Part 2 of this two-part series provides an overview of evidence-based approaches and practices that can be used within schools to support the mental health of students with intellectual and developmental disabilities (IDDs). It also describes challenges and solutions when implementing these practices in schools.
By the end of the webinar, participants will be able to:
- Describe evidence-based approaches to support the mental health of students with IDDs.
- Weigh different ways that mental health programing can be delivered to students with IDDs at school.
- Plan for successful and sustainable mental health programing for students with IDDs.
- Know where to find additional resources to address mental health challenges in students with IDDs.
About the Speaker
Katherine Pickard, Ph.D., received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at JFK Partners at the University of Colorado School of Medicine. Her primary research interest is in the translation of evidence-based practices into community systems that are naturally positioned to serve children with autism spectrum disorders (ASD) and developmental delays. Dr. Pickard's research is grounded in community-engaged research models and guided by dissemination and implementation science. Dr. Pickard leads and collaborates on research examining mechanisms that foster the adoption, implementation and sustainment of evidence-based practices within a variety of community systems, including early intervention and public school systems. She is particularly interested in the role of families and community stakeholders in shaping interventions as they are implemented within the community, and in other factors that impact the reach and sustainability of translation efforts. Clinically, Dr. Pickard is a licensed psychologist and has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated interventions rooted in naturalistic, developmental and behavioral principles (know as NDBIs) as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occuring anxiety.