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May 2, 2012 - Preconference
May 3 & 4, 2012 - Conference and Exhibits
Greater Tacoma Convention Center, Tacoma, WA |
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Return to Breakout Session Search
Friday, May 4, 2012 Session D - 8:30 AM
D05: Early Intervention - What's New with Nutrition?
D06: B-3 Early Intervention Programs for Children who are Deaf and Hard of Hearing Utilizing Various Communication Modes Collaborating to Serve Families
D07: Breastfeeding-Friendly Facilities: Simple Steps to Ensuring the Best Start for Babies
D08: A Mutildisciplinary Approach to Infant and Toddler Sleep
D09: Pediatric Vision Conditions Affecting Learning and Visual Development
D10: You Have to Start Here Before You Can Get There - Functional Assessment
D11: The Transition Process: IDEA Part C to Part B
D12: Social and Emotional Development - Infants and Toddlers - It begins with you!
D13: Science & Early Childhood Special Education Classrooms
D14: Importance of Early Literacy
D15: Developmental Milestones and Early Signs of Autism: How to Use the Modified Checklist for Autism in Toddlers Screening and Talk with Families
D16: Families in Grief - for Parents, Foster Parents, and Relative Caregivers
Session FHD - if you select a Friday Half-Day (FHD) session do not select an E session - 8:30 AM
FHD1: Growing up WILD
FHD2: Explosions, Potions and Flying Objects
FHD3: Implementing Evidence Based Practices in Early Intervention: One Organization’s Three Year Journey
FHD4: From Expert to Consultant to Coach
Session E - 10:30 AM
E05: Junior Naturalist
E06: Early Support for Infants and Toddlers (ESIT) Program Update
E07: The State of Autism in 2012
E08: Ethical and Legal Issues Concerning Paraeducator Employment, Training, Supervision, and Evaluation: What Administrators and Teachers Need to Know
E09: Language-Motor Group: A collaborative approach to teaching language, concepts, and motor skills through themes and play-based learning.
E10: Hope in the Face of Budget Cuts - A Toolkit for Community Asset Mapping
E11: Snack Talk: Increasing Communication During Mealtimes
E12: The Big Picture: Communities, School, and Home
E13: The Use of Distance Technology to Provide Early Intervention Services, Lessons Learned
E14: Play with a Purpose
E15: Grief in Families - for Professionals
E16: Building the Road to Washington's Early Learning System
General Session & Lunchtime (depends on end time of previous session) - 12:15 PM–1:30 PM
KEYNOTE: Friday General Session
Session F - 1:45 PM–4:00 PM
F01: We CAN get there from here! We CAN get there from here! Negotiating A Route Between Disciplinary Expertise and Functional IFSP Outcomes.
F02: Changing Our Attitudes About What Makes a Successful Home Visit
F03: Early Math Matters
F04: Building Independent Skills and Self Esteem Through Life Skills for Children with Multiple Disabilities
F05: Literacy Embedded Play Centers and Kits
F06: Early Diagnosis of Autism: How Early Is Too Early?
F07: Parents with Learning Difficulties: Resources for Providing Services
F08: Ready, Set, Go! 5210
F09: Early Relationships Matter: Using Infant Mental Health Principles and Practices to Promote Strong Attachments
F10: Sensory-Based Feeding and Mealtime Interventions for Children
F11: Curriculum and Assessment
F12: Empowering the Parent Leader Within You
F14: Developing Self-Determination and Advocacy Skills in Children with Special Needs
F15: Early Literacy and Communication Activities for Preschoolers with Special Needs
8:30 AM Session D
D05: Early Intervention - What's New with Nutrition?,
presented by Sharon Feucht, MA, RD, CD, Center on Human Development and Disability, UW
Children and their families can benefit from nutrition guidelines provided in their early intervention program. For those young children with more complex nutrition issues early intervention can provide access to nutrition services coordinated with the medical home and other providers. This session will discuss current topics about nutrition for young children. We will review some of the key nutrients during childhood and those that are receiving information in the press – vitamin D, iron, and calcium. The session will also explore the development of eating-related and food-related behaviors, especially during the preschool years – how children learn to eat what they eat. Some strategies for promoting healthy eating habits will be discussed, along with strategies for addressing eating challenges such as “picky” eating. Resources will be shared. In addition, results of a 2011 survey of Washington State EI programs related to provision of nutrition services by a registered dietitian will be shared including structure of services, costs, and financial resources used for referrals. STARS Core Competency: HS
Age Group Addressed: Birth through Age 3
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Identify accepted guidelines for growth and nutrient intake in young children
2. Describe evidence-based strategies and outcomes for promoting appropriate nutrition behaviors for young children
3. Describe a model of nutrition service delivery for early intervention centers.
This is an intermediate session.
Handouts:
D06: B-3 Early Intervention Programs for Children who are Deaf and Hard of Hearing Utilizing Various Communication Modes Collaborating to Serve Families,
presented by Kimberly Hamren, M.Ed, CED, LSLS Cert. AVT, Listen and Talk, with Teresa Davenport, M. Ed., Hearing, Speech & Deafness Center, Mollyshannon Neel, Family Conversations
Once families in the state of Washington have their infant or toddler identified with a hearing loss, they will enter a Birth-3 program before early intervention services can begin. As families choose the program that best fits their family they are also making their selection for the initial (or first) mode of communication for their family. Western Washington families benefit from the collaboration that exists between the Early Intevention Programs for families with children who are deaf and hard of hearing (D/HH). These early intervention programs understand that while there are differences between the programs, they share many similar issues and needs. In Western Washington there are 3 programs that represent different modes of communication. This presentation will be provided by staff from all 3 programs and will demonstrate how families benefit from the collaborative relationships these 3 programs promote and practice. The D/HH programs collaborate as they develop; systems change and advocacy, county procedures for supporting families and in-service and training for professionals and families. Attendees of this presentation will learn the history of how these collaborative relationships were nurtured and developed, the beneficial outcomes for professionals, families and the community as a whole, will hear how families describe their experiences and discuss the outlook for the future. STARS Core Competency: ENV
Age Group Addressed: Birth through Age 3
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Identify the similarities and differences between programs for children with hearing loss using various modes of communication.
2. Name beneficial outcomes for families and their community when various programs for children with hearing loss collaborate to provide services.
3. Name bits of information that was either new to the participant or changed due to clarification by the presenters.
Handouts:
D07: Breastfeeding-Friendly Facilities: Simple Steps to Ensuring the Best Start for Babies,
presented by Rachel Schwartz, MSW MPH, WithinReach, with Danette Glassy, MD, FAAP, Mercer Island Pediatrics
Exclusive breastfeeding for children for the first 6 months of life and continued breastfeeding past one year is the evidence-based recommendation from most major medical authorities. However, just 13% of babies in the U.S. are fed accordingly. A mother’s return to work and her child’s entry into childcare is a common reason for moms to give up breastfeeding and introduce formula. Supporting breastfeeding families is one of the most important things you can do to support the health and development of the children in your care. Childcare providers who attend this session will learn how to become a breastfeeding-friendly facility and simple steps to support and encourage parents to continue providing breastmilk for their child. This session will review the standards laid out for supporting breastmilk feeding at childcare facilities in Caring for our Children, the highly regarded performance standard guidelines from the American Academy of Pediatrics and what the Let’s Move! Child Care Checklist is based on. We will review a sample child care provider breastfeeding policy, human milk storage guidelines and important considerations in caring for breastfed babies. STARS Core Competency: DEV
Age Group Addressed: Birth through Age 3
Who Should Attend: Teachers, Administrators, Family Resources Coordinators
Learning Objectives:
1.Identify why exclusive breastfeeding through 6 months and continued breastmilk feeding for 1 year and beyond is so important to the health and development of children, especially those who are in childcare.
2.Name four things you can do as a childcare provider to support breastfeeding families.
3.Identify three resources to help in implementing childcare breastmilk feeding performance standards.
4.Know the basics of storing human milk.
D08: A Mutildisciplinary Approach to Infant and Toddler Sleep,
presented by Angelique Millette, PhDc, San Francisco
Sleep deprived parents are often too tired to research sleep solutions and may not feel comfortable talking to their pediatricians about their infants or toddlers poor sleeping. Many sleep books use a "one size fits all" approach. A new model will be presented to better understand and solve infant and toddler sleep problems. The model incorporates a motto often used by birth and postpartum doulas: "meet the family where they are at." This model takes into account familial, social, cultural as well as parenting practices, and over all family functioning. Additionally, the model incorporates attachment theory, and takes a look at untreated maternal mood disorders impact on infant and toddler sleep organization. The model is not limited to one sleep location or arrangement. Finally, the model presents a better understanding of the very early sleep regulation that infants are developing as parents help them to sleep. This presentation will expand upon ideas and sleep arrangements discussed in previous presentations. Participants will learn about three sleep methods too use with their clients, the pro's and con's of using these methods, and review three case studies. STARS Core Competency: HS
Age Group Addressed: Birth through Age 5
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Healthcare Staff, Family Resources Coordinators
Learning Objectives:
1. The participant will be able to discuss sleep associations and sleep routines with parents of young children.
2. The participant will be able to identify several sleep methods to teach parents of poorly sleeping infants and toddlers.
3. The participant will be able to help families to implement sleep solutions using a collaborative "tool-box" approach that best meets the families needs.
This is an intermediate session.
Handouts:
D09: Pediatric Vision Conditions Affecting Learning and Visual Development,
presented by Joanna Haws, O.D., Olympia Vision Clinic, with Karen Preston, O.D., NW Pediatric Eyecare
In this session, participants will discuss the most common childhood vision disorders and how they affect vision development and learning. Participants will gain an understanding of the behavioral aspects of how children with these conditions interact with others. STARS Core Competency: HS
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Identify vision conditions occuring in young children
2. Know treatment methods available for these conditions
3. Understand how vision impacts learning and with vision delays can reduce a child's ability to learn and grow and interact with their peers.
Handouts:
D10: You Have to Start Here Before You Can Get There - Functional Assessment,
presented by Kellie Horn, ESD 123
TRUE or FALSE All families, with the necessary supports and resources, can enhance their child’s learning and development. That’s right. TRUE! The foundation of the early intervention process is built upon the family’s experience and knowledge about their child. It is essential that we collect initial, ongoing and functional information about the family and child in order to provide appropriate supports, resources, and services. This session will provide guidance on conducting functional assessments, including practices and tools used to gather information about child participation in the context of family routines. Participants will develop action steps for implementation. (The processes and materials associated with using functional assessment information to develop IFSP outcomes and plan interventions are covered in the We CAN get there from here! session) STARS Core Competency: OBS
Age Group Addressed: Birth through Age 3
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Family Resources Coordinators
Learning Objectives:
1. Practice using an ecomap to assist families with evaluating resources and supports
2. Watch a routines based interview and identify questions and strategies for pinpointing child performance in the context of family routines
3. Review a completed curriculum based assessment protocol and discuss assessing functional skills
This is an intermediate session.
D11: The Transition Process: IDEA Part C to Part B,
presented by Sheila Ammons, M.A., Early Support for Infants and Toddlers program, with Karen Walker, M.Ed MBA, Department of Early Learning
This session will review program requirements for children transitioning from Part C early intervention to Part B special education services at age three. Participants will discuss the definition of “potentially eligible” and the process used to determine which children are potentially eligible for Part B special education programs. This session is designed for providers and administrators of early intervention and special education programs. STARS Core Competency: PROF
Age Group Addressed: Birth through Age 5
Who Should Attend: Teachers, Administrators, Therapists, Family Resources Coordinators
Learning Objectives:
1. describe key timelines in the transition process
2. discuss the definition of potentially eligible
3. identify the process used to determine if a child is potentially
eligible
This is an intermediate session.
Handouts:
D12: Social and Emotional Development - Infants and Toddlers - It begins with you!,
presented by Suzanne Johnson, M. Ed, Lower Columbia College
This presentation will focus on meeting the needs of young children in social emotional development. It will begin with getting to know ourselves, our hot topics and how they can impact those we care for. We will learn how self-care and cognitive distortions will affect our relationships with families. We will study the work of Stanley Greenspan and look at milestones of typical social/emotional development and how to meet the needs of those in our care. STARS Core Competency: DEV
Age Group Addressed: Birth through Age 3, Age 3 through Age 5
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators
Learning Objectives:
1. Participants will learn how to support young children's growing sense of self by providing security, warm acceptance and a respect for the child
2. Participants will learn how to work responsively with young children by understanding the temperament types and traits and individual differences
3. Participants will understand their own thinking and how it impacts their work with families.
D13: Science & Early Childhood Special Education Classrooms,
presented by Tara Coffin, B.A., in the process of receiving an M.Ed., Experimental Education Unit
This talk explores effective instructional practices that can be implemented to teach science in preschool and kindergarten settings, both to individuals with disabilities and their typically developing peers. By exploring activities as well as key modifications and methods, science is illuminated as an ideal interdisciplinary subject that can serve as a venue for addressing other cognitive, social, adaptive, and even motor goals, by embedding them into this vehicle of scientific exploration. I will provide a couple sample activities, and explore what the "discovery process" really means in the early childhood setting. To goal of this talk is to highlight science as an interdisciplinary subject, and empower teachers to launch an exploration in their own classroom. STARS Core Competency: CUR
Age Group Addressed: Age 3 through Age 8
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists
Learning Objectives:
1. Embed a wide range of goals into science activities, both for small group, free choice centers, and even recess.
2. Draw on a wide range of resources to incorporate science into their classrooms and encourage families to do the same at home.
3. Participants will be armed with a number of simple science themes and activities appopriate for kindergarteners and preschoolers and the instructional practices to effectively utilize these activities.
This is an intermediate session.
D14: Importance of Early Literacy,
presented by April Walker, AA Early Education, WEA, with Avis Jackson, Madison Family Literacy
This is a fun interactive class for parents or anyone who takes care of young children. There are two simple but important things a parent can do to help their children become successful in life. Come learn what these two things are and how to do small things that will increase your child's intelligence and make learning easier for him/her. Learn Early Literacy activities you can do to increase your childs' Brain Power! Every participant will take home books and a Make-n-Take project they can do with their child! STARS Core Competency: CUR
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Family Engagement Staff
Learning Objectives:
1. Understand the power of the brain
2. Understand how Early Literacy affects the brain and learning
3. Take back what they have learned and teach others
This session has a $5 materials fee.
D15: Developmental Milestones and Early Signs of Autism: How to Use the Modified Checklist for Autism in Toddlers Screening and Talk with Families,
presented by Cindy Carroll, Certified Speech and Language Pathologist, M.A., CCC-SLP, Children's Village
The purpose of this class is to provide education and learning around developmental milestones, including red flags of autism and administration of the MCHAT. We know that early identification of developmental delays and autism is crucial. Identifying concerns early can change the trajectory of learning and quality of life for your children and their families. Referring young children into services when there are concerns about autism is not an easy task. Working with and talking supportively to families is a vital piece of this work. New materials from the Center for Disease Control’s “Learn the Signs Act Early” campaign will be introduced to talk about typical developmental milestones and identify when a concern is present. Each participant will be provided with these informative and family friendly materials and how to request more to give to families. Additionally, this class will weave early signs and red flags of autism throughout the presentation including a section on how to use the MCHAT to screen for autism spectrum disorders. Video clips will be included to compare and contrast typical development with atypical development and autism. Participants will learn not only how to identify a concern, but when and how to refer. The final segment highlights strategies for talking with families about these delicate subjects. About the Presenter: Cindy Carroll is a Speech and Language Pathologist working in a collaborative and multidisciplinary setting at Children’s Village in Yakima. She is passionate about increasing networking across Washington state in the area of autism and how to coordinate between medical and educational models. She is part of the Autism Spectrum Disorders Diagnostic Team and is ADOS trained. Cindy is also the supervisor of the ASD diagnostic clinic and the Coordinator of Autism Services for Children’s Village. She provides supportive services to the Early Intervention program and Pediatric Therapy Services (B-18) in the area of identifying concerns, making referrals and talking with families about autism. Cindy provides trainings at the local and state level in the area of developmental milestones, administration of the MCHAT, social skills for older children and learning the signs of autism. Cindy currently serves as co-lead of the local community Autism Oversight Committee (AOC) and is part of the statewide Combating Autism Advisory Council (CAAC). She has recently participated in the University of Washington’s ESIT grant work and has been identified as one of 10 regional autism specialists for early intervention across Washington State. Sponsor: Department of Health. STARS Core Competency: ADM
Age Group Addressed: Birth through Age 3
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Identify typical and atypical development including when and how to refer when there are concerns.
2. Learn how to administer the MCHAT screening tool.
3. Learn strategies about how to talk with parents when there are concerns.
Handouts:
D16: Families in Grief - for Parents, Foster Parents, and Relative Caregivers,
presented by Gretchen Savage, MA in Psychology, Sound Mental Health, with Christine Griffin, P2P of Whatcom Co. & Guide By Your Side program
A diagnosis of a Development Disability in a young child can introduce unexpected grief into a family system. Fathers and Mothers handle grief differently, and this grief is passed on to children in unexpected ways. In this workshop, parents will gain an understanding of how grief might be affecting them. This workshop provides parents strategies and tools for coping with grief in daily life. Parents will be able to take resources home that will connect them with other families with similar experiences. Presented by Gretchen Savage, MA, Mental Health Therapist, Sound Mental Health Deaf Services, and Christine Griffin, Parent to Parent Coordinator and mother of two children with hearing loss. STARS Core Competency: DEV
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers
Learning Objectives:
1. Participants will experience a sense that they are not alone.
2. Participants will leave with strategies and tools for coping with grief.
3. Participants will leave with resources that will connect them with other parents with similar experiences.
Handouts:
8:30 AM Session FHD - if you select a Friday Half-Day (FHD) session do not select an E session
FHD1: Growing up WILD,
presented by Julie Tubbs Luthy, BS in resource Management and Environmental Education and Ms in Science Ed and Env. Ed, Nature Adventures
You’ll receive and be trained on the fabulous "Growing up WILD" activity guide. The guide contains 27 nature based themes complete with background information, outdoor activities, ideas for healthy snacks, ways kids can help, math, art, songs and more. Join us for a fun day and be ready to hit the ground running with a new nature based bag of tricks! STARS Core Competency: CUR
Age Group Addressed: Age 3 through Age 8
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Participants will be comfortable with the guide and ready to use it
2. Participants will be knowledgeable about the website and know where to find additional information and “copy me” pages.
3. Participants will have learned interesting facts about the natural world and feel more comfortable teaching about and taking kids into it.
This session has a $25 materials fee.
FHD2: Explosions, Potions and Flying Objects,
presented by Joy Knight, Early Childhood Ed, Creation Station
Science is really fun for children, but often short-changed in our programs. Let's explore what makes an exciting and memorable science experience for the children in our care. While we perform the experiments, fly the objects and mix the potions, we will discuss how this is a learning experience for children and keeps them asking for more. Brain development related to science will be shared, answering the question "what are they learning" when they are just playing around. You will create ten science experiences that you can use immediately in your programs. STARS Core Competency: CUR
Age Group Addressed: Age 3 through Age 8
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Explain the theory related to science experiences in the daily curriculum plans.
2. Plan curriculum in all academic areas that support scientific inquiry.
3. Recreate experiments that use many common household items at little cost.
This session has a $10 materials fee.
FHD3: Implementing Evidence Based Practices in Early Intervention: One Organization’s Three Year Journey,
presented by Terry Clark, M.Ed. Special Education, M.Ed. Counseling, Little Red School House
A panel of Early Interventionists (OT, PT, SLP, Educator, and Social Worker), parents, and an administrator describe the evidence based practices they are utilizing in providing Early Intervention services under IDEA, Part C. Some Early Intervention Panelists will share their experiences of moving from a center-based model to a Primary Coach approach with services provided in the child’s natural learning environment. Other Early Intervention Panelists will share their experiences of being hired into the organization after this transition had occurred. Parents will share their experience of the transition and the services. The administrator will share the impact of the transition on capacity and budget. A clear description of the current services, what works well and what has been learned will be shared. STARS Core Competency: ADM
Age Group Addressed: Birth through Age 3
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Family Resources Coordinators
Learning Objectives:
1. Understand the use of specific evidence based practices in Early Intervention and their impact on families.
2. Understand what a large change in service model felt like to the employees and services recipients.
3. Understand the impact on the capacity and budget of the organization.
This is an intermediate session.
FHD4: From Expert to Consultant to Coach,
presented by Greg Abell, Sound Mediation Group, L.L.C
Our role as professionals partnering with parents of children with special needs is changing. In our more traditional approach to the role we have engaged families as experts with the approaches and the solutions to a challenge defined by us. The emerging role of "coach" provides a context for melding our skills, expertise, and experience into a role that honors and partners with the skill, expertise, and experience of the families with whom we work. In this seminar we will explore the ramifications of this new role as professionals. STARS Core Competency: ADM
Age Group Addressed: All
Who Should Attend: Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Differentiate the roles of expert, consultant, and coach.
2. Identify the key elements of the role of coach as they relate to working with families.
3. Identify the critical skill sets related to this role.
This is an intermediate session.
Handouts:
10:30 AM Session E
E05: Junior Naturalist,
presented by Lisa Taylor, B.A., M.A., Seattle Tilth, with Sarah Kerr, Seattle Tilth
The garden is a great place for building observation skills, sensory exploration and experiential learning. In this hands-on workshop, participants will explore experiential learning in the garden classroom. Learn how to use sense meditations such as owl eyes, listening practice, and animal forms to learn about nature. Discover many other fun activities that help children develop an awareness of plants, animals and weather. STARS Core Competency: ENV
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists
Learning Objectives:
1. Participants will learn how to facilitate activities in a garden or natural classroom.
2. Participants will be able to lead garden-based lessons that help develop observation and sensory skills.
3. Participants will learn how to use games to explore nature.
Handouts:
E06: Early Support for Infants and Toddlers (ESIT) Program Update,
presented by Karen Walker, M.Ed MBA, Department of Early Learning
ESIT staff will share recent technical assistance information and resources. Learn about IFSP resources and discuss program implementation. Come prepared to share how ESIT resources are being used in local early intervention programs. STARS Core Competency: DEV
Age Group Addressed: Birth through Age 3
Who Should Attend: Teachers, Administrators, Therapists, Family Resources Coordinators
Learning Objectives:
1. Provide information on program State Improvement Activities
2. Learn of new resources and materials available to support field
3. Know where to access training and technical assistance
This is an intermediate session.
Handouts:
E07: The State of Autism in 2012,
presented by Charles Cowan, MD, Clinical Professor, Departments of Pediatrics and Psychiatry UW School of Medicine Medical Director, Seattle Children’s Autism Center Pediatrician, Neurodevelopmental Program Seattle Children's Hospital
Autism Spectrum Disorders are the most commonly diagnosed developmental disorders. The purpose of this presentation is to help attendees understand new information about a wide range of issues related to autism. Autism Spectrum Disorders represent an increasing public health dilemma, challenging our resources to diagnose, assess and treat a rapidly increasing population. To help the audience have a broader understanding we will review new studies about risk and prevalence, fascinating new basic science advances, new guidelines for early intervention approaches for children with ASDs and how new community resources are being developed. STARS Core Competency: HS
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Understand how current science is trying to understand Autism.
2. Understand the public health issues of a rising number of autism diagnoses.
3. Understand the subtleties of diagnosis and treatment in the autism spectrum
This is an intermediate session.
Handouts:
E08: Ethical and Legal Issues Concerning Paraeducator Employment, Training, Supervision, and Evaluation: What Administrators and Teachers Need to Know,
presented by Kent Gerlach, Ph.D, Pacific Lutheran University
This session will address some of the current legal and ethical issues involving employment, training, supervision, and evaluation of paraeducators. Topics will focus on clarifying the appropriate role of paraeducators, who assist with instruction, and the need for state and local policy. NCLB (ESEA) and IDEA mandates “Appropriate Supervision of Paraprofessionals.” How is “appropriate supervision” defined? Quality indicators for designing staff development for paraeducators, administrators, and teachers will be addressed. Criteria for developing appropriate job descriptions for paraprofessionals and teachers will be shared. The revised CEC Common Core Professional Development Standards for Paraeducators in Special Education will be distributed. STARS Core Competency: CUR
Age Group Addressed: Age 3 through Age 8
Who Should Attend: Teachers, Administrators
Learning Objectives:
1. Have an understanding of the current national issues affecting paraeducators and their supervisors.
2. Understand the importance of state and local policy regarding paraeducator qualifications, training and supervision.
3. Understand the importance of developing ethical guidelines for paraprofessionals who assist with instruction and for teachers who supervise.
4. Receive information on the importance of clarifying the role of the teacher/paraeducator team.
5. Receive an update of the current legal issues involving paraeducators and their supervisors.
6. Gain knowledge of what parents need to know about the role of paraeducators who assist with instruction.
7. Be provided a framework for the development of effective staff development for both paraeducators and teachers.
8. Understanding of the foundation for building the paraeducator/teacher team.
9. Explore common barriers to effective supervision of paraeducators.
10. Receive the newly revised CEC Common Core Professional Development Standards for Paraeducators.
11. Receive the proposed CEC Special Education Professional and Ethical Principals and Standards.
This is an intermediate session.
E09: Language-Motor Group: A collaborative approach to teaching language, concepts, and motor skills through themes and play-based learning.,
presented by Corey McMillan, BA in Special Education, Master's of Education with an emphasis in Early Childhood Special Education, Kent School District, with James Alyson, Kent School District, Brandi Bielefeld, Kent School District, Claudia Ciprut, Kent School District, Colette Smith, Kent School District
Presenters will share a collaborative approach to teaching language, concepts, and motor skills called Language-Motor Groups. Themed language-motor boxes were created by a physical therapist with input from a special education teacher, a speech language pathologist, and an occupational therapist. Language-Motor Groups are used with a variety of students, ages 3-12 in special education and inclusive classrooms at the target school. Special education teachers and support staff, speech language pathologists, the occupational therapist, and the physical therapist interact with all students using a transdisciplinary approach. Each group includes a music-based warm-up, a surprise activity, a main activity, and a fine-motor based cool-down. All activities are created around one theme, which changes monthly. Language-Motor groups have been successful with all age groups, across a variety of ability levels. Several themes will be presented along with student profiles and discussion of individual students whose social engagement, cognitive skills, communication/language skills, fine and gross motor skills increased as a result of regular participation in weekly language-motor group. Participants will have the opportunity for hands-on exploration of motor boxes and their contents, and will receive access to all necessary documents to plan and implement 10 themed motor boxes in their own setting. STARS Core Competency: FAM To download the rest of the materials, please see the handouts or follow the instructions below:
http://teacher.kent.k12.wa.us/mr/cmcmillan/index.php
-Click on “Documents” on the left hand menu
-Click on “Teacher Resources” on the top menu
-Download any of the Language-Motor Group documents
Age Group Addressed: Age 3 through Age 8
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists
Learning Objectives:
1. Participants will be able to explain what a language-motor group is and which domains of learning groups can target.
2. Participants will know how to structure a language-motor group to meet the specific needs of their students.
3. Participants will be able to implement a language-motor group with their students.
This is an intermediate session.
Handouts:
This session has a $5 materials fee.
E10: Hope in the Face of Budget Cuts - A Toolkit for Community Asset Mapping,
presented by Amy Carlsen, RN, Center on Human Developement and Disability, University of Washington, with Kate Orville, Center on Human Developement and Disability, University of Washington
In a time of extreme budget cuts, learn how rural communities in WA State have used their existing resources in creative ways to better serve children with autism and their families. These WA communities are tackling the early identification and timely diagnosis of children with autism and related disorders by building broad, effective, enthusiastic coalitions across public health, early intervention, child care, primary care, schools, mental health and autism diagnostic centers. Utilizing Community Asset Mapping strategies, we will discuss a tool kit designed to be a template for community discussion. We will explore how this tool kit can be used in your community to strengthen collaboration and improve services for children with autism and other related disorders and their families. We will also discuss how community coalitions come together and the challenges involved. This practical, interactive session will be conducted by members of the WA State Community Asset Mapping Project technical assistance team. Presenters have extensive experience as professionals and parents in strengthening and promoting family-centered, community-based approaches to health care for children with neurodevelopmental disabilities. STARS Core Competency: PROF
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Explore how the tool kit can be used in your community to strengthen collaboration and improve services for children with autism and other related disorders and their families.
2. Learn how community coalitions come together and the challenges involved.
3. Learn how rural communities in WA State have used their existing resources in creative ways to better serve children with autism and their families.
E11: Snack Talk: Increasing Communication During Mealtimes,
presented by Ariane Gauvreau, M. Ed,, Haring Center, University of Washington, with Lauren Thomson
Receive information on simple ways to increase communication and provide support for social skills and language instruction during meal times at school and at home. Learn about recent research on 'Snack Talk' for children with disabilities in preschool programs and create your own 'Snack Talk' to take back to your classroom or home. STARS Core Competency: PROF
Age Group Addressed: Birth through Age 3, Birth through Age 5, Age 3 through Age 5, Age 3 through Age 8
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists
Learning Objectives:
1. Easily embed instruction on students' social and communication goals and objectives during meal times
2. Develop their own materials to use as communication supports during meal times
3. Utilize 'Snack Talk' supports to increase communication for all students in their program
This is an intermediate session.
E12: The Big Picture: Communities, School, and Home,
presented by Shira Ackerman, PhD, Northwest Autism Center, with Quinanna Robins, SL Start
Effective strategies for working with young children on the autism spectrum and their families. Creating a collaborative approach from the beginning can create the opportunity for significant progress. Behavioral support services go beyond just addressing challenging behaviors they encompass the whole child and family. Involving all service lines in a child's intervention plan is paramount and necessary. This presentation will help attendees gain a broader understanding of how to provide services for the whole family and child. STARS Core Competency: DEV
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Participants will be able to identify at least 3 elements of a child's life that should be included in their intervention plan.
2. Participants will be able to identify a process for creating a wrap around approach for a child.
3. Participants will be able to identify at least 3 behavioral strategies to implement across environments.
Handouts:
This session has a $5 materials fee.
E13: The Use of Distance Technology to Provide Early Intervention Services, Lessons Learned,
presented by Kimberly Hamren, M.Ed, CED, LSLS Cert. AVT, Listen and Talk, with Suzanne Quigley, Listen and Talk
This presentation will share tips, strategies, pitfalls and promise of implementing early intervention services utilizing a coaching model through teleintervention. Well-designed, timely early intervention services can improve the outcome and quality of life for children with developmental disabilities/delays. A critical component of early intervention is that it be provided in the "natural environment". The home setting is often the natural environment for providing optimal learning opportunities. These learning opportunities enhance and promote a child's development and participation in everyday activities and strengthen the competence and confidence of the parent's abilities to self-reflect and generalize their skills. Many early intervention specialists providing services in the natural environment can face challenges which impact the quality and frequency of services. These challenges include: cancellations due to sibling illnesses, weather/travel conditions, time spent traveling, safety. Teleintervention (TI) holds promise for a viable alternative for providing services to help overcome these challenges. Additional successful application of the technology includes participating in IFSP meetings, joint home visits with team members and including extended family. The presenters will share video clips of sessions and will include practical information and tools needed to implement distance technology to provide early intervention strategies such as; a checklist for providers of(TI), how to prepare for a session, getting technology ready for a session, conducting the TI session and meeting requirements of natural environments. A recently developed resource manual will also be shared. STARS Core Competency: CUR
Age Group Addressed: Birth through Age 5
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Participants will name technological elements to consider when setting up a teleintervention program.
2. Participants will reflect on their early intervention program and list some opportunities where distance technology may be implemented to enhance their service delivery options.
3. Participants will list some resources available to support setting up the use of distance technology in their program
E14: Play with a Purpose,
presented by Laurie Sjolund, Masters in Education (Early Childhood), Sumner School District, with Pam Stoner, Sumner School District
How does intentional play build young brains? Learn why intentional play matters socially, emotionally, cognitively and physically. Gain practical strategies to make intentional play happen with children in your care. STARS Core Competency: DEV
Age Group Addressed: Age 3 through Age 8
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Family Engagement Staff
Learning Objectives:
1. Understand the benefits of playing with a purpose for 3-6 year olds.
2. Understand what intentional play is.
3. Gain useful strategies for being more intentional with your work with children.
Handouts:
E15: Grief in Families - for Professionals,
presented by Gretchen Savage, MA in Psychology, Sound Mental Health, with Christine Griffin, P2P of Whatcom Co. & Guide By Your Side program
Developmental Disabilities in young children can introduce unexpected grief into a family system. This workshop offers an understanding of current Grief Theory, cultural and gender differences in how families process grief, and an exploration of how unacknowledged grief may be affecting the professionals that work with families. In this workshop, we also explore the unique ways that children experience and express their grief. The workshop includes role plays, providing both theoretical and experiential understanding. Presenters: Gretchen Savage, MA, Mental Health Therapist, Sound Mental Health Deaf Services, and Christine Griffin, Parent to Parent Coordinator and mother of two children with hearing loss. STARS Core Competency: CUR
Age Group Addressed: All
Who Should Attend: Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Participants will be able to apply understanding of grief to what they are seeing in families.
2. Participants will have an understanding of how their own grief may be affecting them.
3. Participants will gain an experiential understanding of how to work with families that are experiencing grief.
Handouts:
E16: Building the Road to Washington's Early Learning System,
presented by Kelli Bohanon, WA Department of Early Learning
This presentation will provide an overview of the progress Washington is making in implementing the Early Learning Plan, our state's 10-year road map for building an early learning system. Representatives from the Department of Early Learning, Thrive by Five Washington and the Office of Superintendent of Public Instruction will share status updates on the implementation of key strategies outlined in the 2012 Joint Resolution Partnership Action Plan. STARS Core Competency: ADM
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Identify strategies underway in Washington for building the state's early learning system.
2. Understand the role of state agencies and regional/local partners in implementing strategies from the state's early learning plan.
3. Identify challenges related to implementing key strategies outlined in Washington's early learning plan.
This is an intermediate session.
12:15 PM–1:30 PM General Session & Lunchtime (depends on end time of previous session)
KEYNOTE: Friday General Session,
presented by Jack P. Shonkoff, M.D., Harvard University
Jack P. Shonkoff, M.D., is the Julius B. Richmond FAMRI Professor of Child Health and Development at the Harvard School of Public Health and the Harvard Graduate School of Education; Professor of Pediatrics at Harvard Medical School and Children's Hospital Boston; and Director of the university-wide Center on the Developing Child at Harvard University. He also chairs the National Scientific Council on the Developing Child, a multi-university collaboration comprising leading scholars in neuroscience, psychology, pediatrics, and economics, whose mission is to bring credible science to bear on policy affecting young children. His three videos in the course of his presentation can be viewed at the following links: Experiences Build Brain Architecture Toxic Stress Derails Healthy Development Neglect Can Be as Powerful as Abuse (Still Face Experiment: Dr. Edward Tronick)
Handouts:
1:45 PM–4:00 PM Session F
F01: We CAN get there from here! We CAN get there from here! Negotiating A Route Between Disciplinary Expertise and Functional IFSP Outcomes.,
presented by Kristine Slentz, PhD, Western Washington University
Are you looking for efficient and effective ways to use functional child and family assessment information to develop family-centered outcomes? Wondering about the role of disciplinary expertise in the world of global and participation-based outcomes? The new WA State IFSP form and 2011 Part C Regulations will provide the context for participants at this session to review and summarize functional child and family assessment, develop family-centered IFSP outcomes, and plan intervention activities and strategies. Session emphasis will be on alignment between global OSEP child outcomes, IFSP outcomes, and intervention plans, with particular attention to integration of disciplinary expertise into the process. (The processes and materials associated with collecting functional intervention goals are covered in a separate session: “You Have to Start Here to Get There”). STARS Core Competency: OBS
Age Group Addressed: Birth through Age 3
Who Should Attend: Teachers, Administrators, Therapists, Family Resources Coordinators
Learning Objectives:
1. Write summaries of functional performance that emphasize participation within family routines.
2. Evaluate IFSP outcomes using elements of functional, family-centered outcomes.
3. Develop strategies and activities for intervention based on billable goals aligned with IFSP content.
This is an intermediate session.
Handouts:
This session has a $5 materials fee.
F02: Changing Our Attitudes About What Makes a Successful Home Visit,
presented by Denise Olson, M.S., Early Childhood CARES, Univ. of Oregon, with Heather Brey, Early Childhood CARES, Univ. of Oregon, Kelly McCabe, Early Childhood CARES, Univ. of Oregon, Krista Shultz, Early Childhood CARES, Univ. of Oregon
Does a big bag of toys make you a good interventionist? What is the purpose of the home visit: to teach or "perform"? Our panel of Early Intervention/Early Childhood Special Educators will focus on what is used to be like for us when we brought toys to home visits; what happened to make us want to try a different way; and what it is like now that we are trying it a different way. Ideas for "low tech" activities and incorporating family's own materials and toys into intervention activities will also be provided. There will be a mini make and take. STARS Core Competency: FAM
Age Group Addressed: Birth through Age 5
Who Should Attend: Teachers, Therapists, Family Resources Coordinators
Learning Objectives:
1. Identify own personal style of home visiting and reflect on if it is meeting the needs of family and child
2. Communicate differences between direct service model and consultation model to families and empower parent to be their child's teacher
3. Gain ideas for adapting materials in family's home to meet needs of child
Handouts:
This session has a $5 materials fee.
F03: Early Math Matters,
presented by Laurie Sjolund, Masters in Education (Early Childhood), Sumner School District
In this session, you will gain an understanding of why foundational math skills are critical to children’s later learning and development. Math standards for children preschool to 3rd grade will be shared. You will walk away with information and strategies on how adults can help children develop these basic skills. STARS Core Competency: CUR
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Family Resources Coordinators
Learning Objectives:
1. Understand how young children learn and think about mathematics.
2. Develop a basic understanding of key mathematical concepts.
3. Ability to assess children’s mathematical knowledge and plan activities accordingly.
4. Develop an evidence-based understanding of effective and appropriate teaching methods and curricula.
This is an intermediate session.
Handouts:
F04: Building Independent Skills and Self Esteem Through Life Skills for Children with Multiple Disabilities,
presented by Gayani Rajaguru, Master of education in Exceptional Children, Marysville School District, with Colleen Cotroneo, Marysville School district
This is a discussion about the importance of life skills for children with multiple disabilities. Our goals are to discuss what life skills are and how they tie into a child's growth. These skills will ultimately help to build independence and greater self esteem in the child. The presentation will also cover ways to incorporate life skills at home for parents of children with disabilities. We will have a question and answer discussion following the presentation. STARS Core Competency: DEV
Age Group Addressed: Age 3 through Age 8
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists
Learning Objectives:
1. Understand what life skills are
2. How to incorporate life skills at home
3. Use task analysis to break down and simplify a task for a child
Handouts:
F05: Literacy Embedded Play Centers and Kits,
presented by Janet Spybrook, Ed.D., Central Washington University, with Sharryn Walker, Central Washington University
Teacher candidates in two courses: Early Literacy and Preschool for Children with Developmental Delay created inclusive Literacy Embedded Play Centers and Kits for use in Head Start classrooms, home environments, and a Children's Activity Museum. This presentation will provide a framework for creating the centers and kits as well as parent and child involvement in literacy activities. Presenters will also discuss how this opportunity provided theory to practice experiences for teacher candidates regarding how to use play to encourage development in all domains, as well as early literacy. STARS Core Competency: CUR
Age Group Addressed: Birth through Age 5
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Use a framework to develop Literacy Embedded Play Centers (LEPC) and Literacy Embedded Play Kits (LEPK).
2. Develop a list of parent and teacher tips to use the play centers and kits with young children
3. Identify accommodations for children with disabilities and English Language Learners to increase accessibility to center and kit activities.
This is an intermediate session.
Handouts:
F06: Early Diagnosis of Autism: How Early Is Too Early?,
presented by Glenn Tripp, Marybridge Children’s Hospital
We are diagnosing Autism Spectrum Disorder at younger and younger ages. In fact, early diagnosis is encouraged so that appropriate interventions can be started. Sometimes the signs are clearly evident. But more often the picture can be confusing with only some “red flags”. Sometimes the “red flags” are better explained by cognitive or global delay. How do we sort out what diagnosis to give? When is the right time to use the diagnosis of Autism Spectrum Disorder? Dr. Glenn Tripp, developmental pediatrician, will discuss these and other questions in this session. STARS Core Competency: CUR
Age Group Addressed: Age 3 through Age 8
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators, Interested Professionals
Handouts:
F07: Parents with Learning Difficulties: Resources for Providing Services,
presented by Leslie J. Munson, Ph.D., Portland State University, with David Allen, Portland State University, Ruth Falco, Portland State Univesity
The right to marry and raise children, long recognized as a fundamental human right, is often denied to individuals with intellectual disabilities (The ARC, 2002). Even as their numbers grow, parents with intellectual disabilities continue to be an invisible and underserved population” (Booth & Booth, 1993, p.459). They are too frequently under suspicion and vulnerable to the loss of their children. They frequently lack individualized supports necessary for successful parenting. Further, children born to parents with learning difficulties are at risk for developmental delays (Feldman & Walton-Allen, 1997). Yet, with appropriate individual and community supports, parents can provide a supportive developmental environment. Learn how to provide supports to families with learning difficulties so they can be successful. The speakers will share knowledge and experiences gained as they are developing a parent-infant interaction curriculum for parents with learning difficulties. Leave with ideas for materials as well as resources for additional materials. STARS Core Competency: DEV
Age Group Addressed: Birth through Age 3
Who Should Attend: Teachers, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. To identify the terminology and defintion for the population;
2. To identify the learning challenges and other challenges experienced by the population;
3. To identify resources to use with the population;
This is an intermediate session.
F08: Ready, Set, Go! 5210,
presented by Mary Quinlan, Master of Science- Psychology, MultiCare Mary Bridge Children's Hospital, with Lori Tanner, Multicare Health System
Ready, Set, Go! is an initiative to combat childhood obesity by promoting healthy lifestyle choices for children, youth and families. Modeled after a very successful community-wide program (Let’s Go! Maine), our mission is to increase physical activity and healthy eating among each of the six sectors (Schools, After School, Early Childhood, HealthCare, Workplace, Community) that influence youth and families. By working across sectors we hope to achieve lifestyle and environmental changes that improve the health of children. The child care environment can play an important role developing health behaviors of children during formative years. Child care activities can provide opportunities for physical activity, healthy eating, and role models for these behaviors. The 5-2-1-0 message emphasizes the importance of: 5 or more fruits and vegetables; limiting recreational screen time to 2 hours or less; engaging in 1 hour or more of physical activity; 0 sugary drinks/ more water and low-fat milk daily. Participants will receive toolkits for implementation and learn 9 strategies that can be used in childcare programs to address the policies, practices and environment that influence healthy lifestyle behaviors. STARS Core Competency: CUR
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Describe the scientific rationale for 5-2-1-0
2. Define nine strategies to address the policies, practices and
environments that influence healthy lifestyle behaviors in childcare settings
3. Implement Ready, Set, Go! 5210 with tools provided
F09: Early Relationships Matter: Using Infant Mental Health Principles and Practices to Promote Strong Attachments,
presented by Christy Kimpo, BS, PhD, Certificate in Infant Mental Health, Navos mental health solutions
This presentation will describe how early attachment relationships form between infants and their caregivers. It is well known that extended separations, neglect, abuse or other maltreatment can lead to disrupted attachment relationships. However, impaired attachments can also occur for a variety of other reasons: when caregivers have experienced trauma or have mental health issues, when the infant has significant medical problems, or when the infant has challenges in how they deal with sensory information. This presentation will focus on exploring Infant Mental Health practices to support the development of attachment for all infants and their primary caregivers. In addition, we will explore some of the consequences later in childhood when there are problems with their earliest relationships. STARS Core Competency: ADM
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Understand how attachment relationships form and why they are so important.
2. Explore some of the early experiences that may lead to impaired attachments.
3. Understand how to work with families to help them form healthy attachments with their infants and to help mediate some of the challenges that occur later in childhood.
This session has a $5 materials fee.
F10: Sensory-Based Feeding and Mealtime Interventions for Children,
presented by Jennifer Nash, MOT, OTR/L, Stepping Stones Occupational Therapy
Feeding and eating are critical components in everyday life. A hallmark of parenting is the act of feeding a child. Parenting a child with feeding and/or eating difficulties can negatively influence how a parent views himself or herself. Feeding issues can also create friction between a parent and child, affecting attachment. Feeding and eating problems occur for children with and without disabilities. For children who are typically developing, approximately 25%-45% experience feeding challenges. The percentage increases drastically for children with developmental delays with up to 80% experiencing difficulties. The causes of feeding problems for children with developmental disabilities can be medical, non-medical, or a combination of both. Behavioral, sensory, and psychosocial factors can greatly influence and complicate pediatric clinical cases. Clinicians who work with this population need to take a playful, thoughtful, and family-centered approach to treatment. This presentation will provide information on sensory-based feeding and mealtime interventions through a combination of lecture and small group activities. The lecture portion will provide an overview of pediatric feeding difficulties, factors that influence feeding, and common feeding myths. Small group work will involve experiencing sensory-based feeding activities, creating sensory themes for feeding, and practicing the use of oral motor supplies. STARS Core Competency: DE
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Understand the populations of children who experience feeding challenges
2. Create 5 sensory-based feeding activities
3. Demonstrate 3 ways to use oral-motor supplies
Handouts:
This session has a $5 materials fee.
F11: Curriculum and Assessment,
presented by Jessica Schulte, Experimental Education Unit, Haring Center, University of Washington.
Good assessments are designed for specific purposes. Curriculum referenced assessments measure an individual child’s performance within a sequence of curricular objectives. Such assessment tools can be used to identify individual child goals or outcomes, monitor progress, and thus, inform teaching for individual children. This session will focus on the use of curriculum-referenced assessments in early intervention/early childhood special education, examine the value of using such assessments, share examples of currently available assessments, and provide guidance for selecting a curriculum-referenced assessment for your program.
Age Group Addressed: Age 3 through Age 5
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Family Engagement Staff, Family Resources Coordinators, Interested Professionals
Learning Objectives:
Define and discuss relevance of curriculum-based assessments
Discuss the benefits and constraints with currently available assessments
Understand the linked assessment process
Implement strategies to make administration manageable
F12: Empowering the Parent Leader Within You,
presented by Christine Griffin, P2P of Whatcom Co. & Guide By Your Side program
What are the skill sets and steps needed to become a parent leader and how do I know if I have what it takes? How do I get started? These questions will be answered by two involved parent leaders, Christine Griffin and Karlene Umbaugh, who will address the necessity to involve parents as leaders in the participation of shaping systems designed to serve them and their children. Christine Griffin is program coordinator of Parent to Parent of Whatcom County and WA State Guide By Your Side programs. Karlene Umbaugh is Outreach Coordinator with Parent to Parent of Whatcom County as well as co-founder and board member of Families for Autistic Children's Education and Support Northwest (F.A.C.E.S.) and a Special Olympics coach. STARS Core Competency: FAM
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers
Learning Objectives:
1. Have a better knowledge base of the systems they can help to shape to support families in our state.
2. Have a better understanding of how the ESIT Family Outcomes can be the springboard to becoming a leader in their child’s life as well as potentially supporting others.
3. Participants will be responsibly guided through activities that will help to identify the different skill sets, levels of involvement and keys to effective leadership.
Handouts:
F14: Developing Self-Determination and Advocacy Skills in Children with Special Needs,
presented by Athena Elrod, Pierce County Community Connections, with Amanda Hardesty, Pierce County Community Connections
This presentation will provide information, tools and techniques that will assist parents in developing a plan to implement opportunities for the development of self-determination and advocacy skills in their child with special needs. The presentation includes time to discuss or explore individual questions in the group environment and for one parent volunteer to begin a life skills map for their child with special needs. STARS Core Competency: FAM During this presentation we will discuss: How to develop a life skills map; The IEP process and how to include your child with special needs; The importance of teaching advocacy skills and starting at a young age; Self-Determination – what is it and how to begin.
Age Group Addressed: Birth through Age 5, Age 3 through Age 5, Age 3 through Age 8
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Family Engagement Staff, Family Resources Coordinators
Learning Objectives:
1. Parents or support staff will see opportunities for and begin implementing strategies that support self-determination skills for the children in their lives.
2. Parents will learn strategies that support the development of self-determination skills for their children.
3. Parents will be able to clearly articulate with others their chosen strategies for supporting skill development in their children.
F15: Early Literacy and Communication Activities for Preschoolers with Special Needs,
presented by Joy Knight, Early Childhood Ed, Creation Station
Come take a journey with us through the research, research based methods, and approaches to enhance early language and literacy experiences. When you leave, you will have the research, methods, and approaches needed to implement. The instructor of this session will link the relationship between learning activities and the latest research. Plus, how do we respond to developing curriculum activities on a budget in preschool settings? Participants will "make and take" ten different early literacy and communication projects that they can use immediately in their program. Projects are created using found, recycled, and common materials. STARS Core Competency: CUR
Age Group Addressed: All
Who Should Attend: Parents, Foster Parents, Relative Care Givers, Interested Professionals
Contact Info
If you have questions, or need assistance, E-mail is the preferred method of contacting us. We're able to respond much more quickly to electronic mail.
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