Riley Child Development / LEND Training Program

This database is no longer actively maintained and is here for archival purposes only

Organization Type: 
Educational Institution
Program Type: 
Standing Program
Education Level: 
Postgraduate (e.g., residency, fellowship)
Educational Elements: 
Independent Study
Self Reflection Activities
Experiential not including services to patients
Experiential including clinical contact with patients
Program Description: 

This Riley Child Development / LEND Training Program's goal is to improve the health of infants, children, and adolescents with disabilities by preparing trainees from diverse professional disciplines to function at a high level of interdisciplinary clinical competence and to be ready to assume leadership roles in their respective fields. The LEND program provides interdisciplinary training, has faculty and trainees in a wide range of disciplines, and includes parents or family members as paid program participants.

Through the Combating Autism Act, the Health Resources and Services Administration (HRSA) and Maternal and Child Health Bureau (MCHB) currently fund 43 LEND Programs in 37 states. Together, these LEND Programs form a national network that shares information and resources, works together to address national issues of importance to children with special health care needs and their families, exchanges best practices and develops shared products. LEND Programs also come together regionally to address specific issues and concerns.

Trainees, in partnership with their supervisor, develop an individualized training plan with goals related to: clinical services (assessment, diagnosis, and intervention), advocacy and public policy, research methods, and use of technology. Trainees attend leadership didactic sessions topics such as typical and atypical child development and complete and present a leadership or research project.

Program Results: 

All LEND programs have annual reporting requirements through the Maternal Child Health Bureau.

Targeted Professions
Family Medicine
Nurse Practitioners
Social Work: 
Psychiatric social work
Medical social work
Clinical Health
Oral Health
Occupational Therapy, Physical Therapy, Speech/Language Pathology, Special Education, Family, Law, Public Health, Nutrition
Self-Reported Competencies
PCPCC’s Education and Training Task Force identified 16 interprofessional training competencies critical for preparing health professionals for practicing in team-based, coordinated care models such as patient-centered medical homes. Listed below are the self-reported competencies that this program has achieved, which have been organized by the five core features of a medical home as defined by the Agency for Healthcare Research and Quality
Patient-Centered Care Competencies: 
Cultural sensitivity and competence in culturally appropriate practice
Development of effective, caring relationships with patients
Patient-centered care planning, including collaborative decision-making and patient self-management
Comprehensive Care Competencies: 
Assessment of biopsychosocial needs across the lifespan
Coordinated Care Competencies: 
Care coordination for comprehensive care of patient & family in the community
Health information technology, including e-communications with patients & other providers
Interprofessionalism & interdisciplinary team collaboration
Team leadership
Quality Care & Safety Competencies: 
Evidence-based practice
Last updated July 21, 2014

* Please note: Information contained in this database is self-reported by representatives from each program. It does not represent an exhaustive list of education and training programs and inclusion does not constitute an endorsement from the PCPCC.


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