"Learn the Signs. Act Early." (LTSAE) is a CDC program that promotes collaboration among early childhood programs in states and territories so children with autism or other developmental delays and disabilities can be identified early and referred to appropriate services and supports. This webinar will provide an overview of the purpose and scope of interventions towards improving the lifestyle of autistic individuals and their families and include high-level overview of findings.

Family assessment is required in IDEA Part C but is important throughout childhood and youth. A unique way to determine family needs is a Routines-Based Intervention, especially if it involves asking about time for yourself, what you worry about, and what you'd like to change in your life. This intervention leads to outcomes/goals meaningful to families and functional for children.

This webinar will highlight the work of the Project SCOPE (Supporting Children of the Opioid Epidemic) National Training Initiative to integrate "Learn the Signs. Act Early." resources and tools into the curriculum used in 14 states. Project SCOPE uses the ECHO model to increase the knowledge and skills of interdisciplinary audiences (e.g., early childhood educators, early interventionists, therapists, public health professionals) who work with children with prenatal opioid exposure and other related trauma exposures and their caregivers.

The fetal alcohol spectrum disorders (FASD) SIG invites you to join them for a review of current research that you might use in your work building or expanding your program of services and supports for individuals with FASD. Dr. Christie L. M. Petrenko, Ph.D. (Research Associate at the University of Rochester) and Dr. Edward Riley, Ph.D. (Professor Emeritus in the Department of Psychology, College of Sciences, San Diego State University) will join the FASD SIG to discuss current research focused on the effects of prenatal alcohol exposure.

This webinar will help to prepare interdisciplinary professionals to become important team members and crucial partners to parents and teachers in the early childhood intervention field (e.g., teachers, speech/language pathologists; occupational therapists, physical therapists; early behavior specialists; and social workers).

UCEDDs are a critical partner to state teams developing an Early Childhood Comprehensive System of Personnel Development (CSPD).Please come and hear about how you can help build your state workforce for infants and young children with disabilities and their families. Representatives from UCEDDs and LENDs who have been working with states that are developing CSPDs will share their experiences and advice.

This quarter's Act Early Network Webinar will highlight the work of pediatricians to integrate "Learn the Signs. Act Early." resources and tools into their surveillance and screening practices within Federally Qualified Health Center settings. Federally Qualified Health Centers are community-based health providers that receive funds from the Human Resources & Services Administration (HRSA) Health Center Program to provide primary care services in underserved areas.

In this webinar, presenters will discuss lessons learned from the COVID-19 pandemic to modify a professional development program designed to support early childhood educators in using assistive technology with young children with disabilities. Following a brief overview of the core features of our coaching model, presenters will discuss responsiveness to the needs of both parents and educators as they pivoted to using AT for remote learning. The presentation will highlight unique challenges, unexpected benefits, key takeaways, and implications for the future of AT training in a virtual world.

"Learn the Signs. Act Early." (LTSAE) is a CDC program that promotes collaboration among early childhood programs in states and territories so children with autism or other developmental delays and disabilities can be identified early and referred to appropriate services and supports. This past year the Association of University Centers on Disabilities (AUCD) through a cooperative agreement with the Centers for Disease Control and Prevention (CDC) funded 43 states and territories to focus on early childhood state systems to support recovery and strengthen resilience skills, behaviors, and resources of children, families, and communities during the COVID-19 Pandemic. This webinar will provide an overview of LTSAE, the purpose and scope of the Act Early Response to COVID-19 and include a high-level overview of findings from the Act Early/COVID-19 Response Team needs assessment process.

This webinar presents results and lessons learned from nearly a decade of autism research aimed at informing policy to improve the lives of youth and adults on the autism spectrum. We will discuss how the work of the Life Course Outcomes Research Program and the Policy and Analytics Center at the A.J. Drexel Autism Institute have informed policy at the local, state, national and international levels. We will also outline the process and considerations necessary for creating effective information dissemination environments and partnerships, provide examples of useful tools for designing for dissemination, and guide a discussion of continued challenges.

Immunizations are crucial to protect all people from vaccine-preventable illnesses. Some studies suggest that autistic individuals have lower rates of immunizations, for reasons that are not entirely clear. Multiple organizations have called for individuals with intellectual and developmental disabilities to be prioritized in COVID-19 vaccination distribution. Vaccine hesitancy and needle phobia are two likely contributors towards lower vaccination rates. One of the initial intervention projects from the AIR-P focuses on reducing needle anxiety and improving immunization rates among autistic individuals. This intervention was developed as a pilot to address needle anxiety in conjunction with Pfizer and the American Academy of Pediatrics (AAP) for use in an Improving Pediatric Immunization Care collaborative but has not been widely implemented. The AIR-P network provides an opportunity to implement this needle anxiety intervention in multiple sites. Measures of success for this intervention would include vaccination rates among autistic individuals and satisfaction with the vaccine administration process.

When children with disabilities become adults, there is a significant reduction in services and supports available. For individuals with fetal alcohol spectrum disorders (FASD), however, that loss of services is even more dramatic. A three-person panel will discuss the current state of services and supports, identifying options and describing how certain states have achieved successes in developing new services. This webinar is an essential event for the developmental disabilities community, including clinicians, service providers, individuals with FASD, families, local and state agencies, and advocates.

Attend this interactive Act Early Network Quarterly webinar to learn more about Rhode Island's Early Intervention partnership with their Act Early Ambassador to educate and train professionals in home visiting programs including Maternal Infant and Early Childhood Home visiting (MECHV) Program professionals and early care and education professionals (such as Parents as Teachers) on the use of "Learn The Signs. Act Early."(LTSAE) developmental milestone resources to support earlier identification.

The purpose of this meeting is to update early childhood intervention (ECI) stakeholders from across the AUCD network to learn about: The NEW national personnel standards: Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE). Learn new ECPC resources and tools that have been developed to support the use of the NEW standards

In this webinar the Fetal Alcohol Spectrum Disorder (FASD) SIG will be discuss working with students who have a FASD be challenging for parents, educators, and others providing services and supports to the students in the educational setting. This session will discuss effective educational strategies and available resources for working with students with a FASD.