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This project aimed to develop a comprehensive set of evaluation tools to assess the accessibility and inclusion of families with children on the autism spectrum in cultural institutions. A stakeholder team conducted interviews, reviewed museum artifacts, and observed museum programming. An evaluation toolkit was constructed by incorporating best practices from current literature and collected data. Tools were piloted and revised after being implemented in the museum context. The Toolkit to Increase Accessibility and Inclusion for Children on the Autism Spectrum and with Sensory Processing Differences in Cultural Institutions was developed with five unique tools, the Dimensions of Accessibility framework, and further resources to provide a self-assessment of cultural institutions. The toolkit can be used broadly across many types of institutions and self-assessment can lead to proactive development of public spaces, institutions, and programming that is accessible and inclusive of diverse groups of people, beyond families with children on the autism spectrum.

Background Understanding the daily health experiences of people with intellectual disability is necessary to illuminate factors that may be influencing health and health disparities. The objective of this study is to understand how people with intellectual disability participate in and access health promotion. Methods Ten adults with intellectual disability engaged in an adapted photovoice study. Results Four themes emerged: Health Is Who We Are; Health is What We Do; Health Is Our Body, Mind, and Place; and Barriers and Facilitators. Participants communicated an understanding of health, a strong identity of themselves as being healthy, and diverse participation in health promotion. Additionally, participants identified specific resources and support necessary to pursue health. Participants' broad description of health aligns with understandings of the social determinants of health. Conclusion Participant's holistic view of health and experienced factors of health promotion should inform the development and implementation of inclusive health programming for people with intellectual disability.

Individuals with intellectual and developmental disabilities (IDD) have unique and complex health care needs that require health care access. Barriers, such as decreased health literacy and a lack of experienced physicians working with this population, make access to inclusive health care increasingly difficult. Therefore, it is important for occupational therapists to intentionally create opportunities to improve healthcare access and utilization for this population. This paper describes the collaborative health narrative development process as well as the inclusion of three examples created by co-authors with intellectual or developmental disability.

Date Presented 04/02/2022 Children with autism spectrum disorder (ASD) have significant feeding challenges that create barriers to successful mealtimes. A qualitative study consisted of thematic analysis of 12 semistructured interviews of mothers who participated in 24 home-based feeding sessions and parent education to examine the perceived impact of parent-mediated feeding therapy. Data validated the complexity of maternal roles and supported positive child-specific goals as well as parenting efficacy and family participation. Primary Author and Speaker: Libby Hladik Additional Authors and Speakers: Karla Ausderau, Brittany St John

Date Presented 03/31/2022 Health disparities exist for individuals with intellectual and developmental disabilities (IDD). Health-related research addressing health and well-being rarely includes individuals with IDD and their caregiving communities as a result of misconceptions regarding their ability and interest in research. OT research should include self-advocates with IDD; this presentation will discuss how to effectively integrate stakeholders in the production and dissemination of health research. Primary Author and Speaker: Allison Doerpinghaus Additional Authors and Speakers: Libby Hladik, Megan Gray, Natalie Dulaney, Karla Ausderau Contributing Authors: John Rogers, Brittany St John, Nicole Noblet, Kayte Barton

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The purpose of the study was to examine the effectiveness of a parent-mediated, in-home feeding intervention (parent training, direct intervention, and parent coaching) over 6 months for families with children with autism spectrum disorder (ASD). The findings support preliminary evidence that the intervention improves eating skills and mealtime behaviors in children with ASD and the need for more targeted feeding interventions for children with ASD that involve the parents in the natural context of the home. Primary Author and Speaker: Karla Ausderau Additional Authors and Speakers: Brittany St John, Libby Hladik, Shannon Kant, Jessica Muesbeck, and Holly Romaniak

Date Presented 03/27/20 The purpose of the study was to examine the effectiveness of a parent-mediated, in-home feeding intervention (parent-training, direct intervention, and parent coaching) over six months for families with children with ASD. The findings support preliminary evidence of the intervention at improving eating skills and mealtime behaviors in children with ASD and the need for more targeted feeding interventions for children with ASD that involve the parents within the natural context of the home. Primary Author and Speaker: Karla Ausderau Additional Authors and Speakers: Shannon Kant, Jessica Muesbeck, Libby Hladik, Holly Romaniak, Brittany St. John

Date Presented 03/26/20 People with IDD and their caregivers have lacked the opportunity for meaningful research participation and the chance to be engaged partners in the research process. This capacity-building study collaborated with Special Olympics to develop a skilled community of stakeholders to participate in the development and evaluation of health outcomes for research. Primary Author and Speaker: Karla Ausderau Additional Authors and Speakers: Libby Hladik, Megan Gray