S. Diane Moore, BSN, RN, CDDN

Contact Hours: 2

Course Description

Providing quality nursing support to persons with IDD requires the nurse to identify the health needs of the individual and to develop an effective intervention plan. As in all healthcare settings, nursing care for persons with IDD must be provided in accordance with the Nursing Process and the established standards of nursing care. This session will discuss the nurse's role in the support plan and as a member of the IDT, and will review the Nursing Process and the Standards of IDD Nursing Practice. This session will focus on common health issues faced by persons with IDD and explore methods to determine health needs and to assure that nursing care is provided in accordance with IDD nursing standards. Also discussed will be nursing concerns surrounding the use of unlicensed direct support personnel and barriers to positive health outcomes, with a focus on identifying effective strategies to address these challenges.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Identify Standards of IDD Nursing Practice and the components of the Nursing Process as these relate to nursing care for the person with IDD.
2. Explain factors to consider when identifying health needs of the person with IDD.
3. Discuss health concerns commonly seen in persons with IDD and nursing interventions indicated to maintain health.

Speaker bio

Ms. Moore is co-owner of Innovative Outcomes, Inc., a privately held Texas-based company that provides an array of services to individuals with IDD in residential and home settings. An RN for more than 25 years, she has worked in the field of IDD for more than 20 years and is certified in the specialty of IDD nursing. She has served on the Board of Directors for the DDNA since January 2002, and currently serves as its President. During the past 20 years, she has developed a multitude of nursing and health systems designed to address the needs of persons with IDD in a variety of living environments - including systems for assessing and determining nursing support needs, establishing effective health intervention plans, and training & education for unlicensed direct support personnel. A familiar presence at local, regional and national forums, Ms. Moore advances the discussion of common health issues facing persons with IDD and the practice concerns of nurses who work in the specialty of IDD nursing.

This speaker has no vested interest to declare

Kathleen Keating, RN, MSN, CPNP-PC, CDDN

Contact Hours: 2

Course Description

This full-day session provides a comprehensive overview of telephone triage for nurses who care for persons with IDD. This topic is of utmost importance to each and every nurse who supervises, provides, or engages in the process of telephone triage. Increased numbers of individuals with IDD who have complex healthcare needs now live in community settings in which there is no licensed nurse physically present to directly and immediately assess and intervene in situations in which illness or injury occur. It is therefore critical that nurses who are responsible for telephone triage have the skills and knowledge to do so safely and correctly. If you are triaging health care problems over the phone and are not knowledgeable about each and every topic being discussed in this presentation, you owe it to yourself and to the individuals for whom you provide care and services to become knowledgeable.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Define telephone triage (TT)
   • Generic definition of TT
   • Essential component parts of the definition
   • Purpose of TT in general
   • Purpose/role of TT in IDD settings
   • Research supporting the role of TT
2. Define the requirements for staff who perform TT
   • URAC requirements for staff
   • Difference between national "standards" vs. legal requirements
3. Discuss the role of protocols in TT
   • TT protocols
   • Role of protocols in the TT process
   • Value of protocols in the process of TT
   • Various TT protocols/formats available
4. Explain decision making in the TT arena
   • Process of decision making in conditions of uncertainty
   • How to collect pertinent information
   • Types of decision making in TT
   • How to use information to select appropriate protocols
5. Categorize the types of telephone triage
   • TT categories (emergent, urgent, non-urgent)
6. Explain a systemic approach to assessment over the phone
   • Information needed for a rapid basic assessment (airway, breathing, circulation, neuro deficits)
   • Elements of general information to be collected
   • Elements of information needed to evaluate the chief complaint
   • What "red flags" to be aware of
7. Conduct an interview over the phone
   • Basics of interviewing
   • How to isolate essential information and focus the interview
   • Interviewing pitfalls
   • How to close the call
   • Collaborative planning
8. Document TT calls
   • Principles of documentation
   • Essential elements of TT documentation
   • Standardization of documentation within an agency
9. Discuss the legal implications of TT
   • Risk management as it relates to TT
   • Liability related to TT
   • Common causes of lawsuits
   • Risk management strategies

Speaker bio

Kathleen Keating is the former Director of Nursing and Health Services for the New York State Office for Persons with Developmental Disabilities (formerly the Office of Mental Retardation and Developmental Disabilities). She has practiced in the field of developmental disabilities nursing for more than 30 years. During that time, telephone triage has emerged as a critical task for registered professional nurses who work in the field. However, registered nurses are not taught this skill as part of their professional education. In some areas, LVNs/LPNs are now being used to do independent healthcare-related telephone triage for individuals who have developmental disabilities. This has implications for both the LVN/LPN and the RN who may be working in a supervisory capacity. Working with an expert in telephone triage, Ms. Keating has developed a workshop specifically tailored to the needs of nurses in the field of IDD nursing. She has presented this curriculum numerous times both in her home state of New York, as well as in other states and at national conferences.

This speaker has no vested interest to declare

Terry Broda,RN[EC], BScN, NP-PHC, CDDN

Contact Hours: 1.5

Course Description

This first part of this presentation will provide an overview of ten different genetic syndromes with which the IDD nurse should be familiar in her/his practice. Physical and behavioral features, as well as comorbid conditions, will be reviewed, along with the corresponding nursing care to support individuals with IDD in their community settings. The syndromes reviewed will include: Down, Fragile X, Williams, Prader Willi, Angelman, Smith Magenis, Cornelia de Lange, Rett, Tuberous Sclerosis and 22q-. The second part of the presentation will provide an overview of various seizure types and their treatment and management strategies, including a brief overview of antiepileptic medications.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Discuss the typical characteristics and more common comorbid medical conditions seen in ten different genetic syndromes.
2. Discuss the necessary screening measures for comorbid conditions that are required when working with persons with a developmental disability due to particular genetic syndromes.
3. Describe various types of seizures and the corresponding management and treatment options.

Speaker bio

Ms Broda has been a Nurse Consultant in the field of IDD since 1993. She currently works as a Nurse Practitioner and Consultant for persons with IDD who exhibit challenging behaviors with two teams in Canada (Solution-s in Ottawa, Ontario and SQETGC in Montréal, Québec). In 2010, she was appointed to the Nursing Faculty at McGill University in Montréal. She is a frequent speaker at the DDNA National conference and has most recently presented several videoconferences, which were broadcast provincially across Ontario. Ms. Broda is also a Past President of DDNA.

This speaker has no vested interest to declare

Kathleen Keating, RN, MSN, CPNP-PC, CDDN

Contact Hours: 1.5

Course Description

This full-day session provides a comprehensive overview of telephone triage for nurses who care for persons with IDD. This topic is of utmost importance to each and every nurse who supervises, provides, or engages in the process of telephone triage. Increased numbers of individuals with IDD who have complex healthcare needs now live in community settings in which there is no licensed nurse physically present to directly and immediately assess and intervene in situations in which illness or injury occur. It is therefore critical that nurses who are responsible for telephone triage have the skills and knowledge to do so safely and correctly. If you are triaging health care problems over the phone and are not knowledgeable about each and every topic being discussed in this presentation, you owe it to yourself and to the individuals for whom you provide care and services to become knowledgeable.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Define telephone triage (TT)
   • Generic definition of TT
   • Essential component parts of the definition
   • Purpose of TT in general
   • Purpose/role of TT in IDD settings
   • Research supporting the role of TT
2. Define the requirements for staff who perform TT
   • URAC requirements for staff
   • Difference between national "standards" vs. legal requirements
3. Discuss the role of protocols in TT
   • TT protocols
   • Role of protocols in the TT process
   • Value of protocols in the process of TT
   • Various TT protocols/formats available
4. Explain decision making in the TT arena
   • Process of decision making in conditions of uncertainty
   • How to collect pertinent information
   • Types of decision making in TT
   • How to use information to select appropriate protocols
5. Categorize the types of telephone triage
   • TT categories (emergent, urgent, non-urgent)
6. Explain a systemic approach to assessment over the phone
   • Information needed for a rapid basic assessment (airway, breathing, circulation, neuro deficits)
   • Elements of general information to be collected
   • Elements of information needed to evaluate the chief complaint
   • What "red flags" to be aware of
7. Conduct an interview over the phone
   • Basics of interviewing
   • How to isolate essential information and focus the interview
   • Interviewing pitfalls
   • How to close the call
   • Collaborative planning
8. Document TT calls
   • Principles of documentation
   • Essential elements of TT documentation
   • Standardization of documentation within an agency
9. Discuss the legal implications of TT
   • Risk management as it relates to TT
   • Liability related to TT
   • Common causes of lawsuits
   • Risk management strategies

Speaker bio

Kathleen Keating is the former Director of Nursing and Health Services for the New York State Office for Persons with Developmental Disabilities (formerly the Office of Mental Retardation and Developmental Disabilities). She has practiced in the field of developmental disabilities nursing for more than 30 years. During that time, telephone triage has emerged as a critical task for registered professional nurses who work in the field. However, registered nurses are not taught this skill as part of their professional education. In some areas, LVNs/LPNs are now being used to do independent healthcare-related telephone triage for individuals who have developmental disabilities. This has implications for both the LVN/LPN and the RN who may be working in a supervisory capacity. Working with an expert in telephone triage, Ms. Keating has developed a workshop specifically tailored to the needs of nurses in the field of IDD nursing. She has presented this curriculum numerous times both in her home state of New York, as well as in other states and at national conferences.

This speaker has no vested interest to declare

Terry Broda,RN[EC], BScN, NP-PHC, CDDN

Contact Hours: 1

Course Description

This first part of this presentation will provide an overview of ten different genetic syndromes with which the IDD nurse should be familiar in her/his practice. Physical and behavioral features, as well as comorbid conditions, will be reviewed, along with the corresponding nursing care to support individuals with IDD in their community settings. The syndromes reviewed will include: Down, Fragile X, Williams, Prader Willi, Angelman, Smith Magenis, Cornelia de Lange, Rett, Tuberous Sclerosis and 22q-. The second part of the presentation will provide an overview of various seizure types and their treatment and management strategies, including a brief overview of antiepileptic medications.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Discuss the typical characteristics and more common comorbid medical conditions seen in ten different genetic syndromes.
2. Discuss the necessary screening measures for comorbid conditions that are required when working with persons with a developmental disability due to particular genetic syndromes.
3. Describe various types of seizures and the corresponding management and treatment options.

Speaker bio

Ms Broda has been a Nurse Consultant in the field of IDD since 1993. She currently works as a Nurse Practitioner and Consultant for persons with IDD who exhibit challenging behaviors with two teams in Canada (Solution-s in Ottawa, Ontario and SQETGC in Montréal, Québec). In 2010, she was appointed to the Nursing Faculty at McGill University in Montréal. She is a frequent speaker at the DDNA National conference and has most recently presented several videoconferences, which were broadcast provincially across Ontario. Ms. Broda is also a Past President of DDNA.

This speaker has no vested interest to declare

Kathleen Keating, RN, MSN, CPNP-PC, CDDN

Contact Hours: 1

Course Description

This full-day session provides a comprehensive overview of telephone triage for nurses who care for persons with IDD. This topic is of utmost importance to each and every nurse who supervises, provides, or engages in the process of telephone triage. Increased numbers of individuals with IDD who have complex healthcare needs now live in community settings in which there is no licensed nurse physically present to directly and immediately assess and intervene in situations in which illness or injury occur. It is therefore critical that nurses who are responsible for telephone triage have the skills and knowledge to do so safely and correctly. If you are triaging health care problems over the phone and are not knowledgeable about each and every topic being discussed in this presentation, you owe it to yourself and to the individuals for whom you provide care and services to become knowledgeable.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Define telephone triage (TT)
   • Generic definition of TT
   • Essential component parts of the definition
   • Purpose of TT in general
   • Purpose/role of TT in IDD settings
   • Research supporting the role of TT
2. Define the requirements for staff who perform TT
   • URAC requirements for staff
   • Difference between national "standards" vs. legal requirements
3. Discuss the role of protocols in TT
   • TT protocols
   • Role of protocols in the TT process
   • Value of protocols in the process of TT
   • Various TT protocols/formats available
4. Explain decision making in the TT arena
   • Process of decision making in conditions of uncertainty
   • How to collect pertinent information
   • Types of decision making in TT
   • How to use information to select appropriate protocols
5. Categorize the types of telephone triage
   • TT categories (emergent, urgent, non-urgent)
6. Explain a systemic approach to assessment over the phone
   • Information needed for a rapid basic assessment (airway, breathing, circulation, neuro deficits)
   • Elements of general information to be collected
   • Elements of information needed to evaluate the chief complaint
   • What "red flags" to be aware of
7. Conduct an interview over the phone
   • Basics of interviewing
   • How to isolate essential information and focus the interview
   • Interviewing pitfalls
   • How to close the call
   • Collaborative planning
8. Document TT calls
   • Principles of documentation
   • Essential elements of TT documentation
   • Standardization of documentation within an agency
9. Discuss the legal implications of TT
   • Risk management as it relates to TT
   • Liability related to TT
   • Common causes of lawsuits
   • Risk management strategies

Speaker bio

Kathleen Keating is the former Director of Nursing and Health Services for the New York State Office for Persons with Developmental Disabilities (formerly the Office of Mental Retardation and Developmental Disabilities). She has practiced in the field of developmental disabilities nursing for more than 30 years. During that time, telephone triage has emerged as a critical task for registered professional nurses who work in the field. However, registered nurses are not taught this skill as part of their professional education. In some areas, LVNs/LPNs are now being used to do independent healthcare-related telephone triage for individuals who have developmental disabilities. This has implications for both the LVN/LPN and the RN who may be working in a supervisory capacity. Working with an expert in telephone triage, Ms. Keating has developed a workshop specifically tailored to the needs of nurses in the field of IDD nursing. She has presented this curriculum numerous times both in her home state of New York, as well as in other states and at national conferences.

This speaker has no vested interest to declare

Nanette Wrobel, BS, RPH

Contact Hours: 2

Course Description

This session will describe the pharmacology and focus on the correct administration of medications commonly used in the care of individuals with IDD who experience health problems, such as GERD, osteoporosis, arthritis, spasticity, urinary incontinence, constipation, seizure disorders, dementia, and psychiatric illness. During this session, nurses will become familiar with individual medications, their efficacy, typical dosing ranges, potential side effects and drug interactions.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Categorize and describe the appropriate use of medications commonly used in the treatment of specific conditions common in persons with IDD.
2. Discuss the use of antiepileptic medications in the nursing care of seizure disorders in persons with IDD.
3. Categorize and describe the appropriate use of psychoactive medications commonly used in the care of persons with IDD.

Speaker bio

Ms. Wrobel has been a consultant pharmacist specializing in the area of IDD for more than 30 years. In addition to consulting to agencies that care for individuals with IDD, she is President and CEO of The Pharmaceutical Advisor, a company that provides materials and education on a variety of healthcare topics. She has served on many committees that advocate for the best healthcare possible for individuals with IDD and has been a member of the local and national Developmental Disabilities Nursing Associations (DDNA) for many years. She currently is a member of the education committee for national DDNA. In addition to her work on a local level, Nanette has been a national and international speaker for more than 10 years, providing education on disease state and medication-related topics to a variety of organizations.

This speaker has no vested interest to declare

Kathleen Keating, RN, MSN, CPNP-PC, CDDN

Contact Hours: 2

Course Description

This full-day session provides a comprehensive overview of telephone triage for nurses who care for persons with IDD. This topic is of utmost importance to each and every nurse who supervises, provides, or engages in the process of telephone triage. Increased numbers of individuals with IDD who have complex healthcare needs now live in community settings in which there is no licensed nurse physically present to directly and immediately assess and intervene in situations in which illness or injury occur. It is therefore critical that nurses who are responsible for telephone triage have the skills and knowledge to do so safely and correctly. If you are triaging health care problems over the phone and are not knowledgeable about each and every topic being discussed in this presentation, you owe it to yourself and to the individuals for whom you provide care and services to become knowledgeable.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Define telephone triage (TT)
   • Generic definition of TT
   • Essential component parts of the definition
   • Purpose of TT in general
   • Purpose/role of TT in IDD settings
   • Research supporting the role of TT
2. Define the requirements for staff who perform TT
   • URAC requirements for staff
   • Difference between national "standards" vs. legal requirements
3. Discuss the role of protocols in TT
   • TT protocols
   • Role of protocols in the TT process
   • Value of protocols in the process of TT
   • Various TT protocols/formats available
4. Explain decision making in the TT arena
   • Process of decision making in conditions of uncertainty
   • How to collect pertinent information
   • Types of decision making in TT
   • How to use information to select appropriate protocols
5. Categorize the types of telephone triage
   • TT categories (emergent, urgent, non-urgent)
6. Explain a systemic approach to assessment over the phone
   • Information needed for a rapid basic assessment (airway, breathing, circulation, neuro deficits)
   • Elements of general information to be collected
   • Elements of information needed to evaluate the chief complaint
   • What "red flags" to be aware of
7. Conduct an interview over the phone
   • Basics of interviewing
   • How to isolate essential information and focus the interview
   • Interviewing pitfalls
   • How to close the call
   • Collaborative planning
8. Document TT calls
   • Principles of documentation
   • Essential elements of TT documentation
   • Standardization of documentation within an agency
9. Discuss the legal implications of TT
   • Risk management as it relates to TT
   • Liability related to TT
   • Common causes of lawsuits
   • Risk management strategies

Speaker bio

Kathleen Keating is the former Director of Nursing and Health Services for the New York State Office for Persons with Developmental Disabilities (formerly the Office of Mental Retardation and Developmental Disabilities). She has practiced in the field of developmental disabilities nursing for more than 30 years. During that time, telephone triage has emerged as a critical task for registered professional nurses who work in the field. However, registered nurses are not taught this skill as part of their professional education. In some areas, LVNs/LPNs are now being used to do independent healthcare-related telephone triage for individuals who have developmental disabilities. This has implications for both the LVN/LPN and the RN who may be working in a supervisory capacity. Working with an expert in telephone triage, Ms. Keating has developed a workshop specifically tailored to the needs of nurses in the field of IDD nursing. She has presented this curriculum numerous times both in her home state of New York, as well as in other states and at national conferences.

This speaker has no vested interest to declare

Ann Pooler, RN, PhD

Contact Hours: 1.5

Course Description

This session presents an overview of the guidelines for consumer risk-taking developed by Dr. Pooler with and for nurses and care managers in community-based mental health and managed care programs for elders and adults with physical or intellectual disabilities. Her model blends theory and praxis of supporting successful risk-taking, with the ultimate goal of not mere safety, but human flourishing. The focus will be on recognizing the factors (e.g., intrapsychic, interpersonal, environmental, etc.) that influence choice-making and perceptions of risks, particularly regarding adults with marginal decisional capacity. Providers' responsibilities in risk reduction will be clarified, and numerous examples presented. A non-conflictual model of nurses' unique contributions to risk-taking (with a new interpretation of liability) will be proffered.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Explain "the dignity of risk"
   • Values: safety vs. flourishing
   • Benefits of risk-taking
   • Costs of choice-making denied
   • System-centered vs. person-centered
   • Risk-taking as iterative (spiral) learning Process
2. Understand choice-making
   • Decisional capacity
   • Emotional factors
   • Communication, comprehension
   • Trauma-aware support
   • Guardians and families' perspectives
   • The duty to Inform
   • Providers' responsibilities
3. Support successful risk-taking
   • Types of risk, likelihood, etc.
   • Risk reduction
   • Plans and contingency plans
   • Motivational/cognitive behavioral interventions
   • Examples
   • A non-conflictual view of nurses' role

Speaker bio

Dr. Pooler has a PhD in analytic philosophy from the University of Wisconsin--Madison, where she taught ethics. Her nursing career since 1979 ranged from intensive care to discharge planning and home health. In the 1990, she was nurse consultant for Wisconsin Medicaid, in home health, personal care, private duty nursing, and the Partnership Program. She was a key co-developer of Wisconsin's Family Care Program of managed long-term care for frail elders and adults with disabilities. She co-developed automated functional screens for determining levels of care, eligibility, managed care rates, and disability determinations; and does clinical interpretive data analyses for various QA/QI projects. She has written best practices guidelines and trainings on consumer outcomes, consumer risk-taking, resource allocation, nurse delegation, recovery-based community mental health services, addressing substance use problems in long-term care, informed choice and supported employment, and ethics and boundaries.

This speaker has no vested interest to declare

Valerie Kipfer, MSN, RN

Contact Hours: 1.5

Course Description

A regular risk management system can be used to identify persons with intellectual and developmental disabilities that are at risk for illness and injury. The Personal Support Team (PST) reviews and discusses discipline-specific assessments, services, and supports for individuals identified as "at risk" and in response to changes in an at-risk individual's condition as measured by established risk guidelines. The PST develops plans to address individual risk factors so the effect of those risks may be reduced in severity and the quality of the individual's life improved. The presentation provides an overview of the health risk determination process, risk guidelines, and tools that can be used to determine level of risk. Audience member will be able to identify key aspects of determining level of risk in multiple categories to guide development of interventions to achieve optimal outcomes.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Explain the components of the health risk assessment process.
   • Dignity of risk
   • Components of discipline-specific risk assessments
   • Identifying triggers for determining risk
   • Physical nutritional management
2. Explain how to identify appropriate risk ratings utilizing established risk guidelines.
   • Discuss the importance of application of risk management principles
   • Review of the criteria for determining risk
   • Discuss determination of the level of risk assigned to each risk factor
   • Identify components of the risk rating for each category of risk
3. Discuss development of a risk action plan and supports for those plans.
   • Development of a risk action plan
   • Frequency of monitoring for effectiveness
   • Review of the risk action plan
   • Ongoing training

Speaker bio

As Coordinator of Nursing Services for Texas Department of Aging and Disabilities, Ms. Kipfer is responsible for ensuring effective delivery of clinical nursing services for state supported living centers throughout the state of Texas. She is responsible for development of integrated clinical services policies, procedures, and practices working in coordination with other discipline coordinators, facility and state office management personnel; providing consultation, training, assistance, and direction to facilities to assist them in refining and improving the delivery of nursing services for all persons receiving services in all state supported living centers; establishing and maintaining relevant quality assurance activities and data systems to objectively measure the consistent and effective delivery of nursing services at each SSLC; and assuring that all nursing services are delivered consistent with generally accepted professional standards.

This speaker has no vested interest to declare

Neville M. Bilimoria, Esq.

Contact Hours: 1.5

Course Description

Recently, the Office of the Inspector General ("OIG") of the Department of Human Services ("DHS") has stepped up enforcement (dramatically) against CILA homes and developmental disabilities nurses, alleging instances of neglect on a system-wide basis, often times with disastrous results for the nurse and the agency involved. Recent efforts to combat OIG in this area have been hard fought, and are continuing. CILA providers and nurses alike should hear about this ongoing battle, and learn how to combat allegations of neglect of residents of CILA homes. In addition, CMS Never Events are an important topic that could materially affect reimbursement for CILA operators and the DD nursing industry.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Learn about recent enforcement by OIG and DHS investigations and how to submit effective reconsiderations to dispute findings.
   • Definitions
   • Issues with the state
   • Effective reconsiderations
   • Never events
   • Current legal issues
2. Learn about common trends and issues cited by OIG in these investigations and learn how to avoid neglect findings.
   • Real case stories
   • Instructive ways to prevent neglect
   • Effective ways to deal with government surveyors
3. Learn how CMS Never Event updates in the law will have a material effect on your nursing services.
   • Explain Never Events
   • Explain definitions
   • Examples
   • Current legal issues

Speaker bio

Mr. Bilimoria is a partner with Duane Morris LLP's Health Law Practice Group in Chicago. Mr. Bilimoria was named one of the Top 40 Attorneys In Illinois Under 40 for 2005. He was also a recent recipient of the "Illinois SuperLawyer" designation for outstanding attorney for healthcare law. He advises healthcare clients on corporate and litigation matters. He counsels hospitals and health systems, nursing homes, CILAs, assisted living facilities, physicians and physician groups, pharmacies and pharmaceutical companies on a variety of issues, including healthcare corporate transactions, healthcare fraud and abuse compliance issues, telemedicine, HIPAA and state health privacy law issues, regulatory compliance, and resulting litigation. Mr. Bilimoria also is the chair of Duane Morris' Physician Services Group nationally. A frequent author and speaker on healthcare topics, he is also the immediate past chair of the Chicago Bar Association's Health Law Committee. He also serves on the American Bar Association's Health and Biotechnology Law Committee. Mr. Bilimoria was also a professor for Rush University Medical Center's Graduate Program in Health Systems Management. Mr. Bilimoria is a member of the American, Illinois State and Chicago bar associations, the American Health Lawyers Association and the Illinois Association of Healthcare Attorneys.

This speaker has no vested interest to declare

Karen Green McGowan, RN, CDDN

Contact Hours: 1.5

Course Description

This session offers a unique opportunity to learn about risk management and the remediation of adverse events in DD settings from an experienced DD nurse who has worked on both sides -- in DD settings and for the Department of Justice. Participants will learn "survival" techniques to help them to manage when out of compliance and to develop ways to manage crises caused when regulatory bodies find legal or regulatory lack of compliance.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe the roles and responsibilities of the Department of Justice and CMS
   • Right to treatment and equal protection under the law
   • Statutory right to active treatment
   • Values based on individual rights, choice, community integration
   • Expectations, including equality under the law, setting encourages rights, independence, self-determination
2. Discuss how to cope when everything goes wrong
   • Murphy's Law: things go wrong at the worst possible time and Murphy was an optimist
   • Case examples: condition of participation; non-compliance with a consent decree; federal consequences of noncompliance
   • Assisting staff to pull together to meet requirements
3. Describe consequences of not meeting regulatory or consent decree requirements
   • Termination of Medicaid eligibility
   • Payback of funding from initiation of program
   • Finds of contempt in federal court
   • High daily fines until conditions are met

Speaker bio

Karen Green McGowan is a clinical nurse consultant who specializes in technical assistance to agencies serving persons with complex health needs. She has provided training, technical assistance and curriculum development to clinicians, administrators and direct care staff in identifying and removing or reducing health barriers to development for over 32 of her 44 years in the field. She has developed systems approaches to identifying health risk potential and assisted several states in the design and implementation of strategies to manage individuals in dispersed community systems. Ms. McGowan currently serves as an expert witness for the Department of Justice Special Litigation Division and has been appointed as an officer of the Federal Court in four jurisdictions - Oklahoma, Illinois, Tennessee and Massachusetts. Ms. McGowan is currently a member of the Quality Review Panel for the state of Tennessee. This group is responsible for overseeing services for over a thousand class members in that state. She was the US Depart of Justice appointee to a review panel in Illinois and responsible for monitoring the compliance in implementing a consent decree for members of the class who resided at the Howe Developmental Center in Tinley Park, Illinois. Additionally, she is a charter member of DDNA and participated in the development of DDNA's certification exam.

This speaker has no vested interest to declare

Members of the Board of Directors, Mary Alice Willis (Current Executive Director), Randy Bryson (Past Executive Director)

Contact Hours: 1.5

Course Description

This conference marks DDNA's 20th year as the nursing association that represents nurses who provide care and services to persons who have intellectual and developmental disabilities in the United States and Canada. This session will look back at the changes that have occurred in the specialty of developmental disabilities nurses over the past twenty years, how the association has changed and grown to adapt to these changes in how DD nurses practice, and a look to the future of DD nursing to see how we are working to get where we need to be to help ensure safe, quality nursing care for persons with IDD through advocacy, education, and care.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe changes in the specialty of IDD nursing practice over the past 20 years
   • The beginnings of DDNA as an association
   • Movement of individuals with IDD from facilities into the community
   • Political and funding shifts in the provision of services to persons
   • Changes in roles of the IDD nurses
2. Describe DDNA's role in the evolution of DD nursing practice
   • New tools for dissemination of information among DD nurses
   • Creation of a chapter structure to facilitate addressing issues that arise on a states' level
   • Development of Standards of Practice for DD Nursing and Standards for Medication Management
3. Collaborate on ideas for increasing DD nursing's influence in defining the future roles of nursing in this specialty
   • Convene a task force to develop telephone triage standards specific to IDD nursing
   • Use of social networking tools to expand communication among DD nurses
   • Explore options for expanding certification in the specialty.
   • Provide educational outreach to non-DD nurses about the care of persons with DD

Speaker bios

Information about these speakers is available on the DDNA website.

This speaker has no vested interest to declare

Barbara Bancroft, RN, MSN, PNP

Contact Hours: 2

Course Description

Children with IDD are 40% more likely to be overweight and obese than children without IDD. Someone chooses their food for them, and food choices and preferences often follow into adult life. Some adults with IDD are able to make choices about what they eat, while others are not, but fast food, sweets, and other non-nutritious food choices are tempting and can be less expensive. Many adults with IDD are either provided with less than optimal nutrition or do not understand how to make healthy food choices, and obesity remains a problem. This session will discuss the role of diet in maintaining health and discuss what nurses can do to make nutrition a priority.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Provide an overview of the benefits of diet on health and disease today.
   • The role of dietary interventions in maintaining health
   • The role of dietary interventions in preventing various diseases including cardiovascular disease, diabetes, dementia, hypertension, obesity, and cancer
2. Discuss the prevention and treatment of cardiovascular disease today using therapeutic lifestyle changes -- specifically dietary interventions.
   • Controlling cholesterol with dietary interventions
   • Raising HDL cholesterol, lowering LDL cholesterol, and decreasing triglycerides
   • Reducing inflammation with dietary interventions
   • The Mediterranean diet as an anti-inflammatory diet
3. Describe the dietary interventions that should be instituted to prevent cognitive decline
   • The role of anti-oxidants in preventing Alzheimer's disease
   • The timing of the use of anti-oxidants
   • The role of Vitamin E in preventing Alzheimer's disease
   • The role of lowering cholesterol in preventing cognitive decline
   • The role of vitamin B12 in maintaining central and nervous system health
   • The role of B vitamins and the prevention of depression

Speaker bio

Barb Bancroft has been educating and entertaining nursing professionals for over 25 years. Barb's style of teaching is one part pertinent new research, one part practical clinical application, and one part joy and 'belly-laugh' humor. You will leave her conference intellectually renewed and invigorated, and better prepared to care for your patients. Barb has provided over 2,200 continuing education seminars to health professionals throughout the US and Canada. She is the author of 4 books, and has taught Advanced Pathophysiology, Advanced Pharmacology, and Physical Assessment at the University of Virginia, the University of Arkansas, Loyola University of Chicago, and St. Xavier University of Chicago.

This speaker has no vested interest to declare

Kathy Kelly, RN

Contact Hours: 1.5

Course Description

This session will present a health-focused, life span overview of the new treatment options and therapies for cerebral palsy (CP), a permanent, chronic condition that affects body movement and muscle coordination. Included will be a brief overview of the anatomical grouping and functional classifications of CP now commonly used by physicians to describe the extent, type and location of the movement disorder. Since CP is not a disorder with a simple cause, the session will cover causes, risk factors and prevalence and discuss the many secondary conditions commonly associated with CP. Many times health professionals assist families in understanding the screening process in the diagnosis of a child who is being evaluated for CP. This session will include information on how physicians use specific diagnostic tests to make the definitive diagnosis, and the use of contemporary and alternative medical treatments for cerebral palsy across the lifespan. Also reviewed will be options in assistive technology that can play a large part in the lives of many people with CP. Nursing's role on the health care team caring for individuals with CP across the lifespan, including care coordination for complex of health problems that may exist for those who are medically fragile with CP will be discussed. Also discussed will be health care disparities and barriers that need to be addressed in this challenging health care environment so that individuals with CP have access to quality health care with optimal health care outcomes.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Discuss the classification and diagnosis of CP
   • Overview of anatomical grouping and functional classifications
   • Common causes for CP, including risk factors
   • Screen process for diagnosis of CP
2. Describe the nurse's role in the care of persons with CP
   • Nursing care of secondary conditions
   • Family support
   • Strategies to enhance provider-patient communication
   • Contemporary and alternative medical treatments for CP
   • The use of assistive technology
3. Describe disparities and health care barriers for persons with CP
   • Disparities in health care that exist for children and adults with CP
   • The use of assistive technology to decrease barriers
   • The relevance of health care coordination

Speaker bio

Ms. Kelly has over 26 years of health care experience in the field of developmental disabilities. In 1985, she took a position with United Cerebral Palsy of New York City, where she is currently the Assistant Medical Director of Health Care Services. She has developed Article 28 and Article 16 Clinics for the agency and was instrumental in opening the first Augmentative Communication Evaluation Center serving only Medicaid recipients in NYC in 1995. She co-authored the HealthLink for Nurse Curriculum to educate students, nurses, and other health professionals about the unique health care needs of the DD population. Her ultimate goal is to educate health care professionals about the health care needs of persons with IDD, with the goal to sensitize them and better prepare them to meet the needs of persons with IDD, their families, guardians, and significant others assisting in the provision of their care.

This speaker has no vested interest to declare

James Coplan, MD

Contact Hours: 1.5

Course Description

Autistic Spectrum Disorders (ASD) vary in severity from mild to profound. They also vary in their clinical expression according to the affected individual's age and level of general intelligence. This presentation will provide the attendee with an overall "roadmap" of the evolution of ASD from infancy through adulthood, based on a 3-dimensional model taking into account age, level of intelligence, and degree of atypicality. This 3D model will enable the attendee to make rational choices regarding therapies and to anticipate future needs of affected individuals.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe the four areas most impacted by an autism spectrum disorder
   • Social relating
   • Language (pragmatics and prosody)
   • Repetitious behavior and friendship (anxiety, depression)
   • Sensory processing - the diagnostic stepchild
2. Discuss the general concept of intelligence as it applies to persons with ASD
   • Defining "intelligence"
   • Measuring intelligence
   • Predictive value of IQ testing
3. Describe the effects of time - the 3rd Dimension - in anticipating future needs
   • Introducing the 3D Model
   • Revisiting Kanner: the natural history of ASD
   • Adult outcomes

Speaker bio

Dr. Coplan is board-certified in Pediatrics, Neurodevelopmental Disabilities and Developmental-Behavioral Pediatrics. He holds the position of Clinical Associate Professor of Child Psychiatry, and Clinical Associate Professor of Nursing, at the University of Pennsylvania. Dr. Coplan has been working with children with developmental disabilities for 30 years, and has recently authored a book for parents and professionals working with children on the autism spectrum.

This speaker has no vested interest to declare

James Coplan, MD

Contact Hours: 1.5

Course Description

Persons with autism spectrum disorder (ASD) often manifest maladaptive behavior. Prevention is the best strategy. Often, however, nurses and healthcare providers are called in after maladaptive behavior has occurred. Nurses need an understanding of the underlying cognitive deficits in ASD and how these lead to maladaptive behavior(s). Armed with this frame of reference, the nurse, together with the healthcare provider and other members of the health care team can "reason backwards" from the specific behavior to formulate a hypothesis as to its cause. This, in turn, will enable the nurse and healthcare team to develop a rational management plan, designed not only to de-escalate the current crisis, but to prevent recurrences in the future.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe the clinical features and the underlying neuropsychological basis of autism spectrum disorder
   • Social relating
   • Language pragmatics
   • Cognitive rigidity
   • Sensory processing
   • Theory of mind
   • Central coherence
   • Dysregulation of attention
   • Dysregulation of arousal
2. Describe the ABC model of behavior analysis and common behavioral techniques
   • Antecedents, behaviors, and consequences
   • Reinforcers (positive and negative)
   • Aversives (logical consequences, overcorrection)
   • Shaping, chaining, reverse chaining
   • Token economy
   • Differential reinforcement of other/incompatible behavior
   • Stress management
   • Visual schedules
3. Discuss appropriate indications for and use of medications
   • What are we treating? - Target behaviors
   • Selective serotonin reuptake inhibitors
   • Stimulants
   • Alpha-2 agonists
   • Atypical neuroleptics
   • Melatonin
   • New drugs on the horizon

Speaker bio

Dr. Coplan is board-certified in Pediatrics, Neurodevelopmental Disabilities and Developmental-Behavioral Pediatrics. He holds the position of Clinical Associate Professor of Child Psychiatry, and Clinical Associate Professor of Nursing, at the University of Pennsylvania. Dr. Coplan has been working with children with developmental disabilities for 30 years, and has recently authored a book for parents and professionals working with children on the autism spectrum.

This speaker has no vested interest to declare

Dr. Tracy Aldridge

Contact Hours: 1.5

Course Description

This session will present current recommendations from various expert consensus groups regarding breast and cervical cancer screening, including the evidence behind these recommendations and the influence that newer technologies have had in recent changes to these screening guidelines. Special issues that need to be taken into consideration when screening women who have developmental disability will be discussed, including test choice and screening interval. Also included will be preparation for discussions with guardians and individuals regarding the issue of breast and cervical cancer screening and the options available.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe current guidelines for cervical and breast cancer screening
   • USPSTF recommendations
   • American College of Obstetrics and Gynecology recommendations
   • American Society for Colposcopy and Cervical Pathology pap smear recommendations
   • American Cancer Society recommendations
2. Describe the evidence behind the recent changes regarding recommendations for breast and cervical cancer screening, including advancements in technology
   • Evidence used by the USPSTF to amend its breast cancer screening recommendations
   • How to inform patients about these changes
   • The role of digital mammography in the guideline changes
   • The potential of the role of MRI as a screening tool
   • Whether liquid pap tests have any advantages over conventional pap tests
   • How HPV testing can be used in clinical practice
3. Describe special considerations for women with IDD with regard to appropriate test selection and screening intervals, including how to discuss these issues with women and/or their guardians
   • Do certain developmental disabilities have lower prevalence of these disorders?
   • What if the woman is not sexually active?
   • When to stop screening for cervical cancer?
   • When to stop screening for breast cancer?
   • What about breast self-exams for women with IDD?
   • Is a yearly pelvic ultrasound helpful as an alternative test?

Speaker bio

Dr. Aldridge practices full spectrum family medicine, including obstetrics and woman's health. She has had a special interest in medical care for individuals with IDD over the last 8 years, and was recently appointed the Medical Director of the Division of Developmental Disabilities, within the Illinois Department of Human Services. Dr Aldridge also co-directs the SIU Women's Health Conference, which is a full day CME course offered annually each spring by Southern Illinois University School of Medicine.

This speaker has no vested interest to declare

Jan Schlaier, ARNP-BC, CDDN; Mollie-Rae Jerman, WHCNP, SANE-E, SANE-P

Contact Hours: 1.5

Course Description

This presentation describes a standardized body of knowledge for the evaluation and forensic examination of the sexual assault of females with IDD. Because of the varying presentations of females with IDD to emergency departments, practice offices and agencies, the DD nurse needs to be knowledgeable about the appropriate physical exam for sexual assault. This presentation will provide training for the DD nurse to improve advocacy for those females with IDD. It will also familiarize the DD nurse with the medical/legal issues of a sexual assault exam. A video presentation will illustrate the gynecological forensic exam, including alternative exam positions and variations of hymenal anatomy. Barriers to the evaluation of sexual abuse and implications for the DD nursing practice will be discussed. Also discussed will be the physiological changes within the brain that can present challenging sequelae for victims of sexual abuse. The DD nurse is instrumental in the development of a systematic focus on the needs and concerns of a female with IDD sexual assault victim to ensure compassionate and sensitive delivery of services in a nonjudgmental manner. Developmental disabilities nurses are uniquely qualified to advocate for developmentally appropriate services, because sexual abuse of females with IDD is one of the most offensive crimes committed in our society. Knowledge in best practices of medical/forensic standards is key.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Identify myths and scope of issues related to sexual abuse and females with IDD
   • Common myths (exams should be done only for acute rape, every ER is prepared for IDD rape victims, victims cannot give reliable testimony, etc.)
   • Statistics related to rape in this population
   • What constitutes sexual abuse and exploitation of females with IDD
2. Describe strategies to apply when assessing an allegation of sexual abuse
   • Risk factors for sexual abuse and common sequelae
   • Physical, emotional, and behavioral indications of sexual abuse
   • Impact of sexual abuse on females with IDD
   • Physiological changes to the brain of rape victims
3. Compare a normal vaginal exam to a forensic vaginal exam
   • Forensic science, i.e., DNA analysis
   • Normal variation of hymeneal anatomy: how genitals heal over time
   • Medical examination protocols
   • Alternate examination positions
   • Evidence collection

Speaker bio

Ms. Schlaier is a certified Family Nurse Practitioner with 40 years of experience in the field of IDD. She has authored several articles on PMS and women with developmental disabilities and a chapter on Breast Health and Examination in Health Assessment Made Easy. She also facilitates a self-help group for young women with IDD that is in its 30th year of existence- with the same group of women. Ms. Schlaier is on the faculty at University of Tampa, Department of Nursing and teaches in the Family Nurse Practitioner Master's Degree Program. She works part time as a Child Protection Team Medical Examiner to provide medical diagnosis and evaluation of children alleged to be neglected and/or physically/sexually abused. Ms Schlaier has received training as a Sexual Assault Nurse Examiner (SANE). Additionally, she has been a Special Investigator for the Office of Mental Health in the State of New York for cases of abuse.

This speaker has no vested interest to declare

Ms. Jerman is an OB/GYN Nurse Practitioner dually certified as an Adult and Pediatric Sexual Assault Nurse Examiner. With over 20 years' experience, she has been involved with well over 200 cases of sexual assault, examining victims, collecting evidence and testifying as an expert witness. Ms. Jernam currently is a Sexual Assault Examiner for Pinellas, Pasco and Hillsborough Counties in Florida, a Child Protection Team Examiner for Pasco Co, and an instructor for Sexual Assault Nurse Examiner (SANE) at the Risk Management Institute, Largo Florida and at the Crisis Center, Tampa, Florida.

This speaker has no vested interest to declare

Marcia Bitting, RN, MSN, MPH, PNP

Contact Hours: 1.5

Course Description

DDNA has led the charge with developmental and intellectual disabilities for the nursing community. As we evaluate where we have been, we need to examine how our clients are introduced to disability services within their communities. Nurses must understand these community resources. Early Childhood Intervention (ECI) is where nurses begin to impact their clients. In the United States, more than half of the approximately 17% of children with developmental disabilities fail to be diagnosed before reaching school age. This precludes them from receiving ECI, which significantly decreases the likelihood they will graduate from high school, live independently, maintain a job, and postpone child-bearing. This session will present an overview of ECI and examine its progress over the last 25 years. As nurses, we can take this opportunity to examine how we use this service nationwide. The session will include an opportunity to brainstorm ideas to impact our communities in the area of minimizing further disabilities and maximizing our children's potentials.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Discuss the last 25 years of Early Childhood Intervention Services
   • Inception of the Early Childhood Intervention (ECI) Services and IDEA (Individuals with Disabilities Education Act)
   • Population these services assist
   • Services available for the population that is served
   • Goals of ECI and the research data to determine their effectiveness
   • Barriers that have been overcome and the accomplishments that have been achieved
2. Describe the referral process and the contacts for individual states
   • Referral process and what information is needed who a referral to be placed.
   • Who is eligible to make a referral
   • When a referral should be made and why
   • Where to find a list of state ECI representatives
   • Referral process that is available in their state
3. Discuss the impact that nurses can have in getting children with DD into ECI services
   • Examples of how nurses have changed early intervention
   • Ways in which nurses can impact their communities with ECI through education events, resource fairs, and political writing campaigns
   • What other nurses have done around the country
   • Ways of impacting communities
   • Ideas to inspire attendees for future advocacy

Speaker bio

Marcia Bitting has worked as a nurse for 30 years, with experience in NICU, pediatrics, and emergency nursing. She has taught pediatrics, community health, and leadership at the university level, and has specialized in pediatric behavior and development since 2007. She is currently a volunteer consultant for the military, helping families get into DD services earlier, teaching autism education programs, and providing case management.

This speaker has no vested interest to declare

Sharon Oxx, RN, CDDN

Contact Hours: 1.5

Course Description

Individuals with IDD are at particular risk for falls and injury for a variety of reasons. This presentation will identify those risks and discuss the efforts of Massachusetts to address this concern. The Train-the-Trainer method used in this highly successful statewide initiative will be demonstrated.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe the scope and complications of falls in the IDD community
   • Incidence of falls in individuals with IDD
   • Massachusetts DDS falls statistics compared to national statistics
   • S.T.O.P. Falls Pilot program
   • Complications of falls in IDD community
2. To identify the causes of falls and fall risk factors
   • Intrinsic and extrinsic factors associated with falls
   • Fall Risk Assessment tools
   • Post Fall Assessment tools
3. Identify and create preventive strategies aimed at reducing falls and injuries
   • What strategies can reduce fall risk
   • What actions can be taken to prevent falls
   • Environmental safety tips
   • S.T.O.P. Falls pilot results

Speaker bio

Sharon Oxx, R.N, CDDN, is the Director of Health Services, Office of Quality Management in the Commonwealth of Massachusetts Department of Developmental Services. She has been a Certified Developmental Disabilities Nurse since 1994. She has been a registered nurse for over 35 years, 24 of them in developmental disabilities. Her work in this field has focused on the development and support of appropriate healthcare and residential services for individuals living in the community, including staff training and development, medication administration and clinical oversight. She was actively involved in the implementation of a statewide healthcare initiative in Massachusetts that was designed to enhance the quality of health care services for people in their service delivery system. Most recently, she was involved in the implementation of new medication administration program curriculum for non-licensed staff administering medications in DDS programs and a statewide falls prevention initiative. Ms. Oxx is also the Founding President of the Developmental Disabilities Nurses Association (DDNA). In that role she helped develop Standards of Practice for DD Nursing, certification exams in DD nursing for RNs and LPNs, a position statement on delegation, and an online curriculum in developmental disabilities nursing.

This speaker has no vested interest to declare

Sarah Ailey, RN, PhD

Contact Hours: 1.5

Course Description

As family caregivers age and die, people with intellectual disabilities (ID) are moving to residences. Unfortunately, individuals with ID are brought together in group homes with other residents unknown to them and with residential staff who often have minimal training and only a high school education. Individuals with ID living in group homes have greater rates of aggressive/challenging behaviors than individuals with ID living with their families. Social problem-solving (SPS) is specifically a component of positive behavior support systems followed by many residential agencies; SPS shows effectiveness in improving behaviors among people with ID, but has not been delivered within the group home environment. This presentation provides an overview of modifying and tailoring a research-based SPS training program with the input of group home residents and residential staff and then piloting the program in group homes. This session will discuss key aspects of the SPS training program and the potential role for nursing in using the program to promote client and staff education and to enhance nursing/paraprofessional cooperation in agencies providing residential services to people with ID.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe the process of modifying and tailoring a social problem-solving program with input of residents with ID and residential staff
   • Importance of participation of people with ID and their staff in developing programs meant for them
   • Components of a research-based SPS program
   • Using cognitive interviews to gain input from residents with ID and residential staff to modify and tailor the SPS program
   • What was learned from piloting the program
   • We was learned from residents with ID and residential staff
2. Describe results of piloting SPS training program in group homes
   • Components of research based SPS training programs
   • Types of problems raised by participants in pilot SPS training program
   • Stop and Slow Down strategies discussed by participants in pilot SPS program
   • Impulsive actions identified by participants in pilot SPS program
   • Avoidant behaviors discussed by participants in pilot SPS program
   • Strategies to "break down" problems and come up with solutions discussed by participants in pilot SPS program
   • Issues of feasibility of implementing SPS training programs in group homes
   • Trends in SPS skills and behaviors pre and post SPS pilot program
3. Describe role for nursing in implementing SPS training programs in group homes
   • SPS training programs as part of integrated efforts to manage behaviors among people with ID
   • Nursing role in client and staff education in agencies providing residential services to people with ID
   • Enhancing nurse/paraprofessional cooperation within agencies providing residential services to people with ID
   • Nursing role in promoting clients with ID healthy behavior
   • SPS in group homes and enhancing the role of nursing in caring for people with ID

Speaker bio

Sarah Ailey is a nurse educator and researcher with a broad background in public health and mental health nursing. She has conducted research on depression and social problem-solving training among people with ID and has experience developing health promotion programs for people with ID. Dr. Ailey is also the co-chair of the Rush Adults with Intellectual and Developmental Disabilities Committee, a committee charged with improving the hospital care at Rush for patients with ID.

This speaker has no vested interest to declare

DDNA is pleased to invite our current chapter leaders to be our guests at a special recognition and networking luncheon. As a chapter leader, you have taken on the challenge of connecting with and providing support to IDD nurses in your chapter area. You want to find ways to contribute to your chapter's success, which can include developing and maintaining an informative website, locating and recruiting new members, providing quality education programs for IDD nurses and the community, encouraging existing members to serve in leadership roles, and nurturing the spirit of providing mutual support. When you arm yourself with new ideas and support, finding ways to grow and vitalize your chapter can be identified and developed. During this luncheon, chapter leaders will have an opportunity to network with one another, share strategies to address common challenges, and identify solutions that will help to strengthen and improve their chapters. DDNA's Board of Directors will share their experiences with their chapters and other information of importance to chapter leaders. Each chapter can send up to two representatives, each of whom must be an elected officer of the chapter.

David Kushner, MD

Contact Hours: 1.5

Course Description

It is estimated that 8 million traumatic head injuries occur in the United States annually, of which approximately 1 million are initially treated in hospitals. The majority of traumatic brain injuries, 75-80%, are classified as "mild traumatic brain injuries," which are also known as concussions. An estimated 300,000 sports-related brain injuries occur each year. Traumatic brain injuries result in significant economic burden to society annually in terms of direct and indirect costs (estimated at 37.5 billion dollars in 1985); individual lifetime costs may exceed 6 million dollars. The purpose of this presentation is to provide an understanding of traumatic brain injury including the diagnostic classifications and the interventions.

Course Objectives

Upon completion of this course, the learner will be able to:

1. List the types of head injuries
   • Statistics
   • Definitions
   • Classifications (mild, moderate, severe)
   • Types (concussion, contusion, intracranial bleed, cerebral edema, shear/axonal injury)
   • Complications (skull fracture, seizures, cranial adnexal injury, hydrocephalus)
2. Describe the nature and location of brain damage
   • Pathophysiology (primary injury, secondary injury)
   • Evaluation of acute head injury (Hx, PE, adjunct studies, admission criteria)
   • Symptoms, signs, and sequelae (Post concussion Syndrome/MTBI Syndrome, Moderate/Severe TBI)
   • Treatment options
3. Identify the state of recovery and factors that influence recovery
   • Mechanisms of recovery
   • Stages of recovery
   • Prevention

Speaker bio

Dr. Kushner is an Associate Professor, Department of Rehabilitation Medicine, University of Miami Miller School of Medicine. He is board certified by the American Board of Psychiatry and Neurology and the American Society of Neurorehabilitation. His expertise includes brain injury, stroke, SCI, encephalopathies, and a host of neurological disorders and conditions, as well as general rehabilitation (pediatric and adult population).

This speaker has no vested interest to declare

Elizabeth Perkins, PhD, RNMH

Contact Hours: 1.5

Course Description

This presentation is designed to provide an overview of aging issues and challenges in IDD nursing. It will provide a brief background to the aging process, general aging changes, and focus on how successful aging can be achieved. Specific aging/aging-related health issues commonly associated with persons with Down syndrome, Cerebral Palsy, Autism Spectrum Disorders, and Prader-Willi syndrome will be individually addressed. The presentation will conclude with information regarding aging family caregivers who are supporting older adults. Attendees will be able to apply this information, irrespective of their work setting, to provide better health surveillance to the changing health and functional abilities of older adults with IDD.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe in general an overview of the aging process and factors that promote successful aging for individuals with IDD
   • Definitions of aging
   • Life expectancy changes for the general and IDD populations
   • The concept of reserve capacity
   • Universally experienced physical aging changes
   • Modifiable/Unmodifiable factors that impact upon aging process
   • Life course health promotion/prevention
   • Aging in place
   • Optimizing successful aging
2. Describe aging/aging health issues that are specific to various types of IDD
   • Down syndrome (e.g., Alzheimer's disease, hypothyroidism, osteoporosis, etc.)
   • Cerebral Palsy (e.g., accelerated aging of musculoskeletal system, chronic pain/fatigue)
   • Autism Spectrum Disorders (e.g., changes in mental health, ASD behavioral changes)
   • Prader-Willi Syndrome (e.g., morbid obesity, diabetes, CVD)
   • Adaptation to aging-related chronic illnesses/disability (e.g. self-management of diabetes)
3. Develop insight into issues emerging for aging family caregivers
   • Caregivers
   • Potentially adverse consequences of caregiving in general
   • IDD-specific caregiving and adverse consequences
   • "Compound caregiving" as an emerging issue
   • Advocating for future planning

Speaker bio

Dr. Perkins is a Research Assistant Professor and Health Coordinator for the Florida Center for Inclusive Communities (FCIC)/UCEDD at the University of South Florida (USF). She has a BA in Psychology, and a PhD in Aging Studies/Gerontology both from USF. She is also an RNMH, a registered nurse trained specifically in the field of intellectual and developmental disabilities (IDD), from the Hereford and Worcestershire College of Nursing and Midwifery, in England. Her clinical, nursing, and managerial experiences have spanned both the general aging population, and persons with IDD, in predominantly nursing/residential long-term care settings. She is the current President of the Gerontology Division of the American Association on Intellectual and Developmental Disabilities (AAIDD), and Chair of their National Task Force on Aging and End of Life Issues. She also serves on AAIDD's Policy Task force. She has just completed a 3-year term as co-convener of the Formal Interest Group on Developmental Disabilities for the Gerontological Society of America. At the state level, she represents the FCIC on the Florida Developmental Disabilities Council, and is a member of the council's Healthcare & Prevention Task Force. Her research interests include aging-related medical issues of adults with IDD and the quality of life of their aging caregivers. She has been published in peer-reviewed journals including JAMA, Journal of Policy and Practice in Intellectual Disabilities (Editorial Board), Clinical Gerontologist, and Rehabilitation Psychology. She is the Guest co-editor of a special issue on Aging and End-of-Life currently in progress for the American Journal on Intellectual and Developmental Disabilities. Dr. Perkins has taught both graduate and undergraduate courses at USF in both gerontology and developmental disabilities. She was the recent recipient of the Sue V Saxon Outstanding Teaching in the Field of Gerontology, a faculty award, from USF's School of Aging Studies. She is also a former Mattie Stepanek Caregiving Scholarship recipient, from the Rosalynn Carter Institute on Caregiving. Dr. Perkins co-authored the 5th edition of the textbook "Physical Changes and Aging: A guide for the helping professions." She also is the author of "My Health Passport," a document to assist individuals with special needs to communicate important health care information when visiting a clinic/hospital for in-patient treatment. Dr. Perkins is a proud DDNA member!

This speaker has no vested interest to declare

Nanette Wrobel, BS, RPh

Contact Hours: 1.5

Course Description

Metabolic disorders are one of the most common causes of death in the population, leading to heart disease, diabetes, and hyperlipidemia. Individuals with developmental disabilities are not immune to this disease, but rather carry a much higher risk of its development. This session will center on the reasons for the development of metabolic disorder, its treatment and its prevention.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Define metabolic disorder and discuss the incidence and risk factors for this disorder that arise from the use of antipsychotic medications
   • Definition of metabolic disorder
   • Incidence of the use of antipsychotic medications
   • Discussion of each medication in this class and their relative risk factors
2. Describe the relationship between weight gain and other assessable risk factors that can contribute to the development of diabetes
   • Short and long-term weight gain
   • Metabolic disturbances
   • Diabetes secondary to metabolic issues
   • Risk assessment for development of diabetes
   • Monitoring parameters
3. Assess lipid abnormalities in individuals with IDD, including the potential risks for increased dyslipidemia related to the use of atypical antipsychotics
   • Definition of terms
   • Primary and secondary dyslipidemia
   • Atypical antipsychotics and their relative risk for contributing to dyslipidemia
   • Monitoring parameters

Speaker bio

Nanette Wrobel has been a consultant pharmacist specializing in the area of Developmental Disabilities for over thirty years. In addition to consulting to various agencies that care for the individual with developmental disabilities, she is President and CEO of The Pharmaceutical Advisor, a company that provides materials and education on a variety of healthcare topics. Nanette has served on many committees that advocate for the best healthcare possible for individuals with developmental disabilities and has been a member of the local and national Developmental Disabilities Nursing Associations (DDNA) for many years. She currently is a member of the education committee for national DDNA, and helps provide educational opportunities and speakers for this national conference. In addition to her work on a local level, Ms. Wrobel has been a national and international speaker for over ten years, providing education on disease-state and medication-related topics to a variety of organizations.

This speaker has no vested interest to declare

Debra Beckmann, MS, CCC-SLP

Contact Hours: 1.5

Course Description

Caregivers face significant challenges addressing oral intake concerns for individuals with IDD who have oral motor, sensory and swallowing problems. This presentation will discuss the types of mealtime concerns and swallowing disorders, compensatory strategies and intervention strategies important for infants through adults. Case studies illustrating these concerns are included.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe and differentiate between five types of eating and swallowing concerns.
   • Dysarthria
   • Dysphagia
   • Aspiration
   • Poor Diet Texture Progression
   • Oral Hypersensitivity
2. Identify four compensatory strategies
   • Positioning
   • Equipment
   • Diet Texture Modification
   • Fluid Viscosity Modification
3. Describe three intervention strategies
   • Oral Motor Interventions
   • Neuromuscular Electrical Stimulation
   • Sensory Motor Approach for Diet Texture Progression

Speaker bio

Debra Beckman has worked in the field of communicative disorders since 1975, specializing in motor speech, oral motor and swallowing disorders. She has worked in a variety of settings, including schools, hospitals, universities, trauma centers, home-bound, foster homes, group homes, ICF-MRS, nursing homes and large residential facilities. As a self-employed consultant, she has co-authored training materials for the states of Florida, Oklahoma and Wyoming, which are presently used in a number of states. She has served as a court-appointed witness and as a resource content expert for seven federal court cases regarding services for persons with developmental disabilities. Ms. Beckman has presented at numerous local, state, national and international conferences, and has published articles in professional books, journals, monographs; and in Exceptional Parent magazine. She has been awarded a United States patent for a therapeutic oral probe. Ms. Beckman has been recognized by her peers and her community for outstanding clinical achievement.

This speaker has no vested interest to declare

Maria Brown, DO and Anna Murphy, APN, GNP

Contact Hours: 1.5

Course Description

Individuals with IDD and their families face unique challenges when dealing with end of life (EOL) issues. This presentation will discuss those challenges and help the nurse prepare to discuss EOL care and to advocate for the individual and family in these situations.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Identify three steps in preparing to discuss EOL with individuals with IDD and their families.
   • Self-awareness
   • Assessment
   • Resources
   • Roles
   • Boundaries
   • Self-reflection
2. Distinguish two differences in EOL issues between individuals with and without IDD.
   • Communication
   • Competency
   • Control
3. Describe roles of the nurse in discussing EOL in individuals with IDD.
   • Patient advocate
   • First responder
   • Liaison
   • Assessment

Speaker bios

Dr. Maria Brown is Board Certified in Family Medicine and Geriatric Medicine. She has worked with individuals with IDD since she was a teenager and first volunteered as a candy striper and camp aide. As a physician, she continues to volunteer as a camp doctor and to care for people with IDD in her practice. She has addressed EOL issues with individuals and families throughout her career and have presented on the topic of end-of-life care since 2004.

This speaker has no vested interest to declare

Anna Murphy has 10 years of experience in working with individuals with IDD. Throughout her professional career, she has worked to address EOL issues with patients and families and also has presented on this topic since 2004.

This speaker has no vested interest to declare

Randy Bryson, RN

Contact Hours: 1.5

Course Description

Individuals with IDD may commit crimes, either unwittingly or purposefully, and end up in the justice system. How does this usually happen? And how are these individuals cared for in the correctional or forensic health system? What happens if the individual with IDD has a concomitant mental health problem or is a sexual offender? With increased numbers of people with IDD living in the community, being knowledgeable about these issues is an important concern for IDD nurses.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Discuss the reasons why individuals with IDD encounter the corrections or forensic mental health system
   • Helping people with IDD to understand illegal behaviors
   • What can happen with a person with IDD is arrested
   • Identifying risks for inadvertent illegal acts by persons with IDD
2. Define forensic mental health treatment of persons with IDD
   • Definition of forensic mental health treatment
   • Differences between corrections and forensic mental health treatment
   • Description of an IDD diversion program
3. Discuss therapies used for persons with IDD in forensic settings
   • Cognitive behavior therapy
   • Sexual offender treatment
   • Adaptation of mental health treatment programs for persons with IDD

Speaker bio

Randy Bryson has been a Registered Nurse for more than 40 years, spending most of his career in the field of mental health and addictions. Currently, he is Nurse Manager and one of two administrators at a 16-bed Secure Residential Treatment Facility in Pendleton, Oregon. The facility is the first "step-down" from the Oregon State Hospital for residents originally found "guilty with the exception of mental defect or insanity" of a crime ("mental defect" is the term used for persons with IDD). His staff includes many former IDD nurses and direct care staff who have transitioned to mental health treatment from the now closed Eastern Oregon Training Center. Mr. Bryson was the founding Executive Director of DDNA and served in this role from 1992 until the beginning of 2007.

This speaker has no vested interest to declare

Sylvia Sorgel, ACE-Certified Personal Trainer

Contact Hours: .5

Course Description

Small changes in daily activities and food choices can bring BIG dividends, such as increased energy, reduction in depression and stress, and overall increased self-confidence. This presentation provides an overview of simple-to-incorporate tips for improvement in diet, flexibility, balance and overall health. These tips can be applied to help individuals with IDD (and yourself) feel better, live longer, be happier!

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe the steps in starting and maintaining a personal health improvement program
   • Precontemplation
   • Contemplation
   • Preparation
   • Action
   • Maintenance
2. State the benefits of maintaining positive lifestyle changes
   • Exploration of health benefits
   • HOW to make changes work
3. Describe the types of exercise that can be implemented in a successful health improvement program
   • Stretching
   • Strength Training
   • Aerobic exercise

Speaker bio

Ms. Sorgel has been a personal trainer since 2003, with a focus on women, particularly of the Baby Boomer generation, with an emphasis on overall improvement in balance, flexibility, strength and wellbeing, RATHER than simply weight loss. Personal Trainer Network has named her one of their top Chicago female trainers. She has worked with special needs individuals and others with issues that have made them historically reluctant to make lifestyle changes; yet when they do, they discover what a difference small changes in their daily routines and nutrition can make!

This speaker has no vested interest to declare

Sylvia Sorgel, AAT Certified Handler

Contact Hours: .5

Course Description

Animal assisted therapy (AAT) is the use of animals to facilitate healing and rehabilitation. AAT programs are goal-oriented, unlike programs where an animal and its owner/handler simply visit patients or residents. AAT also differs from programs involving assistance, service, or companion dogs, where animals are placed with individuals as a part of their daily life. People with special needs will often perform tasks for trained dogs that they would not ordinarily do for anyone else. AAT programs build on this unique bond between dogs and humans to meet specific goals. The goals may be oriented to emotional growth, such as self-control; physical skills, such as reaching for or grasping objects; or growth in skills, such as reading. This presentation provides an overview of AAT as it used to enhance the lives of people with developmental disabilities. Audience members will gain an understanding of specific elements of these programs and how they can be used as part an overall strategy for improving skills and life experience.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe the history and use of therapeutic animals
   • How the use of animal assisted therapy began
   • Various uses today
2. Explain the Certification Process
   • Handler
   • Dog
3. Describe how AAT is used with individuals with various disabilities
   • Mentally challenged
   • Physically challenged
   • Wheelchair bound
   • Mute
   • Deaf

Speaker bio

Sylvia Sorgel and her dog, Satch, have been certified through Rainbow Animal Assisted Therapy since 2006, and have worked in programs at Misericordia Home in Chicago and DCFS' Maryville Chicago location. Her experience has been one of seeing tremendous growth among the individuals with developmental disabilities who participate in these programs and hence, the value AAT delivers.

This speaker has no vested interest to declare

David Horvath, Ph.D, PMHNP-BC, C.D.

Contact Hours: 1.5

Course Description

Music has been used as a psychotherapeutic modality for centuries. Yet, it is only recently that we have begun to understand how melody, harmony, and rhythm influence emotions and behavior. In this multimedia presentation, the implications of exposure to various kinds of music are discussed with an emphasis on adolescent growth and development. Recommendations for using music in clinical settings with intellectually and developmentally disabled individuals will be highlighted.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe how musical forms are processed and "musical intelligence" develops in humans
   • Harmonic development
   • Melodic development
   • Lyrical/musical consistency
2. Identify how various attributes of music affect cognition, emotion, and behavior
   • Psychological changes that can evolved from exposure to different types of music
   • Behavior effects of certain patterns of music
   • Cognitive effects of prolonged exposure to certain types of music
3. Make informed decisions about what kinds of music to use in clinical settings with persons with IDD
   • Exposure to music that conveys the appropriate emotional dynamics
   • Use of music enjoyment groups
   • Use of preferred music in a wide variety of nursing care activities, from activities of daily living, to wound care, relaxation, palliation

Speaker bio

David Horvath is a psychiatric nurse practitioner and composer. He has worked in behavioral health for nearly three decades and has studied at the Juilliard School of Music and NYU where he explored the effect of music on mood. He is currently on the faculty of Hunter College in New York City and works with children and adults in a family psychiatric practice in Lake, Grove, NY. He has recently completed the soundtrack to a 4-part meditation (CD) by Dr. Mala Iyer.

This speaker has no vested interest to declare

Eddie Tuduri

Contact Hours: 1.25

Course Description

This presentation will address how percussion positively addresses therapeutic goals, including sensory integration, motor development, speech, basic life skills, socialization, behavior, mood, and recreation for persons with IDD.

Course Objectives

Upon completion of this course, the learner will be able to:

1. Describe the development of the rhythmic arts program
   • A brief history of the Rhythmic Arts Program
2. Describe how rhythm can be used to foster positive health benefits in persons with IDD
   • Improvement of sensory function
   • Promotion of motor development and life skills
   • Use to meet psychological needs: socialization, behavior, mood
   • Recreational and speech benefits
3. Observe and participate in a therapeutic rhythmic drumming session.
   • Observation of persons with IDD participating in rhythmic activities
   • Participation in selected rhythmic activities with speaker and persons
   • Information on how to start a rhythmic arts program in IDD facilities

Speaker bio

Eddie Tuduri has been a musician for more than 35 years. He is founder and director of Musicians for UNICEF. He is also the founder of The Rhythmic Arts Program, a percussion program for people with developmental disabilities that has expanded worldwide. He has been the recipient of the Criterion Award for Therapeutic Recreation and the California Governor's Committee Award for the accurate portrayal of people with IDD in the media. Eddie has presented at DDNA conferences in the past to a standing ovation.

This speaker has no vested interest to declare