Browsing by Author "Viehweg, Stephan"

Now showing 1 - 7 of 7
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    Childcare providers’ attitudes, knowledge, and practice related to developmental monitoring to promote early identification and referral
    (Taylor & Francis, 2019) Chödrön, Gail; Pizur-Barnekow, Kris; Viehweg, Stephan; Puk-Ament, Alexandra; Barger, Brian; Pediatrics, School of Medicine
    Although intervening early can improve child and family outcomes when a child has a developmental disability, most children with developmental delays are not identified prior to school entry. Childcare professionals can play a key role in identifying delays early. The developmental monitoring attitudes, knowledge, and practice of childcare providers in the United States are described based on survey data. Findings indicate that childcare providers commonly monitor development but may do so in ways that are better suited to providing care than to identifying risk for developmental disability. Most providers identify early intervention/early childhood special education programmes as a place to refer for developmental concerns, while not identifying referral to the doctor unless prompted to consider the doctor’s role. Overall, these findings suggest childcare providers may be well poised to identify delays and make referrals early through developmental monitoring but need additional knowledge and tools to do so effectively.
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    Completing the Circle: Community Access to Translational Research and Scholarly Works
    (2015-10-12) Odell, Jere D.; Viehweg, Stephan
    This paper documents the development and outcomes of an intra-campus partnership that has changed the culture of scholarship and dissemination at a university that values community-engaged and translational research. Translating Research into Practice (TRIP) was established by Chancellor Charles Bantz and Dr. Sandra Petronio in 2003 to identify, celebrate and promote translational research; research that uses generated knowledge to solve problems and make lives better. In addition to sponsoring awards and convening regular translational research showcases, TRIP started a website and invited faculty members to post descriptions of their translational research projects. In the process, these TRIP scholars provided a public-facing, web-based inventory of scholarship relevant to the community. ScholarWorks, an open access, web-based repository for posting faculty and student articles, theses, proceedings, posters and other creations, was launched in 2004 by the Dean of the University Library. As an open access repository, ScholarWorks gave the campus the ability to share research with a broad community of students, educators, health care workers, policy makers, citizens, and readers without worrying about subscription paywalls or limited access to printed materials. Recently, it became clear to both TRIP and to ScholarWorks that these efforts were complimentary and could be aligned in ways that would increase participation in both programs. In addition, by freely sharing access to the scholarly publications resulting from community-based and translational research projects, the TRIP-ScholarWorks partnership helps to complete the circle of benefits to community, student and research stakeholders. Similar partnerships could be pursued on many campuses.
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    Completing the Circle: Open Access to Translational Research and Scholarly Works
    (CUMU, 2023-09-18) Viehweg, Stephan; Odell, Jere D.; Polley, David E.; McLucas, Nouri
    IUPUI’s Center for Translating Research Into Practice (TRIP) and IUPUI University Library (Library) developed a partnership to enhance community access to faculty scholarship resulting from community-engaged and translational research. Library staff archive the scholarship of faculty affiliated with TRIP in IUPUI ScholarWorks, the campus’s open access institutional repository. The TRIP Scholarly Works Program was launched in 2013 and outcomes include benefits for faculty authors (increased readership) and for a world of readers (free access). After almost 10 years in existence, Library and TRIP staff sought to evaluate the success of this program. A survey was distributed to TRIP affiliated faculty to assess the impact of open access to their scholarship on their work as community-engaged and translational scholars. Faculty participants report a variety of benefits and yet, also indicate a need for increased program communication and fewer barriers to participation.
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    Evaluation of the Feasibility and Perceived Value of Integrating Learn the Signs. Act Early. Developmental Monitoring Resources in Early Head Start
    (Springer, 2021-08-16) Abercrombie, Julia; Pann, James; Shin, Faith; Taylor, Elizabeth; Brisendine, Anne E.; Swanson-Holm, Rachell; James, Cristina; Viehweg, Stephan; Chödrön, Gail; Pediatrics, School of Medicine
    Many children with developmental disabilities are not identified before age 3 years of age, preventing them from being able to fully benefit from early intervention services. Early childhood educators, particularly those in Early Head Start (EHS) programs, are important partners in the early identification of children with developmental delays. Learn the Signs. Act Early. (LTSAE) is a program of the U.S. Centers for Disease Control and Prevention that provides free developmental monitoring resources to increase the early identification of children with developmental delays and disabilities. This paper presents findings from the first evaluation of the use of LTSAE resources in EHS, which was conducted across four states and 11 EHS programs from fall 2018 through spring 2019. Surveys (n = 448) and interviews (n = 39) with EHS management, staff, and parents indicated that LTSAE resources were valued and accepted, and their use in EHS considered feasible. Importantly, families and staff reported the LTSAE materials provided shared language to help them more effectively discuss development. These findings inform EHS and other early education programs that wish to enhance developmental monitoring, screening, and referral.
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    TRIP-Translating Research Into Practice
    (Office of the Vice Chancellor for Research, 2011-04-08) Viehweg, Stephan
    At its core, the IUPUI TRIP initiative illustrates and fosters interdisciplinary and crossdisciplinary research targeting goals which work toward the betterment of people’s lives across communities, our state, and beyond. The faculty on the IUPUI campus are making a difference to farmers, manufacturers, the service industry, our waterways, policy makers, educators, and to the health and well-being of our citizens through their focus on translational research. Their translational research takes knowledge generated from scientific inquiry and humanistic scholarship and transforms that knowledge into practices and solutions. Translational research solves problems people face in their everyday lives by using meaningful, evidenced-based information to address complex social, health, governmental, cultural, and relational issues. This process is more than just application. Translational research intentionally targets a problem and constructs an answer based on evidence. IUPUI, through the leadership of Chancellor Bantz, recognizes that the partnership between an urban campus and its communities is best when the campus contributions to those communities are clearly evident. The IUPUI TRIP initiative proudly illustrates the contributions that our faculty make to others. Currently, we have identified more than 100 translational scholars at IUPUI. We invite you to explore the meaningful research that our campus has to offer.
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    Understanding Secondary Trauma and Stress in the Early Childhood Workforce
    (ZERO TO THREE, 2020-03) Ruprecht, Karen; Tomlin, Angela; Perkins, Kelley; Viehweg, Stephan; Pediatrics, School of Medicine
    Early care and education workers are increasingly recognizing their role in helping children who have experienced trauma, including extended parental separations due to incarceration. These children may have emotional reactions and behaviors that are particularly challenging in group settings. Moreover, early care and education professionals themselves have often had challenging experiences in their own lives. As a result, there is a need for training and support to help the workforce recognize the secondary trauma and stress associated with caring for these young children. This article will explore how to establish systems and policies that support the early care and education workforce who are on the frontlines of helping children cope with trauma.
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    “Watch Me!” Training Increases Knowledge and Impacts Attitudes Related to Developmental Monitoring and Referral Among Childcare Providers
    (Springer, 2020-11-25) Chödrön, Gail; Barger, Brian; Pizur-Barnekow, Kris; Viehweg, Stephan; Puk-Ament, Alexandra; Pediatrics, School of Medicine
    Objectives: To evaluate the impact of "Watch Me!" developmental monitoring training on childcare providers' knowledge and attitudes related to monitoring developmental milestones and making recommended referrals when there is a concern about a child's development. Methods: A pretest-posttest design using web-based surveys was used to assess the impact of "Watch Me!" training on knowledge and attitudes related to conducting five key components of developmental monitoring (tracking development, recognizing delays, talking to parents about development, talking to parents about concerns, and making referrals). Variables included belief that developmental monitoring is important and is part of childcare provider role; perceived knowledge of, access to tools for, and prioritization of developmental monitoring; and ability to list recommended referrals when there is a concern. Results: Childcare providers demonstrated a significant pre-post increase in perceived knowledge and access to the tools to engage in five core components of developmental monitoring after completing "Watch Me!" training. There was also a significant pre-post increase in childcare providers' ability to list the child's doctor as an appropriate referral (39 pre-63% post), but not in the ability to list Part C/Part B programs as an appropriate referral (56 pre-58% post). CONCLUSIONS FOR PRACTICE: "Watch Me!" training may be effective at impacting targeted areas of knowledge and attitude about developmental monitoring among childcare providers in the short term.