Neonatal Abstinence Syndrome Training for Interdisciplinary Providers (NASTIPS)

2023 ABSTRACT TEMPLATE 84.325K Preparation of Early Intervention and Special Education Personnel Serving Children With Absolute Priority: Disabilities Who Have High-Intensity Needs Organization: University of Kentucky Neonatal Abstinence Syndrome Training for Interdisciplinary Providers (NASTIPS) Project Title: Start Date: October 1, 2023 End Date: September 30, 2028 Project Director: Full Name: Jennifer Grisham Address Line 1: 229 Taylor Education Building Address Line 2: Early Childhood, Special Education, and Counselor Education City: Lexington State: Kentucky Zip Code: 40506-0001 Telephone: 859 257-8943 Email: [email protected] Average Time on .03 AY (.165 Summer) Project, Year 1 (%)*: * Example: enter .2532 for 25.32%. Additional Key Personnel (not including project director/s listed above): Full Name / Degree Program Position / Average Email Time on Project, Sarah Hawkins-Lear, Ed.D, Early Childhoo Associate /Clinical Professor/ Early Childhood Special Education and [email protected] Counselor Education Department Year 1 (%)* [email protected] Joneen Lowman, Ph.D./Associate Professor/Departmentof Communication Sciences and Disorders Co-PI [email protected] .03 AY (.165 Summer) Judith Paige, Ph.D./Professor/Department of Communication Sciences and Disroders [email protected] Co-PI Caroline Gooden, Ph.D/Project Coordinator/Human Development institute .03 AY (.165 Summer) Co-PI .03 AY (.165 Summer) .20 CY 0.00% Example: enter .2532 for 25.32%. 2023 ABSTRACT TEMPLATE: 84.325K PAGE 2 Briefly describe the purpose and expected outcomes. (100 words or fewer) The purpose of NASTIPS is to increase the number of high-quality interdisciplinary early childhood educators and speech/language pathologists serving children with NAS or other high intensity needs. We intend to train two cohorts, each consisting of eight scholars, through the duration of the grant. Half ot he scholars will work toward initial certification in Interdisicplinary Early Childhood Education (IECE) and half will work toward a masters degree in Communication Disorders. IECE scholars will finish the program with a Rank III teaching certification and Communication scholars will finish with a masters degree and necessary coursework to become a licensed speech language pathologist. Briefly describe how the project will be designed, managed, and evaluated to address the identified outcomes. (100 words or fewer) 2023 ABSTRACT TEMPLATE: 84.325K PAGE 3 Disability (or disabilities) focused on by the project (check all that apply): Autism Deaf-blindness Deafness Developmental delay (DD) Emotional disturbance (ED) Hearing impairment Intellectual disability Multiple disabilities Orthopedic impairment Other health impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment Age group(s) of students with disabilities focused on by the project (check all that apply): Birth to 3 Preschool Elementary School Middle School High School Postsecondary Target content area(s) focused on by the project (check all that apply): Assessment ELs with Disabilities Behavior Accessible Educational Materials Early Childhood Technology Research and Development Inclusive Practices Assistive and Instructional Technology Instructional Strategies Transition Services Literacy Dropout Prevention STEM Family Engagement MTSS Related Services Data Collection, Analysis and Use (373) Dispute Resolution Geography focused on by the project (check all that apply): Urban Suburban Rural 2023 ABSTRACT TEMPLATE: 84.325K PAGE 4 Absolute Priority (specify one): 84.325K Focus Area A: Infants, Toddlers, and Preschool-Age Children who have High- Intensity Needs 84.325K Focus Area B: School-Age Children with Disabilities who have High-Intensity Needs Competitive Preference Priorities (check the box if applicable): Competitive Preference Priority: Applications from New Potential Grantees (a) Under this priority, an applicant must demonstrate that the applicant has not had an active discretionary grant under the 84.325K program from which it seeks funds, including through membership in a group application submitted in accordance with 34 CFR 75.127–75.129, five years before the deadline date for submission of applications under theprogram. (b) For the purpose of this priority, a grant or contract is active until the end of the grant’s or contract’s project or funding period, including any extensions of those periods that extend the grantee’s or contractor’s authority to obligate funds. Scholar Support through Grant: Budget Number of Scholars per Cohort Percent of Funding Designated for Period Receiving Support* Scholar Support Year 1 Year 2 Year 3 Year 4 Year 5 Total *Note: Indicate the total number of scholars in each cohort that are receiving support in a budget period (e.g., Budget Period Year 3: 3 [Cohort 1] + 2 [Cohort 2]). How is the program delivered? Online In-person Hybrid Minority-Serving Institution? (Check each box, as appropriate): NOTE: If you are unsure of your university’s status, MSI designations can be found at https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html Historically Black Colleges and Universities (HBCUs) Tribally Controlled Colleges Other Minority Serving Institutions 2023 ABSTRACT TEMPLATE: 84.325K PAGE 5 Additional Information The first two rows are an EXAMPLE of the information requested. NAME DEGREE LENGTH CERTIFICATION/LICENSURE NUMBER OF of Degree Awarded to of Program being pursued by SCHOLARS Program Program (# Semesters Program Graduates Proposed Graduates or Total 1. Special Credits) Special Education Techer # Education M.A. Certification (K–12) 4 semesters; 2. Applied 32 credits Behavior Analysis M.A. 4 semesters; # 36 credit hours Board Certified Behavior Analyst 3. 4. 5. 6. Briefly describe how “high-intensity needs” are defined for the purpose of this project being proposed to prepare personnel serving children with disabilities who have high-intensity needs.