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The Pyra mid Mod el Conferen ce!

lopment social-e motional deve s ’ n e r child g n o r p u Sup ting yo ve nsi ion e t In vent l er ocia ts Int S d or ete Supp g r s Ta onal ity ment i l t a o ps Qu o n n s hi o i Em igh Envir t a H ve Rel e i v t si e or on or c f p p k s p r Re Wo Su & g in r e tu t iv r c fe Nu Ef

13TH NATIONAL TRAINING INSTITUTE ON EFFECTIVE PRACTICES:

Addressing Challenging Behavior

APRIL 19-22, 2016 ● ST. PETERSBURG, FLORIDA


Introducing

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Created by: Julie Sarama, PhD, University of Denver; Kimberly Brenneman, PhD, Heising-Simmons Foundation; Douglas H. Clements, PhD, University of Denver; Nell K. Duke, EdD, University of Michigan; 13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior Mary Louise Hemmeter, PhD, Vanderbilt University


WELCOME Thank you for joining us for the 13th Annual National Training Institute on Effective Practices, “Addressing Challenging Behavior: Supporting Young Children’s Social/Emotional Development.” The Pyramid Model Consortium and the Florida Center for Inclusive Communities (FCIC), a University Center for Excellence in Developmental Disabilities (UCEDD) at the University of South Florida, are pleased to partner with the following organizations to bring you this unique learning opportunity: Dently, Brookes Publishing Co., Kaplan Early Learning Company, the Center for Autism and Related Disabilities at USF (CARD-USF), Visit St. Petersburg/Clearwater, the American Association on Intellectual and Developmental Disabilities (AAIDD), Free Spirit Publishing, the Early Childhood Technical Assistance (ECTA) Center, the University of Illinois, the PELE Center at the University of Colorado Denver, Pyramid Plus, and the National Center on Early Childhood Health and Wellness. The program of this professional Institute is designed to provide an in-depth, intensive learning experience. Each session is three hours and the topics have been chosen carefully to showcase evidence-based practices to support the social and emotional development of young children. The program also features Toolkit sessions. These are very focused one-hour presentations highlighting on one practice, strategy, or element of implementation. The sessions are designed to offer information relevant for coaches, administrators, leadership teams, and practitioners. The Institute is built around the Pyramid Model framework for addressing the social and emotional development and challenging behavior of young children. This Pyramid Model framework includes three levels of practice to address the needs of all children, including children with persistent challenging behavior. You will have the opportunity to learn and practice new strategies, interact with the experts, and participate in lively discussions with colleagues. We hope that by the end of this training experience, you will be excited and confident to return to your programs and try out the strategies and techniques you have learned.

INSIDE Welcome.................................................................... 1

Wednesday PM....................................................20

Hotel Map................................................................. 2

Thursday AM......................................................22

Week At-a-Glance...................................................... 5

Thursday PM....................................................... 24

Program Planner...................................................6

Friday Toolkit 1...................................................26

General Information.................................................. 9

Friday Toolkit 2...................................................28

Lunch & Learn.........................................................14

Friday Toolkit 3...................................................30

Sessions Listings

Presenter Directory.................................................. 33

Tuesday PM........................................................ 17

Sponsors & Exhibitors............................................. 47

Wednesday AM ................................................... 18

Institute Planning Committee................................. 50

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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4 70982_VSPC_NTI_ProgramAd_7_25x10.indd 13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior 1 70982 VSPC • NTI Program Ad • 7.25" x 10" • lb • sjs

3/17/16 5:33 PM


WEEK AT-A-GLANCE TUESDAY 4/19

WEDNESDAY 4/20

THURSDAY 4/21

FRIDAY 4/22

Registration Open 7:30 a.m. – 6:30 p.m.

Registration Open 7:30 a.m. – 4:30 p.m.

Registration Open 7:30 a.m. – 4:30 p.m.

Registration Open 7:30 a.m. – 12:30 p.m.

Breakfast AM Sessions

Lunch

Lunch & Learn

PM Sessions

7:30 – 8:30 a.m. 8:30 – 11:30 a.m.

11:30 a.m. – 1:00 p.m.

Toolkit 1

8:30 –

Toolkit 2

9:50 – 10:50 a.m.

Toolkit 3

11:10 a.m. – 12:10 p.m.

9:30 a.m.

12:00 – 12:45 p.m.

1:00 – 4:00 p.m.

See You Next Year!

April 4-7, 2017 Welcome Reception

Keynote

3:45 – 4:45 p.m.

Vinoy Grand

5:00 – 6:30 p.m.

Palm Court

Book Signing

6:30 p.m.

Grab your lunch, then join us for a Lunch & Learn! Wednesday & Thursday 12:00 – 12:45 p.m. Royal 1 Feed your brain while you refuel your body. NTI is now offering Lunch & Learn sessions for participants to continue expanding their knowledge and network with NTI sponsors. Lunch & Learns are special sessions, hosted by NTI co-sponsors, which present useful topics relevant to early childhood professionals. Lunch & Learn sessions are open to all registered NTI participants. For L&L session info and descriptions, see pages 14–15.

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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WEDNESDAY

PROGRAM PLANNER 1:00 – 4:00 P.M.

pages 18–19

pages 20–21

W1: Parents Interacting with Infants (PIWI): Supporting Development through Parent-Child Interaction T. Yates

W8: Every Practitioner Needs the Pyramid Model B. Smith, R. Corso, M. Timm, T. Rendon, D. Allen-Young, L. Nenide

ROYAL 2/3

W2: The Power of Peers P. Strain, T. Bovey

W9: Making Friends: Key Strategies for Creating Accepting Classroom Communities P. Favazza, M. Ostrosky

MAJESTIC 1

W3: Integrating the Pyramid Model into SW-PBIS: Issues, Strategies, and Actions L. Fox, D. Binder

W10: Research on Pyramid Model Practices: Findings, Issues, and Implications M.L. Hemmeter, P. Snyder, E. Feil, R. Bulotsky Shearer, J. Downer

MAJESTIC 2/3

W4:The Pyramid Model/EC-PBIS: Preventing Bias, Suspensions, and Expulsions in Early Childhood Settings B. Smith, J. Tschantz, J. Wright, R. Allen

W11: What Do Our Faces Say? Exploring Infant and Toddler Emotional Literacy Development L. Barts

PLAZA A/B

W5: Project LAUNCH: Using the Pyramid Model Framework to Link Actions for Unmet Needs in Children’s Health B. Fox, L. Quiroga

W12: Using the Pyramid Model as Part of an Early Childhood Multi-Tiered System of Supports (MTSS) Framework C. Mervyn, M. Wegenke, J. McCaffrey

PLACA C/D

W6: Introduction to the Learning to Objectively Observe Kids (LOOK) Model: Integrating Pyramid Model Strategies into Consultation Cycles with Preschool Teachers J. Downer, R. Bulotsky Shearer, S. Ampudia, D. Villanueva

W13: From Research to Practice: Why Involving Fathers is Important and What You can Do to Keep Them Involved! R. M. Santos, J. Weglarz-Ward

VINOY GRAND

W7: Peeking into the Pyramid: An Introduction for NTI Newcomers C. Spence, L. Hayslip

W14: Complex Issues in Implementing Individualized Interventions for Challenging Behavior G. Dunlap, J. Lee, J. Joseph

THURSDAY

ROYAL 1

Description

8:30 – 11:30 A.M.

1:00 – 4:00 P.M.

pages 22–23

pages 24–25

ROYAL 1

T1: Tier 2 Intervention for Preschool and Early Elementary Children with Challenging Behaviors: First Step Next E. Feil

T8: Program Considerations for Implementing Practice-Based Coaching K. Artman Meeker, R. McLeod

ROYAL 2/3

T2: Together Time for Toddlers R. Lentini, E. Appleton

T9: Resilience-Based Tips and Tools to Support the Pyramid Model D. Alleyne

MAJESTIC 1

T3: Facilitating Change: Using Motivational Interviewing to have Conversations that Help A. Hunter, K. Tenney-Blackwell, N. Horen

T10: We’re All in This Together: Developing Habits of Mind to Support Social and Emotional Well-Being of Infants and Toddlers K. Tenney-Blackwell

MAJESTIC 2/3

T4: Embedding Culturally Responsive Practices in the Pyramid Model C. L. Price, E. Steed

T11: “What’s Race Got to Do With It?” Using Culturally Responsive Practices to Prevent Preschool Suspensions R. Allen

PLAZA A/B

T5: Supporting Agency-Wide PBIS through the Early Childhood Pennsylvania Positive Behavior Support (PAPBS) Network across Geographically Diverse Settings J. Slater, A. Newswanger, J. Witmer, G. Ostroff-Welsh, M. von der Embse

T12: Taking the Pyramid Home L. Brault, C. Zercher

PLACA C/D

T6: Rules, Puppets, and Tools, Oh My T. Andrews

T13: Coaching Families to Support their Children’s Social Emotional Development: Universal and Targeted Practices E. Barton

T7: Practice-Based Coaching: Practical Strategies for Application K. Artman Meeker, A. Fettig

T14: Have Fun: Purposeful Routines for Large Group Activities R. Roybal, K. Wilson

VINOY GRAND

6

8:30 – 11:30 A.M. Description

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


FRIDAY

PROGRAM PLANNER (CONT.)

Description

8:30–9:30 AM

9:50–10:50 AM

11:10 AM–12:10 PM

pages 26–27

pages 28–29

pages 30–31

ROYAL 1

F1: Words are Powerful: How Our Words about Children Guide Intervention A. Rausch, G. Hallett

F8: Hierarchy of Prompting: To Prompt or Not to Prompt? Knowing the Answer to the Question B. Riepe, J. Berry Wasser

F15: Embedded Learning Opportunities for Infant/ Toddler Classrooms R. Levy

ROYAL 2/3

F2: Integrating the Pyramid Model Practices into a Comprehensive Early Childhood Curriculum M.L. Hemmeter

F9: Moving from Me to We: Fostering Empathy in Young Children K. Van Hooser-Perin, C. Shimmin

F16: Blended PBIS in Action! Preschool and Kindergarten Classrooms M. Reese, C. Fellinger, J. Jaeger

MAJESTIC 1

F3: From Information to Insight: Using Data to Foster Self-Reflection C. Shimmin, M. Garner, K. Puetz

F10: Efficient and Effective: Tools to Use in Developing a Behavior Plan J. Ferro, B. Wood

F17: Data-Based Practitioners: How to Use Data for Decision-Making M. Vinh, A. Winer

MAJESTIC 2/3

F4: Little Kids, Big Feelings E. Appleton, R. Lentini

F11: Early Educators as Advocates for Young Children with Challenging Behavior A. Rausch, J. Wright

F18: Family-Centered Behavior Support: An Introduction to Prevent, Teach, and Reinforce for Families C. Vatland, J. Joseph

PLAZA A/B

F5: Supporting Infant/Early Childhood Mental Health Consultation A. Hunter, N. Horen

F12: Resources at Your Fingertips: Professional Development Tools to Improve Teaching and Learning S. Sandall

F19: Tips and Tools for Sharing the Pyramid with Substitutes, New Staff, and Volunteers L. Brault, C. Zercher

PLACA C/D

F6: Help and Hope: Combining PBS and Optimism Training for Parents of Young Children with Challenging Behavior S. Clarke

F13: Applying the Pyramid Model Strategies to Address Challenging Behaviors at Home A. Fettig, A. T. Urbano

F20: Increasing Staff Resiliency and Self-Efficacy by Strengthening our School Family M. Rivera, N. Tafoya

F7: Using Visual Schedules to Facilitate Transitions and Promote Engagement T. Bovey

F14: Socially Strong, Emotionally Secure: 50 Activities to Promote Resilience in Young Children D. Alleyne

F21: Core Prevention Practices in Early Childhood T. Andrews

VINOY GRAND

See You Next Year! April 4–7, 2017 The Vinoy® Renaissance St. Petersburg Resort & Golf Club St. Petersburg, Florida

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


GENERAL INFORMATION Registration Schedule

Internet Access

The registration desk is located in the Palm Court Foyer of the Vinoy Renaissance Resort. The registration desk will be open during the following hours.

NTI is providing complimentary internet access to all conference participants in the meeting rooms.

Tuesday, April 19

7:30 a.m. – 6:30 p.m.

Wednesday, April 20

7:30 a.m. – 4:30 p.m.

Thursday, April 21

7:30 a.m. – 4:30 p.m.

Friday, April 22

7:30 a.m. – 12:30 p.m.

Please visit us with registration needs, questions, concerns, CEU and evaluation forms, and lost and found. You can also ask anyone wearing an orange badge that says “Staff” or a yellow badge that says “Volunteer.” We want you to have a wonderful time and hope you’ll let us know how we can help!

Registration Receipts You received a registration receipt at the time you registered online. If you need another copy, please stop by the registration desk and we will be happy to provide a duplicate.

Name Badges You will need your name badge to gain admittance to sessions and other functions. Participants should wear their conference badge at all time to facilitate networking among colleagues and for session admittance.

Session Selection There is no need to sign up in advance for any of the sessions. Attendance is based on space availability. Plan to arrive early to secure your seat in the session you want to attend. Program hosts wearing yellow “Volunteer” badges and holding red clipboards are assigned to each session to assist both attendees and presenters. Although every effort has been made to anticipate audience size for each session, there may be times when a session you wish to attend is full. The program hosts will post signs outside the door to notify you of this. We ask that you attend another session if your first choice is full. Please be courteous to the hosts —they are your colleagues!

Network ID: Internet Code:

Renaissance_CONF

NTI2016

Instructions: 1. Connect your personal digital device, to the “Renaissance_CONF” Wi-Fi network. 2. Once connected open any web browser (Internet Explorer, Mozilla Firefox, Google Chrome, Apple Safari, etc.) and visit any website (www.google.com, www.yahoo.com, etc). This will redirect you to the Renaissance webpage. 3. Click on the “Connect to the Internet” logo in the upper left hand corner. On the next page enter the conference code, your name and hit the log-on button. 4. You are now free to navigate the Internet.

Handouts When you attend a session, the handouts you need will be available in the meeting room. If handouts remain after the end of a session, they will be left on the resource tables by the Palm Court Foyer entrance and will be available for participants who attended other sessions. We thank you for not taking handouts from sessions you are not attending until they are placed on the resource tables. All handouts will be provided to participants that complete the evaluation (see below).

Evaluations The Institute keeps getting better and better because of the feedback we get from attendees! The Planning Committee and the presenters have worked hard to make this Institute a rewarding experience for you and we greatly appreciate your time to complete the evaluation provided in your registration packet. We take your comments seriously and will use them to make changes to next year’s Institute. Be sure to complete the Institute Evaluation form in your conference bag. Attendees who return their completed evaluation to the registration desk on Friday will receive a certificate of attendance and complimentary USB drive with all session handouts.

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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Certificate of Attendance A signed certificate of attendance noting participation in the National Training Institute will be provided to anyone wishing one. Maximum session attendance is 15 actual hours. There will be space available on the certificate to record your name and the number of hours attended. These will be available at the registration desk beginning on Friday, April 22, with the submission of an Institute evaluation form.

dietary restrictions, please check the food labels before you choose your meals (i.e., Gluten Friendly, Vegetarian, Dairy Free). If you are unable to choose from any of the available options, please see us at the registration desk.

Bulletin Board A bulletin board is located at the Palm Court Foyer entrance. Posted there you will find:

Continuing Education

• Information about changes or cancellations to the Institute schedule or room assignments

Continuing Education Units (CEUs) are being offered through Portland State University (PSU). CEUs are an acknowledgment that the individual participated in a professional development activity. CEUs are awarded per workshop attended. Participants will receive 1.0 CEUs for TPOT (10 clock hours), 1.4 CEUs for TPITOS (14 clock hours), and 0.6 CEUs for PTR-YC workshops. 1.5 CEUs (15 clock hours) will be awarded for full conference participation.

• Announcements

If you purchased CEUs at the time you pre-registered, you will receive a form with your registration materials. You are responsible for keeping your CEU form throughout the Institute. There will be a session host, identified by a yellow “Volunteer” badge and red clipboard, at every session. Session hosts will sign for your session attendance. Please do not ask presenters for signatures. Before you leave NTI, turn in your completed CEU form to the registration desk. CEUs may be added on-site at the registration desk for an additional payment of $40 (credit card payments only).

Meals Breakfast Served from 7:30 to 8:30 am on Wednesday, Thursday, and Friday. Please select your session location and then pick up breakfast outside of your room. Breakfast is available in the Palm Court, Plaza, and Vinoy Grand Ballroom Foyers.

Lunch Served from 11:30 to 1:00 pm on Wednesday and Thursday only. Your box lunch will be available in the Palm Court Foyer or the Mezzanine. Your registration fee includes the welcome reception, breakfast, and lunch. Please note: reception, breakfast and lunch are for registered participants only. Please wear your name badge when picking up your breakfast or lunch. The Chef at the Vinoy has prepared a variety of meals to suit our attendees with and without dietary restrictions. If you have 10

• Messages Please check it frequently for last minute changes. You are welcome to post items to the announcement and message sections. Institute staff reserves the right to remove any items from this board deemed inappropriate.

Resources for Persons with Special Needs The Hotel, the Institute staff, and volunteers are happy to assist you with any special need requirements. Please look for someone with an orange “Staff” badge, or a yellow “Volunteer” badge. You may also visit either the registration desk or the Vinoy front desk.

In Consideration of Your Colleagues • Silence all cell phones and pagers when in meeting rooms. • Smoke only in designated areas (Veranda Patio by hotel entrance). • We have attendees at this year’s event who are sensitive to perfumes and strong smells and request your support in alleviating these environmental factors.

Parking The Vinoy offers discounted self-parking at $8/day for NTI participants. To get the participant discount, make sure to stop by the registration desk to pick up a parking validation sticker.

Local Information The Institute will keep you very busy, but there is plenty of fun awaiting you in downtown St. Pete! Whether you spend your free time poolside, enjoying a walk along the marina, or visiting local attractions—we hope you enjoy your time here!

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


The Vinoy® Renaissance St. Petersburg Resort & Golf Club has many amenities, such as a fitness club, tennis, salon and day spa, golf club, and multiple dining facilities on-site. Just a short distance away from this hotel you’ll find restaurants, nightlife, museums, shopping, and much more! The Navigator Desk at the Vinoy will be happy to assist you in finding restaurants and planning activities outside the hotel.

(they often have free courtyard music events), Green Bench Brewing Co., 3 Daughters Brewery, Cycle Brewing.

Pharmacy: CVS, 845 4th St. North (.7 mile)

Do you want to go to the beach? A fun trip to take a walk and see the sunset. The Central Avenue Trolley trip to the beach takes an hour. It picks up at the Pier Parking Lot and only costs $2.25 one way! For more information on the Central Avenue Trolley, visit: http://www.psta.net/CAT.php.

Grocery store: Publix, 250 3rd St. South (1 mile)

St. Petersburg is becoming well known for craft beer and brew pubs. Ask for more information about where to go at the Navigator Desk. Suggestions include: Ale and Witch

Please take a moment to review the hotel map on the inside cover of this program so you can make the most of your visit here. Please let the hotel staff, the Institute staff, or volunteers know how we can help you.

Downtown offers many shopping opportunities. Be sure to visit the impressive Sun Dial shopping center and Locale Market (gourmet grocery including to-go food).

The St. Pete “Downtown Looper” Trolley is an easy and inexpensive way to get around downtown. Look for the bright red and yellow trolleys, hop aboard for just $.50, and connect to all the city’s major museums and attractions.

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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Area Restaurants Whether you’re looking to escape for a quick bite on your lunch break or a four-course dinner with a group, downtown St. Pete is sure to have a food option to please your palate. Below is an abbreviated list of the closest restaurants, only a short walk from the hotel. Please see the Vinoy’s hotel Navigator Desk for assistance in making reservations at any of these or other area restaurants.

— 0.2 miles away —

— 0.4 miles away —

1. Cathy’s Cart $ Hot Dogs/Sausages 400 Beach Dr.

13. Annata Wine Bar $$ Cheese, charcuterie, New American 300 Beach Dr NE

2. 400 Beach Seafood $$$ & Tap House Seafood, American, Steakhouse 400 Beach Dr. 3. Sweet Divas Chocolates $ Desserts/Ice Cream, Bakery, Wine Bar 400 Beach Dr. NE 4. Birch and Vine $$ Seafood, New American 340 Beach Dr NE 5. The Moon Under Water $$ English/Irish, Indian 332 Beach Dr. NE 6. Paciugo $ Desserts/Ice Cream, Coffee, Bagels 300 Beach Dr. NE 7. Parkshore Grill $$$ American, Seafood, Steakhouse 300 Beach Dr. NE 8. The Hooker Tea $ Company Tea, Breakfast, Bakery 300 Beach Dr NE

— 0.3 miles away — 9. Marketplace Express $ Bakery, Coffee, American 284 Beach Dr. NE 10. M.F.A. Cafe $$ Mediterranean 255 Beach Dr. NE 11. Fresco’s Waterfront $$ Bistro Seafood, Breakfast/Brunch, American 300 2nd Ave NE 12. My Yogurt Cafe Desserts/Ice Cream, Coffee 234 Beach Drive NE

12

$

14. Stillwaters Tavern 224 NE Beach Dr Seafood and Southern

$$

15. BellaBrava $$ Italian, Seafood, American 204 Beach Dr NE 16. Locale Market $-$$ Grill, Farm-to-Table 179 2nd Ave N 17. Cassis American Brasserie American, French 170 Beach Drive NE

$$$

18. Rollbotto Sushi Sushi, Asian, Seafood 221 1st St N

$

19. Sab Cafe Asian, Vietnamese, Thai 111 2nd Ave NE

$

20. The Ale and the Witch Gastropub, American, Bar 111 2nd Ave NE

$

— 0.5 miles away — 21. The Mill $$ New American, Creative preparations 200 Central Ave 22. Sea Salt $$$ Seafood, Cocktails, Intl 183 2nd Ave N

— 0.7 miles away — 23. The Oyster Bar $$$ Seafood, American, Wine Bar 249 Central Ave 24. Sushi Inc $$ Japanese, Seafood, Sushi 270 1st Ave N 25. The Lemon Grass $$ Thai, Japanese, Sushi 310 Central Ave

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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LUNCH & LEARN

WEDNESDAY 12:00 – 12:45 P.M.

Using the Pyramid Model within an Interdisciplinary Pre-K Curriculum Room: Royal

1 • Content Level: Introductory • Age Group: 3 to 5 Years Mary Louise Hemmeter, Vanderbilt University Keith Pentz, National Early Childhood Specialist, Kaplan Early Learning Company

Learn how the Pyramid Model is being used to support children’s learning in a new innovative prekindergarten curriculum, Connect4Learning™. Participants will leave with ideas for how the Pyramid Model can be used to support science, math, and literacy learning, while strengthening classroom management and children’s engagement in learning.

Who Should Attend? Anyone involved with curriculum implementation, especially for prekindergarten.

Connect4Learning Curriculum Too few prekindergarten classrooms provide opportunities to engage in interdisciplinary learning, choosing instead to focus on one or two areas. Using research-based and classroom-tested foundations in literacy, science, socialemotional, and mathematics learning, Connect4Learning (C4L) weaves together all four domains to ensure that each subject is addressed meaningfully and comprehensively with each child. Nationally recognized experts in these core domains — Julie Sarama, Kimberly Brenneman, Douglas H. Clements, Nell K. Duke, and Mary Louise Hemmeter — wrote and researched the curriculum. Connect4Learning™ is offered exclusively by Kaplan Early Learning Company.

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About The Sponsor At Kaplan Early Learning Company, education is the cornerstone of our family business. We provide developmentally appropriate educational products to families and we are a total solution for early childhood educators – offering everything from cribs for your infant/ toddler classroom, to curricula for your preschool classroom, and family engagement materials for your elementary classroom. Outside of the classroom, we have dozens of professional development presenters, partnerships for online learning, a full-service playground installation solution and turn-key setup for opening new child care centers. Our business is less about the business, and more about taking care of our customers. All our employees strive to provide superior customer service. With nearly 50 representatives around the country, someone isn’t far from being able to come help you assess the needs for your specific situation. No matter what the situation, from finding the highest quality daycare furniture to determining the best technology solution for a preschool classroom, we have the people and the passion to help you find the answers you need.

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


THURSDAY 12:00 – 12:45 P.M.

Using Mobile Apps in Early Childhood Programs: Why and How Room: Royal

1 • Content Level: Introductory • Age Group: All Ages Bryan Dent & Will Dent, Co-Founders, Dently

This Lunch & Learn session will provide attendees with the information they need to understand why mobile apps are so important to any organization. We will cover the following, topics and more: • Why does my organization need a mobile app and what is the benefit? • How can we create a mobile app and where do I even start? • What are the typical things I need to know when thinking about building a mobile app? • How much do mobile apps cost?

Who Should Attend? Individuals that are curious about how a mobile app could benefit their organization and individuals that want a mobile app but unsure on how or where to start.

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About the Sponsor Bryan and Will Dent, founders of Dently and brothers, both with extensive technology expertise, create comprehensive solutions for businesses and agencies tailored to their goals and long-term plans. Our goal is to build relationships with our customers for the long term and become your go-to solution for your technology needs. Many of our customers have been customers of ours for multiple years, some more than 7 years (including our previous consulting engagements). We have a team of technologists, designers, and developers that are dedicated to delivering solutions. We partnered with Appcelerator – also used by NBC to create their extremely popular flagship mobile app—to generate native apps in less time, which means our creation process is more agile, and we can create a broad range of solutions just right for your needs. This is a win-win for both the customer and Dently.

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

15


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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


TUESDAY PM

APRIL 19 • 3:45 – 6:30 P.M.

Welcome Reception 3:45 - 4:45 p.m. Vinoy Grand Ballroom

Join us for wonderful treats while you network with your fellow NTI attendees and presenters. Reception will by followed by the Opening Keynote.

KEYNOTE PRESENTATION 5:00 - 6:30 P.M. • PALM COURT BALLROOM

Evolving More Nurturing Communities for Young Children The 2009 Institute of Medicine report on prevention envisioned a society in which virtually every child arrives at adulthood with the skills, interests, values, and health habits needed to live a productive life in caring relationships with others. Since my work on the report, I have attempted to advance efforts to evolve communities that more effectively nurture children’s development through the publication of my book, The Nurture Effect, and consultation with communities. Supporting the development of young children is fundamental to our progress. All across the country, communities are implementing programs and policies that can improve outcomes for young children. This talk will describe what we know about what young children need and will discuss examples of what different communities are doing to make environments for young children more nurturing.

About the Keynote: Anthony Biglan Anthony Biglan, PhD, is a Senior Scientist at the Oregon Research Institute. His research over the past 30 years has helped to identify effective family, school, and community interventions to prevent the most common and costly problems of childhood and adolescence. Dr. Biglan is a former president of the Society for Prevention Research. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. His recent review of preventive interventions concluded that diverse psychological, behavioral, and health problems can be prevented through the promotion of nurturing families, schools, and communities. Dr. Biglan’s 2015 book, The Nurture Effect: How the science of human behavior can improve our lives and our world (New Harbinger Publications) describes the progress that behavioral science has made in the past fifty years in improving human wellbeing. 13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

17


WEDNESDAY AM ROYAL 1

ROYAL 2/3

MAJESTIC 1

MAJESTIC 2/3

APRIL 20 • 8:30 – 11:30 A.M.

PLAZA A/B

PLAZA C/D

VINOY GRAND

W1: Parents

W2: The Power

W3: Integrating the

W4: The Pyramid

W5: Project

W6: Introduction

W7: Peeking into

Interacting with

of Peers

Pyramid Model

Model/EC-PBIS:

LAUNCH: Using

to the Learning to

the Pyramid: An

Infants (PIWI):

into SW-PBIS:

Preventing Bias,

the Pyramid

Objectively Observe

Introduction for

Supporting

Issues, Strategies,

Suspensions, and

Model Framework

Kids (LOOK) Model:

NTI Newcomers

Development

and Actions

Expulsions in Early

to Link Actions for

Integrating Pyramid

Childhood Settings

Unmet Needs in

Model Strategies

Children’s Health

into Consultation

through ParentChild Interaction

Cycles with Preschool Teachers

T. Yates

W1

P. Strain T. Bovey

L. Fox D. Binder

B. Smith J. Tschantz J. Wright R. Allen

B. Fox L. Quiroga

J. Downer R. Bulotsky Shearer S. Ampudia D. Villanueva

C. Spence L. Hayslip

Parents Interacting with Infants (PIWI): Supporting Development through Parent-Child Interaction

Room: Royal

Tweety Yates

1 • Content Level: Intermediate • Age Group: Birth to 3 Years

Research continues to show us how important the first three years of life are to a child’s development and how important families are in this process. What are you doing in your practice to ensure that parents feel competent and confident in supporting their child’s development? This session will share information on PIWI (Parents Interacting with Infants), which focuses on practices for enhancing the development of infants and toddlers by expanding on and strengthening parent-child interactions and relationships. Strategies for supporting parent-child interaction and engagement will be shared as well as a structure for developing and using Developmental Observation Topics (DOTs). DOTs convey developmental information to parents in a way that builds on what they already know about their child, strengthens their skills as observers and supporters of their child’s development and provides new developmental information. Fun ideas, strategies, and resources (new DOTs!) for strengthening day-to-day practices around home visiting, parent-child groups and socializations will be shared. We only have a short time to work with infants, toddlers and their families—so let’s make the most of that time!

W2

The Power of Peers

Room: Royal 2/3 • Content Level: Intermediate • Age Group: 3 to 5 Years Phil Strain • Ted Bovey

This presentation will address four basic questions regarding peer-mediated social skills intervention: 1) what are the key skills to teach, 2) how to teach typical children intervention skills, 3) how to embed social skill opportunities across the preschool day, and 4) what are the child outcomes.

W3

Integrating the Pyramid Model into SW-PBIS: Issues, Strategies, and Actions Room: Majestic

1 • Content Level: Intermediate • Age Group: 3 to 5 Years Lise Fox • Denise Binder

The Pyramid Model is an approach that can be used for implementing SW-PBIS within the preschool classroom. The discussion in this session will discuss issues related to implementing SW-PBIS within the preschool classroom, strategies for getting preschool classrooms on board with SW-PBIS; guidance that can be provided to SW leadership teams for the support of preschool classrooms; and approaches to use in linking the Pyramid Model to SW-PBIS for the promise of a seamless, multi-tiered system of support.

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


W4

The Pyramid Model/EC-PBIS: Preventing Bias, Suspensions, and Expulsions in Early Childhood Settings Room: Majestic

2/3 • Content Level: Introductory • Age Group: 2 to 5 Years Barbara J. Smith • Jennifer Tschantz • Jermall Wright • Rosemarie Allen

High rates of racial and gender bias in expulsion and suspension of young children with challenging behavior from early childhood programs has recently received national attention including a joint Policy Statement from the U.S. Departments of Health and Human Services and Education. This session will provide an important discussion on how program-wide implementation of the Pyramid Model (i.e., early childhood PBIS) is used to ensure that all children, including children with persistent challenging behavior, are supported within a program without the use of expulsion or suspension. Participants will learn about national, state, and local program policies and pre-service and in-service strategies for addressing bias. There will be opportunities for participants to create action plans for addressing bias, expulsion, and suspension in their own programs and states. Participants will have an opportunity to provide input to the U.S. Department of Education on the issues they face in their communities as well as recommendations for action.

W5

Project LAUNCH: Using the Pyramid Model Framework to Link Actions for Unmet Needs in Children’s Health

Room: Plaza A/B • Content Level: Introductory • Age Group: Birth to 8 Years Brandy V. Fox • Lara Quiroga

Project LAUNCH is a federal initiative funded by the Substance Abuse and Mental Health Services Administration (SAMHSA) that helps communities to promote young child wellness in children ages birth to eight. The goal is for all children to enter school with the social, emotional, cognitive, and physical skills they need to succeed. Join us for a discussion about how Pennsylvania and New Hampshire have integrated the Pyramid Model into their prevention and promotion work through cross-sector collaboration and leveraging of resources. Both grantees have taken different approaches based upon the resources and infrastructure within their respective state and pilot community. Each grantee is in a different year of their grant, thus allowing for a tiered description of each grantees planning process, implementation steps, and initial outcomes. Participants will: (1) understand the prevention and promotion aspects of Project LAUNCH and how the Pyramid Model Framework supports this work; (2) be able to describe the planning and implementation approaches used by grantees for supporting social emotional development in young children via the Pyramid Model; and (3) be able to identify strategies that can be used in their programs, local communities, and/or state to increase cross-sector collaboration and engagement in prevention and promotion activities.

W6

Introduction to the Learning to Objectively Observe Kids (LOOK) Model: Integrating Pyramid Model Strategies into Consultation Cycles with Preschool Teachers

Room: Plaza

C/D • Content Level: Intermediate • Age Group: 3 to 5 Years Jason Downer • Rebecca Bulotsky Shearer • Sandra Ampudia • Dunia Villanueva

This session will introduce participants to LOOK (Downer, Williford, & Bulotsky-Shearer, 2014), an evidence-based early childhood mental health consultation model. LOOK supports teachers to become objective observers of children’s behavior in context and to link observations of children’s behavior to select evidence-based strategies, many from the Pyramid Model (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003). LOOK strategy implementation is supported by online learning modules, guided online video review, and face-to-face reflective coaching conferences. Participants will: (a) be introduced to an overview of the LOOK model, intervention components, and selected strategies; (b) watch selected learning modules and review resources for selected LOOK strategies; (c) learn how observing children’s behaviors-incontext (with teachers, peers, and tasks) can help teachers choose strategies individualized to children’s needs; and (d) develop an action plan for a case study using guided video review, by practicing skills of observing and analyzing child behavior-in-context and linking to appropriate classroom based strategies.

W7

Peeking into the Pyramid: An Introduction for NTI Newcomers Room: Vinoy

Grand • Content Level: Introductory • Age Group: Birth to 5 Years Christine Spence • Loretta Hayslip This session is a “must see” for all participants who are new to the National Training Institute on Effective Practices: Addressing Challenging Behavior. Presenters will provide an introduction to the Pyramid Model and will “walk” participants through key websites as they highlight important resources, including those available from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI).

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

19


WEDNESDAY PM ROYAL 1

ROYAL 2/3

MAJESTIC 1

APRIL 20 • 1:00 – 4:00 P.M.

PLAZA C/D

VINOY GRAND

W8: Every

W9: Making Friends:

W10: Research

W11: What Do

MAJESTIC 2/3

W12: Using the

PLAZA A/B

W13: From Research

W14: Complex Issues

Practitioner Needs

Key Strategies for

on Pyramid

Our Faces Say?

Pyramid Model

to Practice: Why

in Implementing

the Pyramid Model

Creating Accepting

Model Practices:

Exploring Infant

as Part of an Early

Involving Fathers is

Individualized

Classroom

Findings, Issues,

and Toddler

Childhood Multi-

Important and What

Interventions

Communities

and Implications

Emotional Literacy

Tiered System of

You can Do to Keep

for Challenging

Development

Supports (MTSS)

Them Involved!

Behavior

R. M. Santos J. Weglarz-Ward

G. Dunlap J. Lee J. Joseph

Framework

B. Smith R. Corso M. Timm T. Rendon D. Allen-Young L. Nenide

W8

P. Favazza M. Ostrosky

M.L. Hemmeter P. Snyder E. Feil R. Bulotsky Shearer J. Downer

L. Barts

C. Mervyn M. Wegenke J. McCaffrey

Every Practitioner Needs the Pyramid Model

Room: Royal

1 • Content Level: Advanced • Age Group: Birth to 5 Years Barbara J. Smith • Rob Corso • Matt Timm • Tom Rendon • Darcy Allen-Young • Lana Nenide Do you agree that the Pyramid Model can help every practitioner in your state to be more effective? This highly interactive session will do two things: (1) present stories, examples, and strategies from states that have implemented the Pyramid Model throughout their state with the goal of reaching all practitioners; and (2) provide technical assistance (TA) to small groups individualized to where your state is on this goal. Presenters will share information about the stages states go through: exploration/planning, implementation, sustainability, and scale-up. The small group TA involves: each person will decide if their state is in the exploration/planning stage, the implementation stage, or in the sustainability and scale-up stage. Once each person has selected their topic, presenters will work with these small groups to: (1) answer questions and discuss what the stage work is and key stakeholders; (2) talk about resources and strategies available to them and their state; and (3) help each participant develop a written action plan for next steps when they return home.

W9

Making Friends: Key Strategies for Creating Accepting Classroom Communities

Room: Royal

2/3 • Content Level: Introductory • Age Group: 4 to 8 Years Paddy Favazza • Michaelene Ostrosky

As early childhood classes are becoming more diverse, increased attention is given to creating caring, inclusive classroom communities. This session will provide research-based strategies that promote greater acceptance of children with disabilities and differences, at the very time when early perceptions of differences are formed. Presenters will lead participants through interactive activities that highlight: (a) attitude formation using the participant’s own experiences; (b) the influence of materials within their school and classroom environments; and (c) how to design and implement programs to foster a sense of belonging for all children and their families, using resources from the Making Friends program (Favazza, Ostrosky & Mouzourou, 2016).

on Pyramid Model Practices: Findings, Issues, and Implications W10 Research Room: Majestic 1 • Content Level: Advanced • Age Group: 3 to 5 Years Mary Louise Hemmeter • Patricia Snyder • Edward Feil • Rebecca Bulotsky Shearer • Jason Downer

The focus of this session will be on recent findings from research on Pyramid Model practices. Three research groups will present their findings. Hemmeter, Fox, and Snyder will discuss their work around coaching teachers to implement Pyramid Model practices. This presentation will describe findings related to fidelity and sustainability of implementation of Pyramid Model practices. Shearer and Downer will discuss their work on the Learning to Objectively Observe Kids (LOOK) model. The LOOK model includes a data-driven, video-based consultation process with the goal of improving challenging behavior within important contexts for engagement in preschool classrooms. Finally, Feil will discuss his research on the efficacy of the preschool version of the First Step Early Intervention. First Step is designed for children who show signs of external behavior problems. Following the presentation, the session will be structured around a discussion about the implications of the research for policy, practice, and research.

20

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


Do Our Faces Say? Exploring Infant and Toddler Emotional Literacy W11 What Development Room: Majestic

Lynn Barts

2/3 • Content Level: Intermediate • Age Group: Birth to 3 Years

Understanding feelings and being able to communicate them in healthy ways are important foundational communication and social emotional skills for babies and toddlers. Very young children achieve emotional literacy through their interactions with their family members and caregivers within everyday routines and activities. Let’s explore emotional literacy and discover strategies, including the construction of a file folder feeling books to support the emotional literacy development of infants and toddlers in your care.

the Pyramid Model as Part of an Early Childhood Multi-Tiered System W12 Using of Supports (MTSS) Framework Room: Plaza A/B • Content Level: Intermediate • Age Group: 3 to 5 Years Corrie Mervyn • Mary Jo Wegenke • Jennifer McCaffrey

This session will take participants on the journey of implementing a Multi-Tiered System of Supports (MTSS) framework in preschool from Ingham County Michigan. Participants will be provided with examples of collaborative structures, assessment tools, instructional practices, and data analysis processes used to support increased outcomes in academics and behavior across multiple types of preschool programs. Participants will see the connection between research and implementation of an Early Childhood MTSS Framework, leave with tools ready to use, and have the opportunity to ask questions about implementation and connect with the presenters and other participants for further collaboration.

Research to Practice: Why Involving Fathers is Important and What You W13 From can Do to Keep Them Involved! Room: Plaza

C/D • Content Level: Introductory • Age Group: Birth to 5 Years Rosa Milagros Santos • Jenna Weglarz-Ward

While early childhood professionals believe that fathers of young children can make an impact on their children’s development, many are unaware, uncertain, or unwilling to involve fathers in their children’s programs and services. In this session, we will share lessons learned from a series of research studies on father involvement in the lives of young children with and without disabilities. From our research findings, we will describe practices and strategies that professionals can implement to support and promote meaningful involvement of fathers in early childhood programs and services that occur at home or in early childhood centers.

Issues in Implementing Individualized Interventions for W14 Complex Challenging Behavior Room: Vinoy

Grand • Content Level: Advanced • Age Group: 3 to 5 Years Glen Dunlap • Janice Lee • Jaclyn Joseph

This workshop will address advanced issues in implementing individualized (tertiary) interventions for challenging behaviors of toddlers and preschoolers. The context will be the use of “Prevent-Teach-Reinforce for Young Children” (PTR-YC), but the content will be pertinent for any application of function-based, positive behavior support. Specific emphasis will be on: (1) collecting and using data for a functional behavioral assessment (FBA), (2) incorporating the FBA information to develop a behavior intervention plan, and (3) using valid and feasible data to monitor progress and make data-based decisions. Case studies will be shared and participants will be encouraged to raise issues for discussion.

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

21


THURSDAY AM ROYAL 1

ROYAL 2/3

MAJESTIC 1

APRIL 21 • 8:30 – 11:30 A.M.

MAJESTIC 2/3

PLAZA A/B

PLAZA C/D

VINOY GRAND

T1: Tier 2 Intervention

T2: Together Time

T3: Facilitating

T4: Embedding

T5: Supporting

T6: Rules, Puppets,

T7: Practice-

for Preschool and

for Toddlers

and Tools, Oh My

Based Coaching:

Change: Using

Culturally

Agency-Wide

Early Elementary

Motivational

Responsive

PBIS through the

Practical Strategies

Children with

Interviewing to

Practices in the

Early Childhood

for Application

Challenging

have Conversations

Pyramid Model

Pennsylvania

Behaviors: First

that Help

Positive Behavior Support (PAPBS)

Step Next

Network across Geographically Diverse Settings

E. Feil

T1

R. Lentini E. Appleton

A. Hunter K. Tenney-Blackwell N. Horen

C. L. Price E. Steed

J. Slater A. Newswanger J. Witmer G. Ostroff-Welsh M. von der Embse

T. Andrews

K. Artman Meeker A. Fettig

Tier 2 Intervention for Preschool and Early Elementary Children with Challenging Behaviors: First Step Next Room: Royal

Edward Feil

1 • Content Level: Intermediate • Age Group: 3 to 8 Years

The field of early intervention is predicated on the assumption that problems, such as academic failure and behavior problems, can be averted with early detection, prevention, and intervention. For a child who displays problem behaviors across settings, preventing more serious delinquency requires multiple components to address the different settings in which a child is developing antisocial pattern. With an intervention targeting these areas, the likelihood of positive effects across settings is higher (Powell, Fixsen, Dunlap, Smith, & Fox, 2007). First Step Next is a collaborative home and school intervention for preschool through second grade. The teacher, family member, and behavioral coach (for example, school counselor, early childhood educator, or behavioral specialist) teach the at-risk child skills that contribute to school success and the development of friendships. Session participants will be given an overview of First Steps and hands on training using videotaped vignettes. The workshop will teach participants how to recruit children and families, as well as implement classroom intervention and parent program components. Measures will be examined in relation to eligibility decisions and treatment planning. Handouts and training materials will be provided. The presentation will be targeted toward early interventionists who provide a variety of services for young children, including assessment, consultation, and program evaluation.

T2

Together Time for Toddlers

Room: Royal 2/3 • Content Level: Introductory • Age Group: 1 to 2 Years Rochelle Lentini • Elizabeth Appleton

When getting toddlers in a group together, promoting engagement is key. Presenters will share a variety of Pyramid Model practices, through videos, photographs, and handouts, to incorporate into toddler group time activities. Ideas will include creative story telling with props and cues, music, finger plays, movement, and more. Participants will receive materials that they can “take-and-make” for use in toddler classrooms to foster social-emotional development and active engagement.

T3

Facilitating Change: Using Motivational Interviewing to have Conversations that Help Room: Majestic

1 • Content Level: Intermediate • Age Group: Birth to 5 Years Amy Hunter • Kristen Tenney-Blackwell • Neal Horen

Changing behavior is hard work. Anyone who has made a New Year’s resolution knows this. The conversations we have with others make a big difference in whether or not we are able to make and/or sustain change. Early childhood staff have an opportunity to assist families make meaningful change in their lives. In this session you will learn tips about the kind of conversations that help to motivate individuals to implement and sustain change.

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


T4

Embedding Culturally Responsive Practices in the Pyramid Model

Room: Majestic

2/3 • Content Level: Introductory • Age Group: 3 to 5 Years Charis Lauren Price • Elizabeth A. Steed

This presentation will provide early childhood educators and practitioners with concrete strategies they may use to address challenging behavior within the Pyramid Model framework in culturally responsive ways. We will cover four specific strategies and how they may contribute to a culturally responsive, positive, and affirming classroom climate, including: (a) developing and teaching expectations, (b) teaching empathy, (c) taking perspectives, and (d) using circles to resolve conflict.

T5

Supporting Agency-Wide PBIS through the Early Childhood Pennsylvania Positive Behavior Support (PAPBS) Network across Geographically Diverse Settings

Room: Plaza A/B • Content Level: Advanced • Age Group: Birth to 5 Years Julia Slater • Aimee Newswanger • Judith Witmer • Gia Ostroff-Welsh • Meghan von der Embse

Implementing PBIS or program-wide implementation of the Pyramid Model can present unique challenges and opportunities when developing support with multiple locations or sites for organizations, agencies, or at a state level. During this session we will share strategies to support early childhood programs to implement PBIS with fidelity across organizational cultures. This session will focus on identifying targeted outcomes for fidelity implementation through the exploration of systems, data, and practices. We will investigate the critical elements of PBIS implementation using videos examples of agency or organization leaders. Participants will discuss, share and create action plans for next steps to successful PW-PBIS implementation throughout their organization or agency.

T6

Rules, Puppets, and Tools, Oh My Room: Plaza

Tim Andrews

C/D • Content Level: Introductory • Age Group: Birth to 5 Years

In this fun and engaging session designed for classroom teachers, assistants, and other program personnel who work in classrooms, participants will be oriented to a variety of tools and practices that support Pyramid Model Advertisement implementation in classroom settings, and programs as a whole. There will be multiple demonstrations of puppet use in the classroom. We will also examine engaging with families and consider ways that we may improve our practices to support family engagement in our programs.

Join the Florida APBS Network

T7

Practice-Based Coaching: Practical Strategies for Application Room: Vinoy

Grand Content Level: Introductory Age Group: Birth to 5 Years Kathleen Artman Meeker • Angel Fettig Coaching is one form of professional development that has been crucial to support teachers as they put the Pyramid Model into practice. This session will introduce a cyclical coaching model known as Practice-Based Coaching. The components of Practice-Based Coaching will be defined and discussed using experiences and video examples from the field. Opportunities for participant discussion and problem-solving will be provided.

Membership provides: • Access to diverse group of individuals researching, supporting, implementing, and utilizing PBS practices across Florida. • Real-time information about PBS policy, training opportunities, events, and web-based resources. • Opportunities to share your work, knowledge, and events associated with positive behavior support. • Connection to national and international organizations and activities. Family members, teachers, administrators, researchers, therapists, students, and other support and service providers are welcome.

WWW.FLAPBS.NET

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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THURSDAY PM ROYAL 1

ROYAL 2/3

MAJESTIC 1

APRIL 21 • 1:00 – 4:00 P.M.

MAJESTIC 2/3

PLAZA A/B

PLAZA C/D

VINOY GRAND

T8: Program

T9: Resilience-

T10: We’re All in

T11: “What’s Race

T12: Taking the

T13: Coaching

T14: Have Fun:

Considerations

Based Tips and

This Together:

Got to Do With It?”

Pyramid Home

Families to Support

Purposeful Routines

for Implementing

Tools to Support the

Developing

Using Culturally

their Children’s

for Large Group

Practice-Based

Pyramid Model

Habits of Mind to

Responsive

Social Emotional

Activities

Support Social

Practices to

Development:

and Emotional

Prevent Preschool

Universal and

Well-Being of Infants

Suspensions

Targeted Practices

Coaching

and Toddlers

K. Artman Meeker R. McLeod

T8

D. Alleyne

K. Tenney-Blackwell

R. Allen

L. Brault C. Zercher

E. Barton

R. Roybal K. Wilson

Program Considerations for Implementing Practice-Based Coaching Room: Royal

1 • Content Level: Intermediate • Age Group: Birth to 5 Years Kathleen Artman Meeker • Ragan McLeod

For coaching to be successful, all of a program’s systems must be operating well and in coordination with one another. This session will take a systems approach to preparing for Practice-Based Coaching. We will discuss ways to increase staff buy-in, how to choose and prepare personnel, make decisions about coaching formats, and identify available resources to support coaching.

T9

Resilience-Based Tips and Tools to Support the Pyramid Model

Room: Royal

2/3 • Content Level: Intermediate • Age Group: Birth to 5 Years Deborah Alleyne

Learn about resilience-building tips and hands-on assessment tools and checklists that can enhance use of the Pyramid Model in programs serving infants, toddlers, and preschool-aged children. We will begin at the base of the Pyramid with how to support resilient adults in an effective workforce. Participants will then travel up the Pyramid with a focus on resilience. At the Universal Level, assessment, promotion strategies, and practices will be offered to enhance the social and emotional development of ALL children. At the Secondary Level, targeted strategies and supports are offered. Finally, at the Tertiary Level, strength-based clinical assessment will be introduced. Participants will have the opportunity to interact hands-on with the materials and resources. Every participant will leave with a heightened awareness of why resiliencebased practices are vital to children’s, families’, and staff’s success and well-being.

T10

We’re All in This Together: Developing Habits of Mind to Support Social and Emotional Well-Being of Infants and Toddlers Room: Majestic

1 • Content Level: Introductory • Age Group: Birth to 3 Years Kristin Tenney-Blackwell

The way we respond to young children’s distress impacts their mental model of relationships and self-regulation skills. This interactive session will provide an overview of the Pyramid Model and emphasize the importance of a core set of adult caregiver skills to help support an effective workforce and create healthy environments for infants and toddlers. Participants will consider the importance of relationships and emotional connections as fundamental to their work with infants, toddlers, and families.

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


T11

“What’s Race Got to Do With It?” Using Culturally Responsive Practices to Prevent Preschool Suspensions Room: Majestic

Rosemarie Allen

2/3 • Content Level: Introductory • Age Group: Birth to 5 Years

A child’s race and gender increases the likelihood that they will be suspended from preschool. The Department of Education found that children of color are suspended and expelled from early childhood programs at alarming rates. Culturally responsive practices show the most promise for reducing these disparities. This workshop will explore and examine the adult decision-making process using a racial equity lens. Activities will be provided that will engage participants in (a) identifying and acknowledging personal biases, (b) de-biasing exercises, (c) critical self-reflection, and (d) creating a culturally responsive environment.

T12

Taking the Pyramid Home

Room: Plaza A/B • Content Level: Intermediate • Age Group: Birth to 8 Years Linda Brault • Craig Zercher

Families are critical partners as we implement the Pyramid Model. How we share information with family members can make all the difference. This session will highlight some proven ideas and provide materials to use in orientation sessions along with other ways that will help get families excited about the Pyramid Model!

T13

Coaching Families to Support their Children’s Social Emotional Development: Universal and Targeted Practices

Room: Plaza

C/D • Content Level: Intermediate • Age Group: Birth to 3 Years Erin E. Barton

The Technical Assistance Center on Social Emotional Intervention (TACSEI) developed a family coaching approach to implementing the Pyramid Model with infants and toddlers in natural settings. The purpose of this presentation is to describe the family coaching approach and outline the implementation process. The approach focuses on Advertisement supporting home visitors in the use of evidence-based family coaching strategies to enhance caregivers’ capacity to promote their infant or toddlers’ social emotional competence. The presenter will describe the application of universal and targeted components of the Pyramid Model including: building relationships, high quality environments, universal screening, social emotional assessment, targeted social emotional teaching strategies, and preventing challenging behaviors through positive parenting practices.

T14

Have Fun: Purposeful Routines for Large Group Activities Room: Vinoy

Grand

Content Level: Intermediate

Age Group: 3 to 5 Years Ronald Roybal • Kelly Wilson

In this session, presenters will demonstrate purposeful and effective strategies to reducing challenging behaviors in large group routines through the use of videos, photos and interactive participation. The presenters will illustrate effective routines within routines and essential elements necessary to promote all children’s engagement and independence within daily large group activities. Circle and story times will be used to highlight routines and incorporate visual systems.

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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FRIDAY TOOLKIT 1 ROYAL 1

ROYAL 2/3

MAJESTIC 1

MAJESTIC 2/3

APRIL 22 • 8:30 – 9:30 A.M.

PLAZA A/B

PLAZA C/D

VINOY GRAND

F1: Words are

F2: Integrating the

F3: From Information

F4: Little Kids,

F5: Supporting

F6: Help and Hope:

F7: Using Visual

Powerful: How

Pyramid Model

to Insight: Using

Big Feelings

Infant/Early

Combining PBS

Schedules to

Our Words about

Practices into a

Data to Foster

Childhood

and Optimism

Facilitate Transitions

Children Guide

Comprehensive

Self-Reflection

Mental Health

Training for Parents

and Promote

Intervention

Early Childhood

Consultation

of Young Children

Engagement

with Challenging

Curriculum

Behavior

A. Rausch G. Hallett

F1

M.L. Hemmeter

C. Shimmin M. Garner K. Puetz

E. Appleton R. Lentini

A. Hunter N. Horen

S. Clarke

T. Bovey

Words are Powerful: How Our Words about Children Guide Intervention Room: Royal

1 • Content Level: Introductory • Age Group: 3 to 5 Years Alissa Rausch • Geneva Hallett

This session will demonstrate how the language that educators use to talk about challenging behavior effects how they build nurturing relationships with young children with challenging behavior and their families (Heineke, 2013). Participants will examine personal values that drive their professional decision-making and learn to manage teacher “hot buttons” often associated with challenging behavior through positive discourse and language (Fisher, 2007). Exercises throughout the session will support participants in building the processes necessary to engage in discourse that leads to effective and evidence-based interventions (Artiles, 2003).

F2

Integrating the Pyramid Model Practices into a Comprehensive Early Childhood Curriculum Room: Royal 2/3 • Content Level: Intermediate • Age Group: 3 to 5 Years Mary Louise Hemmeter

This session will provide an overview of how the Pyramid Model practices have been integrated in a comprehensive curriculum that includes math, science, and literacy. A description of the social emotional objectives and examples of lessons, activities, and materials will be presented.

F3

From Information to Insight: Using Data to Foster Self-Reflection

Room: Majestic

1 • Content Level: Intermediate • Age Group: Birth to 5 Years Candice Shimmin • Monica Garner • Kimberly Puetz

This session will explore navigating meaningful conversations that coaches have with teachers about classroom practices. The presenters will examine ways to interpret and use data (e.g., TPOT, BIR) to encourage teacher reflection and facilitate classroom level changes. This session will include hands-on practice of strategies presented. The intended audience is coaches and administrators who have experience collecting and using data to inform professional development and coaching support.

F4

Little Kids, Big Feelings

Room: Majestic 2/3 • Content Level: Introductory • Age Group: Birth to 3 Years Elizabeth Appleton • Rochelle Lentini

This toolkit is full of ideas and strategies to promote teaching toddlers feeling vocabulary and fostering emotional wellbeing with our babies. Presenters will share videos, photograph examples, and demonstrate Pyramid Model practices that will get participants excited about teaching feelings to our youngest of children.

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


F5

Supporting Infant/Early Childhood Mental Health Consultation

Room: Plaza

A/B • Content Level: Intermediate • Age Group: Birth to 5 Years Amy Hunter • Neal Horen

The field of infant/early childhood mental health consultation (I/ECMHC) has grown tremendously over the last 15 years. Research has highlighted many benefits of implementing I/ECMHC in early childhood settings, yet, there are very few training programs for I/ECMH consultants. This session will orient participants to I/ECMHC and showcase a newly developed free on-line professional development learning module for I/ECMH consultants. The online module includes interactive lessons focused on reflective supervision; child/family consultation; program consultation; systems building; the role of the consultant; and competencies.

F6

Help and Hope: Combining PBS and Optimism Training for Parents of Young Children with Challenging Behavior Room: Plaza

Shelley Clarke

C/D • Content Level: Intermediate • Age Group: 3 to 6 Years

Have you encountered families who feel that there is no hope to change their child’s behavior? The reduction in negative thinking and interpretation of events by parents has been documented as influencing parent behavior change including improving implementation of PBS strategies, resulting in improved child and family outcomes. Learn about the Positive Family Intervention research project and the behavioral skill training procedures utilized to teach parents how to identify situations prompting negative self-talk, specific beliefs that create barriers to intervention, the consequences of these beliefs, and the practice of using disputation and substitution. An application of optimism training will be shared that demonstrates how the reduction of parent pessimism helps to promote parent confidence and enhance the successful delivery of PBS interventions for their child.

F7

Using Visual Schedules to Facilitate Transitions and Promote Engagement Room: Vinoy

Ted Bovey

Grand • Content Level: Intermediate • Age Group: 3 to 5 Years

This tool kit session will provide participants concrete examples of a variety of different types of visual schedules adults can use to promote child engagement and support independent transitions in classroom settings. Advertisement

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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FRIDAY TOOLKIT 2 ROYAL 1

ROYAL 2/3

MAJESTIC 1

APRIL 22 • 9:50 – 10:50 A.M.

MAJESTIC 2/3

PLAZA A/B

F8: Hierarchy of

F9: Moving from Me

F10: Efficient and

F11: Early Educators

F12: Resources at

F13: Applying

F14: Socially Strong,

Prompting: To

to We: Fostering

Effective: Tools to

as Advocates for

Your Fingertips:

the Pyramid

Emotionally Secure:

Prompt or Not to

Empathy in Young

Use in Developing

Young Children

Professional

Model Strategies

50 Activities to

Prompt? Knowing

Children

a Behavior Plan

with Challenging

Development

to Address

Promote Resilience

Behavior

Tools to Improve

Challenging

in Young Children

Teaching and

Behaviors at Home

the Answer to the Question

PLAZA C/D

VINOY GRAND

Learning

B. Riepe J. Berry Wasser

F8

K. Van Hooser-Perin C. Shimmin

J. Ferro B. Wood

A. Rausch J. Wright

S. Sandall

A. Fettig A. T. Urbano

D. Alleyne

Hierarchy of Prompting: To Prompt or Not to Prompt? Knowing the Answer to the Question Room: Royal

1 • Content Level: Intermediate • Age Group: 3 to 5 Years Benjamin Riepe • Johanna Berry Wasser

The purpose of this session is to promote the hierarchy of prompting. Prompting procedures are an evidence-based practice which assists children in learning new skills. This session will allow participants to observe prompting techniques, practice prompting strategies, and learn how to use data to determine level of prompts.

F9

Moving from Me to We: Fostering Empathy in Young Children Room: Royal

2/3 • Content Level: Introductory • Age Group: Birth to 8 Years Krista Van Hooser-Perin • Candice Shimmin

EMPATHY – it is a foundational skill essential to personal, academic, and life success. But when and how do we help children develop empathy? This multi-media presentation includes exciting, research-based strategies and video examples from real-world classrooms. Come ready to be actively engaged in learning some dynamic techniques for fostering empathy in all children, from infancy to school age!

F10

Efficient and Effective: Tools to Use in Developing a Behavior Plan

Room: Majestic 1 • Content Level: Intermediate • Age Group: 3 to 5 Years Jolenea Ferro • Brenna Wood

In this session we will share a number of easy to use tools that will enhance the efficiency and effectiveness of the assessment and development of a function-based intervention for young children. We will provide a step-by-step description for the assessment and teach participants how and when tools are most effectively used.

F11

Early Educators as Advocates for Young Children with Challenging Behavior

Room: Majestic

2/3 • Content Level: Introductory • Age Group: 3 to 8 Years Alissa Rausch • Jermall Wright

This session identifies the critical components of a teacher preparation course on advocacy for inclusion of young children with special needs, including challenging behavior. Major concepts addressed in this course include: 1) understanding systemic and legislative leverage points as an educator (Smith, 2000; Smith & Rous, 2008); 2) understanding IDEA as it relates to inclusion for young children with challenging behavior (Hebbeler, Spiker & Kahn 2012; IDEA, 2004); 3) communicating with local leaders (CEC Grassroots Advocacy Toolkit, 1999; Smith, 2000); and 4) advocacy efforts such as writing letters, op-ed, issue policy briefs, and sharing current research, etc. (Castle & Ethridge, 2009; Smith, 2000), as well as partnering with families and both public and private agencies to change processes and systems to support young children with challenging behavior (LaRocco & Bruns, 2005). Data from the course as well as ideas to support the action of early educators as advocates for young children with challenging behavior will be shared. This session will feature an advocacy leadership project in Denver Public Schools where specific guidelines were developed to positively support young children with challenging behavior. Jermall Wright, Lead Instructional Superintendent, in Denver Public Schools will explain the process associated with the development of suspension and expulsion guidelines and expected implementation and results from the project.

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


F12

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

Room: Plaza

Susan Sandall

A/B • Content Level: Introductory • Age Group: 3 to 5 Years

Looking for free, accessible, and evidence-based resources to support preschool teachers’ use of effective practices for all children? This session provides the opportunity to learn about web-based professional development resources you can use and adapt for short presentations and longer workshops.

F13

Applying the Pyramid Model Strategies to Address Challenging Behaviors at Home

Room: Plaza

C/D • Content Level: Intermediate • Age Group: 2 to 5 Years Angel Fettig • Andrea T. Urbano

This session focuses on sharing effective strategies and tools to support parents and caregivers in using Pyramid Model strategies to address their young children’s challenging behaviors at home. We will use home routines (e.g. getting ready, meal time, bedtime, playtime) to illustrate how strategies can be implemented to prevent and address challenging behaviors. Materials will be shared and strategies will be demonstrated.

F14

Socially Strong, Emotionally Secure: 50 Activities to Promote Resilience in Young Children

Room: Vinoy

Grand • Content Level: Introductory • Age Group: 3 to 5 Years Deborah Alleyne

Resilience-building opportunities present themselves all throughout the day. This session will highlight several activities that promote initiative, self-regulation, and attachment/relationships through fun, hands-on learning experiences— bringing awareness of resilience-building to the forefront. Participants will engage in several activities, and also receive access to 50 free activity handouts to share with families! Advertisement

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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FRIDAY TOOLKIT 3 ROYAL 1

ROYAL 2/3

MAJESTIC 1

MAJESTIC 2/3

APRIL 22 • 11:10 A.M. – 12:10 P.M.

PLAZA A/B

PLAZA C/D

VINOY GRAND

F15: Embedded

F16: Blended PBIS in

F17: Data-Based

F18: Family-

F19: Tips and

F20: Increasing

F21: Core Prevention

Learning

Action! Preschool

Practitioners: How

Centered Behavior

Tools for Sharing

Staff Resiliency

Practices in Early

Opportunities for

and Kindergarten

to Use Data for

Support: An

the Pyramid

and Self-Efficacy

Childhood

Infant/Toddler

Classrooms

Decision-Making

Introduction to

with Substitutes,

by Strengthening

Prevent, Teach,

New Staff, and

our School Family

and Reinforce

Volunteers

Classrooms

for Families

R. Levy

F15

M. Reese C. Fellinger J. Jaeger

M. Vinh A. Winer

C. Vatland J. Joseph

L. Brault C. Zercher

M. Rivera N. Tafoya

T. Andrews

Embedded Learning Opportunities for Infant/Toddler Classrooms

Room: Royal

Robin Levy

1 • Content Level: Introductory • Age Group: Birth to 3 Years

What do Pyramid Model practices actually look like in infant and young toddler classrooms? How can caregivers be responsive to needs and support the development of our youngest children? This toolkit session shows you how to embed learning opportunities into schedules and routines in infant and young toddler classrooms.

F16

Blended PBIS in Action! Preschool and Kindergarten Classrooms

Room: Royal 2/3 • Content Level: Intermediate • Age Group: 3 to 5 Years Melanie Reese • Carrie Fellinger • Jacqueline Jaeger

This session will share with participants a blended approach to PBIS implementation in a preschool – fourth grade building. Preschool and Kindergarten teachers will share what early childhood strategies and school wide strategies are most effective in each of their classrooms. This session will help participants understand how both systems of PBIS have worked in this school building. Teachers will also share their knowledge of effective implementation of PBIS.

F17

Data-Based Practitioners: How to Use Data for Decision-Making

Room: Majestic

1 • Content Level: Introductory • Age Group: Birth to 5 Years Megan Vinh • Abby Winer

This interactive session will engage participants in addressing the challenges of being data-based decision makers with limited time and resources. The focus will be on using data to make program and child level decisions. Specifically, the toolkit will discuss: (1) how to be a data-based decision maker, including how to efficiently and intentionally use data for both program improvement and child level decisions; (2) the context nationally that requires the use of data to improve outcomes for young children (e.g., Results Driven Accountability); and (3) how to create a culture of decision making, including the questions practitioners might need to ask and the data needed to answer those questions.

F18

Family-Centered Behavior Support: An Introduction to Prevent, Teach, and Reinforce for Families

Room: Majestic 2/3 • Content Level: Introductory • Age Group: 2 to 8 Years Christopher Vatland • Jaclyn D. Joseph

Prevent-Teach-Reinforce for Families (PTR-F) was developed to address a critical need for an effective and practical approach that can be used to help families develop, implement, and maintain feasible and effective strategies to improve the behavior of young children in the home and community, as well as improve the functioning and wellbeing of the entire family system. The PTR-F process consists of teaming, family-centered planning and goal setting, practical data collection, functional behavioral assessment, intervention planning, and support and coaching during implementation. All steps are designed for use by typical early childhood providers. The presenters will provide participants with an overview of the key components of this model and examples of its implementation in home and community settings.

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


F19

Tips and Tools for Sharing the Pyramid with Substitutes, New Staff, and Volunteers Room: Plaza

A/B • Content Level: Intermediate • Age Group: Birth to 8 Years L. Brault • Craig Zercher

Once you are implementing the Pyramid Model in your program or classroom, it is important to include other important adults in the concepts. In this session we will be sharing some simple, pyramid inspired ideas for helping substitutes, new staff, and volunteers learn and try Pyramid Model strategies in your classrooms.

Increasing Staff Resiliency and Self-Efficacy by Strengthening our School F20 Family Room: Plaza

C/D • Content Level: Intermediate • Age Group: Birth to 5 Years Marcel Rivera • Nicolette Tafoya

This workshop will review school wide structures, such as building a school family, that support the base tier of the Pyramid Model for having an effective workforce. We will discuss the parallel process and share strategies used with all staff in order to promote nurturing relationships with our students and families. We will review the team building efforts we have implemented in order to develop staff buy-in of the Pyramid Model at our center.

F21

Core Prevention Practices in Early Childhood Room: Vinoy

Tim Andrews

Grand • Content Level: Introductory • Age Group: 3 to 5 Years

This engaging session will examine the five core prevention practices as spelled out in the book Prevent, Teach, Reinforce for Young Children by Dunlap, et al. When implemented, these practices will serve to prevent challenging behavior in many young children and may eliminate the need for more intensive behavioral interventions. The session will include an engaging discussion of practices and considerations on how to begin to implement them. Advertisement

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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FEDERAL LEADERSHIP IN ACTION! The U.S. Department of Education and the U.S. Department of Health and Human Services have collaborated on the development of several policy statements that are of interest to professionals in early education. We strongly encourage you to learn more about these key initiatives:

Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings http://www2.ed.gov/policy/gen/guid/school-discipline/policy-statement-eceexpulsions-suspensions.pdf http://www.acf.hhs.gov/programs/ecd/child-health-development/reducingsuspension-and-expulsion-practices

Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf http://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.html

Draft Policy Statement on Family Engagement from the Early Years to the Early Grades http://www2.ed.gov/about/inits/ed/earlylearning/families.html

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


PRESENTER DIRECTORY Rosemarie Allen

Deborah Alleyne

Metro State University of Denver allenrosemarie@gmail.com

Devereux Center for Resilient Children dalleyne@devereux.org

Session(s): W4, T11

Session(s): T9, F14

Rosemarie Allen has served as a leader in early childhood education for over 30 years. Her life’s work is centered on ensuring children have access to high quality early childhood programs that are developmentally and culturally appropriate. She has served in directorship roles with the Colorado Department of Human Services, most recently in the Division of Youth Corrections and from 2007–2012 as the Director of the Division of Child Care. In that role, she oversaw the State’s child care licensing program, the federal child care assistance program, the redesign of the State’s quality rating and improvement system, the implementation of the State’s professional development plan, and assisted in the creation of Colorado’s early learning guidelines. Prior to her role with the State, Rosemarie served for 10 years as the Director of Children’s Programs for Front Range Community College. Rosemarie is currently a faculty member in the School of Education at Metro State University of Denver and is a respected keynote speaker, presenting on Culturally Responsive Practices, Cultural Competence, Micro-Aggressions, Racial Disproportionality, etc. She also has the distinct honor of serving as a “Global Leader” representing the United States at World Conferences. Rosemarie earned her BA from California State University, MEd from Lesley University, and is completing doctoral coursework in Equity in Education at the University of Colorado, Denver.

Deborah Alleyne is an Early Childhood/Child Welfare Specialist and Certified Trainer for the Devereux Center for Resilient Children. Deborah has worked in the field of Early Childhood, Special Education, and Mental Health for over 30 years. Prior to joining the Devereux Center for Resilient Children, she worked as an Early Childhood Mental Health Consultant for a CCR&R, and as the Disabilities and Mental Health Services Manager for Early Head Start and Head Start in New York State. For a number of years, Deborah was a Preschool Special Education Teacher and Program Administrator in New York State. She currently resides in Tampa, Florida, where in collaboration with Heartland for Children, she has developed and is implementing a resiliencebuilding and social emotional wellness program for foster parents in Polk, Highlands and Hardee Counties. In partnership with Heartland for Children, Deborah provides community training that focuses on resilience and the social emotional wellness of all young children including those who have experienced trauma.​ Deb is the author of Your Journey Together: A Curriculum to Build the Resilience of Children and Families published in 2015 by the Devereux Center for Resilience Children.

Darcy Allen-Young Early Childhood Consultant darcyay@gmail.com Session(s): W8 Darcy Allen-Young, a long time member of the early childhood field, is currently working as an independent consultant. As the Colorado Head Start Collaboration Director, she served as a member of the CSEFEL Pyramid Leadership Team and co-leader of the SpecialQuest Birth to Five State Team from 2007–2010. In these roles she was involved with the development and deployment of the Pyramid Plus Center for Social Emotional and Inclusive Practices. She has various leadership experiences working with state and local teams including early childhood special educators, Head Start and professional development specialists. She received her Master’s degree in Early Childhood Special Education from the University of Colorado, Denver and a license in Educational Leadership and Policy Studies from the University of Northern Colorado.

Sandra Ampudia University of Miami sampudiaor@aol.com Session(s): W6 Sandra Ampudia, BA, with more than 20 years of experience in working with children and families, has dedicated her work to the early intervention field as a speech pathologist and early childhood educator. She has worked with a variety of community partners including offering training courses and workshops at the state and national level. She was a mental health consultant/coach in the LOOK project.

Tim Andrews Multnomah Early Childhood Program hello@teachertimandrews.com Session(s): T6, F21 Tim received an MS in Early Childhood Special Education in 2000. He spent seven years teaching the therapeutic, or ‘behavior’ classroom for children eligible for early childhood special education with behavioral challenges in Portland, Oregon. Since 2007, he has been one of the Early Childhood Positive Behavior Intervention and Support Specialists for the Multnomah Early Childhood Program where he provides training, coaching, and consultation to programs, families, and staff. He’s worked with

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various Head Start programs and community agencies as they implement the Pyramid Model. Tim is also adjunct faculty at Portland State University in Portland, Oregon.

Elizabeth Appleton University of South Florida elizabethapp@usf.edu Session(s): T2, F4 Elizabeth M. Appleton works at the University of South Florida in the Department of Child and Family Studies. She holds a bachelor’s degree in elementary education with a specialization in early childhood and a master’s degree in early childhood curriculum and instruction from University of South Florida (USF). Elizabeth is currently working as a trainer/coach for Quality Counts for Kids’ (QCFK) Program-Wide Positive Behavior Support (PW-PBS) project. Elizabeth’s focus is on nurturing the social-emotional development of young children through on-site coaching to both practitioners and PW-PBS leadership teams on the implementation and sustainability of the Pyramid Model. Additionally, Elizabeth provides community training and national conference presentations on the evidencebased practices of the Pyramid Model. In her free time, Elizabeth enjoys biking and kayaking with her family as well as supporting families and children in the foster care system.

Kathleen Artman Meeker University of Washington kameeker@uw.edu Session(s): T7, T8 Kathleen Artman Meeker is an Assistant Professor at the University of Washington where she specializes in Early Childhood Special Education. She uses on-site and distance coaching to support teachers and programs around the Pyramid Model.

Erin E. Barton Vanderbilt University erin.e.barton@vanderbilt.edu Session(s): T13 Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education at Vanderbilt University. She teaches courses in Early Childhood Special Education on evidencebased assessment and intervention practices for young children with disabilities and their families and single case research design. She is a Board Certified Behavior Analyst and has worked with children and families in homes, schools, and clinics. She directs research projects related to evidence–based practices for young children and professional development systems.

Lynn Barts University of Illinois lbarts@illinoiseitraining.org Session(s): W11 Lynn has worked in the infant-toddler field for over 23 years and has a bachelor’s degree in Child Development and Family

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Relations and a master’s degree in Counseling. Lynn has worked within Early Intervention, Child Care Resource & Referral, Local School Districts Parents as Teachers Program Coordinator, Early Head Start Consultant, and as adjunct faculty within several higher education institutions. Lynn currently is a consultant with the Early Intervention Training Program at the University of Illinois – Urbana/Champaign and a Social Emotional Consultant within one of the local early intervention offices. Lynn also is a trainer within the ExceleRate Illinois Quality Ratings & Improvement System on a variety of topics related to early childhood.

Denise Binder University of South Florida dbinder@usf.edu Session(s): W3 Denise Perez Binder, MA, of the Florida Center for Inclusive Communities at the University of South Florida provides training, technical assistance, and coaching to teachers and programs on the implementation of the Pyramid Model and provides supports to school districts and schools in their implementation of school-wide Positive Behavior Support. She is a training and technical assistance specialist with the National Early Childhood Technical Assistance Center (ECTAcenter. org). She has expertise in program-wide implementation of the Pyramid Model, coaching, and is a trainer for the Teaching Pyramid Observation Tool (TPOT™).

Ted Bovey University of Colorado Denver ted.bovey@ucdenver.edu Session(s): W2, F7 Ted Bovey, MA, has been working with young children with autism and other developmental disabilities and their families for over 15 years in both inclusive early childhood classrooms and in the home setting. Ted has extensive experience training preschool teams working with children with autism as well as parents of young children with disabilities in identifying functional objectives, using naturalistic teaching strategies, and promoting language and social skills in young children.

Linda Brault WestEd and California Collaborative on the Social Emotional Foundations for Early Learning lbrault@wested.org Session(s): T12, F19 Linda Brault directs several statewide training projects in collaboration with the Child Development Division of the California Department of Education. Linda is the Lead on the CA CSEFEL Teaching Pyramid Project. Linda has also been an instructor in Child Development at several community colleges. Prior to directing projects, Linda was an early childhood special education teacher for more than 18 years. Linda is active in many professional organizations. Linda is passionate about inclusion of children with special needs into child care settings,

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in part because she is the parent of children with special needs. Linda has published articles and books on challenging behavior, best practices, inclusion, transition, and parenting experiences.

Jason Downer

Rebecca Bulotsky Shearer

Session(s): W6, W10

University of Miami rshearer@miami.edu Session(s): W6, W10 Rebecca Bulotsky Shearer, PhD, is an Associate Professor of Psychology in the Child Division at the University of Miami. She is a child clinical, community, and school psychologist and her research interests include the development of classroombased assessment and interventions to support the early socialemotional competence and learning of preschool children living in urban poverty. Rebecca is interested in the dynamic associations between social-emotional adjustment and academic achievement; and in identifying malleable skills within the child, and protective influences within preschool classrooms (e.g., teacher-child relationships, peer interactions, classroom quality) and within the home context (e.g., family involvement) that influence these associations, preschool through 3rd grade.

Shelley Clarke University of South Florida mmc@usf.edu Session(s): F6 Shelley Clarke, MA, BCBA, is an Associate in Research and a Faculty member at the University of South Florida. Ms. Clarke is currently providing consultation, coaching, and technical assistance in school and home environments using the PTR model for addressing child challenging behavior. Ms. Clarke is also involved in research activities within The Positive Family Intervention Project, developing and piloting direct observation measures to document parent responses to child behavior. Ms. Clarke has over twenty publications and presented in a variety of venues on topics related to positive behavior support, challenging behavior, and intervention trend analyses published within peer-reviewed journals.

Rob Corso Vanderbilt University robert.m.corso@vanderbilt.edu Session(s): W8 Rob Corso is currently a Research Associate at Vanderbilt University and the Executive Director of the Pyramid Model Consortium. Previously, he served on the Leadership Team for the National Center on Quality Teaching and Learning (NCQTL) and was the Project Coordinator for the Center on the Social and Emotional Foundations for Early Learning (CSEFEL).

University of Virginia jd2fe@eservices.virginia.edu Jason Downer, PhD, is a licensed clinical psychologist, associate professor, and Director of the Center for Advanced Study of Teaching and Learning at the University of Virginia. His research focuses on the identification and understanding of classroom contributors to young children’s early achievement and social competence during the pre-k to 5th grade period. Furthermore, he is engaged in translating research-to-practice through development and evaluation of classroom-focused interventions with a particular eye toward understanding implementation issues.

Glen Dunlap University of Nevada, Reno glendunlap@sbcglobal.net Session(s): W14 Glen Dunlap, PhD, is on the faculty of the University of Nevada, Reno where he works on a research project evaluating the model, Prevent-Teach-Reinforce for Young Children. He has done this kind of work for many years.

Paddy Favazza University of Massachusetts Boston patricia.favazza@umb.edu Session(s): W9 Paddy Favazza is a Senior Research Fellow at the Center for Social Development and Education at the University of Massachusetts. Her research interests include: curriculum development and interventions that support positive attitudes toward children with disabilities and differences, social, and motor development. She serves as a reviewer for Young Exceptional Children, Journal of Early Intervention, and Adapted Physical Activity Quarterly.

Edward Feil Oregon Research Institute edf@ori.org Session(s): W10, T1 Ed Feil, PhD, is a school psychologist and researcher from Oregon Research Institute. Ed is a co-developer of the Early Screening Project (ESP) and First Step Next intervention. He has received research grants from the national Head Start Research Program, the Department of Education and National Institutes of Health. He has provided training and consultation to educational staff nationwide on early screening and intervention, was invited to present to the Round Table on Head Start Research and Mental Health. As part of Ed’s professional development, he has been a substitute teacher and paraprofessional aide in child and adolescent day treatment centers, a foster care and family counselor at a teen runaway center, and proudly, a bookmobile driver where he first learned

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to appreciate children’s books and an interest in the field of early childhood. Additionally, Ed currently serves on the Board of Directors of Head Start of Lane County in Springfield Oregon.

Brandy V. Fox

Carrie Fellinger

Session(s): W5

Anamosa School District cfellinger@anamosa.k12.ia.us Session(s): F16 Carrie Fellinger is a 4-year-old preschool teacher in the Anamosa Community School District. Carrie has taught in the early childhood area for 17 years. She has her degrees from Mount Mercy University and The University of Northern Iowa. She holds the following degrees: Early Childhood, Reading, Language Arts, Early Childhood Special Education, and Elementary Education. She has served on the School-Wide PBIS and the Program-Wide Early Childhood PBIS teams in Anamosa, helping the school to bridge the two together. She has helped train the teachers within the building and implement PBIS within all areas of the school. She has helped present information to parents about PBIS and is promoting the crossover of PBIS in the home.

Jolenea Ferro University of South Florida jbferro@usf.edu Session(s): F10 Jolenea Ferro is an Associate Professor in the Department of Child and Family Studies and the Training Director for the Florida Center for Inclusive Communities at the University of South Florida. She has a PhD in special education from the University of Florida and is a Board Certified Behavior Analyst – Doctoral. Her research and practice are focused on developing interventions and supports for learners with severe behavior problems and applications of both targeted and individualized behavioral support for young children. She has trained and coached early childhood professionals in community settings, Head Start, and school-based programs. In addition, she guides and coaches preservice teachers in the implementation of evidence-based practices and individualized interventions. She currently works with Head Start programs in Florida developing, refining, and integrating systems of support for young children.

Angel Fettig University of Massachusetts Boston angel.fettig@umb.edu Session(s): T7, F13 Angel Fettig, PhD, is an assistant professor at the University of Massachusetts Boston. She has extensive training and research experience in collaborating with parents, teachers, and early intervention providers in using the Pyramid Model to support young children’s social emotional development and reducing challenging behaviors. Her research interests focus specifically on effective support strategies to increase the implementation of the evidence-based strategies. She has conducted several research studies on using the Pyramid Model to support parents and teachers in addressing challenging behavior.

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Pennsylvania Project LAUNCH Partnership brafox@berksiu.org Brandy Fox is a Licensed Clinical Social Worker currently serving as the Young Child Wellness Expert for PA Project LAUNCH (Linking Actions for Unmet Children’s Health), a 5 year SAMHSA grant, and will be leading the PA Project LAUNCH Partnership initiative. She is coordinating this prevention and promotion grant which focuses the systems that serve young children, from conception to age 8 and their families, with the expectation of state partnerships and increased capacity within systems to provide evidence based services around the strategies of screening/assessment, healthbehavioral health integration, early childhood mental health consultation, home visitation, and family strengthening. She received her Master of Social Work degree from Temple University (2005) and has earned Pennsylvania State University’s Autism Certificate (2009) as well as Chatham University’s Infant Mental Health Certificate (2012). Brandy also serves as the Vice President of the Pennsylvania Association for Infant Mental Health (PA-AIMH), and is a member of the following statewide committees: PA Strengthening Families State Leadership Team and the PA Positive Behavior Support Network- Early Childhood Subcommittee.

Lise Fox University of South Florida lisefox@usf.edu Session(s): W3 Lise Fox is a professor in the Department of Child and Family Studies in the College of Behavioral and Community Sciences at the University of South Florida in Tampa, Florida. Lise was the Principal Investigator for Department of Education (OSEP) funded Technical Assistance Center on Social Emotional Intervention for Young Children and is the Co-Director and Principal Investigator of the Florida Center for Inclusive Communities (a University Center for Excellence in Developmental Disabilities). She is also an investigator with an IES funded research project examining program-wide implementation of the Pyramid Model within community early care and education programs and a faculty member with the ECTA Center. Her research is focused on in practical approaches to addressing issues surrounding the inclusion of young children with problem behavior in community settings, program-wide implementation of the Pyramid Model, individualized positive behavior support, and family support.

Monica Garner Drake University Head Start monica.garner@drake.edu Session(s): F3 Monica Garner began with the Pyramid Model as a teacher and Director with Clarke Community Preschool and The Village Early Childhood Center in 2007. During her tenure, Monica

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


became both the trainer and coach to ensure Pyramid Model implementation with fidelity throughout the center. Monica is currently an Early Childhood Program Coordinator for Drake University Head Start where she began as a coach and trainer. Today, she oversees coaches and assists in planning and facilitating agency-wide professional development as the agency Pyramid Model Trainer. Monica also coordinates the Early Head Start Child Care Partnership grant and teaches Child Development Associates degree classes for partnership teachers.

Geneva Hallett University of Colorado Denver, Pyramid Plus Center geneva.hallett@ucdenver.edu Session(s): F1 Geneva Hallett, is the Director and Principal Investigator of The Pyramid Plus Center: the Colorado Center for Social Emotional Competence and Inclusion. She is a co-facilitator of the Colorado State Policy Team for the Pyramid Model and Inclusion Practices. Geneva has over thirty years’ experience in early childhood education. She has taught in and directed early childhood programs, taught early childhood courses at the university level, as well as trained and coached early childhood professionals. Geneva was among the first educators to be trained in the Pyramid Model in 2003. She has studied several times in Reggio Emilio, Italy and was a participant in the first advanced study tour of Reggio. Before joining the Pyramid Plus Center in 2011, Geneva was the Vice President of Qualistar Ratings where she oversaw all aspects of the statewide rating in Colorado. As Vice President of Quality Improvement at Qualistar Early Learning she created the Getting Ready for Ratings binder and created and delivered the ‘train the trainer’ trainings specific to the Qualistar Rating. She is an invited contributor to the newly released, The Preschool Inclusion Toolkit: How to Build and Lead a HighQuality Program (Paul H. Brookes Publishing, 2015). Geneva has given presentations on early childhood education topics at the local, national, and international level.

Loretta Hayslip University of Illinois hayslip2@illinois.edu Session(s): W7 Loretta is currently a doctoral student at the University of Illinois. Her research interests, specific to Early Childhood Special Education, include the impact of social development on learning outcomes, and the impact of teacher interaction on social development.

Mary Louise Hemmeter

instruction, social emotional development and challenging behavior, and coaching teachers. She has been a PI or Co-PI on numerous projects funded by the US Departments of Education and Health and Human Services. Through her work on the National Center on the Social Emotional Foundations for Early Learning and IES funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and an effective model for coaching teachers to implement effective practices. She is currently the PI on an IES funded development project around program wide supports for implementing the Pyramid Model and a Co-PI on an IES efficacy study examining approaches to supporting teachers to implement embedded instruction practices. She was co-editor of the Journal of Early Intervention and President of the Council for Exceptional Children’s Division for Early Childhood. She received the Mary McEvoy Service to the Field Award.

Neal Horen Georgetown University, National Center on Early Childhood Health and Wellness – Head Start horenn@georgetown.edu Session(s): T3, F5 Neal Horen, PhD, is a clinical psychologist who has focused on early childhood mental health for the last twenty years. He is Director of the Early Childhood Division and Co-director of Training and Technical Assistance for the Georgetown University Center for Child and Human. Neal has worked closely with numerous states, tribes, territories, and communities in supporting their development of systems of care for young children and their families. He is the co-director of mental health on the Head Start National Center on Health. In that capacity, he has delivered approximately 100 trainings across the country and has co-led development of a numerous materials. More recently, he has co-led efforts at building online professional development curricula on infant and early childhood mental health consultation. Neal has helped to developed innumerable materials related to infant and early childhood mental health consultation including training guides, evaluation guides, monographs and he also continues to be active in providing mental health consultation as part of his clinical practice. In addition, Neal continues to spend time working in direct clinical care including development of social skills interventions for young children and is director of the HOYA clinic which offers therapeutic and assessment services for young children and families.

Amy Hunter

Vanderbilt University ml.hemmeter@vanderbilt.edu

Georgetown University, National Center on Health – Head Start ah1122@georgetown.edu

Session(s): W10, F2

Session(s): T3, F5

Mary Louise Hemmeter, PhD, is a professor of Special Education at Vanderbilt University. She is a Faculty Director of the Susan Gray School for Children, an inclusive early childhood program. Her research focuses on effective

Amy Hunter is a Licensed Independent Clinical Social Worker (LICSW) who earned her Masters of Social Work degree at Boston University in 1995. Amy has a post graduate certificate from the University Of Maryland School Of Medicine in early

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childhood mental health. Amy currently serves as an assistant professor at Georgetown University. In her capacity at Georgetown she directs the mental health section of the Head Start National Center for Early Childhood Health and Wellness, a training and technical assistance center for Early Head Start and Head Start. Amy has worked in the field for early childhood mental health for approximately twenty years. Prior to coming to Georgetown she served in a number of roles at ZERO TO THREE including, but, not limited to: the Director of Program Operations for the Early Head Start National Resource Center and the Director of the Center on the Social Emotional Foundations of Early Learning (CSEFEL). Amy has served as a National Head Start Fellow at the Office of Head Start for two years and was the mental health manager to a large Head Start program for eight years. Amy has provided training and technical assistance on early childhood mental health to a variety of audiences around the country. Amy maintains a private practice in Washington DC providing consultation to parents with young children.

Jacqueline Jaeger Anamosa School District jacjaeger@anamosa.k12.ia.us Session(s): F16 Jacqueline Jaeger is a Kindergarten teacher in the Anamosa Community School District. Jacqueline is in her second year of teaching. She has her degrees from the University of Northern Iowa. She holds the following degrees: Master of Arts in Education specialization in Early Childhood Special Education, Bachelor of Arts in Elementary Education and Early Childhood Education. She has served on the Program-Wide Early Childhood PBIS Leadership team in Anamosa for the last two years and this year she was brought on to the School-Wide PBIS team to bridge the two teams together. She has helped inform Early Childhood Parents of the PBIS initiative and has helped at various PBIS information nights.

behaviors and interventions for improving social emotional competence in young children.

Janice Lee University of Nevada, Reno janicelee@unr.edu Session(s): W14 Janice is a member of the research faculty at the University of Nevada, Reno, where she is the research coordinator for the randomized control trial of PTR-YC in Northern Nevada. In her role with Positive Behavior Support – Nevada, she is the coordinator for the statewide initiative to bring program-wide Pyramid Model implementation and information to all early care and education settings throughout the state. Her experience and interests include early childhood, challenging behavior, positive behavior support, social and emotional development, autism, and working with families. She has a master’s degree in early childhood special education. Since 1995, she has worked with children, families, practitioners, and professionals at the local, state, and national level as a consultant, coach, trainer, and technical assistance provider.

Rochelle Lentini University of South Florida lentini@usf.edu Session(s): T2, F4

Jaclyn D. Joseph

Rochelle Lentini, MEd, is on faculty at the University of South Florida in the Department of Child and Family Studies. She is Director of the Program-Wide Positive Behavior Support Project funded by the Children’s Board of Hillsborough County, Florida. She is a Pyramid Model Consortium member and is one of the initial innovators who have contributed to the design of the Pyramid Model (www.pyramidmodel.org). Her primary areas of interest are in Positive Behavior Support, early childhood education, inclusion, practice-based coaching, raising a child with chronic illness, and family-centered support.

University of Colorado, Denver jaclyn.joseph@ucdenver.edu

Robin Levy

Session(s): W14, F18 Jackie Joseph, MSW, BCBA, is a University of Colorado, Denver PhD candidate concentrating in Early Childhood Education/ Early Childhood Special Education and a Research Assistant for the PELE Center working on the randomized control trial of PTR-YC. Prior to her work and studies at UC Denver, Jackie was primarily involved with the provision of services for young children diagnosed with autism and in performing consultations with school districts regarding programming for young students with challenging behaviors. Jackie has also worked as a psychologist assistant performing psychological evaluations for children and adolescents with mental health and behavioral health needs and as an outpatient therapist supporting children and caregivers to improve parent-child relationships and reduce challenging behaviors in the home setting. Jackie’s professional and research interests include young children with challenging

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University of Colorado Denver, Pyramid Plus Center robin.levy@ucdenver.edu Session(s): F15 Robin Levy brings experience as a Family Childcare Provider, Community Child Care Director, non-clinical Early Childhood Mental Health Specialist, and trainer/coach for Expanding Quality in Infant Toddler Care Initiative. As the Certification Coordinator and Training /Technical Assistance Specialist for the Pyramid Plus Center, she supports the scale up and sustainability of The Pyramid Plus Approach. Her passion for promoting social emotional competence and inclusion practices in Early Childhood Education encompasses a value for collaborative leadership and advocating for early childhood professionals working ‘in the trenches.’ Robin was a 5th Cohort Fellow in the Buell Early Childhood Leadership Program and graduated with a Masters in Educational Administration and Policy Studies from the University of Denver.

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Jennifer McCaffrey Ingham Intermediate School District jmccaffrey@inghamisd.org Session(s): W12 Jennifer McCaffrey has worked in the early childhood field for 22 years as a Preschool and Kindergarten teacher, Preschool Program Director, and Elementary School Administrator. She has an MA in Early Childhood Education and a BS in Child Development and Elementary Education. Jennifer is currently an Early Childhood Consultant for Ingham Intermediate School District where she supports preschool programs in the implementation of the essential components of a Multi-Tiered System of Supports through consultation and classroom coaching.

Ragan McLeod University of Alabama rhmcleod@ua.edu Session(s): T8 Ragan McLeod is an Assistant Professor of Special Education and Multiple Abilities at the University of Alabama. Her research interests include language and literacy interventions for young children at-risk and professional development to support teacher implementation of evidence-based practices.

Corrie Mervyn Ingham Intermediate School District cmervyn@inghamisd.org Session(s): W12 Corrie Mervyn is the Supervisor of Early Childhood at Ingham Intermediate School District, a Regional Educational Service Agency in Ingham County, MI. Corrie’s educational background includes a BS in Elementary Education as well as an MA in Early Childhood Education and an MA in Educational Leadership. Part of Corrie’s current role includes implementing Michigan’s Great Start Readiness Preschool Program for her region which allows her to work with programs to increase quality and student outcomes for the at-risk population the program serves. In addition, Corrie coordinates Ingham’s Early Years MultiTiered System of Supports (MTSS) preschool work. This role allows her to provide technical assistance to preschool programs implementing the essential components of a Multi-Tiered System of Support, while aligning their work to K-12 and breaking down silos in the birth-eight system to increase student outcomes.

Lana Nenide Wisconsin Alliance for Infant Mental Health lnenide@gmail.com

Health Post Graduate Certificate Program, where she received specialized training in infant-parent mental health. As a research specialist with the UW Twin Laboratories for four years, she evaluated infant and toddler social-emotional development and coded behavioral data for the Genetics of Emotional Ontogeny project. Lana has joined WI-AIMH in 2006 to oversee professional development efforts of the agency. Since 2009, Lana has been coordinating state implementation of the Pyramid Model. Lana is a faculty at the Wisconsin Infant, Early Childhood, and Family Mental Health Capstone Certificate program and holds Infant Mental Health Endorsement.

Aimee Newswanger Early Intervention Technical Assistance and PAPBS Network anewswanger@pattan.net Session(s): T5 Aimee Newswanger began to work for the Lancaster Head Start program in December 2001 as a lead teacher of a multi-age preschool classroom. Her career at Head Start included teaching, supervising and coaching teachers, and eventually assisting in the development of a unique structure of support for children with challenging behaviors as Lancaster Head Start’s first Mental and Behavioral Health Specialist. Aimee also led Hildebrandt Learning Centers in their companywide implementation of program wide PBIS through all 45 of their centers throughout Pennsylvania, New Jersey and West Virginia in 2013-2014. She recently joined Early Intervention Technical Assistance in August of 2014 as a consultant to continue the state’s work in PBIS on a statewide level.

Gia Ostroff-Welsh Bucks County Intermediate Unit and PAPBS Network gwelsh@bucksiu.org Session(s): T5 Gia Ostroff Welsh, PhD, has been a school psychologist in the Early Childhood Department of the Bucks County Intermediate Unit (BCIU) for 20 years. Prior to her work with the BCIU, Gia worked as a pediatric psychologist at Children’s Hospital of Philadelphia. For the past 6 years, Gia has worked with community preschools and childcare centers to implement PBIS, and has recently begun the process of implementing PBIS within programs run by the BCIU. She is an independent facilitator in the PAPBS Network, and contracts with Early Intervention Technical Assistance to participate in the statewide implementation of PBIS. Her educational background includes a BS in special education and psychology from Guilford College, and MEd and PhD in school psychology from Temple University.

Session(s): W8

Michaelene Ostrosky

Lana Nenide is the Executive Director at the Wisconsin Alliance for Infant Mental Health—a state-wide nonprofit agency charged with supporting social and emotional wellness of infants, young children, and their families. Lana has a master’s degree in educational psychology from the University of Wisconsin and is a graduate of the Napa Infant-Parent Mental

University of Illinois ostrosky@illinois.edu Session(s): W9 Michaelene Ostrosky is a Goldstick Family Scholar and Head of the Department of Special Education at the University of

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Illinois. She is actively involved with the Early Intervention Training Program (EITP) and the Military Family Learning Network (MFLN). Her research interests include: attitudes toward children with disabilities, social communication interventions, social emotional competence, and challenging behavior. She is a co-editor of DEC’s Young Exceptional Children Monograph on Challenging Behavior and co-author of The Making Friends Program: Supporting Acceptance in Your K–2 Classroom.

Charis Lauren Price University of Missouri-St. Louis pricechar@umsl.edu Session(s): T4 Charis Lauren Price, PhD, is an Assistant Professor of Early Childhood/Special Education at The University of Missouri-St. Louis. Charis has over ten years of experience supporting the social-emotional development of young children in urban communities. She has published in peer-reviewed journals and presented at national conferences, including Division for Early Childhood (DEC) and the National American Indian and Alaska Native Child Care Conference. Charis conducts applied research in inclusive early childhood classrooms with a particular focus on children with challenging behavior and children with Autism Spectrum Disorders (ASD).

Kimberly Puetz Drake University Head Start kimberly.puetz@drake.edu Session(s): F3 Kimberly Puetz served as a child care center director for Bright Horizon’s Family Solutions and Easter Seals of Iowa before teaching Head Start for 13 years. For the last seven years, Kimberly has worked as an adjunct instructor for Des Moines Area Community College where she teaches a variety of Early Childhood courses including guidance classes focusing on the Pyramid Model. Currently, Kimberly helps teachers translate training into practice as an Early Childhood Instructional Coach for Drake University Head Start.

Lara Quiroga Manchester Community Health Center at Child Health Services lquiroga@mchc-nh.org Session(s): W5 Lara Quiroga, MEd serves as Program Director for Project LAUNCH NH in Manchester. Lara previously served as the Accreditation Coordinator for Tufts University Office of Institutional Research and Evaluation and as Project Administrator for the Office of the President after working as the Community Outreach Coordinator and adjunct faculty for the Southern NH University School of Education. With nearly 20 years of experience working in early care and education, higher education, and nonprofits, she has provided professional development at local, state, and national levels. She has served

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on several task forces relating to services and systems for young children and their families, and currently serves as the Board Vice Chair for the NH Children’s Trust, the state-designated child abuse and neglect prevention agency.

Alissa Rausch University of Colorado Denver alissa.rausch@ucdenver.edu Session(s): F1, F11 Alissa is a Clinical Faculty in the Early Childhood Special Education graduate program at the University of Colorado at Denver. She has over 15 years experience working as an ECSE in high quality preschool environments in the Denver metro area. In her current position, she teaches graduate level courses on approaches to early childhood education, medical aspects of developmental disabilities, and leadership for supporting practitioners as agents of change. Alissa’s professional and academic interests include educational equity for young children with special needs. She is a supporting author of the new Division for Early Childhood Recommended Practices.

Melanie Reese Grant Wood AEA & Kent State University mreese@gwaea.org Session(s): F16 Melanie Reese is a doctoral student in the Early Intervention program at Kent State University. Melanie is an early childhood consultant and provides professional development, coaching and technical assistance on early childhood curriculum, instruction and assessment at Grant Wood AEA in Eastern Iowa. Melanie is also on the state leadership team and provides training and coaching for Early Childhood Positive Behavior Interventions and Supports in Iowa. Melanie has worked as a mental health therapist for children and families in inpatient and outpatient clinics, providing therapy, skill building, family therapy, play therapy, and behavior intervention services.

Tom Rendon Iowa Department of Education tom.rendon@iowa.gov Session(s): W8 Tom is the Head Start State Collaboration Office Coordinator with the Iowa Department of Education. He helped start Iowa’s early childhood PBIS work in 2006 and has helped lead efforts in the state for almost ten years. He has worked on numerous state level initiatives including TEACH, Head Start-PreK Collaboration, expanding inclusive opportunities for children with special needs, and most recently Early Head Start-Child Care Partnerships. He has authored chapters on family and community engagement and Response to Intervention, and is currently working on a book about play and early learning standards. Tom has a BS in Speech from Northwestern University and an MBA from the University of Iowa and is working on a PhD from Kent State University.

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


Benjamin Riepe University of Colorado Denver, Pyramid Plus Center benjamin.riepe@ucdenver.edu Session(s): F8 Ben Riepe taught for seven years as a preschool teacher and six more as a coach and trainer for Creative Options, an inclusive preschool program in Denver. He is a certified Coach and Trainer for the Pyramid Plus Approach and supported Creative Options in getting their program to fidelity as a Pyramid Plus Demonstration Site. He joined the Pyramid Plus Team in June of 2013 and is excited to share some of the evidence based strategies that dramatically impact his teaching and parenting.

Marcel Rivera Salt River Pima Maricopa Indian Community Early Childhood Education Center marcel.rivera@srpmic-ed.org Session(s): F20 Marcel Rivera is the Behavioral Intervention Counselor at Salt River Pima-Maricopa Indian Community Early Childhood Education Center. His focus has been implementation, training, and coaching staff members regarding the Pyramid Model. Marcel worked as an Early Childhood Mental Health Consultant for 4 years in Phoenix, AZ with focus on PBISPyramid Model consultation in different preschools around the valley. He earned a Master Degree in Mental Health Counseling and is currently working on obtaining his PsyD in General Psychology.

Ronald Roybal University of Colorado Denver ronald.roybal@ucdenver.edu Session(s): T14 Ron Roybal has been working at the University of Colorado Denver since 2003. His responsibilities have included the LEAP USA and LEAP Outreach projects, the Professional Development in Autism project, the Colorado Autism Project, TACSEI, and CSEFEL. Ron’s extensive experience in inclusive classroom settings as a teacher and coach for children with special needs and children at risk or with challenging behaviors bring a unique perspective as a trainer and coach.

Susan Sandall University of Washington ssandall@uw.edu Session(s): F12 Susan Sandall is a Professor at the University of Washington, College of Education. Her scholarly interests are: effective instructional practices for young children with disabilities in inclusive settings, the changing roles of teachers of young children with disabilities, and effective approaches to professional development and knowledge utilization. Susan was the PI for the National Center on Quality Teaching and Learning and co-PI for the Head Start Center for Inclusion,

both funded by the Office of Head Start. She is a member of the DEC Recommended Practices Commission. She is the co-developer of Building Blocks, a framework for effective teaching practices for early childhood.

Rosa Milagros Santos University of Illinois rsantos@illinois.edu Session(s): W13 Rosa Milagros Santos, PhD, is a professor in the Department of Special Education at the University of Illinois at UrbanaChampaign. She is actively engaged in collaborative research working with investigators from a variety of disciplines on campus. In particular, she is co-leading a research team that is exploring the roles of fathers in raising young children with disabilities. Her particular interest and contributions to this team is developing an understanding of the ecologic influence of families and culture on parents and professionals in facilitating young children’s development and learning. Through her research and teaching activities, her aim is to make a positive impact on the lives of children with disabilities and their families by enhancing the practices of professionals who work directly with these children and families.

Candice Shimmin Drake University candice.shimmin@drake.edu Session(s): F3, F9 Candice Shimmin has actively supported the Pyramid Model efforts in Iowa since 2006. She has trained hundreds of early childhood professionals on the preschool, infant toddler, and coaching modules. Candice co-created the Train-Coach-Train and ePyramid approaches to training Pyramid Model content. Additionally, she has provided on-site coaching support and program-wide leadership team training to programs across the state. Most recently Candice has begun coaching community programs partnering with Drake University Head Start through the Early Head Start Child Care Partnership.

Julia Slater Early Intervention Technical Assistance and PAPBS Network jslater@pattan.net Session(s): T5 Julia Slater is an Educational Consultant with Pennsylvania Early Intervention Technical Assistance (EITA). She serves as the Eastern Regional Early Childhood Facilitator with the PAPBS Network. For the last six years, she has provided support to early childhood PBIS facilitators, coaches, and their programs in implementing program-wide PBIS. Julia works with early intervention special education programs across Pennsylvania. She serves on statewide leadership committee for PA Project LAUNCH and Safe Schools/Healthy Students, two SAMHSA grants that Pennsylvania has received.

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Barbara J. Smith University of Colorado Denver barbara.smith@ucdenver.edu Session(s): W4, W8 Barbara Smith’s areas of interest include early intervention, early childhood special education, early care and education policies, leadership, professional development systems, and collaboration. She has been an early childhood teacher; Executive Director of the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC); Policy Specialist, CEC; and Program Specialist, US Office of Special Education Programs. Barbara has worked with NAEYC and other early childhood leadership organizations to help shape quality inclusive early childhood environments and the policies and guidelines that support them including serving on the NAEYC Commission to develop the current program accreditation criteria. She has published widely on the topic of EC policy and systems, presented testimony to state legislative and Congressional committees and has provided consultation to states on state policy. She has served as faculty on CSEFEL and TACSEI, and currently, as consultant with the Pyramid Model Consortium and is with the Early Childhood Technical Assistance Center (ECTA Center). She is co-author of The Preschool Inclusion Toolbox: How to Build and Lead a High Quality Program.

Patricia Snyder University of Florida patriciasnyder@coe.ufl.edu Session(s): W10 Patricia Snyder is a professor and the David Lawrence Jr. Endowed Chair in Early Childhood Studies at the University of Florida. She co-directs the Anita Zucker Center for Excellence in Early Childhood Studies at UF with Dr. Maureen Conroy. Pat has more than 38 years experience in early intervention and early childhood as a direct service provider, program administrator, faculty member, and researcher. She is a former editor of the Journal of Early Intervention and is an associate editor for Topics in Early Childhood Special Education. Her current research focuses on professional development to support effective implementation of practices, embedded instruction for early learning, social-emotional foundations for early learning, and measurement of early childhood outcomes. Pat was a collaborator with the Center on the Social and Emotional Foundations for Early Learning and has worked with Lise Fox and Mary Louise Hemmeter on an IES-funded research project focused on the Pyramid Model. She is a co-author of the Teaching Pyramid Observation Tool (TPOT) and a member of the Pyramid Model consortium. She is principal investigator for an IES-funded research project examining different professional development approaches for supporting preschool teachers’ implementation of embedded instruction. Pat is the training director for a post-doctoral research training fellowship program in early intervention and early learning in special education and a co-PI for an OSEP-sponsored doctoral leadership training grant focused

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on implementation science in early childhood studies (PLECIS) at the University of Florida.

Christine Spence University of Illinois cspence@illinois.edu Session(s): W7 Christine is a doctoral student in the Department of Special Education at the University of Illinois. She worked as an early interventionist and taught at a community college prior to enrolling in the doctoral program. Her research interests revolve around supporting families in early intervention, primarily through teaming, collaboration, and professional development for early interventionists and early childhood educators.

Elizabeth A. Steed University of Colorado Denver elizabeth.steed@ucdenver.edu Session(s): T4 Elizabeth A. Steed, PhD, is an Assistant Professor in the Early Childhood Education program at University of Colorado Denver. Dr. Steed coordinates the early childhood education masters, licensure, and doctoral programs. She has experience working with young children with disabilities and their families in classroom and home-based settings. She has been the principal investigator on several research projects focusing on building partnerships with preschool teachers to prevent the development of challenging behavior in young children. She has published in peer-reviewed journals and presented at national conferences. Elizabeth is the first author of the Preschool-Wide Evaluation Tool (PreSET; Paul Brookes Publishing Co., 2012), as assessment of program-wide positive behavior interventions and support in early childhood settings.

Phil Strain University of Colorado Denver phil.strain@ucdenver.edu Session(s): W2 Phil Strain, PhD, is a Professor of Educational Psychology and Psychiatry at the University of Colorado Denver. Phil has worked in the field of early intervention since 1974, is the author of over 250 scientific papers, and he serves on the editorial boards of over a dozen professional journals. His primary research interests include: (a) intervention for young children with early onset conduct disorders; (b) remediation of social behavior deficits in young children with autism; (c) design and delivery of community-based, comprehensive early intervention for children with autism; and (d) analysis of individual and systemic variables affecting the adoption and sustained use of evidence-based practices for children with severe behavior disorders.

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


Nicolette Tafoya Salt River Pima Maricopa Indian Community-ECEC nicolette.tafoya@srpmic-ed.org Session(s): F20 Nikki Tafoya is an Early Head Start teacher on the Salt River Pima Maricopa Indian Community in Scottsdale Arizona. She is the lead teacher in a 2/3 year old classroom and the PBIS/ TIPITOS Peer Coach for the toddler teachers. Nikki has also presented Conscious Discipline workshops for parents at Head Start centers in Northern Arizona. She received both her BA and MEd in Early Childhood Education from Northern Arizona University. Nikki has been in the field of early childhood education for twenty-one years; working at for profit preschools, Head Starts, co-op preschools, kindergarten, and now tribal Head Start.

Kristin Tenney-Blackwell ktenneyblackwell@gmail.com Session(s): T3, T10 Kristin Tenney-Blackwell, MA, LLP, IMH-E, has been active in providing consultation and guidance for national organizations and other early childhood programs on issues related to early childhood mental health. She maintains her private practice through which she has worked with young children and families for over sixteen years. Kristin has also supported national Pyramid Model training and consultation efforts, as well as statewide and local initiatives. Her portfolio includes work in early childhood education and mental health initiatives, design and delivery of professional development, and evaluation of early childhood projects. In addition, she has been actively engaged with the Virtual Lab School, project of the U.S. Dept. of Defense, developing course content for several of the Infant and Toddler modules.

Matt Timm Pyramid Model Consortium mtimm@comcast.net Session(s): W8 Matt Timm served as Co-Principal Investigator of the Early Childhood Intervention Study (1997–2003) and the Sustained Community Use of Research-Based Intervention Practices Study (2004–2008), Tennessee Voices for Children and the University of Colorado at Denver. Dr. Timm also served as Senior Faculty member (2001–2012), National Center on the Social and Emotional Foundations for Early Learning, University of Illinois/Vanderbilt University; and Senior Faculty Member (2000–2005), National Center for Evidence-Based Practice: Young Children with Challenging Behavior, University of South Florida. As Director of Early Childhood Programs, Tennessee Voices for Children (1997–2012) he headed the statewide Early Childhood Consulting Program (2001–2010); coordinated the early childhood component of the Tennessee Parent Information and Resource Center (TPIRC) (2006–2009); and coordinated the Social-Emotional Training Component of the Early Connections Network (ECN) (2009–2012). He currently serves as Treasurer, Board of Directors, Regional Intervention

Program (RIP) Advisory Committee, Inc.; Treasurer, Board of Directors, National Pyramid Model Consortium, Inc.; and Member, Leadership Planning Group, Tennessee Infant and Early Childhood Mental Health Initiative.

Jennifer Tschantz Office of Special Education Programs (OSEP), U.S. Department of Education jennifer.tschantz@ed.gov Session(s): W4 Jennifer Tschantz, PhD is a program specialist at the U.S. Department of Education, Office of Special Education Programs (OSEP). At OSEP, Jennifer is a member of the Research to Practice Early Childhood Team and works with discretionary projects that focus on supporting the implementation of evidence-based practices for young children, birth through age five, with disabilities and at-risk. She and her colleagues collaborate across offices in the Department and with other federal agencies to promote policies that support high quality early learning programs and services for all young children. Jennifer’s areas of interest include early childhood data systems, early childhood outcomes systems, supporting social competence, expanding high quality services and programs for young children, and preschool inclusion.

Andrea T. Urbano University of Massachusetts Boston aturbano@gmail.com Session(s): F13 Andrea Urbano is an adjunct faculty professor at the University of Massachusetts. She has worked in early childhood education for the past 37 years in various capacities. Her work with the Pyramid Model in Massachusetts has primarily been with children and families experiencing homelessness. She has used the model to create a curriculum for staff working in shelters to support healthy parent-child relationships.

Krista Van Hooser-Perin Mercy Child Development Center k.v.perin@gmail.com Session(s): F9 Krista Van Hooser-Perin is the co-creator of the TrainCoach-Train and ePyramid approaches to the Pyramid Model content. Since 2006, she has trained over 1,500 early childhood professionals across the country on the infant/ toddler, preschool, and coaching modules. Additionally, she has facilitated Program-Wide PBIS trainings and provided guidance to program-wide leadership teams. Currently, Krista is the assistant director of Mercy Child Development Center, where she oversees a team of internal coaches and coordinates learning and development opportunities for all staff.

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Christopher Vatland University of South Florida cvatland@usf.edu Session(s): F18 Chris Vatland received his PhD in Special Education at the University of Oregon in 2012 and is a research assistant professor at the University of South Florida in Tampa, where he collaborates on a number of research and technical assistance projects in the areas of positive behavior support and family and community engagement. Prior to earning his PhD, Chris provided coordinated support services and developed and coached behavior interventions for families who have children with high levels of behavior support needs. He also helped to implement program-wide positive behavior support in a specialized preschool program for children with parents with disabilities. He has extensive training and research experience in developing and implementing supports in home and school settings for children with challenging behavior.

Dunia Villanueva University of Miami dvill010@fiu.edu Session(s): W6 Dunia Villanueva, LCSW, is a licensed social worker who has been working with families and children at risk for 20 years. She is an expert on the Pyramid Model and has been involved in multiple professional development trainings and support to early childhood community in Miami-Dade County for the past several years. She was a mental health consultant/coach in the LOOK project.

Megan Vinh Early Childhood Technical Assistance Center (ECTA) megan.vinh@unc.edu Session(s): F17 Megan Vinh is an Associate Director at the Early Childhood Technical Assistance (ECTA) leading the Center evaluation work. She also works for the Center for IDEA Early Childhood Data Systems (DaSy) as the lead of evaluation. She provides technical assistance to support Part C and Section 619 systems in improving capacity to implement effective practices and systems. Prior to coming to ECTA and DaSy, she worked as a technical assistance specialist with the Western Regional Resource Center (WRRC) providing technical assistance to the seven western states and six Pacific jurisdictions to improve services for children with disabilities and their families.

Meghan von der Embse Easter Seals and PAPBS Network mvonderembse@easterseals-sepa.org Session(s): T5 Meghan von der Embse is a Behavior Specialist with Easter Seals of Southeastern Pennsylvania. She serves as the ProgramWide Facilitator within three special education preschool

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programs implementing PBIS. Meghan completed her school psychology training at Miami University of Ohio and has worked as a practicing school psychologist in three states. She has a background in coaching and supporting schools with implementing of multi-tiered systems of support.

Johanna Berry Wasser University of Colorado Denver, Pyramid Plus Center johanna.wasser@ucdenver.edu Session(s): F8 Johanna Berry Wasser has dedicated her professional career to promoting social emotional competence and inclusion practices in Early Childhood Education for over 17 years. As an early childhood special educator, Johanna has worked with children, families, and professionals in a variety of settings. Johanna has worked at the University of Colorado Denver since 2009. Currently, she is the Training and Technical Assistance Coordinator for Pyramid Plus Center and is a Research Assistant for the Prevent Teach Reinforce for Young Children (PTR-YC) study.

Mary Jo Wegenke Ingham Intermediate School District mwegenke@inghamisd.org Session(s): W12 Mary Jo Wegenke is the Pre-K thru Third Grade Literacy Consultant with Ingham Intermediate School District, a Regional Educational Service Agency in Ingham County, Michigan. Within her service area she is currently participating in the Early Years MTSS Project, supporting the efforts of early childhood programs implementing the essential components of an integrated academic and behavioral MTSS framework. Her focus is on emergent literacy skills and core and supplemental instruction within a preschool classroom. In her role as Literacy Consultant, she works with teachers and administrators to develop literacy systems and practices across programs, classrooms, and grade levels. She provides technical assistant to local school districts in using a continuous improvement process for data-based decision making, problem solving, and establishing infrastructure implementation plans. She is also responsible for developing professional development aligned to the essential components of an MTSS framework. Most recently she has been a part of a team which developed an integrated behavior and literacy problem solving model.

Jenna Weglarz-Ward University of Illinois weglarz@illinois.edu Session(s): W13 Jenna Weglarz-Ward is a doctoral candidate in special education at the University of Illinois specializing in early childhood special education and early intervention. Ms. Weglarz-Ward’s research experience includes multidisciplinary projects to examine father involvement in young children, comparisons of disciplines’ use of recommended practices, and collaboration between disciplines.

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


Her research focuses on supporting preservice and inservice professionals in serving young children with disabilities and their families. Ms. Weglarz-Ward has been involved in early childhood education for the past 16 years as a childcare provider, preschool teacher, early literacy tutor, and early interventionist. She is active in professional organizations in special education, early childhood, psychology, and family studies. In particular, she is a NAEYC Lasting Legacy Scholar and Team Leader for the NAEYC Annual Conference Committee, as well as a former Student Special Interest Group Leader for DEC.

Kelly Wilson KJ Consulting kellyjo664@gmail.com Session(s): T14 Kelly Jo Wilson has been involved in almost every aspect of early intervention, general education, and special education as a coach, trainer, mentor, and parent. She developed her career through the Positive Early Learning Experiences Center (PELE) at the University of Colorado Denver first as a parent receiving services, later becoming a coach and trainer for PELE, and now has her own consulting business. She brings many years of experience in early childhood through extensive work as a coach and trainer of the Pyramid Model, co-author of Prevent-TeachReinforce (PTR School-age and PTR-Young Child), consultant for LEAP (Learning Experiences: Alternatives for Parents and Preschoolers) Preschool Model, and continuous experience with the science of implementation and systems change. She has worked on grants that focus on challenging behaviors providing direct consultation and training to a variety of settings including childcare centers, preschools and elementary schools, staff and parent trainings.

Abby Winer Center for IDEA Early Childhood Data Systems (DaSy) abby.winer@sri.com Session(s): F17 Abby Winer is an Early Childhood Researcher at SRI International. She serves as a Technical Assistance Specialist with the IDEA Early Childhood Data Systems (DaSy) and Early Childhood Technical Assistance (ECTA) national technical assistance centers, providing technical assistance to Part C and Section 619 systems on data analysis and using data for program improvement. She is also involved in evaluations of a variety of early childhood programs to understand the key components of implementation and the impacts programs have on children and families. She is involved in gathering and using data on a daily basis and is passionate about harnessing the power of data to make informed decisions.

Judith Witmer Early Intervention Technical Assistance and PAPBS Network jwitmer@hildebrandtlc.com Session(s): T5 Judy Witmer is a Regional Director with Hildebrandt Learning Centers, LLC (HLC) which recently became a division of Bright Horizons Family Solutions. Prior to joining the Bright Horizons Family, Judy served as the Chief Operating Officer of Hildebrandt Learning Centers, LLC which consisted of 45 employer sponsored early care and learning centers, school-age programs, PA PreK Counts programs, and two adult day services. Over the past 5 years as Pennsylvania introduced PBIS to the early childhood and inclusion communities, Judy introduced PBIS as a company-wide initiative to HLC and has endorsed involvement of her centers in the PaPBS Network.

Brenna Wood Lehigh University bkw209@lehigh.edu Session(s): F10 Brenna Wood is an Assistant Professor in the Department of Education and Human Services at Lehigh University. She has a PhD in special education from the University of Arizona and is a Board Certified Behavior Analyst - Doctoral. A driving force for Brenna’s research in the areas of social emotional competence and interventions for decreasing the challenging behavior of young children is the concern for the amount of young children suspended and/or expelled from their early childhood programs. Brenna’s research focuses on the implementation of positive behavior support strategies to decrease challenging behavior and increase the pro-social behavior of young children. In addition, Brenna’s work includes strategies to support early childhood practitioner involvement in behavior intervention plan development and to provide training in the use of positive behavior supports in early childhood classrooms.

Jermall Wright University of Colorado Denver jermall.wright@ucdenver.edu Session(s): W4, F11 Jermall Wright started his career in education as a 5th grade and middle school social studies teacher. Since then, he has served as an assistant principal with Alachua County Public Schools (Gainesville, FL), as an elementary and secondary school principal for ten years with The Potter’s House Christian Academy (Jacksonville, FL), Duval County Public Schools (Jacksonville, FL), and with the District of Columbia Public Schools (Washington, D.C.). Presently, he serves as an Instructional Superintendent, supervising turnaround elementary schools in the Denver Public School system. Jermall is currently investigating how the development of socialemotional competence in young children might serve as a lever for the improvement of low performing, high poverty schools.

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Tweety Yates

Craig Zercher

tyates2@illinois.edu

WestEd and California Collaborative on the Social Emotional Foundations for Early Learning czerche@wested.org

Session(s): W1 Tweety Yates, PhD is a consultant/trainer. Her work has primarily focused on parent-child interactions, social emotional development, early literacy, and professional development. Through previous grant funded projects, Tweety has developed numerous materials for teachers, home visitors, parents, and early childhood faculty. She has provided professional development on topics related to infants, toddlers, preschoolers, and their families for over thirty years. She has worked as a teacher, home visitor, and facilitated parent-child groups.

Session(s): T12, F19 Craig has more than 30 years of experience in the field of early childhood special education and mental health, and holds a doctoral degree in special education. Dr. Zercher led the implementation of the Pyramid Model in 10 Head Start centers for five years. He has a lead role in the development of mentor and partner CSEFEL implementation sites in California and oversees CA CSEFEL professional development throughout the state.

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


SPONSORS & EXHIBITORS Pyramid Model Consortium www.PyramidModel.org The mission of the Pyramid Model Consortium is to promote the high fidelity use of the Pyramid Model for supporting social and emotional competence in infants and young children. The consortium continues the work of the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center on Social and Emotional Intervention (TACSEI) by offering training, technical assistance, information dissemination, and capacity building efforts related to the implementation of the Pyramid Model.

Florida Center for Inclusive Communities www.flCIC.org The Florida Center for Inclusive Communities (FCIC) at the University of South Florida was established in October 2005 through a University Centers for Excellence in Developmental Disabilities Education, Research, and Service grant award from the Administration on Developmental Disabilities. Through leadership in research and evaluation, theory, policy, capacity building, and practice, the FCIC is committed to developing a range of supports and services in the areas of Community Supports, Early Childhood, Transition, Education, Employment, Health, and Interdisciplinary Training.

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CO-SPONSORS GOLD LEVEL

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SESSION CO-SPONSORS

The National Training Institute and its sponsors do not endorse products, services, or publications. Exhibitors and advertisers do not represent an endorsement by NTI, nor is it testimony by NTI as to the quality of the product exhibited or the validity of the Exhibitor’s claims.

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


EXHIBITOR DIRECTORY American Association on Intellectual and Developmental Disabilities (AAIDD) Behavior Partnership Brookes Publishing Co. Center for Autism and Related Disabilities at USF Dently Division of Early Childhood (DEC) Florida Center for Inclusive Communities Free Spirit Publishing Kaplan Early Learning Company Pyramid Model Consortium Advertisement

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13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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INSTITUTE PLANNING COMMITTEE Donna Casella

Rob Corso

Amy Hunter

Lise Fox

Mary Louise Hemmeter

Sarah Payton

Amy Santos

Kathryn Tapley

Tampa, FL dgcasella@outlook.com

Georgetown University Washington, DC ah1122@georgetown.edu

Vanderbilt University Nashville, TN ml.hemmeter@vanderbilt.edu

University of Illinois Champaign, IL rsantos@illinois.edu

Vanderbilt University Nashville, TN rob.corso@vanderbilt.edu

University of South Florida Tampa, FL lisefox@usf.edu

University of South Florida Tampa, FL sipayton@usf.edu

University of South Florida Tampa, FL katytapley@usf.edu

Myrna Veguilla

University of South Florida Tampa, FL veguilla@usf.edu

Thank You

for making this Institute possible! 50

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


NOTES 13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior

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NOTES 52

13th Annual National Training Institute on Effective Practices: Addressing Challenging Behavior


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