MAY 5, 2020 ZOOM WEBINAR SERIES HOUSEKEEPING All participants are - - PowerPoint PPT Presentation

WELCOME TO THE DISABILITY AND HEALTH PROGRAM (DHP) ANNUAL MEETING MAY 5, 2020 ZOOM WEBINAR SERIES

HOUSEKEEPING

 All participants are muted  Monitoring for disruptions  Closed Captioning Available  Options for questions:  Use Chat feature  Questions will be read aloud

and answered at the end of the presentation

DHP DHP Histo History



In 2007, Florida was awarded its first disability and health grant from the Centers for Disease Control and Prevention (CDC)



This grant allowed for the creation of the Florida Office on Disability and Health (FODH), housed within the College of Public Health & Health Professions at the University of Florida



In 2012, Florida was awarded its second round of funding which created the Florida Disability and Health Program (DHP) now housed out of the Florida Department of Health (DOH), Bureau of Chronic Disease Prevention



DOH contracts with the University of Florida (UF) to assist with the work of the DHP



In 2016, Florida was awarded its third round of funding, this current cycle, which runs from 2016-2021



DOH continues to contract with UF to assist with the DHP



The DHP is in its 4th year of this round of funding, starting Year 5 in the summer



In 2021, we look forward to applying for a 4th renewal of

• funding. If funded, this will allow for an additional 3-5 years
• f funding.

DISABILITY AND HEALTH PROGRAM (DHP) UPDATE

Claudia Friedel; University

• f Florida DHP Subcontract

Coordinator and Bryan Russell; DHP Program Manager

CDC FOCUS

 Improve the health and quality of

life among people with mobility limitations (ML) and/or intellectual disabilities (ID) through adaptation and implementation of evidence- based strategies

FLORIDA’S CHOSEN HEALTH TOPICS

 Diabetes  Physical activity  Nutrition  Healthy weight

CHOSEN EVIDENCE- BASED INTERVENTIONS

 Healthy Schools program  Comprehensive school physical

activity program (CSPAP)

 Diabetes Prevention Program (DPP)

COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM (CSPAP)

 CDC-developed evidence-based online

training for educators

 Provide children opportunities for physical

activity before, during, and after school

 DHP mini-grant funding to ESE and

mainstream schools

 Promote inclusion of children with

disabilities (CWD)

 Suspended efforts due to school closures

AD ADAPTED C APTED CSP SPAP TIME AP TIMELINE LINE

 First 30 days

• Designate a school

liaison

• Establish a team or

committee

• Conduct school

inclusion index

 First 60 days

• Conduct the school

health index

• Conduct an inventory
• r all adapted fitness

tools

 First 90 days

• Draft plan to adapt and
• implement CSPAP
• Implement adapted

CSPAP

 Within six months

• Purchase needed

adapted tools and equipment

 Within nine months

• Implement adapted

CSPAP evaluation plan

• Develop and implement

sustainability plan

• Conduct school health

index and school inclusion index

AD ADAP APTE TED D CS CSPAP AP SIT SITES ES 2018 2018-2021 2021

Year 3 -Year 5 sites:

 Maplewood Elementary School

(Mainstream); Marion County

 Lavoy Exceptional Center

(ESE); Hillsborough County

 Veterans Park Academy for

the Arts (Mainstream); Lee County

 Sidney Lanier Center (ESE); Alachua County  Gretchen Everhart School (ESE); Leon County  St. John’s County Schools (FY 19-20)

20)- Cunningham Cunningham Cr Creek eek Elementar Elementary

 Sar

Sarasot asota a Count County y Sc Schools (FY 19 hools (FY 19-20) 20)- Laur Laurel Nok el Nokomis

• mis Elementar

Elementary

 Bay

Bay Dis Distr trict ict Sc Schools (FY 20 hools (FY 20-21) 21)– Sc School hool TBD TBD

 Palm Beac

alm Beach Count h County y Sc Schools (FY 2021) hools (FY 2021)—Sc School hool TBD TBD

 Sar

Sarasot asota a Count County y Sc Schools (FY 20 hools (FY 20-21) 21)—Sc School hool TBD TBD

ADAPTED CSPAP: CURRENT EFFORTS

 Cunningham Creek Elementary in St.

John’s County (Mainstream)

 Identifying needed adaptive equipment  Laurel Nokomis Elementary in Sarasota

County (Mainstream)

 Completed first step  Adapting to COVID-19 pandemic

AD ADAPTED APTED CSP CSPAP: EXP AP: EXPANSION ANSION AND UPD AND UPDATES TES

 Potential school sites for Year 5  Bay and Palm Beach County  New school in Sarasota

County (school TBD)

 Current Schools in St. Johns

and Sarasota Counties

 Year 3 counties pictures for

Success Stories

AD ADAPTE APTED D CSP CSPAP BENEFI AP BENEFITS TS

 Acc

Accom

• mplish

plishme ments nts: :

 Increased opportunities for students

with disabilities to participate in physical education and other activities

 Created “rainy day kits” for teachers to

use in their classroom

 Created a sensory room for students

with intellectual or developmental disabilities

 Trained teachers and other

school staff on the CSPAP

ADAPTED DPPs: EFFORTS THUS FAR

 “Prevent T2 for All”  Year 3: three initial sites Santa Rosa County Health Department Seminole County Health Department Walton County Health Department

ADAPTED DPPs: Year 4

 Goal: Maintain the Year 3 sites  Expansion sites Jacksonville  COVID-19 adjustments

Virtual meetings

ADDITIONAL DIABETES PROGRAM WORK: NACDD

 Guidance and technical assistance to

NACDD DPP sites

 Underserved areas  Five pilot sites  Due to pandemic, a majority of sites have

adopted tele-health delivery, some sites have suspended programs until pandemic ceases

POL POLICY ICY WORK ORK

 Inclusion of PWD in strategic

planning efforts

 Disability prevalence  Researching policies on staff

training

EMERGENCY PREPAREDNESS

 DHP Manager serves as State Access

Coordinator during emergency activations to ensure needs of PWD are addressed

 Collaborates with the CIL of North Central

Florida to include PWD in emergency preparedness planning

 Point of contact at the State Emergency

Operations Center (SEOC) during disasters and emergencies

 Develop, review and contribute resources and

tools for PWD

 Participate in trainings, conference calls and

conferences during “blue skies”

COVID-19 & PWD

 Collaborate with CILs, home health agencies

and ARCs to ensure their clients needs are met

 Connect CILs with Feeding Florida to start

feeding pilot project

 Coordinate PPE production and delivery with

university 3D printers and disability agencies

 Coor

Coordina dinating ting week eekly y mee meetings wit tings with h the the Dis Disabilit bility y Ser Services vices Task ask For

• rce

ce

 Str

Strate tegic gic planning f planning for

• r hur

hurricane ricane seas season

• n and

and shelt sheltering ering

 Pr

Provide vide disa disabilit bility y inc inclusion guidance t lusion guidance to

• county

county emer emergenc gency mana y management of gement offices and fices and county county health depar health department tments

COVID-19 & PWD

 The Problem:

 The care network for people with disabilities is vast but

fragmented with no central connection to people with disabilities.

 There was a fear that many might fall through the cracks

as services shut down.

 The Solution:

 Centers for Independent Living have collaborated with

the Florida Commission for the Transportation Disadvantaged and County Transportation Carriers.

 Paratransit customers have been identified and the CILs

are contacting them to do well checks and connect them to needed resources.

 Futur

Future e Reco ecomme mmenda ndations: tions:

 Cen

entr traliz alized ed dir direc ector tory

 Governor’s Office of Disability Affairs (Louisiana)

Disability Training for Health Care Professionals Rebecca Tanner, M.A.

TRAINING

 Training developed that included  General health status and health

disparities for PWD

 Care experience differences

between PWD and PWoD

 Evolution of language about PWD  Communication tips for engaging

with PWD

 Assessment of physical

environment at geriatric clinics for accessibility

TRAINING

 45 minutes  Interactive with questions to audience at

various points

 Knowledge-based  (e.g. what percentage of population has

a disability)

 Skills-based (e.g. how would you guide a

person with a visual impairment who asked for assistance)

 Pre-test and post-test to assess attitude

and knowledge change regarding PWD

TRAINING UPDATES

 Added anecdotes about care

experiences from PWD in presentation

 Added multiple choice questions to

pre/post-tests

 Moving toward online data collection via

Qualtrics (paper-based pre/post will still be option at in-person trainings)

 Preparing training for online distribution

and webinars

TRAINING AUDIENCE

 Presented to  Two sessions of Introduction to Health

Professions course at UF

 Masters of Public Health first year

seminar course

 Public Health Management and

Leadership course at UF

 Upcoming presentation  Healthcare System and Policy

TRAINING ASSESSMENT

 Objective: To evaluate the training program

designed to address deficits in understanding the needs of persons with disabilities among health professionals and students in health- related courses in North/Central Florida

 Design: Pre/post-training surveys were

administered to training participants.

 True/false knowledge questions  Likert-type agree/disagree attitude

questions

 Multiple choice knowledge/behavior

questions

TRAINING ASSESSMENT

 Design (cont.)  Training satisfaction questions  Wilcoxon signed rank tests to assess

differences between pre- and post- tests for:

Total number of true/false questions

answered correctly per participant

Total number of items with

responses of “strongly agree”, “agree”, and “disagree” per participant

PRINCIPLE PRINCIPLE FINDINGS FINDINGS

1 2 3 4 5 6 Mean Number True/False Correct Mean Number of "Strongly Agree" Responses Mean Number of "Disagree" Responses 4.8 1.2 0.4 5.5 1.9 0.14 Pretest Post-Test

p<.0001 p<.0001 p=..0004

TRAINING ASSESSMENT

 In the short term, the training increased

knowledge of PWD and associated issues, imparted usable skills, and positively impacted attitudes about PWD

 Limitations  Short-term assessment only  Small sample size  Does not include data from Master’s of

Public Health Seminar, as the in-person training was moved online due to Covid- 19, and there was insufficient time to get pre/post-tests online in time.

THANK YOU!

 Our work is made great through

the help of our partners

 Thank you for your commitment,

we couldn’t do our work without you

QUESTIONS?

CLAUDIA FRIEDEL CTAMAYO@PHHP .UFL.EDU BRYAN RUSSELL BRYAN.RUSSELL@FLHEALTH.GOV REBECCA TANNER RTANNER@PHHP .UFL.EDU