MN LEND Manual
MN LEND Fellow Training Manual | 2025-26 Cohort
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 278 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 and directs the MNLEND curriculum and training program. She also oversees the federal reporting and works on overall program quality improvement (QI) efforts, especially those related to equity and inclusion. Rebecca additionally directs the UMN Disability Policy and Services graduate certificate program and teaches its core course, Disability and Policy Services (EPSY 5666).
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, LEND alumni, 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 examining foster youth policy at the intersection of race and disability. She is the parent and ally of her adult autistic son. She herself identifies as a person with disabilities. Her work goal is to co-design and participate in meaningful and transformative educational programs that support a community of leaders who contribute to building a more inclusive and just world for all.
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 EPSY 5666 class.
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 and Long Term Care Admin. 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
- 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
- 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.
- 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 75-160 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.
- 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: Community Room (1-510), located in the Annex building of the Masonic Institute for the Developing Brain (MIDB), 2025 East River Parkway, Minneapolis MN, 55414.
Orientation happens over two days in August. Free street parking is available.
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 help you consider how you will incorporate the components listed here into your schedule. We will work on this together during our first Thursday sessions. You can also use and adapt the ILLP 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 month or two 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.
The projects offered for this year are listed under the bottom tab Project List.
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 February.
All MTT should attend at least 1 clinical observation.
Clinics/Labs may include: the MIDB Autism Neurodevelopmental Disabilities (A.N.D.) Clinic, Fragile X Clinic, Developmental Behavioral Pediatrics clinic, Genetic Counseling at Voyageurs clinic, St. David’s East African Autism Day Treatment clinic, Cleft Palate/Craniofacial clinics, Julie M. Davis Speech Language Therapy sessions online, Minneapolis Public School District Early Screening Evaluations, *Evening group therapies (anxiety, social skills, transition age, etc.), and the ICI Telehealth Lab.
Predocs who have degree-based clinic practica that serve people with NDD/IDD can count these hours as one clinical site experience. You will record your hours in LEND hours tracking, counting only when you served the NDD/IDD populations.
*Evening group therapies: you must commit to regularly attend to observe.
LEND Mentoring & Coaching
LTT - REQUIRED | MTT – LIMITED COORDINATOR GUIDANCE
Trainees will have the option to meet in small groups with leadership team, often integrated into your project work.
If you are MTT and not doing a project and you need guidance, see the program coordinator or the training director as needed.
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 who are typically LEND alumni at most weekly sessions and as part of the EPSY5666 class held in summer and spring terms.
Disability Policy and Services Course and 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, the course's Civic Engagement Policy assignment, creation of a one-page Policy Brief for legislators, and attending legislative visits on policy issues. You do create a policy brief as a part of your LEND year as well. You only need to create it one time, but you will be asked to use it twice.
• Predoc Fellows who are LTT (UMN-based Masters level and PhD level students) are required to formally register in the 3-credit Disability Policy and Services (EPSY 5666*) during the summer or spring semester. Early completion prior to MNLEND year counts as well. (Note: The course was once numbered OLPD 5356, but is now numbered EPSY 5666). 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 often stands in for the additional 9 credits to complete the full 12-credit certificate, with taking EPSY 5666 for 3 credits. See [**] below for more information.
• All Community Fellows who are LTT will fulfill the policy requirement through one of the three options:
1. MOST COMMUNITY FELLOWS DO THIS: Attend and participate in the EPSY5666* course as an unregistered (non-paying) observer with permission from the Instructor, Rebecca Dosch Brown, and complete the course’s Civic Engagement Policy assignment only. You must attend regularly. 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 during LEND and handing legilators a policy breif); or
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; or
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 EPSY5666* course for 3 credits. You would have to pay for all tuition costs yourself. Before you apply for the full certificate, meet with Rebecca Dosch Brown, dosch018@umn.edu.
• MTT are strongly encouraged to complete the policy course and/or attend the legislative visits | Day at The MN State Capitol.
*The Disability Policy and Services Course (EPSY 5666) 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. EPSY 5666 is also offered M-F, from 8:30 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. To complete the certificate you will need 6 more credits of classes and 3crs of practicum in the field, in addtion to the core class: EPSY 5666, to meet the 12-crdit requirement.
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 the MNLEND Book Club
- Presenting to communities (if this is not an integral part of your team project)
- Attending LEND, ICI, and AUCD-related networking, trainings, staff meetings, 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
- Minnesota Gathering for Person Centered Practices (Fall)
- Disability Day at the Minnesota State Capitol (Spring)
- CEHD Research & Innovation Day (March 20)
- Autism Society of Minnesota (AuSM) Conference (Late April)
- Or Consider Volunteering at Special Olympics USA Games: June 20-26, 2026
*Paid Fellows are expected to use their $500 professional development extra funding for disability-related professional development activities. 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 notifying BiKe of your interest and an early submission is a must.
It is expected that trainees could also use their bi-weekly stipends to pay for any travel or registration costs. Reduced personal cost to attend either event this year could also come from organizing hotel room sharing with your peers , 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 with them on policies related to disabilities that you have an interest in based on the policy briefs you will create during LEND and the EPSY5666 class. We will help you prepare your brief and your 1 minute talk to your legislators.
It is expected that Fellows will fully engage, act responsibly, and attend to these civic duties with utmost respect and preparation, using the congresspeople's honorary titles.
Leadership Assessments
LTT – REQUIRED | MTT - OPTIONAL
The Maternal & Child Health (MCH) Competencies Navigator Assessment
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.
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 two HIPAA modules . You will need to show visual proof you completed both modules below:
- HIP25 HIPAA Privacy Traning (Required)
- ISA101 Information Security Awareness Training (Required).
Preventing Sexual Misconduct, Discrimination and Retaliation - Online Training
LTT – REQUIRED | MTT – REQUIRED
The Preventing Sexual Misconduct, Discrimination and Retaliation training 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 around September.
Optional Learning Opportunities
ADOS 2 Introductory Training or ADI-R training
Pre-Qualifying LTT and MTT - OPTIONAL
ADOS-2 is only an option for trainees with (future) direct assessment/clinical roles in their goals.
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 Fellows do not qualify for such a specialized training.
LEND offers discounted introductory training on the administration of the ADOS 2 .
Please contact yang8440@umn.edu for a student discount code prior to registering. Tell her you are a current LEND Fellow and would like the discount code.
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. You are also considered ICI staff and are welcome to join all ICI All-Staff Meetings and ICI Staff DEIB trainings throughout the year.
- 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.
- Join Association of University Centers on Disabilities (AUCD) Facebook and enroll as a virtual trainee on the AUCD website .
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
Learn The Signs - Minnesota Act Early Project
Organization: Minnesota Act Early, Institute on Community Integration
Website: https://addm.umn.edu/ltsae
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: The 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 groups, ECFE classes, libraries, etc.) for educating families of young children and/or child care providers about the importance of developmental monitoring/screening. LEND fellows 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 to late May. 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 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 mid-year Act Early training event and goal revision (if needed)
February
Continue community outreach and check in
March
Continue community outreach and check in
April
Continue community outreach and check in
May
Create a brief summary report of activities, learning reflections, and future recommendations. Submit this summary to the MNLEND Coordinator
Supervising Mentor(s): - Dr. Jennifer Hall-Lande, PhD, LP, ICI Researcher
Contact Information: - hall0440@umn.edu
Learning About Caregiver-Child Interactions to Develop Communication Supports
Organization: - Finestack Child Language Intervention Lab, Speech-Language-Hearing Sciences, UMN-TC
Website: - https://www.finestackclil.com/
Mission/Purpose: 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. The lab currently has several ongoing projects focused on improving the evidence-base for caregiver-implemented interventions for young children with Down syndrome and other children with developmental disabilities. These projects include: (1) examining the feasibility, validity, and reliability of caregiver-child interactions that can be collected independently and remotely for use in clinical trials; (2) conducting a small RCT to compare individual and group caregiver-implemented interventions; and (3) conducting a scoping review to better understand the current evidence base for caregiver-implemented interventions.
Project proposal overview: To support the goals of the Child Language Intervention Lab, the MNLEND Fellow project would entail assisting with the development of research questions, coding, and analyses related to caregiver-child interactions that we have already obtained. We have 40 families with a 2- to 5-year-old with Down syndrome in our study. Each completed two, in-home interactions with their child. We are seeking unique perspectives regarding how to capture meaningful data within these interactions.
Desired skills: Organized, Good Communication Skills, Desire to Better Understand Caregiver-Child Dynamics, Interest in Down Syndrome, Work Well in Team.
Opportunities provided: MNLEND Fellows will receive training on child language development and language weaknesses typically experienced by children with neurodevelopmental disorders. Fellows will have the opportunity to view interactions and provide input regarding key factors to evaluate.
Time commitment: MNLEND Fellow(s) should plan to commit 16 hours monthly (3-4 hours per week) from September to May.
Total Estimated Hours: 112-128 hours per Fellow. Fellows are welcome to work together as teams.
Project Timeline and Description of activities/deadlines
September
Planning, team meeting
October
Question development, Feedback on questions, team meeting
November
Question development, Feedback on questions, team meeting
December
Develop coding scheme, team meeting
January
Develop coding scheme, team meeting
February
Develop coding scheme, team meeting
March - April
Develop coding scheme, team meeting
May
Trial, train others in coding, team meeting, and deliver 2 page summary of trainee/project accomplishments to MNLEND Program coordinator.
Project lead name and title: - Lizbeth H. Finestack, PhD, CCC-SLP, Lead Investigator
Contact Information: - finestack@umn.edu
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 4-5 hours monthly from September to May. Total estimated hours during fellowship year: 36-45 total hours. Up to 3 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, Institute on Community Integration
Contact information: bers0017@umn.edu, larso072@umn.edu
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 2025-2026, the AMP team will conduct program evaluation of AMP during the 2024-2025 school year in order to determine the effectiveness of AMP. We will enroll up to 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.
Pending funding, we are also planning to pilot a hybrid version of AMP within Avalon School this year! The project would enroll 15 autistic adolescents and 15 autistic adults to participate in the hybrid AMP program. Mentees would participate in virtual AMP from Avalon School and mentors would participate in AMP remotely, and there would also be several opportunities for in-person mentoring sessions at Avalon throughout the year. We will evaluate the feasibility and initial outcomes of the hybrid AMP model.
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; have basic skills related to videoconferencing and Microsoft Excel; and have an interest in community-based research and program evaluation. Autistic self-advocates and fellows interested in learning data management and contributing to 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. You will also have the opportunity to attend community advisory board meetings to learn about program development and community guidance and have regular interaction with our university and community-based teams, which include many autistic adults. Pending funding for the hybrid AMP project, fellow may have opportunities to facilitate school-based mentoring sessions and assist in developing school partnerships. 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. Fellows who are interested in additional research opportunities may choose to commit more time if they have interest and capacity to do so.
Project Timeline and Description of activities/deadlines:
September
Meet with Dr. Hudock and her team to discuss goals and map out plan for the year. Complete relevant HIPAA and CITI research training. Training on roles. Meeting with AMP teams. Attend AMP trainings/orientation. Assist with partnerships and recruitment if relevant (hybrid project).
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. Training on roles. Meeting with AMP teams. Attend AMP trainings/orientation. Assist with partnerships and recruitment if relevant (hybrid project).
November
Assist with virtual programming tasks and implementation data tracking. Assist with preparation of community report and presentations. Attend other AMP meetings as interested. Assist with AMP research as interested.
December
Assist with virtual programming tasks and implementation data tracking. Assist with preparation of community report and presentations. Attend other AMP meetings as interested. Assist with AMP research as interested.
January
Assist with virtual programming tasks and implementation data tracking. Assist with preparation of community report and presentations. Attend other AMP meetings as interested. Assist with AMP research as interested.
February
Assist with virtual programming tasks and implementation data tracking. Assist with preparation of community report and presentations. Attend other AMP meetings as interested. Assist with AMP research as interested.
March
Assist with virtual programming tasks and implementation data tracking. Assist with preparation of community report and presentations. Attend other AMP meetings as interested. Assist with AMP research as interested.
April
Assist with virtual programming tasks and implementation data tracking. Assist with post-program data collection and management. Summarize preliminary results.
Present poster at local conference if interested.
April: Present Team Poster to MNLEND and MIDB 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 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
Evaluation Design for National Workforce Development Curriculum for Direct Support Professionals
Organization: Institute on Community Integration in partnership with Elsevier
Website: https://ici.umn.edu, https://directcourseonline.com/
Mission/Purpose: DirectCourse - Educate. Enrich. Inspire.
ICI - ICI collaboratively builds and shares knowledge so that people with intellectual and developmental disabilities and those who face similar barriers to inclusion can thrive
Project Proposal Overview: DirectCourse is a national online training curriculum used by states and employers to train the direct support workforce that supports people with disabilities and the elderly to live in the community. Daily nearly one million learners use the DirectCourse curriculum.
There is no greater challenge or threat to community living for persons with disabilities than the lack of DSPs and high turnover rates. States and employers are looking for solutions and DirectCourse offers a pathway to credentialing and careers for this workforce.
It has been several years since an evaluation of this program has been done. The growth and diversification of the curriculum from one product (College of Direct Support) targeting one population to six products (College of Direct Support, College of Frontline Supervision and Management, College of Recovery and Community Inclusion, College of Employment Services, College of Personal Care Assistance and Person-Centered Curriculum) paused what was once a robust evaluation. This project will design a comprehensive evaluation plan for DirectCourse. The fellow will need to present the evaluation plan to the DirectCourse teams at ICI and Elsevier. It is possible that before the end of this fellowship, data collection may be able to start.
Desired Skills: Interest and motivation in evaluation and the use of mixed methods to inform outcomes. Good organizational and communication skills. General knowledge of the role of direct support workers. Fellows will need to be reliable, able to plan and schedule meetings with others, and to summarize ideas and group input into a well-designed and well-thought-out evaluation plan.
Opportunities Provided: This project provides an opportunity for a MNLEND fellow to design and finalize an evaluation plan for a national training curriculum for direct support professionals. The fellows will have an opportunity to work alongside many of the country's leaders regarding the nation’s direct support workforce. They will gain skills in collaborative work and evaluation design.
Time commitment: Somewhat flexible but likely an average of 10 hours a month.
Project Timeline and Description of activities/deadlines
September - October
Learn about DirectCourse and the direct support workforce
November
Meet with project team to brainstorm evaluation ideas and methods
December
Review/research evaluation models
January - February-March
Draft initial proposal evaluation plan
April
Submit evaluation plan draft to DirectCourse for feedback
May
Revise the evaluation plan based on feedback and Finalize evaluation plan
Project Lead Name and Title: Amy Hewitt and Nicole Duchelle
Contact information: hewit005@umn.edu and nduchell@umn.edu
Interdisciplinary Workgroup on Improving Self-Injurious Behavior in Children and Youth
Organization: Institute on Community Integration; TeleOutreach Center
Website: https://teleoutreach.umn.edu/projects/interdisciplinary-connections
Mission/Purpose: The purpose of this project is to provide experience in interdisciplinary research and training in self-injurious behavior. The primary aim is to develop resources, research, and training on self-injurious behavior for both children/adolescents and families with intellectual and developmental disabilities and or mental health conditions.
Project Proposal Overview: Interested fellows will work with the workgroup and the lead on creating resources for self-injury, help with identifying community needs, and developing connections with community partners. Research opportunities will be available and training about evidence -based strategies for addressing self-injurious behavior.
Desired Skills: Interest or lived experience with self-injurious behaviors (or other interfering behaviors), interdisciplinary research, or connecting with community partners.
Opportunities Provided: Fellows will receive experience in networking, interdisciplinary research, and training. They will build professional connections with the workgroup and community partners. Training and research planning opportunities will be provided by the lead and the workgroup.
Time commitment: MNLEND Fellows should plan to commit to 8-10 hours monthly from late September to late May. Interested fellows will work with the workgroup on this project.
Project Timeline and Description of activities/deadlines
September
Introduction to the workgroup
October
Workgroup meeting (first Thursday of each month 12-2); Resource and conference planning
November
Workgroup meeting (first Thursday of each month 12-2); Resource and conference planning
December
Workgroup meeting (first Thursday of each month 12-2); Resource and conference planning
January
Workgroup meeting (first Thursday of each month 12-2); Community impact and research activities
February
Workgroup meeting (first Thursday of each month 12-2); Community impact and research activities
March
Workgroup meeting (first Thursday of each month 12-2); Community impact and research activities
April
Workgroup meeting (first Thursday of each month 12-2); Community impact and research activities.
Present Team Poster to MNLEND and MIDB Community on second to last day of the Thursday sessions
May
Workgroup meeting (first Thursday of each month 12-2); Resource development and deliver 2- page summary of trainee/project accomplishments to MNLEND Program coordinator.
Supervising Mentor(s) for Project and Title: Adele Dimian, Ph.D., Research Associate, Institute on Community Integration, Associate Director TeleOutreach Center and MIDB TeleOutreach research hub
Contact information: dimia006@umn.edu
isShort title: TeleOutreach to Improve Access to Early Intervention 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. This MNLEND Project Proposal 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 to late May. 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
Execute Phase 1 of the plan (data/information collection)
December
Execute Phase 1 of the plan (data/information collection)
January
Execute Phase 1 of the plan (data/information collection)
February
Execute Phase 2 of the plan (analyze data/information)
March
Execute Phase 2 of the plan (analyze data/information)
April
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).
April: Present Team Poster to MNLEND and MIDB Community on second to last day of the Thursday sessions
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, Caroline Roberts, Post Doctoral Fellow
Contact information sima0034@umn.edu (612) 624-1450 & dimia006@umn.edu, please CC Caroline Roberts robe2020@umn.edu
Neurodiverse Storytelling: Creative Writing with Cow Tipping Press
Organization: Cow Tipping Press
Website:www.cowtippingpress.org
Mission/Purpose: Fellows will join Cow Tipping Press in changing the narrative on disability, in practice and in print.
Project Proposal Overview: Fellow will interview to join the Cow Tipping teacher roster, leading a creative writing class for up to ten students with I/DD. We provide a structured yet flexible curriculum, and many teachers are paired with Apprentices/Co-Teachers with I/DD as well. Classes culminate in a published book and community book-release celebration. Fellow will also develop and execute an additional, individual project during their time teaching with Cow Tipping. This project should be in line with the Fellow's interests/skills/networks and should amplify/support Cow Tipping's mission.
Desired Skills: Justice-oriented, adaptable and driven! Reliable and organized. Past teaching or creative writing experience is valued but not required.
Opportunities Provided: Three disability justice-oriented teacher trainings, and individual coaching and support from Cow Tipping staff. 100% of teacher alums report they have fun on the job!
Time commitment: Fellows should plan to commit to 3-5 hours weekly from late September to late December, followed by a self-guided project with Cow Tipping between January-May.
Total: Approximately 80 hours
Project Timeline and Description of activities/deadlines
September
Interview with Cow Tipping Press, Cow Tipping Teacher Training late Sept.
October
Classes begin. Fellow teaches 2-hour sessions once weekly, for 5 weeks. Second teacher training in mid-October
November
Teaching Continues
December
Book Release Celebration and third teacher training
January
Brainstorm/develop an independent project
February/March
Independent Project
April/May
Independent Project
Project Lead Name and Title: Rachel Lieberman, Program Director
Contact information: rlieberman@cowtippingpress.org
Exploring the Needs and Experiences of Mealtime Challenges for Families with Young Children
Organization: UMN Occupational Therapy Department, Masonic Institute for the Developing Brain (MIDB) TeleOutreach Hub, Institute on Community Integration TeleOutreach Center
Website: https://pharmacy.umn.edu/occupational-therapy https://midb.umn.edu/research/teleoutreach https://teleoutreach.umn.edu
Mission/Purpose: A significant number of young children, up to 45% of neurotypical and up to 80% of children with developmental disabilities, experience mealtime challenges and/or pediatric feeding disorder (PFD) in early childhood. The mission of this project is to identify and reduce barriers related to mealtime challenges and behaviors for families with young children to promote healthy development and overall well-being. The TeleOutreach Center at MIDB brings together researchers, clinical pediatric providers, and developmental specialists to use technology to understand and to address barriers to assessment and intervention for children, with developmental and mental health needs, and their families.
Project proposal overview: This project is a research-based initiative to look at the needs and experiences of caregivers of young children between the ages of 2 and 6 years with mealtime challenges and behaviors. A fellow will work with Dr. Rabaey to analyze a large survey dataset collected from families at the MN State Fair in August. Based on the results, a follow-up qualitative study will be developed with parents using focus group methodology. A manuscript for publication will also be written and submitted. This pre-liminary work will be used to develop an ECHO project to support parents and caregivers.
Desired skills: Strong interest in young children with and without neurodevelopmental disability that are experiencing mealtime challenges contributing to pediatric feeding disorder and family’s ability to have meaningful family mealtimes. A desire to learn how to conduct and run basic descriptive statistics on large survey data and design a qualitative study. Interest in developing skills in writing and publishing in a peer reviewed journal. Good writing skills required.
Opportunities provided: Fellows will receive research-related experience in conducting quantitative data analysis and synthesis, and qualitative study design and obtaining IRB approval. They will be part of a journal writing team and will have an opportunity to develop easy reader/plain language versions of the findings. The project is ideal for a fellow with research and/or interests in young children and their families with feeding challenges that disrupt daily life and contribute to potential developmental and nutritional delays.
Time commitment: MNLEND Fellows should plan to commit to 8-10 hours monthly from late September to late May. Total estimated hours per fellow: 80 to 100 hours. The project does offer some flexibility as articles can be reviewed according to the Fellow’s schedule. Can accept up to two Fellows.
Project Timeline and Description of activities/deadlines
September
Training to learn about the project, planning meeting with Dr. Rabaey to discuss project goals and map out a general plan for the year
October
Brief literature review on pediatric feeding disorder and mealtime challenges. Data analysis/article synthesis
November
Data analysis, team meeting
December
Review survey data analysis with research team/plan for phase 2 qualitative study
January - February- March
Develop qualitative study protocol and focus group questions with Dr. Rabaey/
Contribute to journal manuscript on Phase 1 data (quantitative)/Work on IRB submission for Phase 2 qualitative study/
Submit IRB, develop poster presentation
April
Deliver a poster presentation of project team findings and/or accomplishments to the MNLEND cohort and MIDB community on the second-to-last Thursday session
May - June
Complete any last work tasks on the project with your small team
Project lead name and title:- Paula Rabaey, PhD., MPH, OTR/L, FAOTA, Associate professor in the UMN graduate occupational therapy program, member MIDB;
Project consultant: - Jessica Simacek, PhD, Director TeleOutreach Center, MNLEND Research Director
Contact information:- rabae010@umn.edu
Family Services Collaboratives and NDDs: Equity in Access.
Organization: Minnesota Department of Children, Youth, and Families (DCYF) - Chief Office of Transformation.
Websites: https://mn.gov/dcyf
Goal: To explore how DCYF can strengthen its understanding and engagement with Family Services Collaboratives (FSCs) and Children’s Mental Health Collaboratives (CMHCs) in supporting children with neurodevelopmental disabilities (NDDs) and their families. This project will contribute to internal learning, oversight, and interagency coordination efforts, while also identifying tools, partnerships, or reflections rooted in lived experience and equity that enhance collaborative responsiveness to family and community needs.
Current Legislation Related to Project:
● Title IV-E of the Social Security Act
● Minnesota Statutes § 245.491
● Minnesota Statutes § 256F.13
● Minnesota Statutes § 124D.23
● IDEA Part B/C coordination provisions
● Developmental Disabilities Assistance and Bill of Rights Act (DD Act)
Summary: Family Services Collaboratives (FSCs) and Children’s Mental Health Collaboratives (CMHCs), while managed by the Minnesota Department of Human Services (DHS), coordinate many services that directly intersect with the work of the Department of Children, Youth, and Families (DCYF)—including child welfare, early childhood development, family well-being, and youth justice. Because these collaboratives receive Title IV-E funding, DCYF holds oversight and coordination responsibilities, creating an opportunity to align collaborative practices with the agency’s mission and vision.
FSCs, CMHCs, and DCYF are uniquely positioned to advance prevention and early identification strategies for children with neurodevelopmental disabilities (NDDs). This project will examine those intersections and contribute to ensuring that children with NDDs and their families can access support early—before more intensive system involvement is needed.
Fellows will support DCYF’s internal learning by analyzing how children with NDDs are engaged and supported through FSCs and CMHCs. Activities may include reviewing collaborative materials, exploring examples from selected counties, and developing reflection tools or internal summaries. Fellows may also explore culturally specific practices and how youth with NDDs are—or could be—engaged in collaborative planning and service delivery.
Project Proposal Overview: Fellows will review collaborative materials and intersecting DCYF programs to synthesize family-centered and culturally responsive practices. They may conduct brief interviews, create a crosswalk tool, and support development of internal guidance to support better coordination with FSCs and CMHCs.
Optional directions, depending on Fellow interest and identification of willing partners or participants, may include:
● Conducting 1–2 interviews with collaborative members or partners who work directly with families
● Exploring how Hmong, Somali, or other underrepresented communities are reflected in collaborative design and governance materials
● Investigating how youth with NDDs are engaged in collaborative structures or related service planning
● Informally partnering with a county collaborative that has culturally specific or disability-focused initiatives
● Contributing a reflective summary of how collaboratives are (or are not) addressing equity and inclusion for families of children with NDDs
These activities will support DCYF’s oversight and learning roles and contribute to the department’s efforts to ensure prevention and early identification services are reaching children with NDDs and their families effectively.
Desired Skills:
● Interest in systems coordination and equity
● Familiarity with disability and/or community based mental health policy
● Strong writing, synthesis, and collaboration skills
● Cultural humility and openness to community-rooted solutions
Opportunities Provided: Fellows will receive experience in leadership, research project development. They will build professional connections with community leaders. Fellows will have the opportunity to apply person centered research design, survey research and analysis.
Time Commitment: 4–5 hours/week from September to May (total/fellow: ~120 hours)
Project Deliverables:
● Comparative summary of collaborative engagement with NDDs
● Internal crosswalk or checklist for DCYF program staff
● Optional visual, presentation, or narrative brief
● Reflective summary on equity, youth voice, or family experience (optional)
● Summary of insights from community interviews or cultural review (optional, if pursued)
● Final MNLEND project summary and compiled documentation
Data Classification and Access Note: This project is expected to involve Moderate Risk data (as defined by State of MN IT Department) based on the review of redacted or public-facing materials and internal synthesis tools. Fellows will not access direct identifiers. All participants must complete HIPAA and Information Security training as required by the fellowship. CITI training may be assigned depending on scope and any human subjects engagement
Project Timeline and Description of activities/deadlines:
September
Define scope, select sample counties
October
Review materials, conduct initial outreach
November
Review materials, conduct initial outreach
December
Begin drafting themes and summary
January
Internal feedback and draft crosswalk
February
Finalize deliverables
March
Finalize deliverables
April
Submit to MNLEND and prepare presentation
May
Submit to MNLEND and prepare presentation
Supervising Mentors(s) for Project and Title: -
● Bharti Wahi, Chief Transformation Officer, MN Department of Children /Youth and Families - bharti.wahi@state.mn.us
● Rebecca Dosch Brown, ICI/MNLEND Community Liaison – dosch018@umn.edu
Primary Contact information: - Katharine Alsop, Children’s Mental Health Program Manager (DCYF) and 2025 MNLEND Fellow – katharine.alsop@state.mn.us