Reducing Disparities through Research and Translation (Text Version)

On September 20, 2011, Sue Swenson made this presentation at the 2011 Annual Conference. Select to access the PowerPoint® presentation (1.1 MB). Plugin Software Help.

Slide 1

Reducing Disparities through Research and Translation

AHRQ 2011
Sue Swenson, DAS
U.S. Department of Education/Office of Special Education and Rehabilitative Services (USED/OSERS)
sue.swenson@ed.gov

Slide 2

People with Disabilities

• About 19% of Americans have functional limitations.
• About 12% of Americans have a "severe" disability.

Source: Disability Rights Education & Defense Fund (DREDF), Improving Health and Access to Health Care for People with Disabilities, May 2009.

Slide 3

People Who Report Fair or Poor Health

• Asians—8%.
• Blacks—18%.
• American Indian/Alaska Native—22%.
• Hispanic—23%.
• People with Disability—40%.

Source: "Health Disparities Chart Book on Disability and Racial and Ethnic Status in the United States," Institute on Disability at the University of New Hampshire (IOD/UNH), 2011

Slide 4

Questions of value

• Is disability stigmatized?
  • "This is a good enough outcome."
  • "Disability is not compatible with health."
  • "Those people need to see someone who specializes in their disability."
  • "People would rather die than live with disability."
  • "It costs too much to include people with disabilities in my practice."
  • "I have time limits."

Slide 5

Doctor = Teacher

• The unspoken lesson:
  • If you can't get to the doctor's office.
  • If the office doesn't take your insurance.
  • If you can't get into the doctor's office.
  • If you can't get onto the examining table.
  • If you can't access testing or treatment equipment.
  • If you can't understand diagnostic questions, risks and instructions.
  • If you don't have the community support you need to carry out recommendations.

Slide 6

Doctor = Teacher

• The unspoken lesson:
  • You don't belong here.
  • Your health does not matter.

Slide 7

The Marketing Discipline

• Carve nature at its joints.
• Understand segments.
• Shared want, need, and way to pay.
• Shared information channels.

Slide 8

Segments

• Racial minorities.
• Ethnic minorities.
• Multi-ethnic identity.
• Density/ urbanicity.
• Income/poverty.
• Lifestyle/values.
• Disability.
• Gender.
• Age.

Slide 9

Proprietary Market Research

• One example: Nielsen Claritas PRIZM.
• There are 66 PRIZM segments.

Slide 10

Knowledge Translation

• Cross-cutting effort, like technology.
• F/T staff in a small office:
  • pimjai.sudsawad@ed.gov.
• Invitational training.

Slide 11

• National Institute on Disability and Rehabilitation Research (NIDRR)-funded.
• Center on Knowledge Translation and Technology Transfer: KT4TT.
• SUNY/Buffalo
  www.kt4tt.buffalo.edu.

Slide 12

Managing the learning curve

• Competition as a source of innovation:
  • Market share = learning curve.
  • Segmentation is a marketing strategy—not a goal.
  • Can market penetration result from grant funding?
• New funding mechanisms?
  • Part for-profit, part non-profit:
    • Stanford Social Innovation Review.
  • Is there a cross-government effort to look at this?
  • Could the Interagency Committee on Disability Research (ICDR) look at this?

Slide 13

Ethics, Systems and Quality

• Measure inputs, outputs, results, outcomes and impacts.
• For those you serve and those you should serve.