Browsing by Subject "Developmental Disabilities (DD)"

Now showing 1 - 3 of 3
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    Exploring participants sources, preferences, and needs for HANDS Developmental Disabilities and Autism ECHO tele-mentoring program
    (2024-05) Eswar, Kamisetti; Neal, Tiffany; Gottipati, Mounika; Swiezy, Naomi
    This research aimed to understand HANDS ECHO participants preferred modes of training, and the areas they desire more information about. The study involved analyzing the various roles of participants, their preferred sources for obtaining training, and the specific content areas they wish to learn more about. Key findings indicated that participants preferred obtaining training from the internet, disability support services, and professional literature. Preferred training modes and desired content areas included understanding laws and policies related to Developmental Disabilities (DD), supporting effective transitions, and effectively advocating for individuals with DD. The study highlighted the importance of proactive communication in a multidisciplinary team and suggested that further research with larger data sets is needed to implement effective training strategies.
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    HANDS in Autism Interdisciplinary Training and Resource Center
    (2024-11) Neal, Tiffany; Bhimineni, Akhil; Pendem, Saisrujan; Swiezy, Naomi
    This presentation highlights the systemic and scalable impact of the HANDS in Autism® Model in building responsive, evidence-based, and culturally attuned supports for individuals with developmental disabilities. Drawing from implementation data, stakeholder feedback, and user engagement analytics, the session showcases HANDS’ modular and adaptable framework, which successfully integrates horizontal and vertical training approaches across diverse school and clinical settings. Key outcomes demonstrate improved knowledge, application, and implementation of evidence-based practices (EBPs), reinforced by high participant satisfaction and adoption rates. The model’s flexibility allows for on-demand training, culturally responsive adaptations, and community-based support through mechanisms like the ECHO series and Practical Pointers resources. Ongoing outreach and site engagement data further affirm the model’s broad penetration and sustained value across Indiana and beyond. The session reinforces the HANDS model as a replicable and transformative approach for systemic change in autism and developmental disability care.
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    HANDS Model: A comprehensive, culturally responsive treatment model for improved educational infrastructure among vulnerable populations
    (2024-11) Neal, Tiffany; Gadipudi, Sravan Kumar; Devarapalli, Baby Amulya; Swiezy, Naomi
    This presentation highlights the HANDS in Autism® model as a comprehensive, scalable, and culturally responsive framework for building sustainable educational and clinical infrastructures for individuals with Autism Spectrum Disorder (ASD) and other developmental disabilities globally. Grounded in evidence-based practices (EBPs), the model leverages implementation science and reciprocal innovation to support capacity building in diverse and underserved contexts. The session showcases the integration of hands-on training, data-driven decision-making, and ongoing coaching, all structured to support fidelity and sustainability. Data from collaborative site implementations and pre/post User Rating Profile (URP) analyses demonstrate improvements in teacher motivation, understanding, and practical application of EBPs. The model’s success across Indiana and its global relevance underscore its potential for replication in low-resource environments through flexible modules, eLearning platforms, and community engagement strategies. The presentation emphasizes the urgency of shifting developmental disabilities from the margins to the mainstream through inclusive, interdisciplinary, and equitable practices.