Module Details

Click on the titles below to learn more about each module topic.
 

Overview of Mental Health Needs of Children and Young People with Intellectual/Developmental Disabilities

LEARNING OBJECTIVES
Participants will:

  • identify at least three barriers in obtaining appropriate assessments and interventions for youth who have co-occurring mental health (MH) and intellectual/developmental disabilities (I/DD)
  • describe the need for and value of using a biopsychosocial approach
  • explain why trauma-informed care is necessary for children and youth who have I/DD

AGENDA

In this introduction course, you will explore the unique needs of children and young people who have both mental health challenges and intellectual/developmental disabilities.  Discussion includes prevalence rates, the challenges in accessing care, and the use of the bio-psychosocial approach.

Also discussed:

•Why to use a trauma lens and

•What is trauma informed care.

This introduction will be concluded with a video from the Medical Director of the North Carolina Division of Mental Health/Developmental Disabilities/Substance Abuse Services, Dr. Jonnalagadda.  Dr. Jonnalagadda will outline North Carolina’s vision for providing supports and services to children who are dually diagnosed.  

INSTRUCTORS
In addition to the instructors listed here for each course, the development of this curriculum was inspired by Mental Health Wellness for Individuals with Intellectual and Developmental Disabilities, developed by the Texas Health and Human Services Commission. Subject matter experts at The University of Texas Health Science Center at San Antonio who contributed to the design and content of that course include Andrea Caoli, LCSW, Karyn Harvey, PhD, Karen Weigle, PhD, Lauren Charlot, PhD, and Joan Beasley, PhD.

Lisa Lackmann, MSW, LCSW, is currently part of the team at the Behavioral Health Springboard at the University of North Carolina at Chapel Hill School of Social Work. Behavioral Health Springboard links current research to initiatives in the mental health and substance abuse service systems and offers technical assistance and face-to-face and on-line education programs. Lisa has over 20 years’ experience in child and adolescent mental health in a variety of roles, including outpatient therapist in both clinic and school settings, therapeutic foster care in-home worker, inpatient psychiatric hospital social worker, and System of Care Coordinator.

AGENDA
Self-paced online course of 1 hour.

Module 1: Overview of Mental Health Conditions

LEARNING OBJECTIVES
Participants will

  • recognize the presentation of common co-occurring disorders in children with I/DD: mood disorders (Depression, Bipolar Disorder, Disruptive Mood Dysregulation Disorder), anxiety disorders (General Anxiety Disorder, Post-traumatic Shock), Psychosis and Psychotic Disorders (Schizophrenia); Disruptive Behavior Disorders (Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Conduct Disorder)
  • recall at least two adaptations to mental health treatments for youth with dual mental health conditions and I/DD.
  • name at least three symptoms of Depression[MM2]  that may manifest differently in a child with I/DD.
  • list at least two strategies for addressing self-injurious behaviors based on the different functions of that behavior.

INSTRUCTORS
In addition to the instructors listed here for each course, the development of this curriculum was inspired by Mental Health Wellness for Individuals with Intellectual and Developmental Disabilities, developed by the Texas Health and Human Services Commission. Subject matter experts at The University of Texas Health Science Center at San Antonio who contributed to the design and content of that course include Andrea Caoli, LCSW, Karyn Harvey, PhD, Karen Weigle, PhD, Lauren Charlot, PhD, and Joan Beasley, PhD.

Laura Politte, MD, is a clinical assistant professor of psychiatry and pediatrics at the University of North Carolina and a faculty member of the Carolina Institute for Developmental Disabilities, a division of UNC School of Medicine. She completed a residency in General Psychiatry and fellowship in Child and Adolescent Psychiatry at Massachusetts General Hospital and then worked as a faculty psychiatrist at Massachusetts General Hospital’s Lurie Center for Autism.

AGENDA

Self-paced online course of 1 hour.

Module 2: Overview of Intellectual / Developmental Disabilities

LEARNING OBJECTIVES
Participants will

  • recognize the source and attributes of four kinds of disorder that produce I/DD: neurodevelopmental disorders (global developmental delay, intellectual disability, Autism Spectrum Disorder), acquired neurodevelopmental disorders (Traumatic Brain Injury, Fetal Alcohol Spectrum Disorder), cerebral palsy, and genetic disorders (Down, Fragile X, Prader-Willi, Angelman, and Williams Syndromes, and Tuberous sclerosis complex).
  • name at least two red flags for intellectual disability and Autism Spectrum Disorder that could spark a referral for evaluation.
  • describe that the only way to prevent Fetal Alcohol Spectrum Disorders is to ensure that no alcohol is consumed at any time during pregnancy.
  • describe the circumstances where the Return to Play and Return to Learn guidelines would be utilized.

INSTRUCTORS
In addition to the instructors listed here for each course, the development of this curriculum was inspired by Mental Health Wellness for Individuals with Intellectual and Developmental Disabilities, developed by the Texas Health and Human Services Commission. Subject matter experts at The University of Texas Health Science Center at San Antonio who contributed to the design and content of that course include Andrea Caoli, LCSW, Karyn Harvey, PhD, Karen Weigle, PhD, Lauren Charlot, PhD, and Joan Beasley, PhD.

Rob Christian, MD, joined Carolina Institute for Developmental Disabilities (CIDD) in 2009 and is an assistant professor of psychiatry and pediatrics in the UNC School of Medicine. Dr. Christian graduated from the UNC School of Medicine and did his post graduate training at The Brown University Triple Board Program which is a combined training program in General Pediatrics, Adult Psychiatry, and Child/Adolescent Psychiatry.

Rebecca Edmondson Pretzel, PhD, is the associate director and a psychologist at CIDD with an appointment at the professor level in the UNC Department of Psychiatry. At CIDD, she serves as the University Center for Excellence in Developmental Disabilities associate director and the director of clinical services; she is also a member of the North Carolina Leadership Education in Neurodevelopmental and Related Disorders (NC-LEND) faculty and leadership team.

Stephanie Fox, PhD, is a postdoctoral fellow in psychology at CIDD. She completed her doctoral training in clinical psychology at the University at Albany, State University of New York.

Laura Hiruma, PhD, is a clinical assistant professor and psychologist at CIDD. She completed her doctorate in clinical psychology at the University at Albany and has completed additional research and clinical training in the field of developmental disabilities at UCLA, JFK Partners at the University of Colorado School of Medicine, and the Carolina Institute for Developmental Disabilities.

AGENDA
Self-paced online course of 1 hour.

Module 3: Medical Concerns and Conditions

LEARNING OBJECTIVES
Participants will

  • describe “irritability” and its potential causes in children with I/DD and/or mental health disorders
  • name three examples of medical conditions that influence the behavior of children with intellectual/developmental disabilities (e.g., epilepsy, sleep disorders, gastrointestinal disorders, and dental concerns)
  • recall three factors that can reduce frustration tolerance and increase irritability in children with I/DD (e.g., side effects of medications)
  • explain why professionals working with youth with co-occurring issues need to understand potential medical drivers of behavioral challenges and irritability.

INSTRUCTORS
In addition to the instructors listed here for each course, the development of this curriculum was inspired by Mental Health Wellness for Individuals with Intellectual and Developmental Disabilities, developed by the Texas Health and Human Services Commission. Subject matter experts at The University of Texas Health Science Center at San Antonio who contributed to the design and content of that course include Andrea Caoli, LCSW, Karyn Harvey, PhD, Karen Weigle, PhD, Lauren Charlot, PhD, and Joan Beasley, PhD.

Rob Christian, MD, joined Carolina Institute for Developmental Disabilities (CIDD) in 2009 and is an assistant professor of psychiatry and pediatrics in the UNC School of Medicine. Dr. Christian graduated from the UNC School of Medicine and did his post graduate training at The Brown University Triple Board Program which is a combined training program in General Pediatrics, Adult Psychiatry, and Child/Adolescent Psychiatry.

AGENDA
Self-paced online course of 1 hour.

Module 4: The Intersection of Intellectual / Developmental Disabilities and Mental Health

LEARNING OBJECTIVES
Participants will

  • recognize the challenges in making accurate diagnoses with youth with dual mental health conditions and I/DD.
  • identify three disciplines that would ideally be part of an interdisciplinary team and describe the benefit of an interdisciplinary team for a child with complex mental health and I/DD.
  • identify at least five ways that polypharmacy can affect children with I/DD.

INSTRUCTORS
In addition to the instructors listed here for each course, the development of this curriculum was inspired by Mental Health Wellness for Individuals with Intellectual and Developmental Disabilities, developed by the Texas Health and Human Services Commission. Subject matter experts at The University of Texas Health Science Center at San Antonio who contributed to the design and content of that course include Andrea Caoli, LCSW, Karyn Harvey, PhD, Karen Weigle, PhD, Lauren Charlot, PhD, and Joan Beasley, PhD.

Rob Christian, MD, joined Carolina Institute for Developmental Disabilities (CIDD) in 2009 and is an assistant professor of psychiatry and pediatrics in the UNC School of Medicine. Dr. Christian graduated from the UNC School of Medicine and did his post graduate training at The Brown University Triple Board Program which is a combined training program in General Pediatrics, Adult Psychiatry, and Child/Adolescent Psychiatry.

Dr. Jean B. Mankowski is a psychologist and clinical assistant professor of Psychiatry at the University of North Carolina School of Medicine and a faculty member at CIDD. Dr. Mankowski is the director of training for the NC-LEND grant.

Debbie Reinhartsen and Margaret DeRamus from CIDD also contributed to this module.

AGENDA
Self-paced online course of 1 hour.

Module 5: Using Positive Supports to Change Behavior

LEARNING OBJECTIVES
Participants will

  • describe the factors that increase the vulnerability of children and youth with I/DD to mental health disorders.
  • describe 6 evidence-based practices that are reviewed in this module.
  • recall the key concepts of functional behavioral assessment.
  • identify at least three positive support strategies for a young person with dual mental health challenges and I/DD.

INSTRUCTORS
In addition to the instructors listed here for each course, the development of this curriculum was inspired by Mental Health Wellness for Individuals with Intellectual and Developmental Disabilities, developed by the Texas Health and Human Services Commission. Subject matter experts at The University of Texas Health Science Center at San Antonio who contributed to the design and content of that course include Andrea Caoli, LCSW, Karyn Harvey, PhD, Karen Weigle, PhD, Lauren Charlot, PhD, and Joan Beasley, PhD.

Dr. Jean Mankowski is a psychologist and clinical assistant professor of Psychiatry at the University of North Carolina School of Medicine and a faculty member at CIDD. Dr. Mankowski is the director of training for the NC-LEND grant.

AGENDA
Self-paced online course of 1 hour.

Module 6: Wellness / Stress Management and Transition / Crisis Supports

LEARNING OBJECTIVES
Participants will

  • define at least two stress management and wellness techniques that apply to a young person with dual diagnoses.
  • name two strategies for supporting a young person with a significant transition.
  • identify at least two crisis intervention strategies and one community resource.

INSTRUCTORS
In addition to the instructors listed here for each course, the development of this curriculum was inspired by Mental Health Wellness for Individuals with Intellectual and Developmental Disabilities, developed by the Texas Health and Human Services Commission. Subject matter experts at The University of Texas Health Science Center at San Antonio who contributed to the design and content of that course include Andrea Caoli, LCSW, Karyn Harvey, PhD, Karen Weigle, PhD, Lauren Charlot, PhD, and Joan Beasley, PhD.

Morgan Parlier, MSW, LCSW, is the lead clinical social work faculty member at CIDD. She completed her graduate degree through the Joint Master of Social Work program through UNC-Greensboro and NC Agricultural and Technical State University in 2003.

Jackie Lawrence, MA, is a doctoral candidate in the School Psychology program at UNC Chapel Hill. She has completed her master’s degree in Counseling and Guidance at New York University.

AGENDA
Self-paced online course of 1 hour.

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