Serving Children with Developmental Disabilities and Behavioral Health Diagnoses: How are we doing in Georgia? Presenters: Mark Crenshaw, MTS, Nathan Heald, MSW, Akilah Heggs, MA, Kelley Mautz, MPA, Matthew Segal, PhD, Linda Henderson, PhD, Amy Glass, PhD & Daniel Crimmins, PhD Introduction: The Georgia Leadership & Education in Neurodevelopmental Disabilities (GaLEND) is an interdisciplinary training program for future professionals, disability advocates, and family members. The GaLEND cohort consisted of 17 students, professionals, family members and self-advocates representing a wide range of related disciplines, including social work, psychology, public health, speech language pathology, physical therapy, and special education. Guided by the MCH Leadership Competencies, GaLEND trainees support the building of Georgia’s infrastructure to better respond to the unique needs of children living with autism and other disabilities. This project utilized a Participatory Action Research approach and Appreciative Inquiry interview techniques to engage critical stakeholders across all levels of the system of care to facilitate a conversation and plan of action towards positive change in Georgia. Project Objectives: Problem Statement Children under 18 with dual diagnoses (DD/MH) in GA and their families do not have access to the public services they need in their homes and communities to promote health, academic success, and independence Project Scope The focus of the project is an exploration of Georgia’s current approach to working with children who have both developmental disability and behavioral health diagnoses. Trainees gathered information from key stakeholders in government and education at the state and local levels, community service providers, advocacy organizations and families who are impacted by this dilemma. Results/Conclusions: Research on best practices from local systems in Georgia and other approaches around the US suggest there are a number of strategies and models that lead to positive change. These include utilization of a medical home model, implementation of community based supports, facilitation of inter- and intra-agency communication and collaboration, and creation of a DD/MH task force working group. Recommendations/Next Steps: 1)To increase the platforms available for parents, self-advocates and the larger community to advocate more effectively for adequate services for children with developmental disabilities and behavioral health diagnoses. The first demonstration was a video series developed by the LEND cohort. 2)Initiate a dialogue for the purpose of developing a collaboration between families, schools, advocates, providers and state and local agencies serving persons with developmental disabilities and behavioral health diagnoses to consistently identify gaps in services and opportunities to coordinate services. Ecological Model of Systems Coordination Guiding Questions:  How many families are eligible for services and qualify as dually diagnosed?  What are the available services and supports for families with a school-age child with a dual diagnosis?  What strengths of the current system exist?  What barriers to exist for both families and providers?  What changes might be made to foster improved outcomes for families? Participatory Action Research Process Model