MN LEND Manual

Welcome!

This manual includes details about LEND, introduces you to people who are part of our program, and holds other information that will be helpful for you throughout the year.

What is MNLEND?

The MNLEND Program is a leadership education program funded by the US Maternal and Child Health Bureau (MCHB) of the Health Resources and Services Administration (HRSA) at the Department of Health and Human Services (DHHS). It is one of 60 LENDs across the nation. We collaborate with over 13 departments and centers at the University of Minnesota to train fellows in MCH Competencies .

LEND provides interdisciplinary leadership training annually to Fellows of UMN graduate programs, its post-doctoral centers, and from the community-at-large. Being selected as a LEND Fellow is an honor and a privilege. Since its inception in 2009, MNLEND has supported over 259 long-term Fellows. Many Fellows have gone on to serve in prominent leadership roles in disability-related fields across Minnesota, the nation, and the world.

Your Fellow Cohort

Your MNLEND Fellow Cohort represents 16+ academic and experiential disciplines and a range of life backgrounds. This will be published after orientation.

MNLEND Leadership Team

MNLEND Director | Amy Hewitt, PhD, MSW

Professor Amy Hewitt, PhD, MSW, is Director of MNLEND and Director of the Institute on Community Integration (ICI), A University Center for Excellence in Developmental Disabilities (UCEDD). Dr. Hewitt serves on doctoral and master’s committees for students across a wide variety of academic and professional departments. Her responsibilities within the UCEDD include outcome and data reporting on the effectiveness of the UCEDD training program and post training leadership roles of ICI Fellows. She also directs several federal and state research, evaluation and demonstration projects in the area of direct support staff workforce development and community services. She has an extensive background and work history in intellectual and developmental disabilities and has worked in various positions over the past 30 years. Dr. Hewitt lives with an adult family member who has a diagnosis of autism and for whom she coordinates Consumer Directed Support Services through Minnesota’s Home and Community-Based Waiver Services. 

MNLEND Associate Director | Jennifer Hall-Lande, PhD

Jennifer Hall-Lande, PhD, is a Research Associate with the Institute on Community Integration. She is currently the Center for Disease Control (CDC)’s Act Early Ambassador for Minnesota. Dr. Hall-Lande’s principal research and community outreach activities have been focused on screening, assessment, and interventions for children at risk for neurodevelopmental disabilities. Additional areas of focus have been ASD prevalence rates in diverse Minnesotan populations and policy issues around children and adult ASD waivers. Further, Hall-Lande has a focus on outreach to culturally and linguistically diverse communities with an end goal of increasing screening rates and reducing the age of diagnosis for children from culturally and linguistically diverse communities across Minnesota.

Medical Director | Andrew (Andy) Barnes, MD, MPH

Andrew (Andy) Barnes, MD, MPH, is an Associate Professor of Pediatrics at the University of Minnesota Medical School, where he directs the fellowship program in Developmental-Behavioral Pediatrics. Dr. Barnes’s clinical work with children and families focuses on helping children gain mastery of their own mind-body interactions. Some of the ways that he helps children become more competent in this regard includes teaching them how to use biofeedback, mindfulness, and self-hypnosis to help themselves better regulate their own thoughts, feelings, and actions. Dr. Barnes’s research focuses on promoting resilience in children under stress and on the interplay between behavior and biology. His current work focuses on the health and self-regulation of children growing up in homeless families. Dr. Barnes also enjoys teaching pediatric trainees about self-regulation and the fundamentals of early child development and behavior, and he helps direct professional training in pediatric clinical hypnosis. He frequently presents and teaches on these topics at local and national symposia and conferences.

Research Director | Jessica Simacek, PhD

Jessica Simacek was a past MNLEND Post Doctoral Fellow and is now a Research Associate at ICI. Her PhD is in Educational Psychology, Special Education with a minor in Applied Behavior Analysis from the University of Minnesota. She also earned her undergraduate degree in Psychology at the University of Minnesota. During her doctoral program, Jessica worked in the Minneapolis Public Schools on the implementation of multi-tiered systems of support, served as key personnel in the development and oversight of the Telepresence Behavior Laboratory, taught courses on classroom management and applied behavior analytic problem solving, and conducted studies in the areas of telehealth and communication intervention in autism and Rett syndrome. She has over 10 years of clinical experience in early intensive behavioral therapy for children with autism and related neurodevelopmental disabilities, spanning home, center, and school-based settings.

ICI Director of Interdisciplinary Education | Rebecca Dosch-Brown, MFA

Rebecca Dosch Brown serves as a MNLEND faculty-mentor under the Family discipline. She also directs MNLEND data analyses, reporting and quality improvement (QI) efforts, especially in equity and inclusion. Rebecca further directs the UMN Disability Policy and Services graduate certificate program and leads its core course, OLPD 5356. 

Her larger ICI role is as an interdisciplinary education director. In this role, she helps develop interdisciplinary courses and spurs innovative research and training collaborations with UMN campus and community partners. 

Rebecca came to ICI in 2015 after 20+ years in higher education as a lecturer, teacher trainer, editor, and adviser both overseas and stateside. She is currently a PhD candidate in the UMN Humphrey School of Public Affairs, with a focus on youth policy at the intersection of race and disability. She is also the parent and active ally of her adult son who has a diagnosis of autism. Her work goal is to co-design and participate in transformative anti-ableist and anti-racist efforts, so as to build a more inclusive and just world for all

ICI Director of Outreach, Education and Training | Macdonald Metzger, MS, PhD

Macdonald Metzger, MS, PhD, has a Master's degree in Human Services and a specialization in Nonprofit Management and Leadership and a PhD in Public Administration. He has over five years of hands-on experience providing quality services and supports to people with disabilities in residential, vocational, and community settings. His personal connection to people with developmental and intellectual disabilities, underscored by the memory of his elder brother, Amagashie, can be seen in every aspect of the passion, willingness, and commitment he has shown towards advocating for programs and services that promote the quality of life for people with disability. He has over ten years of work experience as a multimedia journalist. Previous employers include Lutheran Social Service of Minnesota, MN Department of Human Services/MSOCS, Catholic Charities New York City, and the United Nations Mission in Liberia (UNMIL Radio) as a Broadcast Journalist. Macdonald has also consulted and volunteered for various local and international nonprofit organizations including the International Center for Transitional Justice (New York/Liberia Program), Afrobeat Radio (WBAI 99.5 FM New York), and KFAI 90.3 FM (Minneapolis).

Interdisciplinary Education Coordinator | Ajibiké (BiKé) Ojomo, MPH

Ajibiké (BiKé) Ojomo, MPH serves as an Interdisciplinary Education Coordinator at the Institute on Community Integration (ICI). She coordinates and supports the overall development and training of the Minnesota Leadership Education in Neurodevelopmental and related Disabilities (MNLEND) fellowship program and the OLPD 5356.

Prior to her work at ICI, BiKé has been in Finance for over 20 years. She was a Finance Specialist here at the University and also outside of the University.

BiKé holds a Bachelors degree in Banking and Finance and a Master’s in Public Health from the University of Minnesota. She’s a Certified Mental Health Coach. She coaches middle school girls and empowers them to find their Power, and Change Their World by Taking Action, through the (Girls Taking Action) project.

BiKé also has a Certificate in Project Management. She partners with community-based organizations as a consultant in creating wellness and mental health disability awareness.

MNLEND Core Faculty

Core faculty members are faculty from affiliated departments who serve as liaisons between MNLEND and their home academic departments. Many will speak with you during Thursday Sessions this year.

Accommodations

If a fellow has a disability or health/life situation which impacts their participation in the MNLEND program, work with the inclusion counselors at the University of Minnesota’s Disability Resource Center (DRC) for confidential disability advice and for seeking a formal accommodation letter.

Commitment to Diversity and Equity

The MNLEND program is committed to exploring, sharing, and embracing diverse Fellow, community, and faculty perspectives, working together through a range of varied viewpoints, and highlighting critical arenas where equity is not present.

We seek to train Fellows of all racial, ethnic, economic, disability, gender and sexual orientation, immigrant, religious, and educational backgrounds, etc., so that we may work together to reduce disparities and increase equity across NDD communities. Such diversity of cultures, languages, perspectives, and lived experiences enriches the learning experiences for all of us in MNLEND and helps us build excellence and innovation in NDD leadership in our disciplines and communities.

Types of Trainees

1. Long Term Trainees (LTT) = Paid Predoctoral and Community Fellows
   • Must complete a minimum of 320 hours of training and learning for the LEND year (July to June of the following year.)
   • See other requirements listed below
2. Postdoc Long Term Trainee (LTT) = Paid Postdoctoral Long Term Trainees
   • Complete a minimum of 1,788 hours between July 1 and June 30 of the following year.
   • Engage in 46 weeks of full-time training and professional development
   • Hours and traineeship stipend will be prorated to any later agreed-to start date and/or if the postdoc agrees to a lower FTE% appointment. This Postdoc level traineeship is considered to be a long-term trainee appointment by our funder, the U.S. MCHB, as in paid per NIH funding rates.
3. Unpaid Medium Term Trainees (MTT)
   • Choose from the below components, based on interests, skill level, and availability, through the design of an individualized leadership learning plan
   • The total commitment will range from 100-160 hours for the LEND year (July to June of the following year.)
   • Receive an MTT-level MNLEND certificate of completion (non-credit bearing) at the close of a successful training year, with proper documentation of training hours.
   • MTT are unpaid and are considered to be part-time trainee appointments by our funder, The U.S. MCHB.
4. Unpaid Short Term Trainees (STT)
   • May join appropriate Thursday sessions virtually at the discretion of leadership team

Core Training Components

We will guide all Trainees through their requirements and options, step-by-step, with your strengths, skills, and interests at the center.

Canvas Page

The MNLEND Canvas Page is where we organize all of the content of your LEND year. You can access materials (readings, videos, podcasts, etc) for Thursday sessions here. It also has other important documents, like links to Clinical site visit sign-up sheets.

LEND Orientation

REQUIRED for LTT | Optional for MTT

Location: MIDB Multipurpose Room Annex - 2025 East River Pkwy, Minneapolis Mn, 55414.

Orientation happens over two days in August.

LEND Weekly Sessions

ALL REQUIRED for LTT | Optional for MTT

Thursday Mornings from 8:30 a.m. – 12:30 p.m.

Some sessions will take place in person and others online via Zoom. See your LEND Year Calendar in Google. LEND LTTs are expected to attend all Thursday sessions. Exceptions must be pre-approved.

Each session features guest speakers who share a range of perspectives and time for interdisciplinary discussion. These sessions are the primary opportunity for LEND Trainees to share and discuss ASD/DD topics and process their interdisciplinary learning with each other and with the guests and faculty.

LEND Weekly Discussion Posts/Recordings

Each week you are required to prepare for the session by completing the mandatory readings and discussion. These will be posted on Canvas. You will write or record a reflection about what you learned from these required materials.

Individual Leadership Learning Plan (ILLP)

REQUIRED for LTT

Creating an ILLP gives you time to be thoughtful at the beginning of the year about what you will do as a LEND fellow to grow as a leader. And how you will incorporate the components listed here into your schedule. We will work on this together during our first Thursday session. You can also use this throughout the year to track your progress toward your goals.

Documentation of Training Hours

REQUIRED for LTT and MTT

All LEND trainees are required by our funders to complete a certain number of hours (see types of trainee section for the minimum number of hours). Every week you will fill out a brief Google form to report your hours. LEND hours might include research, community-based activities, observations at clinical sites, policy and advocacy work, Thursday session attendance, conferences, and self-directed learning.

LEND Project

REQUIRED for LTT | Pre-approval is needed for MTT to join any project

You will work on a small team interdisciplinary project throughout this year.

We will work with you to match you with a project.

Interdisciplinary Clinic Observations

LTT - REQUIRED | MTT - REQUIRED

All LTT must attend 3 different clinical sites minimum.

One LTT visit must be to the Autism Spectrum and Neurodevelopmental Disorders (AND) Clinic (at the Masonic Institute for the Developing Brain (MIDB)) and then two additional different clinical sites to visit from the list.

Attending additional clinical site visits beyond the 3 required is strongly encouraged for trainees who will be future clinical-based practitioners.

LTT should complete their 3 clinical observations by end of January.

All MTT should attend at least one clinical observation.

Clinics/Labs may include: the MIDB Autism Neurodevelopmental Disabilities (AND) Clinic, Fragile X Clinic, Voyagers Clinic for Genetic Counseling, St. David’s East African Autism Day Treatment, The Finestack Language Intervention Lab, Audiology Lab, Cleft Palate/Craniofacial Clinics, Shevlin Hall Speech Language Therapy, Minneapolis Public School District Early Screening Evaluations, Suma Jacob Lab, and the ICI Telehealth Lab.

LEND Mentoring & Coaching

LTT - REQUIRED | MTT – LIMITED COORDINATOR GUIDANCE

Trainees will meet in small groups with an assigned Mentor 2 times a month minimum, often as part of your project work.

If you are MTT and you need guidance, please see the coordinator during the allotted time on Thursdays.

Families and AdvocateS as Teachers (FAST)

LTT – REQUIRED | MTT - 10 SESSIONS MINIMUM

The Families and AdvocateS as Teachers (FAST) component is fully integrated into the Thursday sessions for all Trainees.

You will connect with self-advocates and families at most weekly sessions.

Disability Policy and Services Course or Policy Advocacy Activities

LTT – REQUIRED | MTT – STRONGLY ENCOURAGED

Each LTT is required to invest 60 hours towards the development of their competency in understanding and navigating core disability policies, services, and systems advocacy engagement. This includes course attendance and hill visits and State Capitol visits on policy issues.

• MTT are strongly encouraged to complete wither the course or the legislative visits.

• Predoc LTT (UMN-based Masters level and PhD level students) are required to formally register in the 3-credit Disability Policy and Services (OLPD 5356*) during the summer or spring semester. Early completion prior to MNLEND year counts as well.

NOTE: A full 12-credit graduate Disability Policy and Services certificate is a great option to consider adding to your UMN studies, as your degree program coursework can often stand in for the additional 9 credits to complete the full 12-credit certificate, with taking OLPD 5356 for 3 credits. See [**] below for more information.

• All non-graduate student LTT will fulfill the policy requirement through one of the three options:

1. Attend and participate in the OLPD 5356* course as an unregistered (non-paying) student with permission from the Instructor, Rebecca Dosch Brown, and complete the course’s Civic Engagement assignment only. For the assignment, students will select one current policy priority from the legislative agenda of an organization engaged in routine advocacy that impact the lives of children or adults living with disabilities and educate their legislators about the topic (or they will document attending a hill visit/State Capitol visit) 2. Show documentation indicating either present or past participation in the “Partners in Policymaking” program sponsored by the MN Governor’s Council on Developmental Disabilities. This option is rare, but is sometimes completed by active parent advocates and self-advocates. 3. Enrollment as a formal continuing education (non-degree seeking) tuition–paying student in order to complete the 12-credit Disability Policy and Services Certificate, and formally enrolling in OLPD5356* course for 3 credits. Before you apply for the certificate, meet and discuss it with Rebecca Dosch Brown, dosch018@umn.edu. See [**] below for more information on the optional Graduate Certificate in Disability Policy & Services. *The Disability Policy and Services Course (OLPD 5356) is offered through the UMN College of Education and Human Development in partnership with the Institute on Community Integration. It is a 3-credit graduate level course offered in the spring semester on Thursdays, from 4:40-7:20 p.m., beginning in late January to early May. OLPD 5356 is also offered M-F, from 9:00 a.m. – Noon, as a summer semester two-week intensive session in mid-June each year. Questions about the course, contact Rebecca Dosch Brown: dosch018@umn.edu. **The Disability Policy and Services Certificate is explained on the OLPD website. You must meet with Rebecca before applying. Tuition costs for this certificate (and the OLPD 5356 course) are NOT covered or paid for by MNLEND (per grant restrictions), but paid LTT can always use their bi-weekly stipend toward covering tuition costs, if they wish.

Self-study

REQUIRED for LTT | Optional for MTT

Many optional resources will be shared throughout the year that supplement the core components and help you reach your 320 minimum training hours. This arena is self-designed but may include:

• Attending or presenting at conferences, workshops, events, or trainings
• Reading, viewing, or listening to supplemental materials on NDD/Leadership
• Participating in optional MNLEND book, film, podcast clubs
• Completing online courses in anti-racism, anti-ableism, and on NDD skills, etc.
• Presenting to communities (if not an integral part of your project)
• Attending LEND, ICI, and AUCD-related networking and social events and conferences

Professional Development

LTT only

Professional Development Stipend

Professional Development stipend of $500 is available to all paid LTTs. You can use this to cover your registration for some of our suggested conferences, other conferences related to your LEND work, or other professional development opportunities. Requests are subject to approval and never guaranteed.

Fellows awarded additional travel stipends are also required to submit proof of attendance post-trip by emailing copies of conference registration receipts.

Ideas for interdisciplinary conferences and training that LEND encourages you to consider will be shared. We especially encourage Fellows to apply to present or have a poster at one of the spring conferences as a small interdisciplinary team. Spring conference proposals are often due in September or October of this fall, so they are possible deadlines you could meet if you work collectively as a team.

Suggested Conferences

• Fall Conference: National Annual AUCD Conference*
• Spring Conference: National Disability Policy Summit (DPS)*
• MNLEND Organized Hill visits (in conjunction with AUCD & DPS conferences)
• Minnesota Gathering for Person Centered Practices (Fall)
• Disability Day at the Capitol (TBD)
• AuSM Conference (April)

*Fellows are expected to use their $500 professional development extra funding for the fall or spring conference. If the spring-held Disability Policy Summit is in-person, a few competitive scholarships will be made available for travel. Under typical circumstances, both national conferences have been located in Washington D.C. We strongly encourage you to apply early for the AUCD nationally-competitive scholarships available on the AUCD national conference website. A letter from the MNLEND training or program director is required and thus early submission is a must.

It is expected that trainees use their stipends to pay for any travel or registration costs. Reduced personal cost to attend either event this year could also come from organizing room sharing with your Fellow peers in an Airbnb (if in-person events are possible), volunteering at the AUCD conference, or applying for other national-level AUCD-wide competitive scholarships.

Representatives Visits

Each Fellow must visit their congresspeople at the National or State level by the end of the year. You will share information on Policies related to disabilities. On Thursdays, we will help you prepare.

It is expected that Fellows will fully engage, act responsibly, and attend to these duties with utmost respect and preparation. More information on these opportunities will be shared through umn.edu emails and at Thursday sessions.

Leadership Assessments

LTT – REQUIRED | MTT - OPTIONAL

CliftonStrengths

Discover your top 5 leadership talents or talent areas to further develop to help guide your year plan. You will be emailed instructions before orientation.

The Maternal & Child Health (MCH) Competencies Navigator Assessment and 3 additional MCH Pre/Post Mini-assessments

The MCH pre/post assessments will show strength and growth areas across the 12 Maternal and Child Health (MCH) competencies upon which LEND training is based. Three additional focused mini-assessments are required for quality improvement purposes and we will send the link to you for these in early August.

Harvard Implicit Association Test

Required for LTT | Optional for MTT

Instructions will be sent as an assignment for a particular future Thursday.

Helps you begin to notice what’s in the subconscious mind from cultural and external conditioning. Implicit Biases come from a part of your mind you cannot control, but you can learn to slow down and disrupt them once you know you have them (and we all do).

Other Training Required by the University

You’re required to complete a few more trainings as a LEND fellow. Instructions included in how to document and detailed in the summer getting started list

Privacy and Data Security Training (HIPAA) Modules - Online

LTT – REQUIRED | MTT - REQUIRED

To be considered compliant with the University’s HIPAA Training requirement, all Trainees must complete the two 30-minute courses. You will need a umn.edu email to complete HIPAA modules. You will need to show visual proof you completed both modules below:

• (HIP019) HIPAA Training (Required) ;
• (ISA101) Information Security Awareness Training (Required).

Preventing Sexual Misconduct, Discrimination and Retaliation - Online Training

LTT – REQUIRED | MTT – REQUIRED

This is a required training for all UMN employees and LTT. As a new employee you will receive a email with a link to the required training.

For more information about this training - Preventing Sexual Misconduct, Discrimination, and Retaliation

Optional Learning Opportunities

ADOS 2 Introductory Training

Pre-Qualifying LTT and MTT - OPTIONAL

ADOS-2 is only an option for trainees with (future) direct assessment/clinical roles. ADOS 2 is a common assessment tool for practitioners who will work directly with children with ASD in school or clinical settings and will have a role in assessment. Many trainees will not qualify for such a specialized training.

LEND Core Faculty Amy Esler and Robin Rumsey offer discounted introductory training on the administration of the ADOS 2 . Please contact alqui003@umn.edu for a student discount code prior to registering by telling them you are a current LEND Fellow.

Paid LTT may use your bi-weekly paid stipend to cover the reduced rate or contact BiKe, the LEND Coordinator, to use optional funds for professional development.

Community Outreach and Engagement Events

Required for LTT| Optional for MTT

Community outreach and engagement are important to our program and they are part of our funding directives. Disseminating and sharing information to families, communities and stakeholders is a critical role of all LEND programs. MNLEND Fellows are expected to participate in and attend at least some of the special community-based events offered throughout the year. In some cases, Fellows may be asked to present at or plan an event. MNLEND also has an ICI-wide community council who fully supports the MNLEND Mission. Fellows may be asked to present their LEND activities to this council.

Team Building Engagement

LTT and MTT - STRONGLY ENCOURAGED

Building relationships with your MNLEND Fellows and other LEND Fellows across the nation is an important part of your leadership and networking skill development. You are encouraged to engage in outside team building. This can be done locally or through AUCD.

• Connect with Institute on Community Integration (ICI) on Facebook
• Join MNLEND social and networking events organized by LEND Staff/Faculty-Mentors/Peer-Trainees
• Join ICI-wide training & events (MNLEND is housed at ICI). LTT are automatically added to ICI Listserv as ICI employees and are encouraged to attend staff meetings.
• Join Association of University Centers on Disabilities (AUCD) Facebook and enroll as a virtual trainee on the AUCD website .
• Attend the National AUCD Conference (November/December) or the Disability Policy Seminar in D.C. (Spring). A limited number of need-based competitive scholarships may be made available – applications will be required to be considered.

Other important information

Stipends and Taxes

Paid fellows receive a MNLEND stipend biweekly through the University of Minnesota payroll system.

It is your responsibility to fully understand the taxing implications of this stipend. The University of Minnesota does not withhold state or federal tax deductions from your overall stipend; yet, your stipend is considered taxable income and you will need to pay taxes on it and also self-report it to the IRS as additional income. There is no W2, you simply self-report it as “Other Income.” Please review important tax information and the IRS explanation of how to self-report your Taxable Scholarship income (under Taxable and How to Report headings)

Holistic Mid-Year Review

If at any time the program requirements, its associated documentation, or ethical and professional behavior obligations are not being fulfilled, you could be asked to leave LEND. Your stipend and your title as a Fellow would cease. Typically, Fellows participate actively and responsibly for the full year. A mid-year holistic review (in November) will be conducted by the Leadership Team to ensure all Fellows are meeting their responsibilities and expectations. Fellows who do not meet key benchmarks may be counseled out of the program.

Clarity on some acronyms you might hear often:

What is ICI?

The University of Minnesota Institute on Community Integration (ICI) is a University Center for Excellence in Developmental Disabilities (UCEDD). ICI is where MNLEND is housed administratively, and for your year you are technically a temporary employee of ICI. You are added to the ICI Listserv and you are invited to join staff training and events that interest you. ICI is largely funded through federal, state, and foundation grants and contracts and is part of a national network of mandated federal programs at major universities and teaching hospitals across the country.

ICI provides a comprehensive and integrated program of training, service, technical assistance, applied research, and dissemination to the field of intellectual and developmental disabilities. The ICI is connected with other UCEDD and LEND programs throughout the United States via the Association of University Centers on Disability (AUCD) Network .

What is AUCD?

The AUCD Network

Established in 1971, the Association of University Centers on Disabilities (AUCD) is a membership organization of university-based entities, to which ICI (and MNLEND) belongs. Membership in AUCD is open to University Centers of Excellence on Developmental Disabilities (UCEDDs), LENDs, and Intellectual and Developmental Disabilities Research Centers (IDDRC), and this includes their employees and Fellows. Through its members, AUCD is an excellent resource and network for local, state, national and international agencies, organizations and policymakers concerned about people with developmental and other related disabilities and their families. AUCD also includes a number of international affiliates and has strong relationships with a number of other national networks that address training needs and public health concerns.

What does AUCD do for Fellows?

AUCD is invested in the Fellows of its networks. After completion of their programs, UCEDD, LEND, and IDDRC Fellows often become leaders in the clinical, research, service, education arenas, as well as in policy administration. It is expected they will positively play an active role in improving quality of life outcomes of people with developmental disabilities.

LEND - A National Network

There are a total of 60 LEND programs located in 44 US states, with an additional six states and three territories reached through program partnerships. Collectively, they form a strong national network that shares information and resources and maximizes impact. They often work together to address national issues of importance to all children and adults with disabilities and their families, to exchange evidence-based and promising practices, and to develop shared products. While each LEND program is unique, with its own focus and expertise, they all provide interdisciplinary training, have faculty and trainees in a wide range of disciplines, and include parents, family members, and self-advocates as paid program participants.

LENDs grew from the 1950s efforts of the Children's Bureau (now the Maternal and Child Health Bureau) to identify children with disabilities as a Title V program priority. They are funded under the Autism Collaboration, Accountability, Research, Education, and Support (CARES) Act, and are administered by the Health Resources and Services Administration (HRSA) that is over the Maternal and Child Health Bureau (MCHB).

By being a Fellow in MNLEND, you have access to thousands of people, jobs, and research opportunities nationwide. If you are interested in a topic that is not addressed at your Center, it is probable that experts in that topic are available at another program. Contact them and seek to collaborate. If you are looking to move to another part of the country, look for job openings through AUCD in your region of interest. Programs are always looking for graduates who have been mentored in the exemplary practices of a UCEDD, LEND, or IDDRC training model.

Project List

1. Supporting Families

Supporting Families

Organization: Institute on Community Integration

Website: https://ici.umn.edu & https://ici.umn.edu/products/989 & https://www.lifecoursetools.com/lifecourse-library/lifecourse-framework/

Mission/Purpose: The purpose of this project is to improve supports for family members who provide supports to a family member with disabilities. The project includes both research dissemination component about caregiver outcomes and direct outreach component that involves sharing the Charting the Lifecourse Framework with families.

Project proposal overview: This project is related to ICI’s work about supporting families of individuals with IDD. There are two projects related to supporting families. LEND fellows can choose to work on either project. More than one LEND fellow is welcome. The first project is working with ICI staff to develop a data brief/webinar using data the 2023 FINDS survey about some topic of interest to/about family members who support a family member with a disability. Potential topics range across the lifespan. The second project includes working with ICI staff to develop, market and co-facilitate a webinar about Charting the Lifecourse.

Desired skills: Interest in supporting families, including those from diverse communities. Good written and verbal communication skills. Ability to connect with diverse families and organizational leaders who serve diverse families. Organized and dependable. Bilingual is a plus. Fellows with an interest in a particular family role (such as siblings or aging parents) or from a particular background (such as rural, immigrant or race/ethnicity) will likely be able to match this project to their interests.

Opportunities provided: Fellows will receive experience in leadership, training, and making community connections. Fellows will have the opportunity to develop a webinar and training. Fellows will have the opportunity to learn more about the Charting the Lifecourse Framework.

Time commitment: MNLEND Fellows should plan to commit to 10-15 hours monthly from late September 2023 to late May 2024. Total estimated hours per fellow: 80 to 120 hours.

Project timeline and description of activities/deadlines:

September	Team meeting, Fellow orientation – FINDS, Charting the Lifecourse
October	Team meeting, planning and webinar development.
November	Team meeting, webinar development and marketing.
December	Team meeting, webinar marketing, deliver webinar 1.
January	Team meeting, planning and webinar development.
February	Team meeting, webinar development and marketing.
March	Team meeting, marketing
April	Team meeting, deliver webinar 2.
May	Team meeting, debriefing, and deliver 2 page summary of trainee/project accomplishments to MNLEND Program coordinator.

Project lead name and title: Lynda Lahti Anderson, Research Associate, Institute on Community Integration

Contact information: lla@umn.edu

2. Cultural Diversity Career Advancement Program (C-CAP)

Cultural Diversity Career Advancement Program (C-CAP)

Organization: International Society for Autism Research (INSAR)

Website: https://www.autism-insar.org/page/CCAP

Mission/Purpose: The purpose of this project is to facilitate the work of the C-CAP mentorship program. The goal of C-CAP is to increase the amount of autism research from low/middle-income countries (LMIC) and from underrepresented groups in high-income countries (HIC). The initiative seeks to advance this goal through providing mentorship and ongoing training for researchers at all career levels – early career, mid-career, as well as those yet to fully launch research careers. The C-CAP committee is a diverse group of senior researchers in autism from the NIH, CDC, and a variety of universities throughout the U.S. We recruit mentors and mentees from LMIC and underrepresented groups and pair them based on overlapping interests and areas of expertise. C-CAP also provides webinars and other events throughout the year to promote research and mentorship.

Project Proposal Overview: The fellow will work with the C-CAP committee to organize, facilitate, and deliver webinars to mentors and mentees participating in C-CAP. The fellow will network with culturally diverse researchers in autism to develop the C-CAP program and create a broad and deep pool of mentors and mentees. This is a project coordinator role where the fellow will assist C-CAP leaders with the logistics of meetings, events, application to the program, and mentor-mentee matching.

Desired Skills: Interest in promoting research in LMIC. Experience in coordinating meetings and webinars using electronic logistical tools. Good written and verbal communication skills. Organized and dependable.

Opportunities Provided: Fellows will receive experience in leadership, training, and networking with researchers globally. They will build professional connections with diverse autism researchers.

Time commitment: MNLEND Fellows should plan to commit to 5-10 hours monthly from September 2023 to late May 2024. Total estimated hours per fellow: 45-80 hours.

Project Timeline and Description of activities/deadlines

September	Meet C-CAP committee, outline responsibilities with co-leads (Drs. Esler and Lisa Joseph)
October	Organize and send communications on C-CAP meetings, send out mentor/mentee surveys
November	Organize and send communications on C-CAP meetings, compile data from mentor/mentee surveys
December	Organize and send communications on C-CAP meetings, participate in planning and communication on C-CAP webinar
January	Organize and send communications on C-CAP meetings, participate in planning and communication on C-CAP webinar
February	Organize and send communications on C-CAP meetings, compile and present data on evaluations of webinar
March	Organize and send communications on C-CAP meetings, update and send out mentor/mentee surveys
April	Organize and send communications on C-CAP meetings, planning, and communication on C-CAP webinars, compile data from mentor/mentee surveys
May	Organize and send communications on C-CAP meetings, planning, and communication on C-CAP webinar, and deliver 2-page summary of trainee/project accomplishments to MNLEND Program coordinator.

Project Lead Name and Title: Amy Esler, PhD, Associate Professor, Division of Clinical Behavioral Neuroscience, Department of Pediatrics

Contact information: esle0007@umn.edu

3. Autism Hospital Toolkit

Autism Hospital Toolkit

Organization: Department of Pediatrics and Department of Psychiatry, University of Minnesota

Website: https://med.umn.edu/pediatrics/divisions/clinical-behavioral-neuroscience

Mission/Purpose: The purpose of this project is to assist with the transcription, analysis, and dissemination of data collected as part of the Autism Hospital Toolkit. The Toolkit is a research project that brought together faculty from Pediatrics and Psychiatry to develop supports, strategies, and training to better care for children receiving inpatient medical, inpatient psychiatric, and emergency department (ED) care at the University of Minnesota Medical Center (UMMC). As part of this project, we conducted detailed interviews with parents and caregivers of autistic patients who received inpatient medical or ED care. We also conducted surveys of parents and providers on their experiences with hospital care for autistic children. A large focus of this work was on supporting autistic children who are “community placement boarders” in the ED, meaning they are being housed there while a community placement is identified.

Project proposal overview: The fellow will work with Toolkit staff on transcribing parent interviews and compiling and analyzing survey data. The fellow will also assist with organizing findings and putting together presentations to disseminate findings to a variety of audiences.

Desired skills: Interest in qualitative research and in learning about current healthcare systems and policies that do and do not support autistic children. Fellows who are interested in working to improve policy, particularly for individuals with neurodevelopmental disabilities and high support needs, would be a good fit. Fellows who have experienced their own medical trauma should be advised that much of our qualitative data covers difficult experiences.

Opportunities provided: Fellows will be exposed to detailed narratives of people’s experiences with hospital/ED care and will learn about the realities of our current healthcare and county support systems. Fellows will have the opportunity to practice interpreting and presenting data in ways that are designed to promote policy change.

Time commitment: MNLEND Fellows should plan to commit to 10 hours monthly from September 2023 to late May 2024. Total estimated hours per fellow: 80-90 hours.

Project timeline and description of activities/deadlines:

September	Meet Autism Hospital Toolkit team, outline responsibilities, complete research trainings
October	Transcribe and organize interview data, review data with study team, revise as needed
November	Transcribe and organize interview data, review data with study team, revise as needed
December	Transcribe and organize interview data, review data with study team, revise as needed
January	Compile and analyze survey data, work on data presentation to a variety of audiences
February	Analyze survey and interview data, work on data presentation to a variety of audiences
March	Analyze survey and interview data, work on data presentation to a variety of audiences
April	Analyze survey and interview data, work on data presentation to a variety of audiences
May	Complete and participate in a presentation on Autism Hospital Toolkit and its findings, and deliver 2 page summary of trainee/project accomplishments to MNLEND Program coordinator.

Project lead name and title: Amy Esler, PhD, Associate Professor, Division of Clinical Behavioral Neuroscience, Department of Pediatrics

Contact information: esle0007@umn.edu

4. Learn the Signs Act Early

Learn The Signs - Minnesota Act Early Project

Organization: Minnesota Act Early Project

Website: Learn the Signs Act Early

Mission: Minnesota Act Early improves the well-being of young children through community outreach and education. MN Act Early is a statewide public health outreach campaign that reaches out to families, communities, and organizations to promote early screening and early identification of potential developmental delays. The Minnesota Act Early team educates about healthy child development, early signs of Autism Spectrum Disorder (ASD) and other developmental delays, the importance of regular developmental screening, and early intervention when there is a concern.

Project Proposal Overview: MN LEND Fellow Project will work to integrate LTSAE materials/resources within a system or organization that serves young children and families (e.g. childcare, healthcare, preschool, parent group, ECFE classes, libraries, etc.) for educating families of young children and or child/care provides about importance of developmental monitoring/screening. LEND fellow can also suggest a setting for intervention or Dr. Hall-Lande can help generate ideas/opportunities. Past LEND fellow projects have involved libraries, childcare, pediatric clinics, community centers, social media, radio shows, etc.

Desired Skills: Interest in public health outreach with families with young children (birth to 5) around early child development, developmental milestones, and early developmental screening. Passion for serving families of young children with a focus on traditionally underserved communities. Good communication and connection skills.

Opportunities Provided: LEND Fellow will receive training, leadership experience, and title of MN Act Early Delegate. Fellow will receive training on child development, developmental milestones, and the importance of early developmental screening. LEND Fellows may have the opportunity to attend local early childhood/family focused events to promote MN Act Early campaigns. Fellows will build professional connections with early childhood professionals and community leaders. Opportunity to creatively apply ideas for outreach and systems-level change.

Time commitment: MNLEND Fellows should plan to commit to 5-8 hours monthly from late September 2022 to late May 2023. Total estimated hours during fellowship year: 40-60 total hours. *If more than one Fellow wishes to team together on our project, we will delineate roles and hours for each Fellow.

Project Timeline and Description of activities/deadlines:

September	Participate in MN Act Early training meeting/event
October	Develop Act Early outreach plan (along with Dr. Hall-Lande)
November	Promote Project and Begin Act Early community outreach
December	Continue MN Act Early community outreach and check in
January	Participate in MN Act Early mid-year training meeting/event. Revise goals if needed
February	Continue Act Early community outreach and check in
March	Continue Act Early community outreach and check in
April	Continue Act Early community outreach and check in
May	Create a brief summary report of activities, learning reflections and future recommendations. Submit this 2-page summary of your work to the MNLEND program coordinator.

Supervising Mentor(s) Jennifer Hall-Lande, PhD, LP, ICI Researcher 

Contact  hall0440@umn.edu 

5. TeleOutreach to Access Early Support Services

Innovative solutions to addressing barriers to intervention access for children, youth, and adolescents with neurodevelopmental disabilities and/or behavioral health needs through the TeleOutreach Center

Organization TeleOutreach Center at the Institute on Community Integration

Website TeleOutreach Center

Mission Identifying and reducing barriers to intervention access for children, youth, and adolescents with neurodevelopmental disabilities and/or behavioral health needs

Project Proposal Overview Dr. Jessica Simacek and Adele Dimian investigate innovative solutions to addressing barriers to intervention access for children and adults with neurodevelopmental disabilities through the Telehealth Lab in the Institute on Community Integration. The MNLEND Project Proposal for 2023-2024 is a continuation of a multi-year project for Fellows to contribute to ongoing research, training, and technical assistance to better understand the barriers to intervention access experienced by children and adults with neurodevelopmental disabilities, and their families. Our team also focuses closely on several topics, including expanding access to support in rural locations, and research to understand and better treat self-injurious behavior.

The project will include opportunities for further identification of barriers experienced by children, youth, and adolescents with neurodevelopmental disabilities and/or behavioral health needs, with activities and research centering on understanding the current state of this important issue. Priority will also be given to understanding the unique and often worsened barriers experienced by culturally and linguistically diverse children, adults and families who experience neurodevelopmental disabilities.

Examples of project activities from previous Fellows include: 1) conducting a literature review targeted to specific barriers/populations/circumstances, 2) conducting a focus group (s) to better understand community experiences of barriers, 3) conducting a survey of children, adults, families, providers, or other community stakeholder groups to better understand barriers, 4) preparing a small student grant application to better investigate these barriers, 5) developing community-based presentations to present. Our team also works closely with Dr. Amy Esler and clinical professionals at the UMN Autism and Neurodevelopment Clinic on several of these projects.

Desired Skills As the Fellows participating in the project will be working closely with our research team and community stakeholders, desired skills include the ability to work and collaborate as part of a team, with sensitivity and professionalism particularly when communicating with participant families or community stakeholders. A strong work ethic and openness to feedback would also be important skills to bring to our group. We support children with a variety of needs, including children who are non-speaking and use augmentative and alternative communication or children and youth who engage in self-injurious behavior, and such, an openness to learning about different lived experiences than one’s own is needed.

Previous research experience is not required; however, all Fellows are required to pass the IRB and HIPAA trainings and to present these certificates prior to observing or participating in any research activities. And, in order to be involved in more complex research tasks (e.g., data coding), Fellows would need to commit the time it takes for training on these measures, which can be extensive.

Opportunities provided Fellows will have the opportunity to learn about innovative intervention delivery through the use of telehealth, and will have opportunities to collaborate on a research team. If desired, Fellows may also have the opportunity to disseminate research information through activities such as conference presentations or manuscript preparation (although, creation of these kinds of research products often require additional time commitments).

Time commitment MNLEND Fellows should plan to commit to 8-10 hours monthly from late September 2023 to late May 2024. Total estimated hours: 70-80 hours. *If more than one fellow wishes to team together on our project, we will delineate roles and hours for each fellow. Our team hosts a weekly GRA/Trainee meeting on Wednesdays from 1-2, Fellows interested in research would be encouraged to attend these meetings. *Please note that the faculty mentors on this project are not available on the weekends, before 7am, or after 5pm to engage in Fellow meetings, so please ensure Fellow availability during workhours.*

Project Timeline and Description of activities/deadlines

Late September	Meet with Dr. Simacek to discuss goals and map out a general plan for the year.
October	Complete planning protocol and participate in kickoff event for the project for the year
November-January	Execute Phase 1 of the plan (data/information collection)
February-March	Execute Phase 2 of the plan (analyze data/information)
March-May	Execute Phase 3 (disseminate information into report/presentation for the research team and engage in supported research dissemination activities as desired (e.g., prepare for conference presentation or contribution to a publication/manuscript).
Late May	Send 2-page summary of work accomplished to MNLEND Coordinator.

Supervising Mentor(s) for Project/Titles Jessica Simacek, PhD, LEND faculty mentor. Adele Dimian, PhD, LEND faculty mentor

Contact information sima0034@umn.edu (612) 624-1450 dimia006@umn.edu    

6. Use of Caregiver-Child Interactions in Intervention Research for Young Children with Down Syndrome

Use of Caregiver-Child Interactions in Intervention Research for Young Children with Down Syndrome

Organization Finestack Child Language Intervention/Lab

Website finestackclil.com

Mission/Goal of Project: One of the goals of the Child Intervention Lab is to identify effective and efficient intervention approaches to improve the language skills of children with language impairment, including children with developmental language disorder, autism spectrum disorder, and Down Syndrome. As both behavioral and pharmaceutical interventions are being developed for children with Down syndrome, research is needed to determine the effectiveness of the interventions. However, before large clinical trials can be conducted, it is necessary to identify appropriate measures to use to evaluate the intervention. Thus, we are currently examining the feasibility, validity, and reliability of caregiver-child interactions that can be collected independently and remotely.

Project Proposal Overview: To support the goals of the Child Language Intervention Lab, the LEND Fellow project would entail assisting study recruitment of families with young children with Down syndrome and data collection..

Desired Skills Organized, Good Communication Skills, Desire to Work with Families with a Child with Down Syndrome, Work Well in Team.

Opportunities Provided: LEND Fellows will receive training on child language development and language weaknesses typically experienced by children with neurodevelopmental disorders. Fellows will have the opportunity to work directly with families with children with Down syndrome and learn how to evaluate the language skills of young children.

Time Commitment: MNLEND Fellow(s) should plan to commit 16 hours monthly (4 hours per week) from September 2023 to May 2024. Total estimated hours: 112-128 hours per Fellow. Fellows are welcome to work together as teams.

Project Timeline and Description of activities/deadlines

Late September	Meet with Dr. Finestack to discuss project details and create a general workflow timeline.
October	Complete CITI and HIPAA trainings. Read over study materials. Begin recruiting families.
November	Enroll and complete protocol with 3 families. Begin analyzing interactions.
December	Enroll and complete protocol with 3 families. Begin analyzing interactions.
January	Enroll and complete protocol with 3 families. Begin analyzing interactions.
February	Enroll and complete protocol with 3 families. Begin analyzing interactions.
March	Analyze interactions
April	Analyze interactions
May	Analyze interactions. Send 2-page summary of work accomplished to MNLEND Coordinator

Supervising Mentor(s) for Project and Title: Lizbeth H. Finestack, Ph.D., CCC-SLP

Contact information: finestack@umn.edu

7. ICI Policy Research Brief (PRB) and Policy Forum

ICI Policy Research Brief (PRB) and Policy Forum

Organization: ICI

Website: Policy Forum and Policy Research Brief Examples

Mission/Purpose: Policy Research Briefs (PRBs) are a series of very short, focused, plain-language briefs summarizing recent research on crucial policy issues affecting persons with intellectual and developmental disabilities. The associated Policy Forums are web-based presentations and facilitated discussions exploring research published in the most recent issue of the PRB. The Forum aims to bring together people with disabilities, their families, direct support professionals (DSPs), advocates, policymakers, and researchers in timely conversations that can make a difference in people's lives...

Project proposal overview: The MNLEND fellow will work with ICI researchers and staff to develop and publish bi-monthly (every 2 months) issues of the PRBs and assist in planning and leading the Policy Forums. The fellow will be provided with content ideas and access to the source research; the fellow may also propose their own ideas. The fellow will be responsible for developing the content of the PRBs and working with the graphic design team to finalize the PDF and WebPub publication. Recent PRB issues highlighted low wages and racial disparities amongst DSPs and effect of pay increases on quality of DSP work life. The fellow will also be responsible for helping plan, organize and conduct Policy Forums to accompany publication of the PRBs.

Desired skills: Should have facility with and curiosity about data and telling stories through data. Good communication skills. Ability to write and communicate in plain language. Some familiarity with and interest in IDD policy issues. Basic analysis skills are desired but not required.

Opportunities provided: Fellow will gain knowledge of recent critical research conducted at ICI and how it relates to the broader IDD policy context and current issues. Fellow will have the opportunity to explore and incorporate their own ideas into PRB topics and issues. Fellow’s name will be listed on the PRB as the issue’s editor. Fellow will also have the opportunity to co-lead the Policy Forums.

Time commitment: MNLEND Fellows should plan to commit 5-6 hours monthly from September 2023 to May 2024. Total estimated hours during fellowship year: 45-54 total hours. Up to 2 Fellows may join and share duties.

Project timeline and description of activities/deadlines:

September	Select topic of PRB
October	Work on drafting PRB (with ICI researcher/s)
November	Work on drafting PRB (with ICI researcher/s)
December	Finish drafting PRB (with ICI editors and designers)
January	Finish drafting PRB (with ICI editors and designers)
February	Determine and invite discussants and schedule Policy Forum
March	Prepare for Policy Forum
April	Hold one Policy Forum
May	Deliver 2 page summary of trainee/project accomplishments to MNLEND Program Coordinator

Project lead name and title: Julie Bershadsky, and Sheryl Larson, ICI

Contact information: bers0017@umn.edu, larso072@umn.edu

8. Autism Mentorship Program

Autism Mentorship Program (AMP) - Evaluation of a Community Mentorship Program for Individuals with Autism Spectrum Disorder (ASD)

Organization University of Minnesota Autism and Neurodevelopment Clinic

Website University of Minnesota Division of Clinical and Behavioral Neuroscience

Mission: Providing a state-of-the-art multidisciplinary center for the evaluation and treatment of autism, working closely with families and community outreach, and fostering clinical training and research efforts.

Project Proposal Overview: Researchers from the University of Minnesota (UMN) are completing a project entitled Evaluation of a Community Mentorship Program for Individuals with Autism Spectrum Disorder. This project evaluates the initial outcomes of the Autism Mentorship Program (AMP), a mentorship program that pairs adults and adolescents with ASD in 1-1 mentoring relationships. During 2023-2024, the AMP team will conduct program evaluation of AMP during the 2023-2024 school year in order to determine the effectiveness of AMP. We will enroll 40 autistic adolescents and 40 autistic adults to determine the impact of AMP. We will specifically examine outcomes related to mental health, relationship development, autistic identity, and self-determination.

Desired Skills: We need people who are interested in promoting positive leadership roles within the community for autistic adults and positive outcomes for autistic adolescents. Fellows participating in this project will need to be reliable; be able to communicate with teens, parents, professionals and community members; have good organizational and communication skills; and have an interest in community-based research and program evaluation. Autistic self-advocates and fellows interested in dissemination efforts (manuscript preparation) will be prioritized, but this is not required.

Opportunities Provided: You will learn about the AMP program and have an opportunity to participate in the continued development and evaluation of this innovative program through participation in virtual program implementation, data collection, and dissemination of results to community partners. Fellows with previous research experience may have the opportunity to participate in manuscripts and/or conference presentations.

Time commitment: MNLEND Fellows should plan to commit to 5-10 hours monthly from October to late May. Total estimated hours: 30-50 hours. *If more than one fellow wishes to team together on our project, we will delineate roles and hours for each fellow.

Project Timeline and Description of activities/deadlines

September - October	Meet with Dr. Hudock and her team to discuss goals and map out plan for the year. Complete relevant HIPAA and CITI research training. Conduct participant interviews
October	Conduct participant interviews. Assist with data management.
November-December	Assist with virtual programming tasks. Assist with preparation of community report and presentations.
December-January	Assist with virtual programming tasks. Assist with preparation of community report and presentations.
February-March	Assist with virtual programming tasks. Assist with preparation of community report and presentations.
April-May	Assist with virtual programming tasks. Assist with participant interviews. Summarize preliminary results.
May	Create and present a summary report of activities or academic product and meet with Dr. Hudock and LEND mentor to discuss learning reflections and future recommendations. Submit a copy of this report/product to your MNLEND Faculty-Mentor and to the MNLEND Coordinator.

Supervising Mentor(s) for Project and Title Rebekah Hudock, PhD, LP LEND faculty member

Contact information kale0040@umn.edu, 612-626-3538

9. ICI Community Outreach and Engagement - Mapping Community Assets Projects

ICI Community Outreach and Engagement – Mapping Community Assets Project

Organization: Institute on Community Integration- Outreach and Engagement

Website: https://ici.umn.edu

Mission/Purpose: The purpose of this project is to support ICI’s Community Outreach and Engagement efforts while working alongside newly contracted Community Engagement Connectors (CECs). Fellows will immerse themselves in ICI outreach and engagement-related activities. They will work with the Outreach Director to map existing community assets, identify gaps, and create a plan for reaching out and building relationships with new community partners and nurturing existing community connections

Project Proposal Overview: Based on their interest and expertise, fellows will work with ICI Outreach and Engagement Director to review existing community partners listing, identify gaps, and create a plan for bridging the gap while working with newly recruited CECs, PIs, and staff.

Desired Skills: New or existing interest in community outreach and engagement. Must have knowledge of and connection to BIPOC communities, and people with intersectional identities, including LGBTQ+ groups. Good written and verbal communication skills. Ability to connect with diverse groups and organizations serving underserved and underrepresented groups

Opportunities Provided: Fellows will receive experience in leadership, community outreach, and engagement, build and nurture networking skills, people skills, etc. They will build professional connections with community stakeholders and leaders.

Time commitment: MNLEND Fellows should plan to commit to 5-8 hours monthly from late September 2023 to late May 2024. Total estimated hours per fellow: up 120 hours.

Project Timeline and Description of activities/deadlines

September	Initial CE team meeting, introductions and map out a plan for CE project.
October	Review the listing of current /existing ICI community assets and update the list where needed.
November	Conduct gap analysis along with CECs and SAAC members.
December	Review Results, Present Results to Leadership for Review and Input.
January	Update Community Asset Map based on the result of gap analysis.
February	Work with ICI Community Engagement Strategic Planning group on implementation/Integrate Results of Gap Analysis.
March - April - May	Continue work on implementation, and attend monthly team meetings. Organize and attend a diverse community engagement event (e.g., Northside Community Event) Attend team meetings and deliver a 2-page summary of trainee/project accomplishments to the MNLEND Program coordinator.

Project Lead Name and Title: MacDonald Metzger, Director of Community Engagement, and BiKé Ojomo, Interdisciplinary Education & Outreach Coordinator - Institute on Community Integration

Contact information: metz0171@umn.edu and bojomo@umn.edu

10. Increasing Diversity in Recruitment in the Olmstead Academy

Increasing Diversity in Recruitment in the Olmstead Academy

Organization: Advocating Change Together (ACT), Inc.

Websites: https://www.selfdadvocacy.org

Mission/Goal of Project: The purpose of this project is to increase the participation of diverse communities in Advocating Change Together’s Olmstead Academy. Fellows would help develop recruitment strategies, work within targeted communities to increase enrollment

Project Proposal Overview: Based on their interest and expertise, fellows will work with the core staff of ACT to target new populations to enroll in the Olmstead Academy. With a recruitment plan in place, fellows will help create contact with new organizations for recruitment and provide any feedback to ACT staff about any accommodations needed for these individuals in their journey to become self-advocates. Fellows will track their success and opportunities in recruitment and continue to track the participation of newly recruited self-advocates. Fellows will create an exit survey for ACT to give at the end of the program to help provide critical information to improve future recruitment goals and provide a summary of successes and opportunities from the current year’s recruitment strategy.

Desired Skills: Passion for self-advocacy for persons with disabilities from diverse backgrounds, including immigrants. Comfortable researching relevant community organizations and connecting with diverse families and organizational leaders who serve diverse families. Organized and dependable.

Opportunities Provided: Build professional connections with community leaders. Fellows will have the opportunity to apply strategies to increase the amount of diverse individuals in self-advocating classes.

Time Commitment: Fellows should plan to commit to 15-20 hours monthly from late September 2023 to late May 2024. Total estimated hours per fellow: 135-180 hours.

Project Timeline and Description of activities/deadlines:

September	Research potential community connections in diverse communities, team meeting
October	Create an outreach strategy and materials, team meeting
November	Outreach and recruitment potential attendees to the Olmstead Academy, team meeting
December	Outreach and recruitment potential attendees to the Olmstead Academy, team meeting
January	Create survey for Olmstead Academy attendees, team meeting
February	Analyze data from the survey, suggest any relevant changes to ACT staff, team meeting
March	Create check-in survey for second Olmstead Academy Retreat, team meeting
April May	Analyze data from the check-in survey, provide feedback to ACT staff, team meeting Create a final survey for Olmstead Academy attendees, provide guidelines for analyzing final data to ACT team, and provide short summary of successes and opportunities of the recruitment for the Olmstead Academy, team meeting

Project and Title: Jennifer Walton, Executive Director

Contact information: walton@selfadvocacy.org

TBD 2

Behavioral Parent Coaching for Families of Children with Attention-Deficit/Hyperactivity Disorder (ADHD)

Organization Masonic Institute for the Developing Brain (MIDB) Clinic

Website https://midb.umn.edu/about/masonic-institute-developing-brain

Mission The Masonic Institute for the Developing Brain has the goal of advancing brain health from the earliest stages of development across the lifespan, supporting each person’s journey as a valued community member.

Project Proposal Overview Researchers from the University of Minnesota (UMN) are completing a project entitled Behavioral Parent Coaching for Families of Children with Attention-Deficit/Hyperactivity Disorder (ADHD). This project evaluates the initial outcomes of a virtual parent coaching program, which teaches common strategies for supporting young children with ADHD. We are piloting this program within the MIDB Clinic with 10-15 families during 2022-2023. We are also exploring opportunities to expand this program to rural settings in 2023.

Desired Skills We need people who are interested in supporting families who have young children with ADHD. Fellows participating in this project will need to be reliable; be able to communicate with parents, professionals and community members; have good organizational and communication skills; and have an interest in community-based research and program development. We will prioritize fellows who have an interest in co-facilitating this program.

Opportunities Provided You will learn about the development of the parent coaching program and common strategies to support children with ADHD and their families. You will have the opportunity to co-facilitate this program with members of the Developmental Behavioral Pediatrics and Autism & Neurodevelopment Clinic teams. You will also assist with collecting data to determine the initial outcomes from this program. There may also be opportunities for community engagement efforts with rural communities and opportunities to contribute to training additional facilitators who wish to implement the program. Fellows with previous research experience may have the opportunity to participate in manuscripts and/or conference presentations.

Time commitment MNLEND Fellows should plan to commit to 5-10 hours monthly from October 2022 to late May 2023. Total estimated hours: 30-50 hours. *If more than one fellow wishes to team together on our project, we will delineate roles and hours for each fellow.

Project Timeline and Description of activities/deadlines

September-October	Meet with program leads to discuss goals and map out plan for the year. Complete relevant research training. Observe/co-facilitate fall program sessions. Assist with data collection.
November-December	Assist with data analysis and reports of results.
December-January	Assist with preparation/revision of program materials. Assist with dissemination of results to the community.
February-March	Assist with expansion of the program. Co-facilitate spring program sessions. Assist with data collection.
April-May	Assist with data analysis and reports of results. Assist with dissemination of results to the community.
May	Create and present a summary report of activities or academic product and meet with Dr. Hudock and LEND mentor to discuss learning reflections and future recommendations. Submit a copy of this 2 page report to the MNLEND program coordinator.

Supervising Mentor(s) for Project and Title

• Rebekah Hudock, PhD, LP LEND faculty member
• Josh Chapman, MD, Developmental Behavioral Pediatrics Fellow
• Andy Barnes, MD, LEND Medical Director

Contact information

• Dr. Hudock - kale0040@umn.edu
• Dr. Chapman - chapm041@umn.edu
• Dr. Barnes - drbarnes@umn.edu