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AUCD - Posters: Education: Early Intervention/Early Education

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Monday, December 7, 2020 12:00 PM - 4:45 PM

Location: Virtual


A Comparison of Developmental Screening Tools in a Community Health Setting


Gina Apgar, B.S. Human Services & Early Childhood Development, , Institute on Disability, UCEDD

Healthy development is interrupted in young children when they experience toxic stress associated with adversity, trauma, and other social determinants of health. This poster utilizes the function of universal developmental screening to capture such risk factors in a community health setting with consideration for family-centered practice and integrated care to promote optimal health and social outcomes.

Training Needs and Perceived Knowledge about Applied Behavior Analysis of Health and Education Professionals in Puerto Rico


Carol Salas, Psy.D., Director, Institute on Developmental Disabilities, UCEDD

Applied behavior analysis (ABA) has been consider an effective treatment modality to intervene with symptoms in autism and related disorders. Service providers trained in ABA use teaching strategies to promote skills and change behavior in children and youth with autism. This poster will present preliminary findings of the current state of knowledge and training needs of health professionals from diverse disciplines.

Meaningful Practicum Experiences in a Pandemic: Lessons Learned from an Early Intervention Training Program


Rachel Brady, PT, DPT, MS, Assistant Professor, Georgetown University Center for Child & Human Development, UCEDD

The need to quickly pivot to remote learning and service delivery presented challenges and opportunities for early intervention training programs to re-examine how to build student capacity to develop relationships in the context of changing family concerns, resources and priorities. This poster will describe how the Graduate Education of Related Service Providers at Georgetown University (GEORGE) program transformed a 4-week in-person practicum into a meaningful remote learning experience.

Professionals' Perceptions of AAC supports and Use in Classroom Settings


Emily Quinn, PhD, CCC-SLP, Dr. , Oregon Institute on Development & Disability, UCEDD/LEND

This study investigated speech-language pathologist and special educator perceptions on working with young children who use Augmentative and Alternative Communication (AAC) in the classroom, as well as their experiences with AAC strategies. Semi-structured qualitative interviews were conducted and coded for themes in an iterative fashion. Discussion includes interview themes and implications for creating an effective and authentic classroom-based AAC intervention.

Early Intervention Referral Outcomes for Children at Increased Risk of Experiencing Developmental Delays: A Mixed Methods Analysis


Kristi Atkins, EdD, CCC-SLP, Dr. , Oregon Institute on Development & Disability, UCEDD/LEND

This mixed methods study investigated Early Intervention (EI) referral outcomes of high-risk infant and toddlers referred from a high-risk infant follow up program. Quantitative analysis includes characteristics of the referral and factors predicting referral success. Results from qualitative interviews with families referred to EI will also be presented. Discussion will center on policy/advocacy implications. This session is relevant to any professionals referring to EI programs or working in EI.

Connecticut's Enhancement of Early Childhood Associate Degree Programs


Elizabeth Howe, PhD, Research Assistant, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND

This presentation describes the revision and enhancement of Connecticut's Early Childhood Associate Degree programs. The description will include information for how CT UCEDD staff and community college faculty are working collaboratively to redesign programs. The description will also include information on project evaluation and how the revision will increase the knowledge and skills of students to work with children with disabilities, developmental delays and diverse learners.

Characteristics of Higher Education Early Childhood Blended Personnel Preparation Programs


Elizabeth Howe, PhD, Research Assistant, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND

This poster presents results of a national search of teacher preparation programs leading to a dual license in both early childhood and early childhood special education settings. The purpose was to describe program characteristics through an analysis of program websites. The search was followed by interviews and surveys of program coordinators. The results will be discussed related to inclusion for young children with disabilities in regular early childhood classrooms.

Navigating CDC's Learn the Signs Virtually During COVID-19 in Childcare Facilities


Patricia Violi, M.Ed., Former LEND Trainee, Nevada Center for Excellence in Disabilities, UCEDD/LEND

The Nevada Monitoring Early Development (Nevada MED) team initiated a pilot program in Nevada to enlist childcare facilities to utilize the Center for Disease Control's (CDC) Learn the Signs Act Early (LTSAE) developmental monitoring materials in order to increase referrals, for children aged birth to 5, to necessary services to address developmental deficits at an earlier age.

Childcare for Children with Autism Spectrum Disorder: A Survey of Providers' Perspectives


Megan Peters, PT, DSc, PCS, , Center for Learning and Leadership, UCEDD/LEND

This study investigated childcare providers� perceived competence in providing care to children with autism spectrum disorder, their attitude about seeking specialized knowledge and advice from caregivers to provide appropriate care, and their belief that they can serve as a source of strength and hope for the children and their caregivers. Results will be discussed in relation to existing literature and recommendations will be provided for future research and program development.

The Power of Interdisciplinary Partnerships to Learn the Signs and Act Early!


Jennifer Hall-Lande, PhD, Researcher, Institute on Community Integration, UCEDD/LEND

Join us to learn more about collaborating with partners in early care and education, child welfare, and health to improve child find, developmental monitoring, and partnerships with families. This poster will provide examples of cross-sector collaborations across two UCEDDS (MN and VA) using FREE resources from the "Learn the Signs. Act Early" campaign to promote early and equitable early identification.