Projects

The objective of Advancing Hózhó in Autism Assessment (AHAA) for Diné Families is to develop recommendations to ensure that autism spectrum disorder (ASD) assessment practices and the context in which assessments occur are culturally responsive. Hózhó is a wellness philosophy that guides thoughts, speech, and behavior in Diné culture. Through a Hózhó lens, this study will advance knowledge on ASD assessment that is congruent with Diné culture. Our long-term goal is to ensure that ASD services are culturally responsive for Diné families and reduce persistent Indigenous ASD inequities.

For more information, contact:

Ronda Jenson
928-523-8103
Ronda.Jenson@nau.edu

Olivia Jasmine Lindly
928-523-5155
Olivia.Lindly@nau.edu

Davis Henderson
Davis.Henderson@nau.edu
928 523-7495

The goal of this project was to conduct a review of academic and “grey” literature to identify program elements promoting inclusion of neurodiverse children and youth in informal STEM learning. Informal STEM learning experiences are opportunities to engage in STEM learning in a variety of settings outside of the classroom. Informal learning allows for self-directed learning experiences where the learner has the opportunity to guide their own learning and pursue their own interests.

Link to NSF award info and abstract: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2115542

The project resulted in the completion of the following publications:

1. Jenson, R. J., Lee, M. S., Vollmer, A. R., Maroushek, E. E., & Hughes, A. E. (2024). Exploring programmatic elements that foster neurodiverse children and adolescents’ participation in informal STEM learning programs: a systematic review. Disciplinary and Interdisciplinary Science Education Research, 6(1), 22. https://link.springer.com/article/10.1186/s43031-024-00113-9
2. Jenson, R. J., & Lee, M. S. (2024). Engaging Neurodiverse Youth in Informal STEM Learning: Strategies and Recommendations. Connected Science Learning, 1-7. https://www.tandfonline.com/doi/full/10.1080/24758779.2024.2348490?casa_token=jgYWb4yM40UAAAAA%3AXLGhoZUq_OrAwvsO3m0YgUDFHD8NQWkmSLSi2mPl5h5NIJdhcBzukGnxENi94HbsbNySQZ_vDKIh
3. Jenson, R., Lee, M., Hughes, A., Vollmer, A., & Maroushek, E. (2024). Effective Inclusion Practices for Neurodiverse Children and Adolescents in Informal STEM Learning: A Systematic Review. Review of Disability Studies: An International Journal, 19(2). https://www.rdsjournal.org/index.php/journal/article/view/1271
4. Jenson, R. J., Lee, M. S., Day, A. D., Hughes, A. E., Maroushek, E. E., & Roberts, K. D. (2023). Effective inclusion practices for neurodiverse children and adolescents in informal STEM learning: a systematic review protocol. Systematic Reviews, 12(1), 109. https://link.springer.com/article/10.1186/s13643-023-02278-2
5. Lee, M. S., Hughes, A., Lockmiller, C., Day, A., Brown, M., & Jenson, R. (2023). Working together: How academic librarians can help researchers prepare for a grey literature search for systematic reviews involving minoritized populations. The Journal of Academic Librarianship, 49(6), 102626. https://www.sciencedirect.com/science/article/abs/pii/S0099133322001422

AISL is one component of IHD’s DYNA-STEM (Discover your Neurodiverse Advantage in STEM) project, which focuses on assisting neurodiverse students in navigating and succeeding in STEM education and careers. Through research conducted by Northern Arizona University’s Institute for Human Development, we explore theories and strategies that play a role in neurodivergent learning and student success. While most of our work is on post-secondary education, there is also a focus on the entire educational system, with K-12 and transition to employment being researched as well. See the DYNA STEM website for more information on related programs.

Operating on tribal lands in 26 states, the purpose of the American Indian Vocational Rehabilitation Services (AIVRS) projects is to help tribal members with disabilities prepare for and obtain gainful employment. To assist AIVRS projects in achieving that goal, in October 2015 IHD was awarded a five-year grant and entered into a cooperative agreement with the U.S. Department of Education’s Office of Special Education and Rehabilitative Services, Rehabilitation Services Administration. Its purpose was to develop the American Indian Vocational Rehabilitation Training and Technical Assistance Center (AIVRTTAC) in order to provide education, guidance, and technical assistance (TA) to AIVRS projects. With renewed funding as of October 2021, and in partnership with Northwest Indian College’s Tribal Vocational Rehabilitation Institute, AIVRTTAC can continue to develop and provide training, technical assistance, and capacity building resources to more than 90 AIVRS projects across the nation.

1) Intensive Training and Technical Assistance (ITTA)

ITTA consists of extended training and technical assistance focused on the specific needs of AIVRS projects, with goals and activities established and agreed upon by AIVRTTAC and the project receiving ITTA. It might include an initial and post-case file review; a policies and procedures review; training on program management and case management practices; and coaching and guidance on vocational rehabilitation (VR) practices and services. ITTA is intended to bring about changes to policies, programs, practices, and/or operations that can increase an AIVRS project’s ability to help tribal members with disabilities obtain gainful employment.

In order to begin ITTA services, the AIVRS project and AIVRTTAC develop an ITTA Agreement, which involves the whole staff and stipulates a longer time commitment (several months to over a year) on the part of the AIVRS project. Typically, the ITTA site is provided a minimum of two on-site visits in order to gather information that will help define and inform the activities and processes in the ITTA Agreement. In addition, AIVRTTAC provides consistent in-depth virtual meetings to train staff on key topics that meet the objectives of the ITTA Agreement.

During the first grant period (2015 – 2021), AIVRTTAC staff provided ITTA to 31 AIVRS projects.

2) Targeted Training and Technical Assistance (TTTA)

TTTA is intended to address specific topics of interest to AIVRS projects through various methods, including meetings, conferences, webinars, phone calls, and collaboration with other RSA-funded centers. AIVRTTAC annually identified the needs of AIVRS projects in collaboration with RSA and tailored TTTA activities to address those needs. TTTA often takes on the form of coaching and guidance phone calls or short one-to-one emails. It also includes over 100 webinars and in-person training and TA that have been provided by AIVRTTAC since it was founded in 2015. TTTA trainings cover a wide range of topics, including conversations on self-care in the middle of the COVID-19 pandemic, an overview of the VR process, and best practices for project evaluation and data management.

AIVRTTAC has provided TTTA to over 450 individual participants and almost all of the 90+ AIVRS projects.

3) Universal Training and Technical Assistance (UTTA)

The purpose of UTTA is to make AIVRTTAC materials and products available in formats that can be used independently by AIVRS staff and other individuals in the AIVRS field. It is provided through website information or resources such as newsletters, recorded webinars and Talking Circles, products and tools, toolkits, and e-learning modules, all of which can be downloaded from the AIVRTTAC website by independent users. Through UTTA, AIVRTTAC has reached over 5,000 users.

4) Capacity Building

AIVRTTAC’s capacity building activities consist of training and continuing education courses offered by the Tribal Vocational Rehabilitation (TVR) Institute at Northwest Indian College to enhance the knowledge and skills of AIVRS project staff. The TVR Institute offers 13 courses in tribal VR knowledge and skills, which are attended by VR professionals to gain specific AIVRS training and to earn an Award of Completion in TVR Studies.

Information about enrollment and course details can be found on the TVR Institute website.

AIVRTTAC staff are always seeking to understand the needs of all AIVRS projects so that we may continue to design and provide culturally responsive training and TA activities. Our goal is to improve the capacity of AIVRS projects to provide VR services and increase successful employment outcomes for all eligible tribal participants.

Wayne Dagel is the project director for AIVRTTAC.

Visit AIVRTTAC ‘s website.

For more information contact:

IHD received a $50,000 award from the Arizona Developmental Disabilities Planning Council (ADDPC) to launch the ATLAS (Advancing Assistive Technology for Learning and Accessibility in Higher Education for Students with I/DD) Project. ATLAS is a one-year model demonstration project that will significantly contribute to the field of inclusive postsecondary education. Through the use of targeted assistive technology training, assessment, intervention, and support, students with intellectual and developmental disabilities (I/DD) will access enhanced learning experiences and increased independence.

For more information about ATLAS, email Dr. Sakénya McDonald at sakenya.mcdonald@nau.edu.

Assistive technology (AT) includes thousands of products that enable persons with disabilities to be more productive and independent in daily activities. Assistive technology products range from simple to complex and can be used at home, work, school, and in the community to reduce barriers and increase personal abilities.

At AzTAP, we assist persons with disabilities of all types and ages as well as family members, service providers, employers, and the general public to become better educated about the value and use of assistive technology. Let AzTAP help you choose the right technology!

As required by the 21st Century Assistive Technology Act, our services include:

• Assistive Technology Consultations: An exploration of the specific needs of an individual, including a review of the functional tasks and what assistive technology options would potentially be helpful to the individual.
• Information & Assistance: Providing general information, referral, and support to persons with disabilities, their family members, and rehabilitation providers to explore assistive technology options, available support services, and how to acquire specific assistive technology devices.
• Short Term Assistive Technology Device Loans: Lending assistive technology devices for individuals to try out at work, school, or home for the functional task for which it is needed.
• Assistive Technology Device Demonstrations: A guided, hands-on exploration of an assistive technology device to review its specific features and operation and, if possible, compare it against the features of a similar device or devices.
• Assistive Technology & Durable Medical Equipment Reuse Services: Online services assisting with locating, selling, donating, or exchanging used assistive technology devices and durable medical equipment.
• Public Awareness: Providing trainings and outreach on AzTAP programs and services as well as increasing awareness of assistive technology and its application for persons with disabilities.
• Training on Assistive Technology: Providing custom designed trainings on assistive technology devices, services, and topics.
• Technical Assistance: Providing technical assistance and advisement to community organizations, public services, and businesses related to assistive technology and the service needs of their customers with disabilities.
• Alternative Low Interest Financing for Purchasing Assistive Technology: Providing low-interest financial loans with flexible lending terms to persons with disabilities and/or their families to purchase assistive technology.

Other AzTAP programs at IHD include the Adaptive Gaming Clinic and the Assistive Technology Lending Libraries.

Please follow this link to the main AzTAP website: The Arizona Technology Access Program

For more information contact:

American Indian Vocational Rehabilitation Services (AIVRS) projects help American Indian and Alaska Native tribal members with disabilities prepare for, obtain, and maintain employment. Research on effective and culturally responsive AIVRS policies and practices is extremely limited. IHD’s Culturally Appropriate Research in American Indian Employment (CARE) project is an effort to fill this knowledge gap through a community-based participatory research study, consisting of interviews and focus group discussions with AIVRS staff and service recipients to understand what policies and practices are effective in the AIVRS context.

Research findings will be disseminated to the AIVRS community in collaboration with the American Indian Vocational Rehabilitation Training and Technical Assistance Center (AIVRTTAC). Through the CARE project, we aim to empower AIVRS staff and service recipients with evidence-based practices and recommendations to enhance the effectiveness of tribal VR services, ultimately improving outcomes for indigenous tribal members with disabilities as they pursue meaningful and gainful employment.

Additional information about CARE can be found here: CARE Project Page and CARE Award Announcement.

District Continuous Improvement (DCI) is a statewide project with the goal of improving the educational outcomes for all students, especially students with disabilities, through an evidence-based professional development approach. Visit the DCI webpage for more information.

DCI is a component of MoEdu-SAIL (Missouri Educational Systems and Instruction for Learning), the online source of professional development materials and resources for Missouri school districts and the statewide system of support. IHD’s research director Dr. Ronda Jenson and her team have been collaborating with the Missouri Department of Elementary and Secondary Education (DESE) since 2007. With repeated funding from the U.S. Department of Education, Office of Special Education Programs (OSEP), State Personnel Development Grants (SPDG), the partnership between DESE and Dr. Jenson’s team has continued for over 15 years.

District Continuous Improvement Multi-Tiered System of Support (DCI-MTSS) focuses on improving literacy outcomes for all students, especially students with disabilities, by blending effective educational initiatives with ongoing support from the U.S. Department of Education. Visit the DCI-MTSS webpage for more information.

DCI-MTSS is a component of MoEdu-SAIL (Missouri Educational Systems and Instruction for Learning), the online source of professional development materials and resources for Missouri school districts and the statewide system of support. IHD’s research director Dr. Ronda Jenson and her team have been collaborating with the Missouri Department of Elementary and Secondary Education (DESE) since 2007. With repeated funding from the U.S. Department of Education, Office of Special Education Programs (OSEP), State Personnel Development Grants (SPDG), the partnership between DESE and Dr. Jenson’s team has continued for over 15 years.

IHD serves as the external evaluator for Project Hoʻokuʻi IV: ʻOhana Lōkahi (H4), housed at the University of Hawaiʻi at Mānoa. H4 is a school-based intervention that aims to cultivate a college-bound culture within the Native Hawaiian community. It builds on three previous Hoʻokuʻi projects by adding a strong family engagement component to an existing program that has helped prepare over 1,000 high school students for the transition to college.

The project’s current iteration provides multiple student supports including mentoring, tutoring, financial assistance, and facilitated meetings with parents. Mentoring activities are focused on the college admissions process, academic needs, and career aspirations. Tutoring topics include English, writing, and math, as well as other subjects that will prepare students for college. Through its grant, H4 can provide financial support to high school students enrolled in college courses by covering the costs of tuition, books, and transportation. Participating parents engage in culturally rich activities with their children, but also serve as role models for other students and families.

The Missouri Pathway for Aspiring Leaders in Special Education (MoPAL) is a three-year project, sponsored by the Missouri Department of Elementary and Secondary Education, to help Missouri administrators develop their expertise in special education leadership. Visit the MoPAL webpage for more information.

MoPAL is a component of MoEdu-SAIL (Missouri Educational Systems and Instruction for Learning), the online source of professional development materials and resources for Missouri school districts and the statewide system of support. IHD’s research director Dr. Ronda Jenson and her team have been collaborating with the Missouri Department of Elementary and Secondary Education (DESE) since 2007. With repeated funding from the U.S. Department of Education, Office of Special Education Programs (OSEP), State Personnel Development Grants (SPDG), the partnership between DESE and Dr. Jenson’s team has continued for over 15 years.

The Northern Arizona Disability Needs Assessment project aims to identify the experiences of the northern Arizona disability community before, during and after the COVID-19 pandemic as well as the needs of the Northern Arizona disability community.

There are two parts to this project:

1. Conducting interviews with individuals with disabilities/self-advocates, family members of individuals with disabilities, American Indian family members of individuals with disabilities, and service providers living in northern Arizona during the COVID-19 pandemic.
2. Developing and administering a survey based on the results of the interviews. This survey includes questions on COVID-19 beliefs, safety, and COVID-19 vaccination. For more information about the survey please click here: https://nau.edu/ihd/covid-project-survey

To take this survey please click here: https://qualtrics.nau.edu/jfe/form/SV_0Di729EOGgTRo6G

Developing a Collaborative Infrastructure for Educating STEM Undergraduate Students who are Neurodiverse Learners

The purpose of NSF INCLUDES is to address the broadening participation challenge of increasing neurodiversity in STEM fields by increasing the number of students with autism, ADHD, and other diverse neurological disabilities who succeed in postsecondary science, technology, engineering, and math (STEM) education. It is a partnership between IHD, Auburn University, The Ohio State University, and the University of Missouri – Kansas City. Visit the NSF INCLUDES webpage for more information.

NSF INCLUDES is one component of IHD’s DYNA-STEM (Discover your Neurodiverse Advantage in STEM) project, which focuses on assisting neurodiverse students in navigating and succeeding in STEM education and careers. Through research conducted by Northern Arizona University’s Institute for Human Development, we explore theories and strategies that play a role in neurodivergent learning and student success. While most of our work is on post-secondary education, there is also a focus on the entire educational system, with K-12 and transition to employment being researched as well. See the DYNA STEM website for more information on related programs.

The Institute for Human Development has received funding from the Arizona Developmental Disabilities Planning Council (ADDPC) to create and implement statewide Online Privacy and Safety (OPS) trainings. These trainings aim to teach individuals with intellectual and developmental disabilities (I/DD) essential skills to safely navigate the Internet. By collaborating with participants and incorporating their feedback, OPS seeks to empower people with I/DD to (1) safely navigate online environments, (2) connect with their friends, family, and community, and (3) enhance their access to all aspects of the human experience. View the OPS webpage here.

The purpose of PATHS: Providing Accessible Training and Home Support for Parents with Intellectual Disabilities is to improve access to high-quality parenting support for Arizona parents with intellectual disabilities (ID) who have infants or young children. The target population of the project is (a) parents with ID who have children ages 0-3 and (b) home visitors who provide parenting information and support through evidence-based home visiting programs in Arizona. Through this project, home visiting programs and home visitors will receive training and resources that enhance their program curricula and the delivery of relationship-based supports to address the needs of parents with ID.   

PATHS information page

Project BEAM (BE A Mathematician) is an innovative approach to fostering diverse and inclusive participation in STEM fields, specifically math. Its overarching goal is to identify indigenous and Hispanic/Latino middle school students who have potential in mathematics and nurture their innate curiosity, skills, and potential for achievement both inside and outside of the classroom. Project BEAM workshops are informed by Mexican culture and traditions and designed to teach mathematical concepts to parents, teachers, and community members who are active in the lives of middle school youth. The goal of Project BEAM is to support math learning through interactive activities that are culturally informed, engaging, and experiential. Project BEAM is a five-year research project funded by the U.S. Department of Education and the Jacob K. Javits Gifted and Talented Students Education Program and a collaborative initiative between IHD and the Center for Disability Studies at the University of Hawaiʻi.

The NAU Pyramid Model for Program-Wide Positive Behavior Supports offers free coaching and training for all types of early childhood programs and childcare settings in Flagstaff and neighboring communities.  Funded by the Arizona Department of Health Services – Office for Children and Youth with Special Health Care Needs (ADHS-CYSHCN), our mission is to increase the inclusion of children with special health care needs in public and private early childhood education and childcare settings.

The Pyramid Model is a comprehensive framework consisting of evidence-based practices aimed at fostering healthy social-emotional development in young children (https://challengingbehavior.org/pyramid-model/overview/basics). Through our project, staff in early childhood programs receive training, coaching, and technical assistance to adopt universal practices that create high-quality environments and cultivate nurturing, responsive relationships.  Additionally, our project equips educators with targeted supports to assist children requiring more individualized attention. Coaches support early childhood staff in person and virtually, building their capacity to implement evidence-based practices and create a system of support for young children.

For more information, contact Chelie Nelson chelie.nelson@nau.edu

The Supporting Inclusive Practices in Colleges (SIP-C) Program is a U.S. Department of Education grant-funded program with the mission of empowering individuals with intellectual disabilities to participate and thrive in higher education. We work closely with local college campuses in northern Arizona to deliver personalized academic support services and resources. SIP-C supports individuals with intellectual disabilities who are interested in pursuing an advanced degree, certification, or credential in any field.

Covering over 53,000 square miles of coverage across northern Arizona, SIP-C’s core values are “Front Door First” and “Set the Bar High.” These core values encourage student participants to utilize a wealth of resources available to them on college campuses and set ambitious, yet obtainable, goals in the areas of academic attainment, career exploration, and independent living. SIP-C students are matched with a dedicated educational coach and peer mentor who utilize evidence-based strategies to increase students’ self-determination and self-advocacy. SIP-C students attend colleges such as Northern Arizona University, Coconino Community College, Mohave Community College, and Northland Pioneer College and pursue degrees in any field. SIP-C is funded by the U.S. Department of Education Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grant program. View the SIP-C webpage here.

The Alliance for Students with Disabilities for Inclusion, Networking, and Transition Opportunities (TAPDINTO-STEM) is a National Science Foundation Eddie Bernice Johnson INCLUDES Initiative. TAPDINTO-STEM students, faculty, and staff are dedicated to increasing the number of students with disabilities graduating with STEM degrees, facilitating students with disabilities transition into the STEM workforce, and enhancing the collaboration among institutions of higher education. TAPDINTO-STEM students, faculty, and staff engage in activities like mentoring, networking, research, and systems change to help students with disabilities achieve their educational and career goals. 

Northern Arizona University is the lead institution of TAPDINTO-STEM’s Mountain Region Hub. Please contact Dr. Jade Metzger-Rifkin at jade.metzger@nau.edu for more information.

TAPDINTO-STEM is one component of IHD’s DYNA-STEM (Discover your Neurodiverse Advantage in STEM) project, which focuses on assisting neurodiverse students in navigating and succeeding in STEM education and careers. Through research conducted by Northern Arizona University’s Institute for Human Development, we explore theories and strategies that play a role in neurodivergent learning and student success. While most of our work is on post-secondary education, there is also a focus on the entire educational system, with K-12 and transition to employment being researched as well. See the DYNA STEM website for more information on related programs.

The project resulted in the completion of the following publication:

McCullough, B., Bellman, S., Buck, A., Jenda, O., Jenson, R., Marghitu, D., … & Traiger, J. (2024, June). NSF Eddie Bernice Johnson INCLUDES Initiative: TAPDINTO-STEM National Alliance for Students with Disabilities in STEM, An Innovative Intersectional Approach of Diversity, Equity, and Inclusion for Students with Disabilities. In International Conference on Human-Computer Interaction (pp. 112-124). Cham: Springer Nature Switzerland.  https://link.springer.com/chapter/10.1007/978-3-031-60884-1_8