Conference Header
Conference Header

AUCD - Poster Symposium: Early Intervention/Early Childhood

<< Back to Program


Monday, November 6, 2017 3:20 PM - 4:20 PM

Location: Congressional Ballroom B


Presenters

It Takes a Village to Educate and Care for a Preschool Child with Special Needs
Sharon Dunlevy, Doctor of Ministry, LEND Family Fellow, Riley Child Development Center - Indiana University, LEND
^
Focusing on pre-kindergarten care and education, this poster suggests how the child's preschool educators and therapists can work together to create a shared educational plan that will support the child's ability to learn and grow to the best of their ability.


ECI in DC: What do we know about Part C Implementation?
Toby Long, PhD, Director of Training, Georgetown University Center for Child & Human Development, UCEDD
Toby Long, PhD, Washington, DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;
Rachel Brady, DPT, Washington, DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;
Katie Ryan, Washington, DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;
Jamie Hollaway, DPT, Birmingham, AL, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;

Part C of IDEA requires evidence-based services be provided in natural environments helping children participate in community activities. The Georgetown University Certificate in Early Intervention Program builds the capacity of EI professionals to provide services supporting the intent and regulations of IDEA. This project synthesized the information from participants capstone the projects that assessed policy and procedures related to implementing EI by the DC Part C Program.

Read and download presentation materials >


Expanding Surveillance of Sleep Problems and Risk Factors for Speech-Language Impairment in Young Children
Karen Bonuck, PhD, Professor
Nancy Tarshis, MA, MS, CCC-SLP, Bronx, NY, NY - Rose F. Kennedy Intellectual and Developmental Disabilities Research Center - IDDRC;
Akilah Collins-Anderson, MPH, Bronx, NY, NY - Rose F. Kennedy Center, UCEDD/LEND;
, NY;

This poster describes preliminary results of a study that will: 1) Pilot Sleep Problem Screening- by Speech-Language Pathologists (SLPs) at a multi-disciplinary pediatric center serving low-income, ethnic minority children, and; 2) Describe BSP and SDB Symptom Prevalence- using validated screening tools in a heterogeneous sample of 150 children aged 2-5 years seen for SLP treatment.


Partnerships Promoting a Culture of Inclusion in Maine's Early Childhood Workforce
Linda Labas, M.Ed., Early Childhood Coordinator, The University of Maine, Center for Community Inclusion, UCEDD
^,
This poster session will highlight the Maine UCEDD's role as a statewide resource and collaborative partner in advancing inclusive practice in Maine's early care and education system. It will cover the delivery of a continuum of supports for inclusion; examine collaborations that create systemic impact; and review the services needed to increase knowledge, skills and application of practices to improve the quality of early care and education settings in Maine.

Read and download presentation materials >


Little Lifted Voices: Transdisciplinary Playgroup as Inclusive, Family-Centered, Early Intervention
Kathryn Loukas, OTD, MS, OTR/L, FAOTA, Maine LEND Training Director, The Maine LEND Program
Eileen Ricci, PT, DPT, MS, PCS, Portland, ME, United States, ME - The Maine LEND Program;
Valerie Jones, LMSW, Portland, ME, United States, ME - The Maine LEND Program;
Laurie Mack, MA, CCC-SLP, Portland, ME, United States, ME - The Maine LEND Program;
Emily Gall, DPT, Portland, ME, United States, ME - The Maine LEND Program;
, ,
This poster presents the philosophy, planning, and implementation of a playgroup experience for children of all abilities as best practice in early intervention. The Playgroup is a student led, faculty facilitated, program for children of diverse abilities who are 18-36 months of age and their families. Participants will synthesize the impact and outcomes of this program designed to facilitate professional student education, interprofessional teamwork, inclusive and family centered practice.

Read and download presentation materials >


Early Developmental and Socio-emotional Screening of Children 0-3 Years Old
Carol Salas, Psy. D. , Director, Institute on Developmental Disabilities, UCEDD
Ilia Torres, MS, San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;
Aimar Cajigas, Ph. D., San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;
Emely J. Perez, BA, San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;
Juan Trinidad, BA, San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;
Annie Alonso, Psy. D., MSW, San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;
Belinel Pagan, MA, San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;
, ,
Program Description: The purpose of this presentation is to share the findings with the developmental screening tools in children with intellectual and developmental disabilities. PR-UCEDD Child Development Center (CEDI) serves the needs of children through high quality services that encourage early screening and welfare of participants. This study evaluation reports short term developmental progress using ASQ-3 and ASQ-SE(2).


Picture Vocabulary Growth in Students with and Without Disabilities in an Early Childhood Program That Targets Poor Families
Alan Cobo-Lewis, PhD, Director, The University of Maine, Center for Community Inclusion, UCEDD
^, ,
We compared growth in Peabody Picture Vocabulary Test between children with disabilities and children without disabilities in Educare Central Maine, a highly resourced data-driven Birth-5 early care and education program that targets children at risk of school failure because of socioeconomic factors. Children with disabilities made up 13% of enrollment. Children with disabilities tended to catch up with their typically developing children as they spent more time in Educare.

Read and download presentation materials >


Evaluating the Effectiveness of a Combined Emotion Recognition and Emotion Regulation Intervention for Preschool Children with Autism Spectrum Disorder
Bethany Walker, MA, Postdoctoral Fellow, University of Cincinnati UCE, UCEDD/LEND
^
Children with Autism Spectrum Disorder (ASD) who demonstrate difficulties in emotion recognition and emotion regulation in early childhood may experience a myriad of social, educational, and behavioral concerns throughout the lifespan without systematic intervention. Outcomes will be presented from a combined emotion recognition and emotion regulation intervention conducted in an Early Intensive Behavior Intervention (EIBI) classroom with young children diagnosed with ASD.

Read and download presentation materials >


Is Earlier Better and How Early? Evidence From the Autism Spectrum Disorder Early Intervention Literature
Patricia Towle, Ph.D., Psychologist, Westchester Institute for Human Development, UCEDD/LEND
Jaime Marrus, Ph.D., Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;

The assertion Earlier is Better, as related to intervention for autism spectrum disorder (ASD), is based more on theoretical notions than actual data. Only recently have studies examined age of starting intervention, along with cognitive and language levels, as predictors for differential outcomes from intervention or longitudinal studies. This literature review gathers the evidence that is now accumulating for the positive effects of earlier ages of treatment initiation in ASD.


Developmental Outcomes in Children Who Are Deaf or Hard of Hearing in the Ohio Early Hearing Detection and Intervention System
Jareen Meinzen-Derr, PhD, MPH, Associate Professor, University of Cincinnati UCE, UCEDD/LEND
^, ,
This presentation showcases how multiple state agencies who work with children who are deaf or hard of hearing work together to develop a significant and innovative database by linking multiple public health databases to rich educational data. In this session, participants will gain knowledge regarding the impact of early intervention and language development on multiple developmental domains and academic outcomes for children born with hearing loss in the Ohio.


Pyramid Model Practices to Address Inequities in Discipline: Culturally Responsive Tools, Materials and Procedures
Jolenea Ferro, PhD, Training Director, Florida Center for Inclusive Communities, UCEDD
^,
National reports on discipline indicate high rates of suspension and expulsion in early childhood settings that are disproportionately high for children of color. Young children with disabilities are also affected by exclusionary discipline practices, including suspensions and referral out of inclusive classrooms or programs. The Pyramid Model provides some solutions in the form of tools, resources, and materials that address culturally responsive and inclusive practices for children and families.

Read and download presentation materials >


Cross-Discipline Team Practices from Birth to 12th Grade
Hannah Brown, M.A. in Educational Psychology, , A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
Chelsea Panse, MA in Comprehensive Special Education, K-12, Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND;

This poster describes results from two surveys distributed to an interdisciplinary sample of early interventionists and school psychologists in the state of Connecticut. These two different populations were surveyed on similar constructs and behaviors around teaming from birth through the school age years.

Read and download presentation materials >


Meeting the Unique Needs of Families Raising a Child with a Disability: A Protective Factors Approach
Melissa Crist, M.S., Faculty, Center on Disabilities and Human Development, UCEDD
^
This session will examine the Strengthening Families Protective Factors Framework as it relates to families that have a child with a disability. Case studies will be presented that examine development of each protective factor (parental resilience, social connections, knowledge of parenting and child development, concrete support, and social and emotional competence) within families raising a child with a disability. Recommendations and linkages to evidence-based family practices will be shared.


Impact of Developmental Monitoring Using "Learn the Signs. Act Early." on Provider-Parent Communication, Trust, and Relationships in Childcare Settings
Gail Chodron, Ph.D., , Waisman Center, UCEDD/LEND
Alexandra Puk, MS, Madison, WI, United States, WI - Waisman Center, UCEDD/LEND;
Kristy Martinson, Madison, WI, United States, WI - Waisman Center, UCEDD/LEND;
Kris Barnekow, Ph.D., OTR/L, Milwaukee, WI, United States;
Stephan Viehweg, ACSW, LCSW, IMH-E, Indianapolis, IN, United States, IN - Riley Child Development Center - Indiana University, LEND;
, ,
This poster presents findings from a program evaluation of developmental monitoring using "Learn the Signs. Act Early." (LTSAE) in childcare settings. LTSAE developmental monitoring resources are designed to support family engagement in developmental monitoring and early identification of developmental delay. Findings demonstrate the impact of LTSAE on: frequency of family engaged developmental monitoring; providers' perceived capacity and comfort discussing developmental milestones and concerns with parents; and perceived provider-parent relationship quality.

Read and download presentation materials >