
CENTER INITIATIVES
MARCH 1
Graduate application closes
AUGUST 1
Graduate application opens
Autism Conference & Expo of Georgia
Autism Plan for Georgia
Children's Freedom Initiative
Forestry & Autism
Georgia Developmental Disabilities Network
Inclusive Spiritual Supports
Latino Community of Practice
Olmstead Planning Committee
Person-Centered Planning
Project SCOPE
Project ECHO®
Project ECHO is a revolutionary guided-practice model that reduces health disparities in under-served and remote areas of the state, nation and world. Through innovative telementoring, the ECHO model uses a hub-and-spoke knowledge-sharing approach where expert teams lead virtual clinics, amplifying the capacity for providers to deliver best-in-practice care to underserved people in their communities.
Unlock 2.0
American Speech-Language-Hearing Association (ASHA)
For more information, please contact Dr. Akilah Heggs.
Cultural Competence & Disability
For more information, please contact Emily Graybill
Inclusive Digital Expression and Literacy (IDEAL)
Inclusive Postsecondary Education
Transition to Adulthood
Transition support is also available for changes in K-12 education, healthcare, and housing.
Universal Mental Health Screening in Schools
Georgia Inclusive Postsecondary Education Consortium
AUCD Leadership Academy
GaLEND
My Voice. My Participation. My Board.
Child Welfare Training Collaboration
AUCD Diversity & Inclusion Toolkit
Special Interest Group (SIG) & Open Dialogues to Promote ED&I at CLD
Dissemination
- Barger, B., Graybill, E., & Roach, A. T. (under review). Exploring the dimensionality and differential item functioning of the Student Risk Screening Scale-Internalizing and Externalizing 12 (SRSS-IE12). Assessment for Effective Intervention.
- Baumann, S. D., LaFleur, R. C., Graybill, E., Barger, B., Vinoski Thomas, E., Truscott, S. D., & Crimmins, D. (in press). Infusing cultural competence training into a disability leadership program: Perceptions and recommendations. Journal of Cultural Diversity.
- LaFleur, R. C., Truscott, S., Graybill, E., Crenshaw, M., & Crimmins, D. (2018). Improving culturally congruent healthcare for children with disabilities: Stakeholder perspectives of cultural competence training in an interdisciplinary leadership training program. Journal of Transcultural Nursing, 29, 101-111. doi: 10.1177/1043659617699065 (refereed)
- Vinoski Thomas, E., Graybill, E., & Murray, M. (in press). Health equity in populations with disabilities. In K.B. Smalley, J.C. Warren, & M.I. Fernandez (Eds.), Health Equity: A Solution-Focused Approach. New York, NY: Springer.
- Graybill, E. (2018). Cultural norms and individuals with intellectual/developmental disabilities. In E. Braaten (Ed.) The SAGE encyclopedia of intellectual and developmental disorders. Newbury Park, CA: Sage.
- Graybill, E., & Varjas, K. (2017). A commitment to social justice: Professional and ethical issues from a multicultural perspective. In E. C. Lopez, S. G. Nahari, & S. L. Proctor (Eds.), The handbook of multicultural school psychology: An interdisciplinary perspective (2nd Ed.). New York, NY: Routledge.
- Crimmins, D., Wheeler, B., Wood, L., Graybill, E., & Goode, T. (2018). Equity, diversity, and inclusion action plan for the UCEDD National Network. Association of University Centers on Disabilities, Silver Spring, MD.
- Washington, M. (in progress, 2020). Proportional differences between race/ethnicity of school professionals and the school children they serve: Developing metrics for and investigating the predictive validity of educational disparities across time. Dissertation Chair: Stephen Truscott
- Barger, B., Rice, C., Benevides, T., Crimmins, D., Salmon, A.#, & Sanchez, S. (in progress). Are developmental screening and monitoring better together for early Autism identification across race and ethnic groups? Target: Journal of Autism and Developmental Disorders.
Presentations
- Graybill, E. (2019, September). Cultural competence in home visiting settings. Podium presentation at the Georgia Home Visiting Institute, Atlanta, GA. (state-based, invited)
- Crimmins, D., Goode, T., Wheeler, B., & Graybill, E. (2018, November). Equity, diversity, and inclusion action plan for the UCEDD national network. Panel presentation at the Association of University Centers on Disabilities Conference, Washington, DC. (national, invited)
- Esch, R., Graybill, E., Ingraham, C., Mesa, D., Martinez, D., Jones, J., Raines, T., Berzins, A., Miranda, A., McCabe, P., Rubinson, F., Song, S., & Shriberg, D. (2016, February). Infusing cultural competence into consultation and professional development. Podium presentation as part of the President’s Strand at the National Association for School Psychologists Annual Convention, New Orleans, LA. (national, refereed)
- Munoz, B., & Graybill, E. (2015, December). Cultural competence in education. Panel presentation at the Georgia Association for Positive Behavior Support Annual Conference, Atlanta, GA. (state-based, refereed)
- Butler, J., & Graybill, E. (2015, September). Culture, family, and disability. Panel presentation at the Parent Mentor Partnership Conference, Macon, GA. (state-based, invited)
- Graybill, E. (2015, July). Strategies for practicing cultural competence as a mental health educator. Podium presentation at the Systems of Care Academy, Stone Mountain, GA. (state-based, refereed)
- Graybill, E., Vinoski, E., Esch, R., Truscott, S., Crenshaw, M., & Crimmins, D. (2015). Cultural competence training in disability leadership programs: Perceptions and recommendations. Paper presented at the Association for University Centers on Disability Annual Conference, Washington, DC.
- Graybill, E. & Huddleston, L. (2017). Cultural competence Series: Part 1- Microaggressions and implicit bias, Part 2- poverty and mental health, Part 3- cultural humility and family centered care. Center for Leadership in Disability, Georgia State University, Atlanta, GA.
- Barger, B. (2020, Fall). Differences or Disparities? Methodological considerations for autism research determining why rates differ across sociodemographic groups. Invited Presentation to the Epidemiology Seminar Series at the University of Georgia School of Public Health
- Barger, B., Benevides, T., Rizk, S., Salmon, A. & Sanchez, S. (2020). Implications of developmental screening and monitoring receipt for reducing racial/ethnic disparities in early autism identification. Poster presented to 2020 Annual Meeting for the International Society for Autism Research.
- Barger, B., Salmon, A., & Sanchez, S. (2020, accepted). Racial disparities in the conjoint receipt of screening and monitoring. Poster accepted for the 2020 Association for Maternal and Child Health Programs.
- Barger, B., Moody, E., Rosenberg, S. & Wiggins, L. (2019). Temperament variability among socio-demographic and clinical subgroups of children with autism spectrum disorder in the Study to Explore Early Development. Abstract presented at the 2019 International Meeting for Autism Research, Montreal, Canada.
- Barger B. (2016). Developmental surveillance in Georgia: Surveillance, monitoring, screening, and cultural factors. Invited presentation at the Georgia Autism Conference and Exposition.
- Crimmins, D. (2016). Panelist in Toolkit in action: National Training Initiative – UCEDD Diversity Fellowships. Plenary session at the AIDD Technical Assistance Institute: Arlington, VA.
- Graybill, E., Wells, R., Truscott, S., Esch, R. Heggs, A., Crenshaw, M., & Crimmins, D. (2016). Using Rubrics to measure growth toward cultural competence. In S.D. Truscott (Chair) & A. Roach (Discussant), The use of multiple evaluation methods to address the complexity of outcome measures in interprofessional training programs. Symposium to be presented at the American Evaluation Association, Atlanta, GA.
- Munoz, B., (2017). Latino community of practice. TASH Conference
- Munoz, B. (2018). Latino community practice. Poster presented at the 2018 Community Advisory Council Retreat, Jekyll Island, GA.
- Crimmins, D., & Parent-Johnson, W. (2016). Recruit and retain a diverse trainee pool. Facilitated breakout session at the AIDD Technical Assistance Institute: Arlington, VA.
- Crimmins, D., & Parent-Johnson, W. (2016). Recruit and retain a diverse trainee pool. Facilitated breakout session at the AIDD Technical Assistance Institute: Arlington, VA.
- Crimmins, D., Feinstein, C., & Martin, V. (2015). Partnership with diverse communities. Facilitated breakout session at the AIDD Technical Assistance Institute: Bethesda, MD.
- Gregory, C., Graybill, E., & Jones., C. (2018). Health & Health Equity in Georgia and the South: Challenges & Opportunities. Invited panelist for Examining classroom practices related to social-emotional learning in early childhood settings at the Association of University Centers on Disabilities. Washington, DC.
- Gregory, C., Salmon, A., & Munoz, B. (2019). Cultural competence. 2019 Center for Leadership in Disability Staff Retreat. Dawsonville, GA.
- Munoz, L., & Graybill, E. (2019). Diversity fellowship. Roundtable discussion at the 2019 Community Advisory Council. Dawsonville, GA.
- Graybill, E., Roach, A.T., & DeBlaere, C. (2018). Equity and cultural competence in K-12 schools. Workshop at Muscogee County Schools, Columbus, GA.
Grant Proposals
- Crimmins, D. (Role: Co-Investigator). Equity, Diversity & Inclusion Training Action Plan). Sub-award from Georgetown University National Center on Cultural Competence for a grant from Administration on Intellectual and Developmental Disabilities / Administration on Community Living, Period – 2016-17, Funding – $90,000
- Crimmins, D. (Role: Principal Investigator). Disability Partnership between the Center for Leadership in Disability at Georgia State University and the Satcher Health Leadership Institute at Morehouse School of Medicine (90DD0664), Administration on Intellectual and Developmental Disabilities, Period – 2009-2012, Funding – $709,000
- Graybill, E. (Role: Principal Investigator). Increasing Access to Youth Mental Health Awareness Training in Hispanic Communities in Georgia. Administration on Intellectual & Developmental Disabilities. Award period: 9/1/2018 to 8/31/2019. Award amount: $50,000
- Goode, T. (Role: Qualitative Lead). Embedding Cultural Diversity and Cultural and Linguistic Competence: A Guide for UCEDD Curricula and Training Activities Project. Administration on Intellectual & Developmental Disabilities. Award period: 9/1/2017 to 8/31/2018. Award amount: $15,000
- Graybill, E. (Role: Principal Investigator). Building a coalition to increase knowledge and awareness about child development and developmental delays in Hispanic communities. Administration on Intellectual & Developmental Disabilities. Award period: 10/1/2016 to 9/30/2017. Award amount: $44,350
- Graybill, E. (Role: Principal Investigator). Building a coalition to increase knowledge and awareness about child development and developmental delays in Hispanic communities. Administration on Intellectual & Developmental Disabilities. Award period: 9/30/2015 to 9/29/2016. Award amount: $37,400
- Barger, B. (Role: Principal Investigator). (2019 – 2020). Does developmental surveillance receipt moderate the relationship between minority status and autism rates? Maternal and Child Health Bureau, Autism Field-Initiated Innovative Research Studies Program, R41. $100,000
Initiatives
- Latino Community of Practice
- COVID-19 Research
- 2020 Morehouse School of Medicine Prevention Research Center: Minority Serving Institution Community Engagement Cohort
- MCH Grant
- Inclusive Digital Expression and Literacy (IDEAL) at GSU
- GaDOE Equity Training
Planned Initiatives
- Mass Incarceration of Black and Brown Individuals with Disabilities
- Restorative Practices in Schools to help end the School-to-Prison Pipeline
- Review Internal Curricula for Racial Bias
Past Initiatives
- Partnership with Morehouse School of Medicine & the Satcher Health Leadership Institute
- Georgia LEND – Emphasis on cultural competence/racial-ethnic diversity
- Embedding Project & Equity, Diversity, & Inclusion Plan
- Equity, Diversity, & Inclusion Advisory Team
- Diversity Fellowship/Latino Community of Practice (3 years)
- Project AWARE – Analysis of middle/high school screening and discipline data by race
- Project AWARE – Analysis of elementary screening and discipline data by race
- Cultural Competence training for multiple community groups
- Restorative Practices in Schools
- Georgia Association for Positive Behavior Support
Adult Disability Medical Healthcare (ADMH)
Georgia Statewide Disability & Health
Covid-19 Southeastern SuperHub Program
Brief Behavior Questionnaire & Intervention Plan
GAPBS
Home & Community-based Positive Behavior Support
The five SIPP Districts include: Columbus, Coastal, Gwinnett, Dalton, and Dublin.
The three newly targeted SIPP Districts include: Cobb-Douglas, Fulton, and Dekalb.
AREAS OF FOCUS
Motivation Assessment Scale
* This project is currently pending. Please check back later. *
School-based Positive Behavior Support
Faculty and staff at the CLD provide two models of training on positive behavior support in schools. One model includes one-time training providing an overview of the positive behavior support framework. The second model involves more intensive, onsite support that spans across several months to the entire academic year. CLD has several contracts with school systems across the state using the more intensive model of training.
AUCD: Children's Mental Health Champions
Learn the Signs. Act Early.
Universal Behavior Screening in Schools
Youth Mental Health First Aid
Mental Health Awareness Training (MHAT) Project: Identifying and Responding to Youth Mental Health Needs (IRY)
The PEERS® Curriculum is a 16-week evidence-based social skills intervention for motivated individuals, who are interested in learning new ways of making and keeping friends.
Cultivating Awareness and Resilience in Education (CARE) is a professional development program for special education teachers
Students Enhancing Their Advocacy is a one-year advocacy training program for inclusive postsecondary education (IPSE) students. Students selected for this program will receive training and mentorship related to advocacy, leadership, and professionalism.
The graduate-level interdisciplinary personnel preparation program for Early Speech, Physical and Occupational Therapy Services (Early SPOTS) focuses on effective early intervention services for infants and young children with significant disabilities and their families. This project will ensure a group of fully credentialed related services personnel, speech-language pathologists (SLPs), physical therapists (PTs) and occupational therapists (OTs), will have the knowledge and skills derived from evidence-based practice to be successful in serving infants and toddlers with significant disabilities and their families.
Opportunities for Students & Recent Graduates
The Georgia Leadership Education in Neurodevelopmental Disabilities is a one-year interdisciplinary experience for future professionals, disability advocates and family members to be able to provide coordinated, culturally competent and family-centered care to children and their families.
The CLD faculty and partners provide a variety of undergraduate and graduate courses on topics surrounding disabilities at GSU.
IDEAL is an inclusive post-secondary program for students with mild intellectual disabilities focused on the development of media literacy, storytelling, and media production skills. This program helps participating student’s communication skills and media maker “voice” — an empowering identity for anyone in our media-saturated culture, especially for individuals with Intellectual Disabilities whose stories are often overlooked or conveyed by others.
Contact Us
Address
Center for Leadership in Disability
Urban Life Building
140 Decatur Street SE
Suite 140
Atlanta, GA 30303