Neurodiversity

For neurodiverse individuals, the transition to adulthood presents a series of challenges. These include grappling with questions of identity, meaning and life direction as they move from the structure and supports of childhood and adolescence to the possibilities of independent life – as well as addressing the concrete needs for specific accommodations and services relating to secondary education, life skills, physical and mental health when systems of care suddenly change.

For a great many, transition outcomes are far from optimal, for many reasons. Transition care systems are often fragmented, and providers, therapists and families struggle to navigate the broad array of systems and services. Adult primary care as well as specialty healthcare providers equipped to work with neurodiverse patients may simply not be available. Providers and therapists who work with transition typically work in their own ‘silos,’ making it difficult to coordinate care, much less to understand and address the root causes of problems.

This conference will examine the transition process from a lifespan perspective. It will review what different providers, therapists, and families should know about transition care, transition-related systems, available programs and resources, and how to access them, including mental health care. And it will explore systems issues, obstacles, and possible solutions with the goal of helping families, health providers, therapists, and care system leaders work together to improve the transition process for neurodiverse individuals.

Target Audience
This activity has been designed for primary care physicians, physician assistants, nurse practitioners, nurses, psychiatrists, neurologists, psychologists, social workers, OT’s, PT’s, SLPs, BCBAs/LBAs, education providers, and school-support staff, as well as family and self-advocates who are involved transitions for neurodiverse individuals.

Educational Objectives:

At the conclusion of the activity, participants should be able to:

1. Describe the impact of early life transitions on outcomes and transition to adulthood among individuals with neurodisabilities within a lifespan/developmental trajectory framework.
2. Analyze and respond to the mental health issues frequently encountered in individuals with autism / other neurodisabilities within a neurodiversity framework.
3. Compare or differentiate the work of multiple providers (special educators, SW’s, OT’s, ST’s, ABA/psychologists, physicians including PCP’s, neurologists, psychiatrists, RNs, and family advocates) serving neurodiverse individuals and why these matter for transitions.
4. Identify the main transition related systems, programs, and resources in New York State including the basics on how to access/apply for them.
5. Discuss and propose solutions to systems issues and obstacles in transition care.

ACCREDITATION STATEMENTS

The State University of New York (SUNY) Downstate Health Sciences University is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

DESIGNATION STATEMENT

SUNY Downstate Health Sciences University designates this live activity for a maximum of 6.0 AMA PRA Category 1 Credit(s)TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nursing: SUNY Downstate Health Sciences University is approved as a provider of nursing continuing professional development by the Northeast Multistate Division Education Unit, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation. Attendance of at least 90% of the live activity is required for nursing contact credits.

Physician Assistants: AAPA accepts category 1 credit from AOACCME, Prescribed credit from AAFP, and AMA category 1 credit for the PRA for organizations accredited by the ACCME.

Social Workers/Psychologists/OT/PT:

SUNY Downstate Health Sciences University is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0469.

SUNY Downstate Health Sciences University is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0237.

SUNY Downstate Health Sciences University to become an Approved Sponsor of Continuing Teacher and Leader Education (CTLE) pursuant to Section 80-6 of the Regulations of the Commissioner of Education-#23984.

SUNY Downstate Health Sciences University is recognized by the New York State Education Department’s State Board as an approved provider of continuing education for licensed occupational therapists, physical therapists & physical therapist assistants.

MOC STATEMENT

Successful completion of this CME activity, which includes participation in the activity and individual assessment of and feedback to the learner, enables the learner to earn up to 6 MOC points in the American Board of Pediatrics (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

DISCLOSURE STATEMENT: SUNY Downstate Health Sciences University Office of CME (OCME) and its affiliates are committed to providing educational activities that are objective, balanced, and as free of bias as possible. The OCME has established policies that will identify and resolve all conflicts of interest prior to this educational activity. All participating faculty are expected to disclose to the audience, verbally or in writing, any commercial relationships that might be perceived as a real or apparent conflict of interest related to the content of their presentations and unlabeled/unapproved uses of drugs and devices. Detailed disclosures will be made verbally and/or in writing during the program.

Host or Publisher SUNY Downstate Health Sciences Universtiy