Leadership Education in Neurodevelopmental and Other Related Disabilities (LEND) | Apply Online

Leadership Education in Neurodevelopmental and Other Related Disabilities (LEND) - FAQs

What is the LEND grant opportunity?

LEND (Leadership Education in Neurodevelopmental and Other Related Disabilities) is a federal discretionary grant program run by the U.S. Department of Health and Human Services (HHS), Health Resources and Services Administration (HRSA), under the Maternal and Child Health (MCH) Training umbrella. It funds graduate-level, interdisciplinary training programs focused on improving the workforce that serves infants, children, and adolescents with autism spectrum disorder (ASD) or other neurodevelopmental and related developmental disabilities (DD), including those at risk.

What is the main purpose of LEND funding?

The purpose is to expand and improve interdisciplinary training across multiple professions so current and future providers can deliver higher-quality, more coordinated, and more equitable care for children and youth with ASD and other developmental disabilities.

Which federal agency administers this opportunity?

The opportunity is administered by HRSA within HHS, as part of the MCH Training portfolio.

Who is the target population served by LEND-trained professionals?

LEND focuses on strengthening services for infants, children, and adolescents with ASD and other neurodevelopmental and related developmental disabilities, as well as individuals at risk for developing these conditions.

What kinds of training programs does LEND support?

LEND supports graduate-level interdisciplinary training programs. The training model is intended to combine academic coursework, hands-on clinical experience, and community-based learning.

What does "interdisciplinary" mean in the LEND context?

Interdisciplinary means trainees and faculty from multiple professional disciplines are trained together in a team-based model. The program emphasizes coordinated practice rather than isolated, discipline-specific training.

What clinical skills are emphasized in LEND programs?

A central emphasis is real-world clinical capacity, particularly the ability to evaluate, diagnose, or rule out ASD and other developmental disabilities. Programs are also expected to link diagnostic work to evidence-based interventions and supports.

How does LEND address shortages and long wait times for evaluation and services?

One of the stated goals is to increase the number of trained providers who can deliver diagnostic and treatment services for complex developmental conditions. LEND also expects programs to increase the volume of interdisciplinary diagnostic evaluations performed by faculty and trainees, which can improve community access to assessments.

What are the major goals of the LEND program?

The goals described include: (1) training graduate, doctoral, and postdoctoral learners to address complex needs through interdisciplinary teamwork; (2) increasing the number of trained providers to deliver diagnostic and treatment services for ASD and other developmental disabilities; and (3) building skills not only for students, but also for practicing professionals and family members to strengthen expertise and leadership across the broader care ecosystem.

What types of trainees can participate in LEND-supported training?

Programs are expected to support long-term trainees through high-quality, interdisciplinary, graduate-level education. They also train medium- and short-term trainees, which can include practicing professionals and family members, to expand knowledge and practical skills related to autism and developmental disabilities.

Does LEND include leadership development, or is it only clinical training?

Leadership development is a core outcome. Trainees are expected to be prepared for leadership roles across clinical practice, systems of care, public health, education, policy, research translation, and community advocacy related to neurodevelopmental disabilities.

How are cultural and linguistic responsiveness addressed in LEND programs?

Cultural and linguistic competency is treated as a required element of training. Trainees are expected to become culturally and linguistically responsive, and to practice these skills in clinical and community settings.

How does LEND incorporate families and family-centered care?

Family-centered practice is a defining feature. The training model emphasizes working effectively with families and includes meaningful roles for family trainees and family faculty. Programs also aim to include individuals with disabilities in program design and delivery.

What is expected regarding equity, inclusion, and representation in LEND programs?

Equity and inclusion are explicit priorities. Programs are expected to increase participation of trainees from underrepresented racial and ethnic groups, and to include individuals with disabilities and family members as trainees, faculty, and consultants whenever feasible.

What are the common hallmarks of a strong LEND program?

Common hallmarks include structured leadership training embedded in interdisciplinary and clinical settings, a rigorous and organized didactic curriculum, intentional recruitment and support for diverse trainees and faculty, and a clear commitment to improving health equity for vulnerable and underserved populations. Programs are also expected to build local capacity for diagnosing and treating ASD and other developmental disabilities.

Are LEND programs expected to work with community partners and agencies?

Yes. Programs must integrate services across state and local agencies, community organizations, private providers, and other partners, reflecting a coordinated, systems-oriented approach.

Do LEND programs participate in a national network?

Yes. Programs must participate in the national network of LEND programs to collaborate, coordinate, share resources, disseminate research and best practices, and provide peer mentorship.

What is the Funding Opportunity Number (FON) for this posting?

The Funding Opportunity Number listed is HRSA-16-031.

What CFDA number is associated with this opportunity?

The CFDA number listed is 93.110.

When was this opportunity posted and when was it due?

The posting date shown is December 7, 2015, and the closing date shown is February 5, 2016.

How many awards did HRSA anticipate making?

HRSA anticipated making 43 awards.

What is the award ceiling for this opportunity?

The listing shows an award ceiling of 0. In this context, it typically indicates the ceiling was not specified in the summary field and would need to be confirmed in the full funding announcement.

Who is eligible to apply based on the posted summary?

The eligible applicants are listed broadly as "Others," with additional clarification referenced in the eligibility section of the full notice.

Where can applicants confirm detailed eligibility and funding limits?

Based on the posting summary, details such as full eligibility and the actual award ceiling would need to be verified in the full funding announcement/notice referenced by the opportunity.