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Reducing Disparities through Research and Translation (Text Version)

Slide presentation from the AHRQ 2011 conference.

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)

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


  • 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:
  • Invitational training.

Slide 11

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

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.
Page last reviewed October 2014
Internet Citation: Reducing Disparities through Research and Translation (Text Version). October 2014. Agency for Healthcare Research and Quality, Rockville, MD.


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