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May 6, 2009 - Preconference
May 7 & 8, 2009 - Conference and Exhibits
Greater Tacoma Convention Center, Tacoma, WA |
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Program at a Glance
Wednesday Preconferences
Thursday Conferences
Friday Conferences
Travel Information
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Wednesday, May 7, 2008
Choose One Session
Preconference Session - 9:30 am - 5:00 pm
Pre01 Effective Services for Young Children with ASD
Pre02 Feeding Groups
Pre03 Effective Services for Young Children with
Pre04 Rainy day Fun for Preschoolers
Pre05 Developmental, individual difference, relationship Based Model
Pre06 Promoting First relationships
Pre07 Person-Centered Planning for Young Children with Multiple disabilities
Pre08 Promoting Positive Behavior in Young Children
Pre09 The Challenges of Working with Meth-Affected Children and Families
presented by Jackie McReynolds and Karen Peterson
Pre01 Issues and Trends/Instructional Strategies in Early Childhood Special Education: Effective Services for Young Children with Autism Spectrum Disorder: Blending Approaches to Meet Individual Needs,
presented by Ilene Schwartz and Noa Hannah, University of Washington
The purpose of this class is to provide participants with an overview of autism and pervasive developmental delay, and strategies that are effective with young children with these diagnoses. An emphasis of this class will be to blend the strengths of different evidence-based approaches to create programs that are effective and appropriate for young children. Issues that will be addressed in this class include: functional assessment and evaluation strategies; curricular issues, instructional strategies, The role of typical peers in programs for children with autism, and strategies to program for the generalization of behavior change.
About the presenters: Ilene S. Schwartz, Ph.D., is a professor at the University of Washington has an extensive background working with young children with special needs, especially with autism and other disabilities. Dr Schwartz is the Chair of Special Education and the Director of the Experimental Education Unit where she maintains an active line of research and personnel preparation activities.
Noa Hannah, M.A., CCC-SLP, is a doctoral student at the University of Washington. She has extensive experience with young children with ASD and related disabilities and is specifically interested in the development of functional communication in children who are non-verbal.
Sponsor: Experimental Education Unit, University of Washington
Pre02 Eating should be fun! The etiology of early feeding issues, evaluation and program ideas for children with motor and\or sensory issues that impact oral feeding skills
presented by Gay Lloyd Pinder, Children’s Therapy Center of Kent
For all of us eating is necessary. For most of us eating is a pleasure and we look forward to mealtimes and snacks. In cultures around the world social interaction is often centered around food. In fact every culture has special foods that are used in celebrations of every sort and kind. Food is fun and food is important! We take this pleasure for granted.
Yet there are children for whom eating is neither easy nor fun. When a child has problems eating or when a child doesn’t want to eat, their daily life is disrupted on a variety of levels and that disruption extends to their entire family and beyond. This workshop explores the etiology of feeding problems, both motor based and also sensory based and then explores practical ideas and strategies that might be used to build skills needed for eating and also to make the entire experience more positive for the child and family.
We will discuss aspects of the evaluation of feeding skills including gross and fine motor skills; oral motor skills, including the evaluation of swallowing; sensory issues present and past; GI history and the potential impact on later feeding; and communication skills in the context of feeding. We will explore a variety of practical ideas to consider in a feeding program including positioning, nutritional needs, food textures and tastes, repetition and familiarity, power and communication, and routine.
During this workshop we will also discuss those children who have gastrostomy tubes to supplement their feeding to meet their nutritional needs and how they can be and need to be included in a meal or snack time. Depending on audience interest and need we can discuss when and how children can be assisted to wean from their gastrostomy tube feedings.
Throughout the workshop family dynamics and participation are an ongoing cornerstone in discussion and focus. The family not only shares the impact of a child’s feeding issues, but also plays a key role in the process towards the solution. This workshop is a good precursor for the Feeding Group presentation scheduled for Friday morning. There is a $5.00 materials fee.
About the presenter: Gay Lloyd Pinder, Ph.D. is a Speech Language pathologist who has specialized for the past 30 years in working with infants and young children with neuromuscular disorders and the feeding and communication problems associated with those disorders. She is a co-founder and staff member at Children’s Therapy Center in Kent, a neuromuscular center serving children of all ages and their families. Dr. Pinder is a certified instructor in the Neurodevelopmental Treatment Association (NDTA) and has taught workshops and courses nationally and internationally. Her therapy is child-centered and family-focused and is based on a holistic perspective of development.
Pre03 Issues and Trends/Instructional Strategies in Early Childhood Special Education: The Building Blocks of Early Childhood Mathematics,
presented by Douglas H. Clements, Ph.D.
What is the state of early and elementary mathematics education? What does the research say? Dr. Clements paints a picture of where we stand regarding standards, curriculum, teaching, and professional development. He draws several “lessons” from research-findings that support visions of new approaches to mathematics education.
What are the mathematical and educational building blocks of early mathematics? What role should these building blocks play in early education, and why? Clements, one of the authors, will discuss NCTM’s new Curriculum Focal Points for Preschool, and innovative ways of using child-centered learning trajectories to help children construct these essential building blocks of mathematics, cognition, and literacy.
Dr. Clements will also share a pair of U.S. Dept. of Education-funded projects that produced and evaluated research-based, developmentally appropriate mathematics activities for PreK-2 children. Building Blocks’ basic approach is finding the mathematics in, and developing mathematics from, children’s every day activity. The program incorporates both old and new technologies, from blocks and puzzles to multimedia computer programs.
About the presenter: Douglas H. Clements is Professor of early childhood, mathematics, and computer education at the University at Buffalo, State University of New York, where he was granted the Chancellor’s Award for Excellence in Scholarship and Creative Activities. He is a member of President Bush’s National Math Advisory Panel and of the National Academies/National Research Council’s Committee on Early Childhood Mathematics. Currently, Dr. Clements is Principal Investigator on a large scale research project, Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies. This had its roots in a previous IERI project he directed, Scaling Up the Implementation of a Pre-Kindergarten Mathematics Curricula: Teaching for Understanding with Trajectories and Technologies.
Sponsor: Office of Head Start: Region X
Click here to download this session's documents
Pre04 Rainy Day Fun for Preschoolers,
presented by Marvena Williams, BA Psychology & Infant Toddler Specialist
It’s raining It’s pouring but inside it’s soaring with the magic of Rainy Day Fun. This is an exciting interactive workshop that looks at fresh ways to keep young children entertained when it’s raining outside or when you’re just in the mood for some super fun. We explore rainy day activities for music and movement, arts and crafts and story time. Participants will discover how to spice up some favorite rainy day activities and learn many new ones
Marvena is an experienced trainer, speaker and teacher. She presented a shorter version of this session at the 2007 Infant and Early Childhood Conference. Participants overwhelmingly requested that she return in 2008. Marvena has twelve years experience in the early childhood industry and has held various positions in the field from teacher to Infant Toddler Family Specialist. In 2005 she started Shiloh Training Center and is currently conducting workshops nation wide. Recently, Marvena was chosen by the local Smart Start to do a series of trainings on Social Emotional Development in young children. There is a $10.00 materials fee.
Click here to download this session's documents
Pre05 Developmental, Individual-Difference, Relationship Based (DIRtm) Model - Understanding the Model and the Impact of the Child’s Sensory Profile and Motor Planning Abilities on Relating and Communicating,
presented by Rosemary White, OTR
If you are new to this presentation, it is a great introduction - if you attended last year, come again - New Videos and a deeper analysis of assessment and treatment DIRtm /Floortime is the developmentally appropriate, relationship based approach to treatment. It is a comprehensive treatment model that addresses the individual differences of the child. The goal of a “Floor Time” program is to develop a continuous flow of interaction with children throughout their day.
This workshop will focus on using the Developmental, Individual Difference, Relationship (DIRtm) Model with young children with disorders in relating and communicating. Rosemary will share, from her professional perspective, assessment and treatment of the child, addressing each child’s functional emotional levels of development (regulation and attention, mutual engagement, purposeful interaction with gesture and problem solving, elaboration of ideas and building bridges between ideas).
This workshop will examine the sensory modulation continuum of sensory registration and response to stimuli and how it influences behavior, attention, impulse control, postural control, motor control and functional skills. As the child’s sensory profile is understood, it provides an understanding of the child’s unique regulatory strategies and hence provides those working with the child with ways to attain and maintain attention when the child may be over or under responsive to stimuli. The workshop will also examine the child’s motor planning, the core capacity necessary for sequencing interactions with people and objects, as well as building bridges between ideas and abstract thought. This workshop will cover the comprehensive assessment, including the FEAS (Functional Emotional Assessment Scale), to provide a baseline for understanding the child’s sensory profile, to guide treatment and to provide parent coaching. Through the use of videotape, the workshop will cover DIRtm in practice, moving through the developmental levels with longitudinal case presentations of DIRtm in a variety of environments. There is a $10.00 materials fee.
Click here to download this session's documents
Pre06 Promoting First Relationships
presented by Julie Nagel, LICSW, MHP
Professionals who work with caregivers and young children (birth to 3 years) often see the need to support and guide caregivers in building nurturing and responsive relationships with children. Promoting First Relationships gives professionals the knowledge, tools and strategies to do so.
In this session, participants are introduced to a unique consultation and intervention strategy they can integrate into their work whether in the high risk, special needs, child care, or other early childhood fields. The strategy can be used one-on-one with parents and also with child care providers and early childhood teachers responsible for group care.
The Promoting First Relationships training program integrates theory, practice and intervention. Trainers use various learning approaches including video case studies, role-playing, and reflective dialogue. These approaches allow participants to apply the framework directly to issues faced in their work environment.
Why Promote First Relationships? Parenting and providing child care to young children is a joyful experience yet it is also challenging and demanding. Poverty, poor parenting models, family stress, special needs, or behavioral difficulties can make the task even more complicated. These first relationships between children and their parents or other caregivers - the people who are closest to them - are crucial to children’s later development, particularly their social and emotional development. When these first relationships are positive, children develop confidence in themselves, trusting relationships with others, and a hopeful outlook on life.
About the presenter: Julie Nagel has been a consultant with Promoting First Relationships for over three years, since completing her certificate in Infant Mental Health. She worked the previous 17 years as a Child and Family Therapist for a mental health agency. She has worked as a consultant for programs to address the social and emotional needs of young children in childcare and preschool settings.
Pre07 Who, What, When, Where, Why: Person-Centered Planning for Young Children with Multiple Disabilities,
presented by Kathee Scoggin, M.Ed. and Tracy Jess, M.Ed., R.N.
“Person-Centered Planning” is a structured process designed to help the educational team and family determine communication and learning priorities for children with multiple disabilities including deaf-blindness. It focuses on the capacity, gifts, and talents of the child rather than the deficiency-based model that special education has used.
Children with multiple disabilities often have many service providers in the school and medical community. This can make it difficult for families and team members to determine how, when, and where to embed learning needs throughout the child’s daily routine. Understanding and prioritizing the short-term and long-term outcomes for the child requires all people involved to see the “big picture,” not just their piece.
Person-Centered Planning also helps to determine what supports are needed in the educational setting and community. This process can create a network of acceptance in the community stemming from a respect for the dignity and wholeness of the child.
Participants will: identify the purpose of doing a Person-Centered Plan and the components of the planning process; determine who should be invited to participate in the planning process; and learn how to analyze the information to determine learning goals and objectives, as well as support needs, for the child.
About the presenters: Kathee Scoggin is co-director of Washington State Services for Children with Deaf-Blindness (a program of Washington Sensory Disabilities Services). She has extensive experience in teaching young children with multiple disabilities including deaf-blindness, as well as in training team members who live and/or work with these children.
Tracy Jess is family consultant for Washington State Services for Children with Deaf-Blindness. Tracy is a registered nurse and holds a master’s degree in early childhood education, as well as being the parent of a young adult daughter who is deaf-blind.
Sponsor: Washington State Sensory Disabilities
Pre08 Issues and Trends/Instructional Strategies in Early Childhood Special Education: Supporting a Child’s Learning Environment: Promoting Positive Behavior in Young Children
presented by Carol Davis, Experimental Education Unit, University of Washington
Many young children with and without disabilities demonstrate behaviors that interventionists, teachers, family members, and other service providers find challenging. Often times these behaviors can result in frustration, stress, and isolation for the child, educators, caregivers, and the family. To effectively address such problem behaviors, it is crucial that families and interventionists work together as a team to find solutions that work for all members of the team.
In this workshop, we will present a team process using the principles of positive behavior support that both educators and families can use to address challenging behaviors. Participants will learn why it is important to identify the function of a challenging behavior before implementing an intervention plan. Participants will learn about child-centered assessment procedures that will assist in identifying the function of a challenging behavior. Participants will learn about a variety of proactive, educative, and reinforcement based teaching strategies that are proven to promote positive behaviors in young children.
Sponsor: Experimental Education Unit, University of Washington
Pre09 The Challenges of Working with Meth-Affected Children and Families: Developing Understanding and Strategies,
presented by Jackie McReynolds, MS. Senior Instructor, Dept. of Human Development, Washington State University Vancouver with Karen Peterson, Ph.D. Professor, Dept. of Human Development, WSU, Vancouver
Methamphetamine abuse continues to create opportunity for severe family dysfunction, child neglect and abuse, and challenges for attainment of optimum childhood development, and the design and implementation of treatment and rehabilitation programs. This session is designed to break the issue into sections that address the following components:
Understanding methamphetamine: what is it, how is it used, where did it come from, why is it so addictive, and how does it impact the adult user, and understanding the direct and indirect impact adult methamphetamine use has on children and families.
How does methamphetamine use impact the greater good: families, communities, child welfare systems, individual and collective human capital development, justice system, and taxpayers? How methamphetamine directly endangers children. The role other substances (alcohol and other drugs) play in connection with methamphetamine use in the way children are developmentally impacted. The research that is underway on child development issues related to early methamphetamine exposure and best practices based upon that research, and appropriate interventions (including emotional regulation) for meth-affected infants and children. The research that is underway on best practice models of treatment for methamphetamine addicts. Safety concerns for professionals working with meth-affected children and families. Issues related to advocacy for control of the methamphetamine problem, both at the State and Federal level.
Sponsor: Washington State University, Vancouver
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