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 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 of funding.

DISABILITY AND

HEALTH PROGRAM

(DHP) UPDATE

Claudia Friedel; University of 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

ADAPTED CSPAP TIMELINE

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

or 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

ADAPTED CSPAP SITES 2018-2021

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)- Cunningham Creek

Elementary

Sarasota County Schools (FY 19-20)- Laurel Nokomis Elementary

Bay District Schools (FY 20-21)– School TBD

Palm Beach County Schools (FY 2021)—School TBD

Sarasota County Schools (FY 20-21)—School 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

ADAPTED CSPAP: EXPANSION

AND UPDATES

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

ADAPTED CSPAP BENEFITS

Accomplishments:

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

POLICY WORK

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

Coordinating weekly meetings with the

Disability Services Task Force

Strategic planning for hurricane season and

sheltering

Provide disability inclusion guidance to

county emergency management offices and

county health departments

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.

Future Recommendations:

Centralized directory

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 FINDINGS

0

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