DEC Program 9.30.15

DEC 20I5

OCTOBER 7th-9th

“THE TIME IS ALWAYS RIGHT TO DO WHAT IS RIGHT” (MLK, 1964) for Young Children and Families

Program

CONFERENCE

The 31st Annual International Conference on Young Children with Special Needs and Their Families

Brought to you by the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC)

HILTON ATLANTA HOTEL

255 COURTLAND STREET NE, ATLANTA, GA, USA

Table of Contents GENERAL INFORMATION Welcome Message............................................ 2 Local Arrangements Committee...................... 4 2015 Program Committee................................ 6 Past Presidents.................................................. 8 Executive Board, Editors, and Staff.................. 9 Conference Theme, Format, & Strands.......... 10 Conference–at–a–Glance................................ 12 Meetings......................................................... 13 Conference Notes & General Information..... 14 Research Spotlight.......................................... 16 Awards Breakfast............................................ 17 Message From OSEP...................................... 18 Welcome Reception........................................ 19 President’s Message....................................... 20 DEC Special Interest Groups.......................... 21 Certificate of Attendance............................... 22 DEC Field Trip................................................. 23 Hotel and Convention Center Floor Plan....... 24

PROGRAM J. David Sexton Sessions................................ 26 Preconference Workshops.............................. 28 Opening Session & Keynote........................... 31 Wednesday Poster Sessions........................... 32 Thursday Schedule.......................................... 35 Friday Schedule............................................... 86 Index............................................................. 131 Exhibitors...................................................... 139

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DEC Welcome 20I5 Hello everyone, and welcome to DEC’s 31st Annual International Conference on Young Children With Disabilities and Their Families. We are thrilled that you are able to join us in Atlanta for the wonderful professional learning event we have planned.

This year’s theme is “The Time Is Always Right to Do What Is Right” (MLK, 1964) for Young Children and Families, a call to all in the field to apply effective recommended practices and social justice to ensure productive outcomes for all young children of diverse abilities and their families. We are excited to offer several preconference sessions focused on the needs and interests of families, practitioners, professional development providers, researchers, and students. Our keynote session, delivered by Dr. Julie Washington, will address “Emergent Literacy in Young African American Children.” Dr. Washington will present an additional session entitled “The Early Literacy Trifecta: Language, Print, and Executive Function.” DEC’s special interest group VOICES (Valuing Our Individual Children and Families Through Equity and Social Justice) will sponsor a highlighted poster session addressing the conference theme on the opening night following the keynote. Be sure to stop by!

In our enthusiasm to make this the premier conference for the field of early intervention and early childhood special education, we have planned two new, exciting opportunities. One opportunity is the Practitioners Marketplace, a chance for you to hear about proven evidence-based recommended practices and participate in “hands on” opportunities to put research into practice in your classroom, communities, and homes. We hope you will take home strategies that can be put to work on Monday morning. Another opportunity is the Research Spotlight Session, during which Dr. Sam Odom will highlight the contributions of four primary research centers to the evolution of research to practice in EI/ECSE. These contributions have had not only impacted generations of children, families, and professionals but also the

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direction of research across fields in early childhood. This breakout session will be followed by several “hot topic” sessions by noted researchers in the field.

As always, there are a variety of breakout sessions across strands on policy, professional development, practice, research, and families; poster presentations; networking opportunities; SIG and journal meetings; and a packed Exhibit Hall for you to explore. So we are happy to see you come early and stay late! We hope you take this time to connect with others in our field, explore all that Atlanta has to offer, learn something new, and reflect upon how you can “do what’s right” for those you serve.

Patricia M. Blasco and Lydia Moore, DEC Conference Chairs

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Welcome from LAC

Welcome to Atlanta – home of 1996 Olympic Games, Atlanta Braves, and Atlanta Falcons! The Local Arrangements Committee is thrilled you are here! Atlanta is a great city to hold a great conference like DEC, and we invite you to take advantage of all the history and culture Atlanta has while you are here. Atlanta makes this year’s conference theme, “The Time Is Always Right to Do What Is Right” (MLK, 1964) for Young Children and Families, more than just a phrase. Our history makes it a reality! Nearby you can find all sorts of entertainment for the family, including the Georgia Aquarium, CNN, the newly opened College Football Hall of Fame, and the Center for Civic and Human Rights! All of these are a must for the family! While in Atlanta, don’t forget to visit the Martin Luther King Jr. Cultural Center to see how Atlanta became the home of the civil rights movement. MARTA is an easy way to navigate the downtown area, but the weather is usually so great you should be able to walk anywhere you want to go. The LAC has gathered a lot of information about local sights and places to visit. Come visit the LAC table for local information about restaurants and discounts, area attractions, and transportation. We are sure you will find something of interest to you. We want you to enjoy the conference and your visit to our city!

DEC 2015 in Atlanta is sure to help you follow in MLK’s footsteps and Do What Is Right for Young Children and Families! Again, welcome to Atlanta and DEC 2015!

DEC Executive Office Leadership

Leah Weiner, Executive Director leah.weiner@dec-sped.org

Ben Rogers, Operations and Conference Manager ben@dec-sped.org

3415 South Sepulveda Blvd Suite 1100 Los Angeles, CA 90034 310-428-7209

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Thank You to our Volunteers Thank you to our Conference Committee.

A special thanks to those who volunteered their time and talents to the Conference Committee!

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Patricia M. Blasco, Program Chair Lydia Moore, Program Co-Chair Local Arrangements Committee Local Arrangements Chairs: Mary Harris, Michael Morrier Local Information and Special Needs Services: Marjorie Lynes Singage: Michael Morrier Sponsorships and Collaboration: Cynthia Baughan Volunteer Coordination: Constance Mays and Nicole Wilson Local Programming: Kate Zimmer and Serra Acar Audiovisual: Karen Kresak Field Trip: Sheresa Blanchard Information and Communications: Aaron Deris and Kelli Krick Oborn CEU: Cheryl Shriner Diversity: Namita Arora International and SIG Representatives: Peishi Wang and Yusuf Akamoglu Opening Session: Cindy Ryan New Members and First-time Conference Attendees: Christopher Olson, Melanie Reese, Lynn Barts, and Cathy Qi Student Activities and Support: Jackie Towson and Jenna Ward Exhibit Hall and Resource Fair: Kimberly Floyd Marketing and Publicity: Katy Gregg, Jennie Couture, Jade Coston, Jan Stevenson, Julie Harp Rutland, Rebecca Lieberman, and Audra Claussen Past Conference Chair: Chris Spence Diversity & VOICES: Namita Arora Awards Program: Jennifer Kilgo

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2015 Program Committee

PROGRAM CHAIR Patricia Blasco Lydia Moore

STRAND CHAIRS Angel Fettig Ashley Lyons Brian Reichow Darla Gundler Hedda MeadanKaplansky Jean Wassenaar Kim Travers Naomi Younggren Rachel Moyer-Trimyer Sharon Walsh FAMILY Amy Nicholas Christine Spence Deborah Bruns Delia Malone Gayatri Jayaraman Judy Swett Kathi Gillaspy Kimberly Hile Mark Smith Rebecca Frantz Roxane Romanick Ruby Batz POLICY Catherine Corr Chelie Nelson Cornelia Taylor Donna Wadsworth LeAnne Johnson Lillian Duran

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Lisa Wright Marla Lohmann Phyllis Mondak Sarika Gupta Sophie Hubbell Tom Rendon

PRACTICE Alissa Rausch Amber Friesen Ann Bingham Antonela Ciupe Bernadette Laumann Brooks Peters Carol Mason Bland Carrie Portrie David Munson Diane Plunkett Donna Wadsworth Emily Lakey Fain Barker Gavin Watts Gayle Luze Geneva Hallett Holly Hoffman Hyejin Park Jaclyn Joseph Jacqueline Towson Janet M. Banks Jantina Clifford Jenny Wells Jessica Branch Jessica Hardy Julie Harp Rutland Justin D. Lane Katherine Ancell Kathleen Meeker Katrina Cummings

Katy Gregg Kimberly Hile Lori Meyer Lynette Chandler M’Lisa Shelden Margaret Werts Meaghan McCollow Mindy Rich Na Young Kong Namita Mehta Naomi Rahn Pamela Brillante Peggy Kemp Rebecca McCathren Salih Rakap Sheila Torio Susan Fowler Wendy Oakes PROFESSIONAL DEVELOPMENT Aaron Deris Allison Baker Wilson Anne Larson Barbara Fiechtl Bernadette Laumann Chelsea Guillen Cori Hill Deana Buck Deana Strudwick Emily Lakey Eva Horn Faye Bankler Casell Huichao Xie Janice Fialka Jean Kang Jen Newton Jennifer Kilgo

Jessica Hardy Joanne Vesay Juliann Woods Kari Holmberg Katherine Green Kellie Krick Oborn Kim Moherek Sopko Kristan Stewart-Henry Laura McCorkle Lois Pribble Margaret Gillis Mary Fischer Mary Huennekens Mary-alayne Hughes Roy Fowler Sarah Hansen Serra Acar Susan Fowler

Susan NelsonSargeant Teresa Brown Tracy McElhattan Tweety Yates Vicki Stayton RESEARCH Alana Schnitz Amanda Quesenberry Brian Boyd Cathy Qi Chieh-Yu Chen Christopher L. Olson Elizabeth Steed Erin Barton Giuliana Miolo Gregory Cheatham

Hyejin Park Holly Hoffman Jane Squires Jenna Weglarz-Ward Jennifer Ledford Jessica O’Bleness Jose Martinez Kristen Missall Lori Meyer Mary Louise Hemmeter Maureen Conroy Meaghan McCollow Michaelene Ostrosky Patricia Snyder Peggy Gallagher Yusuf Akamoglu

Members of DEC’s Recommended Practices Commission A special thank you for the dedication, time, and perseverance offered by the DEC Recommended Practices Commission. The commission was charged with ensuring that the updated DEC Recommended Practices achieved our goal of informing and improving the quality of services provided to young children with disabilities and their families.

Thank you to the following individuals for serving on the DEC Recommended Practices Commission: • Mary McLean (Chair) • Barbara Smith (Past Chair) • Rashida Banerjee • Tricia Catalino • Chelsea Guillen • Kathleen Hebbeler • Mary Louise Hemmetter

• Anne Larson • Tara McLaughlin • Lori Erbrederis Meyer • Susan Sandall • Patricia Snyder • Judy Swett • Pam Winton

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Past Presidents The Division for Early Childhood is proud to recognize outstanding leaders who have served as our president.

Over the years, these individuals have shared their wisdom and their energy to build our organization. Many continue to serve DEC. If you see someone wearing a yellow ribbon identifying them as a past president, say thanks!

1973 Rose Engel 1974 Howard Spricker 1975 K. Eileen Allen 1976 Nicholas Anatasiow 1977 Jenni W. Klein 1978 Michael Guralnick 1979 April Beavers 1980 Merle B. Karnes 1981 Anne R. Sanford 1982 Talbot L. Black 1983 Bea Gold 1984 Warren Umansky 1985 Amy L. Toole 1986 Lisbeth Vincent 1987 Corinne Garland 1988 Carl Dunst 1989 Crystal Kaiser 1990 George Jesien 1991 Susan A. Fowler 1992 Christine Salisbury 1993 Philippa Campbell

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1994 Deborah A. Ziegler 1995 Tess Bennett 1996 Ann Hains 1997 Mary McLean 1998 Mary Louise Hemmeter 1999 David Sexton 2000 Jerry Christensen 2001 Vicki Stayton 2002 Jennifer Kilgo 2003 Laurie Dinnebeil 2004 Beth Rous 2005 Lynette Chandler 2006 Tweety Yates 2007 Mark Innocenti 2008 Susan Maude 2009 Virginia Buysse 2010 Rosa Milagros Santos 2011 Kristie Pretti-Frontczak 2012 Bonnie Keilty 2013 Carol Trivette 2014 Juliann Woods

DEC Executive Board, Editors, and Staff

EXECUTIVE BOARD President Erin Barton Vanderbilt University Nashville, TN

President Elect

Diana LaRocco University of Hartford Hartford, CT

Member-at-Large

Rashida Banerjee University of Northern Colorado Greeley, CO

Member-at-Large

Tricia Catalino Touro University, Nevada Henderson, NV

Vice President

JOURNAL EDITORS Journal of Early Intervention

Lawrence, KS

Toledo, OH

Past President

Young Exceptional Children

Tallahassee, FL

Champaign, IL

Secretary

EXECUTIVE OFFICE STAFF Executive Director

Eva Horn University of Kansas

Juliann Woods Florida State University

Donna Miller Metro ECSU

Arden Hills, MN

Treasurer

Angel Fettig University of Massachusetts Boston, MA

Member-at-Large

Jennifer Newton James Madison University Richmond, KY

Member-at-Large

Mark Smith Nebraska Medical Center

Laurie Dinnebeil University of Toledo

Rosa Milagros Santos University of Illinois

Leah Weiner

Los Angeles, CA

Operations & Conference Manager Ben Rogers

Los Angeles, CA

POLICY AND ADVOCACY Governmental Relations Consultant Sharon Walsh Burke, VA

Omaha, NE

Children’s Action Network Coordinator

Member-at-Large

Bedford, OH

Ashley Lyons

David Lindeman University of Kansas Lawrence, KS

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THEME: “The Time Is Always Right to Do What Is Right” (MLK, 1964) for Young Children and Families

FORMAT CONFERENCE SESSIONS 60-, 105-, and 120-minute presentations offer an intriguing look at research, practice, family collaboration, policy, and professional development topics.

POSTER SESSIONS A unique way to interact with presenters and learn in a visual format.

Posters are presented in the Exhibit Hall on Thursday at 7:15 am, 12:40 pm, and 6:00 pm, and Friday at 7:15 am and 3:35 pm.

STUDENT POSTER SESSIONS A showcase of fascinating student work, in a format similar to our other poster sessions. Thursday 6:00–7:15 pm.

MEETINGS You’re invited to learn more about ongoing DEC work, share good ideas, or look into taking a leadership role. Everyone is welcome to attend the meetings listed on Page 13.

PRACTIONERS MARKETPLACE New this year, the Practioners Marketplace will have a variety of presenters demonstrating evidence-based practices simultaneously.

While browsing these hands-on presentations, attendees will be able to experience interactive demonstrations of various strategies and engage in conversation with presenters at their own pace. Friday, 12:00–1:30 pm.

PRECONFERENCE WORKSHOPS Focused, comprehensive professional development experiences, scheduled for Wednesday. Separate registration fee required.

OSEP The Office of Special Education Programs is here! Any session with the OSEP logo next to it will be led by representatives from OSEP or funded by OSEP. Be sure to stop in to an OSEP session to hear from our professionals working for or with the Office of Special Education Programs.

RESEARCH HOT TOPICS We’re fired up about these topics! Any session with a chili pepper next to it highlights current research topics particularly relevant to Friday’s Research Keynote by Dr. Samuel Odom at 12:45 PM.

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CONFERENCE STRANDS AMILY AND PROFESSIONAL COLLABORATION: Approaches, processes, and F resources that promote collaboration and change among early childhood/intervention professionals and/or families of young children from a variety of backgrounds.

OLICY: Systems-level issues, federal legislation, policy development, or the imP plications of policy for practice and program administration and management.

RACTICE: Curriculum, instructional strategies, and intervention practices; assessP ment and other methods of gathering information to plan, organize, and evaluate instruction or interventions targeting children and families from a variety of backgrounds.

ROFESSIONAL DEVELOPMENT: Approaches, models, or methods used to P support a wide range of facilitated learning opportunities in early education and intervention, including preservice, inservice, and those designed to develop leadership.

ESEARCH AND EVALUATION: Presentations of research or evaluation studies R addressing a wide range of early childhood topics and issues that include descriptions of participants, research questions, methods, findings, and implications for practice.

Network with colleagues who have the same professional interests as you!

The 2015 DEC Conference is hosting a Networking Lunch with tables focused on a wide range of topics in the field of EI/ECSE. Join us in the Exhibit Hall near the lunch carts on Friday from 12:00 PM – 12:45 PM for lightly facilitated conversations with colleagues who want to network with YOU.

Topics will focus on: 1. Inclusion 2. Advocacy 3. Voices (DEC Diversity Council) 4. Bridging the Research to Practice Gap: Supporting Implementation 5. Coaching Families and Practitioners: Getting Beyond the Basics 6. Implementing and Evaluating the Primary Service Provider Approach

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DEC 2015 Conference-at-a-Glance

Wednesday, October 7, 2015

Thursday, October 8, 2015

Friday, October 9, 2015

Poster Sessions 7:15 am – 8:30 am Awards Breakfast 7:30 am – 8:45 am

Poster Sessions 7:15 am – 8:30 am

Sessions

9:00 am – 10:00 am

Preconference Workshops 8:30 am – 11:30 am

Sessions

9:00 am – 11:00 am

Sessions

2:15 pm – 3:15 pm

Sessions

Opening Session and Keynote 4:30 pm – 6:30 pm Welcome Reception in Exhibit Hall 6:30 pm – 8:00 pm

3:35 pm – 5:35 pm

Student Poster Sessions 6:00 pm – 7:15 pm

Networking Lunch 12:00 pm – 12:45 pm Research Spotlight Session 12:45 pm – 1:30 pm

Sessions 1:40 pm – 3:25 pm

Sessions

3:35 pm –4:35 pm

Practitioners Marketplace

Poster Sessions

12:40 pm – 1:55 pm

REGISTRATION OPEN 7:00 am – 12:00 pm

Preconference Workshops 1:00 pm – 4:00 pm

Sessions

11:20 am – 12:20 pm

Arrows denote when the exhibit hall is open

Doctoral Lunch

11:30 am – 1:00 pm

REGISTRATION OPEN 7:00 am – 7:00 pm

REGISTRATION OPEN 7:00 am – 7:00 pm

Sessions

10:10 am – 11:55 am

Research Hot Topics 1:40 pm – 3:25 pm

Poster Sessions 3:35 pm – 4:35 pm

Exhibit Hall Hours

Wednesday

6:30 pm – 8:00 pm

Thursday

7:00 am – 9:15 am 12:00 pm – 2:15 pm 5:15 pm – 7:30 pm

Friday

7:00 am – 9:15 am 11:45 am – 1:40 pm

Wednesday, October 7 8:30 – 11:30 am 11:30 – 4:00 pm 8:00 – 8:30 pm 8:00 – 9:30 pm 8:00 – 9:30 pm

Meetings

Leadership Summit Inclusion Summit (Closed meeting) VOICES Diversity Council Colorado DEC Social Mississippi DEC Social

Room 310 Room 301 Room 302 Room 301 Room 309

Thursday, October 8 7:00 – 8:30 am Subdivision Leaders Grand Ballroom A 7:15 – 8:45 am What Is Your Dream? Sound Off with CAN Room 301

and the Policy & Advocacy Council 7:15 – 9:15 am JEI Editorial Board Room 404/405 8:30 – 9:00 am Coffee and Conversation: Find Out How Room 310 DEC Members Can Apply and Serve on the Executive Board 9:45 – 11:45 am DECIDE Room 404/405 12:30 – 1:30 pm DEC Annual Business Meeting Room 404/405 12:40 – 1:45 pm SIG Meeting and Breakout Grand Ballroom A 2:15 – 3:15 pm Prenatal Interventions Discussion Room 310 2:15 – 3:15 pm Recommended Practices Launch Party Room 206/207 3:45 – 5:00 pm Past Presidents Council Room 404/405 6:00 – 7:30 pm Conversations with DEC Grand Ballroom D 6:00 – 7:30 pm DEC Position Statement Room 310 on Child Abuse Development Team 7:00 – 8:00 pm Colorado DEC Subdivision Meeting Room 212/213 7:00 – 8:00 pm Iowa DEC Subdivision Meeting Room 301 7:00 – 8:00 pm DEC Product Endorsement Committee Room 309 7:00 pm New Member, First-Time Attendee, and Meet in lobby International Attendee Happy Hour

Friday, October 9 7:30 – 8:45 am 9:00 – 9:45 am 9:00 – 10:30 am 12:30 – 1:30 pm 12:45 – 1:30 pm

3:35 – 4:45 pm

Awards Breakfast Massachusetts DEC Subdivision Meeting TECSE Editorial Board YEC Editorial Board Global Partnership Early Childhood Development Task Force Conference Evaluation Meeting

Crystal Ballroom Room 313/314 Room 406/407 Room 403 Room 312 Room 203

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Conference Notes and General Information Please use this section to help you get the most out of your conference experience.

Room 203 has been set aside as our family hospitality room during the conference and will be open the following times: (Coffee and tea will be available each morning.)

Thursday 7 am – 7 pm Friday 7 am – 3:30 pm Cell Phones — As a courtesy to other attendees, put your cell phone on silent or vibrate before entering a conference session and while in the Exhibit Hall and poster display areas.

Certificate of Attendance (COA) — A signed Certificate of Attendance is available on Page 22 of your program booklet.

Finding Your Way — Please refer to the floor plans on Pages 24–25 of your program. If you need quick directions, ask any of our volunteers or stop by the Registration and Solutions Desk.

Looking for a Specific Presenter? — Use our presenter index at the back of your program booklet.

Lost and Found — Neither DEC nor the hotel is responsible for lost items. Returned items may be found at the DEC Solutions Desk. If you find something, please take it here. After 4:30 pm Friday, all lost items will be turned over to the hotel.

Name Badges — Please wear your name badge at all times. It is required to enter all conference sessions, events, and the Exhibit Hall.

Registration Area and Solutions Desk — Please feel free to stop by the registration area where staff and volunteers are available to answer questions. Location: 2nd floor Pre-Function Lobby The DEC Registration Area and Solutions Desks are open at the following times: Wednesday 7:00 am – 7:00 pm Thursday 7:00 am – 7:00 pm Friday 7:00 am – 5:30 pm Discounts for DEC Conference Attendees DEC and the city of Atlanta have lined up special discounts for conference attendees at local attractions, restaurants, and bars. Just show the Savings in the City card at participating partners to start saving!

A list of all discounts offered and a printable version of this card can be found at www.dec-sped.org/ATLDiscounts

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Meet Up With Your Colleagues The DEC Conference is a great opportunity to meet up and network with colleagues who you don’t see on a regular basis. There is ample space in the hotel for informal gatherings. Check out the below options: • 2nd floor Pre-Function Lobby • 1st floor lobby • Enjoy a meal at Southern Elements, the hotel’s on-site restaurant • Peruse the exhibitors in the Exhibit Hall and win some great raffle prizes!

• Grab a drink at the hotel bar • Meet for coffee at the 1st floor Market Place Networking Happy Hour for New DEC Members, First-Time DEC Conference Attendees, and International Attendees! Enjoy a few drinks and appetizers while getting to know some of your DEC colleagues. Join us in the front lobby of the hotel near Southern Elements Lounge at 7 pm Thursday and we will walk to Cuts Steakhouse together.

Cruising the Internet DEC has provided free WiFi for all attendees in public spaces and hotel rooms at the Hilton Atlanta.

Network Name: Hilton-Meeting Password: DECSPED Creating a Welcoming Community Is this your first time at the conference? Review the program booklet for specific opportunities for first-time attendees.

Have you been to the conference before? Share some DEC wisdom and introduce yourself to a first-time conference attendee. It is DEC’s hope that everyone will leave the conference making new connections with colleagues in the field.

Three Tips for Networking: smile, look people in the eye, and put your handheld device down when people are talking to you.

Help with Next Year’s Conference!

We are always looking for volunteers to help out with the DEC Conference. There are a variety of ways to volunteer: • Develop DEC Conference evaluations • Review DEC Conference proposals • Promote the DEC Conference to families and review scholarship applications • Help coordinate the opening session • Tweet it up and serve as our social media chair • Brainstorm potential preconference workshops and topics

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Research Spotlight Dr. Sam Odom

Early Childhood Intervention at 50: Where Do We Go From Here?

Friday, October 9, 12:45–1:30 pm Dr. Sam Odom will highlight the contributions of four primary research centers to the evolution of practice in EI/ECSE, the potential effects these contributions have had on generations of children and families, and directions for future research. Samuel L. Odom, PhD, is director of the Frank Porter Graham Child Development Institute and professor in the UNC-Chapel Hill School of Education. He is the author or co-author of more than 100 publications and editor or co-editor of 10 books on early childhood intervention and developmental disabilities.

His research has addressed topics related to early childhood inclusion and preschool readiness, although most of his current research focuses on autism spectrum disorders (ASD).

Practitioners Marketplace

Friday, October 9, 12:00 pm – 1:30 pm

Through the power of this peer-topeer community, “The Marketplace” allows conference attendees to learn about DEC Recommended Practices and evidence-based ideas, strategies, resources, and tools to support them and the young children and families they serve. Practitioners will hear about proven evidence-based practices and get first-hand accounts from practitioners who are putting research into practice in their classrooms, communities, and homes.

This interactive marketplace allows practitioners the opportunity to build relationships, see examples of practices put into action, and share evidence-based strategies with other practitioners from across the country. Where else can you get all this valuable information, at one time, at one conference, in one space? Be ready for the rush of extraordinary ideas, innovations, and hands-on opportunities designed to be implemented immediately after you return home.

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Awards Breakfast Friday, October 9 7:30-8:45 am Crystal Ballroom

Help DEC honor distinguished individuals working in early intervention and early childhood special education while experiencing a unique opportunity to network within the DEC community. We welcome you to join us in celebrating our 2015 award winners and enjoy a delicious breakfast.

Tickets are $30 and can be purchased at the Solutions Desk.

Awards & Winners Rose C. Engel Award for Excellence in Professional Practice Donna Marget

The Mary McEvoy Service to the Field Award Mary McLean

The J. David Sexton Doctoral Student Award Dana Childress

Merle B. Karnes Award for Service Sharon Walsh

The DEC Parent/Family Award Judy Swett

The DEC Award for Mentoring Patricia Snyder

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Message from OSEP On behalf of the U.S. Department of Education, Office of Special Education Programs (OSEP), I am pleased to welcome you to the Division for Early Childhood’s 31st Annual International Conference on Young Children With Special Needs and Their Families. In the spirit of this year’s theme, “The Time Is Always Right to Do What Is Right,” OSEP and DEC are working together closer than ever to do what is right to improve results for infants, toddlers, and children with disabilities and their families.

This year I am excited to announce that OSEP will be presenting a strand of sessions designed to support you in your work. Over the course of the next several days you will learn how OSEP is supporting states and local programs in improving results for children with disabilities and their families through our monitoring and support of states, discretionary investments, and our collaborations with other federal agencies. Federal staff, state staff, and staff from OSEP-funded projects will present sessions on the following topics: developmental and behavioral screening, family outcomes, personnel preparation, technical assistance resources, state systemic improvement plans, and suspension and expulsion.

Additionally, OSEP is putting a renewed and intentional focus on ensuring that young children with disabilities have access to high-quality inclusive early childhood programs with individualized services and supports to enable full participation. The U.S. Departments of Education and Health and Human Services partnered to release a joint federal policy statement, “Inclusion of Children With Disabilities in Early Childhood Programs,” which provides recommendations to increase inclusion of children with disabilities in early childhood programs. We invite you to participate in a listening session as we seek your input and expertise on promoting high-quality inclusion in early childhood programs.

Lastly, join us for the annual presentation, What’s Up in Washington.

This informative session will include updates on IDEA programs as well as federal legislation and activities that impact early childhood programs and services for children with disabilities and their families.

I know you will take full advantage of the learning opportunities afforded to you at this year’s conference. We are excited to engage in this professional development opportunity with you to learn how we can all better serve young children with disabilities and their families. Enjoy the conference!

Sincerely, Christy Kavulic

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Valuing Our Individual Children and Families Through Equity and Social Justice

VOICES is DEC’s diversity council. DEC strives to create an inclusive environment for all individuals. One way to do this is to advocate for socially just policies and practices. VOICES has been created to ensure that all early childhood special education professionals, families, and children from diverse identities, backgrounds, lifestyles, values, and beliefs are included in the events, policies, and practices put forth by DEC. The poster presentations highlighted during the Welcome Reception have all been hand-picked by VOICES and the Program Committee as presentations that address and reflect the important values of socially just policies and practices.

Welcome Reception

Immediately following the Opening Session and Keynote, please join us in the DEC Exhibit Hall for a reception. Browse the VOICES highlighted poster presentations, wander through the exhibits, greet colleagues and friends, and start your conference off right! Music, food, and cash bar provided.

Wednesday, October 7 6:30–8:00 pm Exhibit Hall (Grand Salon A–E)

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President’s Message Welcome from the DEC Executive Board to the 31st Annual International Conference sponsored by the Division for Early Childhood of the Council for Exceptional Children. The theme for our conference this year is a quote by Dr. Martin Luther King, Jr.: “The time is always right to do what is right.” This message resonates across multiple critical issues facing the field of early intervention/early childhood special education (EI/ECSE) such as inclusion, disproportionality, and the research-to-practice gap.

The work of the DEC Executive Board is to provide vision and leadership to DEC to promote policies and advance evidence-based practices that support families and enhance the optimal development of young children who have or are at risk for developmental delays and disabilities. DEC exists so that all young children with disabilities participate as full members of families and communities and benefit from competent and informed professional and policy makers. This year’s conference, like years past, provides the field with a critical forum for facilitating learning, discussion, networking, and advocating for children with special needs by the professionals (e.g., practitioners, administrators, faculty, researchers) who work with or on behalf of young children with disabilities and their families.

During this year’s conference, I encourage you to regard MLK’s powerful and stirring words as a call to action to promote inclusion, address issues of disproportionality, and reduce the research-to-practice gap. Ask yourself: How can I best spend my time at our conference to ensure that at this time next year the world is a better place for young children with disabilities and their families? What can I do to ensure more children are educated and included in general education settings, fewer children experience issues related to implicit or explicit bias, and more professionals use evidence-based practices?

Not only CAN you make a difference, but young children with disabilities and their families NEED you to do so. The words of Margaret Mead provide a much more powerful concluding statement than I ever could: “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” Spend your time wisely; make a difference!

Erin Barton

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Special Interest Groups DEC special interest groups (SIGs) are autonomous communities of professionals and families created within and by DEC members. SIGs are formed to foster connections, further knowledge, and engage in conversations and activities around a common interest. DEC SIGs are vibrant communities within DEC that add value to our organization. Take some time to learn more about these opportunities and get involved. Visit the poster boards on the second floor registration area to find out more about the special interest groups and check out the Joint SIG Meeting on Wednesday, 12:40–1:45 pm. DEC has seven SIGs:

• Early Intervention • Inclusive Programs & Practices • International • Leadership • Professional Development • Research • Student

What’s Your Goal?

To get the most out of your conference experience, create your personal goal. What do you want to accomplish while you are here?

What content will you seek out? Whom do you want to connect with?

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Certificate of Attendance

This certificate signifies participation in the DEC’s 31st Annual International Conference on Young Children and Their Families

Attendee Name

Atlanta, Georgia October 7–9, 2015

Leah Weiner, PhD DEC Executive Director

DEC FIELD TRIP The Center for Civil and Human Rights

Thursday, Oct. 8 | 1:30 PM – 4:30 PM www.dec-sped.org | dec@dec-sped.org | 310-428-7209

Purchase your discounted tickets now for $10.

You do not want to miss out on visiting what has become one of Atlanta’s top destinations.

Timeline 1:30 PM - Meet at lobby of the Hilton Atlanta Hotel in front of Southern Elements Restaurant 1:40 PM - Walk to the Center for Civil and

Human Rights (15-minute walk)

2:00 PM - 4:00 PM - Tour the center 4:00 PM - 4:10 PM - Meet at entrance to return to DEC Conference 4:30 PM - Arrive back at DEC

Conference

NOTE: A limited number of tickets will be available when you arrive at the DEC Conference, so purchase now to reserve your space!

Hilton Atlanta Hotel FIRST FLOOR

THIRD FLOOR

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Floor Plans SECOND FLOOR

FOURTH FLOOR

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About the J. David Sexton Memorial Endowment

DEC was fortunate to have spirited leadership from J. David Sexton, who was president of DEC in 1999.

After his death, our research community chose to honor his commitment to research and doctoral preparation and his determination to connect research to practice in ways that make a difference in the lives of young children and their families. The J. David Sexton Endowment was created to support doctoral-level research, and an annual doctoral student award was created in his honor. The endowment continues to grow, but we need your ongoing support to continue its impact.

SEXTON SESSIONS Wednesday, 8:30 am – 11:30 am

Social Determinants of Child Health and Development

Room 204/205 Children who grow up in circumstances of social and economic disadvantage are at greater risk for exposure to adverse environmental factors and are more likely to suffer consequent adverse health and developmental outcomes. The aim of this presentation is to raise awareness and explore strategies to reduce these disparities and promote health equity. We will explore data from various sources including a downtown Cerebral Palsy Clinic, an industrial town where there was environmental pollution, and existing literature that was reviewed and analyzed looking at background socioeconomic status, etiology, nature of the disability, and availability of services.

Leslie Rubin Thursday, 9 am – 10 am

Risk of Bias Assessment for Single-Case Research Designs

Room 406/407 Research The Risk of Bias assessment tool of the Cochrane Collaboration is often considered one of the best tools for the appraisal randomized controlled trials and has recently been adapted for use with nonrandomized studies.

This poster presents an adaptation for single-case research designs.

Brian Reichow

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Thursday, 11:20 am – 12:20 pm

OSEP Professional Development Grants: Preparing 21st Century Early Childhood Leaders and Practitioners

Room 210/211 Professional Development The Office of Special Education Programs is dedicated to improving results for children with disabilities and their families. To support this mission, grants are available for preservice graduate and doctoral personnel preparation. Following an overview of the grant application process, three university programs will present innovations in personnel preparation.

Leslie Carol Fox, Tracie Dickson, Linda Flynn Wilson, Barbara Smith, & Elizabeth Steed Thursday, 3:35 pm – 5:35 pm

Real World Research, Real World Dilemmas

Room 208/209 Research Researching within natural environments can lead to ethical and legal dilemmas. In this interactive session, participants will discuss the thorny problems researchers encountered when planning, implementing, and disseminating early childhood research. Participants will contemplate the researcher’s intermediary role in navigating ethical and legal issues of inequity, power, and social justice.

Natalie Danner, Catherine Corr, & Margaret R. Beneke Friday, 9 am – 10 am

Leadership and the Law: Embedding Public Policy into ECE/ ECSE Doctoral Programs

Room 301 Policy Readings, assignments, and field experiences related to public policy and advocacy will be shared for use in ECE/ECSE doctoral programs.

Attention will be paid to public policy resources that address issues of social justice and equity for young children with disabilities and from culturally and linguistically diverse backgrounds.

Elizabeth Steed & Barbara Smith Friday, 10:10 am – 11:55 am

Moving Forward! Getting (and Keeping) Your Dream Job in Higher Ed!

Room 303 Professional Development In this session, participants will engage in an interactive dialogue about topics related to the post PhD job search process and becoming a postdoc, researcher, or junior faculty member at a college or university.

LaShorage Shaffer, Lori Erbrederis Meyer, & Kiersten Kinder

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Wednesday, October 7

Preconference Workshops 8:30 am – 11:30 am

Blending EI/ECSE and ABA: Grappling With Ethical Issues Facing BCBAs

Room 206/207 Professional Development Ethical dilemmas are commonplace in early childhood settings. They are even more common when professionals from different disciplines, with different theoretical and philosophical orientations, are working together on a team. This workshop will provide board certified behavior analysts (BCBA) some strategies for addressing ethical issues that occur in practice.

Ilene Schwartz & Nancy Rosenberg

Preconference 8:30 am – 11:30 am

Reducing Challenging Behavior: Prevent-Teach Reinforce for Young Children (PTR-YC)

Room 212/213 Practice One of the greatest concerns of early childhood educators is preventing and addressing children’s challenging behavior. This workshop will provide participants with an evidence-based, manualized, simple, and time-efficient set of strategies for doing this. Case studies and video will demonstrate the practicality of PTR-YC when implemented in typical routines.

Jaclyn Joseph, Phillip Strain, Glen Dunlap, & Janice Lee

Roadmap for Assessing Meaningful Participation: A Tool for Functional Assessment

Room 210/211 Practice Efficiently gathering and sharing information about family priorities, activity settings, and child interests; conducting a functional assessment; and developing IFSP outcomes can be a challenge. This interactive session will be the national debut of a new, easy-to-use coaching tool that incorporates all of these steps and moves smoothly to intervention.

Dathan Rush & M’Lisa L. Shelden

Still in Love: The Effect of the Routines-Based Interview (RBI) on Families, Professionals, and IFSPs

Room 208/209 Professional Development Two years ago, Robin McWilliam conducted a preconference workshop on “Falling in Love During IFSP Development: The Routines-Based Interview.” The workshop is back by popular demand! Developing the IFSP is more than writing outcomes and deciding on services. It is also

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Wednesday, October 7 about forming relationships with families and determining their functional child-level and family-level needs, which should be the basis of the outcomes. Robin will provide updates and discuss modifications implementers have made. The workshop will focus on do’s and don’ts, on strategies for different types of families, and on how to write functional outcomes/goals as a result of the RBI. Robin McWilliam & Kelly Uchima

Social Determinants of Child Health and Development

Tools and Strategies for Providing Inclusive Learning Opportunities for Young Children

Room 302 Practice This workshop will present information from a recent national survey asking about the current challenges to serving young children in regular early childhood programs. Participants of this workshop will learn about strategies and tools that address the challenges with serving young children in inclusive environments.

Megan Vinh, Barbara Smith, & Erin. E. Barton

1 pm – 4 pm Creating Models of Support for Mothers of Children With Disabilities

Room 206/207 Family Learn from parents and university partners the ways mentorship benefits families and professionals and how to establish family mentorship. Learn why programs matter and how to consider issues in building sustainable mentorship. Participants will leave the workshop with action plans to guide implementation in their communities.

Philippa Campbell, Eric Moody, Kristen Kaiser, Mary Beth Bruder, & parents of children with disabilities

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Preconference 8:30 am – 11:30 am

Room 204/205 Children who grow up in circumstances of social and economic disadvantage are at greater risk for exposure to adverse environmental factors and are more likely to suffer adverse health and developmental outcomes.

The aim of this presentation is to raise awareness and explore strategies to reduce these disparities and promote health equity. We will explore data from various sources including a downtown Cerebral Palsy Clinic, an industrial town where there was environmental pollution, and existing literature that was reviewed and analyzed looking at background socioeconomic status, etiology, nature of the disability, and availability of services.

Leslie Rubin

Wednesday, October 7 Data-based Decision-Making for Young Children: Certification for Infant and Toddler IGDIs

Room 212/213 Practice The purpose of this workshop is to certify practitioners on at least two of the Infant and Toddler Individual Growth and Development Indicators (IGDIs), a set of four measures designed for screening and progress monitoring within a data-based decision-making service delivery model.

Jay Buzhardt, Dale Walker, & Susan Higgins

Implementing Skilled Interventions as Natural Learning Environment Practices

Room 210/211 Practice This session is specifically focused on supporting SLPs, PTs, and OTs to promote parent use of skilled interventions during everyday activities.

Practitioners will be trained to use a Natural Learning Environment Practices toolkit that includes a coaching roadmap, everyday activities, and responsive interventions. Participants should be familiar with interactive coaching.

Frances A. Davis & M’Lisa L. Shelden

Preconference 1 pm – 4 pm

Shifting Our Thinking From Providing Training to Supporting Performance

Room 208/209 Practice There is a growing disenchantment with traditional methods used to support learning in the early childhood field. Although organizational leaders and professional development specialists often agree that episodic workshops, courses, and online modules rarely result in changed practices, our field continues to rely on the very methods that we feel fall short.

This session will explore how we may achieve better results by adapting practice-driven strategies from other fields to shift our focus from delivering one-shot training events to supporting performance over time. The session will illustrate ways to blend high-touch relationships with a variety of digital communication tools to support practitioners and family members to learn, plan for, use, receive feedback on, and refine new skills.

Larry Edelman

Things They Didn’t Tell Me When I Started My Doctoral Program

Room 204/205 Professional Development Doctoral students! Join us in this engaging session on how to master your doctoral program. Engage in interactive discussions about maximizing your graduate school experiences to increase your marketability after graduation. Presenters will highlight key experiences that have proven to be beneficial to their careers in and outside academia.

Angel Fettig, Kathleen Artman Meeker, & Kiersten Kinder

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Opening Session

Wednesday, October 7 4:30–6:30 pm Grand Ballroom

Keynote Presentation Julie Washington, Ph.D.

Julie A. Washington is a professor with the Communication Sciences and Disorders program of Georgia State University. In addition, Washington is an affiliate faculty of the Research on the Challenges of Acquiring Language and Literacy initiative and the Urban Child Study Center at GSU. Her work focuses on understanding cultural dialect use in African American children with a specific emphasis on the impact of dialect on language assessment, literacy attainment, and academic performance. Her work with preschoolers has focused on understanding and improving the emergent literacy skills necessary to support later reading proficiency in high-risk groups, with a special focus on the needs of children growing up in poverty in urban areas. Currently, Washington is a principal investigator on the Georgia Language Disabilities Research Innovation Hub, funded by the National Institutes of Health – Eunice Shriver National Institute on Child Health and Human Development.

This research hub is focused on improving early identification of reading disabilities in elementary school–aged African American children and includes a focus on children, their families, teachers, and communities.

Emergent Literacy in Young African American Children: Close the Achievement Gap Before It Begins

Early literacy skills provide a critical foundation for later academic success. To encourage good reading skills, several important factors must be identified and addressed. At the most basic level, to learn to read all young children must have three important things: good language skills, excellent instruction, and books. In the case of children who come from impoverished backgrounds and those who use a community language that differs from the school context, early childhood education can bridge the gap between their early literacy environments and school literacy expectations. This presentation will focus on the additional literacy needs of African American children growing up in poverty and the increasingly important role of birth to age 5 education for supporting the language and literacy development of these students.

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Wednesday, October 7 Poster Sessions 6:30 pm – 8 pm Exhibit Hall

Poster Sessions 6:30 pm – 8 pm

Developing a Computer-Administered Language Assessment for Diverse Children Ages 3 to 6

Strand: Research Children’s early language abilities forecast academic and social success, necessitating the timely detection of language delays. This IES-funded project is developing a touchscreen computer-administered assessment that provides a brief, easy to administer, and culturally neutral measure of vocabulary and syntax development. The test measures what children know and how they learn.

Dani Levine, Amy Pace, Paula Yust, Natalie Brezack, Giovanna Morini, Andrea Tabori, Kristina Strother-Garcia, Jill de Villiers, Aquiles Iglesias, Mary S. Wilson, Roberta M. Golinkoff, & Kathy Hirsh-Pasek

Doing Right by Infants and Toddlers in Foster Care

Strand: Policy Infants and toddlers in foster care face significant developmental challenges that must be addressed immediately if they are to overcome their turbulent beginnings. This session offers a child welfare policy framework that recognizes these special vulnerabilities. Collaborative problem-solving strategies for local communities and at the state level will be discussed.

Cindy Oser, Lucy Hudson, & Judy Norris

Embedding Phonological Awareness Intervention Into Everyday Classroom Activities

Strand: Practice This poster describes implementation of a phonological awareness intervention in a high poverty preschool classroom. Data will be presented on the effects of the intervention, embedded in multiple daily classroom routines, on children’s letter name/letter sound knowledge and phoneme identification.

Emily Lakey

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Wednesday, October 7 Factors That Impact Novice Teachers’ Success in Inclusive Settings

Strand: Professional Development The purpose of this poster is to explore factors that may impact novice teachers’ success when teaching in an inclusive classroom. Predictors of novice teachers’ success working with students with special needs in inclusive settings, training and professional development, and the amount of coursework in special education will be examined.

Lumi Cristina Hartle

Implementation of a Classwide Intervention to Teach Behavioral Expectations in Head Start

Practices and Policies to Mitigate Disproportionality: Addressing Challenging Behavior, Suspension, and Expulsion

Strand: Policy This session will provide an opportunity to discuss specific policy and practices that prevent expulsions in early childhood programs. Focus will be placed on mitigating the effects of challenging behaviors through an examination of current practices and policies under consideration with emphasis on cultural and racial disproportionality.

Deanna Pearce & Sara Davidon

Reflections From Culturally and Linguistically Diverse Families of Children With Autism

Strand: Family An investigation of current literature indicating the impact multiculturalism has on educating students with ASD and reflections from families on the literature and their experiences. Also, educational strategies for students with ASD from culturally and linguistically diverse backgrounds and best practices for collaborating with their families will be shared.

Wayne Maloney & Ann Bingham

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Poster Sessions 6:30 pm – 8 pm

Strand: Research Many children enter early childhood settings unprepared. If they have not been in group care before, or if they are moving from one program or classroom to another, they need to learn a teacher’s expectations for arrival time, meeting time, etc.. This session highlights a classwide intervention to teach behavioral expectations.

Charis Lauren Price, Michaelene M. Ostrosky, & Rosa Milagros Santos

Wednesday, October 7 Serving Vulnerable Young Children: Partnerships Between Early Childhood and Child Welfare Systems Strand: Professional Development CASA Strong Beginnings is a collaboration between a Court Appointed Special Advocate program, a Department of Special Education, and Early Intervention Services. This partnership was established to increase awareness across systems with the ultimate goal to better serve children with disabilities and those most vulnerable to child abuse and neglect.

Catherine Corr & Natalie Danner

Poster Sessions 6:30 pm – 8 pm

Understanding the Impact of Poverty on Early Language Development: Theory to Practice

Strand: Professional Development This presentation will highlight the factors that surround a child living in poverty and its impact on early language and learning. Issues relating to assessment will be identified. Research-based strategies aimed at increasing the language skills of these children will be provided.

Nancy Silverman & Nancy Harju

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Thursday, October 8 Poster Sessions 7:15 am – 8:30 am Exhibit Hall African American Parents of Children With Autism: Experiences Obtaining Diagnoses and Services

Applying an Evidence-Based Coaching Framework to the Early Childhood Professional Development Literature Strand: Research This poster presents the results of a systematic review of coaching in the early childhood professional development literature. Studies were examined in terms of definitions of coaching protocols and consistency with an evidence-based coaching framework (practice-based coaching).

Presenters will discuss the results and implications for high-quality, systematic professional development.

Kathleen Meeker, Angel Fettig, Erin E. Barton, & Songtian Zeng

Apps: Which Do Educators Use and What Do They Think of Them

Strand: Practice The purpose of this study was to investigate and identify the apps that ECE and ECSE professionals and preprofessionals use, why they use them, and how these individuals rated the appropriateness of the apps using a rubric with 27 different characteristics related to accessibility, content, and individualization.

Conrad Oh-Young, Kathleen O’Hara, Catherine Lyons, Delilah Krasch, Maryssa Kucskar, & Cori More

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Poster Sessions 7:15 am – 8:30 am

Strand: Research Despite significant increases in the prevalence of autism among children in the United States, little is known about the experiences of African American parents of children with autism. This qualitative study investigated African American parents’ perceptions of diagnoses and services for children with autism. Findings and implications are discussed.

Jamie Pearson & Hedda Meadan

Thursday, October 8 Building School Readiness in Disadvantaged Children: Preschool Programs that Foster Executive Functioning Strand: Practice This presentation will explore the importance of executive functioning on school readiness skills for disadvantaged preschoolers. Current intervention programs in preschools will be discussed, including the curriculum, instructional practices, and outcomes on executive functioning and school readiness. Recommendations for best practice and future directions will be addressed.

Jenny Schmidt & Fan-Yu Lin

Poster Sessions 7:15 am – 8:30 am

CAPTA and Early Intervention: Colorado’s Expanding Collaboration

Strand: Policy The Colorado Department of Human Services, Office of Early Childhood (early intervention) and Office of Children, Youth and Families (child welfare) are able to jointly review performance outcomes, referral processes, and best practices for supporting children and families being served by both agencies. Presentation includes insights, successes, strategies, and challenges.

Lenita Hartman & Lorendia Schmidt

Collaborative Perspectives on Mentorship in Early Childhood Special Education Within Higher Education

Strand: Professional Development Join this motivated team of a faculty member and student intern in early childhood special education as they share their research, perspectives, and endless collaborative possibilities. This session will include components of high-quality mentoring, building individual leadership capacity, and exploring opportunities for future growth among preservice and experienced professionals.

Holly Hoffman & James Nuse

A Collaborative Speech and Occupational Therapy Model for Preschoolers With Developmental Delays

Strand: Practice This presentation describes a collaborative service delivery model for preschoolers with speech, language, and co-existing developmental delays in a naturalistic setting. This intervention, led by a speechlanguage pathologist and occupational therapist, provides opportunities for communication, social participation, and active engagement.

Student clinicians support children through naturally occurring learning opportunities.

Barbara B. Demchick & Karen H. Day

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Thursday, October 8 Coordination of Mental Health Services in Early Childhood: Perspectives From One State

Strand: Practice This session will provide an overview of services and supports available in one state, as coordinated through an initiative from the Office of Early Childhood. The project was based on recognized needs and required by the Legislature. Particular focus is on consultation, programs and services, information, and professional development.

Ann Gruenberg

Creating Sensory Environments: A Collaborative Guide for Parent and Teachers.

Current Assessments and Training Programs in Saudi Arabia: Learning Disabilities Identification Tools

Strand: Research A lack of assessments and professional training in these assessments exists in Saudi Arabia. This lack slows identification of students with learning disabilities and providing appropriate early interventions.

This study aimed to describe the available summative and formative assessments to identify students with learning disabilities and training programd for educators in Saudi Arabia.

Shehana Alqafari, Maha Alsulaiman, & Rashida Banerjee

Distance Mentorship Program: Web-based Support for Teachers Working With Learners With Deaf-Blindness

Strand: Professional Development The Distance Mentorship Program (DMP) is a model for providing remote, individualized technical assistance for teachers and paraprofessionals working with learners with deaf-blindness. This poster describes the model and how technology is used to facilitate support as well as initial findings from families of young children with deaf-blindness.

Jay Buzhardt & Susan Higgins

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Poster Sessions 7:15 am – 8:30 am

Strand: Practice An evidence-based guide to creating sensory environments for parents and teachers of small children with autism and SPD. Use of sensory strategies, adaptations, and modifications to promote self-regulation will be identified and appraised. Collaboration between teachers, therapists, and parents will be the guiding principle of this workshop.

AnjalI P. Sane & Anjali P. Sane

Thursday, October 8 Easing the Transition From Home-Based Early Intervention Services to the Classroom

Strand: Practice This study measures the effect of a classroom-based early intervention package using principles of Applied Behavior Analysis preceding the transition into a preschool classroom. Pre- and posttest measures on skill acquisition and classroom readiness behaviors were used. Provided is an overview of the study, results, with implications for practice.

Elizabeth Nguyen & Brittany Frey

Poster Sessions 7:15 am – 8:30 am

The Effects of a Supplemental Explicit Counting Intervention for Preschool Children Strand: Practice Counting skills are foundational to build number concepts in mathematics. There needs to be more exploration on brief explicit mathematical interventions that target counting and are supplemental to preschool mathematics core instruction. This study investigates explicit instruction as a brief counting intervention for children identified as having mathematics difficulties.

Vanessa Hinton, Margaret Flores, Kelly Schweck, & Toni Franklin

The Efficacy of Video-Based Instruction on Promoting Initiations of Children With Autism Strand: Research This research study investigated the efficacy of video-based instruction (VBI) using iPads on promoting social initiations of children with autism toward peers with autism. Results showed that both participants made substantial improvements for almost all target behaviors. Generalization, maintenance, and social validity results supported the use of VBI as well.

Lema Kabashi

Enhancing Professional Development and Reflection of Teacher Candidates

Strand: Professional Development This presentation describes the use of CEC Initial Special Education Preparation Standards and DEC Recommended Practices to support teacher candidates in their field experiences. Use of these resources to focus student observations and experiences resulted in richer reflections and improved articulation of professional development needs compared with previous semesters.

Sonia Michael & Megan Purcell

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Thursday, October 8 Examining the Needs for Training of Preservice Home-Based Early Interventionists in China

Strand: Professional Development To meet the need for early intervention teachers in China, a survey was developed to identify preservice training needs of students in the School of Special Education at South China Normal University, Guangzhou, China. Results from the survey will be discussed. Implications and future steps will be delineated.

Huichao Xie, Ching-I Chen, Chieh-Yu Chen, & Jane Squires

Experiences of Early Childhood Special Educators While Implementing Academic Learning Standards in the Common Core Era

Exploring Subtle Effects of a Internet-Based ParentImplemented Communication Intervention

Strand: Practice We describe a telepractice parent-training and coaching program that capitalizes on evidence-based communication teaching strategies for children with communication delays. We share results of the original study and of a secondary analysis of two participants, highlighting what we learned from reanalyzing the original data and implications for practice and research.

Moon Chung, Melinda R. Snodgrass, Hedda Meadan, Yusuf Akamoglu, & James W. Halle

Factors That Impact Novice Teachers’ Success in Inclusive Settings

Strand: Professional Development The purpose of this poster is to explore factors that may impact novice teachers’ success when teaching in an inclusive classroom. Predictors of novice teachers’ success working with students with special needs in inclusive settings, training and professional development, and the amount of coursework in special education will be examined.

Lumi Cristina Hartle

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Poster Sessions 7:15 am – 8:30 am

Strand: Practice The presenters will share findings from an exploratory study of early childhood special education teachers’ experiences, challenges and successes with implementing Common Core State Standards with young children with or at risk of developing disabilities. Suggested strategies for successful implementation and collaboration with parents and general educators will be presented.

Maria Isolina Ruiz & Linda Flynn-Wilson-Wilson

Thursday, October 8 Family Decision-Making About Early Treatments for Children Recently Diagnosed With ASD

Strand: Research This presentation examines the influences of access, cost, and culture on the decisions that families of children recently diagnosed with ASD make about early interventions. Using multiple case study design informed by a racially and economically diverse sample, this research provides insights that are relevant for researchers, practitioners, and families.

Parthenia Dinora

Poster Sessions 7:15 am – 8:30 am

Father Involvement and Developmental Outcomes of Children at Risk or With Disabilities

Strand: Practice Father involvement in early childhood intervention is underrepresented in both research and practice. This presentation reviews (a) father involvement and child developmental outcomes in educational research for young children at risk or with disabilities, and (b) the contributions of father involvement to the developmental outcomes. Recommendations are given for future studies.

Zhe An

Help Me Grow: Early Detection for At Risk Young Children

Strand: Practice Help Me Grow is a national initiative that focuses on the early detection of young children at risk for developmental and/or behavioral problems.

This program began in Hartford, Connecticut, in 1997 and is used in more than 20 states. An overview of Help Me Grow will be presented.

Barbara Hartigan

Helping Early Childhood Providers Understand Positive Behavior Supports and Use Data-Driven Interventions

Strand: Professional Development The author shares research-based findings from facilitating a tailored Positive Behavior Supports (PBS) workshop for early childhood providers in a program serving children ages birth to 5. Components of the introductory PBS workshop and a follow-up data-collection exercise are shared, and noteworthy insights from provider pre-post survey responses are discussed.

Holly Hebron

Implementation Science: Using Progress Monitoring Assessments With Infants and Toddlers

Strand: Practice This session describes a study about progress monitoring within Part C. Part C staff can administer and score IGDIs reliably with coaching

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Thursday, October 8 support. However, the use of ongoing progress monitoring in practice remains challenging. The session ends with brain storming about improving the use of progress monitoring within Part C. Kere Hughes-Belding & Gayle Luze

Infusion of Individual Meaning-Centered Approach to Braille Literacy (I-M-ABLE) Within Preschool Settings

Strand: Practice Within this 60-minute presentation, early intervention professionals will have the opportunity to review early literacy practices as it relates to children with visual impairment and learn how to incorporate I-M-ABLE strategies with young children in educational and home settings.

Amy D. Campbell & Annette Vinding

Strand: Research Favazza and colleagues (2000) investigated the representation of persons with disability within early education environments. Findings indicated that class environments did not have materials that depict persons with disabilities. This poster presents results from a follow-up study with similar findings: persons with disability are still under-represented in school settings.

Paddy Favazza, Michaelene M. Ostrosky, Lori Erbrederis Meyer, Seon Yeong Yu, Chryso Mouzourou, & Lisa van Luling

Investigating the Effects of Summer School on Children’s School Readiness Skills Strand: Research This study examined the effects of an intensive summer transition program provided to preschoolers. Preliminary results showed positive effect of the program from pre- to postintervention. Additional data provided further evidence by comparing the performance of children who participated in the program and their peers who did not.

Yaoying Xu

Language Performance on the Preschool Language Scale-5 for Head Start Children

Strand: Research The performance of 193 preschool children in Head Start on the Preschool Language Scale-4 (PLS-5) was examined. Children performed significantly below the standardization means for their ages on PLS-5 total scores. Girls scored significantly higher than did boys on the PLS-5 Expressive Communication subscale and Total Scale. Implications were discussion.

Cathy Qi

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Poster Sessions 7:15 am – 8:30 am

Investigating Representation of Children With Disabilities in Inclusive Class and School Environments

Thursday, October 8 One State’s Way of Addressing Competency Issues in Early Intervention Interpreting/Translating Services

Strand: Professional Development In homes where families have limited English proficiency using proficient interpreter/translator services fosters the family-professional relationship and is key to the delivery of quality services based on the family’s concerns and needs. This session demonstrates how one state is addressing competency issues in early intervention interpreting/ translating services.

Keena L. Sims & Lucy Gimble

Poster Sessions 7:15 am – 8:30 am

Partnering With Parents to Support Communication Skills for Young Children With Autism

Strand: Research The purpose of this poster is to outline the procedures of using a functional communication assessment to develop and to train parents to implement a prosocial communication intervention for young children ages 3–5 identified and/or at risk for autism spectrum disorder within the natural environment of their home.

Maureen Conroy, Brian Reichow, Debra Prykanowski, Jose Martinez, Kathryn L Marsh, & Lisa A. Guerrero

Preservice ECSE and Practicing Teachers’ Perspectives on the Development of Cultural Responsiveness

Strand: Research This presentation addresses the compelling need for early childhood educators to develop multicultural competence to address the needs of increasingly diverse young children and families. Results from phenomenological interviews with preservice and practicing educators will be discussed to highlight the complexities of affirming and supporting diversity in inclusive birth-five settings.

Adam S. Kennedy, Anna Lees, & Margaret Sheehan

Project Child: Reaching All Children Through Innovative HighTech Partnerships

Strand: Practice This presentation highlights Project Child, an OSEP-funded $325,000 grant. Project Child addresses the critical shortage of early childhood special education teachers, specifically in the areas of PreK Disability and Autism Spectrum Disorders through a unique high-tech partnership between Bethune-Cookman University and United Cerebral Palsy of Central Florida.

Marcey A. Kinney, Leslie Sena, & Anna O’Connor Morin

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Thursday, October 8 Promoting Toddlers’ School Readiness Skills Within Parent-Child Playgroups Strand: Practice This poster displays definitions and examples of developmentally appropriate readiness skills for toddlers, using findings from an ongoing study conducted in a playgroup inspired by the Parents Interacting with Infants (PIWI) model. The skills are ones that toddlers practice during routine play activities with support from their parents.

Dolores J. Appl, Brittany Hoffman, & Miranda St. Pierre

The Relationship Between Family Ratings of Satisfaction With Routines and IFSP Goals

The Role of Occupational Therapy in Early Intervention: Time for Specialization?

Strand: Practice This poster will present the role the occupational therapist (OT) can play in Part C evaluation and intervention planning. In addition, specific information will be presented to argue for specialization of OT in early intervention to meet the unique transdisciplinary and family-child needs in this population.

Stephanie de Sam Lazaro

Teacher and Child Outcomes of the BEST in CLASS Efficacy Trial Strand: Research This poster discusses outcomes of a four-year efficacy study of a classroom-based intervention focusing on preventing and ameliorating challenging behaviors in young children at risk for behavioral disorders.

Presenters will report findings of the impact of the intervention on classroom quality, teacher self-efficacy, child behaviors, and teacher/child relationships.

Crystal Ladwig, Maureen Conroy, Debra Prykanowski, Jose Martinez, & Brittany Werch

Teaching Math and Science Through Parent-Child Shared Book Reading Strand: Family Discussion guidelines that included math and science questions were provided to parents to use during shared book reading at home.

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Poster Sessions 7:15 am – 8:30 am

Strand: Practice This session will present details about a preliminary investigation to explore the relationship between family ratings of satisfaction with daily routines and the routines addressed in IFSP goals. Implications for programs, providers, and families will be discussed.

Robyn Ridgley & Amanda Dunlap

Thursday, October 8 Parent-child conversations were audiotaped to examine how discussion guidelines influenced conversations. Examples of discussion guidelines and their impact on parent-child shared book reading will be shared through this poster presentation.

Hyejin Park, Michaelene M. Ostrosky, & Lori Erbrederis Meyer

Poster Sessions 7:15 am – 8:30 am

Using Activity-Based Intervention and Dialogic Reading to Teach Thematic Vocabulary to Preschoolers

Strand: Research We will present the results of a single-case adapted alternating treatments design in which we compared the effects of Activity-Based Intervention and Dialogic Reading on children’s expressive use of thematic vocabulary. Participants included three preschoolers with developmental delays living in poverty. Implications for research and practice will be discussed.

Naomi Rahn, Christan Grygas Coogle, & Sloan Storie

Using Servant Leadership to Empower EIs/ECSEs and Diverse Families

Strand: Family Servant leadership is a way to balance the need to be both an effective leader and a caring partner when working with families. The tensions created by the traditional model of leadership and practical strategies for embedding principles of servant leadership into family-centered practice will be addressed.

Christine Hancock

Words Make a Difference: Describing Children’s Competencies During Meetings With Bilingual Families Strand: Family In this interactive presentation, we discuss family-educator partnerships and communication with parents who are bilingual. We present several points of possible miscommunication, based on words and phrases that educators and parents employ when describing young children’s competencies in English. Finally, we discuss recommendations for preventing and overcoming misunderstandings.

Sylvia Nyegenye & Gregory A. Cheatham

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Thursday, October 8

Sessions 9 am – 11 am Applying the DEC Recommended Practices When Working With Children With ASD Grand Ballroom B Practice In this presentation we will highlight areas of the DEC Recommended Practices that are especially useful to interventionists working with children with ASD and their families and provide suggestions about how to ensure that these practices are implemented in a manner are both child/family friendly and effective.

Ilene Schwartz, Glen Dunlap, & Phillip Strain

Beyond the Brady Bunch: Transforming Transdisciplinary Practices to Honor Family Diversity

CARA’s Kit in Child Care Through Evidence-Based Professional Development

Room 208/209 Professional Development Presenters will describe the development and implementation of a professional development framework, including face-to-face training and practice-based coaching, used to prepare child care teachers to use CARA’s Kit to meet the individual needs of the children in their care.

Carrie Trivedi, Heather Googe, & Karen Johnson

Classroom Quality Impact on Preschool Child Outcomes: Indiana’s Early Education Matching Grant

Room 302 Research This session will highlight the Early Education Matching Grant (EEMG), Indiana’s initial attempt at establishing public prekindergarten for children at risk. Attendees will learn the impact that preschool classroom quality has on children at-risk. We will compare data from pre and post child assessments with classroom quality rating scales.

Kirsten Bonifacio, Kelsey Williamson, & Sue Dixon

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Sessions 9 am – 11 am

Room 204/205 Family This session will highlight effective practices to provide transdisciplinary services to children and families representing increasingly diverse cultural backgrounds and structures. Using evidence-based adult learning practices, case studies of diverse families will engage participants in meaningful collaboration and team-based applications designed to honor family diversity in providing culturally responsive services.

Jennifer Kilgo, Jerry Aldridge, & Holli Ford

Thursday, October 8 Cross Disciplinary Personnel Standards: From Vision to Reality

Grand Ballroom C Professional Development The Early Childhood Personnel TA Center (ECPC) is facilitating the adoption of a common set of early childhood personnel standards for professional disciplines providing early childhood intervention.

This session will summarize national activities that occurred across the discipline-specific professional organizations, including a crosswalk across all discipline-specific standards.

Mary Beth Bruder, Jeffri Brookfield, Vicki D. Stayton, Stephanie Parks, Juliann Woods, & Toby Long

Sessions 9 am – 11 am

The Diversity Teacher Belief Q-Sort: A Springboard for Reflective Conversations

Room 202 Professional Development Learn how to use the Diversity Teacher Belief Q-Sort (DTBQ) as a springboard to reflective conversations about teachers’ work with diverse populations of children and their families. Get hands-on practice using the tool and leave with concrete suggestions and discussion prompts to use in preservice and in-service settings.

Lorelie Pisha

Enhancing Co-Educators’ Capacity to Embed Evidence-Based Strategies Into Classroom Routines Through Peer-Coaching

Room 406/407 Professional Development This research investigated the effectiveness of peer-coaching on infant/ toddler educators’ use of evidence-based communication strategies using a multiple-baseline single-case design. Data were also examined to determine how well the intervention was implemented, the perceived social validity of the intervention, and covariates associated with the intervention’s effectiveness. Implications will be discussed.

Jennifer Riggie Ottley, Christan Grygas Coogle, & Naomi Rahn

Individual Family Service Plan-Outcome Assessment Tool (IFSPOAT): Assessing Outcome Statements and Strategies

Room 310 Professional Development The Individual Family Service Plan-Outcome Assessment Tool (IFSPOAT) is a promising instrument developed to evaluate measurability, functionality, and family-centeredness of IFSP outcome statements and strategies. We will review data on its use and feasibility when used by community-based providers and discuss implications for providers, supervisors, and researchers.

Andrea Witwer & Kim Travers

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Thursday, October 8 Innovative Features of an Early Intervention Autism Specialization Personnel Preparation Program

Room 403 Professional Development This presentation provides a description of an autism specialization offered in an Early Intervention M.Ed. Program and highlights three innovative aspects: a course on technology-based strategies, another on treatment fidelity/coaching, and a specialized practicum on coaching parents. Outcomes derived from a content analysis of student portfolios will be reviewed.

Louise Kaczmarek, Diana Knoll, Alicia Mrachko, Rachel Gwin, & Susan Killmeyer

Integrating Social-Emotional Instruction in ECSE: Getting to the Heart of the Matter

It Takes a Village: Supporting Families of Young Children With Autism Spectrum

Room 401/402 Family This session examines the impact on families of having a young child diagnosed with Autism Spectrum Disorder (ASD). Participants will learn strategies for working collaboratively with families of diverse backgrounds, helping them manage stress and other issues and empowering families to create a team to create and support family health.

Kathy Gould & Laura Wald

Planting the SEEDS: Supporting Inclusion and Best Practices in City Schools

Room 309 Policy The Baltimore MD City Schools Collaborative Consultation Model (CCM) supports PreK teachers in developing knowledge and skills necessary to address IEP goals within activities and routines in inclusive, urban PreK classrooms. This session will describe the key elements, process, and outcomes of the consultation model after three years of implementation.

Perry Gorgen & Susannah Miragliuolo

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Sessions 9 am – 11 am

Room 305 Practice This session describes an approach to whole-child education that fosters the relationship between inner and outer experiences. Such an approach is designed to elevate children’s overall social-emotional health by equipping parents and providers with evidenced-based techniques grounded in the latest findings in neuro-scientific research.

Kristie Pretti-Frontczak & Mayra Porrata

Thursday, October 8 Promoting the Language and Literacy of Children With Language Delays and ASD

Room 311 Practice This session will describe interventions designed to promote the language and literacy of young children with disabilities. The interventions utilize evidence-based strategies including visual supports, systematic instruction, and technology integration. Presenters will share evidence supporting intervention effectiveness and demonstrate the use of methods/materials for using the strategies in preschool settings.

Lindsay Dennis, Kelly Whalon, & Mary Frances Hanline

Sessions 9 am – 11 am

Promoting the Success of Young Children and Families in an MTSS

Room 210/211 Practice Meaningful family engagement is a shared responsibility between educators and families, providing the foundation for creating familyschool-community partnerships. Family engagement best practices used within the MTSS framework will be shared. These practices provide meaningful, effective, and collaborative use of data to increase learning opportunities for every child and family.

Frederick T. Wiedemann & Jane Groff

Shifting From Child-Centered to Family-Centered Practices in Early Intervention

Room 303 Practice Presenting an agency’s journey to do what is right for children and families, through evidence-based practices. EI practitioners will discuss the ups and downs of implementing Routines-Based Early Intervention, coaching adults, and finding alternatives to the toy bag. The time is now to provide quality services to all families.

Christa Tescher, Candice Arrowood, Stephanie Stark, & Christa Tescher

State of the States Related to Systemic Improvement Room 313/314

Policy This session will provide a national overview of states’ status regarding the OSEP-required State Systemic Improvement Plans (SSIP) to improve outcomes for young children with disabilities, ages 0–5, served under IDEA Part C and Part B/619.

Kristin Reedy, Christina Kasprzak, Lisa Backer, Virginia Reynolds, & Cornelia Taylor

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Thursday, October 8 Success of Primary Service Provider (PSP) Approach to Teaming = Team Meetings

Room 301 Professional Development Team meetings are critical to successful use of the PSP approach to teaming. Team meetings support use of evidence-based practices such as coaching and offer the opportunity for true collaboration. This session offers information on how to create, implement, and sustain practices to support effective and efficient team meetings.

Peggy Kemp, Amy Owens, Monica Helfer, & Sarah Walters

Supporting Early Intervention for Infants Born Early and Their Families

Teaching Practices to Promote Children’s Learning and SocialEmotional Competence in New Zealand/Aotearoa

Room 206/207 Research In this session, we will describe teaching practices to promote young children’s learning and social-emotional competence used in New Zealand/Aotearoa. The New Zealand-based teaching practice list and framework is the result of a multiphase research study. This interactive session will include video examples and encourage discussion of crosscultural differences and similarities.

Tara McLaughlin & Karyn Aspden

The Time’s Right to Ensure Children With Disabilities Experience High-Quality Inclusion

Room 212/213 Policy Why do children with disabilities continue to have uneven access to high-quality inclusion despite legislation and policy support? Using an implementation science framework, this presentation uncovers drivers for ensuring the implementation of evidence-based practices, implementation challenges, and an action agenda for ensuring children with disabilities experience high-quality inclusion.

Pam Winton & Chih-Ing Lim

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Sessions 9 am – 11 am

Room 313/314 Policy Infants born low birthweight (LBW) and preterm are at risk for delays and disabilities. However, only a portion of these children receive early intervention. A panel will discuss (a) the role of Part C eligibility criteria, (b) assessment procedures, (c) recommended practices, and (d) a proposal for national standards for early intervention.

JaneDiane Smith, Patricia M. Blasco, Jane Squires, Bonnie Keilty, Rebecca Frantz, & Serra Acar

Thursday, October 8

Sessions 9 am – 11 am

What’s Happening in Washington

Grand Ballroom D Policy Join us for this annual presentation recapping federal legislative and executive branch activities that impact young children and their families. A representative from OSEP will provide updates on the agency’s activities. We will review the activities of the first session of the 114th Congress and discuss possibilities for the second session as we head toward the 2016 election.

This will include progress toward reaching agreement on funding levels for federal programs for 2016 as well as provide updates on federal legislation such as IDEA, ESEA, Strong Start, and other important reauthorizations on the congressional agenda.

Sharon Walsh, Ruth Ryder, Ashley Lyons, Deb Zeigler, & Amanda Bryans

Young Children as Program Co-Designers: Using Design Thinking to Tackle Wicked Problems

Grand Ballroom A Practice The field of early childhood special education is becoming increasing diverse and complex. This session will provide participants with an overview, examples, and practice using a human-centered, empathetic process to identify solutions to critical problems in early childhood classrooms, programs and organizations.

Beth Rous, John Nash, Elizabeth Steed, & Barbara Smith

Sessions 11:20 am – 12:20 pm

Sessions 11:20 am – 12:20 pm African American Parents With Toddler Sons: Racial Socialization Through Beliefs and Practices

Room 212/213 Research Participants learn about a qualitative study with African American parents in committed relationships raising toddler sons with and without special needs. Discussion of how childrearing beliefs, practices, routines, and customs relate to racial socialization will be shared. Also, implications for understanding how racial socialization shapes childrearing decisions for couples will be discussed.

Sheresa Boone Blanchard & Stephanie Irby Coard

Bioecological Analysis of ECSE Participation: Implications for Child Find Practices and Policies

Room 202 Policy Children from diverse backgrounds are underrepresented in ECSE, perhaps contributing to the diversity-based school readiness gap.

To understand factors predicting ECSE participation, we conducted regression analyses within a bioecological framework using a nationally-

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Thursday, October 8 representative sample. Implications for policy are presented, informing Child Find efforts to engage diverse children in ECSE services.

Elyse Farnsworth, Stephanie Brunner, & Victoria Erhardt

Collaborating With Community Partners: Strategies for Success

Room 301 Practice Are you looking for fresh ideas to foster collaborations with partners in your community? Join your colleagues to discuss how early intervention providers can collaborate with community partners, including partnerships with child care providers. Participants will leave with at least three “next steps” to use at home.

Patricia Eitemiller & Deana Buck

Early Childhood Special Education Leaders(ECSEL): Student Voices From a Personnel Preparation Model

Early Childhood Special Educators as Policy Advocates

Room 304 Policy Significant research exists to support inclusion for young children with special needs. However, the reality remains that young children with special needs are not widely included with their typically developing peers. This phenomenon requires that educators develop the competencies to serve as advocates for inclusion at the local level.

Alissa Rausch

Family Needs and Disability-Related Support Services in Urban Texas: A Qualitative Investigation

Room 403 Family This session will report findings from a qualitative study examining families’ preferences for service delivery and family-professional partnerships. Study participants were diverse in terms of culture, ethnicity, and language and resided in urban Texas. Session participants will engage in discussion about implications for ECSE service provision.

Kathleen Kyzar & Helen Davis

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Sessions 11:20 am – 12:20 pm

Room 406/407 Professional Development This presentation reports on an Office of Special Education Programs (OSEP)-funded personnel preparation program designed to prepare high-quality early intervention/early childhood special education practitioners. Presenters will provide a description of the program, personal experiences from Year 1 scholars, and lessons learned during the first year of the project.

Cynthia Baughan, Vivian I. Correa, & Pamela L Shue

Thursday, October 8 Family Outcome Survey: A Cross-Comparison of Early Intervention Outcomes by Disability Category

Room 401/402 Research The session will include a discussion of previous literature and review findings from the current study. Findings will highlight how disability category influences early intervention outcomes. Participants will gain an understanding of how outcomes differ for families of children with autism and families of children in other disability groups.

Hilary Bougher, Christan Grygas Coogle, Kim Floyd, & Amy Root

Sessions 11:20 am – 12:20 pm

Family-Researcher Collaboration: Bringing the Family’s Voice to Research

Room 303 Family Families are key stakeholders in research related to young children with disabilities. Including parents on the research team has the potential to inform design, data collection, and dissemination of findings in ways that enhance implementation in everyday practice. We will appraise research and share our team’s experiences collaborating in research.

Alyssa LaForme Fiss, Lynn Jeffries, & Nancy Ford

Federal Efforts to Support Early Childhood Inclusion

Grand Ballroom D Policy This session will highlight a public awareness campaign launched by the Departments of Education and Health and Human Services to support early childhood inclusion. The panel will discuss a recently released policy statement on inclusion as well as resources to support meaningful inclusive opportunities.

Christy Kavulic, Ruth Ryder, & Amanda Bryans

The IRIS Center: Resources About Infants, Toddlers, and Children With Disabilities Room 204/205

Practice Join representatives of our OSEP-funded center for a guided tour and exploration of our latest online resources having to do with young children with disabilities. The IRIS Center creates and makes available on our barrier-free Website a host of free resources including modules, case study units, and online tools.

Amy Harris & Ilene Schwartz

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Thursday, October 8 Making Friends: Strategies for Supporting Acceptance in Inclusive Early Childhood Classrooms

Grand Ballroom B Practice MAKING FRIENDS promotes greater acceptance in kindergarten-grade 2 classes. Program elements reflect research on attitude change and peer interactions. With greater diversity reflected in classrooms (e.g., linguistic, ability, family structure) and increased efforts directed toward inclusion, ensuring that all children are accepted as full members of classroom communities is critical.

Michaelene M. Ostrosky, Paddy Favazza, Chryso Mouzourou, Lisa van Luling, Lori Erbrederis Meyer, SeonYeong Yu, Hyejin Park, & Emily Dorsey

Missed Opportunities: How Can We Collaborate to Improve Early Intervention Referrals?

Offering Our Best to Children and Families: Programwide Implementation of Recommended Practices

Room 302 Practice Programwide implementation uses implementation science to provide the supports needed so all practitioners can use DEC Recommended Practices to improve child outcome. Participants will learn the process of programwide implementation, tools, and strategies they can use and how programwide implementation occurs within classroom and home visiting programs.

Lise Fox, Carol M. Trivette, & Denise Perez Binder

OSEP Professional Development Grants: Preparing 21st Century Early Childhood Leaders and Practitioners Room 210/211

Professional Development The Office of Special Education Programs is dedicated to improving results for children with disabilities and their families. To support this mission, grants are available for preservice graduate and doctoral personnel preparation. Following an overview of the grant application process, three university programs will present innovations in personnel preparation.

Leslie Carol Fox, Tracie Dickson, Linda Flynn-Wilson, Barbara Smith, & Elizabeth Steed

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Sessions 11:20 am – 12:20 pm

Room 312 Policy Despite a decade of effort since the Child Find mandate, there is national concern with low rates of screening and referral to early intervention. This session explores contributing roles of pediatricians, families, child care providers, and other key players in promoting access to early intervention for eligible infants and toddlers.

Nicole M. Edwards

Thursday, October 8 Play Behaviors of Children With Visual Impairment: Impact on Peer Relationships

Room 310 Practice Social play behaviors differ in preschool-aged children with visual impairments from their sighted peers. These differences can be organized into three main areas including solitary play, stages of play, and play preferences and behaviors. Discussion will include analysis of these unique characteristics with consideration for implications to teaching practices.

Mindy Ely

Sessions 11:20 am – 12:20 pm

Playgroup Power in Early Intervention: What’s Right for Children, Families, and Practitioners

Room 305 Practice This session illustrates the multiple aspects and significant benefits of playgroups in providing early intervention services to infants, toddlers, and their families. Benefits include opportunities for (a) caregivers to support and problem solve with each other, (b) facilitating caregiverchild interactions, (c) and providing transdisciplinary services within the playgroup setting.

Rama Dasu, Rama G. Dasu, Keisha R. Carroll, & Deborah Chen

Recruiting and Retaining African-American Students in Higher Education: Issues, Practices, and Strategies

Room 309 Professional Development To prepare a more diversified and representative early childhood special education (ECSE) workforce, there is a critical need to recruit and retain a diverse group of students in higher education ECSE programs. This session will identify challenges and review evidence-based strategies for recruiting and retaining African American students in higher education.

Charis Lauren Price, Londa Neely, & Mary-alayne Hughes

Statewide Improvement Planning for Early Intervention Programs: A New Federal Requirement Room 208/209

Policy The federal government is requiring all state Part C programs to conduct a multiyear improvement planning process to achieve better outcomes for infants and toddlers with disabilities and their families.

Hear how one state has begun its State Systemic Improvement Plan (SSIP) and how they have engaged key stakeholders in the their improvement planning process.

Jennifer Simpson, Cynthia Bryant, & Brenden Ibe

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Thursday, October 8 Telling Stories: A Way to Promote Doing the Right Thing

Room 313/314 Professional Development This roundtable session will inform participants about the value of storytelling as a means of leadership. Participants will engage in discussions about the types of stories to integrate into a culture of shared leadership within an organization and to build leadership capital in EI/ ECSE. Kim Moherek Sopko, Diana J. LaRocco, & Deborah Bruns

The Time Is Right for Universal Online Part C Early Intervention Curriculum

Turkish Families of Children With Special Needs: Results of Family Needs Survey

Room 311 Research This presentation presents results of research using the Family Needs Survey (FNS) with Turkish parents of young children (birth to age 3) with special needs. An examination of the reliability and validity of the FNS (initially developed by Bailey & Simeonsson, 1988; revised in 1990) in Turkish will also be presented.

Latife Özaydın, Esma USAK, & Peggy A. Gallagher

Using an Evidenced-Based Coaching Model With Parents of Children With Hearing Loss

Room 206/207 Family To maximize listening and spoken language skill development in young children with hearing loss, early intervention professionals are using evidence-based practices with both parents and children. This presentation will share video demonstrating the four steps of a parent coaching model and highlight challenges to implementation of the model.

Maribeth Lartz, Tracy Meehan, & Angi Martin-Prudent

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Sessions 11:20 am – 12:20 pm

Grand Ballroom A Professional Development A national workgroup comprised of members with extensive experience designing and delivering early intervention professional development is building an online universal core curriculum of quality early intervention practices that correlate to the DEC Recommended Practices. Learn what modules are currently available, future topics plans, and tips on using the curriculum.

Cori Hill, Rachel Moyer-Trimyer, Sarah Nichols, Lynda Pletcher, Carol Ann Schumann, & Naomi Younggren

Sessions 11:20 am – 12:20 pm

Thursday, October 8 Using Video to Enhance Reflective Practice and TQRIS

Grand Ballroom C Practice The New Mexico Family Infant Toddler Early Intervention program participates in the state’s Race to the Top Challenge grant developing a statewide Tiered Quality Rating Improvement System. Presenters describe the pilot project using video to enhance reflective practice, provide options for the TQRIS process, and support continuous quality improvement frameworks.

Linda Askew, Larry Edelman, Thea Guerin, & Andy Gomm

Poster Sessions 12:40 pm – 1:55 pm Exhibit Hall

Poster Sessions 12:40 pm – 1:55 pm

“Dosage” Decisions for Early Intervention Services: Six Key Questions

Strand: Practice Determining frequency, intensity, and duration of services is a daunting task for some early intervention teams. This poster illustrates a decisionmaking process whereby teams answer six key questions while remaining sensitive to diverse factors that can influence the design and dosage of supports appropriate for young children and their families.

Miriam Kuhn & Christine A. Marvin

Birth To 5: Watch Me Thrive! New Federal Strategies to Improve Screening Strand: Practice

Birth to 5: Watch Me Thrive! is a federal screening initiative that supports providers, families, and other stakeholders to improve screening, identification, and referral in children birth to age 5. Stop by this poster to chat with federal representatives to learn about our 2015 strategies to support screening.

Tracie Dickson, Camille Smith, & Jenna Marie Weglarz-Ward

Cross-Cultural Validation of DEC Recommended Practices: Key Stakeholders’ Opinions From Turkey Strand: Practice DEC Recommended Practices are developed to provide guidance to practitioners and families about most effective strategies to improve development and learning of young children who have or are at-risk for delays/disabilities. This poster describes findings of a study examining

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Thursday, October 8 opinions of key stakeholders in Turkey about new DEC Recommended Practices.

Serife Rakap & Salih Rakap

Early Intervention and Parents’ Reports of Self-Efficacy: Strengths and Areas for Improvement

Strand: Research This session will focus on a study of early intervention services received by parents of infants and toddlers with hearing loss. Parents were interviewed about their self-efficacy and the information they receive about their importance. There will be an opportunity for discussion about how early intervention can encourage parental self-efficacy.

Kalli Decker & Tricia Foster

Strand: Professional Development In this poster session, participants will learn information about and outcomes of a short-term, faculty-led study abroad experience in Costa Rica for an ECE/ECSE teacher preparation program. The study abroad focused on early education services for all children including those with disabilities. “Lessons learned” will be shared.

Gregory A. Cheatham, Eva Horn, Jennifer Amilivia, Gigi An, Margaret R. Beneke, & Gretchen Goodman

Effects of Natural Environment and Direct Trial Teaching on Toddlers With ASD

Strand: Research This poster presents the results of a study of toddlers, ranging from 21–30 months until 36 months, with ASD in an ABA program. Children come from families who speak a number of different languages, including Chinese, Spanish, and English. Each child was assigned to one of two interventions.

Peter Vietze, Leah Esther Lax, Gary Kwok, Peri Vella, & Julianne Hayes

Examining the Inclusive Precshool Language Environment Through Location Analysis

Strand: Research This poster session presents a study using verbal input (i.e., adult and peer vocalizations) to identify the degree to which young children with/ at-risk for developmental disabilities were included in an inclusive classroom. Data was collected using technologically advanced speech-

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Poster Sessions 12:40 pm – 1:55 pm

An ECE/ECSE Teacher Preparation Study Abroad: Experiences, Reflections, and Lessons Learned

Thursday, October 8 recognition (Language Environmental Analysis [LENA] system) and location/movement tools (Ubisense).

Dwight Irvin, Stephen Crutchfield, Charles Greenwood, Steven Warren, John Hansen, & Abhijeet Sangwan

Exploring the Implications of Targeted Emergent Literacy Intervention Models in Preschool Classrooms

Poster Sessions 12:40 pm – 1:55 pm

Strand: Research A multiyear study examined an early intervention program targeting the emergent literacy development of prekindergarten children attending a variety of inclusive early childhood settings (Head Start, public school, and private/public school collaborations). Data suggests that early intervention may increase the emergent literacy of young children with and without disabilities.

Dana Hilbert & Holly Rice

Finding the Spark: Review on Embedding Child Interests Into Instruction

Strand: Practice Embedding child preferences or interests into instruction has been demonstrated as an effective intervention in a number of studies. This poster will present a review of the quality of research on embedding the restricted interests of children with ASD. Theoretical implications and areas for future research will be explored.

Jennifer Ninci & Mandy Rispoli

Impact of Early Childhood Education on Kindergarteners’ Early Literacy Skills Strand: Research This study investigated the influence of early childhood education on kindergarten children’s acquisition of early literacy skills. The quality of classroom and home environments were examined, and early literacy scores were analyzed for three groups of children based on preschool attendance. Study results, limitations, recommendations, and implications will be discussed.

Lynanne Black & Kourtney Klock

Individualized Intensive Behavior Support in Preschool: An Online Community of Practice Approach

Strand: Professional Development This poster describes the continuing application of a statewide online community of practice to support implementation of tiered instruction/intervention in diverse early childhood settings. Aligned with recommended practices, the model is designed to promote adoption

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Thursday, October 8 of an evidence-based team process for implementing individualized intensive behavior interventions in inclusive preschool classrooms.

Phoebe Rinkel, David P. Lindeman, & Chelie Nelson

Innovations in Response to Intervention: Toxic Stress in Rural Versus Urban Communities.

Strand: Professional Development This poster presents a model development project in Pittsburgh, Pennsylvania, and West Virginia’s Northern Panhandle. The poster highlights five innovations that were developed and implemented with an RIT approach, intended to decrease toxic stress in the lives of families of infants and toddlers in both urban and rural communities.

Jennifer Harris Tepe, Audra Redick, & Stephen Bagnato

Strand: Family In this poster session, we present results of a study of language interpretation during early childhood meetings with parents who do not speak English. Through interviews, language interpreters’ perceptions of meetings were identified. Audio-recorded transcripts of parentinterpreter-early educator conversation will contextualize interview outcomes. Recommendations will be discussed.

Gregory A. Cheatham & Margaret Beneke

Metasynthesis of Inservice Research: Implications for Early Childhood Intervention From the ECPC

Strand: Professional Development This poster will present findings from a metasynthesis of 15 research reviews of inservice professional development conducted by the Early Childhood Personnel TA Center. Implications from the findings to the field of early childhood professional development will be described.

Mary Beth Bruder, Carl Dunst, Jeffri Brookfield, Annie George-Puskar, & Lindsey Lockman Dougherty

Mobilizing Community Systems to Engage Families in Early ASD Detection & Services Strand: Research A collaborative study by four universities funded by an NIH grant seeks to determine if using community service providers to do screenings, along with training in family engagement and training modules for early

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Poster Sessions 12:40 pm – 1:55 pm

Language Interpretation During Individualized Family Service Plan Meetings With Families Who Do Not Speak English

Thursday, October 8 intervention providers, can lead to earlier identification of and referral to EI services for toddlers with ASD. Jennifer Stapel-Wax, Eileen Kaiser, Amy Wetherby, Richard Grinker, Anthony Evans, Joedrecka Brown, Catherine Lord, & Diana Robins

Montessori and Inclusion: A Case Study

Poster Sessions 12:40 pm – 1:55 pm

Strand: Research High-quality early childhood inclusion consists of providing access, participation, and supports to preschoolers with disabilities (DEC/ NAEYC, 2009). Through interviews, observations, and the administration of the Inclusive Classrooms Profile (Soukakou, 2010), this case study examines how a public Montessori school provides inclusion. Barriers and supports to high-quality inclusion will be discussed.

Natalie Danner & Susan A. Fowler

Moving the Dial on Early Childhood Indicators: Initiating a Collective Impact Model

Strand: Policy Collective impact is a community-based approach to stimulating and sustaining large-scale social change. This poster will describe processes used to convene cross-sector stakeholders in a tricounty area of a southern state to systematically gather their perspectives about establishing a common agenda to move the dial on kindergarten readiness indicators.

Joy Polignano, Darbianne Shannon, Patricia Snyder, Maureen A. Conroy, Heather Smith Googe, & Herman T. Knopf

Not Another One: The Over Identification of Hispanic Children in ECSE

Strand: Practice This session presents a current study that examined the overrepresentation of Hispanic English language learners in early childhood settings. Results of this phenomenological study will be reviewed along with implications for practitioners. Participants will gain an understanding of the needs of English language learners and ways to increase school professionals’ efficacy.

Gail Becker & Aaron Deris

Peer Play and Physical Activity for Children With and Without ASD Strand: Research Children with ASD may engage in less physical activity than peers. An observational study was completed with three children with autism and three peers (30–50 months). Amount of and contingencies between physical activity and peer play were characterized using

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Thursday, October 8 contingency space analysis. Implications for designing playground-based interventions will be discussed.

Jennifer Ledford & Justin D. Lane

Play Stations: Building Sustained, Independent Play Skills in Young Children With ASD

Strand: Practice This session teaches caregivers and early childhood practitioners how to use environmental engineering, visual supports, and other evidencebased practices to support extended, independent functional play in young children with ASD. Learn how to select activities and provide the structure for sustained appropriate toy play across multiple activities.

Jenny Wells & Barbara Ward

Preschool Without Walls: “We’ll Do It Because It’s Right to Do”

Preventing Burnout in Service Coordinators: Recognizing and Matching Needs and Interests

Strand: Professional Development To understand service coordinator burnout, service coordination supervisors must first understand factors that contribute to chronic stress the eventually lead to burnout. This poster will explore factors that contribute to stress and strategies that reduced and led to greater competence, relatedness, and autonomy.

Maria Kastanis

Resources at Your Fingertips: Professional Development Tools to Improve Teaching and Learning

Strand: Professional Development Looking for free, evidence-based materials to support preschool teachers in effective practices with all children? Learn about Web-based professional development resources you can use and adapt for short presentations or full-day workshops. You will have time to brainstorm ways to use these resources in your setting.

Tamarack ODonnell, Susan Sandall, & Kristin Ainslie

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Poster Sessions 12:40 pm – 1:55 pm

Strand: Practice This presentation describes a county, state, and community partnership, Preschool Without Walls, a weekly program that occurs in public spaces such as parks, libraries, or recreation centers. Through this partnership, professionals collaborate with families from different backgrounds to encourage parent-to-parent support while they participate with their children in learning activities.

Ann Selmi & Gordon Snead

Thursday, October 8 Revisiting How We Coach Families in Early Intervention: Provider and Family Perceptions

Strand: Family Early intervention (EI) providers are encouraged to use interactive coaching with families. The author assessed EI provider and caregiver perceptions of service delivery and whether there is consistent use of recommended strategies among caregivers and other key players outside the EI session. Findings from surveys and focus groups are presented.

Nicole M. Edwards

Poster Sessions 12:40 pm – 1:55 pm

Scoring Performance Based Assessment Tool to Judge Early Educators’ Readiness to Teach

Strand: Professional Development Teacher performance assessments (TPAs) are being used by schools of education as a tool for aiding in the assessment of teacher candidate’s readiness. Strategies for ensuring reliable scoring of a TPA addressing the unique contexts and instructional competencies required for early childhood/early childhood special educators will be presented.

Jennifer Amilivia, Gregory A. Cheatham, Eva Horn, Stacia Hil, Tracy Winkleman, & Sally Hare-Schriner

Screening Hard to Reach Young Children Through Community Collaboration

Strand: Practice Young children of teen parents who do not participate in districtprovided child care may be at developmental risk. This session describes how multiple agencies worked together in Escondido, California, to provide developmental and social emotional screening and follow-up referrals to this group of hard-to-reach children.

Suzanne Yockelson & Cynthia Linder

Self-Study and Portfolio Development: Evaluating Inclusive Practices Within One State’s QRIS

Strand: Policy For high-quality inclusion to become a valued part the overall early childhood system of services in states, high-quality inclusion must become an important part of QRIS systems. This poster describes one state’s QRIS system to describe, measure, and recognize quality with respect to children with disabilities and their families.

Jeanette McCollum & Donna Nylander

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Thursday, October 8 Structured Video Observation: A Computer-Based Tool for Professional Development With ASD

Strand: Professional Development This session will discuss the development of a computer-based structured video observation tool aimed at strengthening teachers’ observations of the social responsiveness of their young students with ASD. Through qualitative analysis, the structured observation tool helped to increase noticing skills, decrease bias, and encourage data-based instructional decision-making in the classroom.

Andrea Adelman

Supporting Young Dual Language Learners: WIDA Early Years Language Assessments

Teacher Presence, Teacher Scaffolding, and Preschool Children’s Peer Interactions

Strand: Research The current study investigated the association between teacher presence and scaffolding and preschool children’s peer interactions. Twenty-two children’s peer interactions were observed on two days during various activities (N = 5,855 intervals). Results: Teacher presence was significantly related to the occurrence and change of children’s positive peer interactions in some activity contexts.

Ibrahim H. Acar, Soo-Young Hong, & Charong Wu

Teachers’ Receptivity Toward Adopting Evidence-Based Practices and the Classroom Assessment Scoring System

Strand: Research Increased accountability has prompted examination of preschool teachers’ instructional practices. Yet few studies have examined how teachers’ attitudes and preferred interventions are related to their instructional practices. Survey research demonstrating correlations between teachers’ attitudinal responses and instructional practices as measured by CLASS and teachers’ preferred instructional interventions will be presented.

Teresa M. Oster, Andrea McDonnell, Cynthia Vail, & Judy Swett

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Poster Sessions 12:40 pm – 1:55 pm

Strand: Family As the number of young dual language learners (DLLs) increases in the United States, the time is right for inclusive, equitable support for these children. Learn about WIDA’s comprehensive, collaborative approach to best support all DLLs in a variety of ECE settings and specifically about WIDA’s standards-based language assessment components.

Laurene Christensen & Vitaliy Shyyan

Thursday, October 8 Teaching Medical Students to Support Families of Children With Special Needs Strand: Practice A presentation of the results of the implementation of new course material for a school of osteopathic medicine. The focus was on improving collaboration among families of children with special needs, medical clinicians, and school personnel. Discussion will include pre- and postimplementation results and possible future directions.

Mary Sheppard & Nancy Vitalone-Raccaro

Poster Sessions 12:40 pm – 1:55 pm

Teaching Toddlers TO and THROUGH Play: A Naturalistic Approach to ABA

Strand: Professional Development Increasing numbers of children under age 3 are diagnosed with autism. As infants and toddlers have different needs than older children, traditional ABA approaches are often difficult to employ. This presentation will review results of a play-based Applied Behavior Analysis intervention with a 2-year-old with autism and share methodology with participants.

E. Amanda Boutot & Samuel DiGangi

Technical Adequacy of the ASQ:Inventory: A New Measure for Infants and Toddlers

Strand: Practice The Ages & Stages Questionnaires: Inventory for Infants and Toddlers combines items from all 21 age intervals of the Ages & Stages Questionnaires, allowing providers to screen child development and measure child progress with one tool. Results from psychometric studies including concurrent validity and test-retest reliability will be presented.

Jantina Clifford, Huichao Xie, Sarah Hansen, Ching-I Chen, Chieh-Yu Chen, & Rebecca Frantz

The Time = Now, The Right Thing = DEC Recommended Practices

Strand: Practice ECTA Center will share its suite of free Practice Guides, Intervention, and Implementation Checklists to operationalize and support the use of the revised DEC Recommended Practices (2014). We will present the products from the perspective of families, practitioners, and in professional development and program improvement efforts.

Joan Danaher & Kaki Roberts

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Thursday, October 8 Using Embedded Instruction to Teach Functional Skills to a Child With Autism

Strand: Research Present study examined effectiveness of most-to-least prompting procedure implemented within embedded instruction framework on acquisition and maintenance of three functional skills in a child with autism enrolled in a preschool classroom. Results showed the child learned all three target behaviors and maintained high levels of independent performance during follow-up sessions.

Salih Rakap & Serife Rakap

Using Practice Dilemmas to Anchor Understanding of Cultural Diversity

Validating a Location System to Measure the Language Environments of Preschool Classrooms

Strand: Research A psychometric evaluation of Ubisense in the preschool classroom will be presented in this poster session. In addition, we present feasibility data on the verbal input a child with a developmental delay received over a school day.

Stephen Crutchfield, Dwight Irvin, Charles Greenwood, Steven Warren, John Hansen, & Abhijeet Sangwan

Value Code Shifting: Finding Common Ground Between Home and School Behavior Expectations

Strand: Professional Development This session introduces value code shifting and how it can be used to increase cooperation when the behavioral demands and experiences in the home differ from school expectations. Techniques to enhance academic motivation, improve responses to behavioral plans, and increase overall parental involvement and cooperation will be provided.

Maria Sargent

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Poster Sessions 12:40 pm – 1:55 pm

Strand: Professional Development An innovative strategy to support in-service professionals, in which practice dilemmas were used to increase professionals’ skills in the implementation of evidence-based practices with socioculturally diverse families will be presented. Participants will engage in practice dilemmas activities and learn how to carry the practice to their professional learning communities.

Kathleen C. Gallagher & Harriet Able

Thursday, October 8

Sessions 2:15 pm – 3:15 pm Building More Effective Systems, Improving Outcomes for Young Children With Disabilities Room 403

Policy Building high-quality EI/ECSE systems is a complex and ongoing process. The ECTA System Framework is designed to guide states in evaluating and improving systems. This session will review the characteristics of an effective service system and highlight the use of the self-assessment process by the Georgia Preschool Special Education Coordinator.

Christina Kasprzak & Jan Stevenson

Sessions 2:15 pm – 3:15 pm

BUILLD Families: Bringing Unique Interventions for Language and Literacy Development to Families

Room 208/209 Family The workshop will discuss risk factors and the use of an evidence-based tool, Content Acquisition Podcasts (CAPs), to increase parent-child interaction by training the parents on storybook reading and language interactions. Results of the experimental study will be disseminated. In addition, participants will learn how to create their own CAPs. Mira Cole Williams & Jennifer Newton

Challenges in Obtaining Services: One Family’s Struggle

Room 301 Policy This roundtable group will share the story of one family’s struggle to get appropriate services for a preschool child with autism. This case highlights gaps in services for preschool children, especially when the LEA is the local school system but the child is served in a child care setting.

Cindy McGaha, Andrea Anderson, Kathy Hardin, Jean Milton, & Denise Brewer

Early Childhood Special Education Clinical Experiences: Positive Outcomes for Everyone

Room 311 Professional Development Through this session participants will learn how early childhood special education clinical experiences are used to enhance preservice candidates knowledge and skills necessary to produce positive outcomes for young children with disabilities and their families. Higher education faculty, early childhood special education directors, and student perspectives will be shared.

Kimberly Wingate, Caryl Taylor, Gayle Coleman, Pam Hudson, Anne Margolis, & Tamara Sewell

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Thursday, October 8 Families in Rural Communities: Exploring System-Level Influences and Engagement in Learning Activities

Room 210/211 Family During this session, findings from a mixed-methods study that highlight the perspectives of parents from rural counties in North Carolina on ecological factors in their communities and their ability to sustain early learning activities for children ages 0–3 will be presented. Implications for practice, policy, and research will be provided.

Katrina Cummings

Family Roundtable Discussion: What Do Parents and Families Want From DEC?

Foundation Funding to Support Project Work With Children and Their Families Room 304 Policy This session provides early childhood educators and program coordinators with knowledge of different funding systems to better serve families and children with special needs. Challenges faced and solutions identified for overcoming those challenges will be discussed.

Mandy Stanley & Serra Acar

Guided Play Activities: Transitioning All Children Into the State Common Core Curriculum

Grand Ballroom C Practice Guided play interactions can support children’s play and attain shared goals. These guided experiences enhance problem-solving skills and form the foundation for the State Common Core skills. This presentation reviews guided play research and offers strategies for enriching the play of children who live in poverty and/or have disabilities.

Ann Selmi & Eugenia Mora-Flores

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Sessions 2:15 pm – 3:15 pm

Room 203 Family This roundtable is an opportunity for parents and families to share with DEC and our key stakeholders about what they need from the organization and how they want to be involved in DEC. The roundtable discussion will be led by Darla Gundler, who serves as the statewide director for the Parent Leadership Project in the Massachusetts Early Intervention System.

Darla Gundler

Thursday, October 8 Inclusion Listening Session With Federal Offices and DEC

Grand Ballroom D Policy The Departments of Education and Health and Human Services recently released a policy statement on inclusion in early childhood programs. The Office of Special Education Programs, the Office of Head Start, and DEC are seeking your input and expertise on promising inclusion practices that can be used to implement the recommendations in the policy statement as well as how they can support you in increasing and strengthening inclusive opportunities in your communities.

Christy Kavulic, Ruth Ryder, Amanda Bryans, Diana J. LaRocco, & Sharon Walsh

Sessions 2:15 pm – 3:15 pm

Influence of Parent Co-Instructors on Preservice Teacher Training

Room 204/205 Professional Development This session presents perspectives from students, instructors, and parent co-instructors who participated in a study examining the influence of including a parent of a child with a disability as a co-instructor of a course on family-professional partnerships for children with exceptionalities.

Discussion will focus on preparing preservice professionals for collaboration.

Jean Kang, Margaret Gillis, Craig Newschaffer, & Ami Klin

Introducing Prevent-Teach-Reinforce With Families: The HomeBased Model of Individualized Positive Behavior Support

Grand Ballroom B Practice Introducing the first manualized system for preventing and remediating challenging behavior in home settings! This session will provide participants with a premier introduction to the specific steps associated with this evidence-based, contextually relevant system by which adult family members are coached to fidelity on strategies to make life easier.

Jaclyn Joseph, Glen Dunlap, Phillip Strain, Lise Fox, Christopher Vatland, & Janice Lee

The Outdoors as a Learning Environment: Fostering Positive Inclusive Interactions

Room 202 Practice This workshop will use DEC Recommended Practices to describe strategies and techniques to establish the outside as a learning environment. Modifications, adaptations, and assistive technology used to create an active, inclusive environment will be shared along with handouts and videos.

Linda Flynn-Wilson, Maria Ruiz, Aaron Deris, & Cyndi DiCarlo

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Thursday, October 8 Parents, Teachers, and Relationships in the Early Years

Room 309 Family This session will present findings from two qualitative dissertation studies that inform service providers, practitioners and administrators in ways that may help them begin to build more positive relationships with the parents of young children with disabilities from various backgrounds and cultures.

Lucy Gitonga, Sarah Luke, & Cynthia Vail

Promoting Transdisciplinary Teamwork: Applications of Evidence-Based Adult Learning Practices in Professional Development

Questions Children Have About Their Peers With Autism: Implications for Promoting Friendships

Room 303 Research Presenters share how they analyzed 1,774 children’s questions about peers with autism. Questions were collected during classroom-based workshops during which students learned about strategies for interacting with peers with autism. Findings will support educators’ efforts to respond to specific questions and promote friendships among diverse learners.

Brooke Winchell & Simone DeVore

Risk of Bias Assessment for Single-Case Research Designs

Room 406/407 Research The Risk of Bias assessment tool of the Cochrane Collaboration is often considered one of the best tools for the appraisal randomized controlled trials and has recently been adapted for use with nonrandomized studies.

This poster presents an adaptation for single-case research designs.

Brian Reichow

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Sessions 2:15 pm – 3:15 pm

Grand Ballroom A Professional Development This session will highlight how evidence-based, adult learning practices can be used in professional development to facilitate transdisciplinary teaming.

Participants will discover the array of resources available to support efforts to prepare personnel to provide appropriate services for young children and their families representing diverse cultural backgrounds and family structures.

Jerry Aldridge, Jennifer Kilgo, & Holli Ford

Thursday, October 8 Serving Military Families: Military Culture 101

Room 212/213 Research This presentation will report the qualitative findings regarding the military culture. Bronfenbrenner’s ecological systems theory (1979) will be used to organize the unique characteristics of military culture into five systems: chronosytem, macrosystem, exosystem, mesosystem, and microsystem.

Audra Classen

Sessions 2:15 pm – 3:15 pm

Social Narratives for Young Children With Autism: There’s an App for That

Room 302 Practice Participants will learn how to develop multimedia social narratives for children with autism based on key components: identifying target skills, using specific writing strategies, and implementation. This interactive session will provide participants with many resources to create social narratives applied in a small-group tutoring model.

Lisa A. Wright, Lisa A. Wright, & Dena Aucoin

The SSIP: Working Together to Improve Outcomes for Young Children With Disabilities Room 305

Practice This session will provide an overview of states collaboration across the broader early childhood system to implement their State Systemic Improvement Plans (SSIP). The SSIP is focused on improving outcomes for young children with disabilities, birth to age 5, served under IDEA Part C

and Part B/619.

Grace Kelley, Kathy Gillespie, & Brenda Sharpe

Teacher Use of Embedded Learning Opportunities in Inclusive Preschool Routines and Activities

Room 313/314 Research Research suggests ECSE teachers use embedded learning opportunities (ELOs), an evidence-based practice, relatively infrequently. Using a mixed-method design, we analyzed classroom videos, teacher interviews, and lesson plans for eight ECSE teachers to better understand teachers’ use of ELOs. We discuss findings including perceived barriers and supports needed for implementation.

Naomi Rahn, Christan Grygas Coogle, & Jennifer Riggie Ottley

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Thursday, October 8 Why Should EI/ECSE Participate in Early Childhood Integrated Data Systems?

Words are Powerful: How Our Words About Children Guide Intervention

Room 401/402 Professional Development The constructs of challenging behavior and disability are powerful in early childhood special education. These constructs can have longterm, harmful effects on young children. This workshop identifies how the words that are used to talk about young children can be powerful in building positive relationships and meaningful interventions.

Alissa Rausch & Geneva Hallett

Sessions 2:15 pm – 3:15 pm

Room 404/405 Policy This session will provide participants with information about why states are building Early Childhood Integrated Data Systems (ECIDSs) and the benefits and considerations for EI/ECSE to participate in those systems.

State EI/ECSE presenters will describe their perspectives and experiences with ECIDS initiatives. Useful resources and tools will be shared.

Missy Cochenour & Amy Nicholas

Sessions 3:35 pm – 5:35 pm The Autism Training Institute: Evaluating Intervention Fidelity, Effectiveness, and Sustainability

Community Efforts to Build and Finance an Infant-Early Childhood Mental Health Continuum

Room 202 Policy Promoting social and emotional well-being provides a foundation for lifelong success for all children. Achieving these outcomes requires working together with state and community partners. This session will explore efforts in states, tribes, territories, and communities to build and finance infant and early childhood mental health services.

Cindy Oser & Debbie Cheatham

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Sessions 3:35 pm – 5:35 pm

Room 305 Professional Development This session will provide an overview of the effectiveness, feasibility, and sustainability of the Autism Training Institute, a program designed for both early intervention staff and families. The Autism Institute integrated workshop training, in vivo coaching, and parent training on researchbased interventions for young children with autism.

Jessica Dodge, Ilene Toll, & Elizabeth Downs

Thursday, October 8 Doing the Right Thing: Exploring Values, Means, and Ends

Room 406/407 Practice Ethical leadership amounts to “doing what ought to be done” with regard to others. Session participants will actively explore together how doing the right thing requires knowing what we believe and how these beliefs influence the way we approach our work and act with others to reach goals in common.

Diana J. LaRocco, Kim Moherek Sopko, & Deborah Bruns

Sessions 3:35 pm – 5:35 pm

Early Interventionists’ Perceptions: Experiences With Personnel Preparation and Professional Development

Room 304 Research This session will describe three research studies examining experiences of early interventionists in personnel preparation and professional development programs. Presenters will share findings related to recommended practices, family-centered practices, and principles of early intervention. The session will include an active discussion of the implications on research, program development, and practice.

Kimberly Hile, Jenna Marie Weglarz-Ward, Christine Spence, & Rosa Milagros Santos

Effective Professional Development and Supervision of Early Intervention Paraprofessionals: Options and Challenges Room 302

Professional Development The needs and challenges for quality preparation and effective use of early intervention personnel are welldocumented. The presenters discuss collaborative capacity-building training initiatives involving universities, two- and fouir-year colleges, and community-based organizations for effective training and supervision of paraprofessionals who serve children and families in early intervention services.

Ritu Chopra, Rashida Banerjee, & Namita Mehta

Evidence-Based Teaming – Primary Provider Approach: Why Hasn’t Your Program Moved Forward?

Room 210/211 Practice This presentation is designed to tackle tough issues that states, agencies, and individual programs face when considering moving to a team-based approach to early intervention using a primary service provider approach.

The session discussion will be based on specific topics of interest of the participants.

M’Lisa L. Shelden & Dathan Rush

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Thursday, October 8 A Framework for Engaging Families in Early Intervention: Current and Best Practice

Room 301 Family Family engagement leads to improved outcomes for children. Some families are harder to engage than others. Explore recent research conducted by Indiana University and learn about a family-engagement framework that incorporates practical strategies for getting all families engaged during early intervention and the benefits for children, families, and providers.

Katherine Herron & Janet Ballard

Implementing an Integrated Early Childhood Outcomes and IEP/IFSP Process Room 401/402

Innovative Strategies to Promote Social Opportunities for Children With Significant Multiple Disabilities

Room 206/207 Family Using embedded videotaped case studies, this multimedia session explores an inspirational program to facilitate friendships, communication, and social opportunities through structured social interactions and support from educators, administrators, and parents.

Step-by-step demonstration of highly effective practical strategies that work for providing directed support and supervision during the peer interactions.

Kimberly A. Christensen

Is Teaming a Cost-Effective Service Delivery Model for Part C?

Room 309 Policy This session highlights findings from a recent study that analyzed the costs of services delivered in Missouri’s Part C program between 2008 and 2014. This study was conducted to determine if services delivered through a transdisciplinary team model are more cost effective than services delivered in a traditional therapy model.

Pam Thomas

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Sessions 3:35 pm – 5:35 pm

Practice Participants will gain an understanding of the benefits of an integrated early childhood outcomes and IEP/ IFSP process along with information on how to use implementation science to create an integrated process. This session will highlight state examples and national resources.

Kathi Gillaspy, Pamela Miller, Megan Vinh, Lenita Hartman, & Marcella Franczkowski

Thursday, October 8 Knowledge and Comfort of Community College EC Faculty Related to ECSE

Grand Ballroom A Research Learn about the potential implications of findings from needs assessment of EC faculty and EC associate degree students conducted at a group of selected community colleges across the United States. Discuss how these findings might enhance inclusive EC teacher preparation in community colleges and support EC curriculum review.

Chih-Ing Lim, Laurie Dinnebeil, Patti Blasco, William McInerney, Tracey West, & Camille Catlett

Sessions 3:35 pm – 5:35 pm

Meeting Parents Where They Are: FAN Approach to Family Engagement in EI

Room 313/314 Practice FAN is a relationship-based approach to home visiting that teaches you to read parents’ cues and match FAN core processes to what the parents are showing they can most use in the moment. FAN helps providers understand, regulate, and use their responses to engage most effectively with families.

Linda Gilkerson, Sarah Martinez, Kimberly Cosgrove, & Carole NorrisShortle

A New Approach in Professional Development: Implementing a Virtual Book Study

Room 303 Professional Development This session highlights a book study project on the book The Early Intervention Workbook: Essential Practices for Quality Services. The authors and ECTA Center worked with Michigan to support systems change in local service areas. Learn about this project from the state level, author’s perspective, and local level.

Laura Goldthwait, Naomi Younggren, Nancy Surbrook, & Sondra Stegenga

Real World Research, Real World Dilemmas

Room 208/209 Research Researching within natural environments can lead to ethical and legal dilemmas. In this interactive session, participants will discuss the thorny problems researchers encountered when planning, implementing, and disseminating early childhood research. Participants will contemplate the researcher’s intermediary role in navigating ethical and legal issues of inequity, power, and social justice.

Natalie Danner, Catherine Corr, & Margaret R. Beneke

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Thursday, October 8 Reduce Child Expulsion and Promote Social-Emotional Outcomes: Implementing and Scaling Up the Pyramid Model

Grand Ballroom B Professional Development The Pyramid Model provides a framework of practices for promoting social-emotional competence and effectively addressing children’s challenging behavior. Learn how this approach can be used across early childhood programs to reduce child expulsion and promote child outcomes. Participants will receive resources and tools for scaling up this model statewide.

Rob Corso, Lise Fox, Mary Louise Hemmeter, Barbara Smith, & Rosemarie Allen

Resources to Support Effective Services and Practices for Young Children, Families, and States

SLS: Helping Parents Make Behavior Changes That Stick!

Room 311 Practice To become language facilitators, parents must learn to apply responsive intervention strategies across a variety of contexts. Using the work of The Hanen Centre and other experts, this presentation outlines a comprehensive approach to coaching that facilitates generalization of strategies. Case studies and video examples will highlight this coaching approach.

Toby Stephan

Using Video Conferencing to Enhance Services for Young Children and Their Families

Grand Ballroom C Practice Video conferencing is a powerful tool for supporting young children and their families. We will illustrate how video conferencing can be used to enable children with immune diseases to attend classrooms, make virtual home visits, enhance professional development activities, conduct team meetings across distances, and promote family-to-family support.

Larry Edelman

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Sessions 3:35 pm – 5:35 pm

Grand Ballroom D Practice OSEP’s early childhood technical assistance, personnel, and parent centers and model demonstration projects will share resources and tools that have been developed for providers, families, and states to support effective services and practices for young children with disabilities and their families.

Mary Beth Bruder, Kathy Hebbeler, Christina Kasprzak, Kristin Reedy, Amy Harris, Debi Tucker, Bridget Gilormini, & Suzanne Milbourne

Sessions 3:35 pm – 5:35 pm

Thursday, October 8 A Wealth of Possibilities: Learning From Reggio Emilia’s Approach to Inclusion

Room 204/205 Professional Development Vividly illustrated through slides and video from the world-renowned inclusive early childhood programs in Reggio Emilia, Italy, this conference session will cover children with “special rights” as competent, families as partners, teachers as researchers, environment as a third teacher— an education based on relationships, individualized instruction, and integrated therapy.

Sharon Palsha

Poster Sessions 6 pm – 7:15 pm Poster Sessions 6 pm – 7:15 pm

Exhibit Hall Building Successful Collaborative Practices Among Early Childhood Education Professionals

Strand: Professional Development The session will provide a review of the literature on the importance of collaboration among early childhood educators in inclusive settings and identify factors reported in the literature that support the preparation of educators for successful collaborative practices. Gaps in the literature and the implications for future research are included.

Amani Alsalman, Harvey Rude, & Rashida Banerjee

Challenging Behavior in Preschool-Aged Children: Practices, Perspectives, and Preparation

Strand: Professional Development Challenging behavior is one of the principal concerns among teachers of preschool-aged children. Children with challenging behavior have more risk for failure in school and challenging behavior impacts all students in the classroom. Current practices, teacher perspectives, and teacher preparation related to managing challenging behavior will be outlined.

Deserai Miller & Susan A. Fowler

Coaching Partnerships in Distance Education Program: Perspectives of Coaches and Students

Strand: Practice This poster will present coaches’ and student teachers’ perceptions about coaching partnerships in an online early childhood special education teacher preparation program. We will discuss the benefits, challenges, communication strategies, and suggested organizational support needed to foster coaching partnerships in a distance education context.

Songtian Zeng, Susan Sandall, & Kathleen Artman Meeker

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Thursday, October 8 Defining Disparity in Early Childhood Education: A Content Analysis Strand: Policy We describe the use of the term disparity across various published sources within early childhood education. A content analysis found disparity used in a range of contexts and in reference to multiple outcomes. Lacking a common definition may lead to variability in understanding, measuring, and eliminating disparities in education.

Hanah Goldberg & Emily Graybill

Dialogic Reading: Language and Preliteracy Outcomes for Young Children With Disabilities

Early Elementary Peer Interactions: A Study of Relationships

Strand: Practice This poster summarizes a longitudinal, two-year study focused on a peer-to-peer program with young children in kindergarten through third grade. Researchers gauged the effects the program had on social and academic interactions as well as perceptions of all students regarding their peers with disabilities over two years.

James Nuse & Holly Hoffman

Effectiveness of the ICF-CY as a Framework for Practice and Team Collaboration Strand: Practice Participants will be introduced to the International Classification of Functioning, Disability, and Health as a framework for practice and team collaboration. A contemporary understanding of disability will be presented through the ICF-CY model. The relationship among the dimensions of the ICF-CY and its impact on development will be discussed.

Susan Rabinowicz

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Poster Sessions 6 pm – 7:15 pm

Strand: Research This presentation examines the effects of dialogic reading on the language and preliteracy outcomes for preschool children with disabilities. The intervention, methods, results, and implications will be presented. Results will provide suggestions on a classroom-based intervention for children with disabilities in inclusive and noninclusive settings.

Jacqueline Towson, Peggy Gallagher, Katy Green, Bethany Jones, Laura Fanoe, & Vivian Jones

Thursday, October 8 Effects of a SGD on Spoken Communication in a Child With Autism

Strand: Research This parallel treatments study evaluated the efficiency of incorporating a Speech Generating Device (SGD) into a naturalistic language intervention for a child with autism. Results from the study found low levels of spontaneous language yet higher levels in the SGD condition as compared with the condition with the intervention alone.

Jodi K. Heidlage

Poster Sessions 6 pm – 7:15 pm

Effects of Caregiver-Implemented Intervention on Two Internationally Adopted Children With Down Syndrome

Strand: Practice Two internationally adopted children with Down syndrome participated in a case study examining the effects of a family-guided, caregiverimplemented intervention on communication and motor outcomes. The siblings, ages 12 and 17 months, had differing degrees of delay. The differential effects of the intervention for the two children are discussed.

Kelly Windsor

The Effects of Family-Style Dining on the Mealtime Interactions of Preschoolers Strand: Research Family-style dining is highly regarded in the field of early childhood education, yet no research exists to support it as a best practice. This study investigated the effects of family-style dining on the interactions of preschool children and the rate of praise provided by teachers during mealtimes.

Brandy Locchetta

Effects of Practice-Based Coaching on Teacher Implementation of the Pyramid Model

Strand: Professional Development This presentation will examine the effects of practice-based coaching on Head Start teachers’ implementation the Pyramid Model, a multitiered framework that promotes the social and emotional development in young children.

Lisa Sanchez

Evaluating the Fidelity and Efficacy of Stay-Play-Talk for Preschoolers

Strand: Research The purpose of this poster is to present the results and discuss the implications of a single-subject study that examined a peer-mediated

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Thursday, October 8 intervention, stay-play-talk, on the social initiations and responses of target children.

Molly E. Gilson, Mary Louise Hemmeter, & Erin E. Barton

Evidence-Based Communication Strategies and Children’s Functional Communication in Inclusive Preschool Classrooms

Strand: Research Researchers will present child-data from a study of bug-in-ear coaching with the goal of increasing preservice teachers’ use of communication strategies. Child-data were analyzed for functional communication utterances used by preschool children with and without disabilities.

Results suggest increased functional communication when preserviceteachers received bug-in-ear feedback.

Sloan Storie, Christan Grygas Coogle, Naomi Rahn, & Jennifer Riggie Ottley

Strand: Research This study examined the cultural adaptions of Ages & Stages Questionnaires: Social-Emotional across multiple countries. The researchers compared the adapted versions of China, Korea, Brazil, and Russia with the original United States version. Results indicated that 13 items with DIF consistently across countries. Practical implications and future directions were discussed.

Chieh-Yu Chen, Jane Squires, Ching-I Chen, Huichao Xie, & Elizabeth Twombly

Examining Practitioners’ Implementation of Child Directed Strategies

Strand: Research The purpose of this poster presentation is to support and examine practitioners’ implementation of child-directed strategies. Eighteen early childhood teachers and parents of young children with disabilities participated in this study. This presentation will illustrate the quality of the practitioners’ implementation and present data on children’s active participation.

Audrey Smith, Donna Raschke, & Raine Allen

Exploring Social Narratives Beyond Autism: A Review of Literature

Strand: Research Teachers may often use social narratives (e.g., “social stories”), but their effectiveness has almost exclusively been assessed for children with autism spectrum disorders (ASD). We conducted an evaluation of

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Poster Sessions 6 pm – 7:15 pm

Examining Cultural Adaptions of a Social-Emotional Screening Assessment Tool in Five Countries

Thursday, October 8 the effectiveness of social narratives in decreasing problem behavior in children without ASD; research implications and suggestions for practice are provided.

Kathleen Zimmerman & Jennifer R. Ledford

Federal, State, and Local Facilitators of Collaboration in Early Care and Education

Poster Sessions 6 pm – 7:15 pm

Strand: Policy Collaborations among early care and education programs yield benefits, including more comprehensive services and increased program efficiency. This poster highlights federal-, state-, and local-level initiatives that impact partnerships. Federal- and state-level initiatives include legislation, systems-building efforts, and governance structures. Locallevel facilitators include incentives, resources, and technical assistance.

Emily Dorsey & Susan A. Fowler

Feeding Difficulties: Systems-Level Perspectives of Supports, Needs, and Interagency Collaboration

Strand: Policy Learn about recent research on systems-level supports, needs, and levels of interagency collaboration currently occurring to support the needs of young children with feeding difficulties in Michigan. Discussion includes recommendation for systemic and policy changes to optimally support young children with feeding difficulties and their families.

Sondra Stegenga

Functional Communication Training for Young Children With Challenging Behavior: A Meta-Analysis

Strand: Research This poster will present quantitatively analyzed studies from 1985 to 2014 that investigated the effects of functional communication training on young children with challenging behavior. Key features of the 24 eligible studies, application of WWC Pilot Single-Case Design Standards, and magnitude of treatment effect estimates will be presented and discussed.

Li Luo, Patricia Snyder, & Debra A. Prykanowski

Honoring Differences: Social Justice and Culturally Responsive Practices in Early Childhood Classrooms Strand: Practice This presentation describes culturally responsive practices for early childhood classrooms based on equity and social justice pedagogies.

A review of the current research supporting these practices, a selfevaluation measure for addressing personal bias, and examples of age-

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Thursday, October 8 appropriate race-based conversations that educate and honor racial and culture differences will be provided.

Brittany Redd, Sally Barton-Arwood, & Rachel Flynn-Hopper

Implementation of a Classwide Intervention to Teach Behavioral Expectations in Head Start Strand: Research Many children enter early childhood settings unprepared. If they have not been in group care before, or if they are moving from one program or classroom to another, they need to learn a teacher’s expectations for arrival time, meeting time, etc. This session highlights a classwide intervention to teach behavioral expectations.

Charis Lauren Price, Michaelene M. Ostrosky, & Rosa Milagros Santos

Increasing Play Complexity of Young Children With Disabilities

Interactions Between Caregivers and Infants and Toddlers With Disabilities During Everyday Routines

Strand: Research We will describe a pilot study of the Caregiver-Child Interaction Observation System designed to measure frequency and quality of interactions between caregivers and their infants and toddlers with disabilities during naturally occurring routines. Considerations about the use of sequential analysis to measure caregiver-child interactions will also be presented and discussed.

Cinda Clark, Patricia Snyder, & Maureen Conroy

Interventions to Increase Verbal Mands for Children With Autism: A Literature Review

Strand: Practice Echoic-to-mand training, sign language, and picture communication are commonly used interventions for teaching mands. This literature review will synthesize studies to conclude which intervention is effective for increasing verbal mands among young children with autism. The presenter will describe the efficacy, strengths, limitations, generalizability, and practicality of the interventions.

Heather Coleman

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Poster Sessions 6 pm – 7:15 pm

Strand: Research Pretend play in early childhood is correlated with many positive outcomes, and children with disabilities exhibit deficits in pretend play skills. This study sought to increase the pretend play complexity of two 4-year-olds with Down syndrome by pairing a single prompt procedure with adult expansions on the children’s play actions.

Lillian Stiff, Evelyn Mauldin, Gounah Choi, Jia Qiu, & Erin E. Barton

Thursday, October 8 Meta-Analysis of Parent Trainings to Address Challenging Behaviors and Increase Social-Emotional Skills

Strand: Family This meta-analysis of group parent training interventions designed to increase children’s social-emotional skills and address challenging behaviors evaluates the parent training literature and provides implications for research and practice. Participants will be able to describe the coding criteria, analyses, and results, as well as take away ideas for parent trainings.

Alana Schnitz, Mary Louise Hemmeter, & Erin E. Barton

Poster Sessions 6 pm – 7:15 pm

Moving From EI to ECSE: How Parents and Providers View Transition

Strand: Practice This student poster will present preliminary data collected from a study that will examine parent and provider perceptions of EI to ECSE transition practices. Recommendations on ways to streamline the transition and make parents feel more involved will be presented.

Katherine Ancell

Parents’ Reported Use of Naturalistic Communication Teaching Strategies: A Survey Study Strand: Research Children with language delays can benefit from evidence-based communication interventions. We present an exploratory survey study identifying parents’ reported use of naturalistic communication teaching strategies, their perception on the effectiveness of their use of the strategies, and information about where and how they learned about these communication teaching strategies.

Yusuf Akamoglu & Hedda Meadan

A Pilot Study of the Coaching Practices Observation Tool

Strand: Professional Development This poster describes a pilot study of the Coaching Practices Observation Tool, used to describe the practices of coaches trained in a practicedfocused coaching framework. Findings describe the duration and type of interaction, frequency of strategy use, and variations among coaches’ strategies across six teacher participants.

Darbianne Shannon & Patricia Snyder

Predictors of Mother-Infant Interaction Quality: The Role of Parental Social Cognitions and Parenting Stress Strand: Research Associations among parental social cognitions, parenting stress, and observed quality of parent-infant interactions will be presented.

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Thursday, October 8 Hypothesis is that parenting stress mediates the relationship between parental social cognitions and the quality of the parent-infant interaction.

Findings will inform interventions to support higher quality parent-infant interactions.

Melissa Erin Clucas, Kere Hughes-Belding, & Carla Peterson

Preparing Early Childhood Special Education Teachers to Implement Prevent-Teach-Reinforce for Young Children

Strand: Practice The purpose of this poster presentation is to illustrate our efforts to prepare early childhood special education teachers to implement a model for reducing challenging behavior in young children called Prevent Teach Reinforce for Young Children (PTR-YC).

Raine Allen, Audrey Smith, Frank Kohler, Donna Raschke, & Dennis Form

Strand: Professional Development During this poster session, participants will learn ways to tailor the Project Approach for young dual language learners. Examining the three phases of the project approach, participants will develop modifications and adaptations within each phase to increase participation of dual language learners.

Jennifer Amilivia & Gregory A. Cheatham

A Systematic Review of Early Interventions Designed for Reducing Parental Stress

Strand: Practice A systematic review of the literature will answer the following questions: (1) What interventions are used for reducing parental stress and/or parental depression and/or increasing parental self-efficacy among parents of young children with developmental disabilities? (2) What interventions are most effective? Effect sizes and efficacy of interventions will be discussed.

Rebecca Frantz

Teacher Created Stories: Supporting Preschoolers’ Social and Emotional Development in Inclusive Classrooms

Strand: Research Discussion of a qualitative study investigating educators’ use of teacher created stories to support the social and emotional development of preschoolers in inclusive classrooms. Includes an overview of current research, a summary of educators’ rationales and related processes, and an examination of implications for evidence-based practice.

Maureen Wikete Lee

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Poster Sessions 6 pm – 7:15 pm

Project Approach Modifications and Adaptations for Young Dual Language Learners

Thursday, October 8 Teaching Paraprofessionals to Implement a SocialCommunication Intervention for Young Children With ASD

Strand: Research This poster describes a study that examined teaching paraprofessionals to implement a naturalistic social-communication intervention to children with ASD in a home setting. Paraprofessionals were trained through online modules and in vivo coaching to acquire techniques to increase spontaneous communication in young children with ASD. Alicia Mrachko & Louise Kaczmarek

Poster Sessions 6 pm – 7:15 pm

Toddlers’ Actual and Perceived Communication Skills and Their Effect on Parent Stress

Strand: Research Communication deficits are prevalent among children with developmental disabilities; these difficulties could impact parent stress levels. This study investigates the effect of parents’ perception of their toddlers’ communication ability on the relationship between the toddlers’ ability to use expressive language and parent stress in a parentcoached language intervention program.

Nicole Cybil Lim, MaryAnn Romski, & Rose Sevcik

Translating Mind-Brain-Education Research for Early Childhood Educators Strand: Practice Learn to identify neurocorelates of important behavioral, social, and emotional markers in children who may be at risk or have exceptionalities. Connect theory and practice by examining recommendations through a classroom, community, and policy lens.

Adelaide Kelly-Massoud, Carrie Gillispie, & Heather Walter

Understanding Home Language Use Among Chinese Families in the United States

Strand: Professional Development Most Chinese parents living in the United States felt that it was important to teach their children their home language. Chinese families used a wide variety of strategies to help their children learn and maintain their home language. Most desire more supports for this effort.

Liuran Fan, Gayle Luze, & Carla Peterson

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Thursday, October 8 The Use of Internet Technology in Online Education Preparing Early Childhood Teachers

Strand: Professional Development This is a review of existing research on Internet technologies (IT) used in distance early childhood teacher preparation. Information about the program context and type of learning interactions in which IT was used, as well as the measured effects, will be discussed. Implications and future steps will be delineated Huda Felimban & Huichao Xie

Using Online Coaching to Improve Implementation of Naturalistic Communication Promoting Strategies

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Poster Sessions 6 pm – 7:15 pm

Strand: Professional Development A multiple-baseline across participants design was used to study the effect of distance coaching on teachers’ implementation of naturalistic strategies. Following a two-day workshop, teachers video-recorded instruction with target children and were provided with ongoing coaching. All three teachers demonstrated increased numbers of correctly implemented strategies following the coaching sessions.

Lydia Moore & Sanna Harjusola-Webb

Friday, October 9 Poster Sessions 7:15 am – 8:30 am Exhibit Hall

Poster Sessions 7:15 am – 8:30 am

Academic Strategies for Families With Young Children At-Risk for ADHD

Strand: Family This poster will highlight the features of Project PEAK, a parent education curriculum for families with young children diagnosed with or at-risk for ADHD. Outcome data on prereading and early numeracy for children will be presented. Strategies will be shared for developing and practicing these skills in children’s natural environments.

Christopher L. Olson

Adapting Two Assessments for Early Childhood Intervention of an Ohio Amish Community

Strand: Practice This poster will introduce the current early childhood intervention system and curriculum standards of an Amish settlement in northeast Ohio. The systematic process of adapting two assessment tools for developmental screening and program planning, respectively, will also be described.

Implications and future steps will then be discussed.

Ching-I Chen, Sanna Harjusola-Webb, Michelle Gatmaitan, & JoAnn Leach Brace

Building Family-Professional Partnership for Young Children With Disabilities in South Korea

Strand: Family This session provides strategies to building successful partnerships for the development and education of young children with disabilities in South Korea. Evidence-based strategies, identified from the voices of parents, to developing and implementing programs conducive to successful family-professional partnerships will be presented.

Keonhee Kim & Hwa Lee

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Friday, October 9 Collaborative, Field-Based Teacher Education: Developing, Implementing, and Sustaining Mutually Beneficial Community/ School/University Partnerships Strand: Practice This presentation draws on the work of university redesigned fieldbased teacher preparation programs grounded in sustainable, mutually beneficial community-school-university partnerships. This session provides a framework for developing, implementing, and sustaining diverse mutually beneficial partnerships. Strategies for increasing meaningful collaboration among stakeholders serving young children with special needs will be shared.

Anna Lees & Adam S. Kennedy

Collecting Early Childhood Outcomes Data: Who Should Lead the Process?

Concussions in Young Children: Informing the Early Childhood Educator

Strand: Practice The purpose of this poster presentation is to explain what concussions are, how they are acquired (outside of sporting events), and tips for the early childhood educator about having an infant, toddler, or preschooler with a concussion in their center or classroom.

Darbi Haynes-Lawrence & Gregory Lawrence

DEC: We Have a Problem!

Strand: Practice Evidence-based practices are known in the field of early intervention and early childhood education. A critical issue, however, is that practices being taught to preservice and/or in-service candidates are not always observable when in a work setting. What is the obligation for faculty and administrators with this disconnect?

Robin A. Wells & Romelia Hurtado de Vivas

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Poster Sessions 7:15 am – 8:30 am

Strand: Policy This session will present details about a yearlong investigation to determine how child outcome data (ECO) in one state varied when the child outcomes summary process was led by families’ early interventionists rather than service coordinators. Lessons learned and implications will be discussed.

Amanda Dunlap, Robyn Ridgley, Jill Rigsby, & Karen Willis

Friday, October 9 Designing an EI Undergraduate Student Teaching Experience for Iowa’s Unified ECE/ECSE Certificate

Strand: Professional Development Iowa’s Unified ECE/ECSE Certificate permits a seven-week student teaching experience with infants and toddlers in early intervention. Unlike the classroom with group-based lessons, the EI teaching experience focuses on family partnerships. This presentation will provide guidance in designing family-centered student teaching experiences that include assessment, data collection, and interdisciplinary collaboration.

Laurie M. Jeans

Poster Sessions 7:15 am – 8:30 am

Develop Your Own App to Teach Shapes to Young Children With Disabilities

Strand: Practice This presentation reports the effects of using a researcher-developed iPad application to teach young children with developmental delays to receptively identify shapes through 0-5s constant time delay (CTD) procedures in the context of a multiple probe design across three sets of behaviors and replicated across three students.

Zhen Chai

Early Childhood Informal Data Collection Methods: Current Practice and Needs

Strand: Research This presentation will describe the results of a survey examining the informal data collection methods early educators are using, early educators’ knowledge about informal data collection methods, and early educators’ beliefs about the effectiveness of informal data collection methods. This will include implications for a future professional development study.

Audra Classen, Jean Kang, & Gregory A. Cheatham

Early Intervention Services for Homeless Infants and Toddlers: Challenges and Innovative Practices

Strand: Research Qualitative data was gathered from early interventionists regarding early intervention (EI) services for families and young children who are experiencing homelessness. Themes and rational quotes will be shared related to promising practices and barriers. Additionally, implications for practice, policy, EI personnel preparation, and future research will be shared.

Jennifer Hurley & Lori Erbrederis Meyer

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Friday, October 9 Early Intervention: Family-Centered Intervention via the Internet

Strand: Practice IDEA (2004) states that children who receive early intervention services receive them in their natural environment. These services should also be family-centered. Internet therapy is an ideal solution for many families, and it lends itself to a coaching model that supports family-centered therapy in a child’s natural environment.

Cheryl Broekelmann, Amy Knackstedt, Barb Meyers, Jeanne Flowers, & Michelle Graham

Effectiveness of a Social Thinking Curriculum for Young Children With Autism Spectrum

The Effects of Coaching on Head Start Teachers Implementing PBS

Strand: Professional Development This poster will illustrate a pilot study of the effects of peer coaching on the implementation of positive behavior supports in a Head Start program. Participants will learn about the university partnership established, professional development materials used, and the results, implications, and future directions associated with the study.

Sandy Robbins, Katherine B. Green, Mary Alice Varga, Jessica Bucholz, & Kimberly Griffith

An Evaluation of Language for Learning for Young Children With Autism

Strand: Research Language deficits are a common characteristic of young children with autism spectrum disorder (ASD). This poster will describe two singlecase research studies evaluating the effects of Language for Learning, a scripted direct instruction curriculum, on the acquisition, generalization, and maintenance of language skills in young children with ASD. Katie Wolfe & Lacey Taylor

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Poster Sessions 7:15 am – 8:30 am

Strand: Research The results of research on the effectiveness of a social thinking curriculum for young children with Autism Spectrum Disorder (ASD) will be presented. Methods, results, and implications for further research will be shared. Results will provide practitioners with instructional interventions to address social skill development of children with ASD. Brooks Peters & Peggy Gallagher

Friday, October 9 Examining Cross-Cultural Gender Differences in SocialEmotional Competence of Young Children

Strand: Research This study investigated gender differences across four different countries (Brazil, China, Korea, and the United States) by examining whether the Ages & Stages Questionnaires: Social-Emotional items functioned differently for 3- to 66-month-old boys than it did for girls. Potential cultural effects on gender difference, as well as practical implications, will be discussed.

Chieh-Yu Chen, Jane Squires, Ching-I Chen, & Huichao Xie

Poster Sessions 7:15 am – 8:30 am

Examining Ecological Factors Moderating Inclusive Education Outcomes Using Comparative Outcome Studies

Strand: Research This comprehensive literature review critically examined outcome studies that compared inclusive and more segregated education models in order to identify the ecological factors that uniquely impact the benefits of inclusion. Recommendations are made for future research and practice to support the effective implementation of an inclusive education for all children.

Hailey Love

Family Perceptions of an Intervention to Support Toddlers’ Social Communication and Play

Strand: Research Toddlers and Families Together (Together) was designed to address families’ needs for early intervention focused on increasing capacity to support the development of their toddler with or at-risk for ASD. Families reported social and informational benefits to participating in a playgroup based intervention.

Kathleen C. Gallagher, Connie Wong, Jessica Page, & Harriet Able

Fathers of Preschoolers With Disabilities: It’s “Right” to Include Them in School!

Strand: Professional Development Father involvement has garnered attention over the past decade; however, little is known about how fathers of children with disabilities are included in preschools. This presentation will summarize the involvement of 52 fathers in public preschool programs. Fathers’ opinions of schools’ outreach efforts and barriers to involvement will be discussed.

Amy K. Noggle

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Friday, October 9 Federal Public Awareness Campaign on Early Childhood Inclusion Strand: Policy

This poster session will highlight a public awareness campaign launched by the Departments of Education and Health and Human Services to support early childhood inclusion. Federal representatives will be available to discuss a recently released policy statement on inclusion as well as resources to support meaningful inclusive opportunities.

Tracie Dickson, Camille Smith, & Jenna Marie Weglarz-Ward

A Framework for Examining Training and Coaching Programs for Parents

How was Your Day? Using Mobile Technology to Teach Accurate Recall Strand: Practice Tablets and smart phones are commonly used in early childhood classrooms to collect data, document child learning, and provide instruction. In this session, participants will learn strategies for using technology to teach accurate recall to young children with disabilities.

Results from a mixed methods study will also be shared.

Ariane Gauvreau & Tara Godinho

Impact of Discussion Boards in Online Early Childhood Education Coursework

Strand: Professional Development As online teacher preparation and professional development has become more prevalent, early childhood special education teacher educators need to increase the effectiveness of online learning. This presentation specifically targets the use of online discussion boards and will discuss components found in effective online discussions.

Cori More

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Poster Sessions 7:15 am – 8:30 am

Strand: Practice Parent training and coaching are common practices in early childhood and many models exist. We present a framework for specifying multiple models, options for expediting service delivery, and results of a literature review using the framework to describe the outcomes associated with the options of delivering parent training and coaching.

Melinda R. Snodgrass, Ilyse Palomo, & Hedda Meadan

Friday, October 9 Increasing Coaching Skills in Preservice Teachers Using a PeerCoaching Model

Strand: Professional Development This poster describes a training model for building preservice teacher competence in coaching skills. Details are provided on how preservice teachers were trained to give and receive feedback on intervention practices through peer coaching. Examples of peer coaching forms and the use of video for feedback will be provided.

Lois Pribble & Linda Albi

Poster Sessions 7:15 am – 8:30 am

Maintenance and Generalization of Parent Treatment Fidelity Following Parent Training

Strand: Research This poster will describe the results of a parent-implemented intervention to increase requesting (mands) of children with autism. Parents were trained to implement the communication intervention in a clinic setting.

Generalization and maintenance of parent and child behavior were assessed in the home.

Stephanie Gerow & Mandy Rispoli

Paraprofessionals and Teachers: An Adapted Coaching Model for Universal Success

Strand: Practice Many preschool students spend a large majority of their classroom time with paraprofessionals. For this reason, understanding paraprofessional motivation, training, and satisfaction are imperative for classroom success. Findings from a recent mixed methods study have been used to provide a framework for effective teacher to paraprofessional interaction in these settings.

Tiara Saufley Brown, Lindsey Rabideau, & Tina Stanton-Chapman

Parental Sensitivity During Play: Supporting Language Skills in Infants With Hearing Loss

Strand: Research This session provides practical ways and video examples of how to collaborate with caregivers during everyday play interactions based on evidence from a cross-sectional research study investigating relationships between parental sensitivity and responsivity behaviors and oral language skills in a culturally diverse group of infants with hearing loss.

Jean L DesJardin & Jaclyn Hudak

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Friday, October 9 Practice-Based Coaching With Teachers of Latino Preschoolers at Risk for Language Delays

Strand: Professional Development This session will present a professional development model that includes coaching and performance feedback in using an English-only interactive reading intervention that includes dialogic reading and extensive vocabulary instruction to improve quality language and literacy services for young children who are English language learners.

Kristi Godfrey-Hurrell & Vivian I. Correa

Promoting Parents’ Use of Child Communication Promoting Strategies Using Cell Phones

Promoting Quality Services for Young Children via Distance Technology Teacher Training

Strand: Professional Development This poster explains the collaboration between a university, state office of education, and school districts to deliver training resulting in a preschool special education license. The Early Childhood Alternative Teacher Preparation Program (ECATP) delivers coursework and supervision via distance technology. The collaboration assists rural areas to access licensed preschool teachers.

Barbara Fiechtl

Response to Intervention (RTI) and the Common Core Standards in Early Childhood Strand: Practice Participants will learn about the present need for sound Multi-tiered Systems of Supports (MTSS) and Response to Intervention programs in early childhood that link interventions to the Common Core State Standards (CCSS) for developing students who have “school readiness.”

Dena AuCoin & Lisa A. Wright

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Poster Sessions 7:15 am – 8:30 am

Strand: Practice A project examining how cellular phones can support the delivery of evidence-based communication promoting strategies and enhance parent engagement in home-based services will be described. We will discuss how these interventions can be incorporated into family goals, as well as the collaborative partnership between early intervention providers and researchers.

Kathryn Bigelow, Dale Walker, Scott Kedrowski, & Rachel Feldkamp

Friday, October 9 Revision of a Parent-Completed Social Emotional Screening Assessment for Young Children

Strand: Research Partnering with parents to assist in early identification of delays is costeffective and optimal in terms of yielding accurate screening results. The Ages & Stages Questionnaires: Social-Emotional, one parent-completed screening tool was recently revised and its psychometric properties studied. Results related to validity, reliability, and utility are reported.

Jane Squires & Elizabeth Twombly

Poster Sessions 7:15 am – 8:30 am

Rural Voluntary Prekindergarten Teachers Judgments of Social Skills Strategies in Inclusive Classrooms Strand: Practice Discussion of data collected regarding rural VPK teachers’ judgments of environmental, natural activity, and intensive social skills strategies designed to help promote social skills development and interactions in inclusive classrooms. Three teachers were also selected to be observed on multiple occasions to identify congruence between beliefs and practices.

Sharron Cuthbertson

Scaling Comprehensive PreK–3rd Grade Reform: Lessons From the Midwest Child-Parent Center Expansion

Strand: Practice The Midwest Child-Parent Center Expansion (MCPC) is a comprehensive PreK–3rd grade reform model built on decades of empirical evidence.

This presentation will discuss the model’s history, present scale-up and expansion, and provide an in-depth summary of two of the models’ key elements: parent involvement and professional development.

Erin M. Lease, Allyson Candee, Momoko Hayakawa, & Arthur Reynolds

Social Media: Strengthen Collaboration and Support in Preservice and Early Career Experiences

Strand: Professional Development How does social media benefit student teaching and early career experiences? The idea of using social media came from feelings of disconnect and isolation as early interventionists and early childhood special educators. This presentation demonstrates the use of social media as a way to stay connected and improve professional experiences.

Megan Purcell & Sonia Michael

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Friday, October 9 Strategic Tools to Enhance Learning Opportunities in Everyday Routines

Strand: Practice This workshop will present routines-based early intervention and how services focusing on a child’s naturally occurring routines allow for numerous learning opportunities. There will also be discussion on how a family-centered practice can support and strengthen the skill base of parents and build their competence in ways that are tailored to the individual family.

Amy Jenkins

Understanding the Mechanisms of Early Intervention to Special Education and Grade Retention

Unpacking Coaching: Key Components and Strategies

Strand: Professional Development This poster illustrates key components of a coaching intervention to support preschool teachers’ implementation of Pyramid Model practices.

Presenters will discuss the development and implementation of the coaching protocol, including the theoretical framework, dosage and intensity of coaching, and the coaching strategies implemented.

Crystal Bishop, Jessica Hardy, Jill Grifenhagen, Mary Louise Hemmeter, Patricia Snyder, & Lise Fox

Using the TPOT to Explore Teachers’ Practices to Support Social-Emotional Development

Strand: Research This study uses the interview portion of the Teaching Pyramid Observation Tool (TPOT). Eighteen child care providers were interviewed on their practices on social emotional teaching strategies. The poster will discuss teachers’ current strategies for social emotional development in children age 3 to 5.

Katy Gregg & Lauren Richards

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Poster Sessions 7:15 am – 8:30 am

Strand: Research Effective early childhood interventions can reduce the need for later special education placement and grade retention. Less is known about the specific mechanisms, i.e., Why do these interventions work? This presentation identifies potential mechanisms (early achievement, early self regulation, and parent involvement) and discusses how they operate independently and together.

Allyson Candee, Momoko Hayakawa, Suh-Ruu Ou, & Arthur Reynolds

Friday, October 9

Sessions 9 am – 10 am AAC for Toddlers and Preschoolers: Integrating Technology and Language Intervention

Room 404/405 Practice This session will provide a brief summary of intervention research involving AAC and preschoolers and toddlers. Presenters will use video examples to demonstrate approaches to integrating AAC into language intervention. Presenters will share strategies developed from clinical experiences and through participation as interventionists on Vanderbilt Kid Talk research projects.

Emily D. Quinn, Suzanne Thompson, Chunlan Guan, Hailey Love, & Sylvia Nyegenye

Sessions 9 am – 10 am

Administrators’ Professional Development Around Early Childhood Inclusion: Current Issues and Future Directions

Grand Ballroom D Professional Development Results from a survey and interview of preschool and childcare administrators’ educational and programmatic needs around early childhood inclusion will be presented. Directions for future research and recommendations for leadership preparation in early childhood will be addressed.

Sarika S. Gupta & Megan Purcell

Assessment and Identification of Grade 1 Students With Disabilities in Tanzania

Room 309 Research This presentation discusses the results of a two-year research and service project to identify and support students with disabilities in an inclusive school setting in Tanzania. This presentation explains the assessment process, the community partnership development, and the results of students in the program.

Angi Stone-MacDonald

Building Sustainable University-Community Partnerships That Integrate Outreach, Teaching, and Research

Room 311 Research We will provide an overview of a three-year partnership between Texas A&M University and Brazos Valley Head Start. Representatives from both the university and the local Head Start will reflect on the challenges and barriers to successful partnerships and will present strategies for creating sustainable, productive partnerships.

Mandy Rispoli, Stacie Stefka, Lisa Sanchez, & Jennifer Ninci

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Friday, October 9 Children’s School Success: A Framework for Inclusive Early Education

Grand Ballroom A Practice This presentation will describe a curriculum framework to guide early educators’ planning and implementation of a universally designed, challenging curriculum for ALL preschool children. This will include developmentally appropriate strategies for delivering challenging universally designed curriculum content, differentiation through curricular modifications, and individualization for supporting children’s unique learning outcomes.

Eva Horn, Susan Palmer, Joan Lieber, Gretchen Butera, Jean Kang, Audra Classen, & Amber Friesen

Developing Interactive Webinars: Tips to Keep Learners Engaged and Off E-mail!

Doing What is Right for Preservice Professionals: Reflective Supervision in the Field

Room 206/207 Practice This interactive presentation will focus on the reflective supervision for preservice professionals in the field of early intervention and PreK–3.

Practical suggestions will be drawn from best practice models and supervisor experience.

Serra Acar & Carol Bland

EIS IPDP: Building Knowledge and Skills Through Online Learning and Supervisor Support

Room 305 Professional Development In this session you’ll explore the credentialing process for early intervention specialists (EISs) in Texas, including evidenced-based online content modules and techniques used to ensure implementation of the training content. In addition, discover how Texas ECI supports supervisors so they can provide high-quality and effective supervision for their staff.

Stephanie Powitzky & Rachel Moyer-Trimyer

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Sessions 9 am – 10 am

Room 403 Professional Development Attended any snooze-fest webinars lately? Want to wake up your webinar audience? Come discover the secrets of producing interactive webinars that engage and challenge learners. Learn how to format presentations and use chat, polling, video, and other tools to keep your audience learning, engaged, and out of their e-mail!

Cori Hill, Dana Childress, & Deana Buck

Friday, October 9 Excellence for Every Child: Starting With Higher Education

Room 202 Policy Join a lively discussion with a focus on higher education faculty’s practices when supporting inclusion in coursework. Participants will learn about, and share, ideas for preparing the next generation of inclusive early childhood teachers.

Amanda Quesenberry & Sharon Doubet

Sessions 9 am – 10 am

Expanding Child Find: Identifying Children Most at Risk for Pre-K/ECSE Services

Room 303 Policy Seven impoverished communities redesigned their screening and referral of young children representing the most vulnerable populations, (e.g, children with developmental delays, families living in extreme poverty, linguistically isolated). Innovative approaches such as “pop-up preschools,” parent ambassadors, multiagency referrals and pipelines, and revisions in child care assistance policies dramatically increased enrollments.

Susan A. Fowler, Emily Dorsey, & Dawn Thomas

Family Implemented TEACCH for Toddlers (FITT): Practical Strategies to Support Caregivers

Room 210/211 Practice We will present practical strategies for engaging toddlers with autism spectrum disorder (ASD) and their families using structured teaching and other evidence-based naturalistic strategies. We will also present preliminary findings from a small, randomized controlled trial on toddlers’ developmental skills and symptoms, as well as their parents’ well-being.

Lauren Turner-Brown, Kara Hume, Samantha Jennings, & Brian Boyd

Family Roundtable Discussion: What Do Parents and Families Want From DEC?

Room 203 Family This roundtable is an opportunity for parents and families to share with DEC and our key stakeholders about what they need from the organization and how they want to be involved in DEC. The roundtable discussion will be led by Darla Gundler, who serves as the statewide director for the Parent Leadership Project in the Massachusetts Early Intervention System.

Darla Gundler

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Friday, October 9 Five Easy Questions: A New Approach for Embedded Intervention With Caregivers

Grand Ballroom C Practice This session describes a new approach for improving the consistency with which caregivers embed interventions in everyday activities and routines.

Panelists will present the process components and preliminary data about its utility and appeal to EI providers and caregivers.

Juliann Woods, Christine Salisbury, & Patricia Snyder

International Symposium: Early Childhood Intervention Practices and DEC Recommended Practices in Turkey and China

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Sessions 9 am – 10 am

Room 212/213 Practice While special education services have been provided extensively since the 1950s, early intervention services only became available since the late 1980s in Turkey. Since the 1950s, several crucial steps have been followed in providing educational, psycho-social and economical services to individuals with special needs and their families. For example, with the process of trying to join the European Union, many psycho-social and economical services also have been provided. Regarding types of educational placements, self-contained setting was the main option in Turkey. However, starting especially in the 1990s, the shift to inclusive practices took place. In this presentation, early childhood intervention practices in Turkey will be introduced and discussed in relation to the DEC Recommended Practices. Discussion will be supported by current research and literature both in Turkey and the United States.

This presentation will highlight a successful collaboration between the graduate program in special education at Queens College, City University of New York, and Wucailu Center for Children with Autism in Beijing, China. During three summers (2011, 2013, and 2015), 15 graduate students, under the supervision of special education faculty, completed a six-week internship in Beijing. This internship is part of an ongoing exchange program between Queens College and Beijing Wucailu Center for Children with Autism. Mutually beneficial outcomes have resulted from this internship experience. The interns from Queens College assisted Wucailu’s teachers and administrators in revising the school’s curriculum, redesigning of the classroom environment, and implementing DEC recommended evidence-based instructional strategies. Through the internship experience, Queens College interns learned how to adapt research-based practices to be culturally aligned and responsive for Chinese children with autism. Since 2011, Beijing Wucailu has produced a group of teachers who are knowledgeable of DEC Recommended Practices and have first-hand experienced on how to implement these practices in their classrooms.

Peishi Wang, Ibrahim H. Diken, Ozlem Diken, & Menglin Sun

Friday, October 9 IDEA and FERPA Privacy Provisions: Understanding the Basics Room 208/209

Professional Development This presentation will inform the participants of the privacy provisions under IDEA Part C, IDEA Part B, and FERPA. It will cover the basics surrounding the legal requirements surrounding the protection of personally identifiable information of children with disabilities and where to go for help with questions

about privacy.

Ross Lemke & Sharon Walsh

Leadership and the Law: Embedding Public Policy into ECE/ ECSE Doctoral Programs

Sessions 9 am – 10 am

Room 301

Policy Readings, assignments, and field experiences related to public policy and advocacy will be shared for use in ECE/ECSE doctoral programs. Attention will be paid to public policy resources that address issues of social justice and equity for young children with disabilities and from culturally and linguistically diverse

backgrounds.

Elizabeth Steed & Barbara Smith

Mentoring Underrepresented Early Childhood Scholars: Navigating the Maze of Higher Education

Grand Ballroom B Professional Development Project PIECE: Promoting Inclusion in Early Childhood Educators is an ECE/EI/ECSE blended program for underrepresented scholars seeking a teaching licensure in ECE with an endorsement in EI/ECSE. Presenters will share results of an initial scholar needs survey and initiatives to mentor scholars through a system that is difficult to negotiate.

Patricia M. Blasco & Mandy Stanley

Norm-Referenced Assessments in the Birth–3 Population: A Case for Policy Change

Room 312 Policy Caregiver and practitioner perceptions of evaluation practices in the birth–three population were examined. A measure of the usefulness of various tools showed that family-centered measures are more appropriate than norm-referenced tools for several reasons. This presentation will outline those findings and make a case for policy change in birth–three populations.

Stephanie de Sam Lazaro

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Friday, October 9 Reducing Family Stress in Early Intervention

Room 304 Family Parenting is stressful under the best of circumstances, but families of children who are medically fragile and enrolled in early intervention services may experience higher stress levels. This session explores a model for partnering with parents of children who are medically fragile and presents techniques for reducing family stress.

Pamela Young & Ann Bingham

Sibling Involvement in Early Intervention Strategies: Expanding Opportunities for Learning

States and Families Working Together to Improve Family Outcomes Room 204/205

Family This panel discussion will bring together representatives from Part C lead agencies, OSEPfunded parent centers, and families to highlight how they collaborated to develop a State Systemic Improvement Plan focused on improving outcomes for families of infants and toddlers with disabilities.

Jennifer Simpson, Jennifer Tschantz, Alice Ridgway, & Nancy Prescott

The Time Is Always Right to Start on Next Year’s Conference Proposal!

Room 310 Professional Development In this session presenters will share advice for submitting a high-quality conference proposal. The session may be most helpful to first-time DEC Conference proposal writers. Attention will be given to writing a proposal aligned with next year’s conference theme and proposal evaluation criteria.

Lori Erbrederis Meyer, Lydia Moore, Christine Spence, & Michelle Gatmaitan

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Sessions 9 am – 10 am

Room 401/402 Practice Both legislation and DEC Recommended Practices recognize the interdependence of the child and family; however, siblings are often excluded from early intervention strategies. This session will highlight the unique nature of sibling relationships and benefits of including siblings in early intervention. Strategies for implementing effective sibling intervention practices will be discussed.

Julie Harp Rutland

Sessions 9 am – 10 am

Friday, October 9 Who’s Welcome in Our Programs? Designing Inclusive Family Intake Forms and Practices

Room 302 Practice What program forms and practices inadvertently alienate the singleparent, multigenerational, LGBTQ-headed, adoptive, and foster families that we work with? How does this undermine the family collaboration necessary for children’s success? Learn key principles for designing inclusive forms and practices and consider how to apply them to your own setting.

Barb O’Neill

Sessions 10:10 am – 11:55 am

Sessions 10:10 am – 11:55 am

Addressing Challenges of Building Consensus: ParentImplemented Intervention for Infants At-Risk for ASD

Room 404/405 Practice Consensus building between families and providers is critical to successful parent-implemented interventions, yet presents unique challenges. The Early Social Interaction Project (ESI) multisite intervention team discusses the ESI Collaborative Coaching model and offers new perspectives on building consensus with families of young children at-risk for ASD to support active engagement.

Deanna Renee Daly Holland, Erin Brooker-Lozott, Patricia Armstrong, Betty Proctor, Joy Moore, Kimberly Resua, & Chris Watts

Addressing Infant/Toddler Social-Emotional Development During Home Visits Using a Curriculum-Based Assessment

Room 304 Practice This session will explore how home-visitors can use the Social-Emotional Assessment/Evaluation Measure (SEAM) to assess infant/toddler socialemotional skills, identify family strengths, and create high-quality goals.

Providers will learn to use the SEAM in partnership with families to tailor intervention and provide tools and resources used to support children’s social-emotional development.

Lois Pribble, Jantina Clifford, Misti Waddell, & Jane Squires

Bridging, Barging, or Buttressing? Understanding Early Intervention and Child Welfare Services Room 302

102

Research A mixed methods design was used to examine how early intervention (EI) and child welfare (CW) systems meet the needs of young abused children with disabilities and their families. Systems Interviews, Program Surveys, and a Local

Friday, October 9 Case Study were used. Implications for research, policy, and practice will be discussed.

Catherine Corr, Rosa Milagros Santos, Susan A. Fowler, Christine Spence, & Deserai Miller

Critically Analyzing Policies and Practices for Young Children

Room 311 Policy To ensure that culturally and linguistically competent practices are used with all young children, it is imperative that they are promoted and outlined by policies, practices, and procedures. This interactive session will use case study and policy and practice analysis to facilitate discussion surrounding culturally and linguistically competent practices.

Namita Mehta, Jermall Wright, & Jaclyn Joseph

Deepening Understanding of DEC’s Recommended Practices by Using Case Method of Instruction

Developing a Behavior Intervention Plan Using the PreventTeach-Reinforce Model

Room 301 Practice This workshop will present the use of the Prevent-Teach-Reinforce Model in developing an individualized behavior intervention plan. A specific case study will be shared following a young boy with challenging behaviors over the course of a three-year period, from kindergarten through second grade.

Hattie Harvey & Tesa Bunsen

Employing Data Visualization Strategies to Support DecisionMaking

Room 208/209 Policy With the current push toward results-driven accountability, state and local decision makers are being asked to look more closely at their program and child impact data. Accomplishing this on an ongoing basis presents unique challenges. The development and use of data dashboards and data visualization strategies may provide possible solutions.

Michael Conn-Powers & Kirsten Bonifacio

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Sessions 10:10 am – 11:55 am

Room 309 Professional Development This session will address using Case Method of Instruction (CMI) for use in teacher preparation programs. Specific strategies for using CMI will be presented along with current research and literature. The presenters have developed cases related to the DEC Recommended Practices, and participants will review and provide feedback.

Aaron Deris, Kellie Krick-Oborn, & Cyndi DiCarlo

Friday, October 9 Engaging ALL Children Through Embedded Social Interaction Opportunities in an Inclusive Setting

Room 401/402 Professional Development This workshop will provide details from a yearlong grant that worked to increase social interaction opportunities for all children in inclusive early childhood settings. Using the UDL guidelines as an overarching framework, innovative ideas on how to embed social opportunities and specific strategies for facilitating engagement will be shared.

Katherine Holman

Sessions 10:10 am – 11:55 am

From Compliance to Quality: A System for Monitoring Quality in Part C

Room 310 Policy As we move beyond compliance indicators, measuring quality becomes the focus for early intervention programs. Learn how Texas Part C has applied the Key Principles for Providing Early Intervention in Natural Environments and DEC Recommended Practices to measure quality and assist programs in implementing evidence-based practices.

Carol Maupin-Macias

Hitting the Streets: Embedding the New DEC RPs in Personnel Preparation

Grand Ballroom B Professional Development Presenters from two CAEP-accredited universities will share how they have embedded the new DEC Recommended Practices in their EI/ ECSE teacher preparation programs. This interactive session will provide participants with opportunities to engage in dialogue about the alignment of recommended practices within course content, assignments, and field experiences.

Lori Erbrederis Meyer, Hasan Zaghlawan, Jennifer Hurley, & Rashida Banerjee

Innovative Strategies to Promote Social Opportunities for Children With Significant Multiple Disabilities

Room 202 Family Using embedded videotaped case studies, this multimedia session explores an inspirational program to facilitate friendships, communication, and social opportunities through structured social interactions and support from educators, administrators and parents.

Step-by-step demonstration of highly effective practical strategies that work for providing directed support and supervision during the peer interactions.

Kimberly A. Christensen

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Friday, October 9 Leading the Way for Resilient Children

Room 206/207 Practice Learn to reframe resilience for children navigating toxic stress in order to improve developmental outcomes. Connect theory, research, and practice through case examples of children and families from vulnerable populations. Use an ecological framework to consider ways to provide intervention/support at the child, family/class, school, community, and policy levels.

Karin Spencer & Lorelie Pisha

Manageable Methods for Collecting Group Behavioral Data in Early Childhood Classrooms

Moving Forward! Getting (and Keeping) Your Dream Job in Higher Ed!

Room 303 Professional Development In this session, participants will engage in an interactive dialogue about topics related to the post PhD job search process and becoming a postdoc, researcher, or junior faculty member at a college or university.

LaShorage Shaffer, Lori Erbrederis Meyer, & Kiersten Kinder

Off the Shelf: Incorporating Recommended Practices in Individual, Organization, and Agency Work

Grand Ballroom C Professional Development This session will present approaches for infusing an explicit emphasis on the DEC 2014 Recommended Practices in individual, organization/ subdivision, or agency professional development activities. Tools and strategies to support intentional approaches will be shared, along with resources to support daily use.

Susan Maude & Camille Catlett

Parents of Children With Disabilities Informing Faculty About Preparing Early Childhood Educators

Room 406/407 Professional Development This session will describe the results of a study that examined parents’ perspectives on the content and skills needed in preparing future early

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Sessions 10:10 am – 11:55 am

Room 305 Practice This session will provide participants with practical methods and strategies for collecting group behavioral data in early childhood classrooms. The ability to efficiently and manageably collect relevant data and use it effectively allows educators to make informed decisions regarding the effectiveness of the classroom environment and related primary interventions.

Delilah Krasch, Kathleen O’Hara, Maryssa Kucskar, Jeffrey Gelfer, & John Filler

Friday, October 9 childhood educators for working with young children with disabilities.

Quantitative survey data and qualitative focus group interview data will be presented with implications for teacher education.

Vivian I. Correa, Kate Algozzine, Kristen Monteith, & Kristi GodfreyHurrell

Results Driven Accountability

Sessions 10:10 am – 11:55 am

Room 210/211

Policy OSEP is implementing a new accountability system, Results Driven Accountability (RDA). This system is designed to assist states in supporting local programs to improve results for children with disabilities while maintaining important rights and protections for children and families. This session will provide information on RDA and how you can be involved in the work in your state.

Ruth Ryder

Size Doesn’t Matter: Transitioning Your Early Intervention Program to an Evidence-Based Approach

Room 403 Practice As programs begin to learn more about an evidence-based approach to teaming, the challenges of transitioning to a new program design can be daunting. This session will focus on strategies to manage a successful change toward implementing early intervention services in natural environments using a primary service provider team approach.

Celeste Bajorek, Lori Mago, Ginger O’Connor, & Tina Overturf

Squishy, Adapted, and Digital Books—Oh My! Opportunities for All Learners Grand Ballroom A Practice This session will present creative ways to develop traditional reading experiences to all learners. Participants will learn ways to create squishy, adapted, and digital books to increase engagement and literacy experiences for all learners. Examples and guides will be provided.

Kim Floyd & Collen Wood-Fields

Stepping Stones Triple P and PCAN in Early Intervention

Room 212/213 Research Prevention approaches that can be infused into early intervention services are needed to promote well-being for young children and families. This workshop will discuss the results of two interventions, Stepping Stones Triple P, an evidence-based parenting intervention,

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Friday, October 9

Sustaining Real Relationships With Families Using EvidenceBased Practice in Early Intervention

Room 204/205 Professional Development Expanding upon the 2014 DEC session Building Real Relationships, team shares how to use practices to sustain real relationships with families. EBP’s used by the team include routines-based intervention, primary-coach approach to teaming and supporting families, empathetic communication, and infant mental health practices. Session includes scenarios and practice opportunities.

Tammy Wallin, Peggy Kemp, & Cristina Hargitt

Use of Diagnosed Conditions for Part C Early Intervention (EI) Service Eligibility

Grand Ballroom D Policy This session provides an overview of current policy and perspectives on access to Part C EI services for infants and toddlers with diagnosed conditions strongly related to developmental delay (DCDD).

Current federal guidelines, variation in state definitions, and associated challenges will provide the basis for a discussion of potential solutions.

Brian Barger, Catherine Rice, Evelyn Shaw, Jane Squires, Donna Noyes, & Christy Kavulic

Exhibit Hall Communication Portfolios: Giving a Voice to Young Children With Complex Communication Needs

Strand: Practice Learn how families and professionals collaborate to support young children with complex communication needs during transition from early intervention to school services by creating and using a communication portfolio—a portable, easily-used notebook that describes (with words and pictures) each child’s unique ways of communicating his/her wants, needs, and preferences.

Carol Darrah, Cynthia Vail, Sarah Babcock, & Keena McCurn

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Practioners Marketplace 12 pm – 1:30 pm

Practioners Marketplace 12 pm – 1:30 pm

Sessions 10:10 am – 11:55 am

and Preventing Child Abuse Through Parent Provider Partnerships, a workforce intervention.

Cheri Shapiro & Jodi Whiteman

Friday, October 9 Creating Electronic Student Portfolios Using iBooks Author

Strand: Practice The use of portfolios to assess and evaluate student progress toward goals and objectives are not new to practitioners. Unfortunately these portfolios are typically collections of physical materials stored in folders or binders. This presentation will introduce how iBooks Author may be used to create and manage electronic student portfolios.

Kathleen O’Hara, Conrad Oh-Young, Delilah Krasch, Catherine Lyons, Maryssa Kucskar, & Jeffrey Gelfer

Practioners Marketplace 12 pm – 1:30 pm

Eat Healthy, Stay Active! A Community-Based Childhood Obesity Prevention Project

Strand: Family Obesity and it’s related health problems have become a serious problem for our nation’s children. Come learn firsthand how one Head Start brought together its children, staff, parents, and local university to initiate a successful low-literacy health project that has changed the lives of everyone it has touched.

Jackie Rivera

Effectively Integrating Child-Initiated and Direct Instruction for Young Children With Disabilities

Strand: Professional Development Early childhood teachers are bombarded with information regarding policy and best practices on how to deliver instruction to young children with disabilities. This session will discuss research-supported methods for child-initiated and direct instruction in preacademic/cognitive and socialemotional areas. Practitioners will be provided with a checklist, flowchart, and table.

Maryssa Kucskar, Conrad Oh-Young, Katie O’Hara, Delilah Krasch, John Filler, & Eric Mitsch

Hands-On Early Literacy Instruction: Evidence for the Use of Manipulative Letters

Strand: Practice Phonemic awareness and understanding of the alphabetic principle are good predictors of later reading success. One method found to be effective in promoting these skills is the use of manipulative letters. This presentation will review engaging, evidence-based strategies for using manipulative letters in preschool and kindergarten settings.

Hazel Jones & Holly Lane

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Friday, October 9 How to Be a Savvy Consumer of Internet “Research”

Strand: Practice Given the enormous amount of information available to us online, how do we know what to trust? In this session, we explain common approaches used in research, provide tips for locating reliable sources of information, and criteria to evaluate the credibility of sources.

Veronica Fleury & LeAnne Johnson

Increasing Literacy Skills in Preschool Classrooms: Read Alouds To Engage All Children

Introducing, Sesame Street and Autism: See Amazing in All Children

Strand: Practice and Family This initiative is a partnership led by Sesame Street joined by the Council for Exceptional Children and other organizations. Participants will learn more about these new resources and explore how they can be used in participants’ everyday work and lives. Bring your mobile devices and get ready to see the amazing!

Rocio Galarza

Making Friends: Strategies for Supporting Acceptance in Inclusive Early Childhood Classrooms

Strand: Practice MAKING FRIENDS promotes greater acceptance in kindergarten-grade 2 classes. Program elements reflect research on attitude change and peer interactions. With greater diversity reflected in classrooms (e.g., linguistic, ability, family structure) and increased efforts directed toward inclusion, ensuring that all children are accepted as full members of classroom communities is critical.

Michaelene M. Ostrosky, Paddy Favazza, Chryso Mouzourou, Lisa Van Luling, Lori Erbrederis Meyer, SeonYeong Yu, Hyejin Park, & Emily Dorsey

Project-Based Learning in Action to Benefit Every Child, Teacher, and Family

Strand: Professional Development Take a visual journey to witness teachers implementing project-based learning in both inclusive and self-contained rooms that has every child

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Practioners Marketplace 12 pm – 1:30 pm

Strand: Practice Research shows the literacy knowledge and skills children receive from their preschool experiences correlate with their academic performance.

In this interactive session, educators will learn how to create a dynamic classroom that provides a rich literacy environment through hands-on read aloud activities that make learning interesting and educational for all.

Kate Zimmer

Practioners Marketplace 12 pm – 1:30 pm

Friday, October 9 engaged in hands-on developmentally appropriate activities. Learn how you can implement project work in your room to enhance learning and meet IEP goals.

Sharon Palsha & Meredith K. Jones

Under One Roof: Collaborative Programming to Meet the Needs of All Children

Strand: Policy Participants will learn about a unique program that “does what is right” to meet the needs of children (birth to age 5) through the use of multiple innovative collaborative service delivery models. Evidence of how the collaboration among programs and professionals impacts educational progress for students with disabilities will be presented.

Bridget Ratajczak, Cynthia Vail, Jan Stephens, Eden Gillespie, Sarah Scott, & Anna Slocum

Vocabulary Instruction: Early, Often, Intentional

Strand: Practice How can families provide vocabulary acquisition support that will translate into school success? This session focuses on the research and strategies that target vocabulary acquisition. Going beyond identification, this session will help participants gauge where children are in their learning and how to move children farther in their vocabulary understanding!

Felicia Truong & Kelly Trygstad

Sessions 1:40 pm – 3:25 pm

Sessions 1:40 pm – 3:25 pm

After Three Decades of Early Intervention . . . What Will the Future Bring?

Room 212/213 Policy A panel representing policymakers, families, practitioners, researchers, and professional development providers will present relevant research, policies, and practices that have shaped the successes and challenges of implementing Part C early intervention services at state and national levels and also discuss the current landscape and it’s impact on the future.

Ted Burke, Karen Berman, Chelsea Guillen, Darla Gundler, Pam Thomas, & Sharon Walsh

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Friday, October 9 Bridging the Word Gap Research Network: Collaborating to Improve Language Outcomes

Grand Ballroom D Research The Bridging the Word Gap Research Network is an interdisciplinary collaboration of 100 nationally recognized leaders working to close the word gap. We will review research syntheses and plans for future research completed by the network and discuss the importance of a continued emphasis on children with disabilities and their families.

Judith Carta, Dale Walker, Charles Greenwood, & Anne Larson

Building Blocks for Literacy: Supporting Language and Literacy in Birth to 5-Year-Old Children

Capturing Opportunities for Systematic Instruction for Children With ASD in Inclusive Settings

Room 312 Practice Inclusive preschool settings are dynamic. As an early childhood educator, how do you provide enough learning opportunities for children with autism? What does the instruction look like? This workshop provides you with practical tools, including instructional planning sheets, to guide planning for learning opportunities for children with ASD. Julie Ashmun, Ariane Gauvreau, & Crista Scott

Considering Application of Existing Leadership Models and Frameworks for EI/ECSE

Room 310 Policy DEC’s updated recommended practices represent an important advancement in EI/ECSE. Now the field turns its focus to leadership. This workshop will engage participants in an active exploration of existing leadership models, DEC Recommended Practices and draft Position Statement, and participants’ expertise to advance our understanding of leadership in EI/ECSE. Betsy P. Humphreys & Leslie J. Couse

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Sessions 1:40 pm – 3:25 pm

Room 404/405 Professional Development Early language development is critical to later literacy learning. Engage in research-based strategies through play that support language and vocabulary development, comprehension, phonological awareness, and linking sound to print. Learn to recognize gaps in the development of skills and to intentionally scaffold opportunities through everyday activities that promote successful development.

Brenda Buzzell

Friday, October 9 ECPC: Collaboratively Building Comprehensive and Integrated Early Childhood Systems of Personnel Development

Grand Ballroom B Professional Development The Early Childhood Personnel TA Center (ECPC) is facilitating the development, implementation, and evaluation of comprehensive and integrated systems of personnel development for the workforce serving infants and young children with disabilities. This presentation will review and discuss outcomes to date and solicit input on future state and national activities.

Jeffri Brookfield, Mary Beth Bruder, David P. Lindeman, Eva Horn, Jane Squires, Michael Conn-Powers, Juliann Woods, & Dawn Ellis

Sessions 1:40 pm – 3:25 pm

EI/ECSE: Key Player in Co-Creating an Inclusive Early Childhood Profession

Room 208/209 Policy This session provides an interactive forum for participants to engage in facilitated dialogue about what it means to be an inclusive and integrated professional field of practice and to consider whether DEC should take a leadership role in charting a course for early childhood to become such a field.

Pam Winton, Pat Snyder, Jeanette McCollum, Carla Peterson, & Juliann Woods

The Evidence Is In: Mistifying Service Coordination

Room 210/211 Professional Development The time is right to evaluate the effectiveness and efficiency of your service coordination program. How service coordinators approach family support determines whether the support has a positive, neutral, or even negative impact on families. Participants will practice using a coaching approach to resource-based service coordination to maximize family outcomes.

Sarah Sexton & Dathan Rush

Finding the Right Information, Right Now: Guidance for Parents, Caregivers and Teachers

Grand Ballroom A Practice We will present accessible and reliable resources to address family and ECE caregivers’ questions in a “right here, right now” context. Using recommended and evidence-based practices, we will navigate online resources and demonstrate user-friendly video clips, infographics, and print resources that can be accessed on mobile devices.

Susan A. Fowler, Sarah Isaacs, Bernie Laumann, & Jill Tompkins

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Friday, October 9 Mobilizing Community Systems to Tackle Challenges of Early Detection of ASD

Grand Ballroom C Research Early signs of ASD usually appear by 18–24 months, yet most children are not diagnosed until 4–5 years. This collaborative will present findings from focus groups used for planning a multisite longitudinal study to identify potential barriers and strategies to tackle the challenges of improving early detection of ASD. Amy Wetherby, Richard Grinker, Anthony Evans, Jennifer Stapel-Wax, Eileen Kaiser, Joedrecka Brown, Catherine Lord, & Diana Robins

Natural Learning Environments: The Right Place for Behavioral Supports and Interventions

Preservice ECSE Teacher Preparation Program Models: Lessons to Learn

Room 304 Professional Development Participants will learn about three preservice teacher preparation program models in early childhood special education from three different states and engage in an interactive dialogue about topics related to embedding professional learning standards and recommended practices in higher education curriculum, licensure programs, and contemporary approaches to curriculum design and delivery.

Hasan Zaghlawan, Rashida Banerjee, Lori Erbrederis Meyer, Jennifer Hurley, & Elizabeth Margaret McLaren

Quality Rating and Improvement Systems and Inclusive Practices: One State’s Approach

Room 311 Policy This session will explore how Oregon has included inclusive practices to support children with special needs and their families in its quality rating and improvement system (QRIS) standards, the implications of these practices for special education and early childhood personnel as well as implications for policy development/revision.

Gary Glasenapp, Mandy Stanley, & Serra Acar

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Sessions 1:40 pm – 3:25 pm

Room 202 Family Participants will walk through a natural learning practice (NLEP) case study for promoting parents to provide HUGS behavior interventions and supports to their child during ongoing everyday activities. The intervention uses a NLEP toolkit that provides a step-by-step plan for using responsive interventions during each visit and between visits.

Frances A. Davis

Friday, October 9 Read, Play, and Learn Through Literacy-Based Motor Activities

Room 204/205 Practice Learn about the Read, Play, and Learn! storybook curriculum from developer, researcher, and author Dr. Toni Linder and how this curriculum model can be applied during literacy-based motor activities developed collaboratively by an early childhood special educator and a pediatric occupational therapist.

Forrest Hancock, Toni Linder, Deborrah Gauntlett, & Diana Hiebeler

Sessions 1:40 pm – 3:25 pm

Standards Alignment: A Tool for Higher Education Curriculum Development

Room 206/207 Professional Development A collaborative initiative to align CEC, DEC, and NAEYC standards for higher education’s development of blended curricula and documents for accreditation review is highlighted. Objectives are (a) discuss history and rationale for standards alignment, (b) discuss the alignment process, (c) identify alignment resources, and (d) brainstorm alignment uses and additional dissemination strategies.

Vicki D. Stayton, Natalie Danner, Ann Mickelson, Sandra Hess Robbins, Mary Beth Bruder, Katy Green, Hazel Jones, & Susan Maude

Supporting Early Interventionists Through Professional Development

Room 406/407 Professional Development This session will introduce participants to a linked series of professional development for early interventionists. Examples of the content, structure, and specific learning opportunities used to engage participants will be provided. Results of a research study will be shared regarding early interventionists’ report of facilitators and barriers to changing practices.

Christine Spence, Susan Connor, & Rosa Milagros Santos

“Teamwork Makes the Dream Work”: Programwide Positive Behavior Support

Room 303 Practice Programwide positive behavior support involves several key components, such as obtaining staff buy-in, establishing a leadership team, implementing Pyramid Model practices, and identifying programwide expectations. We will provide an overview of the steps to programwide implementation and describe tools, resources, and stories of how it has worked in actual preschools.

Elizabeth Steed, Lise Fox, & Rochelle Lentini

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Friday, October 9 Therapeutic Play in the Classroom for Children With Mental Health Needs

Room 302 Practice This session will describe and demonstrate therapeutic play methods that can be used by classroom teachers as strategies to support children with behavior and mental health needs. Presentation will include methods for therapeutic playgroups, protocols and lesson plans, playgroup video, and results of action research over the past two years.

Kay Schieffer & Catherine Tucker

Toddler Talk: Language Learning Adaptations of the Walden Model for All Children

Using Child Outcomes Data to Drive Program Improvement: New Developments

Room 301 Policy National outcomes data for children with disabilities birth to age 5 have been reported by states since 2005. Presenters will provide current and trend data on child outcomes for the United States and discuss the increasing importance of these data for making decisions about the effectiveness of services in each state.

Kathleen Hebbeler & Christina Kasprazak

Using an Evidenced-Based Coaching Model With Parents of Children With Hearing Loss

Room 305 Family To maximize listening and spoken language skill development in young children with hearing loss, early intervention professionals are using evidence-based practices with both parents and children. This presentation will share video demonstrating the four steps of a parent coaching model and highlight challenges to implementation of the model.

Maribeth Lartz, Tracy Meehan, & Angi Martin-Prudent

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Sessions 1:40 pm – 3:25 pm

Room 309 Practice Toddler Talk is an adaptation of Walden designed to include children with any disability and their peers. The adaptations build on established classroom strategies for promoting engagement, independence, social communication, and peer interactions. Walden and the adaptations to include expanded naturalistic language teaching and targeted skill teaching will be discussed.

Lauren Hampton, Gail McGee, Jodi K. Heidlage, Elizabeth A. Fuller, Abby L. Green, & K. Tracy Rankin

Sessions 1:40 pm – 3:25 pm

Friday, October 9 “What? We’re Here for the Grown-Ups?” Facilitating Adult Learning During Early Intervention

Room 403 Practice Yes! Early intervention is most effective when providers collaborate with the important grown-ups in the child’s life. Join us to connect adult learning principles to natural environment practices and find out how to strengthen your support of adult learners to help parents and children learn during and between intervention visits.

Dana Childress, Cori Hill, & Deana Buck

3:35 pm – 4:35 pm

Sessions 3:35 pm – 4:35 pm

Addressing Challenging Behavior Through Systematic Social Skill Instruction: One Preschool Classroom’s Journey

Grand Ballroom A Practice Presenters will share their experiences implementing a systematic approach to addressing challenging behaviors in their inclusive preschool classroom. Through intentional and ongoing teaching of friendship skills, problem-solving steps, and emotional regulation both classwide and as part of individual behavior support plans, challenging behaviors were reduced and classroom community increased.

Kiersten Kinder, Janey Smith, & Mandy Peirick

Always the Right Time: Providing “Real Time” Feedback to Teachers

Room 305 Professional Development Learn about a project that examined the use of Bluetooth technology to provide immediate feedback to professionals in real-time as they provided behavior support strategies for young children. Coaches will share lessons they have learned and provide tips for providing efficient, respectful, and practical feedback in real time.

Kathleen Meeker, Xueyan Yang, Ashley Penney, Nancy Rosenberg, & Natalie Badgett

Applying Universal Design for Learning to Support Early Childhood Special Educators’ Development

Room 404/405 Professional Development Using the universal design for learning framework, Project KSR is an OSEP-funded EI/ECSE preservice preparation model developed to improve outcomes for young children from high-need communities.

Scholars benefit from faculty modeling of the UDL principles and demonstrate UDL competencies in working with diverse young children with disabilities and their families.

Serra De Arment & Yaoying Xu

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Friday, October 9 Bringing DEC Recommended Practices to Life: Seeking Input From the Field

Room 204/205 Practice DEC seeks your input and involvement with the dissemination and product development plan to ensure that the 2014 Recommended Practices are understood and implemented across the broad field of early childhood. Share your perspective, brainstorm with colleagues, and strengthen dissemination efforts.

Pam Winton, Carla Peterson, Kim Moherek Sopko, Juliann Woods, & Carol Trivette

Building Meaningful Relationships Through Family Engagement

Campus-Community Collaboration Through Service Learning in Early Childhood Professional Development

Room 310 Professional Development The use of service learning for teaching culturally responsive practices to future practitioners will be presented. Exploration of how students’ attitudes changed based on their service learning in homes and early childhood programs will be shared. Service recipients’ feedback will highlight strategies for campus community collaboration in personnel preparation.

Harriet Able, Meredith K. Jones, & Jennifer Strachan

Child Care Expulsion Rates and Provider Practices: Effects From Systems Change Initiatives

Room 313/314 Policy This presentation will report on the results of two statewide surveys of early learning providers conducted in 2006 and again in 2011 that examined the expulsion rates of young children from early learning environments and adults’ practices related to preventing and managing challenging behavior.

Megan Vinh, Phillip Strain, Sarah Davidon, & Barbara Smith

Children’s Play Development: New Descriptions for Young Children With and Without Delays

Room 202 Research This paper presents (1) new descriptive research on developments in children’s play for children with and without disabilities from

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Sessions 3:35 pm – 4:35 pm

Room 302 Family This session provides early childhood practitioners, including early interventionists and early childhood special educators, the foundational knowledge about how Oregon’s QRIS integrates family engagement to promote meaningful relationships including all families.

Amber Ryerson & Serra Acar

Friday, October 9 12–60 months, and (2) its translation to practice to a user-friendly play assessment for identifying developmentally relevant learning opportunities in play for children and their families and service providers.

Karin Lifter, Amanda Cannarella, Kristin Concannon, & Ellyn Schmidt

DEC Recommended Family Practices 2014: How They Help Home Visitors Support Families

Room 208/209 Practice The new DEC Family Recommended Practices provide home visitors with specific guidance about enhancing families’ abilities to engage their children in learning activities. Participants will learn how to use the new DEC family practices through video demonstrations and how to use a self-reflection tool developed for the DEC family practices.

Carol M. Trivette

Sessions 3:35 pm – 4:35 pm

Early Childhood Inclusion Teacher’s Belief and Teaching Practices in Taiwan

Room 309 Research Research aims to investigate the early childhood inclusion teachers’ beliefs and teaching practice in the early childhood inclusion classroom on a national level in Taiwan. Several factors are found to interact between teachers’ beliefs and their teaching practices. Curriculum modification and accommodation is the key to successful early childhood inclusion.

Rachel Pei-Fang Wu & Wang Shu-Juan

eCoaching Impacts on ECSE Teachers’ Use of Communication Strategies and Children’s Communication

Room 210/211 Research This research investigated the impact of eCoaching on early childhood special education preservice and in-service teachers’ use of communication strategies through an activity-based instruction approach. Results from three single-case studies aimed to determine the effects of eCoaching on teachers’ use of communication strategies and children’s outcomes will be presented.

Christan Grygas Coogle, Jennifer Riggie Ottley, & Naomi Rahn

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Friday, October 9 ECPC: Building Leadership Competencies to Collaborate With State Early Childhood Systems

Grand Ballroom B Policy The Early Childhood Personnel Center is providing training institutes for Part C and 619 state coordinators to build their competence to integrate their programs with new and expanding state early childhood initiatives. This presentation will present the content, methodology, and outcomes of these institutes and the results from 19 states.

Mary Beth Bruder, Jeffri Brookfield, Maureen Greer, Annie GeorgePuskar, Lindsey Lockman Dougherty, & Dawn Ellis

Factors Affecting Implementation Fidelity of Data-Based Decision-Making for Infant/Toddler Home Visitors

Federal Efforts to Reduce Suspension and Expulsion Practices Room 304

Policy Recent data indicate that suspensions and expulsions regularly occur in preschool settings. This session will highlight efforts the Departments of Health and Human Services and Education are engaged in to reduce suspensions and expulsions, including a recently released policy statement on suspension and expulsion in early childhood programs.

Christy Kavulic, Amanda Bryans, & Rosemaire Allen

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Sessions 3:35 pm – 4:35 pm

Grand Ballroom D Research We will describe factors related to implementation fidelity of a data-based decision-making model that targets infant/ toddler language development. Home-visiting Early Head Start programs implemented the web-based Making Online Decisions (MOD) model across four states. We will describe how implementation was affected by program characteristics and implementation support mechanisms.

Jay Buzhardt, Dale Walker, Charles Greenwood, Maria Valdovinos, Naomi Schneider, Anne Larson, & Kerry Moore-Kroneman

Friday, October 9 Pay for Success Models in Early Childhood Roundtable Discussion Room 312

Policy Pay for Success allows investors to provide funds to administer social programs in exchange for payments tied to achieving specific outcomes. This roundtable will highlight how Pay for Success models are being administered in early childhood followed by a discussion on how Pay for Success could be implemented within early intervention or early childhood special education.

Jennifer Tschantz

Sessions 3:35 pm – 4:35 pm

Preschool Science Learning for All, Including Children Diagnosed as Deaf/Hard of Hearing

Room 303 Practice This presentation will examine foundational science concepts that can be fostered in preschool. Findings will be shared from a yearlong study in which a science curriculum was implemented within two preschool classrooms that included children who were Deaf/Hard of Hearing.

Implications for science instruction for all children will be discussed.

Amber Friesen

Promoting Enhanced Communication Through a Play-Based Parent-Child Group

Room 406/407 Practice The effectiveness of an interaction-based language intervention program involving young children with and without disabilities and their families will be discussed. Perceived benefits of families in the intervention program include gaining child development knowledge and language intervention strategies along with interaction opportunities for children and families will be shared.

Carrie Kerr & Hwa Lee

Rethinking School Turnaround in Denver Public Schools: A New Way Forward

Room 401/402 Policy Turnaround is an approach intended to rapidly improve low-performing public schools. These approaches often exclude or diminish the role of ECE and ECSE in turnaround policies, practices, and solutions. This roundtable discussion will share a more inclusive approach being used in Denver Public Schools to turn around underperforming elementary schools.

Jermall Wright

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Friday, October 9 Strengths Based Coaching: Learn How to Implement This Evidence-Based Practice

Room 206/207 Practice Practitioners must employ the most effective practices. Current evidence illustrates that strengths-based coaching leads to significant changes in both participation and self-efficacy for families. This workshop will equip practitioners with specific tools for implementing coaching practices when they return home.

Ellen Pope & Winnie Dunn

Training/Job Experiences of EC Teachers From Blended Programs: Decade Review

Use Structured Play Groups to Increase Peer Play in Children With ASD!

Room 212/213 Practice This session provides guidelines for planning, preparing, and facilitating structured play groups for children with autism spectrum disorders and their typically developing peers ages 2 to 8. Learn a step-by-step process and strategies to effectively implement this evidence-based practice.

Jenny Wells & Barbara Ward

Using Implementation Science and DEC Recommended Practices to Support Implementation of FGRBI

Room 311 Policy Armed with the DEC Recommended Practices, this roundtable will provide an opportunity for cross-sector collaborative examination of programwide implementation of family-guided routines-based intervention. Participants will reflect on and discuss their programs’ strategies, successes, and barriers through an active implementation lens and identify strategies for removing barriers and supporting implementation.

Kellie Krick-Oborn, Donna Miller, & Sonja Griebel

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Sessions 3:35 pm – 4:35 pm

Room 403 Professional Development Where did they go? How well-prepared were the first cohorts of graduates from one state’s blended EC training programs? Results of an online survey are summarized for 242 employed EC teachers. Presentation highlights topics and populations graduates reported being most and least prepared to teach in inclusive settings.

Christine Marvin

Sessions 3:35 pm – 4:35 pm

Friday, October 9 What Is in A Name? The Value Of Nonmodel Specific Autism Programs

Grand Ballroom C Practice The question of adopting specific comprehensive models for intervention has significant implications for districts in meeting the unique needs of children with autism spectrum disorders. Based on a comparative study supporting nonmodel specific programs, a comprehensive guide for developing a multiintervention program will be presented.

Laurie Alderman & Laurie Sperry

Poster Sessions 3:35 pm – 4:35 pm Exhibit Hall

Poster Sessions 3:35 pm – 4:35 pm

Autism Connection: Family Partners Provide Parent-to-Parent Support Strand: Family Participants will learn about use of an evidence-based curriculum for providing parent-to-parent support to families that have a child with autism.

Amy Nienhuis & Amy Nienhuis

Bilingual Instruction During Morning Meeting and Its Effect on Emotional Literacy

Strand: Practice This poster session will present results obtained from a single case study that explored the use of bilingual instruction during morning meetings and the acquisition of emotional literacy concepts for both dual language learners and English-only speaking students. Participants included six children currently enrolled in a Head Start classroom.

Nelly Escobar, Cynthia Vail, & Laura McCorkle

Bringing Instruction of Children With Visual Impairments Into Focus: Effective Interventions Strategies

Strand: Practice This session will discuss a variety of interventions that enable children with visual impairments to be effectively included in early childhood settings. Topics include modifications that make hands-on activities more engaging, benefits of preview/review, task analysis to help develop a greater comprehension of basic concepts, and multisensory activities.

Kat Boisvert

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Friday, October 9 Building a Blended Early Childhood/Early Childhood SPED Program: Lessons Learned

Strand: Professional Development This presentation describes the University of Hawai‘i at Mānoa’s journey to develop a blended early childhood/early childhood special education preservice teacher training program. The program development process will be shared, the blended coursework and field experiences will be described, and lessons learned along our journey will be shared.

Patricia Sheehey & Mary Jo Noonan

Building Bridges: Enhancing Parent/Teacher Relationships for Students With ASDs

Challenging Behavior Support: A Needs Assessment of ArabAmerican Families and Their Preschoolers Strand: Research This poster presents an investigation of the needs of Arabic-speaking families with preschoolers. Using an online survey, families responded to how they support their children with challenging behaviors and the supports they seek to support social emotional development.

The perceptions of challenging behavior from this population will be presented.

LaShorage Shaffer, Hasan Zaghlawan, & Gregory A. Cheatham

Communication Portfolios: Giving a Voice to Young Children With Complex Communication Needs

Strand: Practice Learn how families and professionals collaborate to support young children with complex communication needs during transition from early intervention to school services by creating and using a communication portfolio—a portable, easily-used notebook that describes (with words and pictures) each child’s unique ways of communicating his/her wants, needs, and preferences.

Carol Darrah, Cynthia Vail, Sarah Babcock, & Keena McCurn

Co-Teaching: Doing What Is Right in the Inclusive Classroom

Strand: Practice A team of professionals provided instruction in the inclusive classroom to a student who is deaf. The team participated in video-taped interviews

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Poster Sessions 3:35 pm – 4:35 pm

Strand: Research This interactive session will provide parents of students with ASDs an opportunity to learn how to better collaborate with current special education school personnel at their child’s school. Practical suggestions will be provided on how to increase parent-teacher communication.

Charlotte Fontenot & Mary Houser

Friday, October 9 that were aligned with the Magiera-Simmons-Hance Co-Teaching Framework (2008). The presentation will show how a co-teaching model can assure all children have full access in the inclusive classroom.

Karen Lindeman & Kathleen Magiera

Early Math: Preparing Preservice Students and Cooperating Teachers for Successful Preschool Placements

Poster Sessions 3:35 pm – 4:35 pm

Strand: Professional Development Field experiences for early math methods students were improved through innovations with cooperating teachers and preservice students.

Teachers were trained in early math and mentoring. Math guides were developed to support student lesson planning. Students videotaped lessons and requested specific feedback from peers. Quantitative and qualitative outcomes will be shared.

Sallee Beneke & Michaelene M. Ostrosky

Enhancing Social Development for Preschool Children With Autism: A Caregiver’s Guide

Strand: Practice This poster session provides educators and caregivers seven strategies to enhance social development opportunities for children with autism throughout the day. All strategies are research-based, can be easily implemented, and if put into practice could lay the groundwork for increase in joint interaction.

Kate Zimmer

Equipping Administrators With Tools to Strengthen Instructional Practices in Early Childhood Settings Strand: Practice This session will focus on effective, meaningful, formative staff evaluation in early childhood settings including family/child care centers, community preschools and center-based settings. Emphasis will be placed on “look fors” in early childhood settings, including safe environments, the use of data to adapt practices, accommodations, modifications, and embedded instruction.

Jean Ubbelohde & Kristy Feden

Evaluation of Sensorial Education on Receptive Language Development of Autistic Children

Strand: Research This study aimed to evaluate a sensorial education program using Montessori sensorial materials on receptive language development of eight young children with autistic spectrum disorders (ASD). The intervention lasted six months (40-minute sessions three days a week for

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Friday, October 9 six months). Preliminary findings show substantial progress on the target skills.

S.Sunay Yildirim Dogru & Filiz Polat

Exploring Pathways, Predictors, and Challenges of Father Involvement With Their Young Children

Strand: Research Fathers play an important role in the lives of their young children, both at home and in early childhood programs. This poster will examine pathways, predictors, and challenges of father involvement in early childhood programs and provide recommendations for increasing father involvement in programs and possible future areas of research.

Meredith K. Jones

Strand: Practice A range of function-based interventions that could be appropriate within a preschool classroom will be discussed. Given functions of behavior, intervention that match student and teacher characteristics, and community acceptability will be discussed. A case form and decision template will be provided and discussed.

Cheryl Light Shriner

The Impact of Repeated Book Reading on Head Start Children’s Early Literacy Strand: Research Providing opportunities for children to actively engage in meaningful language interactions with adults supports their early literacy development. This study examined the effectiveness of a repeated book reading approach compared with book reading “as usual” in four Head Start classrooms. Findings indicated a significant growth in children’s early literacy skills.

Alina Mihai & Gretchen Butera

Including Young Children With Disabilities in South Korea: Current Status and Challenges

Strand: Policy This presentation will provide a brief review of the Korean early childhood special education system and describe recent changes regarding inclusive education of young Korean children with disabilities.

In addition, challenges and needs the Korean education system is currently facing will be shared and implications for professionals will be discussed.

Jean Kang, Diane Plunkette, & Jeongae Kang

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Poster Sessions 3:35 pm – 4:35 pm

Function-Based Interventions for Children With Challenging Behavior in Inclusive Preschool Settings

Friday, October 9 Including Young Children With Disabilities: Perceptions of Community-Based Providers

Strand: Professional Development The session will present outcome data from a survey of communitybased administrators and lead teachers serving 4-year-olds in a voluntary prekindergarten programs in a rural region of a southern state regarding their beliefs, skills, and training needs regarding including children with disabilities in their preschool programs.

Christine Bond

Poster Sessions 3:35 pm – 4:35 pm

Increasing Family Engagement in Early Intervention: Addressing Families With Multiple Risks Strand: Practice This presentation will identify a number of risk factors that affect family participation in early intervention, present a model for understanding the “steps toward change” that many families experience, and how to use that information to develop positive relationships that support both the parent(s) and the child.

Rebecca McCathren

Kindergarten Placement Dilemma’s for Parents who Have Children With Disabilities in Ghana

Strand: Family This study describes the experiences of four parents, using the contact zone as an interpretive framework, to explore the parents’ kindergarten placement dilemmas in the face of resilient cultures and the law. The pressure placed upon children and families for children to survive will be discussed.

Deborah Tamakloe

Knowledge, Access, and Utilization of Evidence-Based Practices (EBP) by Early Childhood Professionals

Strand: Professional Development This study examines how early childhood professionals understand the term evidence-based practice, how and where they access information regarding evidence-based practices, and how they determine if a practice they are using is evidence-based. Implications for supporting professionals to engage in evidence-based decision-making for providing services are discussed.

Stephanie Parks, Na Young Kong, David P. Lindeman, & Eva Horn

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Friday, October 9 Oh Boy! Advocating for Gender Equity in Early Childhood Education

Strand: Professional Development This session will address the influences and outcomes of gender bias in ECE. The presenters will discuss the influence of historical factors that have shaped ECE and their relation to the over-representation of boys and under-representation of girls with or at risk of developmental delays and disabilities.

Andrew Goff & Elmer Harris

Parent-Mediated Social-Communication Intervention: Effects on Joint Attention in Young Children With Autism

Parents of Children With Disabilities Report on Doctor/Family/ School Collaboration

Strand: Research This presentation will include the findings from a qualitative study conducted to inform the development of curriculum for medical students at a northeastern school of osteopathic medicine. Parents of children with special needs reported what information about special education they believed was important for physicians to learn during medical training.

Nancy Vitalone-Raccaro & Mary Erin (Mollie) Sheppard

Prevalence of Depressive Symptoms of Home Visitors

Strand: Research This study empirically examined the prevalence of depression among 74 home visitors as measured by the Center for Epidemiologic Studies Depression Scale (CES-D). The study also explored the relationship among depression and different factors including age, education, training, income, job satisfaction, challenges in work, and professional development support.

Yuzhu Zheng, Kere Hughes-Belding, Carla Peterson, Neil Rowe, Melissa Clucas, Liuran Fan, & Juan Bao

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Poster Sessions 3:35 pm – 4:35 pm

Strand: Research This poster describes a multiple-baseline across participants study examining effects of a parent-mediated social-communication intervention on the frequency of initiating joint attention (IJA) behaviors and duration of joint engagement (JE) states. Outcomes were also correlated with parent fidelity and generalization variables. Results and recommendations are outlined.

Sue Killmeyer & Louise Kaczmarek

Friday, October 9 Promoting Early Childhood Inclusion Within a Quality Rating and Improvement System

Strand: Policy This presentation will provide an overview of one state’s promotion of inclusive care and education for young children with diverse abilities in a state Quality Rating and Improvement System (QRIS). Specific training curricula and other professional development strategies, incentive plans, and assessment approaches will be highlighted.

Melissa Crist & Julie Fodor

Poster Sessions 3:35 pm – 4:35 pm

Promoting Social Interactions by Teaching Children to Share Items

Strand: Research This session will present current research on teaching young children with social-communication delays, such as autism spectrum disorder, to share items with peers. Using the results of a detailed analysis of studies on teaching sharing (Lane & Ledford, 2014), we will highlight how to plan for and teach sharing.

Justin D. Lane & Jennifer Ledford

Researching Conversations About Ethnicity: Multicultural Picture Books in Early Childhood Classrooms

Strand: Research How can early educators use multicultural picture books to talk with young children about ethnicity? In this interactive poster presentation, we will discuss facilitators and barriers to conversations with children about ethnicity during shared reading. Conference participants will explore transcripts of conversations from a qualitative study in an urban preschool.

Margaret R. Beneke & Gregory A. Cheatham

Supporting Home Visitors in Strengthening Everyday Practices and Interactions: A “Pilot” Institute Strand: Practice This poster describes a four-session “pilot” institute for home visitors focused on using “triadic” strategies that recognized the importance of the parent-child dyad and expanded on parent’s strengths, knowledge, and competence. The purpose was to determine if the home visitors’ practices would change over the course of the four sessions.

Tweety Yates & Jeanette McCollum

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Friday, October 9 Transition to Elementary School in Japan: Analysis of Horizontal Transition’s Shift Strand: Practice Children and families are involved with many types of people and agencies. Such situations make unique ecology and affect their lives at stages of EI/ECSE and transition to school. This presentation describes the process that how to make vertical school transition planning in consideration of each case’s past horizontal transition.

Ken Manabe

Under One Roof: Collaborative Programming to Meet the Needs of All Children

Understanding and Supporting Families With Disabilities

Strand: Family This presentation gives an overview of how a child with a disability impacts the lives, dreams, goals, and careers of families. The presentation shares the voices of mothers of children with disabilities.

This presentation will provide practical information on parenting in today’s ever changing world.

Ruth Nyland

Using an iPad App to Teach Early Literacy in Small Group Settings

Strand: Practice This study presents the effects of using a researcher-developed iPad app during small group instruction to teach young children with developmental delays to receptively identify initial phonemes in the context of a multiple probe design across three sets of behaviors and replicated across three students.

Zhen Chai

Using LENA to Demonstrate Correlations Between Expressive Language Ability and Communicative Rate

Strand: Research The Language Environment Analysis (LENA) system was used to collect language samples of young children within natural environments. The purpose of this research was to examine relationships between language

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Poster Sessions 3:35 pm – 4:35 pm

Strand: Policy Participants will learn about a unique program that “does what is right” to meet the needs of children (birth to age 5) through the use of multiple innovative collaborative service delivery models. Evidence of how the collaboration among programs and professionals impacts educational progress for students with disabilities will be presented.

Bridget Ratajczak, Cynthia Vail, Eden Gillespie, & Sarah Scott

Friday, October 9 ability and communication rate. LENA-generated and traditional language transcription analyses revealed positive correlations between expressive language and frequency of oral communication.

Jade Coston

Using Teacher Impression Journals to Improve Intervention Effectiveness and Assess Social Validity

Poster Sessions 3:35 pm – 4:35 pm

Strand: Research We will describe how weekly teacher journals were used to gather kindergarten teachers’ perspectives about two 6-week interventions (one science based, one focused on attitudes toward disabilities) and assess social validity. Based on 655 responses from 32 teachers, we will share findings and implications for researchers and practitioners.

SeonYeong Yu, Michaelene M. Ostrosky, Lori Erbrederis Meyer, Paddy Favazza, Chryso Mouzourou, & Lisa Leboeuf

Using the ASQ:SE-2 and the SEAM to Support Social-Emotional Development Strand: Professional Development Recognizing and responding to young children in need of extra support in their social emotional development often starts with assessment. This poster provides an introduction to two caregiver-completed assessments used within a tiered intervention framework to identify and plan socialemotional intervention efforts for young children with special needs.

Misti Waddell, Jantina Clifford, Jane Squires, & Lois Pribble

Video-Based Intervention Using iPads on Facilitating Transitioning Skills of Children With Autism

Strand: Research This study investigates the efficacy of video-based intervention (VBI) using iPads to improve independent transitioning skills of young children with autism. A multiple probe across participants is used to demonstrate the function relationship between VBI and independent transitioning.

The design includes baseline, intervention, generalization, maintenance, and social validity assessment.

Lema Kabashi

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Friday, October 9 Visual Supports to Teach Children With Disabilities to Request Entrance into Playgroups Strand: Practice Children with disabilities may encounter difficulties in various aspects of play, including successfully entering into playgroups. This poster will focus on the practical and applied applications of an empirically validated strategy that uses visual supports to teach children with disabilities to request entrance into playgroups.

Susan Johnston, Cathy Nelson, Kristen Paul, & Andrea McDonnell

Working With Traumatized Young Children: How the Problem Plays Out

Write It Right the First Time: A Guidebook for Surviving SPA Reports

Strand: Professional Development This presentation will address strategies for surviving the process of writing a successful external program report. Formulated as a guidebook, we discuss considerations for preparing for this journey, including understanding the language and culture of SPAs, necessary travel documents, enlisting travel partners, creating comprehensive itineraries and maps, and precautionary immunizations.

Patricia Major & Mia Mercurio

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Poster Sessions 3:35 pm – 4:35 pm

Strand: Practice Presentation participants will learn the signs and symptoms of trauma in young children and the impact of trauma on brain development. The differences in the play of traumatized young children will be discussed.

Participants will also be given classroom strategies and techniques for incorporating appropriate play experiences into the classroom.

Jennifer Stone & Susan Bray

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Index Able, Harriet, 65, 90, 116 Acar, Ibrahim H., 63 Acar, Serra, 49 67, 97, 113, 116 Adelman, Andrea, 62 Ainslie, Kristin, 61 Akamoglu, Yusuf, 39, 82 Albi, Linda, 92 Alderman, Laurie, 121 Aldridge, Jerry, 45, 69 Algozzine, Kate, 105 Allen, Raine, 79, 83 Alqafari, Shehana, 37 Alsalman, Amani, 76 Alsulaiman, Maha, 37 Amilivia, Jennifer, 57, 62, 83 An, Gigi, 57 An, Zhe, 40 Ancell, Katherine, 82 Anderson, Andrea, 66 Appl, Dolores J., 43 Armstrong, Patricia, 102 Arrowood, Candice, 48 Ashmun, Julie, 111 Askew, Linda, 55 Aspden, Karyn, 49 AuCoin, Dena, 70, 94 Babcock, Sarah, 107, 122 Backer, Lisa, 48 Badgett, Natalie, 116 Bagnato, Stephen, 58 Bajorek, Celeste, 106 Ballard, Janet, 73 Banerjee, Rashida, 37, 72, 76, 104, 113 Bao, Juan, 126 Barger, Brian, 107 Barnes, Alyssa, Barton, Erin E., 30, 35, 79, 81, 82 Barton-Arwood, Sally, 81 Baughan, Cynthia, 51 Becker, Gail, 60 Beneke, Margaret R., 27, 57, 59, 74, 127 Beneke, Sallee, 123 Berman, Karen, 110 Bigelow, Kathryn, 93

Binder, Denise Perez, 53 Bingham, Ann, 33, 100 Bishop, Crystal, 95 Black, Lynanne, 58 Blanchard, Sheresa Boone, 50 Bland, Carol, 97 Blasco, Patricia M., 49, 74, 100 Boisvert, Kat, 121 Bond, Christine, 125 Bonifacio, Kirsten, 45, 103 Bougher, Hilary, 52 Boutot, E. Amanda, 64 Boyd, Brian, 98 Brace, JoAnn Leach, 86 Bray, Susan, 130 Brewer, Denise, 66 Broekelmann, Cheryl, 89 Brooker-Lozott, Erin, 102 Brookfield, Jeffri, 46, 59, 111, 118 Brown, Joedrecka, 59, 112 Brown, Tiara Saufley, 92 Bruder, Mary Beth, 30, 46, 59, 75, 111, 114, 118 Brunner, Stephanie, 51 Bruns, Deborah, 55, 72 Bucholz, Jessica, 89 Buck, Deana, 51, 97, 115 Bunsen, Tesa, 103 Burke, Ted, 110 Butera, Gretchen, 97, 124 Buzhardt, Jay, 30, 37, 118 Buzzell, Brenda, 111 Campbell, Amy D., 41 Campbell, Philippa, 30 Candee, Allyson, 94, 95 Cannarella, Amanda, 117 Carroll, Keisha R, 54 Carta, Judith, 110 Catlett, Camille, 74, 105 Chai, Zhen, 88, 129 Cheatham, Debbie, 71 Cheatham, Gregory A., 44, 57, 59, 62, 83, 88, 122, 127 Chen, Chieh-Yu, 39, 64, 79, 90

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Index Chen, Ching-I, 39, 64, 79, 90 Chen, Deborah, 54 Childress, Dana, 97, 115 Choi, Gounah, 81 Chopra, Ritu, 72 Christensen, Kimberly A., 73, 104 Christensen, Laurene, 63 Chung, Moon, 39 Clark, Cinda, 81 Classen, Audra, 70, 88, 97 Clifford, Jantina, 64, 102, 129 Clucas, Melissa, 83, 126 Coard, Stephanie Irby, 50 Cochenour, Missy, 71 Coleman, Gayle, 66 Coleman, Heather, 81 Concannon, Kristin, 117 Conn-Powers, Michael, 103, 111 Connor, Susan, 114 Conroy, Maureen, 42, 43, 60, 81 Coogle, Christan Grygas, 44, 46, 52, 70, 79, 118 Corr, Catherine, 27, 34, 74, 102 Correa, Vivian I., 51, 93, 105 Corso, Rob, 75 Cosgrove, Kimberly, 74 Coston, Jade, 129 Couse, Leslie J., 111 Crist, Melissa, 127 Crutchfield, Stephen, 57, 65 Cummings, Katrina, 66 Cuthbertson, Sharron, 94

Decker, Kalli, 56 Demchick, Barbara B, 36 Dennis, Lindsay, 48 Deris, Aaron, 60, 68, 103 DesJardin, Jean L, 93 DeVore, Simone, 69 DiCarlo, Cyndi, 68, 103 Dickson, Tracie, 27, 53, 56, 91 DiGangi, Samuel, 64 Dinnebeil, Laurie, 74 Dinora, Parthenia, 40 Dixon, Sue, 45 Dodge, Jessica, 71 Dogru, S.Sunay Yildirim, 124 Dorsey, Emily, 53, 80, 98 109 Doubet, Sharon, 98 Dougherty, Lindsey Lockman, 59, 118 Downs, Elizabeth, 71 Dunlap, Amanda, 43, 87 Dunlap, Glen, 28, 45, 68, 87 Dunn, Winnie, 120 Dunst, Carl, 59

Daly, Deanna Renee, 102 Danaher, Joan, 64 Danner, Natalie, 27, 34, 59, 74, 114 Darrah, Carol, 107, 122 Dasu, Rama, 54 Davidon, Sarah, 33, 117 Davis, Frances A., 30, 113 Davis, Helen, 51 Day, Karen H., 36 de Vivas, Romelia Hurtado, 88 De Arment, Serra, 116 de Sam, Stephanie, 43, 100

Fan, Liuran, 84, 126 Fanoe, Laura, 77 Farnsworth, Elyse, 51 Favazza, Paddy, 41, 53, 109, 129 Feden, Kristy, 123 Feldkamp, Rachel, 93 Felimban, Huda, 85 Fettig, Angel, 30, 35 Fiechtl, Barbara, 93 Filler, John, 105, 108 Fiss, Alyssa LaForme, 52 Fleury, Veronica, 108

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Edelman, Larry, 55, 75 Edwards, Nicole M., 53, 61 Eitemiller, Patricia, 51 Ellis, Dawn, 111, 118 Ely, Mindy, 54 Erhardt, Victoria, 51 Erin, Mary, 126 Escobar, Nelly, 121 Evans, Anthony, 59, 112

Index Flores, Margaret, 38 Flowers, Jeanne, 89 Floyd, Kim, 52, 106 Flynn-Hopper, Rachel, 81 Flynn-Wilson, Linda, 27, 39, 53, 68 Fodor, Julie, 127 Fontenot, Charlotte, 122 Ford, Holli, 45, 69 Ford, Nancy, 52 Foster, Tricia, 56 Fowler, Susan A., 59, 76, 80, 98, 102, 112 Fox, Leslie Carol, 27 Fox, Lise, 53, 68, 75, 95, 114 Franczkowski, Marcella, 73 Franklin, Toni, 38 Frantz, Rebecca, 49, 64, 83 Frey, Brittany, 38 Friesen, Amber, 97, 119 Fuller, Elizabeth A., 115 Gallagher, Kathleen C, 65, 90 Gallagher, Peggy, 77, 89 Gatmaitan, Michelle, 86, 101 Gauntlett, Deborrah, 113 Gauvreau, Ariane, 91, 111 Gelfer, Jeffrey, 105, 108 George-Puskar, Annie, 59 Gerow, Stephanie, 92 Gilkerson, Linda, 74 Gillaspy, Kathi, 73 Gillespie, Eden, 109, 128 Gillespie, Kathy, 70 Gillis, Margaret, 68 Gillispie, Carrie, 84 Gilson, Molly E., 79 Gimble, Lucy, 42 Gitonga, Lucy, 69 Glasenapp, Gary, 113 Godfrey-Hurrell, Kristi, 93 Godinho, Tara, 91 Goff, Andrew, 126 Goldberg, Hanah, 77 Goldthwait, Laura, 74 Goodman, Gretchen, 57 Googe, Heather, 45, 60

Gorgen, Perry, 47 Gould, Kathy, 47 Grace, Sheri, 103 Graham, Michelle, 89 Graybill, Emily, 77 Green, Abby L., 115 Green, Katherine B., 89 Green, Katy, 77, 114 Greenwood, Charles, 57, 65, 110, 118 Greer, Maureen, 118 Gregg, Katy, 95 Griebel, Sonja, 120 Grifenhagen, Jill, 95 Griffith, Kimberly, 89 Grinker, Richard, 59, 112 Groff, Jane, 48 Gruenberg, Ann, 37 Guan, Chunlan, 96 Guerin, Thea, 55 Guerrero, Lisa A., 42 Guillen, Chelsea, 110 Gundler, Darla, 67, 98, 110 Gupta, Sarika S., 96 Gwin, Rachel, 47 Halle, James W., 39 Hallett, Geneva, 71 Hampton, Lauren, 115 Hancock, Christine, 44 Hancock, Forrest, 113 Hanline, Mary Frances, 48 Hansen, John, 57, 65 Hansen, Sarah, 64 Hardin, Kathy, 66 Hardy, Jessica, 95 Hare-Schriner, Sally, 62 Hargitt, Cristina, 107 Harju, Nancy, 34 Harjusola-Webb, Sanna, 85, 86 Harris, Amy, 52, 75 Harris, Elmer, 126 Hartigan, Barbara, 40 Hartle, Lumi Cristina, 33, 39 Hartman, Lenita, 36, 73 Harvey, Hattie, 103

135

Index Hayakawa, Momoko, 94, 95 Hayes, Julianne, 57 Haynes-Lawrence, Darbi, 87 Hebron, Holly, 40 Heidlage, Jodi K., 78 Helfer, Monica, 49 Hemmeter, Mary Louise, 75, 79, 82, 95 Herron, Katherine, 73 Hiebeler, Diana, 113 Higgins, Susan, 30, 37 Hil, Stacia, 62 Hilbert, Dana, 57 Hile, Kimberly, 72 Hill, Cori, 55, 97, 115 Hinton, Vanessa, 38 Hoffman, Brittany, 43 Hoffman, Holly, 36, 77 Holman, Katherine, 104 Hong, Soo-Young, 63 Horn, Eva, 57, 62, 97, 111, 125 Houser, Mary, 122 Hudak, Jaclyn, 93 Hudson, Lucy, 32 Hudson, Pam, 66 Hughes, Mary-alayne, 54 Hughes-Belding, Kere, 41, 83, 126 Hull, Pam, 86 Hume, Kara, 98 Humphreys, Betsy P., 111 Hurley, Jennifer, 89, 104, 113 Irvin, Dwight, 57 Isaacs, Sarah, 112 Jeans, Laurie M., 88 Jeffries, Lynn, 52 Jennings, Samantha, 98 Johnson, Karen, 45 Johnson, LeAnne, 108 Johnston, Susan, 130 Jones, Bethany, 77 Jones, Hazel, 114 Jones, Meredith K., 109, 116, 124 Jones, Vivian, 77 Joseph, Jaclyn, 28, 68, 102

136

Kabashi, Lema, 38, 130 Kaczmarek, Louise, 47, 84, 126 Kaiser, Eileen, 59, 112 Kaiser, Kristen, 30 Kang, Jean, 68, 88, 97, 124 Kang, Jeongae, 124 Kasprzak, Christina, 48, 65, 75 Kastanis, Maria, 61 Kavulic, Christy, 52, 68, 107, 119 Kedrowski, Scott, 93 Keilty, Bonnie, 49 Kelley, Grace, 70 Kelly-Massoud, Adelaide, 84 Kemp, Peggy, 49, 107 Kennedy, Adam S., 42, 87 Kerr, Carrie, 119 Kilgo, Jennifer, 45, 69 Killmeyer, Sue, 126 Killmeyer, Susan, 47 Kim, Keonhee, 87 Kinder, Kiersten, 27, 30, 105, 115 Kinney, Marcey A., 43 Klin, Ami, 68, 84 Klock, Kourtney, 58 Knackstedt, Amy, 89 Knoll, Diana, 47 Kohler, Frank, 83 Kong, Na Young, 125 Krasch, Delilah, 35, 105, 108 Krick-Oborn, Kellie, 103, 120 Krueger, Terri, 86 Kucskar, Maryssa, 35, 105, 108 Kuhn, Miriam, 56 Kwok, Gary, 57 Kyzar, Kathleen, 51 Ladwig, Crystal, 43 Lakey, Emily, 32 Lane, Justin D., 60, 127 LaRocco, Diana J., 55, 68, 72 Larson, Anne, 110, 118 Lartz, Maribeth, 55, 115 Laumann, Bernie, 112 Lawrence, Gregory, 87

Index Lax, Leah Esther, 57 Lease, Erin M., 94 Leboeuf, Lisa, 129 Ledford, Jennifer R., 60, 80, 127 Lee, Hwa, 87, 119 Lee, Janice, 28, 68 Lee, Maureen Wikete, 83 Lees, Anna, 42, 87 Lemke, Ross, 67 Lentini, Rochelle, 114 Levine, Dani, 32 Lieber, Joan, 97 Lifter, Karin, 117 Lim, Chih-Ing, 49, 74 Lim, Nicole Cybil, 84 Lindeman, David P., 58, 111, 125 Lindeman, Karen, 123 Linder, Cynthia, 62 Linder, Toni, 113 Locchetta, Brandy, 78 Long, Toby, 46 Lord, Catherine, 59, 112 Love, Hailey, 90, 96 Luke, Sara, 69 Luling, Lisa van, 41, 53, 109 Luo, Li, 80 Luze, Gayle, 41, 84 Lyons, Catherine, 35, 108 Magiera, Kathleen, 123 Mago, Lori, 106 Major, Patricia, 130 Maloney, Wayne, 33 Manabe, Ken, 128 Margolis, Anne, 66 Marsh, Kathryn L, 42 Martin-Prudent, Angi, 55, 115 Martinez, Jose, 42, 43, 74 Martinez, Sarah, 74 Marvin, Christine A., 56, 128 Maude, Susan, 105, 114 Mauldin, Evelyn, 81 Maupin-Macias, Carol, 104 McCathren, Rebecca, 125 McCollum, Jeanette, 62, 112, 127

McCorkle, Laura, 121 McCurn, Keena, 107, 122 McDonnell, Andrea, 63, 130 McGaha, Cindy, 66 McGee, Gail, 115 McInerney, William, 74 McLaren, Elizabeth Margaret, 113 McLaughlin, Tara, 49 McWilliam, Robin, 29 Meadan, Hedda, 35, 39, 82, 91 Meehan, Tracy, 55, 115 Meeker, Kathleen Artman, 30, 35, 76, 116 Mehta, Namita, 72, 102 Mercurio, Mia, 130 Meyer, Lori Erbrederis, 27, 41, 44, 53, 89, 101, 104, 105, 109, 113, 129 Meyers, Barb, 89 Michael, Sonia, 38, 95 Mickelson, Ann, 114 Mihai, Alina, 124 Miller, Deserai, 76, 102 Miller, Donna, 120 Miller, Frank, 67 Miller, Pamela, 73 Milton, Jean, 66 Miragliuolo, Susannah, 47 Mitsch, Eric, 108 Monteith, Kristen, 105 Moody, Eric, 30 Moore, Joy, 102 Moore, Lydia, 85, 101 Moore-Kroneman, Kerry, 118 Mora-Flores, Eugenia, 67 Morin, Anna O’Connor, 43 Mouzourou, Chryso, 41, 53, 109, 129 Moyer-Trimyer, Rachel, 55, 97 Mrachko, Alicia, 47, 84 Nash, John, 50 Neely, Londa, 54 Nelson, Cathy, 130 Nelson, Chelie, 58 Newschaffer, Craig, 68, 84 Newton, Jennifer, 66

137

Index Nguyen, Elizabeth, 38 Nicholas, Amy, 71 Nichols, Sarah, 55 Nienhuis, Amy, 121 Ninci, Jennifer, 58, 96 Noggle, Amy K., 91 Noonan, Mary Jo, 122 Norris, Judy, 32 Noyes, Donna, 107 Nuse, James, 36, 77 Nyegenye, Sylvia, 44, 96 Nyland, Ruth, 128 Nylander, Donna, 62 O’Connor, Ginger, 106 O’Donnell, Tamarack, 61 O’Hara, Kathleen, 35, 105, 108 O’Neill, Barb, 101 Odom, Samuel L., 16 Oh-Young, Conrad, 35, 108 Oser, Cindy, 32, 71 Oster, Teresa M., 63 Ostrosky, Michaelene M., 33, 41, 44, 53, 81, 109, 123, 129 Ottley, Jennifer Riggie, 46, 70, 79, 118 Ou, Suh-Ruu, 95 Overturf, Tina, 106 Owens, Amy, 49 Page, Jessica, 90 Palmer, Susan, 97 Palomo, Ilyse, 91 Palsha, Sharon, 76, 109 Park, Hyejin, 44, 53, 109 Parks, Stephanie, 46, 125 Paul, Kristen, 130 Pearce, Deanna, 33 Pearson, Jamie, 35 Peirick, Mandy, 115 Penney, Ashley, 116 Peters, Brooks, 89 Peterson, Carla, 83, 84, 112, 116, 126 Pletcher, Lynda, 55 Plunkette, Diane, 124 Polignano, Joy, 60

138

Pope, Ellen, 120 Porrata, Mayra, 47 Powitzky, Stephanie, 97 Pretti-Frontczak, Kristie, 47 Pribble, Lois, 92, 102, 129 Price, Charis Lauren, 33, 54, 81 Proctor, Betty, 102 Prykanowski, Debra, 42, 43, 80 Purcell, Megan, 38, 95, 96 Qi, Cathy, 42 Qiu, Jia, 81 Quesenberry, Amanda, 98 Quinn, Emily D., 96 Rabideau, Lindsey, 92 Rabinowicz, Susan, 77 Rahn, Naomi, 44, 46, 70, 79, 118 Rakap, Salih, 56, 64 Rakap, Serife, 56, 64 Rankin, K. Tracy, 115 Raschke, Donna, 79, 83 Ratajczak, Bridget, 109, 128 Rausch, Alissa, 51, 71 Redd, Brittany, 81 Redick, Audra, 58 Reedy, Kristin, 48, 75 Reichow, Brian, 26, 42, 69 Resua, Kimberly, 102 Reynolds, Arthur, 94, 95 Reynolds, Virginia, 48 Rice, Catherine, 107 Rice, Holly, 57 Richards, Lauren, 95 Ridgley, Robyn, 43, 87 Rigsby, Jill, 87 Rinkel, Phoebe, 58 Rispoli, Mandy, 58, 92, 96 Rivera, Jackie, 108 Robbins, Sandra Hess, 89, 114 Roberts, Kaki, 64 Robins, Diana, 59, 112 Romski, MaryAnn, 84 Root, Amy, 52 Rosenberg, Nancy, 28, 116

Index Rous, Beth, 50 Rowe, Neil, 126 Rude, Harvey, 76 Ruiz, Maria Isolina, 39, 68 Rush, Dathan, 29, 72, 112 Rutland, Julie Harp, 101 Ryerson, Amber, 116 Salisbury, Christine, 99 Sanchez, Lisa, 78, 96 Sandall, Susan, 61, 76 Sane, AnjalI P., 37 Sangwan, Abhijeet, 57, 65 Santos, Rosa Milagros, 33, 72, 81, 102, 114 Sargent, Maria, 65 Schieffer, Kay, 114 Schmidt, Ellyn, 117 Schmidt, Jenny, 36 Schmidt, Lorendia, 36 Schneider, Naomi, 118 Schnitz, Alana, 82 Schumann, Carol Ann, 55 Schwartz, Ilene, 28, 45, 52 Schweck, Kelly, 38 Scott, Crista, 111 Scott, Sarah, 109, 128 Selmi, Ann, 61, 67 Sena, Leslie, 43 Sevcik, Rose, 84 Sewell, Tamara, 66 Sexton, Sarah, 112 Shaffer, LaShorage, 27, 105, 122 Shannon, Darbianne, 60, 82 Shapiro, Cheri, 106 Sharpe, Brenda, 70 Shaw, Evelyn, 107 Sheehan, Margaret, 42 Sheehey, Patricia, 122 Shelden, M’Lisa L., 29, 30, 72 Sheppard, Mary, 63, 126 Shriner, Cheryl Light, 124 Shu-Juan, Wang, 117 Shue, Pamela L, 51 Shyyan, Vitaliy, 63

Silverman, Nancy, 34 Sims, Keena L., 42 Slocum, Anna, 109 Smith, Audrey, 79, 83 Smith, Barbara, 27, 30, 50, 53, 75, 100, 117 Smith, Camille, 56, 91 Smith, JaneDiane, 49 Smith, Janey, 115 Snead, Gordon, 61 Snodgrass, Melinda R., 39, 91 Snyder, Patricia, 60, 80, 81, 82, 95, 99, 112 Sopko, Kim Moherek, 55, 72, 116 Spence, Christine, 72, 101, 102, 114 Sperry, Laurie, 121 Squires, Jane, 39, 49, 79, 90, 94, 102, 107, 111, 129 St. Pierre, Miranda, 43 Stanley, Mandy, 67, 100, 113 Stanton-Chapman, Tina, 92 Stapel-Wax, Jennifer, 59, 112 Stark, Stephanie, 48 Stayton, Vicki D., 46, 114 Steed, Elizabeth, 27, 50, 53, 100, 114 Stefka, Stacie, 96 Stegenga, Sondra, 74, 80 Stephan, Toby, 75 Stephens, Jan, 109 Stevenson, Jan, 65 Stiff, Lillian, 81 Stone, Jennifer, 130 Stone-MacDonald, Angi, 96 Storie, Sloan, 44, 79 Strachan, Jennifer, 116 Strain, Phillip, 28, 45, 68, 117 Surbrook, Nancy, 74 Surprenant, Kala, 67 Swett, Judy, 63 Tamakloe, Deborah, 125 Taylor, Caryl, 66 Taylor, Cornelia, 48 Taylor, Lacey, 90 Tepe, Jennifer Harris, 58

139

Index Tescher, Christa, 48 Thomas, Dawn, 98 Thomas, Pam, 73, 110 Thompson, Suzanne, 96 Toll, Ilene, 71 Tompkins, Jill, 112 Towson, Jacqueline, 77 Travers, Kim, 46 Trivedi, Carrie, 45 Trivette, Carol M., 53, 116, 117 Truong, Felicia, 110 Trygstad, Kelly, 110 Tucker, Catherine, 114 Turner-Brown, Lauren, 98 Twombly, Elizabeth, 79, 94 Ubbelohde, Jean, 123 Uchima, Kelly, 29 Vail, Cynthia, 63, 69, 107, 109, 121, 122, 128 Valdovinos, Maria, 118 Varga, Mary Alice, 89 Vatland, Christopher, 68 Vella, Peri, 57 Vietze, Peter, 57 Vinding, Annette, 41 Vinh, Megan, 30, 73, 117 Vitalone-Raccaro, Nancy, 63, 126 Waddell, Misti, 102, 129 Wald, Laura, 47 Walker, Dale, 30, 93, 110, 118 Wallin, Tammy, 107 Walsh, Sharon, 50, 67, 110 Walter, Heather, 84 Walters, Sarah, 49 Ward, Barbara, 60, 120 Warren, Steven, 57, 65 Watts, Chris, 102 Weglarz-Ward, Jenna Marie, 56, 72, 91 Wells, Jenny, 60, 120 Wells, Robin A., 88 Werch, Brittany, 43 West, Tracey, 74

140

Wetherby, Amy, 59, 112 Whalon, Kelly, 48 Whiteman, Jodi, 106 Wiedemann, Frederick T., 48 Williams, Mira Cole, 66 Williamson, Kelsey, 45 Willis, Karen, 87 Winchell, Brooke, 69 Windsor, Kelly, 78 Wingate, Kimberly, 66 Winkleman, Tracy, 62 Winton, Pam, 49, 112, 116 Witwer, Andrea, 46 Wolfe, Katie, 90 Wong, Connie, 90 Wood-Fields, Collen, 106 Woods, Juliann, 46, 99, 111, 112, 116 Wright, Jermall, 102, 120 Wright, Lisa A., 70, 94 Wu, Charong, 63 Wu, Rachel Pei-Fang, 117 Xie, Huichao, 39, 64, 79, 85, 90 Xu, Yaoying, 41, 116 Yang, Xueyan, 116 Yates, Tweety, 127 Yockelson, Suzanne, 62 Young, Pamela, 100 Younggren, Naomi, 55, 74 Yu, SeonYeong, 41, 53, 109, 129 Zaghlawan, Hasan, 104, 113, 122 Zeng, Songtian, 35, 76 Zheng, Yuzhu, 126 Zimmer, Kate, 108, 123 Zimmerman, Kathleen, 80

Exhibitors BACB

Child’s Play

Christine Ratcliff

Julie Gaudette

8051 Shaffer Parkway Littleton, CO 80120 christine@bacb.com

Bagwell College of Education at Kennesaw State University 580 Parliament Garden Way #0124 Kennesaw, GA 30144

Diana Gregory

dgregory@kennesaw.edu

250 Minot Avenue Auburn, ME 04210 planofolk@aol.com

Council for Children With Behavioral Disorders PO Box 24246 Overland Park, KS 66283

Wendy Oakes

wendy.oakes@asu.edu

Brookes Publishing

Council for Exceptional Children

Melanie Allred

Alison Heron

PO Box 10624 Baltimore, MD 21285

mallred@brookespublishing.com

California Baptist University CBU/online 10370 Hemet St. Suite 200 Riverside, CA 92503

Ted Meyer

tmeyer@calbaptist.edu

Cherokee County School District 111 Academy St. Canton, GA 30114

2900 Crystal Drive, Suite 1000 Arlington, VA 22202 alisonh@cec.sped.org

Developmental Duffle 1527 Wando Landing St. Charleston, SC 29492

Olivia Daniel

Olivia@developmentalduffle.com

Different Roads to Learning 37 E. 18th St, 10th Floor New York, NY 10003

Tatum Kenney

tatum@difflearn.com

Leslie Lewis

leslie.lewis@cherokee.k12.ga.us

141

Exhibitors Division for Early Childhood 3415 S Sepulveda Blvd Suite 1100 Los Angeles, CA 90034 Ben Rogers Ben@dec-sped.org Division on Autism & Developmental Disabilities 2900 Crystal Drive, Suite 1000 Arlington, VA 22202 Dianne Zager dzager@pace.edu

Georgia Council on Developmental Disabilities 2 Peachtree St. NW Suite 26-246 Atlanta, GA 30303 Eric Jacobson eric.jacobson@gcdd.ga.gov Get Set For School/ Handwriting Without Tears

806 W Diamond Ave Suite 230 Gaithersburg, MD 20878

Laura Jordan

Laura.Jordan@hwtears.com

The Hanen Centre

1075 Bay St. #515 Toronto, ON M5S 2B1, Canada

Daniel Reardon

daniel.reardon@hanen.org

142

Laurent Clerc National Deaf Education Center, Gallaudet University

800 Florida Ave. NE, KDES 3400 Washington, DC 20002

Patricia Dabney

Patricia.Dabney@gallaudet.edu

Military Family Learning Network Family Development Early Intervention Team at the University of Illinois 50 E. Gerty Drive 150 Children’s Research Center Champaign, IL 61820

Robyn DiPietro-Wells rrwells@illinois.edu

My IGDIs

1200 Centre Pointe Curve, Suite 225 Mendota Heights, MN 55120

Dena Roberts

dena@earlylearninglabs.com National Responsible Fatherhood Clearinghouse 2394 Mt. Vernon Rd, Suite 210 Dunwoody, GA 30338 Recaan Harb recaan.harb@icfi.com

Exhibitors Parents as Teachers 2228 Ball Drive St. Louis, Mo. 63146 Kate Wiegmann Kate.Wiegmann@parentsasteachers.org

Prentke Romich Company 1022 Heyl Rd Wooster, OH 44691

Trudi Blair

info@prentrom.com

The TV Teacher

PO Box 71926 Marietta, GA 30007

Susan Ellis

susan@thetvteacher.com

The University of Washington 102 Miller Hall – 353600 Seattle, WA 98195

Selma Powell

Selmap@uw.edu

Usborne Books & More 845 Landover Crossing Suwanee, GA 30024

Patti McClimans

patti@usborneschoolservices.com

143

THE THE

Master of Education Exceptional Student Education Bethune-Cookman University Daytona Beach, Florida

http://www.cookman.edu/academics/schools/ce/programs.html

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Early Intervention Master’s Program!

DEC Recommended

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Available for purchase at the DEC Exhibit Booth

Illinois State University Early Intervention Graduate Certificates

Expanding Skills of Specialists in the Fields of Deaf or Vision Education to Include Early Intervention Learn More: EL VISTA education.ilstu.edu/cert_vision Mindy Ely msely@ilstu.edu AIM To Be Ahead education.ilstu.edu/cert_hearing Tracy Meehan tmeehan@ilstu.edu Follow Us on Facebook Illinois State University EL VISTA AIM to be Ahead EL VISTA is supported by a grant from the U.S. Department of Education’s Office of Special Education (H325K140108).

The AIM To Be Ahead and EL VISTA programs at Illinois State University (ISU) are each a one-year, five-course sequence of study aimed at increasing the number and quality of personnel prepared to provide early intervention for Illinois children who are deaf and hard of hearing or blind/visually impaired. Upon completion, candidates will have earned a graduate certificate from ISU as a: • Deaf and Hard of Hearing Listening and Spoken Language Professional, or an • Early Intervention Vision Specialist Contact us for more information.

AIM is supported by a grant from the U.S. Department of Education’s Office of Special Education (H325K120163).

Learn from the leader in early language intervention at Booth #205 For almost 40 years, The Hanen Centre has specialized in supporting professionals who work with young children with language delays. We provide an evidence-based, naturalistic approach to supporting the whole family to achieve the best possible language outcomes for children.

Visit us at booth #205 to explore Hanen resources and our SPARK workshop, a 2-day training for Early Interventionist based on current parent coaching research and best practices.

www.hanen.org/SPARK /thehanencentre

Don’t miss Hanen Instructor and Early Intervention Specialist Toby Stephan’s MA, CCC-SLP presentation!

Taking Coaching to New Levels: Helping Parents Make Behavior Changes That Stick!

Thursday Oct 8th, 2015

3:35pm - 5:35pm

Doctoral Leadership Training Opportunity at the University of Florida

The University of Florida is offering an exciting new doctoral leadership training opportunity for prospective students who are seeking a Ph.D. in Special Education with a focus in Early Childhood Studies, Implementation Science, and Research, Evaluation and Methodology.

Join UF’s 5th-ranked Ph.D. program in Special Education, and receive guidance from nationally recognized faculty in the Anita Zucker Center for Excellence in Early Childhood Studies.  The program of studies offers seminars and mentoring using an

apprenticeship approach and situated community-based leadership experiences with unique research, training, and applied experiences to become leaders and scholars in the field.

 Students will receive a competitive monthly stipend and

tuition waiver.

 Eligible students must be a U.S. citizen or a permanent resident

and attend full time.

For more information, contact us below or visit http://education.ufl.edu/special-education/phd-grant Dr. Maureen Conroy – mconroy@coe.ufl.edu Dr. Mary McLean – marymclean@coe.ufl.edu Dr. Brian Reichow – breichow@coe.ufl.edu Dr. Patricia Snyder – patriciasnyder@coe.ufl.edu

EDUCATION AT ILLINOIS | UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN |

education.illinois.edu

For more information, contact Dr. Mary-alayne Hughes, Project Director, mahughes@illinois.edu

If accepted into the program, funding consists of a traineeship stipend, a tuition waiver, and waiver of some fees. Funding is awarded on a competitive basis. Attached to this funding is a service obligation to be fulfilled after completion of the degree: four years of paid employment in the continental United States in a professional setting that benefits young children with disabilities.

The Early Childhood Special Education (ECSE) program in the Department of Special Education within the College of Education at the University of Illinois at Urbana-Champaign has been awarded a federal grant (Preparing Culturally Responsive Early Intervention & Early Childhood Special Education Personnel - PCRP) to fund students interested in earning a master’s degree, with an emphasis on working with young children, ages birth to six, with disabilities and their families. The focus of this master’s degree program is to prepare personnel who have expertise in young children’s social-emotional development as a foundation for providing culturally responsive and evidence-based services. This is a 2 year full-time master’s program on the Champaign-Urbana campus. Depending on your background and interests, there are three program options that lead to this master’s degree.

Interested individuals should apply to the graduate program in the Department of Special Education Visit http://education.illinois.edu/sped/programs-degrees/ecse.

Interested in getting paid while earning your master’s degree?

EDUCATION AT ILLINOIS

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OCTOBER 18th–20th 2016

Division for Early Childhood’s 32nd Annual International Conference on Young Children With Special Needs and Their Families Galt House Hotel 140 North 4th Street Louisville, KY 40202 For additional information www.dec-sped.org/conference conference@dec-sped.org

310-428-7209

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