hammond, M. Training, outreach and information to culturally diverse, rural and underserved parents and individuals with disabilities IOTI $38,500
Hammond, M.
Blair, M.
Utah alternative financing program for assitive technology NIDRR $525,000
Holt, J. ULEND-year 2 University of Utah Subcontract $199,079
Holt, J. Medical home for children with special health care needs CPD $19,450
Holt, J.
Hammond, M.
Utah Assistive Technology Program National Institute on Disability and Rehabilitation Research $370,276
Holt, J.
Olsen, S.
Peck, J.
Helping children ACYF $47,772
Innocenti, M.S. Bilingual early language and literacy support-year 3 HHS/NIH $369,900
Innocenti, M.S. The Utah preschool cirriculum comparison project USDOE $2,282,614
Jump, V. Infant massage for touch-deprived infants in Ecuadorian orphanages American Massage Therapy Association $20,000
Miller, R.
Baer, R.
AgrAbility U.S. Dept of Agriculture $28,108
Morgan, J.
Hammond, M.
Christensen, K.
Developing/disseminating information regarding design of playgrounds for children that facilitate accessibility and information HHS $100,00
Morgan, J. The Paragraph, a statewide newsletter for paraeducators Utah State Office of Education $20,000
Nittrouer, S. Ontogeny of segmental speech organization HHS/PHS $206,524
Nittrouer, S.
Blair, M.
Feeding/nutrition program CPD $41,725
Olsen, S. Up-to-3 program Utah Dept. of Health Medicaid $646,350
Olsen, S. Hispanic service coordinator CPD $18,000
Roberts, R.N. Monitoring and measuring community-based integrated systems of care MCH/HHS $199,999
Roberts, R.N. Opening Utah's Doors-year 2 MCH/HHS $149,999
Roberts, R.N. An outomes-based approach to evaluatin service coordination models OSERS $179,999
Rowland, C. Partnerships for national online simulations USDOE $253,663
Rowland, C. Collaborative early childhood special education program Utah Office of Ed. $212,816
Rowland, C. WebAIM CPD $30,148
Rowland, C. Learning anytime, anywhere for anyone-continuation FIPSE $213,150
Rowland, C. National institute on keeping web accessibility in mind in K-12 education OSERS $752,181
Rowland, C.
Crowley, S.
Training for Utah's school counselors: Applied problem solving CURI (USU) $24,250
Rowland, C. Increased functionality for the WAQVE: An accessibility tool Temple University $54,626
Rowland, C. WebAIM as submect matter experts University of Maryland $23,184
Rowland, C. General services administration contract GSA $6,300
Rowland, C. UATP contract: Web accessigility training for state government UATP $6,550
Rowland, C. DBTAC contract: Web accessibility in K-12 UATP $17,000
Rudio, J. Compliant investicgators BIA $92,180



GRAPH OF SUBMITTED PROPOSALS



Rule, S. Core administration grant HHS/ACF $382,888
Rule, S. Intergovernmental personnel act NIH $20,000
Rule, S. Legislative coalition Utah Governor's Council $28,179
Rule, S. USU Research support IPA USU Research Office $11,494
Rule, S.
Peck, J.
Child nutrition project Utah State Office of Education $120,359
Rule, S.
Richins, G.
National service inclusion project Riley Child Development Center $6,000
Torres, A.R. HLA Typing from buccal swab DNA NINDS/NIH $12,413
Torres, A.R. HLA Genotyping of blood spots from autistic subjects NIH $100,000
Torres, A.R. HLA Typing from archived blood spots NAAR $120,000
Torres, A.R. IPA NIH $38,000
Torres, A.R. Confirmation of HLA-DR4 and C4B null alleles in autism Cure Autism Now $70,000






10. FISCAL INFORMATION

BAR GRAPH OF DOLLAR AMOUNT SPENDING








10. FISCAL INFORMATION 2002

Total Funding: $12,575,843
SOURCES OF FUNDING PIE CHART
DISTRIBUTION OF FUNDING PIE CHART



11. COURSES & PRACTICA

Department & Course Number Title Instructor(s) # of Students Total Credits
Communicative Disorders
5990 Fundamentals in assistive technology* Henningsen
Foley
93 279
620 Augmentative/alternate communication Henningsen 9 27
6300 Practicum Sater 3 6
Family & Human Development
1500 Human growth & development Cook 30 90
3510 Infancy and early childhood* Boyce 131 393
6500 Play and development in the early years Boyce 6 18
Instructional Technology
5210 Digital audio & video Risk 20 60
5900 Macromedia Flash Smith 23 69
Psychology
7350 School psychology practicum Truhn 4 12
Social Work
4870 Practicum integrative seminar Hansen
Winn, Joy
2 12
Special Education
5200 Student teaching* Fiechtl
Olsen
Speth
2 30
5530 Assistive and adaptive technology in education* Hammond
Deer
51 102
5710 Teaching infants and young children with Disabilities Deer 18 54
5790 Section 402 Ball 113 113
5790 Inclusive web design* Bohman 17 51
5790 BIA law institute Ball 122 122
5820 Preschool practicum for young children with disabilities in community environments Deer 7 28
6500 Interdisciplinary practices* Holt
Morgan
16 34
6790 Section 403 Rudio 92 92
*courses taught more than one semester







12. Student Support

TEACHING
CPD IDT Training Stipends 22
University Courses Taught by CPD Staff
Number of courses 24
Number of departments 6
Student credit hours generated 1,592
Number of students 766
IDT Training in Assistive Technology
Undergraduate 46
Project Stipends
Undergraduate/Certification 46
ULEND
Long-term interdisciplinary trainees 5
Distance Student Advisement 67
Practicum/Clinical Experience 6
GRADUATE STUDENT ADVISEMENT
Doctoral Committees 16
Masters committees 8
STUDENT SUPPORT
Graduate assistantships 24
Student employees 118




Accessibility is our
AIM
A PERSON USING THE INTERNET "Week One was incredible! Have had dismal experiences in the past with virtual training, you folks are tops! Looking forward to the rest of your materials. THANK YOU!!!"


Positive responses poured in from participants following a five-week online training event held by WebAIM (Web Accessibility in Mind), a CPD project directed at improving the accessibility of web-based educational opportunities for individuals with disabilities. The training provided Web developers, administrators, and policy-makers with instructional resources to help them make their Web content accessible to people with disabilities. Over 9,000 individuals worldwide participated in specific weekly sessions, with topics including user perspective, making accessibility a choice, HTML techniques and strategies, creating accessible multimedia, and institutional reform. Instruction included multimedia overviews, instructional reading materials, tutorials, online discussion topics, and a live webcast complete with real-time captions.

For thousands of people with disabilities, navigating the Internet often proves to be frustrating and sometimes impossible. Eight percent of all web users have a disability, and currently a large number of websites are unavailable to them. Awareness of this problem is increasing, however, and designers are looking for ways to increase accessibility.

"Assistive technology that's not compatible with web design, sites that are not keyboard accessible for assistive technology, there's just tons of stuff that makes a website inaccessible for different consumers," states Cyndi Rowland, WebAIM project director. "Even something as simple as using color to denote content can be a mistake.When you consider that 10 percent of the male population is color blind, using red and green isn't such a great idea."

The live webcasts and discussion forum topics were especially popular, as participants tuned in to ask questions, express opinions, and offer advice. Trainee comments included:

"For teaching purposes I shall have no hesitation in recommending the WebAIM site as the best resource for getting to grips with this increasingly important topic."

"I was introduced to your online accessibility guidelines and policy through the WebAIM training and found it extremely useful. Kudos to you for all the hard work involved in its development. It is the most thorough guide of its kind that I have come across to date, and I have been researching this subject for almost a year."


More information about WebAIM is available at www.webaim.org.







13. PUBLICATIONS


BOOKS AND CHAPTERS

Spiker, D., Boyce, G. C., & Boyce, L. K. (2002). Parent-child interactions when infants and young children are at risk or have disabilities. In L. M. Glidden (Ed.) International Review of Research in Mental Retardation. Academic Press: San Diego, CA.

Spiker, D., Boyce, G. C., & Boyce, L. K. (2002). Parent-child interactions when infants and young children are at risk or have disabilities. In L. M. Glidden (Ed.) International Review of Research in Mental Retardation. Academic Press: San Diego, CA.

Bohman, P. (2002). Web development tools and accessibility. In Constructing Accessible Web Sites, Glasshaus Press: Birmingham, UK.



REFEREED ARTICLE

Agran, M. Blanchard, C., Wehmeyer, M. L., & Hughes, C. (2001). Teaching students to self-regulate their behavior. The differential effects of student vs. teacher-delivered reinforcement. Research in Developmental Disabilities, 22(4).

Allred, D.M., Morgan, J., & Ashbaker, B. (2001). Computers in education receive a mixed review: A case study of a high school computer lab manager. Catalyst for Change, 30 (3), 17-18.

Blair, M. & Raymond, S. (2001). Assistive technology for caregivers and the elderly. Utah Gerontological Society, Intermountain Aging Review, 3(1).

Hammond, M. (2001). Note from the guest editor. Utah Gerontological Society, Intermountain Aging Review 3(1), 1-3.

Newland, L. A., Roggman, L. A., & Boyce, L. K. (2002). The development of social toy play and language in infancy. Infant Behavior and Development, 24, 1-25.

Roggman, L. A., Boyce, L. K., Cook, G. A., & Cook, J. (2002). Getting dads involved: Predictors of father involvement in Early Head Start and with their children. Infant Mental Health, 23, 62-78.

Rowland, C. (2001). Keeping web accessibility in mind: I & R services for all. Journal of the Alliance of Information and Referral Systems, 23, 161-191, Seattle, WA: AIRS.

Smith, T.B., Oliver, M.N.I., & Innocenti, M.S. (2001). Parenting stress in families of children with disabilities. American Journal of Orthopsychiatry, 71, 257-261.

Torres, A.R., Maciulis, A. & Odell, D. (2001) The association of MHC genes with autism. Frontiers in Bioscience 6, d936-943.

Torres, A.R., Maciulis, A, Stubbs, E.G., Cutler, A. & Odell, D. (2002) The transmission disequilibrium test suggests that HLA-DR4 and DR13 are linked to autism spectrum disorder. Human Immunology 63, 311-316.



Reading For
ALL
A CHILD READING Alexa arrived from Russia in January speaking no English. Within a week, her parents enrolled her in the local elementary school where her teacher immediately introduced her to a series of small color-coded books. In less than a week, Alexa was sounding out all the words in the first series of books. At that time, she didn't even know what all the words meant, but she was able to read them. And, with the help of the illustrations accompanying the text, she began learning English at an amazing rate.

These seemingly magical books were not designed exclusively for learning English as a second language, but as a program for helping children from kindergarten through third grade learn to read. The Reading for All Learners Program (RALP) is based on 30 years of research in how children learn. These deceptively simple little books are currently an important tool in helping children acquire critical reading skills in over 220 Utah schools and in 20 states.

RALP is a phonics-immersion approach to reading, according to Dr. Alan Hofmeister, project director. And it appears that the technique is working. Numerous school districts reported improved state test scores after implementing the program. The Reading Excellence and Discovery Foundation in Harlem and Bronx, New York, tried RALP as a summer reading program. At the end of the six-week program, independent evaluators determined that 72 percent of the students advanced by at least one full level; 92 percent advanced by more than a half-grade level, and 66 percent by at least one full grade level.

"Twenty percent of all students will find reading the hardest thing they have to do," states Hofmeister. "And if they haven't mastered the principals of decoding language by third grade, they never catch up, often because of a sense of failure. If they are not successfully engaged by mid-first grade, they may have a serious problem..... We can't afford to get distracted by demographics. We have to teach whomever comes through the door."

ADULT AND CHILD READING TOGETHER The program is designed to assist parents and teachers with presenting reading in an easy-to-learn format. Tutors don't need extensive training, thanks to guidelines printed as footnotes on each page. Constant praise and reinforcement is a large component of the format. Children earn rewards by completing the lower levels, including certificates of achievement and a free book. Many county libraries are now carrying the program, enabling parents to enhance their child's reading skills throughout the summer.

The reading kits are so popular in the Hyrum City Library in Utah that parents are only allowed to check out two at a time, according to Jill Baxter, children's librarian.

"We have people come here and sign up for a card just for the kits," said Baxter. "A lot of moms will say their kids have been struggling and they were encouraged to try this, and their kids are just whizzing through it."



NONREFEREED ARTICLES

Akers, A., Dunn D., Schade-Evans, A. & DeSisto, N. (2001). The Vickery: A community guide for coordinating the medical home and early intervention. Augusta, ME: Maine Medical Center.

Ashbaker, B.Y., & Morgan, J. (2001). Growing roles for teachers' aides. The Education Digest, 66 (7), 60-64.


Ashbaker, B.Y., & Morgan, J. (2001) Paraeducators: A powerful human resource. Streamlined Seminar, 19 (2), 1-4.

Bair, R. (2001). Upgrading estimator: Improvements to Utah's severe discrepancy calculation software. CPD News, 24 (2), 1-6.

Bohman, P. & Rowland, C. (2001). How accessible is the internet for people with disabilities? Parent News, 24(3-4), 1-6.

Bohman, P. & Rowland, C. (2001). Updated Section 508 regulations take effect. CPD News, 24 (2), 1, 7-8.

Christensen, K. (2002). Beyond access: Inclusive play environment design for ALL children. CPD News, 25(1), 6-8.

Cook R.S. & Rule, S. (2001). When face-to-face won't work: Internet-based focus groups. American Council on Rural Special Education 2001 Conference Proceedings, 269-274.

Enriquez, J., Ashbaker, B.Y., Morgan, J. & Dowdle, D. (2001). Role models and support for minority students. The Leader, Winter 2001, 8-10.

Hammond, M., & Menlove, T. (2002). The Utah Assistive Technology Foundation believes independence is priceless. We help make it affordable. CPD News, 25(2), 1 - 4.

Hammond, M. (2001). Utah Assistive Technology Foundation. Utah State Library Division Program for the Blind and Disabled Newsletter, Fall 2001, 56, 3.

Holt, J.M., Morgan, J., Curtis, K., & Young, J. (2002). Practice into research: Health issues for adults with mental retardation. CPD News, 25 (1), 1-6.

Holt, J.M., Morgan, J., Roberts, R., & Judd, D. (2001). Participatory Action Research model proves effective in interdisciplinary training. CPD News, 24 (3), 1-6.

Innocenti, M.S. (2001). Some thoughts on assessment in early childhood. The Special Educator, 22(7), 21.

Menlove, T. (2002). Independence is priceless: The UATF helps make it affordable. The Utah Special Educator, 22(6), 20.

Morgan, J., & Ashbaker, B.Y. (2001). Twenty ways to work more effectively with your paraeducator. Intervention in School and Clinic, 36(4), 230-231.

Rowland, C. (2001). Early childhood special education: The use of technology in training and technical assistance. Mountain Plains Regional Resource Center, Region 5 Audioconference Papers, MPRRC, Utah State University, Logan, UT.

Rule, S. (2002). A collaborative program to prepare early intervention and early childhood special education personnel (Final Report, Project Award No. H029G970225, U.S. Department of Education, Office of Special Education and Rehabilitative Services). Logan, UT: Utah State University, Center for Persons with Disabilities.



OTHER

Akers, A., Roberts, R. & Behl, D. (2001). What's a community to do? Helping families help their children with special needs (CD-ROM). Logan, UT: Center for Persons with Disabilities.

Behl, D. Roberts, R.N., Akers, A. & Judd, D. (2001). An introduction to measuring and monitoring community-based systems of care for CSHCN. Logan, UT: Early Intervention Research Institute.

Baer, R.D. & Althouse, B. (2001). Estimator Version 8.0: Aptitude/achievement discrepancy calculation software [software program and manual]. Logan, UT: DB Enterprises.

Baer, R.D. & Althouse, B. (2001). Estimator Version 8.0G: Aptitude/achievement discrepancy calculation software [software program and manual]. Logan, UT: DB Enterprises.

Baer, R.D. & Datwyler, K.C. (2002). Center for Persons with Disabilities and neighborhood nonprofit housing corporation: A partnership for affordable housing and independent living. CPD News 25(2 &3), 8-9.

Blanchard, C., Kulp, G., Post, H., & Baer, R. D (2001). Action Team Training. Center for Persons with Disabilities: Logan, UT.

Blanchard, C., Post, H. W., Baer, R. D., Copeland, S. & Kulp, G. (2002). Action Team Training Facilitator's Guide [English and Spanish versions]. Logan, UT: Center for Persons with Disabilities.

Blair, M. (2002). Title I Funding for AT Act of 1998 for FY 2002. Center for Persons with Disabilities, Utah State University, Logan, UT.

Blair, M. (2001). State assistive technology grant programs and need for continued federal role. Association of University Centers on Disabilities, Silver Spring, MD.

Blair, M. (2001). State assistive technology grant programs and the new freedom initiative. Association of University Centers on Disabilities, Silver Spring, MD.

Blair, M. (2001). Disability leadership fellowship: A guide for successful survival. Association of University Centers on Disabilities, Silver Spring, MD.

Blair, M.E. (2001). Aging and assistive technology in the United States. Center for Persons with Disabilities, Utah State University, Logan, UT.

Copenhaver, J. (2001). Bylaws and operating procedures for the special education advisory board. Bureau of Indian Affairs, Albuquerque, NM.

Copenhaver, J. (2002). Continuous improvement monitoring manual. U.S. Department of Education, Office of Special Education Programs.

Copenhaver, J. (2002). Guidelines on the discipline provisions of the Individuals with Disabilities Education Act. Wyoming Department of Education, Cheyenne WY.

Copenhaver, J. (2002). Procedures for the investigation and resolution of special education complaints. Bureau of Indian Affairs, Albuquerque, NM.

Copenhaver, J. (2002) Resource guide for state steering committees. U.S. Department of Education, Office of Special Education Programs

Copenhaver, J. (2001) Section 504/ADA guidelines for educators and administrators. Colorado Department of Education, Denver CO.

Copenhaver, J. (2002). Section 504/ADA guidelines for educators. Kansas Department of Education, Topeka KS.

Copenhaver, J. (2002). Section 504/ADA guidelines for school staff and parents. South Dakota Department of Education, Pierre, SD.

Copenhaver, J. (2002). Section 504/ADA guidelines for educators. Utah Department of Education, Salt Lake City, UT.



Building
BRIDGES
Ronald Autry is autistic. At age 3, he still had difficulty walking. But as he grew older, he joined various school activities, and at his high school, he went out for track. His father, James Autry, writes about his first 400-meter race:

PICTURE OF RONALD "The objective was just to run the full 400 without stopping or falling. He fell farther and farther behind, his shoes came untied, but he kept going.... I caught in the corner of my eye some of his teammates in the infield. They had started running with him and were calling out encouragement, 'Go, Ronald!' As Ronald came closer to the bleachers, other people began to take up the cry....As he passed in front of the crowd, the cry swept across the stands; parents of the other kids from other schools had picked up his name and were yelling, 'Go, Ronald!' Ronald smiled and ran. When he crossed the finish line, the crowd was roaring as if an Olympic star had just set a new record....Members of other teams high-fived him...he was patted on the back, shouted words of encouragement.

Later I asked Ronald, 'What were you thinking as your ran?' He said, 'You can do it Ronald, you can do it.' Indeed, he did. To think that 30 years ago, he might have been institutionalized somewhere, warehoused away from society. And today, he is in the midst of a thriving, diverse, supportive public school. He's eccentric, yes. He can be difficult, yes. And he sure won't set any speed records. But by the grace of God and an enlightened public education system, he is in the race. What more can we ask?"

The Autrys and about 350 other families in seven states who have children with disabilities are participating in a study entitled Bridges in the Lives of Youth with Disabilities: Community Adjustment and Transition Outcomes. The Bridges study is looking at how children with diagnosed disabilities who have received different educational services adjust to community and work life as they leave school. Bridges staff survey parents, children and their teachers about the educational programs and services these youth have received. This information is then used to evaluate how different school services, such as the percentage of time spent in regular education and/or special education, affect the youths' transition into adult life. The study also takes a unique approach in surveying the youth themselves about their school experiences and life after school.

"Our ultimate goal is to provide policy makers with information that will help families and children with disabilities," Linda Goetze, Bridges director.

More information about the Bridges study is available at www.BridgesforYouth.org.

Photo by The Des Moines Register




Copenhaver, J. (2002). Section 504/ADA for educators and parents. Wyoming Department of Education, Cheyenne WY.

Copenhaver, J. (2002) Schoolwide continuous improvement and monitoring process - Manual for contract monitors. Bureau of Indian Affairs, Albuquerque, NM.

Copenhaver, J. (2002). Schoolwide continuous improvement and monitoring process - Manual for school staff and field education specialists. Bureau of Indian Affairs, Albuquerque, NM.

Gallegos, E. (2001). Services to parentally placed children with disabilities in private schools: A guide for school districts, parents, and representatives of private schools. Montana Office of Public Instruction, Helena, MT.

O'Leary, E., & Collison, W. (2002) Transition services. Helping educators, parents, and other stakeholders understand: Post school outcomes, course of study, coordinated set of activities. Mountain Plains Regional Resource Center: Logan, UT.

Holt, J., Baer, R.D., Winslow, D & Cook, J.L. (2001). Employer and employee perceptions of an employer: Agent model for supporting individuals with disabilities. Logan, UT: Center for Persons with Disabilities.

Massanari, C. (2002). Policies and procedures manual for local education agencies. New Mexico State Department of Education, Albuquerque, NM.

Massanari, C. (2001). SEA leadership and general supervision of the education of children and youth with disabilities - Responsibilities, skills, and requirements. Mountain Plains Regional Resource Center.

Miller, L., Rowland, C. & Virgin, J. (2002). Keeping web accessibility in mind. [videotape] Logan: Utah State University, ASD Project, Department of Special Education and Rehabilitation.

Morgan, J., Ashbaker, B.Y. & Young, J.R. (2001). Teaming, supervision and evaluation: Teacher-paraeducator team perspectives of their teaching. (ERIC Document Reproduction Service No. ED 454 200).

Morgan, J., Roberts, R.M., & Ashbaker, B. (2001). The employment, training and supervision of paraprofessional staff in education settings: Insights into the administrator's role from two field research studies. Logan, UT: Utah State University.

Morgan, J. & Ashbaker, B.Y. (2001). Duties and instructional decision-making of paraeducators in the US, Canada and the UK. CEC website.

Peterson, B. & Richins, G. (2001). Utah state plan for independent living, FY 2002-2004. Logan, UT: Center for Persons with Disabilities.

Richins, G. (2002). General information on the Corporation for National and Community Service and Commission Volunteers and the Center for persons with Disabilities. Logan, UT: Center for Persons with Disabilities.

Watkins, S., Hammond, M., Miller, K. & Mendenhall, A. (2002). Communicating with my friend who is deaf or hard of hearing (videotape). Logan, Utah: Hope, Inc.

Watkins, S., Hammond, M., Miller, K. & Mendenhall, A. (2002). Communicating with my friend who is vision impaired or blind (videotape). Logan, Utah: Hope, Inc.

Watkins, S., Hammond, M., Miller, K. & Mendenhall, A. (2002). Communicating with my friend who has learning disabilities (videotape). Logan, Utah: Hope, Inc.

Watkins, S., Hammond, M., Miller, K. & Mendenhall, A. (2002). Communicating with my friend who has speech or language disabilities (videotape). Logan, Utah: Hope, Inc.







14. CONSUMER SERVICES

CONSUMER SERVICES


SERVICES TO CONSUMERS AND THEIR FAMILIES 2002
Project # of consumers
Utah Alternative Financing Program 52
Up-to-3 230
Utah Assistive Technology Program 9,280
Interdisciplinary Evaluation/ Medical 473
Indian Children's Program 96
Low-Income Nutrition Education 46
Family Day Care Nutrition 1,850
Bear River Activity and Skill Center 100
TOTAL 12,127






15. SERVICE AND CONSULTATION

Presentations/Technical Assistance Provided by Topic
Topic Total Hours
ADA Training 4
Administration/Management 201
Advocacy 150
Aging 920
Assistive Technology 203
Case Management 12
Child Care 115
Community Inclusion 126
Cultural Awareness / Compentency 95
Diagnosis / Evaluation 109
Disability Information 28
Early Intervention 1,794
Families / Parenting 93
Genetics 5
Grant Writing Methodology 172
HeadStart 10
HealthCare 2
Human Growth and Development 2
Inclusive Education 340
Information Referal 21
Interdisciplinary Team Process 198
Intervention 532
Leadership 428
Legal Rights 119
Positive Behavior Management 122
Prevention 561
Public Policy 118
Recreation 9
Research 45
Residential 76
Transition 439
Other 3,048
TOTAL HOURS 10,099



Type of Agency/Organization Served by Percent of Total Hours
PIE CHART


Geographic Area Served by Percent of Total Hours
PIE CHART






16. NATIONAL / INTERNATIONAL PRESENTATIONS

Listed Chronologically

Rowland, C. & Bohman, P. (08/2001). Students at a distance with disabilities: Web materials that pass the test. Distance Teaching and Learning Conference, Madison, WI.

Baer, R.D. & Brown, G. (08/2001). Estimator: A software program for making LD severe discrepancy calculations. American Psychological Association, San Francisco, CA.

Rowland, C. & Bohman, P. (08/2001). Keeping web accessibility in mind. University of Massachusetts, Hadley, MA.

Innocenti, M.S. & Akers, J. (08/2001). Outcomes: Relationship-based home visiting approach for families. American Psychological Association, San Francisco, CA.

Innocenti, M.S. (10/2001). Early intervention: Practice, issues, directions. Icelandic State Diagnostic and Counselling Center, Reykjavik, Iceland.

Innocenti, M.S. (10/2001). Meaningful involvement of parents in early intervention. National Federation for the Aid to People with Learning Disabilities, Reykjavik, Iceland.

Rowland, C. (10/2001). Keeping web accessibility in mind: Project WebAIM helps postsecondary education. US Department of Education, Distance Education Demonstration Programs, St. Louis, MO.

Morgan, J. (11/2001). Teamwork and collaborative skills for direct service professionals and paraprofessionals. Association of University Centers on Disabilities, Baltimore, MD.

Holt, J. & Morgan, J. (11/2001). Multi-tasking: Using a participatory action research model to enhance trainee's skills. Association of University Centers on Disabilities, Baltimore, MD.

Rule, S., Holt, J., Innocenti, M.S., Boyce, L., Risk, T., Rowland, C. & Tait, F. (11/2001). The Center for Persons with Disabilities: Expanding our horizons. Association of University Centers for Disabilities, Baltimore, MD.

Baer, R.D. (11/2001). Transition from school to employment and community life: Trends in Utah through the nineties and a comparison with national data. Association of University Centers for Disabilities, Baltimore, MD.

Christensen, K. (11/2001). Beyond access: Outdoor play spaces for all children. Association of University Centers for Disabilities, Baltimore, MD.

French, D., Rowland, C. & London, B. (11/2001). ADA compliance: Issues of internet accessibility. Western Cooperative for Educational Telecommunication, Coeur d'Alene, ID.

Bohman, P. & Coombs, N. (11/2001). Accessible website creation. Accessing Higher Ground: Assistive Technology in Higher Education, Boulder, CO.

Torres, A. (11/2001). HLA allele data. International Meeting for Autism Research, San Diego, CA.

Roberts, R., Behl, D., Akers, A. & Judd, D. (11/2001). Monitoring and measuring community-based integrated systems of care for children with special health care needs: Achieving outcomes for Healthy People 2010. Association of University Centers on Disabilities, Baltimore, MD.

Rowland, C. (11/2001). Accessibility clinic. Federal Project Director's Meeting, San Diego, CA.

Rowland, C., Anderson, S., Bohman, P. & Smith J. (11/2001). Software developer. Federal Project Director's Meeting, Fund for Improvement of Postsecondary Education, San Diego, CA.

Rowland, C. & Smith, J. (11/2001). Accessibility showcase, Federal Project Director's Meeting, Fund for Improvement of Postsecondary Education, San Diego, CA.

Bohman, P. (11/2001). HTML accessibility. Federal Project Director's Meeting, Fund for Improvement of Postsecondary Education, San Diego, CA.

Torres, A. (11/2001). ALA alleles in autism. National Institute of Health: Neurology Clinical Grand Rounds, Bethesda, MD.

Boyce, G.C., Cook, G.A., Boyle, P., Ostler, T., Akers, A. & Boyce, L.K. (11/ 2001). InReach: A model to support parent-infant interaction through the transtion from NICU to home and community early intervention. National Perinatal Association Annual Conference, Austin, TX.

Rule, S., Santos, R.M., Ostrosky, M. & McWilliam, R.A. (12/2001). Addressing culture and language in research: Challenges and strategies in publishing research. DEC Conference on Young Children with Special Needs and Their Families, Boston, MA.

Rowland, C. (12/2001). IT accessibility in the workforce and education environment. State Information Technology Initiatives, Washington, DC.

Rowland, C. (12/2001). Web accessibility in postsecondary education [webcast]. State Information Technology Accessibility Initiatives, Washington, DC.

Hammond, M. (12/2001). Marketing, customer service and minority outreach. RESNA Alternative Financing Technical Assistance Project, Washington, DC.

Behl, D., Roberts, R. & Wells, N. (12/2001). Partnering with families in research. Division for Early Childhood, Boston, MA.

Behl, D., Roberts, R. & Pola-Money, G. (12/2001). Measuring and monitoring community-based systems of care for CSHCN. 2010 Express for Children with Special Health Care Needs,Washington, DC.

Rowland, C. (02/2002). Improving web accessibility for individuals with disabiities. Horizon Desktop Live, Webcast.

Innocenti, M.S., Wilcox, J., Boyce, G., Akers, A. & Akers, J.F. (03/2002). Comparative research on the relationship-based model: Results, challenges, research directions. Conference on Research Innovations in Early Intervention, San Diego, CA.

Baer, R.D. (03/2002). Practitioner friendly software for LD severe discrepancy calculation. National Association of School Psychologists, Chicago, IL.

Rule, S., Cook, R. & Mariger, H. (03/2002). Families tell us if the web works: Disseminating the SPIES curriculum. Pacific Rim Conference on Disabilities, Honolulu, HI.

Hains, A., Winton, P., Innocenti, M.S., Kramer, L. & Santos, R.M. (03/2002). Lessons learned from constituent involvement in early intervention research. Conference on Research Innovations in Early Intervention, San Diego, CA.

Bailey, P., Behl, D., Denboba, D., O'Brien, S. & Price, L. (03/2002). State approaches to measuring and monitoring Healthy People 2010 outcomes for CSHCN. Association of Maternal and Child Health Programs, Arlington, VA.

Innocenti, M.S., Boyce, L, Akers, J.F. & Roggman, L.A. (03/2002). English and Spanish language acquisition in low-income bilingual Hispanic children: Relationships with family and language contexts. Southwestern Society for Research in Human Development, Austin, TX.

Raymond, S. (04/2002). Tech acts. American Society on Aging, Denver, CO.

Rowland, C. (04/2002). Rumblings from the field: Oh what a terrible web we weave. Power Up 2002, Columbia, MO.

Roggman, L.A., Boyce, L.K., Cook, G.A. & Hart, A.D. (04/2002). Observational data on father play with infants: Challenging to get, but valuable to have. International Conference on Infant Studies, Toronto, Ontario, Canada.

Cook, G.A., Jump, V.K., Akers, J., Boyce, L.K., Innocenti, M.S. & Roggman, L. (04/2002). Book reading across the ages: Development and culture. International Conference on Infant Studies, Toronto, Ontario, Canada.

Roggman, L., Cook, G.A., Boyce, L.K. & Hart, A.D. (042002). Early Head Start: Ameliorating the effects of parenting stress on mother-infant attachment. International Conference on Infant Studies, Toronto, Ontario, Canada.

Nittrouer, S. (05/2002). Early OME: Implications for speech perception and pharmalogical processing. Otitis Media and Language Learning Sequelae: Current Research and Controversies, Washington, DC.

Robins, A., Morgan, J. & Ashbaker, B. (05/2002). The United Kingdom and the United States working together for teaching assistants/paraeducators. Annual Conference of the National Resource Center for Paraprofessionals, Minneapolis, MN.

Ashbaker, B., Morgan, J. & Enriquez, J. (05/2002). Hispanic high school seniors as paraeducators: Cultural role model for younger students and career potential for gruaduating seniors. Annual Conference of the National Resource Center for Paraprofessionals, Minneapolis, MN.

Akers, A., Roberts, R., Behl, D. & Wolf, A. (05/2002). Necessary ingredients for creating sustainable participatory mechanisms for community early childhood. Campus-Community Partnerships for Health, Miami, FL.

Pindirprolu, S., Peterson, S. Rule, S., Lignugaris-Kraft, B., Slocum, T. & Rowland, C. (05/2002). Teaching functional behavioral assessments to preservice teachers: An analysis of three experiemental case strategies. Association for Behavior Analysis, Toronto, Canada.

Jump, V.K. (05/2002). Touch through infant massage: Effects of infants in Ecudorian orphanages. International Symposium on the Science of Touch, Montreal, Canada.

Goetze, L., Hanson, K. & Cook, D. (05/2002). The effects and costs of newborn hearing intervention in Utah. Newborn Hearing Screening 2002, Venice, Italy.

Roberts, R.N. (06/2002). Opening doors through community interagency councils: Using participatory action research to integrate services for children with disabilities and special health needs. International Association for Scientific Study of Intellectual Disability, Dublin, Ireland.

Roggman., L.A., Boyce, L.K., Cook, G.A. & Hart, A.D. (06/2002). Observational data on father play with infants: Challenging to get but valuable to have. Head Start Research Conference,Washington, DC.

Boyce, L.K., Innocenti, M.S., Akers, J. & Roggman, L.A. (06/2002). Early literacy experiences of Hispanic children: A look at context and intervention. Head Start Research Conference, Washington, DC.

Roggman, L.A., Boyce, L.K., Hart, A.D. & Cook, G.A. (06/2002). Parenting as a pathway to child outcomes in Utah's Early Head Start program. Head Start Research Conference, Washington, DC.

Roggman, L.A., Cook, G., Boyce, L.K. & Hart, A.D. (06/2002). Home visit quality. Head Start Research Conference, Washington, DC.

Mariger, H., Cook, R. & Rule, S. (06/2002). The development and evaluation of a web-based preschool. Head Start National Research Conference, Washington, DC.

Roberts, R.N. (06/2002). Services are organized in ways families can use them easily. Institute for Leaders in State Title V CSHN Programs, Baltimore, MD.

Nittrouer, S. (06/2002). Specifying voicing differences in children's productions of syllable-final stops: Knowledge vs. skill. Acoustical Society of America, Pittsburgh.

Raspnkoetter, S.E., Innocenti, M.S., Hansen, M.J., Swett, J. McEvoy, M.A. & Powell-Hensley, K. (06/2002). Including children with special needs and their families: Research, practice and challenges. HeadStart National Research Conference, Washington, DC.

Innocenti, M.S., Roggman, L.A., Jump, V.K., Akers, J. & Walker, P. (06/2002). Continuous process improvement: A primer and discussion around the experiences of three programs. HeadStart National Research Conference, Washington, DC.




Come Out And
PLAY
PHOTO OF CHILDREN AT PLAY Chris, a young mother of three children, always enjoyed taking her children to the playground. But taking her youngest son, Josh, age 5, is becoming difficult. Josh, who uses a wheelchair, hates sitting on the sidelines while the other children play on the equipment.

"He wants to play and do the things the other kids do," said Chris. "But he can't push himself across the sand and he can't even get in and out of the swings by himself. He's so independent that it totally frustrates him to need all this special help, and he feels so left out."

No other activity in children's lives provides as much richness and experience as free play. During free play children develop their skills, attitudes, and relationships, and learn to develop and integrate their bodies, minds, and emotions. They explore their own potential without the risk of failure or ridicule. They can imagine they are someone else, try something new, fall down and get up, without fear of the consequences. But the typical playground is a place of failure for a child with a disability, because the barriers present on the playground may make the child "less-able."

Much energy has been expended in the last 15 years to improve playground accessibility by adding ramp access to some toys. But the removal of physical barriers (accessibility) doesn't always mean the removal of social barriers (inclusion). Because play is a social, as well as a cognitive and physical experience, every part of the play area may not be accessible to all users, but the social experience must be accessible to everyone. The ideal playground environment enables all children to use their strengths to gain social acceptance and involvement by being "more-able."
PHOTO OF CHILDREN AT PLAY
The Center for Persons with Disabilities recognizes and is responding to these issues through Beyond Access a project of national significance funded by the Administration on Developmental Disabilities. Beyond Access works to:
· Provide technical assistance and information to help playground designers and playground equipment manufacturers increase their understanding of the needs of children with disabilities, as well as their knowledge and skills to create better playgrounds for children with disabilities;

· Educate communities about the diverse play needs of children with disabilities, and provides the knowledge to meet those needs; and

· Empower parents and advocates to take an active role in ensuring that community playgrounds are designed to meet the needs of ALL children.

Beyond Access is currently developing an introductory guidebook and DVD tutorial for dissemination. Information is also available at
beyond-access.org.













17. PROJECT DIRECTORY


1.0 ADMINISTRATION
1.1 Administrative Support Services
1.2 Program Development and Administration


2.0 RESEARCH
2.1 Utah Frontiers Project
2.2 Utah Collaborative Medical Home Project Evaluation
2.3 Utah Early Intervention Project Followup
2.4 The Utah Traumatic Brain Injury Planning Grant
2.5 Touch and Failure to Thrive
2.6 Opening Utah's Doors
2.7 MHC Associated Abnormalities in Autism
2.8 Monitoring and Measuring Community-Based Integrated Systems of Care
2.9 InReach: An Investigation of a Collaborative Transition Model from NICU to Early Intervention
2.10 Infant Massage in Ecuadorian Orphanages
2.11 Cost of EHDI Programs
2.12 Bridges in the Lives of Youth with Disabilities
2.13 Bilingual Early Language and Literacy Support
2.14 An Outcomes-based Approach to Evaluating Part C Service Coordination Models
2.15 The Ontogeny of Segmental Speech Organization


3.0 SERVICES
3.1 Utah Work Incentive Initiative
3.2 Utah Alternative Financing Program
3.3 Utah Alternative Financing Program: Minority Outreach
3.4 Up-to-3
3.5 The Utah Assistive Technology Program
3.6 Specialty Clinics
3.7 K-SAR Video Production and Distance Learning
3.8 InReach: Using Technology to Ensure Effective Transiton from NICU to Part C Services
3.9 Indian Children's Program
3.10 Helping Educate Low-Income Parents in Nutrition for Growing Children
3.11 Finding Utah's Most In-Need Children
3.12 Family Day Care Nutrition Program
3.13 Community-Based Family Supports for Utah
3.15 Clinical Services
3.16 Bear River Activity and Skill Center

4.0 INFORMATION/RESOURCES
4.1 The PARAgraph
4.2 Family Resource Library
4.3 CPD Publications
4.4 CPD Dissemination


5.0 EDUCATION
5.1 Utah Special Education Staff Devleopment and Multimedia
5.2 Utah Multi-Sensory Consortium
5.3 Utah Multi-University Consortium
5.4 Utah Legislative Coalition for Persons with Disabilities
5.5 Utah Leadership Education in Neurodevelopmental Disabilities Regional Program
5.6 Utah ADA Steering Committee
5.7 Super Vision Project
5.8 SPIES Outreach Project
5.9 State Administrative Leadership in Special Education
5.10 Reading Failure in Poverty-Impacted Communities
5.11 Reading Fluency
5.12 Program to Prepare Early Intervention and Early Childhood Special Education Personnel
5.13 Prevention and Treatment of Reading Failure
5.14 Phonemic Awareness R & D
5.15 Opening Doors into Rural Communities
5.16 National Service Inclusion Project Minigrant
5.17 New Mexico Technical Assistance, Personnel Development and Training
5.18 North Dakota Alternate Assessment and Scoring Process
5.19 Northern Utah Area Health Education Center
5.20 Mountain Plains Regional Resource Center
5.21 LRBI Quality Implementation Training Tapes
5.22 Learning Anytime, Anywhere, for Anyone: Keeping Web Accessibility in Mind
5.23 Interdisciplinary Training
5.24 Fundamentals of AT: Skill and Competency-based Training
5.25 Curriculum Reform
5.26 Collaborative Early Childhood Special Education Program through Distance Education
5.27 Bureau of Indian Affairs Special Education Monitoring
5.28 BIA Complain Investigation
5.29 Beyond Access
5.30 Arizona Center for Professions in Education
5.31 Interagency Outreach Training Initiative







17. PROJECTS

1.0 ADMINISTRATION

1.1 Administrative Support Services

Contact Person(s): Sarah Rule
Funding Agency: Utah State Legislature, Overhead from Grants and Contracts

Description:
Administrative support is offered to all programs operated by the CPD. Support 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.

Accomplishments:
This division's cobmined state and federal resources supported: (a) software development and training to make the worldwide web accessible for people with disabilities: (b) interagency coordination and services to consumers to promote the use of assistive technology; (c) teaching professionals and parents about early intervention through everyday activities; (d) interagency coordination to address critical short-term training needs for agencies and consumer organizations; and (e) center-wide administrative and technical functions.


1.2 Program Development and Administration
Contact Person(s): Sarah Rule
Funding Agency: U.S. Department of Health and Human Services, ADD
Funding Amount: $347,000

Description:
Core support for the administration and program development activities of the CPD has been provided by the Administration on Developmental Disabilities since the Center was established in 1972. 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.

Accomplishments:
During the current year, funding from the Administration on Developmental Disabilities focused upon education, exemplary services, administrative support for all core functions, and participation of individuals with disabilities in decision-making and activities of the CPD. The CPD continued to support the participation in interdisciplinary training of students from a number of disciplines and community members who have, or are parents of children with, disabilities. The Interdisciplinary Training Program was also successful in engaging individuals from diverse cultural and linguistic origins; these constituted 26% of trainees who received stipends. Center staff conducted extensive training in assistive technology for employees and families served by Utah's Division for Services for People with Disabilities. Finally, funding supported professionals from several disciplines to provide exemplary services in the community.




2.1 Utah Frontiers Project: A System of Care for Children and Youth with Serious Emotional Disturbances (SED) in Frontier Areas
Contact Person(s): Glenna Boyce
Funding Agency: Child, Adolescent and Family Branch of the Center for Mental Health Services in the Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services
Funding Amount: $285,000

Description:
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,

OVER 25% OF TRAINEES IN THE IDT PROGRAM ARE FROM DIVERSE CULTURAL ORIGINS

2.0 RESEARCH


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 five year project started in October 1, 1998; it is one of approximately 43 projects across the nation funded by Child, Adolescent and Family Branch of the Center for Mental Health Services (CMHS). 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 are conducting the Utah Frontiers evaluation in conjunction with Sherilin Rowley 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.

Accomplishments:
There are now approximately 175 youth in the longitudinal study. The assessment of youth subjects and their primary caregivers continues each six months. The data are entered and sent quarterly to the national evaluator MACRO, International. In addition to these assessments, we have developed and used two questionnairesThe Family Team Roster and the Family Team Surveyto gain information about how the child/family teams are operating. From these questionnaires we learn how often a team meeting is held for a youth; how many youth are having team meetings, who is at the team meetings, as well as getting the perceptions of the family team participants concerning the quality of the meeting and services being planned and provided.

Since the participation of family members as advocates (or facilitators) is a new way of providing services, a study was completed to ascertain the caregivers' and mental health staff members' perceptions of the family facilitators and a compilation of the time spent and types of services provided by the Family Facilitators. With the triangulation of the three data sources the local project site obtained information that will help them make future policy decisions.

The community baseline studies of the four communities in the Four Corners area were completed, providing information about the collaboration of agencies, families and community groups in providing services for youth with serious emotional problems.

This year we have made a concerted effort to use the evaluation data to inform services. For example, Dr. Kristina Hindert is using the Individual Data Reports when she consults monthly with the clinicians. Also, changes over time in child functioning, child symptoms, and in caregiver stress have been analyzed. Children's functioning and symptoms have improved; caregiver stress has been reduced. These changes were statistically significant. Investigations have also been completed describing the caregivers' reports of services received, and their satisfaction with services.

Community Mental Health service data have been accessed and are being analyzed in conjunction with child functioning data to determine if the children with the most problems are receiving the most services. Investigations involving the MIS databases of child abuse have been initiated to determine whether receiving services through the Utah Frontier Project is correlated with fewer reports of abuse. We plan to complete similar investigations of data from juvenile justice and the schools.



2.2 Utah Collaborative Medical Home Project Evaluation
Contact Person(s): Diane Behl, Richard Roberts
Funding Agency: Utah Department of Health
Funding Amount: $25,000

Description:
The goal of the Utah Collaborative Medical Home Project is to develop and implement a statewide system to support medical homes for children with special health care needs in primary care settings, emphasizing the provision of comprehensive, continuous, coordinated, culturally responsive, and family-centered care.

Accomplishments:
The evaluation of this project is being conducted by the Early Intervention Research Institute. Pretest data were collected in fall, 2001 for physicians and spring, 2002 for families; post test data will be collected in Spring, 2004.
ADULT READING TO CHILD


2.3 Utah Early Intervention Project - Follow-Up
Contact Person(s): Mark Innocenti
Funding Agency: Utah State Office of Education
Funding Amount: $69,104

Description:
The Utah Early Intervention Project (UTEIP) was originally funded 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 five. 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 evaluation is participatory in nature in that evaluation and USOE staff will collaborate to determine specific questions to be addressed each year. Evaluation data will continue to be collected on the children and families involved in the areas of: changes in classification, movement in and out of special education and other special services, service delivery patterns, extended school year placements, and parent perceptions of services. This new information will be used to examine current issues in service delivery as well as in analyses with extant data to better examine later impacts of early intervention.

The following objectives have been identified for the 2002/03 year:
(1) Continue collection of longitudinal data as in past three years;
(2) Identify children who exit from special education; compare those who exit with those who remain in special education and determine:
·Are there differences on early scores or is continuing enrollment in special education related to program characteristics while in early intervention or after exiting early intervention?
·Children will be matched in these groups based on initial developmental characteristics and differences in placement trajectories will be examined while determining the impact of factors such as health status, family context, disability
classification, and program characteristics.
·Are differences based on inclusion settings?
(3) Evaluate the effects of inclusion on classification and the interaction of child, family, and program.

Accomplishments:
Parent survey data collection for the 2001/02 school year (UTEIP-5) occurred from February through May 2002. Either written or verbal consent to complete a parent and/or educational services survey was given by 206 parents during UTEIP-5. One hundred and seven parents contacted this spring reported their child had an IEP (54% of public school respondents). Speech and language services were reported by 82 parents (77% of those with special services). Self-contained classrooms, resource room services, remedial reading, occupational and/or physical therapy and 'other types of services' were each reported for more than 20 percent of children receiving special services. Parent satisfaction and transition data were also collected and will be analyzed.

Educational Services data collection is substantially complete. A request to complete an Educational Services survey was sent to 96 educators. We collected information about disability classification, classroom services, IEP goals, student performance and related services for 80 children in Kindergarten through fifth grades. One quarter were classified with a communication disorder, 17 percent with a specific learning disability, 12 percent with intellectual disability, and 10 percent were classified with multiple disabilities in the 2001/02 school year. Both an educational services form and an IEP were obtained for 61 children as of June, 2002.


2.4 The Utah Traumatic Brain Injury Planning Grant
Contact Person(s): Judith Holt
Funding Agency: Utah Department of Health
Funding Amount: $20,000

Description:
In April of 2001, The Utah Department of Health received a two-year federal grant to develop a state plan to help improve Traumatic Brain Injury (TBI) services in Utah. The Brain Injury Association of Utah (BIAU) and the Center for Persons with Disabilities (CPD) at Utah State University are project partners with the Department of Health on this grant. The overall goal of this project is to ensure that the 40,000 Utahns who live with the effects of a traumatic brain injury have access to a comprehensive, coordinated system of care and services.

Accomplishments:
As a project partner the IDT Division has been given the specific responsibility of conducting, analyzing, and disseminating the results of a comprehensive, collaborative statewide TBI needs/resource assessment. Additionally, at the conclusion of the needs/resource assessment, personnel from the IDT Division will continue to be involved in other TBI grant activities including the development and implementation of the final TBI Statewide Action Plan.


The IDT Division research team working on the needs/resource assessment has accomplished their first objective, as of January 2002, which involved finalizing the methods and procedures needed to conduct the needs/resources assessment by identifying the concerns and priorities of individuals with TBI and their families, community and state systems' needs, and the TBI resources available across Utah. The IDT Division research team is now working on their second objective, which involves implementing the needs/resource plan in three phases. During phase one, data will be collected using a variety of methods including personal interviews, structured telephone interviews, focus groups, and survey mail-outs. During phase two, the data will be compiled and analyzed to determine if the sampling was sufficient. Phase three will address any needs for additional data collection. After completing the second objective the IDT Division research team will focus on their third objective which consists of analyzing the collected data, compiling a final report with recommendations, and disseminating the final report for use in developing the Statewide Action Plan.



2.5 Touch and Failure to Thrive
Contact Person(s): Vonda Jump
Funding Agency: University of Chicago
Funding Amount: $8,000

Description:
This pilot project at the University of Chicago Medical Center is funded by the University of Chicago. The focus is investigating the effects of infant massage on behavioral and neurochemical processes as well as the parent-child interaction for infants and young children diagnosed with failure-to-thrive. Twenty infants who are receiving services from the Grow Clinic at the University of Chicago Medical Center will be randomly assigned to either the treatment (infant massage by caregiver) or control (rocking by caregiver) group. First morning urine samples will be collected and analyzed for cortisol, dopamine, epinephrine, and norepinephrine before and after the intervention. Videotaped interactions between parents and children will be obtained before and after the intervention.

Accomplishments:
Approval from the IRB at the University of Chicago has been obtained, and data are currently being collected.



2.6 Opening Utah's Doors
Con tact Person(s): Richard Roberts, Adrienne Akers
Funding Agency: Maternal and Child Health Bureau, Division of Services for Children with Special Health Needs
Funding Amount: $150,000

Description:
The Early Intervention Research Institute will work in partnership with Utah state departments, community based programs and families to develop a common enrollment/eligibility process. A participatory action research approach will be used to create interagency common eligibility/enrollment materials that will be made operational through a shared data system. The use of blended funds to further this effort will be pursued with the partners that collaborate on the common application materials. An in-depth investigation to clarify how care coordination could be made more effective in the enrollment/eligibility process will be conducted. This will be referred to as the "C-4 model" (i.e., the four collaboration strategies). 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.

Accomplishments:
During the first year of the project, a review of similar efforts revealed that previous interagency plans to develop a single, written application for multiple programs and services were fraught with problems and were eventually abandoned. However, project staff learned about a parallel effort to design an interagency web-based application being developed in Provo called the Universal Application System (UAS). In meeting with the developers of the UAS, we learned that this system had excellent compatibility with the goals of the Opening Utah's Doors Project. Currently, the UAS is being used to build a prototype that will be piloted at the community level. Initial interagency planning meetings are in process in both Provo and Vernal with other communities to follow. The UAS will be piloted for one year in these communities, beginning in January, 2003.


2.7 MHC Associated Abnormalities in Autism
Contact Person(s): Dennis Odell
Funding Agency: NICHD
Funding Amount: $188,264


Description:
This grant was conducted in conjunction with the University of Utah. It was funded from March 1, 1997 to February 28, 2002. The major thrust of these studies is to more thoroughly explore the relationship between the major human histocompatibility locus (MHC) and autism.

Accomplishments:
This project is completed as far as data collection. Analysis of data is proceeding.


2.8 Monitoring and Measuring Community-Based Integrated Systems of Care
Contact Person(s): Richard Roberts, Diane Behl
Funding Agency: Maternal and Child Health Bureau
Funding Amount: $255,078

Description:
The purpose of this project is 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):
1. All CSHCN will receive coordinated ongoing comprehensive care within a medical home.
2. All families of CSHCN will have adequate private and/or public insurance to pay for the services they need.
3. All children will be screened early and continuously for special health care needs.
4. Services for CSHCN and their families will be organized in ways that families can use them easily.
5. Families of CSHCN will partner in decision making at all levels, and will be satisfied with the services
they receive.
6. All youth with SHCN will receive the services necessary to make appropriate transitions to adult health care, work, and independence.

The following states are participating in the project: Utah, Vermont, Ohio, Arizona, South Carolina, and Oregon.


Accomplishments:
The M&M project has been funded for a fifth year. Workscope will involve partnering with approximately four new states to apply a process from "assessment to action" to ensure achievement of the six goals for CSHCN.


2.9 InReach: An Investigation of a Collaborative Transition Model from NICU to Early Intervention
Contact Person(s): Glenna Boyce, Adrienne Akers
Funding Agency: USDOE
Funding Amount: No-cost extension

Description:
The purpose of InReach is to develop, implement, and test a collaborative transition process and a strengths-based/mutual competency home visiting model of intervention. This project is addressing the intervention needs of a special group of infants whose birthweight (<1000g) or gestational age (< 30 weeks) make them presumptively eligible for Part C early intervention services. The project's goals are to:
· Examine the current transition process and common interventions for this population;
· Collaboratively develop a seamless transition process that supports parents and provides necessary services;
· Adapt a strengths-based/mutual competency model of intervention for use with this population; and
· Compare the effects of alternative transition experience in terms of child, family, and system outcomes.

Accomplishments:
The analysis was completed. Data was presented at conferences. The final report is forthcoming.


2.10 Infant Massage in Ecuadorian Orphanages
Con tact Person(s): Vonda Jump
Funding Agency: American Massage Therapy Association Foundation
Funding Amount: $20,000

Description:
An experimental/control research design will be implemented to assess the effects of infant massage on growth, incidence of illness, stress levels, and behavioral indicators of infant mental health in Ecuadorian orphans.


Accomplishments:
Pretest data (Bayley Scales of Infant Development, urine samples) were collected on 37 infants and toddlers residing in two orphanages in Quito, Ecuador. After administering the Bayley, infants were randomized to either an experimental or comparison group. Upon obtaining the pretest urine samples (to assess level of stress experienced in the orphanage), infants began receiving their respective treatments. Infants in the experimental group received daily massages for 15 minutes for 50 days. Infants in the comparison group received 15 minutes of one-on-one interaction daily for 50 days. Daily information on illness symptoms was recorded throughout the duration of the study. Monthly weights, head circumferences, and lengths were recorded for each infant. On day 25 of the study, urine samples were obtained again. On day 50 of the study, follow-up urine samples were obtained. Follow-up Bayley scores were also obtained for each infant.

Preliminary analyses indicate that experimental infants experienced fewer symptoms of illness than comparison infants. Urine samples have been sent to Duke University for assay analyses. Data are currently being analyzed using SPSS.


2.11 Cost of EHDI Programs
Contact Person(s): Linda Goetze
Funding Agency: Utah Department of Health
Funding Amount: $71,447

Description:
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.

Accomplishments:
The CDC EHDI team is working with officials from the Utah Department of Health to determine the costs of EHDI programs, and to assess the impact of screening and diagnostic procedures on parents and families. A primary objective of this project is to document the economic costs associated with EHDI programs.


2.12 Bridges in the Lives of Youth with Disabilities
Contact Person(s): Linda Goetze
Funding Agency: OSERS
Funding Amount: $328,561

Description:
This study brings together a rich longitudinal extant base of student developmental scores, descriptions of school services and settings, family demographics with measures of social inclusion and post school outcomes. The primary goals of the project are to describe the degree of community adjustment of youth with disabilities and their families and to evaluate the
influence of school inclusion, as well as student and family characteristics on levels of community adjustment.

Accomplishments:
The focus of this project year was to collect data from 348 parents, 206 youth and 290 teachers with minimum attrition from the study and to begin analysis of year two data. Protocol administration for year one is complete and year two data collection is near completion. Year three data collection began in September. Additionally, a qualitative subcommittee has designed items to be administered and criteria for youth and families to be included in a qualitative study component and qualitative data collection has begun. All project data will be analyzed in conjunction with extant data on school services, child developmental measures, and demographic information from this and previous studies.
RESEARCHERS WORKING INSIDE A LABROTORY




2.13 Bilingual Early Language and Literacy Support
Contact Person(s): Mark Innocenti
Funding Agency: National Institute of Child Health and Human Development and the Office of Educational
Research and Improvement, U.S. Department of Education
Funding Amount: $395,760

Description:
The Bilingual Early Language and Literacy Support (BELLS) project is funded by NIH and OERI to test 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. The BELLS project began its third of five funding years in July 2002. For BELLS enrolled children and families, assessment occurs at 18, 24, 36, and 48 months of age and prior to Kindergarten entry. 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 preliteracy skills, and quality of childcare/preschool settings. This will result in 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 objectives are:
1. Does early English immersion of infants from Spanish-speaking families, beginning at ages 1, 2, or 3, facilitate English language and emergent literacy skills by ages four and five?
2. Does an enriched home language and literacy environment, whether in English or Spanish, facilitate language and emergent literacy skills in relation to early English immersion?
3. Do specific intervention strategies, focused on language and emergent literacy, that are individualized and developmentally appropriate in naturalistic contexts improve the acquisition of language and emergent literacy in both English and the home language?
4. 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 and ethnic identity, immigrant and generational status).

Accomplishments:
The first two years of the project focused heavily on enrollment of participants into the study and on obtaining the initial data for analysis purposes. One hundred and twenty-seven participants were enrolled as of March 26, 2002. Final enrollment will be 210. Assessment of participants is ongoing, based on the child-age target dates. We continue to work with the Guadalupe Schools using a continuous process improvement methodology on enhancing programs provided to students in their school.

Results from this study will inform future studies of language acquisition and emergent literacy. The results will inform early intervention and preschool intervention practices for Hispanic children and families. Data coding and entry activities will occur based on enrollment and ongoing assessment. Facilitation of program activities at the experimental site and data analyses will continue.




2.14 An Outcomes-based Approach to Evaluating Part C Service Coordination Models
Contact Person(s): Richard Roberts, Diane Behl
Funding Agency: US Deptartment of Education, OSERS/OSEP
Funding Amount: $180,000

Description:
The goal of this three-year study is to identify those service coordination strategies that best support service system efficiency and child and family quality of life. It will investigate current part C coordination models particularly in terms of child and family outcomes as well as costs associated with different models. Three service coordination models will be evaluated, drawn from six communities. Two hundred ten children ages birth to 3 years with disabilites and their families will be recruited. The models include : 1) "independent" model, 2) a "combined-roles" model, and 3) a "one-stop shopping" model. A variety of qualitative and quantitative methodologies will be used. Primary outcomes and products from this study will be: 1) an analysis and critique of each model in relation to child and family outcomes; 2) data to inform the government on achievement related to OSERS' GPRA outcomes for Part C; and 3) a determination of costs in service coordination and direct service outcomes, and 4) a framework to guide future outcomes-based evaluations of service coordination.


Accomplishments:
Research sites have been identified and protocols for measuring outcomes are under development. Information on contextual variables have been collected for the three Phase I sites.



2.15 The Ontogeny of Segmental Speech Organization
Contact Person(s): Susan Nittrouer
Funding Agency: National Institue on Deafness and Other Communication Disorders
Funding Amount: $149,565

Description:
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 experiences.

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.

Accomplishments:
The laboratory was established for collection of new data.





3.1 Utah Work Incentive Initiative
Contact Person(s): Judith Holt
Funding Agency: Utah Department of Health
Funding Amount: $103,500

Description:
The Utah Work Incentive Initiative (UWIIN) is Utah's response to the 1999 "Ticket to Work and Work Incentives Improvement Act" (TWIIA). This Act seeks to modernize the employment service system for people with disabilities so that they no longer have to choose between taking a job and having health care. The Utah Work Incentives Coalition (UWIC) was started in the summer of 2000 as the oversight body, with a strong consumer voice, to guide Utah's work incentive projects under TWIIA. The Center for Persons with Disabilities at Utah State University is one of the major participants in UWIC along with several service providers, employment specialists, state agencies, and consumers.

Currently, the IDT Division is involved with the Outreach Training and Awareness Work Group, one of five work groups established by UWIC. As part of the Outreach Training and Awareness Work Group the CPD has been charged with designing and conducting a comprehensive training program to provide agency personnel, consumers, and other interested persons with timely, accurate, and relevant information pertaining to the five major interrelated components of the Work Incentive Initiatives- Medicaid Buy-In, Expanded Personal Assistance Services, Outreach and Planning, Advocacy and Legal Rights, and Ticket to Work.

Accomplishments:
The IDT Division, as part of the UWIC Outreach Training and Awareness Work Group, conducted a UWIN Training Needs Survey between June 25-August 31, 2001. A structured interview format was used to survey the following primary agencies and selected advocacy groups: Utah State Office of Rehabilitation, Division of Services for Persons with Disabilities, Division of Mental Health, The ARC of Utah, the Utah Chapter of the National Alliance for the Mentally Ill (UNAMI), Access Utah, and a variety of Independent Living Centers throughout the state. The survey examined the current training efforts in each of the agencies and identified their capacity to utilize technologically enhanced training programs in the future. The next step for the UWIN Outreach Training and Awareness is two fold: first, determine the purpose and measurable outcomes of the training, and second, to develop a plan for the next three-four months with targeted audiences, formats, time lines, and responsibilities that takes into consideration the findings and recommendations from the survey.

3.0 SERVICES


In May, 2002 the UWIN Outreach and Training group began training a variety of audiences including consumers, providers, and state staff from the Division of Services for People with Disabilities (DSPD), Vocational Rehabilitation (VR), and Mental Health. To date training modules have been developed specifically for DSPD, VR, and Independent Living Centers. At least 250 people have participated in this UWIN training at 15 sites. In addition,a UWIN website has been developed (uwin.org) and modules are being designed for various groups of consumers.


3.2 Utah Alternative Financing Program
Contact Person(s): Martin Blair, Marilyn Hammond
Funding Agency: National Institute on Disability and Rehabilitation Research
Funding Amount: $250,000

Description:
The Utah Alternative Financing Program was a collaborative effort between the Utah Assistive Technology Program, the Utah Assistive Technology Foundation and Zion's Bank. This grant expands the benefits and services of the the Utah Assistive Technology Foundation by (a) decreasing the loan amount charged on loans for the purchase of assistive technology, (b) increasing the grant amount applied to loan principal for the purchase of assistive technology, (c) increasing the loan buy-down amount for modified vehicles, (d) enhancing public awareness activities, and (e) increasing the endowment fund of the Foundation to provide ongoing funding for low interest loan activities.

Accomplishments:
The Foundation was able to lower its interest rate from the Wall Street Journal Prime rate plus two percent to ZERO percent, the best loan terms for an alternative financing program in the United States. Approximately $250,000 in loans were made to individuals with disabilities and their family members for the purchase of assistive technology devices and services. Public awareness activities resulted in an increase in inquiries of more nearly 500%.


3.3 Utah Alternative Financing Program: Minority Outreach
Contact Person(s): Martin Blair, Marilyn Hammond
Funding Agency: National Institute on Disability and Rehabilitation Research; state funds and private donations
Funding Amount: $700,000

Description:
This project builds upon a previous alternative financing project to: (a) develop and implement a consumer and minority responsive infrastructure for the Utah Assistive Technology Foundation; (b) maintain the zero percent interest buydown for assistive technology devices and services; (c) develop and implement a comprehensive outreach and public awareness campaign to target underrepresented and culturally diverse communities; and (d) design and implement a comprehensive process and outcome evaluation system.

Accomplishments:
Promotional materials have been translated into Spanish, including a Spanish version of the Foundation website. The interest rate has been maintained at zero percent for the foreseeable future. The number of inquiries and actual closed loans continue to increase in excess of 150% every two months.


3.4 Up-To-3
Contact Person(s): Sue Olsen
Funding Agency: Utah Department of Health; Medicaid; CHIPP Insurance Bridging Grant
Funding Amount: $646,350

Description:
Up-To-3 is one of 15 Early Intervention Programs in Utah, contracted with the Utah Department of Health which is the designated lead agency under the Individuals with Disabilities Act (IDEA), Part C. Our program provides services to families with infants or toddlers under the age of three with developmental delays, disabilities, or a diagnosed condition with a high probability of resulting in developmental delay. Services from the Up-To-3 program are available in Rich, Box Elder, and

$250,000 IN ZERO-INTEREST LOANS WAS MADE AVAILABLE FOR ASSISTIVE TECHNOLOGY PURCHASES THROUGH THE UATF IN 2002.



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 should establish the framework of services provided for their child and family. This process results in the development of an Individualized Family Service Plan (IFSP).

Accomplishments:
The Up-To-3 program has continued to grow throughout the year. The program provided interdisciplinary team services to an average of 230 children and their families each month. The staff has committed themselves to expanding program service delivery and developing a broader array of service options for children and their families. One of the new service options will be a community-based program, called Talking with Tots. This program is designed to provide parents with information and skills to establish a rich language environment for their children during their daily routines. The class will also be open to the general public for other parents who are interested. Another new service pattern, that will also be community-based and encourage enrollment of children and parents from the community, is a parent toddler activity group called Wee Wonders. The philosophy of the service is to support and enhance the parent child dyad and is based on the fundamental belief that the most important environment for learning and development is the parent-child relationship. The activity groups will encourage parents to follow their child's lead and support their learning through exploration and positive reinforcement. The program is modeled after the Parent Interacting With Infants (PIWI). Up-To-3 will also be participating in an inclusion grant, awarded by the Governor's Council for People with Disabilities, titled Leisure and Recreation for Differently-Abled Kids. The grant was jointly written with the Logan Parks and Recreation Department. The objectives of the grant are to 1) provide training and support to Parks and Recreation staff to increase full inclusion of children with disabilities in the Parks and Recreation programs; 2) encourage and support parents to have their children participate in the programs; and 3) provide professional technical assistance, assistive technology devices, and individual mentors to meet the needs of individual children. The Up-To-3 program is also designing and implementing a home- and class-based program to support children who have one or more of the following concerns: poor social communication, difficulty attending, problems with interacting, lack imitation skills needed for natural learning, and become easily over stimulated and/or under-responsive. The ABC services are specially designed to address structured learning through a variety specialized strategies which will help parents to shape their child's environment so that there is an increased number of positive learning experiences.



3.5 The Utah Assistive Technology Program (UATP)
Con tact Person(s): Martin Blair, Marilyn Hammond
Funding Agency: USDOE/NIDRR
Funding Amount: $370,276

Description:
The mission of the UATP is to expand availability of assistive technology devices and services through a consumer-responsive, comprehensive, statewide program of technology-related services. The project is administered by the CPD but jointly managed by a Board made up of the Directors of the State Division of Rehabilitation, Special Education, Family Health, Division of Services to People with Disabilities, private organizations, and consumers. The project provides information on assistive technology and assistive technology services, training materials, and technical assistance on funding. Special emphasis is placed on the systems change and consumer participation.

Accomplishments:
During the past year, the UATP has provided assistive technology training sessions, conference exhibitions, device demonstrations, pubic forums, and technical assistance to approximately 9,280 consumers, family members, and professionals. Classes on assistive technology have been taught at elementary, secondary and college levels. In addition, in-depth training increased the competency of Division of Services to People with Disabilities case managers, Centers for Independent Living coordinators, special education teachers, Children with Special Health Services therapists, and students. Informational presentations were given to 7,590 individuals including representatives from racial, ethnic or cultural minority groups, non-profit housing agencies, senior centers, family support groups, health fairs, and disability organizations. Information has also been disseminated through radio stations, newspapers, journals, magazines and newsletters with a total circulation of 1,092,101.

The UATP helps support the alternative financing program. This program provides zero and low interest loans for children and adults to purchase needed assistive technology devices and services. Last year 52 loans were approved for vans with lifts, hearing aids, Braille equipment, adapted computers, etc., for a total dollar amount of $318,106. The Access Utah Network (AUN) is Utah's statewide community-based information and referral center for disability issues, operated by the Governor's Council for People with Disabilities. The AUN receives 3,800 phone calls and mail requests annually. Assistive technology is the most requested information. UATP provides the AUN with funds for public awareness initiatives and staff training related to assistive technology issues. Rural Independent Living Centers have been designated as Assistive Technology Access Centers. The Centers use assistive technology devices for short term trial and demonstrations. UATP continues to provide funds to purchase these devices.


3.6 Specialty Clinics
Contact Person(s): Dennis Odell
Funding Agency: Private

Description:
Specialty 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 specialty clinics held in other parts of the state by CSHS. Medical services are also provided to the Clinical Services Program as part of their evaluations. In addition, medical services are also provided to cover those with developmental disabilities who need medication or follow-up.

Accomplishments:
A new clinic for children with feeding problems has been organized and is now running. Additional personnel have been added to the clinical services, including speech/language, audiology, nutrition, and nurse practitioner. Services have expanded in the ADHD clinic to include adults.


3.6a CPD Feeding and Nutrition Clinic
Contact Person(s): Dennis Odell, Cathy Mace, Martin Blair
Funding Agency: CPD Administration
Funding Amount: $14,725

Description:
The CPD divisions of: Exemplary Services (Early Intervention: Up to Three Program), 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. The objectives include: (a) assemble stakeholders in health and nutrition-related fields to further define an exemplary feeding nutrition clinic service at the CPD, (b) develop intake and clinical service protocols, (c) develop and implement a fee-for-service structure that is consistent with public and private insurance criteria, (d) develop 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 (e) evaluate the clinic services and individual outcomes, and make necessary revisions to ensure its future viability. Including development of proposals to engage in future research and/or training activities.

Accomplishments:
In the first month of pilot clinic operation, two families received services. These included a two-and-a-half year old girl with severe cerebral palsy and a two-year-old boy with oral motor difficulties. Both children showed immediate positive response to the feeding interventions. Families and staff were pleased with results. Followup visits with these families are scheduled for late summer/early fall.



3.7 K-SAR Video Production and Distance Learning
Contact Person(s): Thomas Risk
Funding Agency: Fee for Services

Description:
K-SAR Video 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.

Accomplishments:
This past year, K-SAR has mastered to DVD generals for archival or DVD playback, Powerpoint presentations on DVD, and Internet Web streaming combined with DVD technology. K-SAR served numerous clients with video, DVD and distance education broadcasting.

THREE YEAR OLD PLAYING


3.8 InReach: Using Technology to Ensure Effective Transition From NICU to Part C Services
Contact Person(s): Glenna Boyce, James Akers
Funding Agency: U. S. Department of Education, Office of Special Education Programs
Funding Amount: $199,995.

Description:
The purpose of the InReach Technology Project is to enhance the support families of infants who are eligible for early intervention (Part C ) at birth receive through a coordination of services by the neonatal intensive care unit (NICU) and community Part C staff. In a previous study, InReach procedures were developed to create a seamless transition from the NICU to home and into Part C services for infants whose families lived in the Salt Lake metro area.

The current project is developing innovative technologies by which the same procedures can be used by families who live greater distances from the hospital. These include:
·Utilizing desktop video conferencing technology to support the development of the joint Individual Family Service Plan (IFSP);
·Developing an informational DVD-video to inform parents and staff about NICU services, Part C services and the InReach procedures; and
·Establishing a Web site where families (via a password) can see the infant in the NICU and receive updates, as well as be linked to other web sites.

Accomplishments:
Progress had been made on all major objectives. Desktop videoconferencing software and equipment has been installed on computers in three NICUs (University of Utah Medical Center, Primary Children's Medical Center, and LDS Hospital) and in three community Baby Watch Early Intervention (Part C) programs (The Learning Center in St. George, UT; Prime Time 4 Kids in Vernal, UT; and Up to 3 in Logan, UT). Procedures and agendas have been developed and are available on request. Practices are being held in connecting with each other and conducting IFSP Care Conferences via the desktop system. Several IFSP Care Conferences have been held and evaluated.

A DVD is being developed. The web page is found at www.In-Reach.org. It includes links to information mothers of infants in the NICU may want to access and provides information about Baby Watch Early Intervention and the NICUs. The University of Utah NICU is taking the lead in developing the procedures to have pictures of the infants on the web site (accessed by password) so that extended family and friends can see the baby. The development of the web page is continuing. Computers are available in all three participating NICUs for parents to use.



3.9 Indian Children's Program
Contact Person(s): Marvin Fifield
Funding Agency: Indian Health Services
Funding Amount: $665,000

Description:
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 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 in New Mexico and Arizona. An organizational consortium and management structure provides direction and evaluation to the project.

The unique focus of this program 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 sources.

Accomplishments:
Due to federal budget cuts, during 2001-2002, the ICP was scheduled to be terminated. However, funding was provided for a six month close down period. When additional funding was appropriated by Congress, we were asked to reinstate the program with appropriate programmatic changes. Additional funding was provided to continue ICP services while the proposal was being prepared, submitted and negotiated. The new contract was approved for a three year extension starting July 1, 2002.

During this phase-down and start-up period ICP services were continued, albeit on a limited basis. Between July 1st 2001 and June 30th 2002, the project served 96 children and families in the Navajo, Hopi and Northern Pueblo communities. For the


most part these were follow-up services for families and children previously referred and diagnosed. Nine new referrals were accepted, processed and family services provided. In addition, 33 training events were provided to families and community service agencies along with over 76 packets of instructional materials, packaged training materials and family monitoring schedules distributed.


3.10 Helping Educate Low-Income Parents in Nutrition for Growing Children
Contact Person(s): Judith Holt
Funding Agency: U.S. Department of Health and Human Services
Funding Amount: $47,222

Description:
The HELPING Children Project is a one year grant designed to address the nutritional needs of low-income families in the tri-county area of Northern Utah. The primary goal of this project is to facilitate interagency collaboration and provide recommendations for the provision of nutritional services within a system of coordinated interdisciplinary service. The project is establishing Nutrition Coalitions which involve various community agencies working with low-income families to coordinate efforts and reduce redundancy of both paperwork and information. The project is conducting nutritional surveys of at least 50 low-income families who have infants or toddlers under the age of three with developmental disabilities, special health care needs, or have been identified as at risk. Based on the results of these surveys, more in-depth nutritional assessments will be conducted by registered dieticians. A plan will be developed with each of these families to meet the individualized needs of each family. These plans will involve other agencies in a coordinated effort to assist the families meet their established goals. Monthly or bi-monthly home visits will also be made to instruct families and assist them as they learn to develop a more healthy lifestyle for both parents and children.

Accomplishments:
The HELPING Children Program has now served 46 families34 are presently receiving services, 12 families have "graduated" from the program, and 8 families are currently in the enrollment process. Families being served have indicated they have enjoyed the home visits. They appreciate the individualized instruction and enjoy lessons designed for their family's needs. The HELPING Children Program has purchased 12 copies of Ellyn Satter's book, How to Get Your Kid to Eat. . .but Not Too Much. This helpful resource was not available in the local libraries or bookmobiles. The Program has purchased these books to donate to the libraires and Bookmobiles in Box Elder and Cache Counties. Community cooking classes have been held in Cache and Box Elder Counties with additonal classes scheduled for August and September 2002. Formulation of a Nutrition Coalition in Box Elder and Cache Counties involving the agencies responsible for the nutrition and food assistance has been successful this past year. Meetings are held every other month in both counties. The Box Elder Nutrition Coaliton has determined that even though the HELPING Children grant ends in September, they would like to continue the Nutrition Coalition. The HELPING Children project will end on September 30, 2002.


3.11 Finding Utah's Most-In-Need Children: Process Improvement for Severely Disabled and Culturally Diverse Populations
Contact Person(s): Mark Innocenti, Daniel Judd
Funding Agency: Community/University Research Initiative Utah State University
Funding Amount: $38,783

Description:
The purpose of this project is improve the Child Find process in Part C early intervention programs in Utah. Stakeholder teams in rural communities are working with project staff to improve the Child Find process for locating children with severe disabilities and those with disabilities living in Spanish-speaking families. These teams include stakeholders from all aspects of the Child Find process, including service providers, medical professionals, community leaders, parents with early intervention experience, and other members of the community.

Accomplishments:
Total numbers of children served have increased. This increase is likely due to a combination of factors including program leadership and funding. Hispanic Community Development through Information Exchange. In addition to delivering information to Hispanic Communities we made it a regular practice of collecting information about their needs and preferences. Although Child Find remained foremost, the communities identified other issues of which a major one was access to healthcare. Addressing this issue, community-based teams increased their understanding of the health care system.
FAMILY MEMBERS PLAYING



Emergency Medical Fund: Where children and parents are ineligible for Medicaid we have established through the Iron Mountain Foundation revolving grants for six emergency medical funds. Also, project staff are in the process of creating a 501-(c)3 organization to help manage the expansion of this model and to maintain the assistance.

Health Information to Hispanic Women. Routinely health insurance information was presented in the monthly team meetings, most importantly to pregnant women, many of whom now have a better understanding of Medicaid and Emergency Medicaid.

Leadership Skills. To conduct and coordinate outreach, Hispanic women built a solid core group in each community. Having core groups is important because of the transient characteristics of the Hispanic and Native American communities and the need to carry out group decisions.
·Funds generator. This project directly led EIRI to obtain a federally funded project, The Utah Racial and Ethnic Approaches to Community Health 2010 (UREACH 2000). This project was funded by the Centers for Disease Control at approximately $250,000.
·Technical assistance was provided to the State EI (Part C) Program in the Utah Department of Health (Baby Watch). In developing systems of child find, the Project has addressed OSEP regulations and recommendations, thereby assisting the State's EI program to approach full compliance and maintain funding. The federal Part C allocation for the State of Utah was $3,997,116 in FY 2000-01 (Susan Ord, personal communication, January 29, 2000).
·This project facilitated changes in the early intervention service system in Summit and Wasatch Counties. These counties needed to improve EI services.
·Direct help to obtain around $30,000 funds for economic development supporting future Head Start and Early Head Start resources for the city of Green River.

Benefits to Utah State University. University outreach to rural communities. The good reputation of USU is being enhanced by this project at the local level through use of the participatory model. USU students were involved in the research.


3.12 Family Day Care Nutrition Program
Contact Person(s): Jeanie Peck
Funding Agency: USOE
Funding Amount: $131,000

Description:
This project administers the child nutrition program for family home day care providers. Providers receive training in standards of quality day care and nutrition program guidelines. Providers are given support and technical assistance. Meals served to children are reimbursed through federal funds.

Accomplishments:
All participating day care providers were monitored during the year. Currently, there are 155 homes participating in the program, with more than 1,850 children receiving services. Quarterly workshops were held for day care providers.



3.13 Community-Based Family Supports for Utah: A Continuing Systems Change Effort
(Family Alliances for Supports Today and Tomorrow)

Contact Person(s): Richard Baer
Funding Agency: ADD; CPD Admin.; CPD Bridging Funds; Outreach Division; Vice President for Research
Funding Amount: $189,897

Description:
FASTT is a cooperative effort between the Center for Persons with Disabilities and the Utah Parent Center whose initial premises were: · Many families with a member with a disability in Utah receive no services; · Many families with a member with a disability in Utah that do receive services need an increased level of services to meet their needs; · Federal and state funding for services are not likely increase dramatically in the foreseeable future; · If new families are to be served and the level of services is to be increased, communities need to find ways to use federal and state resources more efficiently, and develop local resources to supplement federal and state resources. FASTT staff will be working in a number of Utah communities to better meet the needs of families. Initial efforts began in Ogden, a federally designated empowerment zone with a

LAST YEAR, OVER 1,800 CHILDREN RECEIVED SERVICES THROUGH THE FAMILY DAY
CARE NUTRITION PROGRAM.



number of sizable minority communities. Project staff conducted a needs assessment to determine what needs families have and how many families have them. Staff also formed training and supporting action teams composed of individuals and family members that wish to focus on developing local resources to meet identified needs. Materials and procedures developed and field tested in Ogden will be used to replicate the projects efforts in additional communities in future years.

Accomplishments:

Project staff continued to support two community action teams, one addressing independent living issues, the other addressing child care issues. A third team, focused on transition issues, opted to continue its work apart from the project. An Action Team Training Manual was developed to train families in community action. Project staff also developed an Action Team Training: Facilitator's Guide as a companion to the manual. Finally, a manual on Best Practices in Family Support: Lessons from the FASTT Project has been drafted and distributed to staff for review. Action team training was provided for a team focused on planning to sustain the work of the FASTT project in the Ogden/Weber area after the grant period. Project staff continue to support the team's efforts. In April 2002, a presentation on the project was made at Family Links: A Conference for Families of Children and Adults with Disabilities to approximately 650 people.


3.14 Clinical Services
Contact Person(s): Susan Nittrouer, Pat Truhn
Funding Agency: Client Fees
Funding Amount: $64,866

Description:
Clinical Services staff strive to develop and maintain exemplary service programs for clients to assure that client 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 CPD Divisions and community agencies on direct client services programs, training, and research projects.

Accomplishments:
Training: During the past year, Clinical Services provided 1,257 hours of child clinical training to four students enrolled in the child clinical practicum and 2,000 hours of advanced child clinical training to two psychology students. Clinical Services also provided clinical training to one interdisciplinary trainee. Services: Clinical Services staff provided comprehensive interdisciplinary evaluations to 238 new clients during the year. Grants: Clinical Services was awarded a fee-for-service subcontract to conduct comprehensive interdisciplinary clinical evaluations of clients referred by Utah's Disability Determination Division as part of a grant to AAUAP by the Social Security Adminisration. Technical Assistance: Clinical Services staff served on the Ethics Committee at Sunshine Terrace and the Citizen's Foster Care Review Board.


3.15 Bear River Activity and Skill Center

Contact Person(s): Richard Baer
Funding Agency: Department of Human Services; Utah State Office of Rehabilitation Services; Private pay
Funding Amount: $672,508

Description:
BRASC provides training in functional, academic, social, daily living, and prevocational skills to adults with disabilities. Job development and placement services are provided utilizing competitive job-based training and supported employment service delivery models. In addition, BRASC offers family support services including respite, latch key, and summer recreation. Supported living services were added to BRASC offerings in 2001. Each year, the program employs approximately 50 students. It also serves as a training site for students participating in CPD's interdiscplinary training program.

Accomplishments:
BRASC continued to provide services for approximately 100 participants. Services in the Bountiful area were terminated in August, 2001. Craig Shaffer left his position as Brigham City coordinator in June, 2002, and Michelle Wilson was promoted. Grants were submitted to the U.S. Department of Labor and the local vocational rehabilitation office to expand supported employment services. The grant to DOL was not funded; the one to VR is pending. The university administration determined that USU cannot serve as the employer of individuals engaged in contract work for the private sector. Consequently, BRASC staff are working with families and Division of Services for People with Disabilities staff to develop alternatives.




4.1 The PARAgraph
Contact Person(s): Jill Morgan
Funding Agency: USOE/SARS
Funding Amount: $20,000

Description:
The PARAgraph is a state newsletter for school paraprofessionals. Designed to meet the needs of the 8,000-10,000 paraprofessional staff who work in education and related services in Utah, the newsletter is published three times per year (September, December and March) with the December issue a double-sized conference issue, providing excerpts from the state paraeducator conference held in November each year. A project sponsored by the Utah Paraprofessional Consortium, the newsletter is produced at the CPD and distributed through school districts and to individuals who have submitted their names for the mailing list. Many school paraprofessionals work in relative isolation, and are offered few opportunities for training or for networking and 'professional dialogue' with colleagues. The PARAgraph has a very practical focus and contains articles on effective instructional and behavior management strategies, information on materials and training opportunities that paraprofessionals can access, including the annual state paraeducator conference; features on individual paraprofessionals working in a variety of roles and school districts around the state; and explanations of legal requirements and educational jargon. Contributors may be school district or university personnel, teachers, or paraeducators.

Accomplishments:
The first issue of The PARAgraph was distributed in November 2001, at the state paraeducator conference, and was funded by contributions from the CPD, the Utah State Office of Education (USOE), and Alpine School District. Some 2,500 copies were printed and distributed. A campaign was begun to add to the mailing list of those wishing to receive the newsletter. In order to keep costs to a modest level, school districts were asked to distribute copies of subsequent issues. Early in 2002, a proposal for funding was submitted to the USOE, under the Comprehensive System of Personnel Development initiative. This provided funding for the newsletter during 2002. Four thousand seven hundred copies of the March issue were distributed, largely via school districts. To date approximately two-thirds of school districts have agreed to distribute the newsletters. (This is more problematic for larger districts, with higher numbers of paraprofessionals, and typically a higher turnover of staff.) The project's goal is to have contact names for all Utah school districts by year's end, and to increase the distribution of the newsletter accordingly. Issues of the newsletter are being posted on the state Paraprofessional Consortium website: www.utahpara.org.


4.2 Family Resource Library
Contact Person(s): Caryl Blanchard
Funding Agency: CPD
Funding Amount: $9,936

Description:
The Family Resource Library contains approximately 2,000 books and videos for families of children with disabilities. The library is maintained as 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.

Accomplishments:
Two hundred and seventeen books and videos were checked out to 62 people during the past year. All the holdings in the library have been renumbered. The FRL Website is operational and allows families to electronically request holdings. The
4.0 INFORMATION/RESOURCES
PROFESSIONAL CONFERENCE PRESENTATION



Website also offers families the opportunity to suggest acquisitions. Information about the library has been disseminated at two statewide and two local conferences.


4.3 CPD Publications

Contact Person(s): Richard Baer, Marlene Deer
Funding Agency: CPD
Funding Amount: $20,000

Description:
The CPD Outreach Division prepares and disseminates, free of charge, three periodic publications of interest to various groups. CPD News offers articles of interest to the professional community and each issue is disseminated internationally to approximately 2,700 subscribers quarterly. Research by 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; 1,900 issues are disseminated four times a year. Finally, Enables is published fall and spring semesters each year, reaching an audience of about 3,300 at Utah State University. Its primary purposes are to raise the consciousness of the university community regarding students, staff and faculty with disabilities and to provide helpful information on supporting them.

Accomplishments:
This year four issues of CPD News were published and each was disseminated to approximately 2600 individuals. Four issues of Parent News were published and disseminated to approximately 1,700 families. Enables was renamed Disability News and one issue was published to keep the university community abreast of important disabilities issues. CPD publications were disseminated to 46 states and five foreign countries.



4.4 CPD Dissemination
Contact Person(s): Richard Baer
Funding Agency: CPD
Funding Amount: $25,000

Description:
The Products Initiative of the CPD serves as a major vehicle for dissemination of print, video-based and software materials to assist people with disabilities and their families. The Outreach Division publishes a print and online electronic catalog of products in the areas of academics, assessment, assistive technology, behavior management, collaboration, consumer information, early childhood, effective instruction, inclusion, individualized education, parent resources, rehabilitation counseling, Section 504, and vocational skills. The electronic catalog appears on the CPD's Web page. Finally, extensive mailing lists have been developed to target products for particular consumer groups such as special educators, early interventionists, vocational rehabilitation counselors, adult service providers, etc.

Outreach, Development, and Dissemination Division also supports the dissemination efforts of other divisions and projects by offering photocopying, fax, binding, and a variety of other services.

Accomplishments:
In 2001-02, 309 products were disseminated through catalog sales totaling $6,757. Photocopying, fax, and other services totaled approximately $6,787.





5.1 Utah Special Education Staff Development Multimedia Project
Contact Person(s): Alan Hofmeister
Funding Agency: USOE
Funding Amount: $12,000

Description:
This project supplies technical assistance to the State Office of Education on the design and development of multimedia staff and parent support content. Most of the project effort is focused on Web support.

5.0 EDUCATION


Accomplishments:
This project provided technical assistance to the state Office of Education in the implementation of a statewide video-conferencing system and associated Web support.



5.2 Utah Multi-Sensory Consortium: Statewide Preparation of Early Childhood Specialists and K-12
Teachers in Vision and Hearing Impairments

Contact Person(s): Sarah Rule, Judith Holt
Funding Agency: University of Utah Subcontract
Funding Amount: $129,905

Description:
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 address the shortage of teachers qualified to serve students with sensory impairments.

Accomplishments:
During its second year, the project served 12 students who sought to obtain credentials in serving students with vision impairments and entered the program through Utah State University. All were supported with project funds.



5.3 Utah Multi-University Consortium: Statewide Preparation of Early Childhood Specialists in
Vision and Hearing

Contact Person(s): Sarah Rule
Funding Agency: OSERS, University of Utah Subcontract
Funding Amount: $40,000

Description:
This project prepared certified early childhood special education teachers to obtain the recently approved endorsement to teach young children with vision impairments. It was a multi-university effort of the University of Utah (Kathleen Robins, Principal Investigator) and Utah State University. Students obtain the early childhood special education certificate either on campus at the University of Utah or Utah State University or off campus through the Collaborative Early Childhood Special Education Program. The additional endorsement courses were taken through the Multi-University Consortium for Sensory Impairments.

Accomplishments:
The project, completed during the past year, represented a successful collaboration of Utah State University's Center for Persons with Disabilities and Department of Special Education and Rehabilitation with the University of Utah's Department of Special Education. The project prepared 24 students licensed in early childhood special education to serve young children with sensory impairments. The project provided financial support to students; recruited students, especially those from diverse cultural and linguistic groups, into the profession; developed a collaborative program of studies to prepare qualified personnel; and developed a distance education program that built upon existing efforts of both universities.


5.4 Utah Legislative Coalition for Persons with Disabilities
Contact Person(s): Sarah Rule
Funding Agency: Utah Governor's Council for Persons with Disabilities
Funding Amount: $28,071

Description:
The Utah Legislative Coalition for People with Disabilities Project is supported by many disability organizations in Utah, including the CPD, the Governor's Council for People with Disabilities, the Disability Law Center, state disability service agencies, and consumer groups. The Coalition was organized in 1977 to provide leadership, training, coordination, and technical assistance to parents, advocates, and advocacy organizations about disability legislation. This training and technical assistance includes information about the Utah legislative process, how legislation becomes law, and how to work with legislators. The Coalition identifies legislation which will improve services and programs for citizens with disabilities and tracks these bills through the legislative session. Training and technical assistance on legislative issues and state appropriations are also provided to the legislature. Information generated by the various research and demonstration activities of the CPD is used as appropriate by Coalition members and the Utah State Legislature.


Accomplishments:
The membership of the Legislative Coalition for People with Disabilities included 1,654 volunteers who represented more than 90 groups. The Coalition coordinators provided education about needs such as essential services for people with disabilities who are on a waiting list; for qualified personnel including interpreters, early childhood special educators, and intervenors for persons who are deaf and blind; for Independent Living Centers as Utah implements the Olmstead decision; and for funding for work incentives through the Medicaid Buy-in. They provided education on legislation proposed to address these needs.


5.5 Utah Leadership Education in Neurodevelopmental Disabilities Regional Program
Contact Person(s): Judith Holt
Funding Agency: Maternal and Child Health Bureau
Funding Amount: $400,000

Description:
In March 2001, a partnership between the University of Utah Medical School and the CPD was awarded a 5-year grant from the Bureau of Maternal and Child Health: 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 IDT program as a model. It will provide $1.5 million over 5 years to support interdisciplinary training between the two campuses with trainees in medical, health, and allied health professions. Each year approximately eleven 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, Nutrition, Audiology, and Speech and Language Pathology 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.

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.

Accomplishments:
Eleven long-term trainees (representing all required disciplines) completed the ULEND program. Fifteen faculty members from USU, Universtiy of Utah Medical School, and Primary Children's Medical Center developed and implemented a comprehensive didactic, clinical, leadership, and research program for the Trainees. Distance technology (including video-streaming and video-conferencing) was used to link trainees, faculty, and regional partners.


5.6 Utah ADA Steering Committee
Contact Person(s): Martin Blair
Funding Agency: Rocky Mountain Disability and Business Technical Assistance Center (DBTAC)
National Institute on Disability and Rehabilitation Research (NIDRR)
Funding Amount: $44,000

Description:
The Utah ADA Steering Committee was established as a subcontract to the Rocky Mountain Disability and Business Technical Assistance Center to: (a) organize a Utah Steering Committee for purposes of developing an annual plan and monitoring completion of that plan; (b) address employer lack of skill and knowledge as it pertains to working with people with disabilities; (c) provide web-based information for employers and employees; (d) develop strategies to ensure accessible


information technology is available to employers, students, and parents at the primary and secondary levels; (e) ensure that web site accessibility is addressed in institutions of higher education in Utah; (f) provide information and education regarding accessible education-based information technology to educators statewide; and (g) conduct outreach through cooperation and participation in conferences targeting people with disabilities, parents, students and professionals who work with people with disabilities.

Accomplishments:
The steering committee was formed with representatives from the Utah Parent Center, the Utah Information Technology Services Division, the Utah Division of Services for the Blind and Visually Impaired, the Utah Center for Persons with Disabilities, the Association of Independent Living of Utah, and the Utah Assistive Technology Program. A web site has been developed and training and evaluation activities regarding accessible web technology is occurring in collaboration with the Web Accessbility in Mind (WebAIM) project at the Center for Persons with Disabilities.


5.7 Super Vision Project
Contact Person(s): Jill Morgan
Funding Agency: USDOE
Funding Amount: $167,700

Description:
This project trains teachers in Utah and Idaho to supervise para- educators using validated curriculum and a problem-solving, consultative method. Using experienced and well-qualified staff at the Center for Persons with Disabilities, this project includes a training of trainers component, to strengthen local capacity in participating school districts providing the means of ongoing support and training at termination of the funding period. Teachers already possess instructional and behavior management skills, but typically have not been trained in the direct supervision and training of paraeducators in the use of these skills for the delivery of quality educational services to children and youth with disabilities.

Accomplishments:
Since the beginning of the project, over 400 semester hours of training in teamwork and self-evaluation have been provided to teachers and paraeducators Utah, Idaho, and Nevada. During the current year, workshops and seminars have also been presented on topics such as teamwork, defining roles and expectations, effective communication and supervision of paraeducators to more than 300 teachers and paraeducators, and approximately 100 education administrators have attended presentations on the issues surrounding the employment, training and supervision of paraeducators at state and national conferences. The participant manual for teamwork and self-evalution for teachers and paraeducators was completed in 2000, and a facilitator manual containing training resources followed in 2001. Field data have been collected for an administrator handbook to be produced by project end.


5.8 SPIES Outreach Project (Strategies for Preschool Intervention in Everyday Settings)
Contact Person(s): Sarah Rule
Funding Agency: OSERS
Funding Amount: $149,428

Description:
Today, many who provide services designed to promote the development of children share the belief that intervention should occur within the context of everyday settings. In the SPIES curriculum, everyday settings are defined as the daily routines and activities that are part of a child's life. In the home these routines and activities may include dressing, eating, brushing teeth, and playing with family members. At school, they may include center time, snack time, story time, and free play. In the community they may include shopping or attending entertainment. For most children, interacting in everyday settings is all that is needed to promote their optimal development. However, children with disabilities, special health care needs, or those who are at risk for the development of a disability often need supports in order to learn and develop through interactions in everyday settings. In these instances, adults can help.

Using everyday settings as the context for intervention, the SPIES curriculum shows how adults can plan and carry out intervention and determine if intervention was successful. The intervention strategies introduced in SPIES show adults ways to take advantage of everyday settings to provide intervention that can help children master a variety of goals and objectives.

OVER 400 SEMESTER HOURS OF TRAINING HAVE BEEN PROVIDED TO PARAEDUCATORS THROUGH THE SUPER VISION PROJECT.



ELEMENTARY SCHOOL CHILD USING A COMPUTER

The strategies are based on methods of instruction that have the following characteristics: They are used in everyday settings, incorporate developmentally and individually appropriate activities, and are based on a child's interest.

Accomplishments:
The SPIES curriculum is now used and evaluated by 30 formal outreach sites throughout the United States. For the project period, outreach sites have provided preservice or inservice education using the SPIES curriculum to 322 participants. Additionally, approximately 305 participants have received education through informal use of the SPIES curriculum by these sites. Partner sites have provided SPIES to at least 1,290 participants through either direct use or loans to institutions (46 total) direct loans or uses. SPIES has now been disseminated to 35 states, Puerto Rico, and Iceland. The SPIES Internet Site has been enhanced to provide additional training materials. SPIES related presentations were made at the 18th Annual Pacific Rim Conference on Disabilities and the Head Start National Research Conference. Project SPIES has designed a website specifically for parents and caregivers of children with disabilities (SPIES for Parents at http://www.cpd.usu.edu/spiesparents/ ). This website has modified SPIES to be accessible to the layperson through the Internet. SPIES continues to disseminate the curriculum and improve the delivery of the SPIES for Parents website.


5.9 State Administrative Leadership in Special Education
Contact Person(s): Alan Hofmeister
Funding Agency: USOE
Funding Amount: $17,000

Description:
This project supplies technical assistance to the State Office of Education and emphasizes the support of statewide projects addressing the needs of students with disabilities and their families.

Accomplishments:
Technical assistance was provided to state special education administrators on the implementation of State Improvement Grant goals.


5.10 Reading Failure in Poverty-Impacted Communities
Contact Person(s): Alan Hofmeister
Funding Agency: School Districts and BIA Funding
Funding Amount: $105,000

Description:
This project supplies technical assistance and materials to poverty-impacted communities nationwide. These communities range from Harlem to Puerto Rico to Native American communities in western states.

Accomplishments:
Technical assistance training and instructional materials were provided to several poverty-impacted communities nationwide, including Harlem, New York City; White Mountain Apache Community, Arizona; and Ute communities, Eastern Utah.


5.11 Reading Fluency
Contact Person(s): Alan Hofmeister
Funding Agency: USOE
Funding Amount: $12,000

Description:
This project addresses the skill deficits identified in the research related to reading failure (i.e. fluency).

Accomplishments:
Product field testing was completed in 22 Utah classrooms in four Utah school districts.



5.12 Program to Prepare Early Intervention and Early Childhood Special Education Personnel
Contact Person(s): Sarah Rule
Funding Agency: OSERS
Funding Amount: $109,646

Description:
This project addressed the critical shortage of personnel prepared to serve young children with disabilities and their families. The project supported students who pursued a program of study leading to Utah's early childhood special education teaching license and/or its early intervention credential. The goal is to provide financial support to some 77 students. The project will support students who complete a minor program of study in early childhood special education. It also supported the development and delivery of an interdisciplinary course co-instructed by faculty from the Departments of Special Education and Family and Human Development. The purpose of this course is to prepare students to work with team members from other disciplines in the delivery of intervention services. Interdisciplinary teams of students complete an experience in serving young children with disabilities in inclusive settings.

Accomplishments:
The project was successfully completed during this fiscal year. Of the 74 students who received project support, 35 graduated and 32 continue to be enrolled. Ten additional students were able to complete the program with support from other sources. All graduates were licensed to provide early childhood special education services in Utah. The project supported recruitment of students from rural areas and from culturally and linguistically diverse backgrounds. Of those who received support, 11% are members of Hispanic or Native American cultures or have disabilities. Forty rural students enrolled in the program through distance education.


5.13 Prevention and Treatment of Reading Failure
Contact Person(s): Alan Hofmeister
Funding Agency: Utah School Districts
Funding Amount: $228,000

Description:
This project designs, develops, and field tests instructional methods and materials to prevent and treat reading failure.

Accomplishments:
Technical assistance, training, and instructional materials were provided statewide to 95 classrooms. Field testing of the reading fluency interventions in 18 Utah classrooms was conducted.


5.14 Phonemic Awareness R&D
Contact Person(s): Alan Hofmeister
Funding Agency: USOE
Funding Amount: $15,000

Description:
This project develops and field-tests a direct instruction approach to phonemic awareness.

Accomplishments:

The prototype program was evaluated and revised in 30 Utah classrooms in four Utah school districts.



5.15 Opening Doors into Rural Communities
Con tact Person(s): Richard Roberts, Adrienne Akers
Funding Agency: Maternal and Child Health Bureau
Funding Amount: $249,993

Description:
Opening Doors into Rural Communities provided technical assistance and a participatory evaluation of the efforts of four rural communities as they attempted to develop more comprehensive, coordinated early intervention systems. Each community had a pre-existing interagency council that included key stakeholders and parents. These councils served as the living laboratory for helping to organize services so that families could use them easily.


Accomplishments:
During the final year of the project, a 90-minute Internet conference entitled What's A Community to Do? Helping Communities Help Themselves, was broadcast on October 17, 2001 to summarize the activites of the ODRC project. Conference presenters included federal project officers, ODRC staff and members of each community's interagency council. Each community described their accomplishments in improving their interagency efforts and also discussed the following topics: Creating Community Councils, Partnering with Parents, Organizing Services in Rural Communities, and the Value of Participatory Evaluation. The broadcast can be viewed by clicking on the following link: http://www.ksar.usu.edu/odrc/webcast.html.


5.16 National Service Inclusion Project Minigrant

Contact Person(s): Sarah Rule, Gordon Richins
Funding Agency: Association of University Centers on Disabilities
Funding Amount: $6,000

Description:
This project is conducted as an activity of the National Service Inclusion Project, a partnership of the Institute for Community Inclusion and the Association of University Centers on Disabilities (AUCD). The Center for Persons with Disabilities will provide training and technical assistance to organizations in Utah to promote the participation of individuals with disabilities in national service.

Accomplishments:
Gordon Richins, Consumer Liaison, met with representatives of the Brain Injury Association of Utah, the Association of Independent Living Centers, and the Utah Commission on Volunteers to provide information and to coordinate with ongoing efforts to include individuals with developmental disabilities in volunteer efforts.


5.17 New Mexico Technical Assistance, Personnel Development, and Training

Contact Person(s): John Copenhaver
Funding Agency: New Mexico State Department of Education
Funding Amount: $150,000

Description:
The Mountain Plains Regional Resource Center will provide technical assistance, personnel development, and training on behalf of the New Mexico State Department of Education.

Accomplishments:
·The project assisted New Mexico in developing a new IEP manual and state IEP form.
·The project assisted New Mexico in developing and implementing local education agency applications that are consistent with federal regualtions.
·The project trained and provided materials for due process hearing officers and mediators in special education.
·The project assisted the state in developing and implementing extended school year guidelines for school staff.


5.18 North Dakota Alternate Assessment and Scoring Process
Contact Person(s): John Copenhaver
Funding Agency: North Dakota Department of Public Instruction
Funding Amount: $47,300

Description:

Mountain Plains Regional Resource Center will work with the North Dakota Department of Public Instruction on the training as well as the review of the state alternate assessment and scoring process.

Accomplishments:
Mountain Plains staff collaborated with the North Dakota Department of Education in providing technical assistance in developing, training, administering, scoring, and evaluating the North Dakota Alternate Assessment. MPRRC staff attended several meetings, facilitated meetings, and assisted in conducting a statewide training for teachers and administrators on alternate assessment.
ATHLETE USING ASSISTIVE TECHNOLOGY




5.19 Northern Utah Area Health Education Center
Contact Person(s): Judith Holt
Funding Agency: University of Utah - AHEC
Funding Amount: $42,000

Description:
The NUAHEC is a collaborative endeavor between USU, the CPD, 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.

Accomplishments:
The NUAHEC office was established in 2001 with CPD housing when the NUAHEC Director was at the USU campus. The CPD has been contracted to conduct several critical activities. These are:
· Identify at least ten physicians in Logan, Tremonton, and Brigham City (family practice, pediatrics, and internal medicine) who would be willing to be preceptors for third and fourth year medical students and residents.
· Identify at least five interdisciplinary training sites for NUAHEC students.
· Determine available housing opportunities.


5.20 Mountain Plains Regional Resource Center (MPRRC) Region 5
Contact Person(s): John Copenhaver
Funding Agency: USDOE/OSEP
Funding Amount: $1,178,133

Description:
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.

Accomplishments:
The MPRRC serves ten states and the Bureau of Indian Affairs providing technical assistance in special education. The MPRRC started with 195 total technical assistance agreements with our states. One hundred and thirteen are still active and 82 have been completed. Listed are some of the accomplishments during the last year:
·Planned and facilitated a regional Early Literacy Forum to help states better understand the requirements for Reading First initiatives and introduce states to potential resources to help all students learn to read.
·Developed and presented a side-by-side comparison of Title I/IDEA Acts to further enhance the understanding of the two acts and how they can work together and collaborate for improving results for children.
·Assisted North Dakota SEA in developing a new scoring rubric, scoring, and reporting instruments for the Alternate Assessment Program. MPRRC staff developed the Improvement Planning draft for OSEP's new CIMP manual.
·Conducted a very successful Behavior Discipline Workgroup Academy in Phoenix, Arizona in December 2001.
·Produced a Statewide Investigation of Utah's Services for Students with Sensory Impairments that is being used as one of the primary indices of a state appointed ad hoc committee to drastically alter the agency funding and service responsibilities in order to ensure all of Utah's students with Sensory Impairments, regardless of residence, receive a free and appropriate public education.
·Implemented and replicated the Transition Outcome Projects in all states and the BIA in the MPRRC region. Final drafts of the publication Meeting the Transition Challenge Together: A Guide for Vocational Rehabilitation Counselors and Educators were submitted to OSEP and OSERS. It is anticipated that this publication will be released summer 2002.
·Assisted the Bureau of Indian Affairs in developing and implementing a consolidated monitoring process.
·Assisted Utah in revamping the due process hearing officers process to be fair for parents and school districts.
·Assisted Arizona in developing an electronic employment bulletin board to better recruit and retain special and general education staff.
·Provided numerous personnel development trainings for school staff and parents on reservation school throughout the Bureau of Indian Affairs.
·Facilitated the national stakeholders monitoring task force for the Office of Special Education Programs to improve the CIMP.
·Completed and published a document on SEA leadership and general supervision.
·Contributed to the revision and dissemination of Montana's paraprofessional guidelines document. Also, assisted in planning Montana's paraprofessional training program.



5.21 LRBI Quality Implementation Training Tapes
Contact Person(s): Alan Hofmeister
Funding Agency: USOE
Funding Amount: $9,000

Description:
This project will produce a set of intervention videotapes that parallel the hierarchy of interventions outlined in the LRBI document, and will provide inservice training to special education personnel, pupil services staff, related service providers, and administrators utilizing the videotapes, quality implementation checklists, and the LRBI document.

Accomplishments:
Video and print were converted to web delivery.



5.22 Learning Anytime, Anywhere, for Anyone: Keeping Web Accessibility in Mind
Con tact Person(s): Cyndi Rowland
Funding Agency: LAAP
Funding Amount: $419,850

Description:
Keeping Web Accessibility In Mind (WebAIM) is administered through a grant provided by the Learning Anytime Anywhere Partnership Program (LAAP) out of the Fund for the Improvement of Postsecondary Education (FIPSE). The goal of WebAIM is to improve the national picture of accessibility to web-based educational opportunties for individuals with disabilities. WebAIM utilizes the strength of national partnerships to accomplish the goal of the project. Those partners are:
· Teaching Learning through Technology Affiliate of the American Association of Higher Education;
· George Mason University; and
· BlackBoard Inc.

Given the enormous problems in web site accessibility, WebAIM will help in the following ways:
1. Disseminate materials that raise awareness and assist postsecondary institutions to identify and solve accessibility problems;
2. Create a systematic model for training and technical assistance to support the development of accessible web sites;
3. Refine a web authoring tool (BlackBoard) to support web accessibility at post-secondary institutions; and
4. Develop a model for institutional coordination and reform to support web accessibility.

Accomplishments:
In the third year of the project WebAIM partners disseminated print-based information on the problem of inaccessible Web sites to a potential readership of almost a million readers (943,340). Over 112,110 unique visitors came to the WebAim.org Web site for information on accessible design or reform efforts in postsecondary education. WebAIM partners delivered face-to-face dissemination (e.g., national conferences & workshops) to over 3,500 individuals and intensive training to over 400 Web developers across 22 institutions of higher education. Well over 62,200 individuals completed electronic training from the Web site (e.g., tutorials, online courses). The month long, free, national training event alone had 12,805 unique individuals visit the training pages. The partner Blackboard widely released their version 5.5. this year; the first-ever to fully implement the Section 508 guidelines on accessible Web design. An improved version 6.0 is now in Beta and will be released this year. This version will include accessible tools as well (e.g., accessible chats and discussion forums). George Mason University is mid-way through a test of the 8-point model of institutional coordination and reform created by the partners. The visibility of WebAIM is impressive, and the group has been solicited to participate in 5 other (small) projects that focus on Web design.


5.23 Interdisciplinary Training
Contact Person(s): Judith Holt
Funding Agency: Not applicable

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 1-3 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.

Accomplishments:
During the 2001-2002 academic year, a total of 21 trainees completed an individualized IDT program. Full-time trainees completed a minimum of 300 clock hours over the course of 2 semesters. Disciplines represented by trainees included: Audiology, Business Information Systems in Education (BISE), Computer Science, Elementary Education, English, Family and Marriage Therapy, Psychology, Social Work, Special Education, and Speech/Language Pathology. Parents and consumers also participated in Friday seminars, at clinical sites, and in the PAR team research process. Stipends were paid to all full-time trainees, and child care was provided in collaboration with the Up to Three program for those trainees participating in the PAR teams. A number of trainees opted to take the IDT program for University credit, generating almost 40 hours of credit during the academic year. The IDT Program presented a poster session at the Annual AUCD conference in November 2001, and IDT staff collaborated with an Audiology student and faculty supervisor on the publication of an article outlining research conducted during the previous year. The various committees established during the 1999-2000 academic year have continued to function and to provide valuable feedback and input into the planning of the current and coming year of IDT, in keeping with its philosophy of continual quality improvement. The IDT program has continued to collaborate with a large number of personnel from within the CPD and the larger University community, as well as those from local and state agencies. Participation has included seminar presentations, supervision at clinical sites, panel speakers, and research projects. The IDT program has also continued its close collaboration with the ULEND program, which is the larger, federally funded interdisciplinary training program in conjunction with the University of Utah's Medical School. During the current year, IDT staff have also provided information on the IDT program to a number of academic departments and programs on campus, in order to increase awareness of the program and encourage participation by students from a wider variety of disciplines. As a result, several new disciplines will be represented among IDT trainees in the coming year (including music therapy and therapeutic recreation), and faculty from a number of departments have expressed an interest in collaborating with the IDT program to provide information relating to disabilities to their students, and to explore ways in which disability issues can be examined as part of academic coursework.



5.24 Fundamentals of AT: Skill and Competency-based Training
Contact Person(s): Sarah Rule, Martin Blair
Funding Agency: Administration on Developmental Disabilities, US DHHS
Funding Amount: $94,516

Description:
The Fundamentals of AT course provided critically needed skills and training to frontline providers, practitioners, and consumers in assessment, acquisition, financing, and customization, of assistive technology. The program provided hands-on application exercises. It also served as a networking opportunity for participants, enhanced consumer/provider partnerships, and provided continuous updates on methods and devices in the ever-changing field of assistive technology.

Accomplishments:
In the third and final year of the project, over 40 individuals received training. The group was comprised of approximately one-third family members and consumers, and two-thirds service providers from the Utah Division of Services for People with Disabilities. Nearly half took the course for university credit. Less than twenty-five percent elected to take the AT credentialing examination. All participants were satisfied or very satisfied with the training with most requesting follow up training in subsequent years. Training and technical assistance activities undertaken in this project are being continued, on a scaled-back schedule, by the Utah Assistive Technology Program.


OVER 40 INDIVIDUALS RECEIVED HANDS-ON TRAINING IN ASSISITIVE TECHNOLOGY THROUGH THE FUNDAMENTALS OF A.T. PROGRAM



5.25 Curriculum Reform: The Development of a Curriculum Template for Applied Problem-Solving in
Distance Education Learning Communities


Contact Person(s): Cyndi Rowland
Funding Agency: U.S. Department of Education; Fund for the Improvement of Postsecondary Education
Funding Amount: $23,787

Description:
The purpose of this three-year project is to create and evaluate the use of a low cost multimedia curriculum tool (hybrid CD-ROM with Internet capabilities) that will assist students, particularly distance education students, to: (a) apply and reflect upon what they have learned with instructor support and feedback; and (b) participate in a community of learners who engage in constructive problem-solving.

The project used a research and development design to create this curricular tool, Acropolis. During development, the project will support nine field-tests across five disciplines found in postsecondary education. Given formative data at the conclusion of each field-test, the curriculum will be refined and readied for the next field test. Dissemination of the findings and use of the curricular tool and process are important aspects of the project. Staff working on this innovative project hope to provide postsecondary education with a low-cost, practical, and replicable solution to the problem of getting students to apply what they have learned in their coursework and to participate with communities of learners.

Accomplishments:
The focus for this last year of Acropolis was the development of online tutorials for both instructors and students. These tutorials aided new instructors in using the Acropolis template. Acropolis was used in 11 courses this past year by six instructors across three departments and disciplines. Evaluation data continues to be strong for the use of the tool to help students apply what they have learned in class to virtual "real-life" situations.

Acropolis staff also continued development of a synchronous chat tool that is fully accessible to individuals with disabilities. This tool is in use with the CPD consumer council, KSAR projects, the WebAIM national training event, and embedded within courses at Utah State University.


5.26 Collaborative Early Childhood Special Education Program through Distance Education (CECSEP)
Contact Person(s): Cyndi Rowland
Funding Agency: Utah State Office of Education
Funding Amount: $178,998

Description:
The CECSEP project offers access to a Utah certification program in early childhood special education (ECSE). Many students live far from one of the two institutions of higher education in the state that offer coursework leading to the birth-to-five ECSE teaching certificate (i.e., Utah State University and the University of Utah). The Utah State Office of Education is a partner with USU and the U of U to increase the numbers of personnel certified in ECSE in remote and rural areas. Most of the students involved in CECSEP are those who work full time in ECSE without proper certification. A typical student will take two courses a semester until they are completed with their program. The specialization coursework is delivered through multiple technologies including the statewide EDNET system which provides fully-interactive, real-time, televised broadcasts and the Internet. CECSEP coursework is supported with a website (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, advisement, and funding opportunities. Practicum supervision is conducted over videoconferencing software in real-time. During lab experiences, local facilitators assist students in their home communities; thus students do not need to leave family or community ties to pursue a career in teaching young children with disabilities. The project supports faculty travel to coordinate across university programs, delivery of coursework via distance media, and tuition reimbursement for students who receive a "B" or better on required coureswork.

Accomplishments:
In the past funding year the CECSEP project delivered courses to 64 students representing 22 school districts around the state. This year, seven students completed their student teaching.

Over the life of the project (8 years), the CECSEP staff have been in contact with 278 students, conducted formal written advisement for 243 students across 34 Utah school districts. CECSEP has graduated a total of 41 students. There are currently 59 students actively seeking certification in early childhood special education by taking courses each semester.
The certification program has been extended to personnel in 34 school districts, including the 18 most rural in the state. By the end of this academic year 50 total project students, who live in remote areas of the state, will have completed all the requirements for state certification. They could not have done so in the absence of this Project. Many other students will


complete in the following years. In this way, the CECSEP project has contributed significantly to quality education for young children with special needs in rural and remote areas of the state. This year the CECSEP staff also worked diligently with the Legislative Coalition for Persons with Disabilities to secure a legislative line to permanently fund this important program. Although viewed by the bill's sponsor (Senator Knudsen, R - Box Elder) as a vital program for the state, it did not receive an appropriation.


5.27 Bureau of Indian Affairs Special Education Monitoring
Contact Person(s): John Copenhaver
Funding Agency: Bureau of Indian Affairs Office of Indian Education Programs
Funding Amount: $312,000

Description:
The Mountain Plains Regional Resource Center will help the Bureau of Indian Affairs develop and implement a new special education monitoring process that focuses on positive results for children with disabilities in the Bureau of Indian Affairs operated, grant, and contract schools

Accomplishments:
The Mountain Plains Regional Resource Center revised the BIA schoolwide monitoring and improvement process. Contract monitors were recruited for the 2002-2003 school year and were provided extensive training on the monitoring process, and information on cultural/language issues of tribes.


5.28 BIA Complaint Investigation
Contact Person(s): Jack Rudio
Funding Agency: Bureau of Indian Affairs Center for School Improvement
Funding Amount: $92,180

Description:
This project works to ensure that the BIA/OIEP meets the legal responsibility of CRR 300.660.300.552 by establishing process and training staff to address complaints in a timely and effective manner.

Accomplishments:
The Mountain Plains Regional Resource Center developed the BIA special education complaint investigation procedures, recruited qualified contract complaint investigators, and conducted a major training for the investigators.


5.29 Beyond Access
Contact Person(s): Jill Morgan, Keith Christensen
Funding Agency: U.S. Department of Health and Human Services
Funding Amount: $100,000

Description:
The Beyond Access project is a recently funded project of national significance emphasizing the inclusion of children with disabilities in public play environments. Supported by the U.S. Department of Health and Human Services, over the next three years,the Beyond Access project will provide technical assistance to both consumers and designers/manufacturers of playground equipment, using print and electronic media. The project's educational tools will focus on ability rather than disability, emphasizing accessibility (physical access) as well as inclusion (social access) that contributes to children's development.

Accomplishments:
The Beyond Access project began October 1, 2001. Accomplishments for the first three quarters of project year one include the following.
· An Advisory Board was formed and has met regularly via teleconference. Board members have re-confirmed the commitment made at the proposal stage of the project to collaborate by reviewing materials, providing input and expertise, and disseminating informational material. Discussions have reaffirmed the need for the training and technical assistance that Beyond Access is providing.
· Material for the content of training and technical assistance has been gathered and is being refined. The content and format of the materials are being subjected to the proposed research and development process, responding to feedback from a variety of stakeholders at each stage of that process. An initial controlled field-test of the training and technical assistance materials will take place during the fourth quarter of year one, as the discussions on content and format have produced additional ideas and areas to be included.
· In collaboration with KSAR the website for the project is now available (www.beyond-access.org) and will be further


developed in the coming quarter, with features added in years two and three. Also with the assistance of KSAR, several hours of taping have been completed for the presentation that will form the basis of multi-media materials for future training, technical assistance, webstreaming, etc. This footage is currently being edited for use.
· A 3 credit-hour class in recreational design was taught to 33 undergraduates/ graduates majoring in Landscape Architecture, whose models of accessible playgrounds were juried and displayed. At the request of IPEMA a thorough search of the literature is being conducted by a Beyond Access graduate assistant, so that a summary of the literature already available on accessible playground design can be posted on the IPEMA website.
· The Project Director has provided technical assistance to numerous agencies and organizations.
· Articles on accessible playground design have been submitted by project staff to The Landscape Journal, The American School Board Journal, and Teaching Exceptional Children, all with national distribution.
· A press release through the USU Press Office announced the funding for Beyond Access, and a brief informational item relating to Beyond Access appeared in the Dec. 2001 issue of CPD News. Information was also provided to the Commissioner of the ADD for a presentation featuring States which are currently receiving ADD funding.


5.30 Arizona Center for Professions in Education
Contact Person(s): John Copenhaver
Funding Agency: Arizona Department of Education
Funding Amount: $150,000.00

Description:
The Mountain Plains Regional Resource Center will be working in conjunction with Arizona to establish 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.

Accomplishments:
The Arizona Center for Professions in Education experienced a successful launch in July of 2001. Efforts were made to lay a solid foundation for the Center with cornerstones in information technology, field-based training programs, statewide participation and work with local and state educational agencies. Core accomplishments of the ACPE Program in year one included:
·Extremely successful redesign and launch of the Arizona Educational Employment Board;

·Launch of the highly successful Arizona Promising Practices Website;
·Foundation built for Field Based Training Program;
·Statewide and Regional Networks formed for Recruitment Pipelines;
·Research into Grow Your Own programs;
·Work with PDLA Groups;
·Informational value of ACPE established via keynotes and workshops.
· Through work with the Arizona Center for Professions in Education, the ACPE center will place in excess of 1500 teachers for the FY 2002 into classrooms and communities throughout Arizona. New pipelines and electronic measures will enhance this figure for the 2003 FY.


5.31 Interagency Outreach Training Initiative
Contact Person(s): Sarah Rule
Funding Agency: State of Utah
Funding Amount: $460,000

Description:
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, particularly those 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 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,
STAFF MEMBER WORKING



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.

Accomplishments:
The IOTI funded nine projects for the 2001-2002 year: (1) Interpreter Certification, $62,824, conducted by the Utah Schools for the Deaf and Blind and directed by Joseph DiLorenzo; (2) Positive Behavioral Supports, $47,600, conducted by TURN Community Services and directed by Sue Behle; (3) Behavioral Training for Paraprofessionals, $44,900, conducted by Utah State University and directed by Marilyn Likins; (4) Supported Employment Training, $119,916, conducted by Salt Lake Community College and directed by Becky Thomas; (5) Family Member and Parent Education Concerning Section 504 and Transition, $50,000, conducted by the Utah Parent Center and directed by Helen Post; (6) Dual Diagnosis, $34,891, conducted by TKJ, Inc. and directed by Marian Hunt; (7) Training for Paraprofessionals, Parents, and Professionals Working with Developmentally Challenged Children (0-5 yr) in State Custody, $28,000, conducted by the Children's Center and directed by Pamela Wilkison; (8) Independent Living Centers, $21,000, conducted by the Association for Independent Living of Utah and directed by Cristina Clerico; and (9) Training of Providers of Services to Children in a Mentored Mental Health Model, $4,000, conducted by the Learning Center for Families and directed by Debbie Justice.


5.31a Interpreter Certification
Contact Person(s): Joseph DiLorenzo
Funding Amount: $62,824

Description:
Since 1994, The Utah Schools for the Deaf and the Blind (USDB), 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 that 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 in 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 five years Utah Schools for the Deaf and the Blind has helped more than 60 individuals pass state certification tests.

Accomplishments:
· Project coordinated the cooperative training efforts of the Utah Interpreter Program and the Utah Schools for the Deaf and Blind. Twenty-five interpreters were selected to participate in the training conducted by USDB, and 32 applicants were accepted into the UIP program.
· Participants represented various agencies.
· One-on-one mentoring was provided to participants in both programs.
· Specialty seminars/workshops and a summer camp were conducted.
· Education interpreter trainees participated in a specialized regional training workshop.
· Project extension was granted (September 30, 2002) to complete the proposed training activities.


5.31b Positive Behavioral Supports
Contact Person(s): Sue Behle
Funding Amount: $47,600

Description:
This project provides training to adult service providers about the use of positive behavioral supports. The project used a previously-developed curriculum to provide systematic training to direct care and supervisory staff who work in community-based and ICF/MR programs. Participants complete field-based assignments on the job.

The curriculum was based upon a model developed at the University of Utah Department of Special Education and then revised and refined to meet the specific needs of Division of Services for People with Disabilities' providers. The curriculum combines the best of positive behavioral approaches including functional assessment and related positive interventions. It is designed to fit into a person centered approach and encourage self-determination as well as to develop strong protections for the human rights of people with developmental disabilities.

Accomplishments:
Specialized curricula were developed this year to extend the training to more diverse groups within the state. A total of 149 hours of training was delivered to 75 professionals and paraprofessionals who provide direct care and support services,


including staff from state service agencies and organizations, prison staff. Another 40 trainees participated through parent group trainings. Upon request, one training specific to people with traumatic brain injuries was offered to agency staff of DSPD in the St. George area.

Each person that participated in the 3-4 session trainings was asked to identify a consumer or child and to conduct a functional asessment using the interview and other data sources. Group time was then used to strategize about useful interventions to implement. Participants in the shorter trainings used scenarios in small group discussions to process and develop interventions.


5.31c Behavioral Training for Paraprofessionals
Contact Person(s): Marilyn Likins
Funding Amount: $44,900

Description:
This project used the statewide telecommunications network to offer education to paraeducators and participants from other state agencies in the use of positive behavioral supports. Participants received supervision in field-based application of supports.

Accomplishments:
The focus of this training project was two-fold. The first was to provide in-depth training in critical behavioral intervention skills to paraprofessionals and direct care providers; the second was to provide teachers with the information and resources, examples, and practice in observing and supervising paraprofessionals as they apply behavior management procedures on the job. State and national behavioral experts provided the skill-based training to paraprofessionals across agencies in the use of validated, behavioral strategies and principles. On-site facilitators coordinated on-site discussion, role play and practice exercises, and provided feedback. Paraprofessionals and their supervising teachers could register for two hours of credit at Utah State University (SPED 2010 or SPED 6790). As part of SPED 67690, in addition to standard course assignments, teachers were required to conduct three observations/feedback sessions with their paraprofessionals.

Fifty paraprofessionals and 25 teachers registered for the distance-education course offered by EDNET to ten sites in 14, 2-hour sessions. All participants were involved in two, 1-hr practica observations conducted on-site by supervising educators or site facilitators. Paraprofessionals and their supervising teachers could register for 2 hours of special education credit at Utah State University. In addition to course assignments, teacher trainees were required to conduct three observations/feedback sessions with their paraprofessional counterpart. A total of 70 individuals completed all requirements for the courses. Paraprofessionals and teachers reported that sharing the same information in class facilitated discussion, teaming, and problem solving around student issues.


5.31d Supported Employment Training
Contact Person(s): Becky Taylor
Funding Amount: $119,916

Description:
This project teaches paraprofessionals to serve as job coaches in supported employment. It uses a competency-based approach that teaches both knowledge and application of knowledge in the field. Community service organizations refer employees for the training. In addition to basic training, the project provides specialization inservice training on topics pertinent to experienced job coaches and the consumers they serve, and makes technical assistance available to address individual's needs.

Accomplishments:
Three specialty trainings were held in partnershp with USOR over the SET NET system. Two three-day and two two-day, on-site trainings were held in Cedar City and Salt Lake City. Technical assistance on various topics was provided by project
SIBLING CHILDREN AT PLAY



staff. Project staff of the Center for Human Services Training partnered with the SLCC Center for Training and Technical Assistance and the Utah Association of Community Services to conduct a statewide training needs survey.

Statistics show that 70% of students certify in the Supported Employment Specialist Training. This number is high considering the turnover rate in this field. More specific data will be available at the completion of the training September 2002.


5.31e Transition to Adult Life and Section 504 Training Projects
Contact Person(s): Helen Post
Funding Amount: $50,000

Description:
The general objectives of the two training and dissemination components were (1) to update and expand existing training materials including the trainer-of-trainers curriculum Educated Transition Choices, the parent handbook Bridges to the Future through Educated Transition Choices, and a training script on Section 504; (2) to train cadres of trainers comprised of 10-15 parents of youth with disabilities (ages 12-22) and 10-15 agency partners in 5 locations, urban and rural, across the state to collaboratively train an estimated total of 1,000 participants on transition and Section 504; and (3) to widely disseminate 5,500 to 8,000 pieces of print materials on transition and Section 504 statewide using a variety of strategies.

Accomplishments:
·The project was granted an extension to October 31, 2002 to accommodate a second training session for people who are committed to preparing as trainers but could not attend the April session.

· It is anticipated that 35 trainers will be trained (nearly double the anticipated number) at the conclusion of the project.

· Trainees are from urban and rural areas, including minority representation, and are in positions of responsibility in relation to the UPC and partner organizations that will enhance their availability to provide ongoing training and assistance to parents and professionals.

· In addition to the regular training sessions, outreach presentations were made at all Regional Roundtables for School District Transition Specialists, and training curricula were provided to all of these professionals.

· The dissemination of materials and trainer support will continue through the UCP and partner agencies and organizations.


5.31f Dual Diagnosis
Contact Person(s): Marian Hunt
Funding Amount: $34,891

Description:
The objectives of this training project were to: (1) Restructure, assimilate, and coordinate a training curriculum to be utilized by provider staff, families, clinicians, DSPD support coordinators, people with disabilities, and others in preparing for mental health services; (2) Develop sample data collection and evaluation tools to be utilized by providers, staff, families, clinicians, DSPD support coordinators, and others in preparing for mental health appointments; (3) Provide eight 8-hour training sessions to provider staff, families clinicians, DSPD support coordinators and others throughout the state utilizing the methods found in the curriculum and data collection and evaluation tools; (4) Evaluate the training workshops and pre and post assessment of participant skills; and (5) Deliver technical assistance as needed for individuals who have taken the training workshops on issues related to preparation for mental health appointments.

Accomplishments:
TKJ, Inc. trained 291 individuals in maximizing mental health services for people with dual diagnosis and challenging behaviors. Eight 1-day trainings, as well as a consumer and a family training were conducted. Trainees came from consumer groups, families, provider and state agencies. Several follow-up calls and emails from trainees have been received requesting additional information as well as client-specific assistance.



5.31g Training for Paraprofessionals, Parents, and Professionals Working with Developmentally
Challenged Children in State Custody

Contact Person(s): Pamela Wilkison
Funding Amount: $28,000


Description:
The Children's Center in conjunction with the Utah State Division of Mental Health and the Baby Watch Early Intervention Program provided training for paraprofessionals, parents, and professionals working with developmentally challenged 0-5 children in state custody. Topics included recognition of social-emotional developmental problems, when and where young children should be referred for mental health services, how to educate biological, foster, and adoptive families regarding their children's mental health needs, and interventions to use with children and their families. A training package will include resource materials along with screening and educational tools to implement in their work with young children with disabilities in the welfare system.

Accomplishments:
Three two-day workshops were conducted in Salt Lake City, Ogden, and Provo. The training provided a better look at who foster and adopted children are and the difficulties they often present to parents, early intervention specialists, and mental health professionals. Specifically, the audience learned about risk factors, ways to assess the mental health of foster and adopted chldren, and intervention strategies to utilize with these children. Workshop attendees explored their personal biases which often surface when working with foster and adopted children. Further, these biases were confronted during a clinical case presentation in which panel members from each local area, consisting of judicial system members, mental health providers, foster care system workers, and adoption workers, assisted in processing crucial decision-making points. A collaboration model was presented to facilitate effective communication among community members, and issues around collaboration in each local area were discussed. Issues in forein adoption cases warrant further training opportunities.



5.31h Independent Living
Contact Person(s): Christina Clerico
Funding Amount: $21,000

Description:
Through this grant, the Association for Independent Living of Utah will: 1) educate an estimated 150 independent living center and allied staff about local racial and ethnic group culture and train them on effective outreach techniques; (2) initiate or enhance existing relationships between an estimated 20 local minority group leaders and ILC and allied staff; (3) foster a structured process to develop and implement outreach plans in each of the six independent living center regions; and (5) evaluate the process and impact of the training and plan implementation.

Accomplishments:
Responses to the evaluations were positive and suggest this model of minority outreach training is useful to participants. Feedback from training sessions will be incorporated into the minority outreach plans developed by each of the four independent living centers.

The Fort Duchesne session, organized under a modified format aimed directly at information sharing and service description. It yielded an impressive amount of discussion of collaboration and cooperation during the session, and participants asked for subsequent opportunities to meet and continue exploring ways to work together. Active ReEntry (the independent living center serving this portion of the state) will make the provision of those opportunities part of its outreach plan.



5.31i Field-Initiated Training for Providers of Services to Children (0-3) in a Mentored Mental Health Model

Contact Person(s): Debbie Justice
Funding Amount: $4,000

Description:
The expected outcomes of the training are to increase participants' general knowledge of infant/toddler mental health; train participants in diagnosis and methods of treatment; and to facilitate the development of collegial relationships with others in the field.

Accomplishments:
Although this training continues through December of 2002, participant evaluations thus far reflect a high satisfaction with the training. A two-day infant/toddler mental health training brought together 37 practitioners from early intervention, child care providers, Head Start, Early Head Start, Mental Health, and Division of Services for People with Disabilities who serve families in a seven-county area of southern Utah. Some of the participants also participated in the mentoring portion of the training attending infant/toddler filial play sessions with a licensed clinical social worker. More training events are scheduled throughout the last six months of the project.








19. CREDITS



Photos by Kelly Smith,

Content editing by Kelly Smith and Joel Taylor.