James Carpenter – MSW Dakota Dye – SLP Leisa Harmon – SLP Katie Snyder – ABA-SpEd

1. Development of Interdisciplinary and Tele-Health Clinical Training Opportunities in North Dakota & Wyoming James Carpenter – MSW Dakota Dye – SLP Leisa Harmon – SLP Katie Snyder – ABA-SpEd

2. Thank you!!! • We are grateful for the support and guidance provided by Jolynn Webster and Bill MacLean, who provided insight, direction, and contacts that were critical in the completion of this project.

3. Project Purpose • Evaluate the telehealth infrastructure and assessment needs in Wyoming and determine the feasibility of replicating the diagnostic program currently being used in North Dakota.

4. Project Overview • Participants: URLEND team members, faculty mentors, and stakeholders in ND and WY • Stakeholders include families and professionals involved with assessments in ND program; professionals familiar with the current technology infrastructure and state of autism evaluations in WY • Methods: Literature review and stakeholder interviews

5. Results: Literature Review • “Teaming with Technology” project was implemented in WY with grant funding from 1997-2001 • Technology challenges • Funding • IDEA requires family-centered assessments that encompass many disciplines • Telehealth is a promising alternative to in vivo assessments

6. Results: Stakeholder Interviews • Technology infrastructure challenges • Teaming with Technology experience • Current state of ASD assessment in WY • ND family experiences with telehealth assessment • Funding a multidisciplinary clinic

7. Discussion • Wyoming has several of the key components required to successfully implement a program similar to the one in North Dakota. • Telehealth capability that has been steadily growing in the past decade. • Team of professionals composed of the necessary disciplines to provide quality assessments.

8. Discussion • There are some areas in which Wyoming does not have the necessary resources. • The North Dakota program and the TWT program that used to run in Wyoming are both funded by grants. • A purely diagnostic program does not appear to be able to financially support itself. • Some team members would need to be able to travel to the child in each case to conduct hands-on assessments.

9. Personal Reflections on URLEND

10. Further Education on Culturally and Linguistically Diverse Populations (Dakota) • Seminar with New Mexico demonstrated challenges for CLD populations in receiving health care and why its important for us to be accepting of cultural differences. • But what are those differences? • Guest speakers from a wider variety of backgrounds. • Discuss trainees’ experiences • We may inadvertently disrespect cultures if we do not know much about them. • We should have greater knowledge about other cultures before meeting clients

11. Create a Static Syllabus that Covers Assignments (James) • A syllabus was provided for the seminars and for the leadership project and that allowed me to be on time and prepared for those assignments. • Having a static syllabus that has project descriptions and due dates for the additional assignments (Political paper, family interview paper, reflection papers, ect) would allow future trainees to get assignments done correctly and on time.

12. Organization of Content(Katie) • If possible for scheduling, it might be helpful for some learners to group lectures according to content area • Might allow for more focused examination of some topics if the content is presented in successive weeks

13. Parent-Directed Consultations(Leisa) • In order to better prepare trainees for the initial PDCs: • Observe past years’ PDCs (video clips??) to develop an understanding of how these are conducted