In This Report - cpdusu.org Directory _____ 28 Project ... and seven non-refereed jour- ......

1

In This Report

BackgroundThe Utah State University-

Affiliated Center for Persons

with Disabilities (CPD) is one

of 64 University Affiliated

Programs (UAPs) located at

major universities throughout

the United States, its trusts,

commonwealths, and terri-

tories. The network of UAPs

for persons with develop-

mental disabilities was first

authorized by the Mental

Retardation Facilities and

Community Mental Health

Center Construction Act of

1963 (P.L. 88-164). For over

25 years, the CPD has

provided services to sites

across the nation, with major

effort focused on the needs

of Utah and adjacent states,

and on rural, minority , and

underserved populations.

Mission Statement ______________________ 2

In Memory ____________________________ 3

CPD Directors _________________________ 4

CPD Advisory Board ____________________ 5

CPD Consumer Council __________________ 5

CPD Director Retires ____________________ 6

Awards & Journal Appointments ___________ 8

Accomplishments _______________________ 9

New Director Named ___________________ 10

CPD Organization______________________ 11

Fiscal Information _____________________ 12

Technical Assistance____________________ 13

Proposals Submitted ____________________ 14

Courses & Practica _____________________ 18

Teaching & Student Support______________ 19

Publications __________________________ 20

Workshops & Regional Presentations ______ 24

Services to Consumers & Families_________ 24

National Presentations __________________ 25

Project Directory ______________________ 28

Project Descriptions ____________________ 30

It’s About People!

2

Mission Statement

T he mission of the Center for Persons with Disabilities is crafted to reflect the statement of

expectations of University Affiliated Programs as expressed in the Developmental Disabilities

Assistance and Bill of Rights Act of 1994, PL 101-496, Part D, Section 151:

“ ...to assist in the provision of interdisciplinary training,

the demonstration of exemplary services and technical

assistance, and the dissemination of information which will

facilitate and support the independence, productivity, and

integration...of persons with developmental disabilities. ”The faculty and staff of the Center for Persons with Disabilities seek to improve the quality of life for

persons with disabilities and their families by:

• Promoting their independence, productivity, inclusion, empowerment, and social participation in

integrated community settings;

• Promoting accessible environments;

• Promoting high quality, effective community-based services which are culturally appropriate;

• Promoting prevention and identification of disabilities through training, research, and services;

• Providing advocacy, interdisciplinary training, technical assistance, and dissemination;

• Conducting evaluation and applied research studies to systematically address questions about

validity, accountability, cost-effectiveness, efficacy, and to determine unmet needs;

• Providing technical assistance to help consumers, communities, and organizations improve the

services and support that they provide.

It is our philosophy that programs should be community-based, culturally competent, supportable and

exportable, and that consumers must be active participants in the process of making decisions about their

lives and about how services are organized and delivered.

To achieve our mission, the goals of specific projects will reflect strategies to effect systemic changes

within the university, community, and service systems. The Center pursues its mission consistent with Utah

State University’s mission to develop “responsible citizens through freedom of inquiry and expression, and

through its best efforts in teaching, research, creative arts, extension and services, and encouraging cultural

diversity.”

3

In Memory

Dr. Phyllis Cole served as the administrator of the Clinical Services Division atthe Center for Persons with Disabilities for over 24 years, as well as directing theFamily and Child Development Program. She was a clinical associate professor inboth psychology and special education at USU. Dr. Cole received the Human ServicesHonorary Life Member Award from the state of Utah in 1993, and retired emeritusstatus in 1999.

According to Dr. Sebastian Striefel, CPD Exemplary Services Director, “Phylliswas a very compassionate and caring person who was committed to helping, not onlythe children and families we serve, but also the students and staff who provided theservices. She found a way to connect with everyone, and she will be deeply missed fora long, long time.

Dr. Phyllis ColeMarch 7, 1924-March 25, 2000

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Sarah Rule, PhDAssociate Director

Directors 1999-2000

Marvin Fifield, EdDDirector

J. Dennis Odell, MDBiomedical

Ron Torres, MDBiomedical

Sebastian Striefel, PhDExemplary Services

Judith Holt, PhDInterdisciplinary Training

Richard N. Roberts, PhDResearch and Evaluation

John Copenhaver, METechnical Assistance

Richard Baer, PhDOutreach Division

Nancy YonkBusiness Office Manager

Alan Hofmeister, PhDTechnology

Sharon WestonAssistant to the Director

5

Advisory Board 1999-2000

Consumer CouncilParent Representative

Gilbert Duncan

Primary Consumer Representatives Helen Roth Blake Savage Becky Keeley Ron Mecham

Kenneth Lester

Student RepresentativePaul Vinck

Ex OfficioGordon Richins Marvin FifieldSarah Rule Sharon WestonPaul Wightman Jack Rudio

Gerard R. GiordanoChairman of the Board

Dean, College of Education, USU

Kirk AllenDirector of Special Education

Box Elder School District

Laurie BallamParent

Cathy ChamblessDirector, Governor’s Council

for People with Disabilities

Marvin FifieldCPD Director

Utah State University

Peter GerityVice President for Research


Thomas S. JohnsonDepartment Head, Communicative Disorders


Leslie GyllenskogDirector, Utah Division of Services

for Persons with Disabilities, Logan Office

Fraser NelsonExecutive Director

Disability Law Center

Marsha RawlinsParent/Medicaid Specialist

Utah Department of Health

Gordon RichinsCPD Consumer Liaison

Sarah RuleAssociate Director, CPD


Charles SalzbergDepartment Head, Special Education

and Rehabilitation


Beth SkidmoreParent

David SteinDepartment Head, Psychology


Sharon WestonAssistant to the Director, CPD


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CPD Director Retires

D r. Marvin Fifield retired as direc-

tor of the Center for Persons with

Disabilities on July 1, 2000. Fifield

first came to Utah State University in 1969 as the

chairman of Special Education, with an assignment

to develop the Center for Persons with Disabilities,

and has served as director for the past 30 years.

A citation honoring Fifield and his long-stand-

ing service was read by Senator Orrin Hatch at the

second session of the 106th Congress and is now

part of the United States Congressional record. A

copy of the record was presented to Fifield at his

retirement reception. The citation reads as follows:

“Mr. President, next month, friends, associates

and colleagues will gather at Utah State University

to honor Dr. Marvin G. Fifield, a remarkable man

whose entire professional career has been devoted

to improving the lives of those with learning or

developmental disabilities. While I stand in tribute

to my friend of many years, it is his body of work

over the span of forty-four years that does him

honor.

At his retirement on July 1, Dr. Fifield will have

served as the founder and Director of the Center

for Persons with Disabilities for thirty-three years.

He wrote the grant application, saw it funded, and

directed the creation of the Center. But is not the

Center alone that owes its existence to Dr. Fifield.

Over a thirty year period, he succeeded in writing,

achieving the approval and funding for over fifty

projects, with combined grants exceeding $60 mil-

lion. Without his skilled direction, numerous re-

gional mental health centers, rehabilitation and vo-

cational services, studies, and workshops would not

now be available. The Navajo Initiative in the De-

velopmental Disabilities program, the Indian

Children's Program, and the Native American Ini-

tiative Program all owe their start to this man.

Dr. Fifield's chairmanship and membership in

professional and community service organizations

bridge more than three decades and forty organiza-

tions. To this day, he chairs or serves on eight boards,

including serving as Chairman of the Hatch Utah

Advisory Committee on Disability Policy. He also

serves on the innovative Assistive Technology Work

Group. Marv was the first to champion assistive

technologies for people with disabilities or at least I

think he was the first, because he was the first to

tell me about this exciting field. Assistive technol-

ogy comprises all devices that improve the functional

capabilities of those individuals with disabilities.

Marv Fifield is so accomplished that his curricu-

lum vitae is not so much measured in pages as in

pounds.

In academe, an individual's worth is often mea-

sured by how widely they have been published. Dr.

Fifield has published seventeen books, chapters in

Dr. Marvin Fifield

7

books, or monographs; he has published twelve ref-

ereed journal articles, and seven non-refereed jour-

nal articles; he has published seven technical papers;

he has submitted ten testimonies and reports to con-

gressional and senate subcommittees; published

twenty-three final reports and research reports;

authored eleven instructional products, and has

authored ninety-one selected unpublished confer-

ence papers.

Marv Fif ie ld is soaccompl ished that hiscurriculum vitae is not somuch measured in pages asin pounds. —Senator Orrin Hatch

Dean Gerry Giordano, Dr. Marvin Fifield, andKelly Burton of Senator Orrin Hatch’s officedisplay a copy of the congressional citationawarded to Fifield.

Dr. Fifield has been a consultant to both national

and international organizations including the World

Health Organization. Among the richly deserved

honors bestowed upon him, he is the recipient of the

Leone Leadership Award, the highest honor an ad-

ministrator can receive. He was presented the

Maurice Warshaw Outstanding Service Award by

the Governor of the State of Utah and was twice

called to serve as a staff member on the Labor and

Human Resources Committee.

Since 1981, Marv Fifield has provided leadership

for my Utah Advisory Committee on Disability

Policy. The Disability Advisory Committee has be-

come a model for encouraging constructive dialogue

among diverse interests and points of view. The com-

mittee has often been able to develop consensus rec-

ommendations, which have helped me a great deal

over the years. I am most grateful to Marv for all his

efforts with the committee.

I want to wish him well as he enters the next chap-

ter in his already full life. I hope he will find retire-

ment rewarding. But, if he thinks he can escape con-

sulting with me and those in Utah who rely on his

quiet and good-natured leadership to achieve con-

sensus on matters of importance in disability policy,

he can forget it. I am here to announce that we are

not letting him off the hook. We need the benefit of

Marv's knowledge, his humor, and his diplomacy to

help us continue moving forward.

So, Mr. President, I rise today to pay a well-de-

served tribute to Dr. Marvin Fifield. But, I am not

bidding him farewell. On the contrary, I will be call-

ing on him often for the same solid advice and coun-

sel he has given to us for so many years.

The lives of countless thousands of disabled and

disadvantaged citizens have been enriched as a re-

sult of Marvin Fifield's work. As a result, our nation

will benefit for generations to come. It is a privilege

to honor him today. I am proud to call him a friend.”

“

”

8

Honors & Journal AppointmentsCENTER FOR PERSONS WITH DISABILITIES

Recognized for Exemplary Support of Assistive Technology1999 Council on Consumer Affairs

American Association for University Affiliated Programs for Persons with Disabilities.

MARVIN FIFIELD

Achievement Award, Heroes on the HillLegislative Coalition and the Governor’s Council for People with Disabilities

MARVIN FIFIELD

Outstanding National Contributor to the FieldAmerican Association of University Affiliated Programs

ALAN M. HOFMEISTER

Recognition for Improvement of Instructional Practice & Committment to LearningCache County School District

MARK S. INNOCENTI

Afton Tew Friendship Award of the YearInternational Student Council of Utah

Editorial Board, Journal of Early InterventionConsulting Editor, Topics in Early Childhood Special Education

Consulting Editor, National Head Start Association Dialog

ED O'LEARY

Oliver P. Kolstoe AwardCouncil for Exceptional Children, Division on Career Development and Transition

JILL MORGAN

Editorial Review Board, Utah ASCD JournalEditorial Review Board, The Teacher Educator

THOMAS RISK, ANNE MENDENHALL, TODD NEWMAN, JOHN JEON, JOHN WATKINS

“Child-to-Child” Video, Hope, Inc.National Telly Award

THOMAS RISK, TODD NEWMAN, ANNE MENDENHALL, JOHN JEON, JOHN WATKINS

“The Transition Program”, U.S. Department of HealthNational Telly Award

SARAH RULE

Associate Editor, Topics in Early Childhood Special EducationConsulting Editor, Journal of Early Intervention; Teacher Education and

Special Education; Education and Treatment of Children

SEBASTIAN STRIEFEL

Associate Editor, Journal for NeurotherapyGuest Editor, Applied Psychophysiology and Biofeedback

Guest Editor, Topics in Early Childhood Special Education

9

AccomplishmentsFrom Director Marvin Fifield

Amid the fireworks, the cheers and the

toasts that ushered in the 21st century,

we looked back with amazement at the

progress made in programs and supports for persons

with disabilities. During the last 50 years, particu-

larly, many of the complicated problems have been

addressed. We can prevent some disabilities from

occurring. Others can be detected very early, some-

times before they interfere with development. Many

limitations can be circumvented through the use of

technology and improved learning techniques. These

achievements we can look back on with pride. Per-

haps we should feel even greater pride in the attitu-

dinal changes that have occurred in society toward

people with disabilities and their families.

These, of course, were not stand-alone victories.

There is still much to be done in each of these areas.

Like the sorcerer’s apprentice, each time we slay a

problem, several others emerge.

The major challenges for the next century will

concern values, distributive justice, the nature of life

itself, and relationships. Even today, the major causes

of disabling conditions include violence, rage, in-

tolerance, and greed, for which medicine and sci-

ence have made little progress.

Progress, like opportunity, is sometime difficult

to see. Some of the most important advances are re-

flected in the day-to-day activities of providing ser-

vices and supports for consumers, teaching students,

completing research, and providing technical assis-

tance activities that make up the primary workscope

of the Center for Persons with Disabilities (CPD).

Data on these activities are presented in the report.

In addition to these ongoing accomplishments, each

year we are able to identify certain benchmarks of

progress which cumulatively make up the milestones

of center-wide initiatives.

With advances in communications technology

(Internet, satellite, televideo), a variety of shifts have

been made at the CPD to keep abreast and to apply

technology to the improvement of services and sup-

ports for persons wit disabilities. Accompanying

these technological advances is renewed concern

that persons with disabilities not be excluded form

access to new technology and the information it

conveys. An increasing concern of CPD faculty has

been providing web accessibility, captioning, au-

dio-description, and its real-time utilization.

This last year, the process of redefining the

Center’s interdisciplinary training and the activi-

ties that it supports and promotes has taken place.

This has been spearheaded by Dr. Judith Holt, the

new Director of Interdisciplinary Training. New ini-

tiatives have been designed and old ones rejuve-

nated.

Like the sorcerer’s

apprentice, each time we

slay a problem, several

others emerge.This report provides information on the many

separately funded research, training, technical as-

sistance, and service projects conducted by the

Center during the 1999-2000 fiscal year. The re-

port presents information about each individual

project, including a description of the project, its

accomplishments, the director or contact person,

and the source and amount of funding. This infor-

mation is provided to enable us to track themes and

trends that will become increasingly important in

the future and better position the Center and its fac-

ulty to contribute to changes in the field. Many ex-

citing things have been accomplished this past year.

We have attempted to capture these in the data and

descriptive information of this report.

This past year has been at time for regrouping

and reevaluation. Changes in personnel at Utah

State University and the Center have provided op-

portunities to reexamine the allocation of resources,

policies, and procedures of the past and reconsider

the most effective ways to address our mission and

goals as we move into the 21st century.

”

“

10

New Director Named

D r. Sarah Rule was namedas the new director of theCenter for Disabilities

July 1, 2000. Dr. Rule has servedas Associate Director at the CPDfor the past six years, and she di-rected the Outreach and Develop-ment Division at the CPD from1986-1994,. Dr. Rule holds the po-sition of Professor in the Depart-ment of Special Education at UtahState University, and has been af-filiated with the Center for the past18 years.

Dr. Rule received her bachelor’sdegree in psychology from theColorado College, her master’s de-gree in psychology from the Uni-versity of Pennsylvania, and herPhD in developmental and childpsychology from the University ofKansas. She has directed numer-ous research, service, and trainingprojects.

Dr. Rule currently serves as asso-ciate editor for Topics in EarlyChildhood Special Educationand as a consulting editor for theJournal of Early Intervention,Teacher Education and SpecialEducation and Education andTreatment of Children. She is therecipient of the Merle B. KarnesAward for Service to the Divisionfrom the Council for ExceptionalChildren, and has been widely pub-lished in books and professionaljournals.

In the months surrounding the transition ofleadership at the Center for Persons with Disabili-ties, many of us have tried to describe MarvinFifield's accomplishments as director and to expressour gratitude (and awe) regarding his achievements.I have assumed the director's position knowing thatwhile there is no filling Marv's shoes, we can followin his footsteps. The direction of these steps is quiteclear: The Center will continue in its efforts to part-ner with consumers and families, agencies, UtahState University, and policymakers to foster self de-termination for individuals with disabilities. Westrive to be partners in achieving meaningful sup-ports for consumers and their family members, toassist agencies in systems change, and to participatein the discovery and dissemination of knowledge thatinforms these efforts. We look forward to continu-ing the proud tradition as a University Center forExcellence in Developmental Disabilities Education,Research, and Service.

Dr. Sarah Rule

11

Current Organization

Exemplary Services

UTAH STATE UNIVERSITY

Central Administration

President George H. Emert

Vice President for Research

Assistant to the Director

Sharon Weston

CPD Advisory Board

Consumer Advisory Council

Interdisciplinary TrainingJudith Holt

Special Centers, Initiatives, & Programs

Outreach & DevelopmentRichard Baer

Research & EvaluationRichard N. Roberts

BiomedicalJ. Dennis Odell

Ron Torres

Administrative Support ServicesProgram Development and AdministrationCollaborative Early Childhood Spec. Ed/DistanceRural Personnel PrepCurriculum Reform/Distance EducationSPIES OutreachEarly Intervention/Early Childhood PersonnelWebAim

Family Resource LibraryCPD PublicationsCPD DisseminationBear River Adult Skill CenterIndividuals w/Challenging BehaviorEstimatorFamily Supports Today and TomorrowUtah Community Development Block Grant

Core Science ProgramsSBD.PAL Expert SystemCaptioning/Digital Video TechnologiesEmploying Persons with DisabilitiesLRBIStatewide Personnel Dev./ParaprofessionalsSchool-to-School ProjectValidated Instructional PracticesDev./Diss. Materials on AutismHawaii Monitoring ContractWashington Monitoring ContractEffective Drug and Violence PreventionDrug-Free School and Communities Evaluation

Clinical ServicesFamily & Child Development Program

Multidisciplinary TrainingUtah Multi-University ConsortiumSuper Vision Project

MPRRC

Technical AssistanceJohn Copenhaver

TechnologyAlan M. Hofmeister

Project InReachUtah Early Intervention Project (Follow-Up)Monitoring and Measuring Systems of CarePromoting Resilient Outcomes (PRO)Utah Frontiers ProjectOpening Doors into Rural CommunitiesFinding Utah’s Most-in-Need ChildrenOhio Financial StudyUtah REACH 2010 Demonstration ProjectTouch and Failure to Thrive (FTT)Bilingual Early Language and Literacy SupportsBridges in the Lives of Youth with Disabilities

MHC Abnormalities in AutismSpecialty ClinicsImmune Mechanism in Autism

Utah Assistive Technology ProgramIndian Children’s ProgramUtah Legislative Coalition for People with DisabilitiesUndergraduate Senior Design in ATInteragency Outreach Training InitiativeFamily Daycare Nutrition ProgramFundamentals of ATK-SAR Studios and Research

College of Education

CPD Director

Sarah Rule

Business Office

Nancy Yonk

12

Sources of FundingJuly 1, 1999-June 30, 2000

Funding Information

Distribution of FundingJuly 1, 1999-June 30, 2000

NIH3%

University18%

NIDRR 3%

Fees 5.5%HHS3%InHS

6.5%BIA.5%

FIPSE1.5%

MCH4%

OSEP9%OSERS

12%

State Servicesand Training

34%

Services28%

Research13%

Dissemination5%

Technical Assistance22%

Training18%

Administration 2%

InstructionalDevelopment

12%

Total Funding: $12,397,542

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Technical Assistance Topic Number of Hours

Administration..................................................................................... 434

Aging ................................................................................................... 825

Assistive Technology........................................................................... 826

Cultural Awareness .............................................................................. 214

Diagnosis/Evaluation............................................................................... 8

Disability Information ......................................................................... 396

Early Intervention.................................................................................. 16

Families/Parenting................................................................................. 11

Health Care.............................................................................................. 2

Inclusive Education ................................................................................. 2

IDT Team Process ................................................................................... 6

Information Referral............................................................................ 304

Intervention....................................................................................... 2,070

Leadership ........................................................................................... 205

Legal Rights ........................................................................................ 115

Prevention............................................................................................ 725

Positive Behavior Management............................................................... 4

Public Policy........................................................................................ 632

Recreation.............................................................................................. 10

Research .............................................................................................. 269

Residential ............................................................................................... 1

Transition............................................................................................. 190

Other .................................................................................................... 931

TOTAL HOURS ............................................................................. 8,196

TOTAL PARTICIPANTS ............................................................ 28,284

14

Proposals SubmittedPI TITLE SOURCE AMOUNTBaer, R. SAE house for BRASC Community Develop- $200,000

ment Block Grant

Baer, R. Integration and development of community- HHS/ADD $200,000based family support for Utah

Baer, R. Effective instructional materials and systems Utah Office $49,396continuation of Education

Blair, M.E. Accessible information techology for teachers USDOE $197,000

Boyce, G.C. InReach: Investigation of collaborative USDOE $179,999transition model from NICU to early intervention

Boyce, G.C. Utah FACT-continuation Utah Dept. of $20,000Human Services

Boyce, G.C. An investigation of daily stressors, coping OSERS $179,983responses and uplifts of adolescents withdisabilities

Boyce, L. Scaffolding of infants and parents: A Vygo- OSERS $75,997tskian approach to early intervention

Copenhaver, J. Regional Resource Center--year 3 OSERS $1,178,333

Copenhaver, J. New Mexico technical assistance State of New $59,000Mexico

Copenhaver, J. New Mexico technical assistance State of New $19,000supplement Mexico

Copenhaver, J. Cost-sharing by state of New Mexico for State of New $20,000RRC #5 Mexico

Fifield, M. Indian children’s program--continuation IHS $691,281

Fifield, M. Skill and competency-based training in HHS/ADD $82,683assistive technology for direct service providers

Fifield, M. Utah assistive technology program NIDRR $137,169Blair, M.

Fifield, M. Core administration HHS/ACYF $200,000Rule, S.

Goetze, L. Evaluation of the effects of central reimburse- USU Mineral $38,783ment for early intervention-year 2 Lease

Goetze, L. Financial study of Ohio’s statewide early State of $249,993intervention Ohio

15

Goetze, L. Bridges in lives of youths with disabilities: OSERS $179,999Community adjustment transition outcomes

Hofmeister, A.M. Core science programs-year 2 OSERS $147,890

Hofmeister, A.M. Adaptation of captioning standards for OSERS $119,202digital video technology-year 3

Hofmeister, A.M. Distance learning and dissemination of Utah Office $110,000validated behavioral practices-continuation of Education

Hofmeister, A.M. Paraeducation statewide staff development- Utah Office $117,000continuation of Education

Hofmeister, A.M. Transition satisfaction/SBD.PAL/development Utah Office $59,000of autism materials of Education

Innocenti, M.S. Finding Utah’s most in-need children USU Mineral $38,783Lease

Innocenti, M.S. Bilingual early language and literacy NICHD $300,000

Innocenti, M.S. From the beginnning of services: A longitudinal Utah Office $71,765project following children who began services of Educationbefore age 5

Innocenti, M.S. Mutual competence: Training in FACT Utah Office $12,854of Education

Innocenti, M.S. Mutual competence model for low income OSERS $324,656Boyce, G.C. children in daycare

Judd, D. Access project Brandeis $16,310University

Jump, V. Effects of infant massage on atypical OSERS $74,890developing infants and their families

Jump, V. Mother touch: Experimental study of NIH $471,374Innocenti, M. child neglect prevention intervention

Jump, V. Investigation of the psyiological develop- OSERS $308,431Boyce, G.C. mental, and emotional benefits of tactile

kinesthetic stimulation in the neonatalintensive care unit

Morgan, J. Supervision: A training program for teachers OSERS $169,980Ashbaker, B. and paraeducators-year 2

Odell, J.D. MHC associated abnormalities in autism University of $136,264Torres, R. continuation Utah

PI TITLE SOURCE AMOUNT

16

Roberts, R.N. Outcomes-based approach to evaluation OERI $256,730Behl, D. service coordination models

Roberts, R.N. Outcomes-based approach to evaluating OSERS $179,998service coordination

Roberts, R. N. Monitoring and measuring community- HHS/MCH $100,000based systems-Healthy People 2010

Roberts, R.N. Opening doors into rural communities HHS/MCH $249,999

Roberts, R.N. Monitoring and measuring community- HHS/MCH $199,999based systems of care-year 2

Roberts, R.N. Children’s learning opportunities Orlena Hawkins $30,000Puckett Institute

Rowland, C. Bridging the gap: Training for cultural FIPSE $125,459Crowley, S. competence in psychology

Rowland, C. Keeping WEB accessibility in mind: FIPSE $139,982Bohman, P. Curriculum to train postsecondary andEastmond, N. high school students

Rowland, C. Collaborative early childhood special Utah Office $135,000education program of Education

Rowland, C. Accessibility to learning environments: FIPSE $1,728,654Learning anytime, anywhere, for anyone

Rowland, C. Website accessibility: A consumer-driven CPD $12,583model of reform

Rowland, C. Curriculum reform: Development of FIPSE $80,945curriculum template in distance education

Rowland, C. CECSEP:Student Support USOE $30,000

Rowland, C. Mineral lease funds USU Research $35,562Crowley, C. Office

Rule, S. Collaborative program to prepare early OSERS $109,646intervention and early childhood specialeducation personnel--continuation

Rule, S. Postdoctoral program to develop cross- Spencer $33,934disciplinary expertise of researchers in Foundationeducation and disability

Rule, S. Statewide preparation of early childhod University $138,000multi-university consortium-year 3 of Utah


17

Status of Funding

Rule, S. Child nutrition project Utah Office $124,680Peck, J. of Education

Striefel, S. Augmentation of early intervention program Utah State $17,222Dept. of Health

Striefel, S. Family intervention project-continuation Utah State $503,000Dept. of Health

Taylor, M. Utah REACH:2010 demo project Utah CDC $137,169Judd, D.

Taylor, M. Enhancing child find for Hispanic OSERS $215,319Judd, D. populations

24

22

20

18

16

14

12

10

8

6

4

2

0‘81 ‘82 ‘83 ‘84 ‘85 ‘86 ‘87 ‘88 ‘89 ‘90 ‘91 ‘92 ‘93 ‘94 ‘95 ‘96 ‘97 ‘98 ‘99 ‘00

Year

Funded

Not Funded

Pending


18

No. of TotalTitle Instructor Students Credits

FHD2610 Parenting/child guidance Boyce 155 465

6520 Advanced child development Jump 5 15

HENV2280 Family economics: Gender, family & work roles* Boyce 159 477

Delgadillo

McFadden

MATHEMATICS1040 Statistics* Taylor 73 219

PSYCHOLOGY7250 Professional ethics and standards Striefel 9 27

7350 Practicum in school psychology Truhn 5 15

SPECIAL EDUCATION2010 Effective practices for paraeducators Likins 85 170

4000 Education of exceptional individuals* Pindirprolu 74 148

5530 Assistive and adaptive technology in education Blair 22 44

5530 Assistive/adaptive technoolgy for young children Deer 9 18

Rowland

5810 Practicum with infants and families Fiechtl 11 44

5730 Intervention strategies for young children with Fiechtl 3 9

disabilities

5820 Preschool practicum for young children with dis- Deer 3 12

abilities in community environments

5790 Super-vision for teachers and paraeducators Morgan 26 52

Ashbaker

5900 Independent study Deer 1 2

Rowland

6030 Clinical teaching* Deer 13 78

6790 Supervising and teaming with paraeducators in Likins 85 170

the provision of effective management strategies Andrews

Rowland

7340 Teaching internship Rule 1 2

7970 Dissertation* Rule 2 9

COMMUNICATIONS5210 Digital audio and video Risk 13 39

* Indicates courses taught more than one semester

Courses & Practica

19

Teaching

University courses taught by CPD staff ........................... 25

Number of departments...................................................... 6

Student credit hours generated .................................... 2,015

Number of Students ....................................................... 754

Interdisciplinary Training Program in Assistive Technology

Undergraduate ................................................................... 27

Project Stipends

Undergraduate/Certification .............................................. 66

Distance Student Advisement................................................. 42

Graduate Student Advisement

Doctoral committees chaired by CPD faculty................. 6

Doctoral committees served by CPD faculty ................ 25

Master’s committees chaired by CPD faculty............... 10

Master’s committees served by CPD faculty ................ 11

Student Support

Graduate assistantships .................................................... 36

Student employees ........................................................... 84

Other Student Support...................................................... 27

Teaching & Student Support

20

Publications & ProductsBOOKS AND CHAPTERS IN BOOKSBaer, R.D. (1999). Behavior principles trainer for families: Facilitators guide. Logan, UT: Utah State

University, Center for Persons with Disabilities.

Akers, A. & Behl, D. (1999). Service integration at the community level within early intervention systems.

In R.N. Roberts & P.R. Magrab (Eds.), Where children live: Solutions for serving young childrenand their families. Stamford, CT:ABLEX.

Boyce, G.C., Behl, D., & Johnson, T. (1999). Community efforts to counter the environment risks children

face. In R.N. Roberts & P.R. Magrab (Eds.), Where children live: Solutions for serving youngchildren and their families. Stamford, CT:ABLEX.

Roberts, R. N., & Magrab, P. R. (Eds.). (1999). Where children live: Solutions for serving young chil-dren and their families.Stamford, CT:ABLEX.

Roberts, R. N. (1999). Supporting families where children live: Community principles in action. In R. N.

Roberts & P. R. Magrab (Eds.), Where children live: Solutions for serving young children and theirfamilies.Stamford, CT:ABLEX.

Roberts, R. N., & Innocenti, M. S. (1999). Participatory realism: Defining the role of non-evaluator. In R. N.

Roberts & P. R. Magrab (Eds.),Where children live: Solutions for serving young children and theirfamilies. Stamford, CT: ABLEX.

Roggman, L.A., Boyce, L.B & Newland, L. (1999). Assessing mother-infant interaction in play. In C.E.

Schaefer, K. Gitlin-Weiner & A. Sandgrund, (Eds.), Play diagnosis and assessment, Second Edition.New York: John Wiley & Sons.

REFEREED ARTICLESDinnebeil, L., Hale, L., & Rule, S. (1999). Early intervention program practices that support collaboration.

Topics in Early Childhood Special Education, 19(4), 225-235.

Hammond, M. (1999). Managing personal assistance services. New Mobility, 10(69), 18-24.

Hoffman, D.A., Lubar, J.F., Thatcher, R., Sterman, M.D., Rosenfeld, P.J., Striefel, S. Trudeau, D., &

Stockdale, S. (1999). Limitations of the American Academy of Neurology and American Clinical

Neurophysiology Society paper on QEEG. Journal of Neuropsychiatry and Clinical Neurosciences,11(3), 401-407.

McGrady, A., Andrasik, F., Davies, T., Striefel, S. Wickramsekera, I., Baskin, S., Penzien, & Tietjen. (1999).

Psychophysiological therapy for chronic headache in primary care. Primary Care, 1(4), 96-102.

Morgan, J., & Ashbaker, B. (1999). What do you mean, the test's not valid? The importance of instructional

alignment. Theories and Practices in Supervision and Curriculum Vol. X, 23-26.

21

Roggman, L.A., Benson, B. & Boyce, L.B.

(1999). Fathers with infants: Knowl-

edge and involvement in relation to

psychosocial functioning and religion.

Infant Mental Health Journal, 20,

257-277.

Striefel, S. (1999). Is there working defini-

tion of applied psychophysiology

proposed by Schwartz too narrow/

restrictive? Applied Psychophysiologyand Biofeedback, 24(1), 11-19.

NONREFEREED ARTICLESAshbaker, B., & Morgan, J. (2000). Bilingual paraeducators: What we can learn from Rosa. NASSP

Bulletin 84(614), 53-56.

Baer, R.D., & Harper, R.L. (2000). Innovations in family support programs: Developing resources. CPDNews, 23(2), 3-5.

Behl, D. D., Akers, A. L., & Roberts, R. N. (1999). Addressing parent priorities through state-level policies.

CPD News, 22(2) 1-8.

Bohman, P. (2000). The applicability of the ADA to the internet. CPD News, 23(2), 1-2.

Chisholm, L. (1999). Does your child have dyslexia? Parent News, 23, 1-3.

Goetze, L. (2000). Ohio's early intervention program. Study seeks creative ways to fund EI programs.

FIN Facts, 7(6). Children's Hospital, Medical Center of Akron, Family Child Learning Center:

Akron, Ohio.

Hofmeister, A.M. (2000). Strategies for effective academic instruction: What is an instructional program?

The Utah Special Educator, 20(4), 4-5.

Morgan, J., (2000) Building a database relating to the employment, training and supervision of paraprofes-

sional staff. CPD News 23 (1), 1-3.

Risk, T. (2000). Delivery technologies for distance education and on-line support. CPD News, 23(2), 6-7.

Rowland, C. (1999). Curriculum reform: Development of a curriculum template for applied problem-

solving in distance-education learning communities. Fund for the Improvement of PostsecondaryEducation: Project Descriptions for 1999. Office of Postsecondary Education, U.S. Department of

Education, 139.

22

Rowland, C. (1999). Accessibility to learning environments: Learning anytime, anywhere, for anyone.

Fund for the Improvement of Postsecondary Education: Project Descriptions for 1999. Office of

Postsecondary Education, U.S. Department of Education, 242.

Rowland, C. (1999). PBS Adult Learning Service partners to improve access for those with disabilities.

Agenda: The PBS Adult Learning Service Magazine, 26.

Rowland, C. & Smith, T. (1999). University Affiliated Programs face website accessibility issues. CPDNews, 22(3), 5-7.

Rowland, C. (1999). Website accessibility. The Power of Independence, 1-2.

OTHERAshbaker, B.Y., & Morgan, J. (1999). Responding to changes in the teacher's role: Super-Vision: A

model training program for strengthening teacher-paraeducator teams. 1999 CSPD Conference

Monograph.

Ashbaker, B.Y., & Morgan, J. (1999). The 'S' in ASCD: Teachers supervising paraeducators forprofessional development. (ERIC Document Reproduction Service No. ED 432 561).

Baer, R.D. (1999). One year follow-up of Utah students exiting special education in 1996-1997. Salt

Lake City, UT: Utah State Office of Education, Services for Students At-Risk.

Baer, R.D. (1999). Issues in severe discrepancy measurement: A technical assistance paper for specialeducators. Logan, UT: Utah State University, Center for Persons with Disabilities.

Baer, R.D. (1999). Behavior principles trainer for families: A parents guide to teaching children to

behave. (manual and software program). Logan, UT: Utah State University, Center for Persons with

Disabilities.

Baer, R.D., & Althouse, B. (1999). Estimator: Version 7.0. (manual and software). Logan, UT: EIMS

Corporation.

Hammond, M. (1999). Utah disability resources; Toys for children with disabilities; Internet Re-sources for parents and families; Transition planning for success in adult life. UATP, Utah State

University: Logan, UT.

Hammond, M., & Menlove, M. (1999). Helping students with visual disabilities; Helping students withlearning disabilities; Helping students with mobility disabilities; Helping students with auditory/hearing Loss; Students and assistive technology: Helpful hints. UATP, Utah State University:

Logan, UT.

23

Hofmeister, A.M. (2000). Reading tutors program: River Heights School (videotape). Logan, UT: Utah

State University, Center for Persons with Disabilities.

Hofmeister, A.M. (2000). When every minute counts (videotape). Logan, UT: Utah State University,

Center for Persons with Disabilities.

Hofmeister, A.M. (2000). Functional assessment and intervention program (software program). Salt

Lake City, UT Utah State Office of Education and University of Utah. Logan, UT: Utah State Univer-

sity, Center for Persons with Disabilities.

Hofmeister, A.M. (2000). IDM: Fundamentals of spelling (CD-ROM program). Logan, UT: Utah State


Hofmeister, A.M., Findlay, P.H., & Willis, P. (2000). Reading for all learners program. Set 7, Logan, UT:

Utah State University, Center for Persons with Disabilities.

Hofmeister, A.M., & Findlay, P.H. (2000). Reading for all learners program. Set 6, Logan, UT: Utah

State University, Center for Persons with Disabilities.

Morgan, J., & Ashbaker, B. (1999). What was your motivation to attend this training? A survey ofCalifornia paraeducators. Logan, UT: Utah State University.

Morgan, J. (1999). Teacher training in relation to working with and supervising learning supportassistants in the United Kingdom: An executive summary. Logan, UT: Utah State University,

Center for Persons with Disabilities.

Morgan, J, & Ashbaker, B.Y. (1999). Super-Vision: A model training program for strengtheningteacher-paraeducator teams. Abstracts of the 1999 China-U.S. Conference on Education.

Roberts, R.N., Jump, V., Gutshall, N., Morris, C. T., & Seanez, P. (1999). Nations in Harmony: NativeAmerican early childhood intervention programs. Maternal and Child Health Bureau: Washington,

DC.

Roberts, R. N., Akers, A., & Behl, D. (1999, July). Measuring success for healthy people 2010: Aworking document. Maternal and Child Health Bureau: Washington, DC.

Rule, S. (1999). A program to prepare doctoral level special educators with an early childhoodemphasis area. Final Report, Logan, UT: Utah State University, Center for Persons with Disabilities.

Rule, S., & Rowland, C. (2000). Preparation of rural personnel to serve young children with disabili-ties and their families: A multi-university consortium. Final Report, Logan, UT: Utah State


24

Workshops & Regional Presentations

Services to Consumers Project Number of Clients

Interdisciplinary Treatment/Evaluation 504

Specialty Clinics 194

Clients Served in Support Projects 2,412

Utah Assistive Technology Project 2,200

TOTAL CLIENTS SERVED 5,310

Topic Number of HoursAdministration 27Aging 4Assistive Technology 21Child Welfare 10Community Inclusion 2Cultural Awareness 3Diagnosis/Evaluation 6Disability Information 9Early Intervention 12Ethical Issues 10Families/Parenting 11Genetics 6Human Growth and Development 2HeadStart 2Inclusive Education 4Intervention 12Leadership 18Neglect/Abuse 1Prevention 12Public Policy 3Research 4

Other 103

TOTAL HOURS 282TOTAL PARTICIPANTS 5,076

25

National PresentationsAkers, J.F. & Innocenti, M.S. (12/13/99) Interventions through an ecocultural perspective, Zero to

Three, Anaheim, CA.

Akers, J.F., Innocenti, M.S. & Morrison, T. (12/10/99) Increasing trainers and home visitor’s effective-ness using the model of mutual competence, Division for Early Childhod, Washington, DC.

Blair, M.E. (9/8/99) Assistive technology: Depend on it for independence, American Association of

Spinal Cord Injuries, Las Vegas, NV.

Blair, M. (3/25/00) Whaddya know: Utah’s AT training programs, Technological Persons with Disabili-

ties Conference, Los Angeles, CA.

Boyce, L.K., Roggman, L.A. & Whittaker, N.D. (6/12/00) Mother-infant play: Influences of poverty anddisability. Head Start National Research Conference, Washington, DC.

Carta, J.J. & Innocenti, M.S. (12/10/99) Resilience: Learning from families who beat the odds, Division

for Early Childhood, Washington, DC.

Copenhaver, J. (7/19/99) Providing special education services for students with special health careneeds, International Special Education Conference, Sydney, Australia.

Copenhaver, J. (3/6/00) Serving students with special health care needs, Pacific Rim Conference,

University of Hawaii, Honolulu, HI.

Innocenti, M.S., Roberts, R.N., Akers, J.F., Boyce, G.C. & Goetze, L.D. (12/10/99) Exploring practicalissues in participatory evaluation, Division for Early Childhood, Washington, DC.

Innocenti, M.S. (1/13/00) A blueprint for partnering with families, Head Start Institute, Washington, DC.

Innocenti, M.S., Roberts, R.N., Bruder, M.B., Greer, M.H., Dunst, C., & Fewell, R. (3/3/00) Is Part Cliving up to expectations? Issues and directions, Council for Exceptional Children 2000,

Vancouver, Canada.

Latham, G. (7/19/99) Behind the schoolhouse door: Skills every teacher should have, International

Association for Special Education, Sydney, Australia.

Latham, G. (12/15/99) Behind the schoolhouse door: Eight skills every teacher should have, Zinman

College of Physical Education, Netanya, Israel.

Latham, G. (12/16/99) Preventing childrens’ violence: A national commitment of parents and educa-tors, Emek Yezreel Academic College, Emek Yezreel, Israel.

Latham, G. (12/17/99) The making of a stable family, Emek Yezreel Academic College, Emek Yezreel,

Israel.

26

Latham, G. (12/17/99) How to deal with anti-social behavior of children at home, Emek Yezreel

Academic College, Emek Yezreel, Israel.

Miller, D. (9/28/99) Development of the BIA policy and procedures document to address Section 612(a) of IDEA, Bureau of Indian Affairs, Washington DC.

Morrision, T.A. & Roggman, L.A. (4/15/00) Relations among mother’s parenting strategies, parentingstress, psychological well-being and ratings of preschool child competence, Southern Society

for Research in Human Development, Eureka Aprings, AR.

Raymond, S. (11/11/99) Third annual mission possible: Building bridges with assistive technology,Rocky Mountain Collaborative Conference, Denver, CO.

Roberts, R.N. (7/9/99) Measuring success for healthy people 2010: A working document, DSCSHN

Cooperative Agreements Meeting, Washington, DC.

Roberts, R.N. (7/15/99) Preventing child abuse and neglect through home visiting: Informing practicewith research, International Family Violence Research Conference, New Hampshire, CT.

Roberts, R.N. & Thomas, C. (8/1/99) Cultural competence in public health programs: Examples fromNative American Tribes, Rocky Mountain/Southwest Maternal and Child Health Public Health

Summer Institute, Durango, CO.

Roberts, R.N. (8/2/99) Community assessment, Rocky Mountain/Southwest Maternal and Child Health

Public Health Summer Institute, Durango, CO.

Roberts, R.N., Behl, D., Akers, A., & Clayton, L. (12/12/99) Using participatory action research tointegrate services in communities, DEC Early Childhood Conference on Children with Special

Needs, Washington, DC.

Roberts, R.N., Behl, D., Akers, A., & Clayton, L. (12/13/99) Supporting communities in servicesintegration efforts: A PAR approach to evaluation, DEC Early Childhood Conference on

Children with Special Needs, Washington, DC.

Roberts, R.N. (3/2/00) Defining disability from a cultural perspective: The example of Navajo reserva-tion families, Society for Applied Anthropology 2000, San Francisco, CA.

Roberts, R.N., Strickland, B., Stettner-Eaton, B., Greer, M., & Rasbold. R. (3/14/00) Early intervention:Key issues in implementing IDEA/Part C, Association of Maternal and Child Health Programs,

Washington, DC.

Roberts, R.N., Spiker, D., & Harbin, G. (4/14/00) What are appropriate outcomes for programsestablished under Part C legislation and how should they be measured? Conference on

Research Innovations in Early Intervention, San Diego, CA.

27

Roggman, L.A. & Cook, G.A.

(6/12/00) Assessing the qualityof home visits in early HeadStart. Head Start National

Research Conference, Washing-

ton, DC.

Rowland, C. & Fiechtl, B. (12/10/99)

The 21st century: Vision ornightmare for preparingpersonnel at a distance,

Division for Early Childhood,

Council for Exceptional

Children, Washington, DC.

Rowland, C. & Olson, D. (10/9/99) Web-mediated environments for hands-on, minds-on learning,

Project Director’s Meeting, Washington, DC.

Rowland, C. & Olson, D. (10/26/99) Development of a curriculum template for applied problem-solving in distance education learning communities, WebNet ’99, Honolulu, HI.

Rule, S. & Fiechtl, B. (11/11/99) In synch with societal change: Program evaluation to improve teacherperformance, Council for Exceptional Children, Palm Springs, California.

Rule, S. & Lancelot, B. (1/31/00) Project SPIES (Strategies for Preschool Intervention in EverydaySettings), Office of Special Education and National Early Childhood Technical Assistance Na-

tional Meeting, Washington, DC.

Striefel, S. (7/9/99) Adjunctive techniques and cognitive interventions, Applied Psychophysiology and

Biofeedback, Denver, CO.

Striefel, S. (7/9/99) Professional conduct, Association of Applied Psychophysiology and Biofeedback,

Denver, CO.

Striefel, S. (9/9/99) Professional conduct in neurofeedback, Association of Applied Psychophysiology

and Biofeedback, Marco Island, FL.

Striefel, S. (9/9/99) Adjunctive techniques in neurofeedback, Association of Applied Psychophysiology

and Biofeedback, Marco Island, FL.

Torres, A.R. (9/30/99) Aspects of autism, National Institute of Health, Manassa, VA.

28

1.0 ADMINISTRATION & DEVELOPMENT1.1 Administrative Support Services................................................................................Sarah Rule

1.2 Program Development and Administration................................................................Sarah Rule

1.3 Utah Legislative Coalition for Persons with Disabilities ...........................................Marvin Fifield

1.4 K-SAR Video Production and Distance Learning .....................................................Thomas Risk

2.0 DISSEMINATION2.1 CPD Dissemination....................................................................................................Richard Baer

Marlene Deer

2.2 CPD Publications .......................................................................................................Richard Baer

Marlene Deer

2.3 Family Resource Library ...........................................................................................Linda Chisholm

3.0 EXEMPLARY SERVICES3.1 Family and Child Development Program ..................................................................Sebastian Striefel

3.2 Bear River Activity and Skill Center .........................................................................Richard Baer

3.3 Clinical Services .......................................................................................................Sebastian Striefel

3.4 Family Day Care Nutrition Program..........................................................................Jean Peck

3.5 Indian Children’s Program .........................................................................................Marvin Fifield

3.6 Specialty Clinics ........................................................................................................Dennis Odell

3.7 The Utah Assistive Technology Program...................................................................Marty Blair

3.8 Integration and Development of Community Based Supports for Utah ....................Richard Baer

3.9 Utah Community Development Block Grant.............................................................Richard Baer

4.0 INSERVICE TRAINING4.1 Collaborative Early Childhood Special Education/Distance Education ....................Cyndi Rowland

4.2 Fundamentals of AT: Skill and Competency-Based Training ....................................Marty Blair

4.3 Super Vision Project...................................................................................................Jill Morgan

4.4 Interagency Outreach Training Initiative ...................................................................Sarah Rule

5.0 INSTRUCTIONAL DEVELOPMENT5.1 Core Science Programs ..............................................................................................Alan Hofmeister

5.2 Curriculum Reform/Distance Education....................................................................Cyndi Rowland

5.3 Behavior Management for Families of Individuals with Challenging Behavior .......Richard Baer

5.4 Estimator ....................................................................................................................Richard Baer

5.5 SPIES Outreach..........................................................................................................Sarah Rule

Robert Cook

5.6 Development of SBD.PAL Expert System.................................................................Alan Hofmeister

5.7 Adaption of Captioning of Standards for Digital Video Technologies ......................Thomas Risk

5.8 Videotape Project--Employing Persons with Disabilities ..........................................Alan Hofmeister

5.9 State-Wide Telecommunications-Based Training Program .......................................Alan Hofmeister

6.0 PRESERVICE TRAINING6.1 Multidisciplinary Training .........................................................................................Judith Holt

6.2 Preparation of Rural Personnel to Serve Children with Disabilities..........................Sarah Rule

6.3 Program to Prepare Early Intervention/Early Childhood Special Ed. Personnel.......Sarah Rule

6.4 Utah Multi-University Consortium ............................................................................Sarah Rule

6.5 Undergraduate Senior Design Program in Assistive Technology ..............................Beth Foley

6.6 Preparing Doctoral Level Special Educators with an Early Childhood Emphasis ....Sarah Rule

Project Directory

29

7.0 RESEARCH7.1 Evaluation of Effects of Central reimbursement System Point of Entry ...................Linda Goetze

on Indiana’s Early Intervention System

7.2 Longitudinal Study of Early Intervention Costs, Effects and Benefits ......................Linda Goetze

7.3 A Financial Study of Ohio’s Statewide Early Intervention Services..........................Linda Goetze

7.4 Bridges in the Lives of youth with Disabilities..........................................................Linda Goetze

7.5 Immune Mechanism in Autism ..................................................................................Dennis Odell

Ron Torres

7.6 MHC Associated Abnormalities in Autism ................................................................Dennis Odell

Ron Torres

7.7 Monitoring and Measuring Community Based Integrated Systems of Care .............Richard Roberts

Matthew Taylor

7.8 Mutual Competence Training in FACT......................................................................Richard Roberts

Diane Behl

7.9 Promoting Resilient Outcomes .................................................................................Mark Innocenti

7.10 Touch and Failure to Thrive ......................................................................................Vonda Jump

7.11 Utah Early Intervention Project Follow-up ...............................................................Mark Innocenti

7.12 Utah Frontiers Project ...............................................................................................Glenna Boyce

7.13 InReach .....................................................................................................................Glenna Boyce

7.14 Bilingual Early Language and Literacy Support.......................................................Mark Innocenti

7.15 Descriptive Study of the Children and Families Served by the FACT Initiative ......Glenna Boyce

7.16 Biofeedback...............................................................................................................Sebastian Striefel

8.0 TECHNICAL ASSISTANCE8.1 Development and Dissemination/Materials on Autism..............................................Alan Hofmeister

8.2 Development of Transition Satisfaction Survey ........................................................Alan Hofmeister

8.3 Hawaii Monitoring Contract ......................................................................................Margaret Lubke

8.4 LRBI Quality Implementation Training Tapes...........................................................Alan Hofmeister

8.5 Mountain Plains Regional Resource Center ..............................................................John Copenhaver

8.6 Opening Doors into Rural Communities....................................................................Richard Roberts

Adrienne Akers

8.7 Safe and Drug-Free Schools and Communities Evaluation.......................................Margaret Lubke

8.8 Statewide Personnel Development/Paraprofessionals in Special Education .............Alan Hofmeister

8.9 Web Accessibility in Mind (WebAIM) ......................................................................Cyndi Rowland

8.10 Effective Instructional Practices - ASAP Project ......................................................Alan Hofmeister

8.11 Evaluation of Schools in ASAP project.....................................................................Alan Hofmeister

8.12 State of Washington Monitoring Contract.................................................................Margaret Lubke

8.13 Utah Center for Effective Drug and Violence Prevention.........................................Margaret Lubke

8.14 Finding Utah’s Most-In-Need Children ....................................................................Mark Innocenti

8.15 Utah REACH 2010 Demonstration Project ..............................................................Matthew Taylor

8.16 General Curriculum School-to-School Project .........................................................Alan Hofmeister

8.17 Technical Assistance Document - Validated Instructional Practices.........................Alan Hofmeister

8.18 Evaluation of Projects Funded by the Utah Governor’s Council..............................Richard Baer

8.18 Bureau of Indian Affairs Compliance Monitoring ....................................................Margaret lubke

30

Project Descriptions1.0 ADMINISTRATION & DEVELOPMENT

1.1 Administrative Support ServicesContact Person(s): Funding:Sarah Rule Utah State Legislature, ADD 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 purchasingservices; procedural assistance with university reporting and regulations; and assistance to consumers and families.

Accomplishments:Core support funds from ADD were used to partially fund administrative support for the various projects and activitiesconducted at the CPD, and to provide monitoring, bookkeeping, budgeting, and information services. These fundssupported technical assistance to the Governor’s Council for Developmental Disabilities and other service agenciesconcerned with persons with disabilities, and program development and promotion.

1.2 Program Development and AdministrationContact Person(s): Funding:Sarah Rule U.S. Department of Health and Human Services,

ADD $200,000

Description:Core support for the administration and program development activities of the CPD has been provided by the Adminis-tration on Developmental Disabilities since the Center was established in 1972. Support is used to strengthen thebusiness office, center administration, and supervisory support for interdisciplinary training, dissemination, exemplaryservices, and evaluation. All CPD faculty who receive support by ADD core funding provide technical assistance andconsultation to federal, state, and local service agencies to help link resources, disseminate information, and provideservice systems for individuals with developmental disabilities.

Accomplishments:Core support from ADD was used to: (1) Facilitate the administration of the Center and monitor programs and projectsconducted under the direction of the CPD. Currently, 65 separate training, service, research, technical assistance, ordissemination projects are conducted by the CPD and its seven divisions. (2) Facilitate the philosophy of interdiscipli-nary training across all CPD projects and target Center activities towards the needs of individuals with developmentaldisabilities. (3) Support and provide technical assistance to the Utah Governor’s Council for People with Disabilities.Such technical assistance activities included conducting studies, surveys, planning, interpreting data, reporting onresearch findings, testifying, providing training, and conducting demonstrations and needs assessments as requested.CPD directors attend planning meetings with the state council and state service agencies on a regular basis. Documents,reports, and planning strategies are developed as a product of these and other committee assignments. (4) Promoteprogram development by leveraging ADD funds. Last year the $200,000 of ADD funds helped project staff develop 58proposals and service contracts. The list of grants submitted this past year is contained in this annual report along withdescriptions of projects, accomplishments, and sources of funding for each of the projects.

1.3 Utah Legislative Coalition for Persons with DisabilitiesContact Person(s): Funding:Marvin Fifield Utah Governor’s Council for Persons with

Disabilities $45,000

Description:The Utah Legislative Coalition for People with Disabilities Project is supported by many disability organizations inUtah, including the CPD, the Governor’s Council for People with Disabilities, the Disability Law Center, statedisability 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 becomeslaw, and how to work with legislators. The Coalition identifies legislation which will improve services and programsfor citizens with disabilities and tracks these bills through the legislative session. Training and technical assistance onlegislative issues and state appropriations are also provided to the legislature. Information generated by the variousresearch and demonstration activities of the CPD is used as appropriate by Coalition members and the Utah StateLegislature.

31

Accomplishments:The assignment of the project coordinator of theCoalition is to conduct monthly workshops forparents, advocacy groups, and other Coalitionmembers. In these workshops, participants are taughthow bills become law and how they can make adifference through advocacy. Over 350 parents andconsumers participated in Coalition workshops thislast year. In addition, special workshops were held formembers of the Utah State Legislature to acquaintthem with the needs of people with disabilities. Thisproject also provided feedback to the CPD faculty onissues of primary interest to consumer groups andstate service agencies. CPD faculty and other expertsprovided testimony to legislative subcommittees whenrequested. This project also provided feedback to theCPD faculty on issues of primary interest to consumergroups and state service agencies.

This year the Legislative Coalition for People with Disabilities was primarily successful in procuring additional statefunding for the Utah independent living programs, assistive technology, special education, health, and the Division ofServices for People with Disabilities. A complete summary and a report from the nine Coalition subcommittees weredistributed in the July 2000 newsletter, Coalescence.

1.4 K-SAR Video Production and Distance LearningContact Person(s): Funding:Thomas Risk Fees for Services

Description:K-SAR Video Production Facility is an award-winning, state-of-the-art multimedia production facility located at theCenter for Persons with a Disabilities. K-SAR has a full-time professional production staff with a variety of technicalskills in production, post-production, graphic and Internet web page development.

Accomplishments:K-SAR produces programs in Beta SP format, and Digital DVC-PRO format for programs that need digital compres-sion. Editing in either format is also provided with a variety of alternative costs for any project needs.

K-SAR provides compressed video teleconferencing and desktop video conferencing for distance education. Inaddition, K-SAR provides DVD authoring for DVD-video or DVD-ROM at minimal cost. Live webcast and video-on-demand development is also available through K-SAR, tapping into the exploding field of information available on theinternet.

2.0 DISSEMINATION2.1 CPD Dissemination

Contact Person(s): Funding:Richard Baer CPD $12,000Marlene Deer

Description:The Products Initiative of the CPD serves as a major vehicle for dissemination of print, video-based and softwarematerials to assist people with disabilities and their families. The Outreach Division publishes aprint and online electronic catalog of products in the areas of academics, assessment, assistive technology, behaviormanagement, collaboration, consumer information, early childhood, effective instruction, inclusion, individualizededucation, parent resources, rehabilitation counseling, Section 504, and vocational skills. The electronic catalog appearson the CPD’s Web page. Finally, extensive mailing lists have been developed to target products for particular consumergroups such as special educators, early interventionists, vocational rehabilitation counselors, adult service providers,etc. The Outreach, Development, and Dissemination Division also supports the dissemination efforts of other divisionsand projects by offering photocopying, fax, binding, and a variety of other services.

32

Accomplishments:This year more than 290 products were disseminated through catalog sales totaling approximately $6,000. Photocopy-ing, fax, and other services also totaled approximately $6,000.

2.2 CPD PublicationsContact Person(s): Funding:Richard Baer CPD $20,000Marlene Deer

Description:The CPD Outreach Division prepares and disseminates, free of charge, three periodic publications of interest to variousgroups. CPD News offers articles of interest to the professional community and each issue is disseminated internation-ally to approximately 2,700 subscribers quarterly. Research by CPD staff is often featured, allowing for quickerdissemination than that offered by most professional publications. Parent News features articles designed to be helpfulto families of children with disabilities; 1,900 issues are disseminated quarterly. Finally, Enables is published fall andspring semesters each year , reaching an audience of about 3,300 at Utah State University. Its primary purposes are toraise the consciousness of the university community concerning students and other persons with disabilities.

Accomplishments:This year, 10,800 issues of CPD News have been published. Seven thousand six hundred issues of Parent News havebeen published, 6,600 issues of Enables have been published.

2.3 Family Resource LibraryContact Person(s): Funding:Linda Chisholm CPD $1,000

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 listedin a catalog available upon request. Procedural information and technical assistance are available to groups andagencies interested in replicating the library.

Accomplishments:During the year, 242 books and videos were loaned to 90 families and professionals. One hundred and forty catalogswere distributed upon request.

3.0 EXEMPLARY SERVICES3.1 Family and Child Development Program (FCDP)

Contact Person(s): Funding:Sebastian Striefel Utah Department of Health $566,200

Medicaid $140,000.00

Description:This program is contracted by the Utah Department of Health to serve families with infants or toddlers from birth toage three who have developmental delays, diagnosed conditions or syndromes. The intent of the program is to providefamily-focused infant/toddler services in Rich, Box Elder, and Cache Counties in the natural environment of the child,therefore enhancing child development and supporting the family. Individual family service plans are developed foreach child and family, and are updated as needed and on an individual basis.

Accomplishments:Services for children birth to three years of age and their families have included: 1) speech/language therapy;2) physical therapy; 3) occupational therapy with emphasis in sensory and feeding issues; and 4) interventions in theareas of learning skills, behavior and self-help . All services are provided by licensed, certified professionals. Duringthe reporting period, the number of children served included the following; 280 on referral status, 266 receiving fullservices, 209 on the tracking or at risk program, 405 on referral, service , and transition. Each child had a transitionprogram developed at least three months prior to reaching his/her third birthday. Children who did not meet eligibilityrequirements and were at risk for developmental delay were placed on a tracking program. Staff members providedservices and parent/caregiver education in the home, daycare, FCDP preschool, center, during family routines andactivities, and other natural environment settings of the child. They also attended staffings, inservices, and receivedtraining towards credentials, as well as cooperating with research conducted by the Early Intervention Research

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Institute. The majority of staff have received their Baby Watch credential through the Baby Watch EIP for specializedtraining as an EI Specialist II. Family fees were continued in accordance with new state legislation which is on adonation basis. Local interagency contracts are in effect with the four local school districts. Other interagency agree-ments in effect are; Early Head Start, Migrant Head Start, Department of Human Services, USU Department of SocialWork, and USU Department of Special Education.

The progam has served as a training site for students from the following departments: 1) Social Work, Bachelor’s level,two students; 2) Communication Department, Master’s level, eight students; 3) Special Education Department,Bachelors level, three student teachers and eleven observation and family service providers; 3) Psychology, Doctoratelevel, one student; and 4) Family and Human Development, Bachelor’s level, one student. The program has providedletters of support and/or on-going support for Migrant Head Start, Early Head Start, Ahead Project, Finding Utah’sMost-in-Need Children, QUEST, Scaffolding of Infants and Parents: A Vygotskian Approach to Early Intervention, andthe Interdisciplinary Training Committee for the Center for Persons with Disabilities. Continuous program improve-ment has been accomplished through the Public Awareness and Child Find activities which have included sponsoring ofthe National Stand for Children days, presenting at local hospitals to the nurses and pediatricians, presenting at WICfunctions, Cache Community Health Agency, Department of Child and Family Services, and other communityagencies, and visiting with and informing local physicians of the program. The development of new material for ChildFind and understanding of the program has included new program brochures in Spanish and English, an updatedFamily Handbook, and a web site. The program staff developed and implemented a sophisticated computerizedManagement Information System that is helping staff identify ways to improve program quality, and increase staffefficiency by saving time, generating reports, and improving management and supervision.

3.2 Bear River Activity and Skill CenterContact Person(s): Funding:Richard Baer Department of Human Services $459,000;

Utah State Office of Rehabilitation $22,000;Bear River Association of Governments $4,000

Description:BRASC provides training in functional, academic, social, daily living, and prevocational skills to adults with disabili-ties. Job development and placement services are provided utilizing competitive job-based training and supportedemployment service delivery models. In addition, BRASC offers family support services including respite, latch key,and summer recreation. Finally, supported living service were added to BRASC service offerings this year.

Accomplishments:BRASC serves more than 100 consumers from Logan to Bountiful. Its goal is to assist consumers in developingindependent living and community integration skills. Individualized training is provided in all areas necessary toaccomplish this goal. Much effort is directed toward vocational and prevocational training at both central and work-place locations. A mobile work crew provides custodial services and yard care for businesses, agencies, and individualswithin the community. Additionally, BRASC workers maintain camping areas. A joint venture with the local SeniorCitizens’ Center to provide federally mandated services for seniors by hiring the mobile work crew was initiated in1991 and is now receiving ongoing funding from the Bear River Association of Governments (BRAG). BRASC alsoprovides a community-based supported retirement program to individuals with disabilities over 55 years of age. Thisyear BRASC negotiated with the Utah Division of Services for People with Disabilities to expand its services toinclude residential support. It also established a family support program in Bountiful at the request of families in thearea.

3.3 Clinical ServicesContact Person(s): Funding:Sebastian Striefel Client Fees $78,582

Description:Clinical Services staff strive to develop and maintain exemplary service programs for clients to assure that client needsare met in a professional and ethical manner. Clinical Services serves as a clinical training site for USU students andthe identified child clinical training practicum site for doctoral level psychology students at USU. The programfinancially 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 andfamilies, and to adults with suspected learning or attentional problems or developmental disabilities. Referrals comefrom community agencies, school personnel, physicians, and private individuals. Additionally, Clinical Services staffprovide disability evaluations for children and adults referred by Disability Determination Services for residents of the

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northern region of Utah. Clinical Services staff also provides consultation services to community agencies, and the staffworks cooperatively with other Center Divisions and community agencies on direct client services programs, training,and research projects.

Accomplishments:During the past year, Clinical Services provided 900 hours of child clinical training to five students in child clinicalpracticum, 2,000 hours of advanced child clinical training to two psychology students, 1,000 hours of supervisedpractice to two psychologists for licensure, 35 hours of supervised practice to a special education undergraduatestudents, and preservice and inservice training to other programs. Clinical Services staff conducted two Social Skillsgroup training sessions, and participated in the norming process of four new standardized assessment instruments for amajor publisher. Additionally, staff served on the Ethics Committee at Sunshine Terrace, Citizens Foster Care ReviewBoard, Utah Children’s Mental Health Task Force, Utah State Mental Health Collaboration Committee, and the Boardof the Society for Neuronal Regulation. Clinical Services members also served as President of the NeurofeedbackDivision of the Association for Applied Psychophysiology and Biofeedback, and on the Multicultural Committee of theAAUAP as well as serving in numerous other organizations and as editorial staff for several publications. Staffpublished one book chapter and seven refereed journal articles, presented five workshops, one paper and one postersession at national/international conferences, provided comprehensive evaluations and/or treatment to 243 new clientsduring the year, wrote program goals and objectives for three years, implemented a computerized practice managementsystem for client records, and implemented the use of Individualized Learning Contracts with students.

3.4 Family Day Care Nutrition ProgramContact Person(s): Funding:Jean Peck USOE $125,000

Description:This project administers the child nutrition program for family home daycare providers. Providers receive training instandards 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 theprogram, with more than 1,850 children receiving services. Quarterly workshops were held for daycare providers.

3.5 Indian Children’s ProgramContact Person(s): Funding:Marvin Fifield Indian Health Services $835,000

Description:This program provides diagnostic, training, and technical assistance services to Indian children referred by the BIA,Indian Health Services, and tribal organizations for the Navajo, Hopi, and multi Pueblo Reservations in New Mexico,southern Colorado, and southern Utah. The program is administered by the CPD as a consortium with the UAPs in NewMexico and Arizona as consortium members. An organizational consortium and management structure providesdirection 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 referredwho are unable to obtain services from other resources.

Accomplishments:The Indian Children’s Program has been providing services since January, 1990. The project has provided assessmentand treatment services to over 3,000 Indian children and their families. In addition, ICP staff have logged over 500 staffhours this year in training, presentations, and technical assistance activities.

During this year the Indian Children’s Branch of the Head Start Bureau provided funding to expand ICP services toHead Start Programs in the catchment area. ICP staff have expanded the preparation and delivery of instructionalmaterials tailored to the needs of individual children in the Head Start program and delivered to families.

3.6 Specialty ClinicsContact Person(s): Funding:Dennis Odell Children’s Special Health Services

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Description:Specialty clinics in developmental disabilities, orthopedics, genetic/dysmorphology and neurology are held at the CPDperiodically through Children’s Special Health Services. In addition, referral can be made toother specialty clinics held in other parts of the state by CSHS.

Accomplishments:During the past fiscal year, 146 patients were served through Children’s Special Health Services.

3.7 The Utah Assistive Technology Program (UATP)Contact Person(s): Funding:Marty Blair USDOE/NIDRR $370,280

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 CPDbut 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 projectprovides information on assistive technology and assistive technology services , training materials, and technicalassistance on funding. Special emphasis is placed on the systems change and consumer participation.

Accomplishments:The Utah Center for Assistive Technology has been established in Salt Lake City and state funds have been obtained forthe ongoing operation of the Center. Access Utah Network, a statewide information and referral system, functions outof the Governor’s Council for People with Disabilities and provides assistive technology information to consumers andproviders through a toll-free telephone number. The Utah Assistive Technology Foundation is a private, nonprofitfoundation, that in conjunction with First Security Bank, makes loans to individuals for the purchase of assistivetechnology. Loans are made for up to 60 months at an interest rate below the prime rate. Assistive Technology AccessCenters operate in Independent Living Centers around the State. These Centers are staffed by AT coordinators whoprovide a wide range of services to consumers including assessment, evaluation, and purchasing devices with statefunds specifically allocated for assistive technology. During 1999, in collaboration with the Utah Legislative Coalitionfor People with Disabilities. UATP was successful in generating an additional $150,000 in state appropriated funds tobe used for the purchase of assistive devices. An assistive technology interagency agreement has been formed to allowfor the provision of assistive technology when multiple state agencies are involved in a single case. The AssistiveTechnology Lab at Utah State University has been operationalized and provides valuable training, technical assistance,fabrication and repair services to meet assistive technology needs in northern Utah.

More information is available on our website: http:/ /www.uatpat.org.

3.8 Integration and Development of Community Based Family Supports for Utah (Family Alliances for Supports Today and Tomorrow)

Contact Person(s): Funding:Richard Baer ADD $200,000

Description:FASTT is a cooperative effort between the Center for Persons with Disabilities and the Utah Parent Center whose initialpremises 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 stateresources.

FASTT staff will be working in a number of Utah communities to better meet the needs of families. Initial efforts havebegun in Ogden, a federally designated empowerment zone with a number of sizable minority communities. Projectstaff are conducting a needs assessment to determine what needs families have andhow many families have them. Staff are also forming, training and supporting action teams composed of individualsand 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 additionalcommunities in future years.

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Accomplishments:Both state and a local (Ogden) advisory councils have been formed and have met. Numerous meetings have been heldwith community organizations to solicit their help in identifying consumers to participate in a needs assessment. Twopublic meetings, one in Spanish and one in English, to discuss the project and collect needs assessment data have beenheld. An action team was formed to apply for funding to establish an independent living center.

3.9 Utah Community Development Block GrantContact Person(s): Funding:Richard Baer Community Development Block Grant $374,413

Description:Bear River Activity and Skill Center (BRASC) provides day training, supported employment, and family supportservices out of facilities in Logan and Brigham City. The Community Development Block Grant will provide fundingto purchase the Logan facility and repair the roof of the facility in Brigham City.

Accomplishments:The grant was secured and an environmental review completed. Improvements needed to bring the Logan facility intocompliance with university code were estimated. Information was compiled in preparation for making an offer to theowner or the Logan facility and presenting a proposal to the university regents and trustees.

4.0 INSERVICE TRAINING4.1 Collaborative Early Childhood Special Education Program through Distance Education (CECSEP)

Contact Person(s): Funding:Cyndi Rowland Utah State Office of Education $135,000

Description:The CECSEP program 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 tothe birth-to-five ECSE teaching certificate (i.e., Utah State University and the University of Utah). The Utah StateOffice of Education is a partner with USU and the U of U to increase the numbers of certified personnel in remote andrural areas. Most of the students involved in CECSEP are those who work full time in ECSE without proper certifica-tion. A typical student will take two courses a semester until the program is completed. The specialization courseworkis 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 videoclips), participate in “chats” with other students and instructors, and obtain information about program requirements,

advisement, and funding opportunities. Practicum supervi-sion is conducted over videoconferencing software in real-time. During lab experiences, local facilitators assist studentsin their home communities; thus students do not need toleave family or community ties to pursue a career in teachingyoung children with disabilities. The project supports facultytravel to coordinate across university programs and deliveryof coursework via distance media.

Accomplishments:In the past funding year the CECSEP project deliveredcourses to 55 students representing 24 school districts aroundthe state. This year 12 students completed student teaching.Over the life of the project (6 years), the project has been incontact with 172 students, conducted formal writtenadvisement for 132 students, and delivered courses to 102students across 32 Utah school districts. CECSEP hasgraduated a total of 35 students. There are currently 69students actively seeking certification in early childhoodspecial education by taking courses each semester.

The certification program has been extended to personnel in32 school districts, including the 18 most rural in the state.By the end of this academic year, 35 total project students,

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who live in remote areas of the state, will have completed all the requirements for state certification. Many otherstudents will complete certification in the following years. In this way, the CECSEP project has contributed signifi-cantly to quality education for young children with special needs in rural and remote areas of the state.

4.2 Fundamentals of AT: Skill and Competency-Based TrainingContact Person(s): Funding:Marty Blair ADD $94,516

Description:The Fundamentals of AT course provides critically needed skills and training to frontline providers, practitioners, andconsumers in assessment, acquisition, financing, customization, and of assistive technology. The program is localizedto the state of Utah and provides hands-on application exercises. It also serves as a networking opportunity forparticipants, enhances consumer/provider partnerships, and provides continuous updates on methods and devices in theever-changing field of assistive technology.

Accomplishments:A web-based course has been developed by two USU faculty, Dr. Beth Foley of the Communicative DisordersDepartment and Amy Henningsen OTR/L of the Center for Persons with Disabilities. During year one, 27 participantsfrom the independent living program, Easter Seals of Utah, and United Cerebral Palsy of Utah were involved in thetraining program. The course content is based on a participant needs assessment which identified seating and position-ing, communication devices, computer adaptations, and awareness of new technology as the highest priorities. DuringYear 2 (2000-2001), participants will include approximately 25 special education and related services personnel,including PTs, OTs, and SLPs.

4.3 Super Vision ProjectContact Person(s): Funding:Jill Morgan USDOE $504,571

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

Accomplishments:To date: 10-week training sessions have been provided to more than 50 teacher-paraeducator teams in Utah and Idaho;more than 1,000 educators have attended workshops and conference presentations by project staff on issues relating tothe employment, training and supervision of paraeducators; and a week-long 'Training of Trainers' has been conductedin Nevada for teacher-paraeducator teams, who will provide training for other special education personnel in their ownand surrounding districts. A Participant Manual has been developed, and the first draft of a Trainer's manual containinglesson plans and teaching resources is now in use. Preparatory work has also been done for an Administrator's hand-book.

4.4 Interagency Outreach Training InitiativeContact Person(s): Funding:Sarah Rule State of Utah $460,000

Description:To systematically address the outreach training needs in Utah, state funding was obtained by the CPD to assist Utah’sdisability service agencies 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 paraprofes-sional training. In addition, the IOTI facilitates coordination of training efforts among disability service agencies andconsumer groups in Utah. State agencies and organizations throughout the state participate in establishing trainingpriorities and approving proposals for training activities. Participating organizations include: The Office of Rehabilita-tion Services, Office of Special Education Services, Division of Services for People with Disabilities, Division ofCommunity and Family Health, Division of Mental Health, Division of Aging and Adult Services, Utah Schools forthe Deaf and the Blind, the Utah Parent Center, and the Utah Governor’s Council for People with Disabilities.Consumer representatives are appointed by the Governor’s Council.

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Accomplishments:Training supported during the previous year indicated that more than 1,500 agency personnel, consumers, and familymembers of consumers participated in training activities. These encompassed virtually the entire state and includedmore than 1,300 hours of training. Outreach training projects conducted during the 1999-2000 year, the organizationsand staff who directed them, and the amount of support each received through the IOTI are: Positive BehavioralSupports, Sue Behle, Utah Association of Community Services, $49,816; Paraprofessional Supported EmploymentTraining, Kate McConaughy, Salt Lake Community College, $114,943; Solving the Health Care Puzzle, Julie Olson,Utah Department of Health, $15,000; Training Paraprofessionals to use Positive Behavioral Supports, Marilyn Likins,Center for Persons with Disabilities, $44,816; Training to Provide Interdisciplinary Service Delivery for YoungChildren in Natural Environments, Barbara Fiechtl, Department of Special Education & Rehabilitation, Utah StateUniversity, $25,907; Training to Prepare Certified Interpreters, Joseph DiLorenzo, Utah Schools for the Deaf and theBlind, $25,604; Issues of Aging and Consumers with Disabilities, Martin Blair, Center for Persons with Disabilities,$30,000; Training of Trainers in Human Relationships, Sue Behle, Utah Association of Community Service Providers,$20,000; Transition Training Project, Linda Alsop, SKI*HI Institute, Utah State University, $15,998; Pilot TrainingProgram: Working with Disabled Infants and Toddlers and Their Families, Kristina Hindert, The Children’s Center,$15,000; Now I’ve Got It: Training Parents of Children with Special Needs, Debbie Justice, The Learning Center forFamilies, $10,000; Choice: Getting it Together, Sue Behle, Utah Association of Community Services, $13,132; andTrain the Trainers: Citizenship Rights and Responsibilities, Jerry Costley, The Arc of Utah, $13,500.

4.4(a)Behavioral Training for ParaprofessionalsContact Person(s): Funding:Marilyn Likins Center for Persons with Disabilities $44,816

Description:The behavioral training for paraprofessionals project is a one-year training effort designed to provide in-depth trainingin critical behavioral intervention skills to paraprofessionals who are employed in a variety of disability serviceagencies and consumer organizations. These paraprofessionals deal with the complex and often challenging behaviorsof-individuals with disabilities on a daily basis and critically needconsistent training, follow-up and support to enable them to meaningfully participate in the delivery of high qualityservices to the individuals in their care.

Accomplishments:To address this need, our project offered in-depth behavioral training across fourteen, two-hour time slots on Saturdaymornings beginning January 8th, 2000 The training focused on enhancing the prosocial behaviors of individuals withdisabilities by increasing the skills of paraprofessionals in the following areas: behavior interventions and strategies,functional behavioral assessment and analysis, behavior intervention plans that emphasize the use of positive behav-ioral supports, legal rights of individuals with disabilities with respect to behavioral interventions and discipline, anddealing with severely and challenging behaviors. The training is consistent with existing Utah policies and proceduresas exemplified in the Utah State Office of Education’s Least Restrictive Behavioral Interventions manual and the UtahState Department of Human Services Habilitation and Adaptive Behavior Development Guidelines manual.

Utilizing a website, classes delivered over interactive television (a combination of digital satellite and EDNET), andsupport materials developed and refined this past year, classes were broadcast to seven sites across the state, with 85individuals participating Further, to support paraprofessionals outside of the formal training environment, additionalwebsite materials were developed. Such “stand alone” materials are designed to meet the needs of those paraprofes-sionals who cannot afford to wait “until the next course begins” but rather are in need of critical behavioral knowledgeand training now. These website materials will be available to paraprofessionals, their supervisors, and district oragency trainers across the state. Lessons on the website supply critical information on an “as needed” basis to supportinstructor’s efforts in providing the most appropriate, positive methods and strategies available to meet the social-behavioral needs of individuals with challenging behaviors.

4.4(b)Transition Training ProjectContact Person(s): Funding:Linda Alsop SKI*Hi Institute, USU $15,998

Description:This project will provide training to professionals, paraprofessionals, and families with regard to recommendedpractices for transitioning children from the early intervention Part C system to the Part B preschool system. Theproject objectives are:

1. To provide training to early intervention and preschool personnel on the recommended practices for transition;

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2. To provide training and support to families with regard to the transition process in order to facilitate familyinvolvement and empowerment;

3. To develop three forms of parent education and support materials that will support the training.

Accomplishments:This project has trained approximately 177 professional and paraprofessional personnel from Part C, Part B, the UtahSchools for the Deaf and the Blind and Head Start programs. Training will be conducted in five regions in Utah, whichinclude thirteen school districts, five early-intervention agencies, and two Head Start programs.

4.4(c)Training of Trainers in Issues of Human RelationshipsContact Person(s): Funding:Sue Behle Utah Association of Community Service Providers

$20,000

Description:Relationship training is for staff and parents who seek to provide training to people with disabilities in the area ofpositive relationships and sexuality. There are spaces for a limit of 20 people in each training in the Central, Northern,and Western Regions. The training is conducted by Rebecca Kohler who has conducted this training for many years andis nationally recognized.

Accomplishments:The training is based upon a national model. UACS has purchased the materials to conduct the training. When thetrainers complete the training, they can check out the materials which consist of slides, manuals, and other materials.Ms. Kohler has developed a manual for the trainers and a trainee manual as well.

The training consists of understanding the basic human reproduction system, birth control, ways to protect oneself fromabuse and exploitation, how to build positive relationships, and accepting responsibility for one’s behavior. The traininghas been geared to an audience of people with developmental disabilities across the country as well as in Utah.

4.4(d)Training to Provide Interdisciplinary Service Delivery for Young Children in Natural Environments

Contact Person(s): Funding:Barbara Fiechtl Dept. of Special Ed & Rehabilitation, USU $25,907

Description:Early intervention personnel work as team members with families and professionals from multiple disciplines inmaking decisions about services to infants and toddlers with disabilities and family members. Provision of services innatural environments is a major emphasis in the field. However, many services providers need additional preparation toimplement collaborative planning of objectives and interventions to incorporate family routines. This project providesspecific preparation in delivering functional interventions in the natural setting and supporting both family membersand those from other disciplines to implement these interventions.

Accomplishments:Eighty-seven participants from Utah’s 16 Baby Watch Early Intervention programs participated in the training.Training is offered throughout Utah over the statewide interactive television network (EDNET) system. The goal is toreach 150 of the personnel currently working in early intervention. The project is supported by the Utah Part Ccoordinator for Baby Watch Early Intervention who supervises personnel training and participates in instruction.

The objectives are to teach personnel to:

1. Review and adapt local program forms used for discovering the family concerns, priorities, and resources;2. Use these adapted forms to collect information from families as they enter the program;3. Complete Family Information and Teaming (FIT) forms (keeping the focus of natural environments on the process rather than a location) with the CPR information from these new families;4. Practice strategies that organize teams for efficient information sharing and problem solving;5. Discuss changes in service delivery and ways to ensure these changes are maintained.

4.4(e) Paraprofessional Supported Employment TrainingContact Person(s): Funding:Kate McConaughy Salt Lake Community College $114,943

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Description:This project teaches paraprofessionals to serve as job coaches in supported employment. It uses a competency-basedapproach that teaches both knowledge and application of knowledge in the field. Community service organizationsrefer employees for the training. In addition to basic training, the project provides specialization inservice training ontopics pertinent to experienced job coaches and the consumers they serve, and makes technical assistance available toaddress individual’s needs.

Accomplishments:The project delivered 521 hours of instruction both at the Salt Lake Community College and at a distance to 488participants. Participants in basic training completed from 1 to 3 practica requiring the application of knowledge on thejob. Seventy-one percent of trainees completed all competencies during the most recent training. Participants rated thecontent highly. Fifty-one participants received certificates indicating that they mastered all basic training competencies.

4.4(f) Training to Prepare Certified InterpretersContact Person(s): Funding:Joseph DiLorenzo Utah Schools for the Deaf and Blind $25,604

Description:Since 1994, The Utah Schools for the Deaf and the Blind (USDB) has offered certification assistance to uncertifiedpersons working as sign language interpreters in rural areas statewide. In 1996, USDB received a grant from Utah StateUniversity, Interagency Outreach Training Initiative, to expand training that would include employees working forother agencies.

Accomplishments:This project provides interpreter training expertise to individuals that otherwise would not have the opportunity to gainknowledge and skills in sign language interpreting. Technology allowed USDB to reach 55 individuals statewide. First,The Utah Educational Network, broadcasts USDB’s interpreter training weekly, on Mondays and Fridays in ninelocations, Ogden, Logan, Orem, Richfield, St George, Blanding, Cedar City, Manila and Vernal. Second, three weekendimmersion workshops are presented throughout the year on the campus of USDB in Ogden. Overnight accommoda-tions and meals are available free of charge. Third, a one-week intensive summer camp is offered to prepare partici-pants for the State of Utah’s interpreter certification tests. Finally, USDB provides a small reimbursement stipend toindividuals taking state certification tests who have participated consistently in year round training. Over the past fiveyears Utah Schools for the Deaf and the Blind has helped more than sixty (60) individuals pass state certification tests.

4.4(g) Pilot Training Program: Working with Disabled Infants/Toddlers and FamiliesContact Person(s): Funding:Kristina Hindert Children’s Justice Center $15,000

Description:The Children’s Center, in conjunction with the Utah State Division of Mental Health and the Baby Watch EarlyIntervention Program, offers a pilot training program for para-professionals, parents, and professionals working withdisabled infants and toddlers and their families in the Wasatch Front.

Accomplishments:The training assisted 100 families and providers in identifying early-indicators of emotional and behavioral problems inchildren aged birth to three years. These problems include adjustment disorders, attachment disorders, regulatory,anxiety, and mood disorders, autism, and post-traumatic stress disorder.

The training topics included recognition of social-emotional-developmental problems, when and where young childrenshould be referred for mental health needs, and intervention strategies to assist families with children at risk for thedevelopment of psychosocial pathology. Each participant received a training package of resource materials, includingscreening and educational tools. The training included both didactic-presentations and small group, case-orienteddiscussions.

4.4(h) Choice:Getting it TogetherContact Person(s): Funding:Sue Behle Utah Association of Community Services $13,132

Description:The Utah Association of Community Services in conjunction with Dr. Jeanette Drews of the Associate Dean of the

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Graduate School of Social Work at the University of Utahhas developed a conceptual model of the integral parts ofchoice for all people. They have expanded this model toinclude the criteria for making choices, constraints ofchoice for all people and concrete methods to reduce thoseconstraints to increase options for people with develop-mental disabilities. The constraints include issues ofsafety, legality, resources and claims on others. The modeladdresses many practical ways that staff assisting peoplewith disabilities can expand their options, reduce theconstraints and assist people in the most positive and leastintrusive ways possible.

Dr. Drews has developed an associated training ondeveloping positive relationships. Many of the relationshipprinciples have been incorporated into the Choice trainingas we found that the nature of the relationship betweenpeople with disabilities and direct care was key to theexpansion of choice making for the people with disabili-ties.

Accomplishments:The training, directed at helping staff get in touch withtheir own attitudes, expectations and needs for control,was delivered to 238 individuals. They were affiliated withvarious agencies that provide supports to adult consumers.They received high ratings in the training.

4.4(i) Train the Trainers: Citizenship Rights and ResponsibilitiesContact Person(s): Funding:Jerry Costley The Arc of Utah $13,500

Description:Typically, high school students who have received special education services have not received some of the basicinstruction that they need to be fully responsible citizens. Persons with developmental disabilities often leave schoolwithout understanding how laws are made, how they can impact this process through contacting and educating theirlegislators, or the voting process. They do not know how they can help campaign for a candidate. More critically, thesestudents sometimes don’t understand basic laws, and how violating these laws can result in serious trouble. This leavesthem vulnerable to exploitation and the unintended commission of crimes. For example, typically these students havenot been taught their Miranda rights. Tragic stories abound around the country of persons with mental retardation whohave been coerced into confessing to crimes they clearly did not commit. All too often this has led to long prison termsfor many of these individuals. These gaps in knowledge leave many students ill prepared to assume their responsibili-ties as citizens.

Accomplishments:This project will work with the State Office of Education and other educators from around the state to determine howwe can best address the need to provide every student with this necessary instruction. As students participate ininclusive classrooms, we want to identify where these skills may be taught in regular education and insure that as manystudents who receive special education services as possible receive this instruction. We will identify where otherinstructional materials may be needed to meet this need and search for existing curriculum materials that can be used oradapted to our needs. Finally, we will develop our own curriculum materials to cover identified gaps in existingmaterials.

The project developed a curriculum to cover unmet needs, and we will field-test it. We believe this curriculum will bemost effective in helping the greatest number of individuals if it can also be used to teach adults. We will, therefore,field test the curriculum in teaching small groups of teachers, paraeducators, parents, and paraprofessional staff whowork for providers. Having done so, we will have these groups further field test the curriculum by using it to teachlarger groups of students who receive special education services and to teach adults who receive services under licensedproviders. A six-month follow-up survey will be conducted after this final field test to determine how much of thecurriculum material has been truly learned and retained. We anticipate that our curriculum materials will be refined ateach point in this process as we receive feedback from our field tests and surveys.

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4.4(j) Now I’ve Got It: Training Parents of Children with Special NeedsContact Person(s): Funding:Debbie Justice The Learning Center for Families $10,000

Description:Provision of family-focused early intervention serves as intended by Part C of IDEA (P.L. 105-17), should be acollaborative effort between early intervention staff and the family. However, many times the family does not step up tothe plate as a fully participating team member because they do not know “the rules of the game”. “Service models mustbe founded on the assumption that families are potentially capable and willing to make responsible decisions; thatfamilies want the best for their children; and that most family members who fail to display needed skills do so notbecause of irreconcilable personal deficits, but primarily due to an absence of sufficient opportunities to acquire neededcompetencies.” (Dunst, C., Trivette, C. & Deal, A. Enabling and empowering families, Cambridge, MA:Brookline Books, Inc., 1988).

Frequently, in the early intervention setting, the paraprofessional is the staff person who has the most face-to-facecontact with the child and family. Too often, however, the paraprofessional is typically the staff person with the leastamount of training in identification of needs, resource development and service coordination. Further undermining thecollaborative effort between parents and early intervention staff is that the early intervention paraprofessionals may beunaccustomed to partnering with families.

Accomplishments:To address the needs of both parents and paraprofessionals, The Learning Center for Families has developed a parentservice coordination training program to enhance the capacity of families to work in partnership with paraprofessionalsand skilled professionals to fulfill the tasks associated with service coordination for children with special needs. Theopportunity to participate together in training allows parents and paraprofessionals to work on the same team with thesame goal: to mutually meet the needs of families with children with delay or disability. The curriculum “Now I’ve GotIt!”, developed by Debbie Justice, is a series of six workshops that is being presented at three sites to a total of 91parents and paraprofessionals.

4.4(k) Issues of Aging and Consumers with DisabilitiesContact Person(s): Funding:Marty Blair Center for Persons with Disabilities $30,000

Description:The proportion of individuals with disabilities in the U.S. population increases sharply with age. According to the U.S.Census Bureau, 36% of the population aged 55 to 64 have a disability. For people aged 65 to 79, the percentage jumpsto 47% and increases even more to 72% for individuals age 80 and above (National Organization on Disability, 1999).For people with developmental disabilities, functional deterioration may occur earlier and be more severe. Individualswith disabilities often have limited income and access to resources, a problem that may become more pronounced withthe diminished earnings and increased expenses that accompany aging. This project will develop training to addresspriority issues for aging individuals with disabilities. These issues include long term planning, financial support, legalconsiderations, housing, and self-determination. The project will provide information and training to consumers.Training sessions will be held in Eastern Utah (Price), Southern Utah (St. George) and Northern Utah (Salt Lake City).Training materials will be placed in a Resource Center and on a website maintained by the Utah State UniversityAffiliated Center for Persons with Disabilities, Utah Assistive Technology Program, (www.aginginplace.org).

Accomplishments:Our staff collected data from two surveys to develop the curriculum for the Aging with a Disability grant. A trainingmanual was developed and training was held in Tooele and St. George, Utah. We distributed the training curriculum to51 interested parties. In addition, a new web site was developed and will be maintained in order to share this informa-tion (www.aginginplace.org).

4.4(l) Positive Behavioral SupportsContact Person(s): Funding:Sue Behle Utah Association of Community Services $49,816

Description:The Utah Association of Community Services has been operating the Positive Behavior Supports Project for severalyears. The project employs a combination of the most knowledgeable academicians and practitioners in the field ofbehavior in the state of Utah. The trainers include Dr. Sue Behle, Debbie Harbert, Marion Hunt, Dr. Shelia Forsythe,

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Dr. Rob O’Neal, Dr. Robert Morgan, Jim Harrison, and Dr. Allan Tribble. The curriculum is developed and deliveredby these experts who also provide hands on follow-up site visits to help implement the learned techniques on theground.

The curriculum is based upon a model developed at the University of Utah Dept. of Special Education and then revisedand refined to meet the specific needs of Division of Services for People with Disabilities’ providers. The curriculumcombines 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 strongprotections for the human rights of people with developmental disabilities.

Accomplishments:The project has provided 168 hours of training to over 120 provider staff. This year the trainees included teachers andparents as well as provider staff. Each trainee completed between 30 and 40 hours of direct classroom training, as wellas another 10 to 20 hours of hands on-site instruction.

Training was conducted in Salt Lake City, Logan, Linden, St. George and Provo. Participants reported a high level ofsatisfaction with training. Parent groups have requested training for next year.

5.0 INSTRUCTIONAL DEVELOPMENT5.1 Core Science Programs: Dissemination and Effective Implementation

Contact Person(s): Funding:Alan Hofmeister USDOE $147,890

Description:The purpose of this project is to support regular and special education teachers in addressing the needs of students withdisabilities in the area of science.

Accomplishments:The program was implemented in 25 sites across Utah and Idaho. The sites emphasized students with learningdisabilities.

5.2 Curriculum Reform: The Development of a Curriculum Template for Applied Problem-Solving in Distance Education Learning Communities Contact Person(s): Funding:

Cyndi Rowland U.S. Department of Education; Fund for theImprovement of Postsecondary Education $137,550

Description:The purpose of this 3-year project is to create and evaluate the use of a low cost multimedia curriculum tool (hybridCD-ROM with Internet capabilities) that will assist students, particularly distance education students, to (a) apply andreflect upon what they have learned with instructor support and feedback, and (b) participate in a community oflearners who engage in constructive problem-solving. The project uses a research and development design to create thiscurricular tool. During development, the project will support nine field-tests across five disciplines found in post -secondary education. Given formative data at the conclusion of each field-test, the curriculum will be refined andreadied for the next field test. Dissemination of the findings and use of the curricular tool and process is an importantaspect 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 courseworkand to participate with communities of learners.

Accomplishments:This year the Acropolis tool was field-tested by three non-project instructors in higher education. Field tests wereadministered in a counseling skills course taught in the psychology department, a families course in the department ofspecial education and rehabilitation, and in a course on applied Behavior analysis also in the department of specialeducation. There were 151 students who participated in Acropolis simulations. Taken together, there were 13 multi-media, real-time, case studies utilizing 87 video vignettes. Data from these field tests indicate promising studentsoutcomes. Also, data support Acropolis as a positive experience for students and faculty indicate they would use itagain in their courses. This past year Acropolis was also disseminated to four national meetings with participants fromhigher education and personnel preparation.

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5.3 Behavior Management for Families of Individuals with Challenging BehaviorContact Person(s): Funding:Richard Baer Utah Governor’s Council $15,290

Description:This project is developing and field testing computer-assisted instructional material to teach families of individuals withdisabilities behavior management basics.

Accomplishments:Five families completed the 11-week training program. Their overall rating on a five-point scale was 4.5 (1=terrible,5=excellent). Each family developed and implemented successful programs to increase and decrease behaviors in theirchildren. The training manual and computer program was revised and a new lesson on functional analysis and thecommunicative nature of behavior included. A facilitator’s guide was written as a guide for others wishing to replicatethe project.

5.4 EstimatorContact Person(s): Funding:Richard Baer Utah State Office of Education $46,396

Description:This project is a cooperative effort between the CPD and Effective Instructional Materials and Systems. It is updatingsoftware used by Utah special educators to calculate the discrepancy between aptitude/IQ and achievement. This is animportant consideration in determining if a student has a specific learning disability. Since the necessary calculationsare lengthy and require detailed knowledge of test characteristics, the Estimator software saves expensive professionaltime and minimizes the possibility of errors.

Accomplishments:A new version of the Estimator software, Version 7.0 was developed and distributed to all Utah school districts duringthe 1999-00 school year. Project staff have met monthly with the state’s LD test selection committee which reviewstests and makes recommendations to the State Office of Education for tests to be included in the Estimator software. Aresearch project to systematically consider the correlation between aptitude and achievement for each of the federal LDachievement areas is being planned. Finally, application was made to present a paper and a poster on Estimator at the2001 National Association of School Psychologists annual convention.

5.5 SPIES Outreach Project (Strategies for Preschool Intervention in Everyday Settings)Contact Person(s): Funding:Sarah Rule OSERS $140,889Robert Cook

Description:Today, many who provide services designed to promote the development of children share the belief that servicesshould be conducted within the context of everyday settings. In the SPIES curriculum, everyday settings are defined asthe daily routines and activities that are part of a child’s life. In the home these routines and activities may includedressing, 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 withdisabilities, special health needs, or those who are at risk for the development of a disability often need supports inorder to learn and develop through interactions in everyday settings. In these instances, adults can provide interventionto help the child learn and develop in areas where he may need special help and encouragement.

The intervention strategies introduced in SPIES are designed to help children master their goals and objectives. Usingeveryday settings as the context for intervention, we show how adults can plan and carry out intervention and how theycan determine if intervention was successful. We do not mean to suggest that the intervention strategies introduced inSPIES are the only ones available, nor that all intervention can occur in everyday settings. We do want to show adultsways to take advantage of everyday settings to provide intervention that can help children master a variety of goals andobjectives. The intervention strategies introduced in SPIES are based on methods of instruction that may be callednaturalistic. Naturalistic methods of instruction have the following characteristics: They are used in everyday settings,incorporate developmentally and individually appropriate activities, and are based on a child’s interest. The firstcharacteristic of naturalistic methods is that they are used in everyday settings. There are several advantages toembedding instruction in everyday settings. One advantage is that it allows for dispersed practice and children canpractice skills throughout the day in a variety of settings. For example, a child can practice a language goal, such as

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labeling objects during story time, snack time, or freeplay. This process encourages the generalization of skillsacross settings. Another advantage is that the adult canhelp children integrate multiple skills in a single setting.For example, during free play the adult can help a childwork on several objectives that may include social skills,motor skills, and language skills. The second characteris-tic of naturalistic methods is that they incorporatedevelopmentally and individually appropriate activities.Developmentally and individually appropriate activitiessupport “the notion that all young children should haveequal opportunities to experience their surroundings, tomake choices, to develop independence and to movebeyond their current skills, concepts and strategies”.Developmentally appropriate activities are those thatother children of the same age choose to do and thatpromote learning and development by keeping childrenactively engaged. Individually appropriate activities arethose that may be adapted so that a child with a disabilitycan participate, even though he may not participate in thesame way as other children. The third characteristic ofnaturalistic methods is that they are based a child’sinterest. If a teaching opportunity is based on a child’sinterest, the adult can be reasonably sure the skills andconcepts taught are relevant to the child and have a clearpurpose.

Accomplishments:The SPIES curriculum is currently being used and evaluated by twelve sites throughout the United States. Evaluationdata received so far reflect 76 persons trained by the curriculum. Additionally, 12 sites have acquired the curriculumand are participating in disseminating it to providers in their areas. A SPIES Internet site has been developed and isonline. On the Website, a participant support section, specifically designed to enhance the curriculum for sites thatprovide evaluation, has been developed and continues to be improved. One of the six SPIES modules has beendeveloped for use by families. This adaptation was presented at the Utah Parent Center’s Family Links Conference.

5.6 Development of SBD.PAL Expert SystemContact Person(s): Funding:Alan Hofmeister USOE $5,000

Description:During the last project year, staff focused on developing a set of materials to assist educators in conducting andinterpreting a functional analysis. These materials were designed to interface with the expert system. The goals of thematerials are to assist educators in: (1) identifying factors that precede and follow the problem behavior; (2) interpret-ing the factors to hypothesize one or more motivations or reasons for the students’ behavior; (30 Developing a set ofintervention strategies.

Accomplishments: Materials completed contain a computer program and a short implementation manual.

5.7 Adaption of Captioning of Standards for Digital Video TechnologiesContact Person(s): Funding:Alan Hofmeister USDOE $119,202

Description:This project strives to make multimedia materials more accessible by adapting captioning standards for digitaltechnologies. Instructions are available for the Authoringware, Quicktime and Director authoring programs for CD-ROM.

Accomplishments:The CD-ROMs demonstrating the multimedia captioning technology have been completed and instructional guide andaccompanying CD-ROM is in process.

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5.8 Videotape Project - Employing Persons with DisabilitiesContact Person(s): Funding:Alan Hofmeister USOE $28,000

Description:Last year’s funding produced an 11-minute videotape featuring the benefits of hiring people with disabilities. Produc-tion of a second videotape detailing more specific information about hiring people with disabilities is underway. Allproduction will be under the guidance of the Utah Governor’s Committee on Employment of People with Disabilities.

Accomplishments:The script overview has been prepared.

5.9 State-Wide Telecommunications-based Training Program for Instructional AssistantsContact Person(s): Funding:Alan Hofmeister USDOE/USOE $185,333

Description:The purpose of the project is to increase the quality of special education services provided by paraprofessionals tostudents with disabilities. Competency-based media and materials will be developed and validated for the training ofparaprofessionals by their school district trainers or supervising special education teachers. Paraprofessional trainingwill be field-based, provide the opportunity for earning college credit, and give an opportunity for personal advance-ment. District trainers or supervising special education teachers will also be trained in their role of delivering parapro-fessional training.Accomplishments:Four courses have been developed. Training was delivered weekly to between five and nine sites statewide, withhundreds of paraprofessionals receiving training. Workshops have been provided by project staff, and videotapes areavailable. Formative evaluations support both teacher acceptance and the effective preventions of learning disabilities.

6.0 PRESERVICE TRAINING6.1 Multidisciplinary Training

Contact Person(s): Funding:Judith Holt Not applicable

Description:The Interdisciplinary Training (IDT) program provides opportunities for students from a variety of disciplines as wellas consumers with disabilities and family members of children with disabilities to become part of interdisciplinaryteams. These teams, with faculty mentors, will provide services and supports to children with disabilities and theirfamilies, as well as adults with disabilities. The didactic, clinical, and research components of this program arecarefully designed and implemented to enhance the trainees’ awareness, knowledge and skills With the growing trendtowards 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) hasextended the need for awareness and knowledge of disability issues to all employers, employees, and to the generalpublic.

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 consulta-tion with an assigned faculty advisor and the IDT Director. The Individualized Training Plan addresses the IDT CoreCompetencies and Objectives. To fulfill these competencies, the trainee will participate in a series of seminars andselect from a menu of clinical and research experiences. In addition to the broad array of services and settings forchildren and adults with disabilities provided by the Center for Persons with Disabilities, community-based programswill also be utilized for training purposes.

Both graduate and undergraduate students may apply for the IDT program. Stipends may be available for long-termtrainees. The IDT program is also available for 1-3 hours of credit (undergraduate and graduate) through the Depart-ment of Special Education. The IDT program is also available to consumers with disabilities as well as family membersof children with disabilities.

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Accomplishments:On completion of the training plan, the trainee receives a certificate and transcript, detailing the course of study andclinical and research experiences. Other benefits include:

• Increased awareness of the impact of disabilities on the personal lives of those with disabilities and theirfamilies;

• An understanding of principles such as inclusion, self-determination, choice, independence, productivity, andperson/family-centered service provision;

• Increased awareness of the contributions which each discipline can make to collaborative effort of aninterdisciplinary team in providing for persons with and without disabilities, as well as enhanced teamworkskills;

• Participation in didactic and clinical experiences;• Knowledge and skills which increase marketability as a professional.

6.2 Preparation of Rural Personnel to Serve Children with Disabilities and Their Families: A Multi-University Consortium

Contact Person(s): Funding:Sarah Rule OSERS $106,854Cyndi Rowland

Description:This project was a collaborative effort of Utah State University, the University of Utah, and the Utah Office ofEducation. By using distance education technologies available to the two universities, the project was able to bring anentire program of teacher certification to personnel in remote areas who serve young children with disabilities and theirfamilies. The project also provided financial support to students.

Accomplishments:This project provided financial support to 63 students pursuing the early childhood special education certificate throughthe distance education program. All enrolled students who maintained the required grade point average and regularlyenrolled in required coursework were able to receive support. The project also supported some of the costs of using thestate’s interactive television system (ED NET) to deliver coursework to sites throughout Utah. During the projectperiod, 37 students completed the requirements to be certified in early childhood special education. Because theprogram will continue with state and university support, new students as well as those currently enrolled will be able tocomplete the program.

6.3 Program to Prepare Early Intervention and Early Childhood Special Education Personnel

Contact Person(s): Funding:Sarah Rule OSERS $109,646

Description:This project addresses the critical shortage of personnel prepared to serve young children with disabilities and theirfamilies. The project will support students who pursue a program of study leading to Utah’s earlychildhood special education teaching certificate and/or its early intervention credential. The goal is to provide financialsupport to some 77 students. The project will support students who complete a minor program of study in earlychildhood special education. It also supports the development and delivery of an interdisciplinary course co-instructedby faculty from the Departments of Special Education and Family and Human Development. The purpose of thiscourse 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 inclusivesettings.

Accomplishments:Twenty-eight students received financial support during this period. Eleven students graduated and were recommendedfor teacher certification. During the current year 15 students completed the interdisciplinary seminar and practicum(Special Education/Family and Human Development 5830). It was taught by faculty from the Department of SpecialEducation, Department of Family and Human Development (FHD), and a parent instructor. Students completed apracticum in which they participated as team members in inclusive settings such as the Child Development Laboratoryin the FHD Department. The students enrolled worked in teams across disciplines including Special Education,Elementary Education (early childhood) and Communicative Disorders. They received instruction and mentoring inteam processes during the course seminar.

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


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

Accomplishments:Ten students who participated in the program through Utah State University received stipends to support theireducational expenses. Project faculty from the two universities delivered coursework and field supervision as planned.Parent co-instructors who have children with sensory impairments assisted in course development and delivery. ThreeUSU students completed the program and are employed in the state.

6.5 Undergraduate Senior Design Program in Assistive Technology to Aid the Disabled

Contact Person(s): Funding:Beth Foley National Science Foundation $28,000

Description:This project provides hands-on experience for senior students in engineering and technology to work with consumersand family members in addressing assistive technology needs. The National Science Foundation provides funding todesign, fabricate, or customize assistive technology devices to meet the needs of individuals with disabilities. Engineer-ing students may select the design of an assistive device as their senior design project and/or become involved in thedevelopment of other new or improved assistive technology. Students are encouraged to seek further graduate trainingand experience in bioengineering and/or rehabilitation engineering.

Accomplishments:Undergraduate students were informed of the availability of NSF support for projects which design and fabricatetechnology to meet the needs of individuals with disabilities. Students are provided opportunities to meet withconsumers and discuss their technology needs. They visit the CPD and work at the Assistive Technology Developmentand Fabrication Laboratory. Proposals requesting support from NSF for senior design projects were prepared andapproved. This year, eight projects were approved. Assistive technology devices were designed and fabricated, andwrite-ups for each project along with pictures and/or diagrams were prepared and submitted to NSF.

6.6 A Program to Prepare Doctoral Level Special Educators with an Early Childhood Emphasis Area


Description:This project prepared students for the Ph.D. degree awarded by the Department of Special Education and Rehabilitationwith an emphasis in early childhood. The project supported doctoral study for qualified students and supported somefaculty time to develop the emphasis area.

Accomplishments:This project, completed in August 1999, provided financial support to 10 doctoral students and supported developmentof the program in which 15 students were enrolled. Eight students completed the doctorate during the project period.The students were diverse, including two individuals who have disabilities and five who are members of culturalgroups that are underrepresented in higher education. All graduates are employed at institutions throughout the UnitedStates and in Puerto Rico. Their accomplishments as students included 33 conference presentations, nine paperspublished in refereed journals, 10 non-refereed publications, and development of four grants that were externallyfunded.

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7.0 RESEARCH7.1 An Evaluation of the Effects of the Central Reimbursement Office (CRO)System Point of Entry (SPOE) on Indiana's Early Intervention System

Contact Person(s): Funding:Linda Goetze Indiana Department of Administration $132,994

Description:The purpose of this project is to evaluate the Central Reimbursement Office (CRO)/System Point of Entry (SPOE) forIndiana’s First Steps Early Intervention System of FSSA.

Accomplishments:Interviews and focus groups will be conducted that target various stakeholders (e.g., families, service providers, LPCCrepresentatives, state agency personnel and others) so that diverse perspectives on CRO/SPOE are incorporated into theinformation collected and reported. Special attention will be paid to those stakeholders who participated in earlyintervention before the CRO/SPOE changes and since they have been implemented. The information generated fromthe qualitative interactions with early intervention participants, key stakeholder meetings, and extant data analysis anddocument review will be used to define the primary issues for the quantitative data phase of the project..

7.2 Longitudinal Study of Early Intervention Costs, Effects, and Benefits for Children with Disabilities and their Families

Contact Person(s): Funding:Linda Goetze U.S. Department of Education $374,988

Description:The purpose of the Longitudinal Cost Study is to estimate the long-term costs, benefits, and effects resulting from aseries of randomized, experimental early intervention studies. This study builds on studies that have been ongoing forthis sample for over 10 years. Consequently, the sample subjects range in age between 7 and 16 years with a extant,rich data set that describes the demographics, early intervention and school services, family and child outcomemeasures over this time period for over 400 subjects and their families.

Accomplishments:LEEF is currently obtaining life outcome data that could not be collected until now because of the age of the partici-pants. The new outcomes include measures of juvenile delinquency, teenage pregnancy, school dropout rates, graderetention, and community involvement for children and students with disabilities.

7.3 A Financial Study of Ohio’s Statewide Early Intervention ServicesContact Person(s): Funding Source:Linda Goetze Ohio Department of Health $341,736

Description:The overall goal of this project is to develop and describe at the state and county levels, Ohio’s current early interven-tion finance policy, services, and associated costs, and to develop alternatives and recommendations for changes inthose policies.

Accomplishments:To meet the requirements for this proposal, a comprehensive evaluation of the Ohio early intervention system will beconducted with a focus on the following tasks:

1. A description of current early intervention state and county policy. This will describe various key earlyintervention components and will particularly focus on the variations in finance, cost, and servicesthroughout the state;

2. A review of research and models from other states particularly focused on efforts related to earlyintervention finance;

3. Employ Participatory Action Research (PAR) methods with early intervention stakeholders, utilizinginformation gathered in 1 and 2 above, to develop proposed changes to policies that support effectiveearly intervention services;

4. Bring together the information gained through this evaluation, along with input from various key earlyintervention stakeholders in Ohio, to develop a viable plan for system change in financing.

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7.4 Bridges in the Lives of Youth With DisabilitiesContact Person: Funding:Linda Goetze Office of Special Education

and Rehabilitation Services $ 561,229

Description:This study brings together a rich longitudinal extant base ofstudent developmental scores, descriptions of school services andsettings, family demographics with measures of social inclusionand post school outcomes.

Accomplishments:New data from youth and families about their communityexperiences and adaptation including the areas of work, recre-ation, leisure, and residential experiences in the community willbe joined with the extant data to examine those relationships. Theprimary goal of the project is to describe the degree of communityadjustment of youth with disabilities and their families andevaluate the influence of school inclusion, student and familycharacteristics on levels of community adjustment.

7.5 Immune Mechanism in AutismContact Person(s): Funding:Dennis Odell NICHD $236,000Ron Torres

Description:Autism may result from faulty immune responses against brain tissue, which induce brain lesions. We are studying thepossibility that the patient’s immune system damages the brain and/or that the mother’s immune system attacks thechild’s brain during pregnancy.

Accomplishments:This project continues into its fourteenth year. Additional grant funding from NIH has been obtained to furthercharacterize immune dysfunction and a possible association of autism with one or more genes on chromosome 6. Anumber of articles in reviewed journals have been published describing findings to date, and a number of presentationshave been made at national and international meetings.

7.6 MHC Associated Abnormalities in AutismContact Person(s): Funding:Dennis Odell NICHD $138,923Ron Torres

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

Accomplishments:In preliminary studies in autism we have found MHC associated increases in serotonin levels, decreases in IgAconcentrations, and maternal antibody reactivity with lymphocytes of some autistic children. We are attempting toverify these findings and also to evaluate the MHC findings and their relationship to stratification of autism bycognitive, psychiatric, and neuroimaging parameters. With these and other studies we are also attempting to developnew biologic markers for autism.

7.7 Monitoring and Measuring Community-Based Integrated Systems of CareContact Person(s): Funding:Richard Roberts MCHB $255,078Matthew Taylor

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Description:The purpose of this project is to develop and implement a national strategy for monitoring and reporting progresstoward 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 needed services. 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. 6. All youth with CSHCN will receive the services necessary to make appropriate transitions to adult health care, work, and independence.

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

Accomplishments:A participatory action research model in which a consortium of stakeholders develops measures to help guide andreport on the systems is under development. Stakeholders include: families of children with special health care needs;community-based public and private providers including pediatricians; state, regional, and national level programs forchildren with special health care needs and their families, and professional and parent organizations involved indeveloping systems at community, state, and federal levels. A monitoring and measurement data management andreporting system will be developed. To date, measurement strategies have focused on developing random householdsurveys to identify the needs of families who have children with special health care needs (CSHCN). A recent productis a working document entitled Measuring Success for Health People 2010.

7.8 Mutual Competence Training in FACTContact Person(s): Funding:Richard Roberts Utah State Office of Education $12,854Diane Behl

Description:The mutual competence model was developed as part of the Promoting Resilient Outcomes Project at Utah StateUniversity. The project initially focused on working with FACT 0 to 5 programs (a state funded collaborative programfocused on children and families at-risk) and on parent child interactions. However, the FACT teams involved in theproject have found the training to be beneficial from a team perspective. It was the FACT staff in Salt Lake City wholobbied for the continuation and expansion of mutual competence model training with other FACT teams. This projectwill train additional FACT teams in the state of Utah in the use of the mutual competence model. Teams will learn amodel that can make them more effective as a team and more effective in working with families. Basic assumptions ofthis model include: 1. The relationship is the agent of change. • Mutually competent relationships are essential at all levels of interaction, personal and professional. • Mutually competent relationships are what sustain an individual’s well-being. • Expertise is invaluable, but will only transfer through a strong relationship. • Fostering mutual competency strengthens skills instruction. 2. All individuals have strengths, and all desire mutually positive interactions with others. • Given an opportunity and support, individuals will choose what is best. • Ask and listen because other always know more than I about the reasons for their actions. • We need to start by accepting where others are at. 3. The professionals need to be a strong partner in the prevention program. • Parents are in a prevention program, not an intervention program, and the goal is not to fix families or to be their

friend, but to empower families. • Professionals have a clear set of skills. Through our partnership with families, we impart this knowledge. • Our role is to scaffold the skills that parents already possess to ensure preferred outcomes.

Accomplishments:Four FACT teams from Tooele, Salt Lake City, Ogden and Weber FACT Site-based Projects participated in the trainingfrom October, 1999 to July, 2000. EIRI personnel (Mark Innocenti and Glenna Boyce) partnered with Audrey Powelland Patty Walker from the Salt Lake City School District, who had previously participated in the Mutual CompetenceWorkshops, to present the monthly workshops. Since the Mutual Competence model of home visiting had been usedpreviously with families of children who were ages 0-3, the FACT teams and the workshop leaders collaborativelyadapted the workshop discussions.

Evaluations were completed at each workshop and at the end of the project.

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7.9 Promoting Resilient Outcomes (PRO project)Contact Person(s): Funding:Mark Innocenti OERI/USDOE $89,914

Description: The primary purpose of PRO is to design, implement, and evaluate the effectiveness of a home visiting model based onthe concept of resiliency and related child development theories. The project focuses on developing skills in caregiversthat will allow them to enter into more nurturing relationships with their children such that they can develop positivebehaviors and by so doing prevent later behavior problems. This project is strengths-based, rather than deficit-based,and focuses on facilitating positive, future academic and behavioral development. The target group is primarily enrolledin Utah FACT P-5 programs. These are state funded, collaborative programs for children environmentally at-risk, agesprenatal to 5, and their families. Some programs are being enhanced by the intervention introduced by this study.Specifically, home visitors and FACT team members are trained in the Mutual Competence model of providingpreventative intervention. The primary outcome desired is a secure attachment and increased positive interactionsbetween each caregiver and child.

Accomplishments:This project has completed the training phase of the project. Project staff continue to work with the Healthy Stepsprogram in Davis County and the Guadalupe Schools Home Base program ( Salt Lake City) on a follow-up basis.Final data collection activities are occurring. Project outcomes are focused on maternal attachment, parent-childinteraction, ecocultural adaptation, and cognitive development. Contextual data on families and treatment verificationdata are also being collected. The project is using a participatory research model that incorporates both quantitative andqualitative research methods. The final year of the project is focused on developing a dissemination package for theMutual Competence Model and on analysis of obtained data.

7.10 Touch and Failure to ThriveContact Person(s): Funding:Vonda Jump Children of the City $8,000

Description:This pilot project at the Boston Medical Center is funded privately by the Children of the City Grant. The focus isinvestigating the effects of infant massage on behavioral and neurochemical processes as well as the parent-childinteraction for infants and young children diagnosed with failure-to-thrive.

Accomplishments:Twenty infants who are receiving services from the Grow Clinic at the Boston Medical Center will be randomlyassigned to the treatment (infant massage by caregiver) or control (rocking by caregiver) group. First morning urinesamples will be collected and analyzed for cortisol, dopamine, epinephrine, and norepinephrine before and after theintervention. Videotaped interactions between parents and children will be obtained before and after the intervention.

7.11 Utah Early Intervention Project - Follow-UpContact Person(s): Funding:Mark Innocenti Utah State Office of Education $71,765

Description:The Utah Early Intervention Project (UTEIP), was originally funded through the Utah Departments of Education andHealth, as a three-year multi-method, longitudinal study of the effects of early intervention for high-risk and develop-mentally disabled young children birth through 5. Following completion of the original study, the Utah State Office ofEducation funded a follow-up study to continue to track children enrolled in the original study as they progressedthrough their academic career. This evaluation is participatory in nature in that evaluation and USOE staff willcollaborate to determine specific questions to be addressed each year. Evaluation data will continue to be collected onthe children and families involved in the areas of changes in classification, movement in and out of special educationand other special services, service delivery patterns, Individual Education Plans, extended school year placements, andparent perceptions of services. This new information will be used to examine current issues in service delivery as wellas in analyses with extant data to better examine later impacts of early intervention. In addition, for the first year of thecontinuation a separate retrospective study of third grade children enrolled in special education was conducted toinform the longitudinal process and to provide immediate information on issues of changes in special educationclassification for services. This study was continued into the second follow-up year. A study of the development, useand expectations of Individual Education Plans was initiated at the request of USOE staff.

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Accomplishments:UTEIP project staff have developed a data base and tracking system for following identified children and families overtime. Not all school districts involved in the original project have agreed to participate in the continuation and alternateprocedures have been developed to obtain child placement information. During the past fiscal year, a parent phoneinterview system was computerized and data were obtained from all parents. All teachers were contacted to obtaineducational services data. Data were analyzed. Davis District extant data was analyzed. Work began on a pilot study onthe development, reality, and expectations of Individual Education Plans.

7.12 Utah Frontiers Project: A System of Care for Children and Youth with Serious Emotional Disturbances (SED) in Frontier Areas

Contact Person(s): Funding:Glenna Boyce HHS 4190,349

Description:The Utah State Division of Mental Health, with regional mental health divisions, is conducting a nationally fundedproject, the Utah Frontiers Project, to improve community-based mental health services for children with SED and theirfamilies in rural, frontier areas of the state. Kane, Garfield and Beaver counties were the first project area (Cohort 1) inthe state. This five year project started in October 1, 1998; it is one of approximately 43 projects across the nationfunded by Child, Adolescent and Family Branch of the Center for Mental Health Services (CMHS). A nationalevaluation of the projects has been mandated by Congress to learn how the projects are developed and how they helpchildren and families. Glenna C. Boyce and James F. Akers at the Early Intervention Research Institute at Utah StateUniversity are conducting the Utah Frontiers evaluation in conjunction with Sherilin Rowley from Allies WithFamilies. The goals of the study are to keep children at home, in school and out of trouble in the community. The Utahevaluation 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:Year 2 activities have focused on establishing family-professional partnerships in evaluation activities at the state andlocal levels and collecting accurate, valid data for the national and state evaluations. Children and families who agree tobe part of the evaluation portion of the project are assessed every 6 months. The activities completed included: (1)thehiring and training of mothers, who have children with SED or other disabilities to be In-Home Evaluators and collectthe majority of the data for the project; (2) the training of the mental health staff to complete their portions of theassessments; (3) the translation of all measures from hard copies into computer format; (4) the training of all datacollectors in the computer programs; (5) the creation of the data bases needed to store and transmit data; (6) thesubmission of data to the national study; (7) the presentation of our training and collaborative efforts at nationalconferences; (8) the oversight of the recruitment of subjects; and (8) the reporting of progress to and participation withthe State Implementation Team.

7.13 InReach: An Investigation of a Collaborative Transition Model from NICU to Early Intervention

Contact Person(s): Funding:Glenna Boyce USDOE $179,995

Description:This project examines the transition procedures between Neonatal Intensive Care Units (NICU) and early interventionprogram (Part C services) for extremely low birthweight (ELBW) infants, including whose who weigh 1,000 grams orhave < 30 weeks gestation, and their families. The research project is being completed in conjunction with the NeonatalIntensive Care Units (NICUs) at the University of Utah and LDS Hospitals and the DDI VANTAGE Part C agency inSalt Lake City, Utah.

The two purposes of the study include (1) development and evaluation of the experimental transition process from theNICU to home and Part C services and (2) the implementation and evaluation of a home visiting approach designed tosupport mutual competence between mother and child.

The anticipated outcomes include: 1. Improved parent and staff satisfaction; 2. Shortened time between discharge and entry into Part C services; 3. Better exchange of information between the hospital and Part C agencies; 4. Increased parent sensitivity and responsiveness; and 5. Secure parent-child attachment.

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Accomplishments:The second year of the project has been completed. During the second year the following goals were accomplished: (1)the experimental transition process was collaboratively developed and implemented. Necessary forms to guide thetransition were developed. (2) The enrollment of the comparison group (n=21) (those who experienced the previoustransition procedure) was completed. Enrollment of the experimental group is ongoing. (3) Qualitative assessments areongoing with the mothers via phone calls. (4) Quantitative assessments when the infant has been home for 1 month andagain at 15 months of age are being completed. (4) The training workshops with the Part C staff are completed and thenext phase of InReach staff mentoring the Part C staff in mutual competence strategies is ongoing.

7.14 Bilingual Early Language and Literacy SupportContact Person(s): Funding:Mark Innocenti NICHD $407,250

Description:This project will test language and emergent literacy outcomes of a Bilingual Early Language and Literacy Support(BELLS) Program, which will include both early English immersion and home language and literacy support.

Accomplishments:The multi-site, naturalistic, longitudinal comparative study will be conducted in Utah in conjunction with theGuadalupe Schools in Salt Lake City. The combined effects of the home language environment and early Englishimmersion will be examined in relation to emergent literacy outcomes. 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 4 and 5? 2. Does an enriched home language & 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 literacyin both English and the home language?

4. Are these relations moderated by other factors such as: child factors (age, developmental level, gender), parentfactors (language, literacy, educational values, responsiveness), family factors (socioeconomic status, familysize), and social factors (cultural and ethnic identity, immigrant and generational status).

7.15 Descriptive Study of the Children and Families Served by the FACT Initiative, FY 1999

Contact Person(s): Funding:Glenna Boyce Utah State Office of Education $20,000

Description:Within the statewide FACT initiate in Utah children who have, or are at risk for serious academic, health, and behav-ioral problems are being served by site-based teams located at a number of elementary schools (usually Title 1 schools)or by county-wide Local Interagency Councils (LICs). These groups are composed of representatives from Education,Health, Division of Child and Family Services, Division of Workforce Services, Mental Health and families. The site-based teams and LICs complete demographic forms and service report forms to USU for the children involved. Thedata are entered and reports are completed. A statewide report is prepared for the state FACT Steering Committee andcounty-wide or school district reports are completed for the individual projects. This is the fourth and final report.

Accomplishments:Over 4,000 children were served in the site-based programs and about 1,500 were served via the LICs. The demo-graphic data indicate that approximately one-third of the caregivers had not competed high school or its equivalent andthe average annual income was $13,500 for families receiving site-based services and $17,500 for families receivingLIC services. The average Utah family income is $45,200. More than half of the families served were enrolled duringFY 1999. The services were reported in educational, behavioral, financial assistance, health and legal domains. Theexecutive summary for the 1999 report can be seen at www.usoe.k12.ut.us/sars/fact.htm.

7.16 BiofeedbackContact Person(s): Funding:Sebastian Striefel Fee for Service Training $1,700

Description:Biofeedback has many practical implications for dealing with physical and psychological problems. This projectfocused on direct intervention and research using biofeedback techniques with consumers being served at the CPD.

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Accomplishments:Staff received training on the use of biofeedback in the treatment of various disorders. Clients received neurotherapyand other biofeedback services in the biofeedback lab.

8.0 TECHNICAL ASSISTANCE8.1 Development and Dissemination of Staff Development Materials on Autism

Contact Person(s): Funding:Alan Hofmeister Utah State Office of Education $19,906

Description:This project provides technical assistance to teachers and administrators in Utah public schools on effective instruc-tional programs for children with autism.

Accomplishments:Workshop training was completed and videotape training models are under development.

8.2 Development of “Transition Satisfaction Survey”Contact Person(s): Funding:Alan Hofmeister USOE $25,000

Description:This study focused on IEP meetings in public schools and the team members attending those meetings.

Accomplishments:Survey instruments and group/individual interview formats have been developed and administered. The data collectedhas been processed and reported. A pre-IEP planning meeting intervention has been developed and tested. Theintervention focused on preparing team members to positively impact IEP planning meeting satisfaction.Survey instruments and group/individual interview formats being administered. A training videotape has been devel-oped and disseminated.

8.3 Hawaii Monitoring ContractContact Person(s): Funding:Margaret Lubke State of Hawaii, Department of Education $18,500

Description:Technically, Hawaii only has one school district with seven subdistricts located on five islands, with onsite visitsscheduled on a rotating, three-year cycle. The schools in the Hawaii system include some small rural schools located inplaces and some with huge numbers of students such as Honolulu on the island of Oahu. This contract is a multi-method evaluation of services for students with disabilities who attend island public schools and includes the islands ofOahu, Maui, Hawaii, Kawaii andMolokai. The project uses adiscrepancy evaluation model todocument and ensure compliancewith specific Federal and Stateregulations. As part of thediscrepancy evaluations, staffinterview and survey stakeholders,including parents, teachers, schoolprincipals, and agency administra-tors, identify validated andpromising practices implementedby each school and agency.

Accomplishments:The results of student recordreviews were provided to schoolstaff in an effort to confirmfindings and ensure the accuracyof the data collected before reportswere finalized. Evaluation staff incombination with agency

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administrators establish recommendations for program improvement as well as corrective actions to address proceduraland timeline errors.

8.4 LRBI Quality Implementation Training TapesContact Person(s): Funding:Alan Hofmeister USOE $128,814

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

Accomplishments:Videotapes and supporting print documents have been developed, evaluated, and disseminated. Training in functionalanalysis will be emphasized in the next year.

8.5 Mountain Plains Regional Resource Center (MPRRC) Region 5Contact Person(s): Funding:John Copenhaver USDOE/OSEP $1,360,244

Description:The MPRRC provides technical assistance to State education agencies in developing quality programs and services forchildren with disabilities. The MPRRC identifies and analyzes persisting problems that interfere with the provision ofspecial education services. It links state education agencies experiencing similar problems, assists them in developingsolutions 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 Bureauof Indian Affairs.

Accomplishments:During the year, through 140 technical assistance agreements, the MPRRC provided services in the areas of personneldevelopment, early childhood, special education, individual education programs, least restrictive environment, parentparticipation, due process hearing officer training, State Improvement Grants, IDEA ’97, amendment training, surrogateparent training, SEA management and monitoring, special education reform, technology, transition form school towork, parent involvement, procedural, safeguards, cultural diversity, assessment, Section 504, and serving specialpopulations, including students with special health care needs. A total of 4,610 teachers, 915 parents, 2,310 administra-tors, related services personnel, and 700 miscellaneous individuals were served through workshops, consultations,information searches, facilitation of task forces and work groups, product development and dissemination. Thirty-ninenew products were developed. These products were specific state policy documents, information packages, videos, andpersonnel training packages. The MPRRC has been extremely active in assisting the eleven states in the implementa-tion of the new Individuals with Disabilities Education Act Amendment the MPRRC assisted eight states in the regionprepare to respond to monitoring from the Office of Special Education Programs.

8.6 Opening Doors into Rural CommunitiesContact Person(s): Funding:Richard Roberts MCHB $249,993Adrienne Akers

Description:Opening Doors into Rural Communities is providing technical assistance and evaluating the efforts of four ruralcommunities as they attempt to develop more comprehensive, coordinated early intervention systems.

Accomplishments:ODRC is currently providing assistance to four communities including Pocatello, Idaho; Lewiston, Idaho; Augusta,Maine; and Jefferson County, Missouri. The communities will be targeting the following serviced integration strategiesas recommended by the Federal Interagency Coordinating Council: (a) common application and eligibility procedures;(b) the use of blended or flexible funding; (c) integrated data and information systems; and (d) coordination of earlyintervention with the medical home. Project efforts have focused on providing technical assistance to support thecommunity efforts and on measuring the anticipated changes in family satisfaction with services as well as changes inthe service system infrastructure.

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8.7 Safe and Drug-Free Schools and Communities EvaluationContact Person(s): Funding:Margaret Lubke Utah State Office of Education $12,676

Description:This contract was awarded to collect incidence data. Schools districts within Utah will be grouped into ten geographicregions with between three and five districts in each group. Staff use the responsive/cluster evaluation model to helpdistricts strengthen their programs in terms of operationalizing the SDFSCA Principals of Effectiveness. The regionalon-site visits involve stakeholders from the Utah State Office of Education, the state SDFSCA Advisory board, schooldistricts, SDFSCA Prevention Specialists from county Mental Health organizations, and other volunteers from outsidethe region who come together to share common goals, questions, and experiences.

Accomplishments:In addition to conducting the onsite visits, for the past five years we have been responsible for designing the datacollection forms and aggregating state-wide incident information for the SDFSCA program. This has provided aperformance measure that indicates the success of the overall program. In designing the data collection forms, we haveconducted focus groups with local district personnel and related stakeholders around the state to develop a commonunderstanding of the terms and definitions included on the incident reporting form. This work was continued andexpanded when we were awarded one of the U.S. Department of Education’s Data Collection grants in October 1998.

8.8 Statewide Personnel Development for the Effective Involvement of Paraprofessionals in Special Education

Contact Person(s): Funding:Alan Hofmeister USOE $221,000

Description:This project will develop, validate, and implement a statewide training program for special education administrators. Itwill address competencies needed to develop district-wide policies for paraprofessionals in special education, anddevelop, validate, and implement a statewide training program for special education teachers and related servicespersonnel who have direct supervision responsibilities for paraprofessionals.

Accomplishments:More than 900 professional and paraprofessional staff have been involved in this project, and staff provided numerousworkshops. Courses, workshops, and a national conference have been planned and implemented. The annual stateparaeducator’s conference at Snowbird was supported.

8.9 Web Accessibility in Mind (WebAIM)Contact Person(s): Funding:Cyndi Rowland LAAP $179,398

Description:Web Accessibility In Mind (WebAIM) is administered through a grant provided by the Learning Anywhere AnytimeProgram Fund for the Improvement of Postsecondary Education. The goal of WebAIM is to improve the nationalpicture of accessibility to web-based educational opportunities for individuals with disabilities. WebAIM utilizes thestrength of national partnerships to accomplish the goal of the project. Those partners are: 1. PBS Adult Learning Services; 2. TLT Group of the American Association of Higher Education 3. Western Governors University; and 4. 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 web

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 to support web accessibility at post-secondary institutions; 4. Develop a model for institutional coordination and reform to support web accessibility.

Accomplishments:In the first year of the project WebAIM staff and partners have accomplished many tasks. Most notably they have:

1. Created a curriculum to train webmasters at postsecondary institutions;

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2. Designed an accessible website that serves to disseminate project information and provide others with a model for accessibility;3. Provided training and technical assistance to seven institutions of higher education; and4. Participated in aggressive dissemination of project materials and activities through electronic, print, and site- based means.

8.10 Effective Instructional Practices - ASAP ProjectContact Person(s): Funding:Alan Hofmeister USOE $10,000

Description:This project will continue the longitudinal evaluation of the six Utah schools in the ASAP project. The primary thrust ofthe data collection is in following the progress of students who started in the project in Kindergarten and Grade 1.These students will be entering their fourth year. The project will use the same battery of standardized tests that havebeen used in previous years. Project resources will address the administration, analysis, and interpretation of thestandardized instruments. All instruments will be administered by USU project staff. Dr. Tim Slocum will be respon-sible for the testing and report preparation.

Accomplishments:The final report has been prepared and distributed.

8.11 Evaluation of Schools in ASAP Project - Longitudinal Evaluation of Six ASAP Schools in Beginning Reading and Math

Contact Person(s): Funding:Alan Hofmeister USOE $5,000

Description:In addition to the battery of tests used in Activity 2, project staff will administer additional tests in math and writing.One of the major purposes of the additional testing is to collect data in both the experimental and comparison schoolson a broader sampling of curriculum goals. The final selection of instruments will be done in consultation with UtahState Office of Education personnel.

Accomplishments: Tests in math and writing administered and data collected and analyzed.

8.12 State of Washington Monitoring ContractContact Person(s): Margaret Lubke Funding:Margaret Lubke State of Washington, Office of the Superintendent of

Public Instruction $445,623

Description: A multi-method evaluation of services of students with disabilities ages 3-21 in all 296 school districts in the State ofWashington was awarded. The project uses adiscrepancy evaluation model to document andensure compliance with specific federal andstate regulations. As part of the discrepancyevaluations, staff interview stakeholders,including parents, teachers, school principals,and agency administrators, to identify andreview student records to determine if schoolpersonnel are following required proceduresand meeting timelines.

Accomplishments:The results of student record reviews wereprovided to school staff in an effort to confirmfindings and ensure the accuracy of the datacollected before reports were finalized.Evaluation staff made suggestions regardingcorrective actions to address procedural and

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timeline errors. Follow-up onsite visits focused on specific targets and were made as needed and/or requested. With thereauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997, our focus has expanded from usingjust the discrepancy model to focusing on performance indicators and performance measures in order to demonstrateaccountability and improvement in results for students.

8.13 The Utah Center for Effective Drug and Violence PreventionContact Person(s): Funding:Margaret Lubke U.S. Department of Education $889,779

Description:In an effort to improve the monitoring and reporting of violence and drug use in all of Utah’s 700+ schools, anelectronic web-based reporting system, utilizing a secure transfer mode for confidential data will be developed. Thissystem will allow schools to conduct school and student needs assessment and record incidents/offenders/victims ofsafe school violations in an objective, accurate, and timely manner. The system will provide immediate, real-timeanalysis and reporting of all incident data. As a result, educators will be able to identify, target, track, and predictspecific patterns or concerns.

Accomplishments:Staff are preparing to begin training with school personnel to enter assessment and incident data, obtain desired reportsand make data-based decisions. Part of the training will also focus on the definitions of the terms used to describeincidents and will include typical scenarios. A minimum of one person each for Utah’s 700 schools will be trained torecord incident data and obtain reports. An on-line system for collection can be found at www.risep.usu.edu and asample incident system can be accessed by contacting Summit Research Lab to obtain a guest account.

8.14 Finding Utah’s Most-In-Need Children: Process Improvement for Severely Disabledand Culturally Diverse Populations

Contact Person(s): Funding:Mark Innocenti Funding: Mineral Lease Grant, Utah State University

$38,783Description:The purpose of this project is improve the Child Find process in Part C early intervention programs in Utah. Stake-holder teams in rural communities are working with project staff to improve the Child Find process for locatingchildren with severe disabilities and those with disabilities living in Spanish-speaking families. These teams includestakeholders from all aspects of the Child Find process, including service providers, medical professionals, communityleaders, parents with early intervention experience, and other members of the community.

Accomplishments:This project is working with the Part C early intervention programs in Summit/Wasatch Counties and SoutheasternUtah. The project is working with one community group in Summit/Wasatch and three in Southeastern Utah. Technicalassistance in Summit County has facilitated expansion of the early intervention into Wasatch county. This is requiring arenovation of the early intervention system. Child find has been strengthened among the Hispanic community. Overall,child find has almost doubled in these counties.

In Southeastern Utah the focus has been on working with culturally diverse families. Project activities have expandedfrom Green River and Castle Dale to include Moab and Huntington. Community issues have varied. Informationprovision primarily about insurance, medical care, and child care have been key aspects. The project is organizingHispanic and Native American women into groups to address child health issues in settings where no or little organiza-tion has previously occurred. In Green River, project activities have helped establish an Hispanic community day carewhich will lead to increased child monitoring.

Activities for the current year will continue our focus on community developed issues. Plans to develop an infantmonitoring system have been initiated in Summit/Wasatch and is being explored in Southeastern Utah. Evaluationactivities will continue.

8.15 Utah REACH 2010 Demonstration ProjectContact Person(s): Funding:Matthew Taylor Community Health Centers of Utah $250,000

Description:The Community Health Centers of Utah, in conjunction with the State of Utah Division of Community and FamilyHealth Services, the Weber-Morgan, Davis, and Salt Lake County Health Departments, and the Early Intervention

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Research Institute, are collaborating with the Horizonte School, Utah Coalition of La Raza, Holy Cross Ministries,Planned Parenthood of Utah, and the Indian Walk-In Center to work within the Hisapanic American and AmericanIndian communities to improve access to maternal and child health services.

Accomplishments:The primary focus of this project is on infant mortality and child immunization. Although this project is only in theplanning phase, the project aim is to catch women early in their pregnancy, and help them establish habits of seekingappropriate health care.

8.16 General Curriculum School-to-School ProjectContact Person(s): Funding:Alan Hofmeister Utah State Office of Education/Jordan SchoolDistrict $105,027

Description:This project will provide statewide technical assistance and staff development support on issues relating to theinclusion of students with disabilities in state and district-wide assessment programs.

Accomplishments:A web site has been developed and a committee established to evaluate content and guide the development of the site.

8.17 Technical Assistance Document - Validated Instructional PracticesContact Person(s): Funding:Alan Hofmeister USOE $10,000

Description:One of the strategies in the Utah Agenda calls for the statewide implementation of validated instructional practices.This project addresses the action plan associated with the above listed CSPD strategy. The purpose of this project is thepreparation of a technical assistance document to clarify concepts and staff development procedures.

Accomplishments:Document revised based on external review. It was field tested with preservice students and School District ResourceTeachers. A web-based dissemination source has been developed.

8.18 Evaluation of the Operation of Projects Funded by the Utah Governor’s Council for People with Disabilities

Contact Person(s): Funding:Richard Baer Utah Governor’s Council for People with Disabilities

$58,254

Description:The Utah Governor’s Council for People with Disabilities awards contracts to organizations throughout Utah toconduct innovative and exemplary projects to serve people with developmental disabilities. Through the CPD, eachproject is offered technical assistance including: (1) planning, implementing, and interpreting the results of internalevaluation procedures; and (2) refining and implementing the proposed work scope. CPD staff also provide assistanceto the Council in developing procedures for conducting external on-site evaluation visits, as well as assisting indeveloping and implementing procedures for soliciting, reviewing, and awarding contracts for the next year.

Accomplishments:During the past year, project staff evaluated several council funded projects. Workshops were provided in proposalwriting, proposal review, and program evaluation. The project is now completed.

8.19 Bureau of Indian Affairs Compliance MonitoringContact Person(s): Funding:Margaret Lubke BIA $157,570

Description:The Bureau of Indian Affairs (BIA) monitoring contract implemented a multi-method evaluation of services for NativeAmerican students with disabilities in all 24 agencies including 185 schools on 63 reservations, (69 Bureau operatedschools, 116 contract or grant schools) in 23 states. The project used a discrepancy evaluation model to document andensure compliance with specific federal and state regulations.

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Judith Heumann, Assistant Secretary, United States Department of

Education, made a site visit to CPD and College of Education OSERS-

funded projects in November of 1999. Heumann received information

from numerous staff members, as well as visiting with consumers.

Accomplishments:As part of the discrepancy evaluations, staff interviewed stakeholders, including parents, teachers, school principals,and agency administrators to identify validated and promising practices implemented by each school and agency.Student records were reviewed to determine if school personnel followed required procedures and met timelines. Theresults of student record reviews were provided to school staff in an effort to confirm findings and ensure the accuracyof the data collected. Evaluation staff in combination with agency administrators established recommendations forprogram improvement as well as corrective actions to address procedural and timeline errors. The project is nowcompleted.

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