service for people with disabilities and their families through its web site at: www.disabilityinfo.org. The INDEX website offers access to fact sheets, emergency services locators, and searchable databases, including information about the Massachusetts Network of Information Providers (MNIP) and a link to the Massachusetts Aging And Disabilities Information Locator (MADIL). (See Spotlight on Technology Resources on page 7 for more information).

MNIP currently consists of 124 member agencies that work collaboratively to meet the disability and elder services information needs of Massachusett’s citizens. Information about the MNIP and links to its members can be found at http://www.disabilityinfo.org/MNIP/. Individuals without computer access or those who would prefer to speak with a trained information specialist can access the MNIP through toll-free or TTY numbers.

MADIL is an online resource located at www.mass.gov/madil sponsored by the Massachusetts Executive Office of Health and Human Services. INDEX is one of three primary resources for MADIL and acts as its technical support and host. MADIL provides a one-stop resource for searching information about both disabilities and elder services, with the goal of future expansion.

Bass feels that the INDEX, MNIP and MADIL provide the benefits and importance

Eunice Kennedy Shriver Center University of Massachusetts Medical School

200 Trapelo Road Waltham, MA 02452

781.642.0001www.umassmed.edu/shriver

Technology at the Shriver Center: Innovation in Action

IN THIS ISSUE

Technology has been described as “human innovation in action that involves the generation of knowledge

and processes to develop systems that solve problems and extend human capabilities.1”

Indeed, extending human capabilities for people with disabilities is at the very heart of the Shriver Center’s mission, accomplished through a combination of educational programs, ongoing research, and service. This issue of the Shriver Center Spotlight shares an overview of three current projects in the areas of information and referral, distance learning, and behavioral teaching software. Each uses technology as a tool to facilitate access to information, education, and teaching, respectively.

Using Technology to Expand Information And Referral Resources. Robert Bass, PhD, Director, New England IndexThe Internet is widely regarded as a revolutionary tool that opens up worlds for the average user. More and more these days, people with disabilities, their family members, and professionals interested in disability-related topics are using this technology to seek out services and information that fill needs, solve problems, and establish online communities of support. The Internet wields a double-edged sword, however, since the sheer number of web sites in existence can make it overwhelming to find the most useful and relevant information, especially when it comes to essential disability resources. Dr. Robert Bass is working to change that.

Bass serves as Director of the New England Information on Disabilities Exchange (INDEX), based at the Shriver Center. For over 20 years, New England INDEX has provided a comprehensive online information and referral

Technology at the Shriver Center ................................. 1

IconTeacher and SymbolTeacher .................................. 3

Perspective: Consumers on Shriver Technologies .......... 4

Spotlight on Technology Resources .............................. 5

In Memoriam: Raymond D. Adams, MA, MD ................. 6

CANS: Large-Scale Mental Health Training Program ...... 7

Illuminati: Profile of Richard W. Serna, PhD ................... 8

E.K. Shriver Center LEND Fellows for 2008-2009 .......... 9

Focus on Faculty: Prestigious Sloan-C Award .............. 10

2008 UMMS Walk to Cure Cancer ............................. 12

continued on page 2

The Shriver Center

spotlightUniversity of Massachusetts Medical School/Eunice Kennedy Shriver Center of Excellence in Developmental Disabilities (UCEDD) VOLUME 1/ ISSUE 2/ WINTER 2009

of belonging to a community. “The common denominator is that it is about all of us. People like to feel as if they’re on top of information, and as if they know all the latest developments. But everyone has holes in their knowledge base sometimes, and web sites like these help us plug the holes,” he says.

Unlike word-of-mouth or printed referrals, the web sites house well researched, comprehensive, up-to-date, and fully ADA-accessible databases that fill gaps to information such as specialized clinicians, programs or services. Using a variety of flexible search criteria such as region, multicultural resources, emergency information, disability news, and more, users can find information on physicians, dentists, clinicians, consultants, programs, and services.

Bass credits his early days as a psychologist consulting on children with disabilities for

New England INDEX staff: Front row (l to r): Rebecca Olsen, Robert Bass, Audrey Huntley, Angie Aguirre. Back row (l to r): Vadim Droznin, David Owens, Jonathan Gottlieb, Viet Do. Not pictured: John Rochford.

22

inspiring the creation of INDEX. “We were doing a good job of making recommendations about what kind of services the children needed. But then, questions came about where families should go for needed services,” he recalls. This realization sent Bass in the direction of leveraging Internet technology to meet this important need.

INDEX was founded in 1986 with funding from the Massachusetts Developmental Disabilities Council. Current funding derives from the Executive Office of Health and Human Services, the Department of Mental Retardation, and the Massachusetts Rehabilitation Commission.

Bass emphasizes the importance of the Shriver Center’s role in making INDEX a reality. “I don’t think we could have ever accomplished what we did without the vision and support that the Shriver Center has provided over the years. Being a part of a national network of Centers of Excellence through the Shriver UCEDD, has been an important part of the INDEX story. We have also been blessed with an exceptional staff at INDEX that has revolutionized the information and referral system in the state of Massachusetts. In particular I have to give major credit to our Director of Technology, John Rochford.”

Bass knows that websites alone will not eliminate confusion over disability information and support, but he is encouraged by the progress made so far.

Current and emerging technology pursuitsresearch

Technology at the Shriver Center: Innovation in Actioncontinued from page 1

“People initially feared that, with technology, there would be a loss in the human connection. But INDEX and the MNIP have brought people together in a way that didn’t exist before,” he says.

Using computers as classrooms: Shriver distance learning initiatives.Richard Fleming, PhD, MS, Med, Distance Learning

Flexibility is the watchword these days for many busy adult learners who simply don’t have the time or the resources to attend scheduled courses held onsite at local colleges and universities. An increasing number of web-based courses provide the remote access students need to participate at the times they desire from the comfort of their home computers. Distance learning is emerging as a useful technology that puts easy online access at the fingertips of today’s students.

Dr. Richard Fleming, Director of Instructional Design and Assistant Professor of Psychiatry, has tapped into distance learning technology as the answer to addressing many of the urgent learning needs of parents of children with disabilities and clinical professionals.

Fleming envisions distance learning as “using the Internet to deliver online courses that are taught by an instructor, or, through the use of technology, offering experiences that are still interactive but do not require the involvement of a live instructor.”

The instructor-based method relies upon the instructor to teach the curriculum, provide feedback on students’ work and moderate online topic discussions, all via the Internet. Instructor-less distance learning occurs in a completely self-driven format where the course is carefully preprogrammed to seamlessly guide students through the course instruction and provide interactive responses, for example, feedback on automated quizzes.

Fleming is well acquainted with more traditional classroom methods having been a professor at Auburn University in Alabama prior to joining the Shriver Center.

“Classroom learning is a dynamic process and a great way to facilitate back and forth discussions that can lead to ‘aha’ moments,” he says with a smile. “But similarly, if a course is designed right, participation in online interactive exercises can increase and build to similar ‘aha’ moments without an instructor.”

Fleming’s expertise in instructional design, as well as his clinical and research interest in behavioral intervention in autism, have led to several online courses developed at the Shriver Center for both professionals and for family members of people with disabilities. He directed course development for five graduate level courses in the Behavior Intervention in Autism (BIA) online program offered at the University of Massachusetts Lowell through UmassOnline. BIA is designed to provide professionals in psychology,

continued on next page

Pictured are two sample web pages from Shriver online distance-learning courses. Design by Cheryl Gray, Technology Design Consultant.

33

“ We are particularly interested in why errors occur while a student is working on a task of some kind. It is rarely the case that errors

are just made at random. Instead, errors may represent some purposeful pattern, just not the pattern we’re trying to teach. If we

don’t understand why learning failures are occurring, we’re not going to be able to address them. This can all get complicated, but

complex problems require complex solutions.”

education, child care, speech and language disorders, mental health, and human services with an understanding of autism and related developmental disorders, as well as an introduction to behavioral methods and how and where such methods can be used and evaluated. Depending on the number of courses students complete, they may earn a graduate certificate or pursue certification as a Board Certified Behavior Analyst. This popular course was just awarded the prestigious Sloan Consortium’s 2008 Most Outstanding Online Teaching and Learning Program, a national award (see article on page 10). To learn more about BIA, visit http://continuinged.uml.edu/online/autism.htm.

Fleming is also working on Behavioral Intervention in Autism for Parents (BIP), a project funded by the National Institute for Child Health and Human Development (NICHD) that is designed to offer parents of children with autism a course on understanding the basics of behavioral intervention (BI), an evidence-based approach for teaching children with autism.

As part of Fleming’s pilot research for BIP, his research team conducted focus groups with parents, professionals, and others with backgrounds in behavioral intervention. According to Fleming, the results emphasized the need for accurate, but not overly technical information, and the importance of using positive-reinforcement based, and individualized approaches for each child.

Phase II of BIP is underway, and includes many of the technologies Fleming associates with an instructor-less classroom. “The curriculum is self paced, and can be taken at any time from 3-6 weeks. It will include parent mini-documentaries and interactive video, along with other media. The goal is to combine the best of technology and teaching to offer to achieve the goal of parent learning.”

Fleming envisions the future of online distance training as combining the use of webcams, video, real-time observation and feedback to provide direct assistance to parents working with their children in the home. He stresses the importance of being able to “figure out the audience and their needs and use technology to meet those needs, versus the other way around.”

Using computer software to support teachers of children with significant intellectual disabilitiesRichard W. Serna, PhD, Shriver Center Behavioral Technology Group

Learning errors are not something that people pay enough attention to. However,

Dr. Richard Serna and his colleagues in the Shriver Center Behavioral Technology Group (BTG) see learning errors as important keys to unlocking the learning–and ultimately the teaching–process with children with intellectual disabilities (ID).

The Behavioral Technology Group’s primary goal is to conduct research that will lead to better teaching programs for the ID population, particularly in the area of pre-academic or augmentative/alternative communication skills. According to Serna, a behavioral teaching technology must be built from a careful analysis of both how children learn and don’t learn. “We are particularly interested in why errors occur while a student is working on a task of some kind. It is rarely the case that errors are just made at random. Instead, errors may represent some purposeful pattern, just not the pattern we’re trying to teach. If we don’t understand why learning failures are occurring, we’re not going to be able to address them. This can all get complicated, but complex problems require complex solutions,” Serna said.

This philosophy served as a guidepost for Serna’s IconTeacher and SymbolTeacher software-development projects, both funded by the National Institute for Child Health and Human Development (NICHD)(see sidebar right). Both projects are applying the laboratory findings from NICHD-funded research conducted at the Shriver Center to user-friendly teaching programs.

“These teaching programs are meant to help teachers remove obstacles to learning,” Serna said. “We are building teaching programs that focus on prerequisite, general and foundational discrimination skills. Once these skills are acquired, more complex learning may begin to effectively take place.”

During feasibility field-test trials, the software yielded positive results, as approximately 18-25 students with significant intellectual disabilities attending area schools showed the ability to learn from it.

Serna emphasizes that the software is not meant to replace what teachers do. “We see our software as a tool for teachers. Our ultimate goal is to make sure that teachers benefit from the research we’ve done. By doing so, we are always mindful of how basic research can be applied to real life learning challenges.”

Serna estimates the software is around a year away from public launch.

1Source: Technology Education–Grade 8–Glossary of Selected Terms. http://home.comcast.net/~pm1963/grade8/vocab.htm

IconTeacher: Stimulus Control Shaping TechnologyIconTeacher is intended for use with children who require augmentative/alternative communication (AAC) devices and are at the very beginning stages of learning how to use them. In AAC systems, children who have not learned to speak may indicate their wants and needs by responding nonverbally to symbols that represent desired items or activities. A critical prerequisite for using some types of AAC communication is the ability to discriminate (i.e., tell the difference between) symbols, pictures and/or photographs that represent specific items or activities. IconTeacher is a computer-assisted instructional program that teaches the child to make such discriminations. The program has three major components: (1) an initial assessment of the child’s readiness for discriminating AAC icons; (2) a programmed instructional sequence for children who do not readily learn the meaning of symbols; and (3) a component for generalizing skills to a modality selected by the teacher (i.e., a handheld device, portable computer screen, or tabletop printed notebook). When the child completes the IconTeacher program, s/he will be prepared for the next stage of AAC instruction, which has been shown to be an effective method of facilitating functional communication for individuals with intellectual disabilities.

For more information: http://tinyurl.com/42mne4

SymbolTeacher: Behavioral Technology for Teaching Symbolic RelationsAnother computer program still under development, SymbolTeacher is a computer program intended primarily for teaching children with intellectual disabilities. It addresses a pivotal skill of symbolic matching to sample, which is a primary aim of many current programs in teaching this population. In a symbolic matching task, students are presented with an array of two- or three-dimensional symbols and are required to select the one that “goes with” a sample; hence, the name “matching to sample.” The project has two major objectives: (1) to adapt well developed, extensively researched laboratory methods and software for use by parents, teachers, and other helping professionals; and (2) to evaluate the resulting product to determine that it can be used effectively in typical special education classrooms. Symbolic matching provides a foundation for teaching a large variety of discrimination, reading readiness, and symbolic communication skills. However, many children with intellectual disabilities do not learn symbolic matching readily (or at all) via conventional instructional methods. SymbolTeacher will give professionals and parents broader access to behavioral technology that can reliably teach symbolic matching in children with disabilities.

For more information: http://tinyurl.com/4v3yuw

Jennifer Brooks Demonstrates

IconTeacher.

4

Consumer voices on Shriver technologiesperspective

Information and referral: John Chappell, INDEX and MNIP Member Since 1984

John Chappell understands the need for accurate information on disability-related issues. During his 24-year association with the Massachusetts Rehabilitation Commission (MRC), including time as its Deputy Commissioner of Community Services, Chappell has worked closely with INDEX and the MNIP and gives them both high marks.

“INDEX and the MNIP offer an accessible information and referral service to a large audience. Both are de-centralized systems, sharing disability-related information at the community level,” Chappell said. “They helped move consumers from the print- and phone-based systems of the past to a network-based system today. I joined the MNIP in 1986 as an early member, now there are over 120 agencies in the network. Information that used to be ‘behind the scenes’ is now accessible to everyone.”

Chappell has witnessed firsthand the remarkable progress in disability awareness and resources over many years.

“I became disabled in 1952, and had to use a red wagon for two years because wheelchairs were at a premium. My first one came from the Kiwanis Club” he said.

Chappell also understands the importance of planning for the future.

“There are gaps in every system, but it is something of a Catch-22, because we don’t know where the gaps are until you’re able to do outreach, as INDEX has done. In the future, we have to work on getting to the next level [in disability awareness and resources]; going beyond where we are now, and finding the hook to get more people involved.” Chappell suggested that down the road a mass media presence on television, radio, and the Internet may prove beneficial in achieving that goal.

Perhaps the lasting impact of the MNIP and INDEX will be their role in helping individuals with disabilities better their daily lives.

“They play a major role in raising the importance of information at the policy level. Bob [Bass] and his staff at INDEX and the

MNIP do an excellent job of emphasizing on a statewide level how important information is. Giving people with disabilities and their families more information is crucial to how well people develop the ability to become self-sufficient.”

Distance Learning Courses: Arlene Kaye, Behavioral Intervention in Autism

Connecticut resident Arlene Kaye’s extended foray into the Shriver Center’s distance learning program in behavioral intervention came as something of a surprise, even to her.

Kaye’s first course was part of the Behavioral Intervention in Autism for Professionals pilot study that was conducted by Dr. Richard Fleming (see lead article on page 2). She later elected to continue the program since she found it a rewarding way to learn. Contrary to what one might expect of distance learning as an isolating learning experience, Kaye found that distance learning led to many unanticipated social and professional opportunities.

“It was my good fortune to study with extraordinary instructors and dedicated students. I’ve met a number of them and we’ve had opportunities to collaborate and maintain contact since the completion of my studies,” she said.

Kaye is an ASHA-certified Speech and Language Pathologist (SLP), and a Board Certified Behavioral Analyst (BCBA), currently employed by the CREC River Street Autism

Using Technology to Meet the Needs Of a Variety of Consumers

1 Source: 2006 American Community Survey

http://www.census.gov/acs/www/Products/users_guide/index.htm

2 Source: U.S. Census Bureau Public Information Office, May 27, 2008.

Did you know? • About 41.3 million (15 %) of the “civilian noninstitutionalized population” age

5 and older has some type of disability. That number rises to 41% by age 65.1

• Thirty-six percent (36%) of people 15 to 64 diagnosed with a severe disability

use a computer at home, and 29 percent used the Internet.2

• One million people age 15 and older report being unable to hear, while 1.8

million people in that same age group report being unable to see.2

• About 14.3 million, or 6% of that same age group, have limitations in cognitive

functioning, or have mental or emotional illness that interferes with daily

activities, including Alzheimer’s disease and mental retardation.2

John Chappell, former Deputy Commissioner of Community Services, Massachusetts Rehabilitation Commission (MRC).

continued on next page

5

spotlight on Technology Resources

Technology helps us control and adapt our environments to meet our needs and solve the problems of daily life. Whether gaining entry to key communities through information and referral services, opening doors to education and training via home and office computers, or enabling people with disabilities to function more independently, technology breaks down barriers and provides access for all.

The following web sites and publications provide helpful information for people with disabilities, family members, professionals, and organizations.

Program at Coltsville in Hartford, CT. The education she received from the Shriver Center has influenced her own teaching methods. Arlene intends to include distance learning in the course she will be teaching at Elms College Master’s Degree program in autism–a sure indication of the positive impression that the experience of being a distance learner through Shriver’s online courses have left on her.

“The Shriver Center instructors have been exemplary models of the importance of availability, feedback, reinforcement and discussion. I believe I’ve brought that to my students as well.”

Kaye also believes that her distance learning experience yielded similar results to the more traditional classroom approach. “It would be difficult to imagine that an in vivo program could offer more than the Shriver Center offered me,” she says.

Best of all, Kaye’s education has continued even beyond the online program.

“I’ve applied the tenets of applied behavior analysis to other areas of my life. I believe that my understanding of the science of behavior analysis has made me better able to interact in personal and professional relationships. I consider it a privilege to have been involved with the program and to be able to share my experience with others,” Kaye reflects.

Arlene Kaye, Speech and Language Pathologist and Board Certified Behavioral Analyst

“ There are gaps in every system, but it is something of a Catch-22, because we don’t know where the gaps are until you’re able to

do outreach, as INDEX has done. In the future, we have to work on getting to the next level [in disability awareness and resources];

going beyond where we are now, and finding the hook to get more people involved.”

Web sitesInformation and referral for people with disabilities

New England INDEX (Information on Disabilities Exchange)

Serving Massachusetts, the New England INDEX site is a wealth of information for people with disabilities, their friends, families and the people who serve them on such topics as multicultural resources, disability news, state agences, technical services for nonprofits, and much more. Visitors may request to speak directly with an information specialist as well.

http://www.disabilityinfo.org/

MNIP (Massachusetts Network of Information Providers for People with Disabilities) Coordinated by New England INDEX, MNIP is a collaborative effort of 124 nonprofit agencies in Massachusetts. Network members disseminate accessible disability-specific information and make free referrals to the public. Consumer contact with any member provides access to the expertise of the entire network.

http://www.disabilityinfo.org/MNIP/

MADIL (Massachusetts Aging and Disability Information Locator)The Massachusetts Aging and Disability Information Locator (MADIL) is designed to locate information on services and programs in Massachusetts that support seniors and people with disabilities. Links lead to information providers, databases or fact sheets on topics such as housing, employment, energy, emergency services, etc. The MADIL website is a public service of the Massachusetts Executive Office of Health and Human Services.

www.mass.gov/madil

The Family Center on Technology and DisabilityThe Family Center on Technology and Disability offers a range of information and services on the subject of assistive technologies to organizations, parents, educators, and others pursuing high quality education for children and youth with disabilities.

http://www.fctd.info/

Distance learning with a disability focus

UMMS–E.K. Shriver Center The Shriver Center has developed a comprehensive set of distance learning courses on disability-related topics. These courses are designed to meet the education and training needs of diverse professionals, paraprofessionals and parents as they seek to better serve the needs of persons with disabilities nationally and abroad.

http://tinyurl.com/5hswqr

Technology and Distance LearningThe U.S. DOE’s Department of Vocational and Adult Education hosts a web site on Technology and Distance Learning that provides web-based information about digital technologies and how they are being used to improve the quality and scope of adult education.

http://tinyurl.com/6c3mct

General technology-related web sites for families and professionals

National Center for Technology Innovation (NCTI)

The National Center for Technology Innovation (NCTI) provides resources and partnership opportunities while developing new technologies, tools, and applications for people with disabilities.

http://www.nationaltechcenter.org/index.php/about/

LDOnline: Technology

LDOnline monitors the latest developments in assistive technology and reports on their ability to maintain or enhance the educational or workplace experience of people with learning disabilities.

http://www.ldonline.org/indepth/technology

Disaboom

Disaboom is an online disability community that combines traditional information with forums and blogs to foster a sense of connection between people with disabilities and their extended networks.

http://www.disaboom.com

Publications

Computer Resources for People with Disabilities: A Guide to Assistive Technologies, Tools and Resources for People of All Ages

A practical reference guide and resource listing that is designed for people with disabilities who want to learn more about how available computer technology can help them. Written by the Alliance for Technology Access.

Universal Design for Learning: A Guide for Teachers and Education Professionals

A primer on universal design for living, the guide is targeted to instructors for use and implementation in education classes. Written by the Council for Exceptional Children (CEC) Prentice Hall.

6

One of the founders of the Shriver Center and its first director, Dr. Raymond D. Adams, died on October 18, 2008. He was 97.

Dr. Adams dedicated a substantial portion of his life to the service of persons with intellectual, developmental and other neurodevelopmental disabilities and was a guiding force in the development of the Shriver Center’s programs in prevention, research and treatment of these disabilities. For over 50 years, Dr. Adams was a well-respected leader in the field of neuropathology and was known internationally for his expertise in the diagnosis and treatment of persons with disorders of the nervous system.

Dr. William McIlvane, Director of the Shriver Center, said, “Dr. Adams was a true visionary. In his long life, he taught generations of scientists and clinicians how to go about increasing their understanding of intellectual disabilities. Those lessons continue to shape our careers and programs, and we will miss him very much.”

In Memoriam: Raymond D. Adams, MA, MDDr. Adams was Bullard Professor of Neuropathology, Emeritus, Harvard Medical School; Senior Neurologist and Former Chief of the Neurology Service, Massachusetts General Hospital; Director, Emeritus, Shriver Center; Adjunct Professor, Karolinska Institute, Stockholm, Sweden; and Adjunct Physician, Université de Lausanne, Switzerland.

Dr. Adams received his M.D. degree in 1936 from Duke University. He received honorary degrees from several universities in Europe and South America. Dr. Adams was a fellow of the American College of Physicians, American Academy of Arts and Sciences, Royal Society of Medicine in Sweden and England, and a member of the French Academy of Neurology. He served as president of the American Neurological Association, and the American Association of Neuropathologists. Dr. Adams was an honorary member of the Society of Neurology in 11 countries. The XIII International Congress of Neuropathology held in Australia in 1997 was dedicated to

As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them.”

JOHN F. KENNEDY

Dr. Adams for his outstanding contributions in neuropathology and neurological sciences. In 2000, the American Neurological Society inaugurated the Raymond D. Adams Lectureship, and established a two-year Clinical Research Fellowship in the Genetic Basis of Neurological Disorders in his honor. Dr. Adams wrote more than 250 scientific articles and 13 books in the neurosciences. His textbook (co-authored with Dr. Maurice Victor), Principles of Neurology, has served as a primary training tool for neurology students and residents for over three decades. The 8th edition of this textbook, referred to as Adams and Victor’s Principles of Neurology, was published in 2005.

In recognition of Dr. Adams’ long and distinguished career, the Shriver Center established the Raymond D. Adams Conference in his honor in 1995. The conferences, held in the scholarly and illuminating tradition of Dr. Adams, have served as a forum for leading experts to highlight current concepts in prevention, research, and treatment of

neurodevelopmental and related disabilities.

Dr. Adams was the beloved husband of the late Dr. Maria Salam-Adams. He is survived by five children, 11 grandchildren and 16 great grandchildren.

We at the Shriver Center share a deep appreciation for Dr. Adams’ visionary work as a role model for us all. We are grateful for the legacy he left behind and the pioneer that he was. His lifelong achievements and leadership have set the stage for the work that continues today.

Pictured at the opening of the Shriver Center in 1970 (from left to right): Co-Founder, Dr. Raymond Adams, Eunice Kennedy Shriver, Senator Edward M. Kennedy, and Dr. Malcolm J. Farrell of the Fernald School. Photo courtesy of the Boston Globe.

Shriver’s committment to carrying out co-founder’s visioninnovation

77

SHRIVER CENTER SPOTLIGHT is published

twice per year by the Eunice Kennedy Shriver

University Center for Excellence in

Developmental Disabilities (UCEDD) at

UMASS Medical School.

The Shriver Center is dedicated to improving the lives

of people with developmental disabilities at all levels.

Our mission as a University Center for Excellence

in Developmental Disabilities (UCEDD) is to provide

leadership and direction so that individuals with

developmental disabilities have the opportunity to

make choices and lead safe, healthy, independent and

productive lives. We accomplish our mission through

training and educational programs, research, information

dissemination programs and clinical services.

SHRIVER CENTER SPOTLIGHT

Editorial Staff

UCEDD Director: Charles Hamad, PhD

Editor-in-Chief: Carol Curtin, MSW

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Elaine Gabovitch, Editor

SHRIVER CENTER SPOTLIGHT

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Phone: 781.642.0052

Email: Elaine.Gabovitch@umassmed.edu

Publication and copyright information:

SHRIVER CENTER SPOTLIGHT and its content are copyrighted by the E. K. Shriver Center; some materials may carry other copyrights (noted where appropriate). Permission is granted to quote from us at length, while giving credit to the SHRIVER CENTER SPOTLIGHT, a publication of the Eunice Kennedy Shriver Center (and original author, if appropriate).

SHRIVER CENTER SPOTLIGHT is supported by Grant #ADD90DD062501 from the U.S. Administration on Developmental Disabilities. Opinions expressed may not reflect those of the E. K. Shriver Center, UMass Medical School or their funding sources. The Shriver Center is an equal opportunity employer and educator.

Visit us on the Web at www.umassmed.edu/shriver

©2008 Eunice Kennedy Shriver Center, University of Massachusetts Medical School

Shriver Center

spotlight

“ There are gaps in every system, but it is something of a Catch-22, because we don’t know where the gaps are until you’re able to

do outreach, as INDEX has done. In the future, we have to work on getting to the next level [in disability awareness and resources];

going beyond where we are now, and finding the hook to get more people involved.”

The Shriver Center is playing an important role in supporting the Commonwealth of Massachusetts’

efforts to transform the state’s child mental health system in response to a major court decision requiring the state to increase home-based care options for children with significant emotional disturbances. The Shriver Center is collaborating with colleagues at Commonwealth Medicine and UMass Medical School to create a comprehensive web-based resource to track and train mental health professionals who evaluate and serve Medicaid-eligible children.

In 2006, the Rosie D. v. Romney class action suit of 11 families against the State of Massachusetts argued that children with emotional, behavioral, and psychiatric disabilities not only had limited home-based care options in Massachusetts, but many were denied comprehensive and medically necessary treatment that would allow them to receive services and supports at home and in the local community instead of in psychiatric hospitals and residential facilities. In the momentous Rosie D. v. Romney decision, the courts found that Massachusetts violated the federal Medicaid law known as Early and Periodic Screening, Diagnosis and Treatment (EPSDT) by neglecting to provide timely community-based care for the class of Medicaid-eligible children with serious emotional disturbance (SED).

Among its many reforms, “Rosie D.” calls for a broader definition of SED, the development of additional home and community based programs for children with SED, and mandated screening and evaluation of all Medicaid-eligible children. One important outcome of the Rosie D. decision is the implementation of the Child and Adolescent Needs and Strengths (CANS) as the sole evaluation tool to be used in all Massachusetts service systems that work with children with SED. The CANS identifies and communicates both the strengths and needs of children and their families when planning and managing psychiatric services. The implementation of CANS has been a huge effort, since over 6,000 mental health providers across the state were slated to be certified to use the CANS through live and online training by November 30, 2008. The certification

Shriver Online Technology Facilitates Large-Scale Mental Health Training Program: Massachusetts Child & Adolescent Needs and Strengths (CANS) Training and Certification

The CANS identifies and communicates the strengths and needs of children and their families when planning and managing psychiatric

services. The implementation of CANS has been a huge effort, since over 6,000 mental health providers across the state were slated to

be certified to use the CANS through live and online training by November 30, 2008. The certification process required that clinicians

receive a six-hour training and pass an online certification exam.

process requires that clinicians receive a six-hour training and pass an online certification exam.

The Shriver Center is playing a central role in facilitating the realization of this ambitious endeavor by developing the web-based technology that drives the system, including the entire CANS website and registration system, certification test, online course, and all data reporting technology. The CANS website, developed by John Rochford, Kathryn Gregorio, Dr. Robert Bass and Dave Owens of the Shriver Center’s New England INDEX, features a robust tracking and reporting system. The INDEX team was charged with meeting a number of state requirements for the website, including the development of significant reporting capabilities to be used internally and by the court monitor.

Shriver Center instructional design specialists Dr. Richard Fleming, Dr. Joan Beasley, Helen Hendrickson, MPA, and Dr. Charles Hamad developed the online course with consultative assistance from Cheryl Gray, technology design consultant. The course is designed to train mental health professionals in the administration and interpretation of the CANS tool. Through video-based presentations, the original CANS developer, Dr. John Lyons, presents the content using a direct, conversational style with online students. The course includes instruction on scoring the CANS tool as well as provides practice vignettes. The course’s success boasts pass rates of 88% and high satisfaction rates from a projected estimate of 1,200 online users scores from learners to date. The Shriver instructional design team is currently in the process of revising the course to include more innovative interactive features. In the future, the CANS web site and online course will serve to recertify practitioners every two years and train newcomers to the field as an essential part of the mental health landscape in Massachusetts.

Visitors can access the CANS website at http://Masscans.ehs.state.ma.us.

Our thanks to Helen Hendrickson for her contributions to the writing of this article.

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joint UMass Medical School/UMass Lowell distance-learning program, Behavioral Intervention in Autism. He presents regularly at national conferences and has several manuscripts in preparation.

Career Influences and Vision for the FutureObserving how behavioral technology influences the way individuals react and respond to certain stimuli, Serna’s vision of the technological possibilities for people with developmental disabilities has been similarly influenced. “The more I know about how behavior works, the more I know that people whom others don’t think can learn, really can. That is what my work is all about,” he said. Serna continues to work toward this goal with a combination of grants, research, and the development of projects like IconTeacher and SymbolTeacher. Serna knows that this sometimes involves working from the ground up, but he says, “We are always mindful of how [technology] can be used to solve everyday problems in the world of intellectual disabilities.”

Current Research SupportSerna’s ongoing Shriver projects are all funded by support from the National Institute on Child Health and Human Development (NICHD).

• Principal Investigator, “Behavioral technology for teaching symbolic relations – Phase II,” NICHD Grant R42 HD 03640, 2006-2009.

• Component Principal Investigator, “Signal detection-based analyses of stimulus control development,” Project 3 of NICHD Grant P01 HD 46666 “Behavioral allocation and choice processes,” W. V. Dube, Program Project PI, 2004-2009.

• Component Principal Investigator, “Behavioral and sensory evaluation of auditory discrimination in autism,” Project 4 of NICHD Grant P01 HD25995 “Studies of stimulus control in mental retardation,” W. J. McIlvane, Program Project PI, 2007-2012.

Selected Peer Reviewed Articles and Abstracts Serna, R.W., Thompson, G. B., Jones, B. M., Dube, W. V., & McIlvane, W. J. (2008). Discriminability of different concurrently available reward contingencies in children with moderate and severe intellectual disabilities: Unexpected findings. Proceedings of the 41st Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities.

Mahon, K. L., Serna, R.W., Porter, A. F., Smith, E. R., Warecki, E. A., Lockerbie, A. M., & Saunders, E. (2004). Teaching visual stimulus

same/different judgments to children with severe intellectual disabilities: Investigating the efficacy of the StartMatching! curriculum. Proceedings of the 37th Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, 130.

Serna, R.W. & Pérez-González, L. A. (2003). An analysis of generalized contextual control of conditional discriminations. Journal of the Experimental Analysis of Behavior, 79, 383-394.

Pérez-González, L. A. & Serna, R.W. (2003). Transfer of specific contextual

functions to novel conditional discriminations. Journal of the Experimental Analysis of Behavior, 79, 395-408.

Serna, R.W., McIlvane, W.J., Thompson, B. & Krienke, J. (2002). Acquisition of stimulus control under conditions expected to produce the “blocking” effect. Proceedings of the 35th Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, 65.

Serna, R. W., McIlvane, W. J., & Dube, W. V. (2001). Toward a true technology of stimulus control transfer. Proceedings of the 34th Annual Gatlinburg Conference on Research and

Theory in Mental Retardation and Developmental Disabilities, 35.McIlvane, W. J., Kledaras, J. B., Dube, W. V., Serna, R.W. & Hamad, C. (2000). Developing a true behavioral technology for teaching pre-academic skills to people with mental retardation. Journal of Intellectual Disabilities, 44, 388.

Selected Chapters and MonographsSerna, R.W. (2004). Recent advances in discrimination learning with individuals with developmental disabilities. In L. Williams (Ed.), Developmental disabilities: etiology, assessment,

intervention, and integration. (pp. 81-104). Reno: Context Press.

Serna, R.W., Lionello-DeNolf, K. M., Barros, R.S., Dube, W.V., & McIlvane, W.J. (2004). Teoria de coerência de topografias de controle de estímulos na aprendizagem discriminativa: Da pesquisa básica e teoria à aplicação. [Stimulus control topography coherence theory in discrimination learning: From basic research and theory to application]. In M.M. Hübner and M. Marinotti (Eds.), Análise do comportamento para a educação , (pp. 253-284). Santo Andre, Brazil: ESETec Editores Associados.

Serna, R.W. & Carlin, M. T. (2001). Guiding visual attention in individuals with mental retardation. In L. M. Glidden (Ed.), International review of research in mental retardation. (Vol. 24, pp. 321-357). New York: Academic Press.

McIlvane, W. J., Serna, R.W., Dube, W. V., & Stromer, R. (2000). Stimulus control topography coherence and stimulus equivalence: Reconciling test outcomes with theory. In J. Leslie & D. E. Blackman (eds.) Issues in experimental and applied analyses of human behavior, (pp. 85-110). Context Press: Reno.

Richard W. Serna, PhDResearch Interests Dr. Serna’s work at the Shriver Center is an expression of his fascination with combining behavioral psychology and technology. He specializes in discrimination learning and the use of non-verbal cues and symbols to facilitate and improve communication in people with severe disabilities. This ongoing research has led him most recently to become the component principal investigator on a five-year $500,000 NICHD grant to study auditory discrimination in autism. In 2006, Serna was appointed as the Director of Research at the Shriver Center UCEDD. Serna’s program of research demonstrates his passion for and commitment to teaching people with severe intellectual and developmental disabilities.

ActivitiesDr. Serna is an Associate Professor of Psychiatry at the University of Massachusetts Medical School, Shriver Center. He has written over 40 empirical articles, chapters, and abstracts and has delivered numerous presentations on his work. He has done considerable editorial work as a current editorial board member for the Brazilian Journal of Behavioral Analysis and The Psychological Record, a past editor for Experimental Analysis of Human Behavior Bulletin, a past editorial board member of The Behavior Analyst and the Journal of the Experimental Analysis of Behavior and a guest reviewer for several behavioral psychology and intellectual disability journals. Serna was a full member of the NICHD Child Psychopathology and Developmental Disabilities scientific review panel from 2004-2008. Prior to his arrival at the Shriver Center, Serna was an Assistant Professor at Illinois Wesleyan University. Serna has also served as a faculty advisor to Northeastern University’s Applied Behavior Analysis program. In addition to his current research, Serna is part of the faculty for a

Faculty and staff profilesilluminati

Specialties Behavioral Psychology, Processes in Discrimination Learning

Faculty Since 1990

Titles Associate Professor, Department of Psychiatry UMMS/E.K. Shriver Center

UCEDD Director of Research UMMS/E.K. Shriver Center UCEDD

Co-Director, Clinical & Translational Research Support Core UMMS/E.K. Shriver Center Intellectual & Developmental Disabilities Research Center (IDDRC)

Education 1980, BA, University of New Mexico, Albuquerque, NM Psychology, Magna Cum Laude, minor in Music

1987, PhD, Utah State University, Logan, UT Psychology, minor in Instructional Technology

Board Memberships and Advisory Roles

Editorial Board, Brazilian Journal of Behavior Analysis

Editorial Board, The Psychological Record

Learning and Program Specialist/Consultant in Developmental Disabilities, Praxis, Inc., Belmont, MA

Executive Committee, Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities

Richard W. Serna, PhD

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E.K. Shriver CenterLEND Fellows for 2008–2009We are pleased to welcome the following individuals as Shriver LEND Fellows for the 2008-2009 academic year:

Oanh Thi Thu Bui, MSSpecialty: International Development, ParentA native of Vietnam who recently completed a Masters in Sustainable Development at Brandeis University’s Heller School under an international scholarship sponsored by the Ford Foundation. Mother of a 5-year-old daughter with metopic craniosynotosis.

Leslie Courtney, BASpecialty: Health Education, ParentWorks as a Family Health Supporter at the University of Massachusetts Medical School Hospital in Worcester, MA helping families whose children have chronic and severe health issues. Mother of two daughters; one who has Rett Syndrome. Helped establish the Rett Syndrome Program at Children’s Hospital Boston.

Catherine C. Davis, MDSpecialty: PediatricsStudies as a pediatric fellow in Developmental-Behavioral Pediatrics at the Center for Children with Special Needs within the Floating Hospital for Children at Tufts Medical Center.

Andrea DeSousa, BASpecialty: Psychology, Family SupportOriginally from Brazil, works as a Family Support Specialist at the Family Nurturing Center out of the Jackson Mann Community Center and Horace Mann School for the Deaf in Boston. Also works with the Mass Alliance of Portugese Speakers as a Family Violence Intervention Consultant.

Erin McKenna, BSSpecialty: Psychology, Case ManagementWorks as a case manager at the Mass Hospital School in Canton, MA assisting children with special needs and their families in school and in the community. Sibling of a sister with cerebral palsy.

Nancy Shea, JDSpecialty: Law, Advocacy, ParentFull-time mother of three children. Practiced personal injury litigation before having her family. Has served as co-chair of her school system’s Special Education Parent Advisory Committee. Interest in education laws and raising awareness of neuro-developmental differences, particularly nonverbal learning disabilities, in schools and communities.

Michele Rock, DOSpecialty: PediatricsStudies as a pediatric fellow in Developmental and Behavioral Pediatrics at Boston Medical Center. Interest in helping children with special health care needs transition to adult health care services.

Laura Noble, BSSpecialty: Healthcare Case Management, Advocacy, Parent Works as a case manager for Neighborhood Health Plan as the Parent Advisor to Children with Special Health Care Needs (CSHCN) on the Social Care Management Team. Mother of two children, including an 18-year-old son with Down syndrome.

Sandy Storer, MSWSpecialty: Social WorkHas worked for many years with middle school students with autism spectrum disorders and Asperger syndrome. Is using her LEND year to learn about issues of transition facing this population of students so that she may develop new ways to bridge the transition years for individuals on the spectrum.

The Shriver Center Leadership Education in Neurodevelopmental and Related Disorders (LEND) program is an intensive 10-month program designed to enhance the knowledge and skills of future

leaders, clinicians, and family members in interdisciplinary, family-centered, and culturally competent care of children with neurodevelopmental disabilities and their families. The program focuses on

policy, legislation, leadership, and management skills; graduates are committed to improving the lives of children with developmental disabilities and their families by demonstrating excellence in

clinical, scholarly, and professional disability efforts, and working as effective change agents at the program, institutional, community, regional and national levels.

Jonathan Breidbord, MPhilSpecialty: Psychology, Autism ResearchStudying disability policy and leadership in anticipation of education in childhood developmental disorders as part of future developmental pediatric studies. A recent graduate of the Autism Research Centre at the University of Cambridge in the United Kingdom.

“The LEND experience delivers excellent leadership training while being enlightening, educational, and fun at the same time.”

Bridget Jacobs-Holmes, LEND Class of 2006, current Shriver Consumer Advisory Council member

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Grant AwardsRobert W. Bass, PhD, Director New England INDEX, Associate Clinical Professor of Psychiatry. MNIP-New England INDEX. Massachusetts Rehabilitation Commission. (Period: 2008–2009).

Robert W. Bass, PhD, Director New England INDEX, Associate Clinical Professor of Psychiatry. MNIP–New England INDEX. Massachusetts Department of Developmental Services. (Period: 2008–2009).

Robert W. Bass, PhD, Director New England INDEX, Associate Clinical Professor of Psychiatry. MNIP–New England INDEX.Massachusetts Executive Office of Health and Human Services. (Period: 2008–2009).Richard K. Fleming, PhD, Assistant Professor of Psychiatry. Using CBPR to Design and Pilot a Physical Activity Program for Youth with ASD. National Institute of Child Health and Human

Development. (Period: 7/1/2008–6/30/2010).

Charles D. Hamad, PhD, Associate Professor of Pediatrics. Developmental Disabilities Early Intervention Training. NICHD. (Period: 7/1/2008–6/30/2010).

William J. McIlvane, PhD, Professor of Psychiatry. Translational Studies of Neurobehavioral Effects of Mercury Exposure. National Institute of Environmental Health Sciences. (Period: 9/15/2008–08/31/2010).

Teresa Mitchell, PhD, Assistant Professor of Psychiatry. The Balance Between Top-down and Bottom-up Attentional Processes in Autism. March of Dimes Foundation. (Period: 6/1/2008–5/31/2011).

Peer Reviewed PublicationsBandini, L.G., Must, A., Naumova, E.N., Anderson, S.E., Caprio, S., Spadano-Gasbarro, J.L., & Dietz, W.H. (2008). Change in leptin, body composition,

and other hormones around menarche-a visual representation. Acta Paediatrica, 97, 1454-1459.

Ben-Sasson, A., Hen, L., Fluss, R., Cermak, S.A., Engel-Yeger, B. & Gal, E. (2008). A meta-analysis of sensory-modulation symptoms in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders.

Ben-Sasson, A., Cermak, S.A., Orsmond, G.I., Tager-Flusberg, H., Kadlec, M.B., & Carter, A.S. (2008). Sensory clusters of toddlers with Autism Spectrum Disorders: Differences in affective symptoms. Journal of Child Psychology and Psychiatry, 49, 817-825 (9).

Charlot, L., Deutsch, C.K., Albert, A., Hunt, A., Connor, D., & McIlvane, W.J. (2008). Depression in autism spectrum disorder: Distinctive features and comorbid traits. Journal of Mental Health Research in Intellectual Disabilities.

Deutsch, C.K., Dube,

W.V., & McIlvane, W.J. (in press). Attention deficits, ADHD, and intellectual disabilities. Developmental Disabilities Research Reviews.

Deutsch, C.K., Levy D.L. (in press). Commentary on craniofacial dysmorphology in schizophrenia. Schizophrenia Forum.

Deutsch, C.K., Ludwig W.W., & McIlvane, W.J. (2008). Heterogeneity and hypothesis testing in neuropsychiatric illness (Commentary). Behavioral and Brain Science, 3, 266-267.

Fleming, R.K., Stokes, E.A., Curtin, C., Bandini, L.G., Gleason, J., Scampini, R., Maslin, M.C.T., & Hamad, C. (in press). Behavioral health in developmental disabilities: A comprehensive program of nutrition, exercise, and weight reduction. International Journal of Behavioral Consultation and Therapy, 4, 287-296.

Gabovitch, E.M. & Curtin, C. (in press). Family-

centered care for children with autism spectrum disorders: A review. Marriage & Family Review.

Klein, J.L., MacDonald, R.F P., Vaillancourt, G., Ahearn, W.H., & Dube, W.V. (in press). Teaching discrimination of adult gaze direction to preschool children with autism. Research in Autism Spectrum Disorders.

Lionello-DeNolf, K.M. (in press). The search for symmetry: 25 years in review. Learning & Behavior.

Lionello-DeNolf, K.M., Barros, R.S., & McIlvane, W.J. (2008). A novel method for teaching the first instances of simple discrimination to nonverbal autistic children in a laboratory environment. The Psychological Record, 58, 231-246.

Lionello-DeNolf, K.M., McIlvane, W.J., Canovas, Souza, D.G., & Barros, R.S. (2008). Reversal learning set and functional equivalence in children with and without

autism. The Psychological Record, 58, 15-36.

Luo T, Wagner E., & Dräger, U.C. (in press). Integrating retinoic acid signaling with brain function. Developmental Psychology.

Murphy, D., Kahn-D’Angelo, L., & Gleason, J. (2008). The effect of hippotherapy on functional outcomes for children with disabilities: a pilot study. Pediatric Physical Therapy, 20(3), 264-270.

Oh, A.K., Wong, J., Ohta, E., Rogers, G.F., Deutsch, C.K., & Mulliken, J.B. (2008). Facial asymmetry in Unilateral Coronal Synostosis: Long-term results after fronto-orbital advancement. Plastic and Reconstructive Surgery, 12, 545-562.

Pagoto, S., Curtin, C., Lemon, S., Bandini, L.G., Bodenlos, J.S. et al. (in press). Association between adult attention deficit/hyperactivity disorder and obesity in the US population. Obesity.

focus on facultyGrant Awards, Publications, Presentations and Activities

Prestigious Sloan–C Award for “Most Outstanding Online Learning and Teaching Program” Goes to UMMS/E.K. Shriver Center in Collaboration with UMass Partners

Charles Hamad, Associate Director, UMass Medical School-Shriver Center (front);

Richard Siegel, Professor, UMass Lowell (left) and Brian Douglas, Associate Vice-

President, Learning Technologies, UMass Online (right), Richard Fleming, Assistant Professor, UMass Medical School-Shriver

Center (rear). Photo courtesy of UMass Medical School/Robert Carlin Photography.

On November 6, 2008, UMass Medical School/E. K. Shriver Center, UMass Lowell and UMass Online were awarded a 2008 Sloan Consortium Annual Award (Sloan-C) for their collaboration on the development of the UMass Lowell Online Graduate Behavioral Intervention in Autism Program. The Sloan-C award recognized the recipients for “creating a rigorous, high-quality online graduate program that meets the growing need for individuals with expertise in dealing with the challenges of autism.” Launched in Fall 2005, this novel online program is designed to help families and professionals effectively address the mounting challenges that come with an increasing prevalence of children with autism and related

disorders through evidence-based behavioral intervention. The program is one of the few in the U.S. available completely online for those interested in increasing their knowledge of this developmental disorder. Enrollments have more than quadrupled since the program’s inception. Sloan-C is a non-profit, member-sustained organization helping institutions and individual educators improve the quality, scale, and breadth of online higher education.

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Parry-Cruwys, D.E., Neal, C.M., Ahearn, W.H., Wheeler, E.E., Premchander, R., Loeb, M.B., & Dube, W.V. (in press). Resistance to disruption in a classroom setting. Journal of Applied Behavior Analysis.

Tirella, L., Chan, W., Cermak, S.A., Litvinova, A., Salas, K.C., & Miller, L. (2008). Time use in Russian baby homes. Child: Care, Health and Development, 34,

77-86

Toglia, J., & Cermak, S.A. (in press). Dynamic assessment of unilateral neglect. American Journal of Occupational Therapy.

Wong, J.Y., Oh, A.K., Ohta, E., Hunt, A.T., Rogers, G.F., Mulliken, J.B., & Deutsch, C.K. (2008). Validity and reliability of craniofacial anthropometric measurement of 3D digital photogrammetric images. Cleft-Lip Craniofacial Journal, 45, 232-239.

Chapters & Other PublicationsCurtin, C. (2008) The art and science of successful grant writing: Homestudy course. NASW Focus, June: 1-14.

Curtin, C. & Sprague, K.A. (in press). Thrombotic thrombocytopenic purpura. 5 Minute Consult.

Daunhauer, L., & Cermak, S.A. (2008). Play occupations and the experience of deprivation. In D. Parham & L. Fazio (Eds.). Play in occupational therapy for children, 2nd ed., (pp. 251-262). St. Louis, MO: Mosby Elsevier.

Deutsch, C.K., Price, S.F.R., & Farkas, L.G. (2008). Craniofacial dysmorphology in autism: embryologically-derived measures (published abstract), Proceedings: International Meeting for Autism Research.

Dräger, U. C., Luo, Y. & Wagner, E. (2008). Retinoic acid function in central visual pathways. In L.M. Chalupa and R. Williams, Eds. Eye, Retina and the

Visual Systems of the Mouse, MIT Press.

Dube, W.V. (in press). Stimulus overselectivity in discrimination learning. In P. Reed, (Ed.) Behavioural theories and interventions for autism. New York: Nova Science Publishers.

McIlvane, W.J., Dube, W.V., Lionello-DeNolf, K.M., Serna, R.W., Barros, R.S., & Galvão, O.F. (in press). Some current dimensions of translational behavior analysis: From laboratory research to intervention for persons with autism spectrum disorders. In J. Mulick & E. Mayville (Eds.). Behavioral foundations of effective autism treatment.

Conference Abstracts, Papers, & Invited PresentationsBandini, L.G., Anderson, S., Curtin, C., & Must, A. (2008). Dietary risk factors for overweight among children with autism spectrum disorders and typically developing children. Obesity, 16 (Suppl 1): S201.

Bandini, L.G, Cermak, S.A, Fleming, R.K, & Scampini, R. (2008, April). Strategies to promote healthy eating in children with autism spectrum disorders. UMMS/E.K. Shriver Center. Waltham, MA.

Cermak, S.A. (2008, November). The association between dyspraxia, fitness and obesity. SPD Foundation 7th international symposium. Boston, MA.

Cermak, S.A. (2008, November). The relation of Toglia’s dynamic interactional assessment and multicontext treatment and Allen’s cognitive disability models. Seventh Annual Cognitive Symposium. Interweaving the Cognitive Disability Model with Other Intervention Models. Victoria Crown Plaza, Natick, MA.

Cermak, S.A. (2008, September). The effects of deprivation on child development. University of Sydney, Lidcombe, Australia.

Cermak, S.A., & Chapparo, C. Dyspraxia. (2008, September). Social and sensory perspectives. University of Sydney, Lidcombe, Australia.

Cermak, S.A., & Curtis, S. (2008, June). Specialized techniques for measuring sensory integration. USC/WPS Comprehensive Program in Sensory Integration. Sponsored by University of Southern California/ Western Psychological Services. Framingham, MA.

Cermak, S.A., Windsor, M., Rioux, R., Thalwitz, D. & DeLeo, R.M..& Burllau, M. (2008, March). Autism and the impact of sensory processing disorders on children’s behavior. Buzau, Romania.

Cermak, S.A. (2008, February). The status of child welfare in Romania. Boston Children’s Hospital.

Cermak, S.A. (2008, January). The effects of deprivation on child development. Research Colloquium. UMMS/E.K. Shriver Center. Waltham, MA.

Curtin, C. & Rabinovitch, M. (2008, September). The war on obesity: what’s the fight and who are we fighting? National Association of Social Workers, Dedham, MA

Dräger, U.C. (2008, April). Retinoic acid (RA) signaling delineates the transcriptional topography of plasticity for cerebral cortex function in the mouse. Seminar in the Neuroscience Program. University of Illinois, Urbana.

Dube, W.V. (2008, January). Stimulus overselectivity in children with autism and other developmental disabilities. Grand Rounds, Department of Psychiatry, University of Massachusetts Medical School.

Dube, W.V. (2008, May). Professional Development Series: Obtaining Grant Funding, Association for Behavior Analysis Annual Conference.

Dube, W.V., & Ahearn, W.H. (2008, May). Behavioral momentum research in developmental disabilities, Association for Behavior Analysis Annual Conference.

Dube, W.V., MacDonald, R.P.F., Wheeler, E.E., & Ahearn, W.H. (2008). A behavioral interpretative analysis of gaze shift in joint attention initiation: Testing discriminative and reinforcing stimulus functions [Abstract]. Proceedings of the 41st Annual Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, 66.

Fleming, R.K. (2008, May). A review of research and operant analysis of Ericcson’s model of deliberate practice applied to athletic performance. Paper presented at the 34th Annual Convention of the Association for Behavior Analysis International, Chicago, IL.

Fleming, R.K. (2008, May). Instructional design for parents and teachers of children with autism and developmental disabilities. Paper presented at the 34th Annual Convention of the Association for Behavior Analysis International, Chicago, IL.

Fleming, R.K., & Hall, M.J. (2008, May). Beth Sulzer-Azaroff: Leadership and mentoring for lasting change. Paper presented at the 34th Annual Convention of the Association for Behavior Analysis International, Chicago, IL.

Lionello-DeNolf, K.M., Dube, W.V., & McIlvane, W.J. (2008, May). Pretraining procedures to avoid development of exclusive preference on concurrent schedules in children with autism. Presented at the 34th annual meeting of the Association for Behavior Analysis, Chicago, IL.

Lionello-DeNolf, K.M. (2008, March). Behavioral momentum in children with

autism. Paper presented at the annual meeting of the Eastern Psychological Association, Boston, MA.

McIlvane, W.J., Albert, A.A., & Dube, W.V. (2008). Computer-based assessment of memory functions of persons with severe intellectual disabilities via the Delayed Recognition Span test: Illustrative data and a new method for establishing baseline performances [Abstract]. Proceedings of the 41st Annual Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities, 79.

Muñoz, M., & Cermak, S.A. (2008, March). The relation of physical activity and fitness to the Six-Minute-Walk test in children. Boston University Science and Engineering Research Day.

Muñoz, M., & Cermak, S.A. (2008, May). The association between measures of fitness, and the Six-Minute-Walk test in healthy children. American College of Sports Medicine’s 55th Annual Meeting. Indianapolis, Indiana.

Scampini, R., Bandini, L.G., Curtin, C., Gleason, J., Maslin, M., Must, A., & Fleming, R.K. (2008). Changes in fruit, vegetable and sweetened beverage intake in adolescents and young adults with Down syndrome. Obesity,16 (Suppl 1): S307.

Serna, R.W., Thompson, G.B., Jones, B.M., Dube, W.V., & McIlvane, W.J. (2008). Discriminability of different concurrently available reward contingencies in children with moderate and severe intellectual disabilities: Unexpected findings [Abstract]. Proceedings of the 41st Annual Gatlinburg Conference on Research and

Theory in Intellectual and Developmental Disabilities, 85.

Windsor, M., & Cermak, S.A. (2008, March). Setting achievable goals. Buzau, Romania.

Faculty Appointments & ActivitiesAlixe Bonardi OTR/L, MHA, Assistant Director, Center for Developmental Disabilities Evaluation and Research (CDDER), received an Ian Axford (New Zealand) Fellowship in Public Policy and will be leaving Shriver in January 2009 to complete a 6-month public policy research fellowship in Wellington, New Zealand. She will study “Balancing Individual Choice and Risk Management in Planning Services for People with Intellectual Disabilities.” The Fellowship is funded by the New Zealand government and administered by Fulbright New Zealand.

Sharon Cermak, OTR/L, PhD, was appointed as a Senior Research Fellow at Ono Academic College, Research Institute for Health and Medical Professions, Kiryat Ono, Israel in 2008. She was a Visiting Professor at the University of Sydney in Lidcombe, Australia from September-October 2008. Dr. Cermak has also received a Lady Davis Fellowship for 2008 at Hebrew University of Jerusalem, Jerusalem, Israel.

Ruth Smith, PhD, LEND Faculty, is serving as a member of the advisory committee to the Massachusetts Department of Public Health’s Office of Health and Disability and to the Department of Mental Health’s Parent and Professional Advisory Committee. She is also a board member of the Massachusetts Health Council, a health care policy organization that represents statewide health care organizations.

University of Massachusetts Medical SchoolEunice Kennedy Shriver Center200 Trapelo Road Waltham, MA 02452-6319

Team Shriver raises over $7,800 for 2008 UMMS Walk to Cure CancerSunday, September 28, 2008 promised rain, but as the 29 Team Shriver walkers assembled on the green facing UMass Medical School for the Walk to Cure Cancer, the sky over Worcester miraculously cleared. An estimated 14,000 people walked the 5-mile route along Worcester’s Lake Quinsigamond on that humid September day.

All shared a deep commitment to the fight to cure cancer, a dreaded disease that plagues the lives of far too many. After ten consecutive years, the Walk to Cure Cancer–which funds translational cancer research at UMMS–is credited for helping to build the state-of-the-art UMass Memorial Cancer Center and maintaining funding for the work done there. Located on the 4th floor of the Aaron Lazare Medical Research Building, the Cancer Center’s research focuses on gaining insight into the biology of cancer and seeks to develop innovative preventative measures, diagnoses, and treatments, in the hopes of eradicating cancer altogether.

This year, 19 Shriver Center employees and 10 of their friends and relatives donned white t-shirts with “Team Shriver” emblazoned in bold blue across the back. However, employee efforts began even earlier than Walk Day, as several fundraising events had been in motion across the center throughout the summer and early fall, raising

$593.39 in-house. Team Shriver claims nearly 1% of the $800,000 total earnings brought in by all walkers, having raised $7820.39 to date for this year’s Walk at more than triple the proceeds from last year. For the 65 Shriver Center employees, with a delegation of 29 walkers that included two cancer survivors, their combined efforts signify, as

their t-shirt slogans promised, that the five miles were “worth every step.”

Special Thanks To:

Co-Team Leaders Vicky Baptiste and Donna Caira, as well as Angie Aguirre, Alixe Bonardi, Leo Buchanan, Patrick Chambers, Vadim Droznin, Helen Hendrickson, Carol Imposimato, Suzy Letourneau, Melissa Maslin, Courtney Noblett, Mark Preston, Renee Scampini, & Dina Winograd for contributions of time, goods, and services. And to Shriver Center Executive Director Bill McIlvane and his wife Joanne Kledaras for graciously welcoming Team Shriver into their home for a post- Walk “cook-in.” Our thanks

to Vicky Baptiste for her contributions

to the writing of this article.

Focus on Current and Emerging Technology

Shriver Center spotlight

Team Shriver (staff, family & friends): Front row (l to r): Joanne Kledaras, Olivia Massaro, Renee Scampini, Cyndi Kinahan, Tyler Kinahan, Gregory Kinahan. Second row (l to r): Vicky Baptiste, Audrey Huntley, Karen Lionello-Denolf, Carol Imposimato, Angie Aguirre, Elaine Gabovitch, Melissa Maslin, Bob Bass. Third row (l to r): Becky Olsen, Rick Fleming, Ellis Gabovitch, Matthew Maslin, Joan Bass, Eddie Bass. Last row (l to r): Vadim Droznin, Mark Preston, Patrick Chambers, Bill McIlvane, Claudia Heye, and Peter Mitchell. Not pictured: Donna Caira, Richie Caira, Evan Gabovitch, Courtney Noblett, Emily Wheeler.