*Traducción al Español en vivo disponible

Opening remarks and welcome by Andrew Houtenville, PhD, Director of UNH Institute on Disability and NCSS leadership

Opening Keynote presented by Jacy Bell Farkas, MA, PhD, Director, University of Arizona Sonoran Center for Excellence in Disabilities

Learning Objectives:

1. Describe how storytelling can be an effective tool to nurture self-expression, foster self-knowledge, and drive self-determination. 
2. Identify strategies to support people with IDD and mental health needs to tell their own stories. 
3. Identify three actions to promote the use of storytelling to drive meaningful change. 

Session Description: 

Stories can shape our perspective of the world. They help us understand our place in the world, and better understand the experience of others. This session will explore how storytelling allows people with disabilities to name, own, and share the reality of their lived experiences, and thereby creating avenues for increased self-knowledge and self-determination. Their stories offer opportunities to reframe perceptions about disability and drive meaningful change in our communities. 

References: 

De Jager, A., Fogarty, A., Tewson, A., Lenette, C., & Boydell, K. M. (2017). Digital storytelling in research: A systematic review. The Qualitative Report, 22(10), 2548-2582. 

Rice, C., & Mündel, I. (2018). Story‐making as methodology: Disrupting dominant stories through multimedia storytelling. Canadian Review of Sociology/Revue canadienne de sociologie, 55(2), 211-231. 

Trevisan, F. (2017). Crowd-sourced advocacy: Promoting disability rights through online storytelling. Public relations inquiry, 6(2), 191-208. 

Andrew Houtenville, PhD, Director

Jacy Bell Farkas, MA, PhD, Director

*Traducción al Español en vivo disponible

Learning Objectives:

1. Explain the value of bridge-builders' contributions to the IDD-MH field, including trauma-informed care and early childhood mental health.
2. Describe the impact of Dr. Jacobstein's work on the NCSS network and best practices in IDD care.
3. Apply lessons from this approach to consider how you could improve support for people with IDD and their families.

Session Description:

Awarded to Dr. Diane Jacobstein with the Thrive Center for Children, Families and Communities

In this presentation, we will discuss the persistent contributions of Dr. Diane Jacobstein to the field of intellectual and developmental disabilities (IDD), the National Center for START Services(R) (NCSS), and the NCSS network. Dr. Jacobstein has dedicated over four decades to advancing education, training, advocacy, and critical connections within the IDD-MH field.

Her impactful work with children with IDD, her commitment to trauma-informed care, and her dedication to improving research, practices, and public policy that enhance the lives of people with IDD will be highlighted. The presentation will include a discussion facilitated by Dr. Karen Weigle, offering insights into the value of connecting siloed academic and service systems and advocating for inclusion of people with IDD-MH in systems that overlook or exclude them. This entails serious attention at the local and policy levels to infusion of inclusive values and principles, promotion of best practices, and broadening the skills and confidence of providers in established systems. It also includes learning about best practices from adjacent fields and disciplines.

Join us to honor a leader whose work continues to shape the IDD-MH landscape.

References:

Biel, M. G., Gilhuly, D. K., Wilcox, N. A., & Jacobstein, D. (2014). Family Homelessness: A Deepening Crisis in Urban Communities. Journal of the American Academy of Child & Adolescent Psychiatry, 53(12), 1247-1250. https://doi.org/10.1016/j.jaac...

Soto, S., Linas, K., Jacobstein, D., Biel, M., Migdal, T., & Anthony, B. J. (2015). A review of cultural adaptations of screening tools for autism spectrum disorders. Autism, 19(6), 646-661. https://doi.org/10.1177/136236...

Brown, M., Jacobstein, D., Yoon, I. S., Anthony, B., & Bullock, K. (2016). Systemwide Initiative Documents Robust Health Screening for Adults With Intellectual Disability. Intellectual and Developmental Disabilities, 54(5), 354-365. https://doi.org/10.1352/1934-9...

Diane Jacobstein, AB, MA, PhD, Adjunct Associate Professor in Pediatrics

Karen Weigle, PhD, Associate Director, NCSS

Learning Objectives:

1. Describe the concept of storytelling and explore its impact on systemic, individual, and community levels, particularly within the IDD-MH community
2. Analyze how stories can be leveraged within START teams, advisory councils, and other platforms to promote collaboration, build community, and foster belonging
3. Design strategies for using storytelling in their work at the micro, mezzo, and macro levels to drive systemic change and enhance community engagement

Session Description: 

Stories are part of the fabric of every facet of our lives. They are our history, our emotions, our experiences, and they are the foundation of the way we reflect and identify opportunities and need for change. Stories impact the way we think, feel, and relate to each other, as well as the actions we choose to take in our work and daily lives. This proposal will focus on how stories can be leveraged to make impacts on a systemic, individual, and community level as well as build belonging for the IDD-MH community. We will begin by describing what a story is then discussing how they can be leveraged on multiple levels including START teams, advisory councils, etc. to build community, promote collaboration and belonging, and achieve systemic change. We will actively engage participants in working through how to leverage stories in the work they do at the micro, mezzo, and macro level.

References:

Salter, L. K. (2020). Stories "matter": Storytelling as community learning within a whole systems approach to recovery. Murmurations, 3(1). https://doi.org/10.28963/3.1.1...

McDowell, K., & Cooke, N. A. (2022). Social Justice Storytelling: A pedagogical imperative. The Library Quarterly (Chicago), 92(4), 355-378. https://doi.org/10.1086/721391

Matos, A., Rocha, T., Cabral, L., Bessa, M., Mohamad, Y., Paredes, H., Barroso, J., Velasco, C., & Weber, G. (2015). Multi-sensory storytelling to support learning for people with intellectual disability: An exploratory didactic study. Procedia Computer Science, 67, 12-18. https://doi.org/10.1016/j.proc...

Jillaine Baker, MTS, MSW, LCSW, Associate Director of Quality Assurance

Morgan Futrell, MS, MSW, LCSW, Quality Assurance Coordinator and Training Manager

Micah Peace Urquilla, B.A., Research & Training Associate

Learning Objectives:

1. Describe the history, purpose, and best practices of Crisis Intervention Team (CIT) training
2. Explore the impact of CIT partnerships with START programs
3. Identify how participants can partner with local CIT trainings to enhance IDD crisis response in their communities

Session Description:

This presentation provides a comprehensive overview of Crisis Intervention Teams (CIT), offering participants a deeper understanding of the history, evolution, and best practices developed by CIT International. Participants will explore the critical role of community collaboration in equipping law enforcement with the tools and resources needed to respond effectively to people experiencing a crisis. Through real-life examples, the presenters will highlight the importance of building strong partnerships with CITs and community providers to foster meaningful change at the local level.

References:

Compton, M. T., Bakeman, R., Broussard, B., D'Orio, B., & Watson, A. C. (2017). Police officers' volunteering for (rather than being assigned to) Crisis Intervention Team (CIT) training: Evidence for a beneficial self-selection effect. Behavioral Sciences & The Law, 35(5-6), 470-479. https://doi.org/10.1002/bsl.23...

Watson, A. C., & Compton, M. T. (2019). What research on crisis intervention teams tells us and what we need to ask. Journal of the American Academy of Psychiatry and the Law, 47(4), 422-426. https://doi.org/10.29158/JAAPL...

Taheri, S. A. (2016). Do Crisis Intervention teams reduce arrests and improve officer safety? A systematic review and meta-analysis. Criminal Justice Policy Review, 27(1), 76-96. https://doi.org/10.1177/088740...

Yolanda Cruz, BS, CIT Coordinator

Habsi Kaba, MS, Clinical Director

*Traducción al Español en vivo disponible

Learning Objectives:

1. Describe the application of the Occupational Therapy framework for people with IDD-MH.
2. Apply principles of the Occupational Therapy Framework to identify and analyze at least three factors contributing to dysregulation in people with intellectual and developmental disabilities (IDD).
3. Identify and describe at least three adaptive interventions that staff can implement to support people with intellectual and developmental disabilities (IDD) in managing their daily activities and enhancing their quality of life.

Session Description:

In this presentation, participants will learn how to apply the Occupational Therapy (OT) framework to support people with IDD-MH by identifying factors that contribute to dysregulation. Participants will explore key factors affecting engagement, learning, and regulation, and how to use OT principles to enhance participation in daily activities. Practical OT techniques will be shared to optimize success and well-being for those supported.

References:

Ambrose, D., MacKenzie, D. E., & Ghanouni, P. (2020). The impact of person-environment-occupation transactions on joint attention in children with autism spectrum disorder: A scoping review. British Journal of Occupational Therapy, 83(6), 350-362. https://doi.org/10.1177/030802...

Justice, H., Haines, D. and Wright, J. (2021). Occupational therapy for adults with intellectual disabilities and sensory processing challenges: a Delphi study exploring practice within acute assessment and treatment units. Irish Journal of Occupational Therapy, 49(1), 28-35. https://doi.org/10.1108/IJOT-1...

Breslin, L., Guerra, N., Ganz, L., & Ervin, D. (2020). Clinical utility of multisensory environments for people with Intellectual and Developmental Disabilities: A scoping review. The American Journal of Occupational Therapy, 74(1), 7401205060p1-7401205060p12. https://doi.org/10.5014/ajot.2...

Laura Golden, OTR, OTD, Occupational Therapist

Learning Objectives:

1. Analyze the impact of integrated, holistic care approaches in uncovering and addressing underlying medical conditions that contribute to mental health crisis.
2. Identify the role of biological and medical conditions in the presentation of mental health symptoms through examples shared by START team members.
3. Demonstrate the role of timely and accurate assessments in identifying hidden conditions that impact mental health, and evaluate how these assessments contribute to improved mental health outcomes.

Session Description:

In this presentation, we will share compelling, real-life stories of people who struggled with escalating mental health symptoms--until an underlying biological or medical condition was discovered and addressed. Through these stories, which are both heartfelt and sometimes humorous, you'll hear how START's involvement uncovered conditions that were initially overlooked by the person and their care team. As these hidden conditions were identified and treated, the participants' mental health dramatically improved, offering a powerful testament to the importance of a comprehensive, holistic approach to care. The presentation will highlight the resilience and transformation of people enrolled in the NH START program, showcasing the impact of timely and accurate medical assessments in mental health care.

References:

Frazier, L. D. (2020). The past, present, and future of the biopsychosocial model: A review of The Biopsychosocial Model of Health and Disease: New philosophical and scientific developments by Derek Bolton and Grant Gillett. New Ideas in Psychology, 57, 100755. https://doi.org/10.1016/j.newi...

Kripke, C. (2018). Adults with developmental disabilities: A comprehensive approach to medical care. American Family Physician, 97(10), 649-656.

Whitehead, R., Hopkins, L., Hughes, E., Kehoe, M., & Pedwell, G. (2021). "Everyone on the Same Team, All Working Together": Implementing a co-ordinated multi-disciplinary approach to supporting young people with co-occurring intellectual disability and mental health issues. Journal of Mental Health Research in Intellectual Disabilities, 14(1), 1-22. https://doi.org/10.1080/193158...

Barb Drotos, MSW, LICSW, NH START Clinical Director

Val Tetreault, MAPP, CSC, RM, NBC-HWC, NH START Director

Joanne Ukraine, AA, BS, CSC, START Coordinator

Sam Richardson,

*Traducción al Español en vivo disponible

Learning Objectives:

1. Describe compassion fatigue, including its components of burnout and secondary trauma, and differentiate between the two concepts
2. Identify proactive strategies to prevent compassion fatigue
3. Create strategies to support staff and family caregivers experiencing compassion fatigue, fostering resilience and well-being

Session Description:

This presentation will explore compassion fatigue, focusing on its two key components: burnout and secondary trauma. Participants will gain an understanding of each concept and how they uniquely impact system members. The presentation will also highlight proactive strategies to prevent compassion fatigue and provide practical approaches for supporting those experiencing its effects. Attendees will leave with actionable tools to foster resilience and well-being, both for themselves and those they support.

References:

Hansel, T. C., & Saltzman, L. Y. (2024). Secondary traumatic stress and burnout: The role of mental health, work experience, loneliness and other trauma in compassion fatigue in the healthcare workforces. Traumatology, 30(4), 615-618. https://doi.org/10.1037/trm000...

Brown, J. L. C., Ong, J., Mathers, J. M., & Decker, J. T. (2017). Compassion fatigue and mindfulness: comparing mental health professionals and MSW student interns. Journal of Evidence-Informed Social Work, 14, 119-130. https://doi.org/10.1080/237614...

Butler, L. D., Carello, J., & Maguin, E. (2017). Trauma, stress, and self-care in clinical training: Predictors of burnout, decline in health status, secondary traumatic stress symptoms, and compassion satisfaction. Psychological Trauma: Theory, Research, Practice, and Policy, 9, 416-424. https://doi.org/10.1037/tra000...

Jill Hinton, PhD, Clinical Director

Anne LaForce, MA LPA, Director of Therapeutic Coaching, Senior Project Manager

Learning Objectives:

1. Examine the contexts and factors influencing at least two (2) NCSS training partners' decisions to enroll staff in NCSS initiatives, focusing on organizational needs and goals.
2. Demonstrate how START model principles and approaches are implemented in NCSS' Professional Development courses for IDD-MH professionals including Direct Support Professionals, Care Coordinators/Case Managers, and Mobile Crisis Clinicians.
3. Explore quantitative and qualitative outcomes from at least three (3) NCSS training partners in various states

Session Description:

This presentation highlights the National Center for START Services' (NCSS) approach to professional development, showcasing how its principles build capacity for professionals serving people with intellectual and developmental disabilities (IDD) and mental health (MH) needs. Participants will gain insight into the contexts that led training partners to engage with NCSS, explore practical applications of START model principles, and review measurable outcomes from multiple states. Through this presentation, participants will enhance their understanding of impactful training strategies and their outcomes for diverse professional roles.

References:

Grosso, E., Caoili, A., Nye-Lengerman, K. (2023). Exploring the impact of training on the mental health aspects of intellectual and developmental disabilities for direct support professionals. Inclusion. (in press).

McLaren, J. L., Grosso, E., & Weigle, K. L. (2024). Professional Development Strategies for Treating People with IDD and Mental Health Needs. Developmental Disabilities Network Journal, 4(1), 10. https://doi.org/10.59620/2694-...

Kalb, L. G., Beasley, J., Caoili, A., & Klein, A. (2019). Improvement in mental health outcomes and caregiver service experiences associated with the START program. American Journal on Intellectual and Developmental Disabilities, 124(1), 25-34. https://doi.org/10.1352/1944-7...

Beth Grosso, MSW, IOD Training Director, NCSS Director of Training & Professional Development

Michelle Ammon, Ed.D., BCBA, Senior Behavior Analyst, State Office

Mary DeCarlo, M.Ed.,BCBA,LBA, CTSS-I, Program Administrator- Behavior Support and Services

Deborah Johnson, PhD, LMSW, Program Coordinator

Kristin Korinko, Ph.D., LMHC, BCBA

Noelle Neault, PhD, Associate Director, Data and Quality

Learning Objectives:

1. Identify three ways START Resource Center Counselors create a supportive and therapeutic environment for people with IDD-MH
2. Explain how START's guiding principles are applied in the daily operations and interactions at a Resource Center
3. Demonstrate how accessing the Resource Center can positively shape a person's story and support their personal growth

Session Description:

This presentation will focus on how Resource Center counselors implement practical strategies to create a supportive and therapeutic environment for people with IDD-MH. Participants will identify strategies that contribute to a positive and nurturing environment. The presentation will also explore how START's guiding principles are implemented in the daily operations and interactions at a Resource Center. Additionally, attendees will learn how accessing the Resource Center can positively influence a person's story and foster their personal growth and well-being

References:

Valikhani, A., Ahmadnia, F., Karimi, A., & Mills, P. J. (2019). The relationship between dispositional gratitude and quality of life: The mediating role of perceived stress and mental health. Personality and Individual Differences, 141, 40-46. https://doi.org/10.1016/j.paid...

Kalb, L. G., Beasley, J., Caoili, A., McLaren, J., & Barnhill, J. (2020). Predictors of mental health crisis among individuals with intellectual and developmental disabilities enrolled in the START program. Psychiatric Services, 72(3), 273-280. https://doi.org/10.1176/appi.p...

Kalb, L. G., Beasley, J., Caoili, A., & Klein, A. (2019). Improvement in mental health outcomes and caregiver service experiences associated with the START program. American Journal on Intellectual and Developmental Disabilities, 124(1), 25-34. https://doi.org/10.1352/1944-7...

Natasha Peterson, Lead Therapeutic DSP

Michelle Marullo, B.A., Program Manager

Learning Objectives:

1. Identify the intersection of attachment, trauma informed care and ambiguous loss
2. Explain how an innovative blend of textile art and drama therapy provides a structured framework for family-based intervention
3. List (3) three ways the virtual drama/arts-based intervention supports parents and children

Session Description:

"Bridging the Distance: Quilting Connections" is a therapeutic program designed to foster emotional safety, connection, and expression among children with disabilities and their caregivers. The program culminates in the creation of a personalized quilt, symbolizing safety, warmth, and belonging, while helping parents bridge the physical and metaphorical distance they may feel from their child. Developed through a collaboration between The Guild and Lesley University, this intervention integrates trauma-informed care principles and the concept of ambiguous loss to harness the therapeutic power of expressive arts. In this presentation, we will share qualitative findings from our research on parental outcomes, highlighting the program's impact on strengthening family bonds.

References:

Boss, P. (2016). The Context and Process of Theory Development: The Story of Ambiguous Loss. Journal of Family Theory & Review, 8(3), 269-286. https://doi.org/10.1111/jftr.1...

Geiger, A., Shpigelman, C. N., & Feniger-Schaal, R. (2020). The socio-emotional world of adolescents with intellectual disability: A drama therapy-based participatory action research. The Arts in Psychotherapy, 70, 101679. https://doi.org/10.1016/j.aip....

Michelle McGonagle, LICSW CCTP, Senior Clinical Advisor for Mental Health

Laura Wood, PHD, Associate Professor