A Programmatic Evaluation of School Preparedness for Latinx Children and Families: A Partnership Program

Introduction: Latinx children are the fastest-growing ethnic minority of children under the age of 5 years in a tri-county area in the Southeastern United States (US Census, 2018). There are limited culturally and linguistically appropriate school preparedness initiatives in this geographic region. Methods: A cultural and linguistic appropriate program was developed in coordination with the state's largest Latinx advocacy organization and two patient-centered pediatric medical homes (PCPMHs) after securing extramural grant funding for an evidenced-based home visitation program using skilled community health workers (CHWs) aimed at Latinx children at the age of 0–5 years and their caregivers. The program includes developmental screenings using the Ages & Stages Questionnaires®, Third Edition (ASQ®-3), CHW role modeling of developmentally appropriate play, early literacy, connection to resources, oral health, nutrition, and physical activity. Results: Of the 103 unique children represented in this programmatic evaluation that received an initial and follow-up ASQ®-3 developmental screening, paired t-tests indicate statistically significant improvement in mean scores from the first to second ASQ®-3 in all five major developmental domains with the largest gains represented in the communication and fine motor skill domains. Conclusion: This evaluation suggests that low-frequency home visits from skilled CHWs can have a beneficial effect on development in early childhood. PPCMHs can serve as a hub for these community-based programs.

A-137 Role of Neuropsychology in Framing and Assisting the Development of Recovery Efforts: Education for Providers across Disciplines

Objective Information regarding differences in concussion and mild TBI recovery management protocols and recovery expectations vary across disciplines. This often leads to imprecise expectations for prognosis and adverse impacts on effective treatment and recovery. National groups and institutions provide training regarding concussion by neuropsychologists and rehabilitation psychologists to psychologists; however, broadband cross-discipline training is limited. Clinically, psychoeducation and clarification fall on Neuropsychologists and Rehabilitation psychologists. The purpose of this poster is to highlight the importance of the role of neuropsychologists in the education of concussion versus TBI recovery to support medical providers, teachers, and educators to facilitate appropriate care. Data Selection The current literature was review and obtained through the search within various databases such as PsycInfo, Google Scholar, and OhioLink. Keywords such as concussion, mild traumatic brain injury, psychoeducation, and neuropsychology were utilized to provide an inclusive review of the current research (2016–2021). Data Synthesis The focus of existing literature supports the education of concussions for patients and their families. Much of the literature supports the role of many disciplines to aid in recovery. There is limited research to support neuropsychology/Rehabilitation psychology’s efficacy to provide didactic training for providers of different fields supporting this population. Conclusion Through research, advocacy, and program development, the field of Neuropsychology and Rehabilitation psychology can utilize the holistic framework of the brain–body relationship to further facilitate the discussion of concussion and TBI recovery for providers of other disciplines serving these populations. Since treatment is multi-disciplinary for this clinical population, further programmatic evaluation provides interdisciplinary didactics to improve patient care.

Programmatic evaluation of a school-based typhoid vaccination campaign: findings of qualitative research

Background: Globally, typhoid fever is a vaccine preventable infectious disease with significant morbidity and mortality. Apart from EPI center, other alternative and accessible venues were needed for this vaccine like schools. The purpose of this study was to identify the factors influencing acceptance and rejection of participation in school-based typhoid vaccination program in target communities in Karachi.Methods: A qualitative study was conducted, 46 in-depth interviews were conducted with parents, teachers and administrators in the schools where the typhoid vaccine was provided. NVivo was utilized for data coding and themes were derived along with WHO’s analytical framework, vaccine hesitancy, that is, confidence, convenience and complacency, in responses to the vaccination.Results: Participants described confidence as a key factor that largely rooted their perceptions and attitudes related to the vaccination program. Stakeholders showed their concerns about affordability, safety and effectiveness and convenience of the vaccine’s delivery to the students. Satisfied participants from the school-based program showed lack of trust in quality of vaccine and vaccination procedures.Conclusions: Our findings indicate the importance of providing adequate information on vaccination through multiple communication channels, sustained social mobilization programs including community engagement. Addressing concerns through dialogic interactions were crucial for motivation and acceptance of the vaccination program.

American Association for the Surgery of Trauma Prevention Committee review: Family Justice Centers—a not-so-novel, but unknown gem

The American College of Surgeons Committee on Trauma requires that trauma centers demonstrate adequate financial support for an injury prevention program as part of the verification process. With the ongoing challenges that arise with important social determinants of health, trauma centers have the important task of navigating a patient through the complex process of obtaining services and tools for success. This summary from the American Association for the Surgery of Trauma Prevention Committee focuses on a model that has been present for several years, but has not been brought to full awareness in the trauma world. It highlights the importance of the Family Justice Center concept that brings a multitude of organizations under one roof, thus eliminating the hurdles encompassed by trauma patients, seeking life-changing resources necessary to mitigate the impact of both community violence exposure and intimate partner/domestic violence. It discusses the potential benefits of a partnership between trauma centers and Family Justice Centers and similar models. Finally, it also raises awareness of important programmatic evaluation research required in the arena of injury prevention targeting a population whose outcomes are difficult to measure.

Measuring the Effectiveness of In-School CVE Intervention Programs: Scope and Evaluation Methods

This presentation outlines the results of the primary programmatic evaluation efforts the Emergency Preparedness Research Evaluation and Practice (EPREP) Program has conducted since 2016. The presentation begins with an overview of the methodology of selecting outcome measures to evaluate program efficacy, as well as a description of the evaluation framework. Results of the longitudinal and quasi-experimental 2017 evaluation of the Online4Good Academy—on of the training events at the focus of the Boston CVE Pilot Program—are presented and discussed. In 2018, the EPREP Program utilized a longitudinal and quasi-experimental design to evaluate the efficacy of the Peer2Peer antihatred campaign Kombat with Kindness. Results and implications from this study are discussed. The final portion of the presentation describes the more recent activities of the EPREP Program—an evaluation of the online safety program Operation 250 (OP250). This portion of the lecture describes the psychological framework and theory of change under which OP250 implements their initiative. During the final segment we also present the preliminary results of a randomized controlled trial conducted at two different study sites in Massachusetts designed to evaluate the programs’ efficacy.

Bottom Up Construction of a Personality Taxonomy

In pursuit of a more systematic and comprehensive framework for personality assessment, we introduce procedures for assessing personality traits at the lowest level: nuances. We argue that constructing a personality taxonomy from the bottom up addresses some of the limitations of extant top-down assessment frameworks (e.g., the Big Five), including the opportunity to resolve confusion about the breadth and scope of traits at different levels of organization, evaluate unique and reliable trait variance at the item level, and clarify jingle/jangle issues in personality assessment. With a focus on applications in survey methodology and transparent documentation, our procedures contain six steps: (1) identification of a highly inclusive pool of candidate items, (2) programmatic evaluation and documentation of item characteristics, (3) test-retest analyses of items with adequate qualitative and quantitative properties, (4) analysis of cross-ratings from multiple raters for items with adequate retest reliability, (5) aggregation of ratings across diverse samples to evaluate generalizability across populations, (6) evaluations of predictive utility in various contexts. We hope these recommendations are the first step in a collaborative effort to identify a comprehensive pool of personality nuances at the lowest level, enabling subsequent construction of a robust hierarchy -- from the bottom up.

Bottom Up Construction of a Personality Taxonomy

In pursuit of a more systematic and comprehensive framework for personality assessment, we introduce procedures for assessing personality traits at the lowest level: nuances. We argue that constructing a personality taxonomy from the bottom up addresses some of the limitations of extant top-down assessment frameworks (e.g., the Big Five), including the opportunity to resolve confusion about the breadth and scope of traits at different levels of the organization, evaluate unique and reliable trait variance at the item level, and clarify jingle/jangle issues in personality assessment. With a focus on applications in survey methodology and transparent documentation, our procedures contain six steps: (1) identification of a highly inclusive pool of candidate items, (2) programmatic evaluation and documentation of item characteristics, (3) test-retest analyses of items with adequate qualitative and quantitative properties, (4) analysis of cross-ratings from multiple raters for items with adequate retest reliability, (5) aggregation of ratings across diverse samples to evaluate generalizability across populations, (6) evaluations of predictive utility in various contexts. We hope these recommendations are the first step in a collaborative effort to identify a comprehensive pool of personality nuances at the lowest level, enabling subsequent construction of a robust hierarchy – from the bottom up.