CT LEND Goals & Disciplines

The CT LEND:

The program is one of 52 LEND programs across the country that focus on the training of future leaders from a wide variety of professional disciplines in order to improve the health care delivery system for children with autism and other neurodevelopmental disabilities.

The training program requires the completion of coursework, research studies, advocacy projects and community practicum assignments with infants, children and youth with developmental disabilities and their families.

  • Audiology
  • Dentistry
  • Developmental-Behavioral Pediatrics
  • Nursing
  • Physical Therapy
  • Public Health
  • School Psychology
  • Social Work
  • Special Education
  • Speech Language Pathology

The CT LEND provides funding for Trainees who participate in the program as:

  • Long Term Trainees who commit 300+ hours or 20 hours a week over the academic year
  • Medium Term Trainees who commit 40 to 299 hours over a year
  • Short Term Trainees who commit up to 39 hours over a year

Trainee Competencies:

The LEND Curriculum addresses the Maternal and Child Health Bureau (U.S. Department of Health and Human Services) core leadership competencies:

I. Self

  • Critical Thinking
  • Ethics & Professionalism
  • MCH Knowledge Base/Context
  • Self-reflection

II. Others

  • Communication
  • Cultural Competency
  • Developing Others Through Teaching and Mentoring
  • Family-Centered Care
  • Interdisciplinary Team Building
  • Negotiation & Conflict Resolution

III. Wider Community

  • Policy and Advocacy
  • Working with Communities and Systems

Training Content:

The LEND Curriculum addresses the following interdisciplinary knowledge and skill areas:

Interdisciplinary Teams

  • Assessment, Intervention and Evaluations
  • EBP and Data Based
  • Decision Making
  • The Role of Other Disciplines
  • Team Communication
  • Team Process

Interventions

  • Assistive Technology
  • Customized Employment
  • Intervention Practices
  • Personal Futures Planning
  • Self Determination
  • Self-Advocacy
  • Social Competence and Positive Behavior Supports

Leadership

  • Advocacy
  • Evaluation
  • Mentoring Others
  • Model Development, Implementation, and Scaling Up
  • Policy Development
  • Strategic Planning
  • Systems Change

Risk and Disability

  • Autism Spectrum Disorder
  • Biological Risks, including Prenatal Toxicities, Prematurity, Metabolic Conditions
  • Environmental Risks, including Poverty, Homelessness, Violence and Toxic Stress
  • Established Risks including Genetic Syndromes
  • Genetic Mapping
  • Medically Complex Conditions
  • Mental Health
  • Multiple Disabilities
  • Foundations of Practice
  • Cultural Competence
  • Evidenced Based Practices (EBP)
  • Family Centered Practice
  • Medical Home Care Coordination
  • Research Design and Analysis
  • Social Determinants of Life Course Health Outcomes
  • Working with Others

Systems of Service

  • Early Intervention and Home Visiting
  • Elementary School
  • High School and Beyond
  • Mental Health Services
  • The NICU Environment
  • Preschool
  • Transitions to Adulthood: Medical Care, Work, and Community Living