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Past Projects

Child Care plus+

Sandra Morris

There is a need to build the capacity of existing early childhood professional development systems to enhance the ability of instructors/trainers and educators to promote and support inclusion in early childhood programs in their local communities. When early childhood trainers and educators are skilled in teaching inclusion strategies and embedding them in existing courses and training events, child care providers and other early childhood professionals who participate in their training are going to learn the knowledge, skills, and attitudes they must have to provide effective inclusive programs.

Overall goals and objectives

The Child Care plus+ mission is to share knowledge, foster skills, and encourage attitudes that promote inclusion as a core component of excellence in early childhood. To accomplish this mission, we: strive to expand child care options for children with disabilities and their families provide training and technical assistance for child care providers and other early childhood professionals (including specialists in early intervention and special education) seek to improve the quality of the child care experience for all children

Unusual features

Child Care plus+ products, resources, and training on inclusion are filled with practical and evidence-based strategies for individualizing for young children in group settings.  Child Care plus+ approaches inclusion in the most inclusive way—by focusing on best practices in early childhood care and education.  Rather than providing specialized information that applies only to children with disabilities, every resource supplies information on—and strategies for—improving the quality of early childhood programs so that the strengths, interests, and needs of every child are represented in the every-day-little-kid-activities and routines that are part of program.

Expected benefits

As the number of programs who use inclusive practices (family partnerships, individualizing for each child, developmentally appropriate practice, etc.) increases, child care options for families of young children with disabilities are systematically expanded. Just as inclusion happens one child at a time, programs prepared to include young children with disabilities are developed one teacher/caregiver at a time. As the number of trainers/educators able to provide the basics of inclusion practice increases, the number of providers willing and able to include each and every child grows exponentially.

Responsive Education for All Learners OR REAL: Low Incidence Support Strand

Gail McGregor

Project REAL (Responsive Education for All Learners) is Montana’s State Personnel Development Grant, funded by the U. S. Department of Education.   The subcontract awarded to the Rural Institute is focused on the goal of increasing access to the general education curriculum for students with low incidence disabilities who, for purposes of statewide assessment, are described as the 1% population.   In order for this group of students to receive instruction that is aligned with the Montana Common Core Standards (MCCS), special educators need to be introduced to the new and rapidly changing perspective about academic instruction and its relevance for students who traditionally participate in a more functional/life skills curriculum.  The low incidence initiative of Project REAL is focused on disseminating information about changing perspectives and providing an opportunity for teachers to be introduced to a new set of instructional resources designed to help them design and implement standards-aligned instruction.  This is occurring through information dissemination, targeted training opportunities, and support to teachers who are attempting to implement these new practices.


Martin Blair

EnvisionIT is an online curriculum to help prepare students for transition to post-school opportunities. In Montana, limited education resources are focused on providing effective standards-aligned education tools that promote literacy and enable our youth to engage in activities that result in college and career readiness skills. The use of effective tools is particularly important for the approximately 7,000 secondary-aged (grades 7-12) students with disabilities served in Montana’s public schools. Our goals are to: (a) build and implement an “Awareness to Adoption” plan with LEA special education directors, secondary school counselors and LEA superintendents/ associates, and the Montana Digital Academy; (b) implement the EnvisionIT curriculum in Montana secondary schools for a three year period, following a prescribed sampling and research design; and, (c) scale-up and sustain the use of the EnvisionIT curriculum, incorporating it as a credit-generating course for Montana’s secondary students. -- As a result of our efforts, we anticipate the following outcomes: (a) by 2017, over 150 students and 15 education staff who serve them will be trained in the use of this high quality transition-focused resource; and, (b) EnvisionIT resources will be available to Montana schools as a for-credit curriculum option to support college and career readiness courses.

MENU-AIDDS: Nutrition Intervention for Weight and GI Dysfunction in Disability A.

Kathleen Humphries

Specific Aims and Hypotheses: Many adults with intellectual or developmental disabilities (IDD) live in community-based supported arrangements. In these settings, paraprofessionals with little or no training in nutrition or dietary planning directly supervise the households dietary intake. Further, they often lack support for creating and managing a food system that offers healthy choices. There is a need for an evidence-based approach to menu and dietary planning for this population. As direct care staff change shifts and/or new staff begin work, it is critical to the health of individuals living in a group home that their food systems are maintained through established policies and consistent procedures. The primary aim of this behavioral trial is to assess the efficacy of a household-level nutrition intervention (T) versus a control condition (C) on weight status at 6 months among adults with intellectual or developmental disabilities (IDD) residing in community-based group homes. This study will use a group randomized design with two conditions (T and C). Over six months, participants in T will receive MENU-AIDDs (Materials supporting Education and Nutrition in Adults with Intellectual or Developmental Disabilities), and participants in C will receive their regular food service. Randomization will occur at the level of group home. Twenty-two group homes (11 per condition) will participate, for a total of 132 study participants. The study will test the following hypotheses -- Primary hypothesis: At 6 months from randomization, adults with IDD receiving MENU-AIDDs (T) will have significantly lower Normal Weight Deviation Scores (defined as the absolute value of the deviation from the range of normal BMI) than adults with IDD receiving regular food service (C). Secondary hypotheses: 1. At 6 months, adults with IDD in T will have significantly lower Overall Gastrointestinal Symptom Scores (a sum of seven individual symptoms scores) than adults with IDD receiving regular food service (C); 2. At 6 months, adults with IDD in T will have significantly higher Healthy Eating Index scores from menus (HEIM) than adults with IDD in C; 3. At 6 months, adults with IDD in T will have significantly higher Healthy Eating Index scores from Food Frequency Questionnaire (HEIDI) than adults with IDD in C.

Field Test of Internet-Based Safer and Stronger Program for Women with Disabilities

Rosemary Hughes

Portland State University holds the primary grant and the work by the University of Montana on the project is funded via subcontract and involves a randomized, controlled trial to test the efficacy of the internet-based Safer and Stronger Program (SSP) with 390 women with diverse disabilities to be recruited by centers for independent living in Montana, Arkansas, and Arizona. The single-session SSP provides information about interpersonal violence, risk factors, and safety-promoting strategies while integrating survivor stories and affirming narration. It is expected that results from this study will have significant policy implications for the safety and well-being of women with disabilities and Deaf women.

Motivating Smokers with Mobility Impairments to Quit Smoking

Rosemary Hughes

 A contract (3 of 5 years) with The Miriam Hospital/Brown University in Rhode Island. We are developing an innovative DVD-based smoking cessation intervention for people with significant mobility limitations. The aim of this project is to use community based participatory research to develop and produce a theory-based DVD for smoking cessation that is tailored for smokers with mobility impairments, and test the efficacy in a randomized clinical trial. -- Principal Investigator: Belinda Borrelli, PhD -- Co-Investigators: Beth Bock, PhD; Rosemary Hughes, PhD and Tom Lasater, PhD -- Funding Agency: National Cancer Institute -- Dates: 2009 - 2014

Developing a Community Health Index for People with Disabilities

Meg Ann Traci

This is a CDC regrant through the University of Illinois.

Montana Disability and Health Program and Sales and Service

Meg Ann Traci

The MISSION of the Montana Disability and Health Program, Living Well Under the Big Sky, is to promote the health and independence of Montanans with disabilities. During the next two years, our GOAL is to maintain and expand our capacity to conduct the six core activities of: (1) maintaining and expanding partnerships, (2) developing and implementing statewide strategic planning, (3) implementing, evaluating, and expanding prescribed public health surveillance; (4) serving as a disability and health technical assistance resource, (5) providing technical assistance to Montana's communities, and (6) preventing secondary conditions and promoting the health of Montanans with disabilities. Specific objectives include: 1. Maintain strong partnership between UMRI and MDPHHS and develop partnerships with other state and community agencies. 2. Maintain and develop Advisory Board capacity. 3. Maintain and expand broad Disability and Health Network 4. Complete and implement a statewide strategic plan for disability and health. 5. Continue to assess and monitor the health status and health behaviors of Montanans with disabilities. 6. Improve the capacity of professionals and service providers to conduct health education and promotion for people with disabilities by serving as a technical assistance resource and focal point for the prevention of secondary conditions in Montana. 7. Improve the capacity of persons with disabilities, professionals and service providers to prevent secondary conditions in Montana communities by providing health education information and materials that are timely, relevant, and accessible. 8. Plan, implement, and evaluate health promotion interventions to prevent and manage secondary conditions and improve the health of Montanans with disabilities. 9. Increase the number of state and community service provider plans, policies, programs, and procedures that address the health of Montanans with disabilities. 10. Expand the roles, scope, and capacity of MTDH.

Region VIII ADA Center

Nancy Arnold

Provide technical assistance for evaluating the Region VIII ADA Centers performance.