May 5, 2021—Preconference
May 6 & 7, 2021—Conference and Exhibits
Greater Tacoma Convention Center, Tacoma, WA

Thursday, May 7, 2020

Welcome and Keynote - 8:30 AM

KEYTHU: What to Expect When You Weren't Expecting This

Thursday Full Day Conference Sessions - 10:30 AM–5:00 PM

TFD01: Day Two: Teaching Pyramid Observation Tool: Reliability Training

Conference A Sessions - 10:30 AM–12:30 PM

A02: The Potential to Be Included
A03: Caregiver Coaching: A Practical Workshop for Early Intervention Providers
A04: Responding to Increased Fear Around Immigration Enforcement in Staff and in the Community for Early Intervention Providers
A05: Beyond Social Skills + Language Development: Understanding Social Communication & ASD in Infants and Toddlers
A06: Building Connections to Nature With Young Children of All Abilities
A07: Challenging Toddler Behaviors: A Facilitated Conversation
A08: The Trauma Sensitive Classroom
A09: Supporting Adults in the Early Childhood Classrooms: Strategies for Coaching and Providing Feedback
A10: Promoting Positive Interactions through Serve and Return
A11: DCYF Performance-Based Contracting Initiative: ECEAP, ESIT and Home Visiting Contracts
A12: The Benefits of Play for Infants and Toddlers for Parents and Providers
A13: Toy Adaptation with HuskyADAPT: Learning How to Make Toys More Accessible to a Diverse Population
A14: Building a Legacy of Safety: Smart Strategies for Sexual Abuse Prevention
A15: Your Voice, Your Story: Conveying Your Unique Experience Through the Art of Writing
A16: Cook to Learn: Promoting STEAM Literacy, Family Engagement, and Creative Exploration

Conference B Sessions - 1:30 PM–3:00 PM

B02: Part 1: Tactile Strategies for Early Communicators: Practical Ideas for Interactive Daily Routines
B03: Farm to Early Care and Education - How Bringing the Farm to Your Kids Helps Them be Successful
B04: Recognizing & Addressing the Familial Impact of Feeding Difficulties
B05: Fatherhood is Essential: Fathers Voices Transforming Family Systems
B06: “Snack Talks”: Visual Supports to Increase Communication Engagement for Preschoolers with Autism
B07: Families in Transition: Building Bridges to Support Families Who Are Experiencing Housing Instability
B08: Introduction to Inclusion in Early Learning
B09: Making Space for Everyone in a Foster Child's Life: Practical Ways to Connect
B10: Rhymes, Fingerplays, and Songs: Supporting Children’s Language Skills
B11: Professional Development on Demand
B12: The NICU Experience and Attachment
B13: Let's Play: Meaningful Math Practice and Processes
B14: Parent Self-Efficacy: Empowering the Family During Critical Years of Development
B15: Creating Belonging in Faith Communities for People of All Abilities and Their Families

Conference C Sessions - 3:30 PM–5:00 PM

C02: Part 2: Tactile Strategies for Early Communicators: Practical Ideas for Interactive Daily Routines
C03: The Connections Model: Supporting Self-regulation, Interaction, and Learning
C04: The Early Childhood Workforce - Gathering Voices for Support
C05: Loose Parts and Material Engagements: Building Foundational Skills Through Joyful Play
C06: Music & Movement through the Seasons
C07: Interactive Book Reading for Each & Every Child
C08: Including Parents and Caregivers in IFSP Services for Children in Dependency
C09: I-Gens, Millennials, Gen-Xs, Baby Boomers, Traditionalists? Oh My! Incorporating Key Components to Engage All Learners
C10: Impacts of Lead Exposure and Early Intervention
C11: Socialsibs Intervention: Preliminary Outcomes with a Child on the Autism Spectrum with Complex Communication Needs
C12: Circle Time 2.0: Enhancing Circle Time for Children with Sensory Differences
C13: What About the Children: The Impact of Prenatal Substance Exposure
C14: Creative Art Strategies to Promote Cultural Understanding and Inclusion in Early Education
C15: Supporting Hospital-to-Home Transition for Infants and Families with Early Intervention
C16: Equity Change Team Networking Session




8:30 AM Welcome and Keynote

KEYTHU: What to Expect When You Weren't Expecting This, presented by Mary Beth Moore (bio)
Sometimes life isn’t what you expected it would be. And sometimes the most beautiful views are seen when you walk the less travelled path. Sharing her journey as the mom of a child with a disability, Mary Beth will provide a collection of lessons learned from embracing the unexpected. You will hear moving stories of triumph, defeat and the power of hope in navigating a world that greatly challenges people with disabilities and their families. Be inspired to see beauty in the unexpected journey and to meet those along the way with courage, empathy and grace.

10:30 AM–5:00 PM Thursday Full Day Conference Sessions

TFD01: Day Two: Teaching Pyramid Observation Tool: Reliability Training, presented by Kathleen Meeker (bio), PhD, University of Washington and Haring Center
The Teaching Pyramid Observation Tool (TPOT) measures preschool teachers' implementation of Pyramid Model practices to support young children's social-emotional development. This reliability workshop prepares participants in the use of the TPOT instrument to gather information on preschool teachers’ implementation of Pyramid Model practices for use in coaching and program planning. This is an intensive 2 day workshop that requires prerequisite knowledge of the Pyramid Model and participation in the entire workshop. Upon successful completion of this workshop, participants will receive a certificate indicating they are reliable with the TPOT development team. Participants are required to have attended PRE08 on Wednesday.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Age 3 through 5

Who Should Attend: Teachers, Administrators, Interested Professionals, Trainers, Adult Educators

Learning Objectives:

  • Describe the Teaching Pyramid Observation Tool and its uses
  • Reliably identify key practices associated with the Pyramid Model from video and interviews
  • Score key practices consistently with an expert coder

This is an Advanced session. In order to participate in the TPOT workshop, all attendees should be familiar with the Pyramid Model and have completed Pyramid Model training (e.g., CSEFEL preschool modules). Participants are strongly encouraged to review the Inventory of Practices for Promoting Children’s Social Emotional Competence that is available from http://csefel.vanderbilt.edu/modules/module1/handout4.pdf prior to attending the workshop. If participants have limited background in the Pyramid Model, they are strongly encouraged to visit these Pyramid Model websites to view videos and presentations. http://challengingbehavior.fmhi.usf.edu/do/pyramid_model.htm http://csefel.vanderbilt.edu/resources/videos.html

Materials Provided: Each participant will receive two official TPOT scoring guides ($7 each), a scoring notebook, a color certificate of reliability (after passing the check-out process), and a folder with approximately 30 pages of handouts/resources.


10:30 AM–12:30 PM Conference A Sessions

A02: The Potential to Be Included, presented by Mary Beth Moore (bio)
There are many different perspectives on inclusion and what is required to make inclusion attainable. This will be an interactive discussion where the group will brainstorm around real world scenarios to progress from segregated environments to more inclusive experiences. You will walk away from this session knowing that every child has the potential to be authentically included and gain practical strategies for ensuring your child is given those opportunities.

WA State Early Learning Core Competency: Interactions

Age Group Addressed: Birth through Age 8

Who Should Attend: All




A03: Caregiver Coaching: A Practical Workshop for Early Intervention Providers, presented by Molly Poole (bio), M.Ed., Kindering, with Rachel McKee (bio), MS, Kindering
Family centered therapies and the coaching model are at the root for successful Early Intervention. In this session, participants will develop language and strategies around reflective coaching, and be able to identify the 5 basic characteristics of coaching. Early Intervention Providers will have opportunity to discuss and practice implementation of caregiver coaching strategies.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth to Age 3

Who Should Attend: Teachers, Therapists, Home Visitors, Family Resources Coordinators, Students

Learning Objectives:

  • Identify and explain the Five Key Characteristics of Coaching
  • Demonstrate the use of reflective coaching language
  • Evaluate differences between coaching and direct therapy practices
  • Develop a personal coaching toolkit for use in current practice

This is an Intermediate session.




A04: Responding to Increased Fear Around Immigration Enforcement in Staff and in the Community for Early Intervention Providers, presented by Claire Douglas (bio), MS, Kindering, with Jennifer Ajumogobia (bio), MA, Kindering, Rita Alcantara (bio), BA, Kindering, Donna Fuentes (bio), AA, Kindering, Adriana Ortiz-Serrano (bio), TBD, El Centro de la Raza
Kindering is an early intervention agency providing services to families in King and Snohomish Counties. We have worked to respond to increased fear around immigration enforcement in the community and in our staff and we will cover the following points in our presentation:
• Share the measures we have implemented to affirm our status as a Sensitive Location with respect to immigration enforcement and to educate staff around what that means.
• Discuss our process of our partnership with El Centro de la Raza who has provided guidance in developing our policy and who provided clarity on the rights of families and direct service providers during a potential ICE visit.
• Introduce the new policy called Responding to ICE Visits at Kindering (including home visits), that Kindering created as part of being a Sensitive Location and responding to staff requests for clarity and guidance.
• Discuss the accompanying staff training that we did to help best prepare staff for a potential ICE visit during a home visit as it will likely be a heightened if not traumatic situation. Also provided staff with basic information around immigrant rights and the blocked Public Charge proposed changes to encourage families in the community to continue to access the services they are legally entitled to.
• A staff member will share learnings and best practices on how to discuss the role of the Early Intervention Staff member with the family and sharing immigration resources with families, using a specific personal example.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth to Age 3

Who Should Attend: Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Family Resources Coordinators, Interested Professionals, Students

Learning Objectives:

  • Understand what it means to be a Sensitive Location and what measures can be implemented by early intervention organizations to affirm their status as such.
  • Explain the process of partnering with El Centro and developing policies and trainings for staff.
  • Share learnings and best practices on how to discuss the role of the Early Intervention Staff member with the family and sharing immigration resources with families.

Materials Provided: Handout of slide presentation, as well as flyers and information sheets we provide to families.




A05: Beyond Social Skills + Language Development: Understanding Social Communication & ASD in Infants and Toddlers, presented by Carla Benitz (bio), MS, Kindering, with Hayley Ellis (bio), MA, Kindering
Autism Spectrum Disorder used to be defined by impairments in "social interaction" and impairments in "communication" as separate categories. Current understanding of ASD is that these two categories are not actually separate, and that a core characteristic is “persistent deficits in social communication and social interaction.” What exactly is “social communication”? How can we identify deficits in social communication in a birth-to-three setting? This session is designed for all early intervention providers, parents, FRCs, and more. Learn about social-communication skills from birth to three, and their role in early identification of ASD. Participants will acquire practical tools to identify social-communication delays in children, and to discuss these delays with families and with other providers.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth to Age 3

Who Should Attend: All

Learning Objectives:

  • Identify the differences between language development and social-communication development
  • Identify social-communication delays in children 0-3 years old
  • Learn effective use of tools to screen children for social-communication delays and ASD

This is an Intermediate session.




A06: Building Connections to Nature With Young Children of All Abilities, presented by Sheri Hill (bio), PhD, Woodland Park Zoo, with Kristi Dodds (bio), BS, Woodland Park Zoo, Nemesia Herzstein (bio), BS, Woodland Park Zoo
Join with Woodland Park Zoo staff as we explore our successes and challenges as we "Say YES! to inclusion" in our work to connect very young children with nature. This interactive presentation will include a short hands-on introduction to "Nature Play" as well as research highlights of the benefits of cultivating connections to nature for health and well-being in children. We will also engage participants in the development of action plans for ways to fold activities that boost connections to nature into their daily work. We will problem solve typical barriers that participants may encounter, as well as share tools and resources. This session is good for all audiences including: informal educators, caregivers, parents, home visitors, early care and education providers, early intervention providers and program leadership.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • Understand the role of connections to nature in child health & well-being
  • Identify 3 new strategies for advancing inclusion in nature focused activities.
  • Devlop a personal action plan for including connections to nature in their daily work



A07: Challenging Toddler Behaviors: A Facilitated Conversation, presented by Renee Derby (bio), MA, Kindering, with Amy Baker (bio), MS, Kindering, Julia Comstock-Ross, OTR/L (bio)
Do you already know about antecedents and consequences when it comes to challenging behaviors? Do you think challenging behavior can be a form of communication? Do you still encounter it in your setting? An Occupational Therapist, a Speech Language Pathologist, and a Special Educator will be doing a quick review of these concepts, followed by facilitated small group discussions around your most pressing challenges. In addition to your challenges, please bring your expertise to this interactive session.

WA State Early Learning Core Competency: Interactions

Age Group Addressed: Birth to Age 3

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Home Visitors, Interested Professionals

Learning Objectives:

  • Develop a plan for discussing problems of practice.
  • Explain the strategies used for challenging behavior related to sensory sensitivities.
  • Explain the strategies used for challenging behavior unrelated to sensory sensitivities.

This is an Intermediate session. Professionals should have a basic understanding of antecedents and consequences of behavior and how they work together.

Materials Provided: handouts




A08: The Trauma Sensitive Classroom, presented by Lauren Fine (bio), BS, Parenting for Joy and Justice
Adverse Childhood Experiences (ACES) are the largest unrecognized public health crisis in our country. Children who experience ACES are at a higher risk of poor social, emotional, and health outcomes. Parents and teachers often experience heightened stress as they care for children for whom emotional, regulatory, and social challenges are a daily struggle, one that is rooted in early trauma. The relationships that adults build with the children in their care, and with each other as co-caregivers, are the single most powerful protective factor for mitigating the effects of ACES. We will use the ARC Framework (Attachment, Regulation, Competence) to understand how to see what children need to heal from ACES. Then we will learn concrete, connection-based tools that caregivers, teachers, and administrators can use to build strong relationships that support children’s developing regulatory, attention, and social skills. Bring your burning questions or challenging classroom situations. We will be workshopping some scenarios together so that you can leave with an understanding of how to use these tools in your classroom as soon as you get back.

WA State Early Learning Core Competency: Interactions

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • Understand the impact of ACES (Adverse Childhood Experiences)
  • Understand the protective factors and resilience framework for combating the impact of ACES
  • Learn and apply relational tools to build and enhance protective factors
  • Be able to identify and intervene for healing when a child exhibits behavior that may be rooted in ACES

This is an Intermediate session. Participants should have a curiosity about the roots of challenging behaviors, as well as an appreciation for the "long game" as it applies to the care and education of young people.

This session has a $10 materials fee.

Materials Provided: Handbook, small "goodie bag" of connection tools.




A09: Supporting Adults in the Early Childhood Classrooms: Strategies for Coaching and Providing Feedback, presented by Ariane Gauvreau (bio), PhD, University of Washington, with Soundarya Narayan
Working with other adults can be the most challenging part of being an early childhood practitioner. In this presentation, we will discuss practical strategies for coaching and giving feedback to team members.

WA State Early Learning Core Competency: Professional Development and Leadership

Age Group Addressed: All age groups

Who Should Attend: Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Interested Professionals, Students, Trainers, Adult Educators

Learning Objectives:

  • Explain practice based coaching
  • Discuss strategies for providing feedback to team members
  • Develop a coaching plan for supporting adults in your classroom or program

This is an Intermediate session.




A10: Promoting Positive Interactions through Serve and Return, presented by Jenna Peterson (bio), MA, Kindering, with Davique Humprey (bio), BA, Kindering, Jesica Mendoza (bio), BA, Kindering, Melody Stryker (bio), RN, BSN, Kindering, Cristina Wheatley (bio), MA, Kindering
Research now tells us the most optimal way to foster healthy brain development and foundational social emotional skills is through interactions called serve and return. Come join us in this interactive workshop where we will explore stress and behavior in young children, how to notice children’s serves and various ways to respond through following the child's lead. Participants will walk away with strategies to support children’s brain development and social-emotional skills; the foundation for all other learning.

This session is geared towards those working with infant and toddlers but all are welcome!

WA State Early Learning Core Competency: Interactions

Age Group Addressed: Birth to Age 3

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Interested Professionals, Students

Learning Objectives:

  • Learn about brain development in the early years, toxic stress and the importance of early experiences.
  • Develop awareness to notice children’s “serves” to promote positive interactions.
  • Learn 5 ways to “return” the “serve” in the classroom to promote positive interactions.



A11: DCYF Performance-Based Contracting Initiative: ECEAP, ESIT and Home Visiting Contracts, presented by Stacey Gillette (bio), MA, WA Department of Children, Youth, and Families, with Tammy McCauley (bio), MA, DCYF/ESIT
DCYF is gradually shifting to outcomes-oriented contracts for client services. This session will highlight how ECEAP, ESIT and Home Visiting are implementing DCYF's new performance-based contracting standards. The session will focus on what's new for FY20 contracts, how teams are using data, research, and stakeholder feedback to inform their decisions, what challenges and opportunities are being encountered, and future plans to expand efforts in FY21.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • Understand DCYF's new Performance-Based Contracting (PBC) standards
  • Understand what process teams are using to identify contract metrics, targets and performance management tools
  • Understand data and research related to the impact of ECEAP, ESIT and Home Visiting services
  • Understand the initiative's approach to equity
  • Understand the challenges and opportunities each team has faced during implementation

This is an Intermediate session.




A12: The Benefits of Play for Infants and Toddlers for Parents and Providers, presented by Monique Johnson (bio), MA, Kennesaw State University
This interactive presentation will give an overview of play and how it contributes to early learning and brain development. The presenter will demonstrate activities that can be utilized with infants and toddlers that foster and support healthy development.The participants engage in group discussions and hands-on play learning experiences.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 5, Adults

Who Should Attend: All

Learning Objectives:

  • Participants will be able to state the benefits of healthy play.
  • Participants will gain a greater understanding of the impact play has on healthy brain development.
  • The participants will leave with methods and ideas for healthy play opportunities for children and families.
  • Participants will gain a greater understanding of available and free resources to support developmentally appropriate play.

Materials Provided: Handouts




A13: Toy Adaptation with HuskyADAPT: Learning How to Make Toys More Accessible to a Diverse Population, presented by Alyssa Spomer (bio), MS, University of Washington
During this event, participants will listen to a short talk about the developmental importance of toys and the need for adapted toys, and learn a little about what HuskyADAPT is doing at the University of Washington to improve the availability of adapted toys in the Seattle community. Participants will then be led through a hands-on workshop in which they will adapt battery-powered toys to make them switch accessible. This process involves installing a universal headphone jack into toys to allow for toys to be activated using a wide variety of switches and buttons that best meet the needs of the user. During this activity, participants will work in teams of two to open toys, assess the electronics to identify how the toy activates normally, and install the headphone jack. By completing this workshop, participants will learn basic engineering concepts and hands-on skills and leave with the understanding necessary to begin adapting toys on their own. Participants of all skill levels and background are encouraged to participate!

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 8

Who Should Attend: All

Learning Objectives:

  • Develop an understanding for the importance of toys in childhood development
  • Increase awareness of adapted toys and their limited accessibility in the Seattle community and across the country
  • Train basic engineering problem solving and hands-on skills necessary to adapt a wide variety of battery-powered toys

This session has a $25 materials fee.

Materials Provided: Participants will receive step-by-step handouts on how to adapt toys on their own as well as a link to our adapted toy website which will provide information on toys that we as an organization have previously adapted and the specialty tools that we use to adapt them. Participants will also be able to take an adapted toy with them.




A14: Building a Legacy of Safety: Smart Strategies for Sexual Abuse Prevention, presented by Christy Keating (bio), JD, Savvy Parents Safe Kids
Children’s protection from sexual abuse is a critical priority. Ensure a legacy of safety by teaching smart strategies of prevention education for caregivers. Explore the dos and don’ts of mandatory reporting and gain skills to identify red-flag behaviors in adults and children. Find out how to implement safety lessons for children. Learn how to respond to family concerns and employ strategies for linguistically and culturally effective practice.

WA State Early Learning Core Competency: Health, Safety, and Nutrition

Age Group Addressed: All age groups

Who Should Attend: Teachers, Administrators, Therapists, Healthcare Staff, Family Resources Coordinators, Interested Professionals, Trainers, Adult Educators

Learning Objectives:

  • Recognize how to spot “red flag behaviors” in adults and children.
  • Understand how to address parents’ concerns about sexual abuse and abduction.
  • Recall the full definition of sexual abuse and gain understanding of when and how it might occur.
  • Identify how to integrate smart safety lessons into their curriculum and feel more confident in doing so.
  • Develop a set of easy-to-implement safety and prevention skills, tips, and tools to keep children safe.

Materials Provided: Attendees will receive supplemental handouts.




A15: Your Voice, Your Story: Conveying Your Unique Experience Through the Art of Writing, presented by Connie Weber (bio), MA, Kindering
Each of us has a story to tell and our own particular perspective. When we share our common experiences, we build up one another, and we create a community around us. As the parent of a child with special needs or as a teacher or therapist who has worked with children with disabilities, you have a distinctive outlook. The work is often challenging and emotionally demanding. Writing down your experiences can provide a healthy and strengthening outlet for yourself, and though the story is your own, sharing it can furnish others who travel the same road with encouragement. This workshop will help spark your creativity to get you started writing. You’ll participate in writing activities, discuss pertinent issues such as confidentiality, explore the possibilities of genre and literary form, and gain practical ideas on how to use the healing art of writing to enrich your own life and the lives of others.

WA State Early Learning Core Competency: Interactions

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • Participants will engage in a variety of writing exercises.
  • Participants will discuss the various literary genres and explore different forms of writing.
  • Participants will learn about ways to connect with a writing community for support.
  • Participants will explore relevant concerns when writing from personal experience.

Materials Provided: Handouts with writing exercises and resources will be provided




A16: Cook to Learn: Promoting STEAM Literacy, Family Engagement, and Creative Exploration, presented by Rachel Haas (bio), MPH, First 5 FUNdamentals, with Lauren Lindskog, Pierce County Library, Alyssa Torrez, KBTC Television
Cook to Learn is a program designed to increase the math readiness skills of young children ages 2-5. Children and caregivers will participate in a Cook to Learn event where they prepare a food item together. The curriculum uses shapes, numbers, size, measurement, and patterns as guiding principles to increase knowledge of child development, while simultaneously helping young learners gain the skills needed to be Kindergarten ready in math. A focus on cooking has several advantages. Cooking is an everyday exercise that can easily be incorporated into families’ normal routines. The intent is to demonstrate that children can learn math principles through simple, fun, everyday moments. Cooking is also an activity done and celebrated in all cultures, and therefore, the curriculum was designed to be easily adapted to meet the needs and traditions of any community.

Presentation attendees will learn everything they need to know to host a Cook to Learn event in their communities. Attendees will be introduced to the curriculum, provided a book list and sample recipes, and have an opportunity to begin planning an event using a provided facilitator’s guide.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: All age groups, Birth to Age 3, Birth through Age 5, Age 3 through 5, Adults

Who Should Attend: Teachers, Administrators, Interested Professionals, Students

Learning Objectives:

  • At the completion of the Cook to Learn presentation, attendees will increase understanding and knowledge of how young children learn STEAM skills through simple food prep and cooking activities.
  • At the completion of the Cook to Learn presentation, attendees will gain confidence to engage parents and family, friend and neighbor caregivers to support their young children’s learning.
  • At the completion of the Cook to Learn presentation, attendees will learn about ways parents and caregivers can include STEAM learning into everyday activities with their children.
  • At the completion of the Cook to Learn presentation, attendees will learn to implement Cook to Learn events to engage young children and their families in food prep and cooking activities that teach core STEAM concepts.
  • At the completion of the Cook to Learn presentation, attendees will learn how to access and use the free Cook to Learn curriculum and training videos.

1:30 PM–3:00 PM Conference B Sessions

B02: Part 1: Tactile Strategies for Early Communicators: Practical Ideas for Interactive Daily Routines, presented by Megan Mogan (bio), MS, CCC-SLP, Arizona Deafblind Project
Young children with visual impairment and additional disabilities (including deafblindness) develop concepts through direct experience with people, materials, and environments -through touch! This presentation will offer multiple examples of early literacy and communication activities using alternative tactile forms of communication to build motivation, participation, and reciprocity. Participants will reflect on their own experiences with touch, considering how to use this sense to facilitate access to shared topics, communication forms, and social interaction.

WA State Early Learning Core Competency: Interactions

Age Group Addressed: All age groups

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Home Visitors, Interested Professionals, Students

Learning Objectives:

  • 1. Consider their own sense of touch and its relationship to interactions with an early communicator who is visually impaired with additional disabilities (or deafblind).
  • 2. Observe tactile communication strategies through video examples, partner simulations, and direct modeling from presenter.
  • 3. Identify the components of an accessible tactile communication system.
  • 4. Review communication targets for daily interactive routines based on child’s individual learning characteristics.



B03: Farm to Early Care and Education - How Bringing the Farm to Your Kids Helps Them be Successful, presented by Bianca Smith (bio), BA, OSPI
Farm to Early Care and Education (ECE) is an extension of Farm to School that offers increased access to healthy, local foods, gardening opportunities, food-based activities, and family engagement opportunities. Discover how this program readies your children for success.

WA State Early Learning Core Competency: Health, Safety, and Nutrition

Age Group Addressed: All age groups, Birth to Age 3

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Family Resources Coordinators, Interested Professionals

Learning Objectives:

  • Discover What Farm to ECE is
  • Explore Farm to ECE options and how to get started
  • Discover how Farm to ECE supports child development and the CACFP
  • Evaluate if the program is right for you

Materials Provided: handouts




B04: Recognizing & Addressing the Familial Impact of Feeding Difficulties, presented by Lani Jones (bio), PsyD, Providence Behavioral Group
Feeding difficulties are not uncommon in young children, and professionals address feeding difficulties from various perspectives. However, the impact of the social-emotional and relationship aspects are often overlooked in treatment. Research has continued to demonstrate the negative familial impact of feeding difficulties, such as the link between the increase of maternal depression and the decreased mother-child relationship. Stress and anxiety also impacts the underlying biological components of feeding. This presentation will address how to identify different types of stress responses. In addition, the role of anxiety in hindering positive feeding will be discussed. This presentation will incorporate general feeding guidelines, including a review of case studies and treatment suggestions for decreasing stress and anxiety in the family, as well as tips for creating positive mealtimes. Participants will be able to conceptualize their current cases in the context of parent-child relationships and the impact of that relationship on the child’s feeding difficulties.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 8

Who Should Attend: All

Learning Objectives:

  • The participant will be able to identify 3 ways in which familial anxiety and stress negatively impact a child’s feeding behaviors.
  • The participant will be able to describe 2 biological responses to stress and anxiety that hinder a child’s feeding behaviors.
  • The participant will be able to articulate 3 ways to decrease anxiety and stress in the family unit.

This is an Intermediate session. A basic understanding of feeding principles and typical child development in terms of parent-child relationships would be helpful.

Handouts:




B05: Fatherhood is Essential: Fathers Voices Transforming Family Systems, presented by Anne Stone (bio), MA, DSHS Economic Services Administration
This presentation will provide attendees and opportunity to engage in discussion around our recent WA State Fatherhood survey findings, Learn about the new Washington State Interagency Fatherhood Council, and how to promote father friendly practices. We will learn from "professional fathers" on the council what works to engage dads in design, program, and system changes.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth through Age 5, Adults

Who Should Attend: All

Learning Objectives:

  • Increase awareness of the importance of fatherhood inclusion for child and family wellbeing.
  • Engage in what we know about fathers' need and wants at the time of their child's birth.
  • Learn about the new WA Interagency Fatherhood Council resouces.
  • Reflect on a father's story and how we can learn from his experiences how to really work with whole families.

This is an Intermediate session. No specific prior knowledge, training, or skill is required but rather an openness to engage in a dialogue about and with a very marginalized population that typically is very absent in our discussion around best practice and optimal outcomes.

Materials Provided: Handouts and video links.




B06: “Snack Talks”: Visual Supports to Increase Communication Engagement for Preschoolers with Autism, presented by Katherine Bateman (bio), PhD, University of Washington, with Ariane Gauvreau (bio), PhD, University of Washington
Early childhood classrooms are dramatically changing as education systems across the country push for more settings that are inclusive. For students to meaningfully engage in inclusive settings, strong repertoires of social skills are needed. Yet, for children with autism spectrum disorder (ASD), engagement in meaningful social skills is often challenging. The purpose of this study was to investigate the effectiveness of “Snack Talk”, a visual communication support, aimed at increasing the communication engagement of five preschool children with autism. A reversal design across participants was used to analyze the relation between implementation of “Snack Talk” and social engagement. Generalization probe results demonstrated conversation engagement increased across all participants. A functional relationship was established between the teaching phase (baseline and intervention data collection phases) and generalization, demonstrating a strong generalized effect of intervention.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • Develop a thorough understanding of the benefits and importance of social skills instruction/
  • Explain Snack Talk intervention.
  • Equipt attendees with procedures to implement Snack Talk in various early childhood settings.

This is an Intermediate session.




B07: Families in Transition: Building Bridges to Support Families Who Are Experiencing Housing Instability, presented by Connie Weber (bio), MFA, Kindering, with Gina Cardillo, Rosanne Carter (bio), Kindering, Tobey Close
The stresses that come with housing instability can spread through every area of a family’s life. Providing the basic needs for one’s family often overshadows concerns about a child’s development. Kindering’s Families In Transition (FIT) program works to partner with the community providers who are assisting these vulnerable families to meet basic needs, such as shelter, food and medical care. We bring family support, parenting education and Early Intervention services into the community, meeting families wherever they are. Join the providers who serve these families, and family members who have received FIT services, in a discussion about their challenges, barriers and successes.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 5

Who Should Attend: All

Learning Objectives:

  • Participants will understand some of the barriers to service for families with housing insecurity.
  • Participants will learn about creative ways in which services are being offered to familes in transition.
  • Participants will explore the complexity that surrounds housing insecurity.

Materials Provided: Handouts with FIT program description and contact information for presenters.




B08: Introduction to Inclusion in Early Learning, presented by Elizabeth Carley (bio), MA, OTD, Northwest Center Kids IMPACT, with Kristen McLeskey (bio), MA, Northwest Center Kids
This training introduces the concept of inclusion in early learning through an equity lens. We will present the benefits of inclusive practices in early learning for both typically and non-typically developing children through research and practical experience. We will problem-solve and discuss ways to overcome barriers to inclusion in the classroom. Environmental adaptations and effective practices will be discussed and participants will learn concrete techniques for increasing inclusion in their programs to best serve children of all abilities.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: Birth through Age 5

Who Should Attend: Teachers, Administrators, Interested Professionals, Students

Learning Objectives:

  • Participants will understand the proven benefits of inclusion for all children enrolled in their early learning program.
  • Participants will identify specific strategies to support children with special needs in their care.
  • Participants will problem solve barriers to inclusion that they have experienced and identify concrete steps they can take to increase the inclusive capacity of their early learning program.

This is an Intermediate session.




B09: Making Space for Everyone in a Foster Child's Life: Practical Ways to Connect, presented by Katie Biron (bio), BS, Fostering Connections for Families, with Ashley Albert (bio), Some college, Therapeutic Health Services
In an overburdened child welfare system, simply facilitating connection between parents and caregivers centers child well-being as the focus and improves the experience for everyone involved in a child's life at this crucial time. The benefits of having safe, efficient communication between the many people involved in a foster child's care are demonstrated through research and practical experience of families. Through this presentation, we hope to demonstrate how easy it can be to meaningfully connect the various parties in a foster placement and the benefits that connection can bring to child well-being, placement stability, and much more!

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • How to facilitate safe connections
  • Why everyone benefits from connections
  • Identify systems barriers and strategies to break them down



B10: Rhymes, Fingerplays, and Songs: Supporting Children’s Language Skills, presented by Susan Anderson-Newham (bio), MS, Pierce County Library System, with Alison Pascone (bio), MA, Pierce County Library System
Participants in this session will receive an overview of Early Literacy Skills and engage in rhymes, songs, fingerplays, and activities that help young children develop those skills. A handout of texts and resources will help participants begin using these language tools immediately. Rhyming and singing are instrumental in developing a love of language and a readiness for reading. Come sing and rhyme and bring your favorites to share!

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Birth to Age 3, Birth through Age 5, Birth through Age 8, Age 3 through 5, Age 5 through 8

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Healthcare Staff, Home Visitors, Family Resources Coordinators, Interested Professionals, Students

Learning Objectives:

  • Through lecture and demonstration, participants will learn how rhymes, fingerplays and songs help children develop essential pre-reading and language skills.
  • Participants will engage and learn many rhymes, fingerplays and songs that they may use immediately to help support their children's learning.
  • Participants will leave with texts of specific rhymes, fingerplays, and songs and knowledge of how to access many, many more.

Materials Provided: Handouts




B11: Professional Development on Demand, presented by Dawn Williams (bio), MA, University of Washington, with May-Ling Joa (bio), MA, Cultivate Learning
This session will highlight innovative professional development tools that focus on providing relevant and equity-focused PD to early care and education providers. Specifically, two web-based PD packages, Circle Time Magazine and Meaningful Makeover, will be featured. Presenters will preview the shows and share ways coaches, education managers, instructional leaders, and other trainers can use the webisodes and supporting material for high-quality PD interactions. Attendees will be encouraged to participate and share ideas.

WA State Early Learning Core Competency: Interactions

Age Group Addressed: Birth through Age 5

Who Should Attend: All

Learning Objectives:

  • Learn about free, relevant and equity-focused PD for early care and education providers.
  • Identify how to use the web-based series and supplemental material for PD activities.
  • Plan for implementation in individual and/or group PD settings.

Materials Provided: electronic links to PD materials discussed during session




B12: The NICU Experience and Attachment, presented by Carol Good (bio), MSW, Parent-Child Relationship Programs
This session is designed to help professionals understand how an infant's experience in the NICU affects the infant, the parents, the attachment relationship, and examines considerations for intervention.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • Understand the NICU experience from the infant's point of view
  • Understand the NICU experience from the parent's point of view
  • Understand potential impacts of the NICU experience on the attachment relationship
  • Gain understanding in what to consider during post-NICU intervention

Materials Provided: Copies of Powerpoint handouts




B13: Let's Play: Meaningful Math Practice and Processes, presented by Cora Causey (bio), PhD, University of Alabama at Birmingham
Based on current research of the importance of early math experiences and later literacy and mathematical understanding, the presenter will provide opportunities to critically look at processes and practices in the early childhood classroom. Mostly for 4K and 5K programs, the presentation will give the participants some practical examples of games, activities, and other resources which can be used to foster classroom learning as well as family engagement and strengthen mathematical learning in each of their unique classroom settings.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Age 3 through 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Home Visitors, Interested Professionals, Students

Learning Objectives:

  • Investigate math games as a path to foundational math learning in young children
  • Explore differentiated learning through playing math games
  • Develop a plan to engage families by playing math games

Materials Provided: I will provide links to the math games at no cost.




B14: Parent Self-Efficacy: Empowering the Family During Critical Years of Development, presented by Jen Schrotenboer (bio), PhD, Communication Station
In this presentation the presenters will work to provide an overview of the concepts of parent self-efficacy and the potential impact it can have on a young child’s development. This presentation will elaborate on the potential long-term benefits parent self-efficacy has on a child In addition a theoretical background will be shared in this presentation including measures of self-efficacy. Interventions and key readings will be included in the presentation providing support to parent, teachers, caregivers, and others serving young children and families.We will also share possible resources and for participants use.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • Understand the theoretical background and concepts of parent self-efficacy
  • Define parent self-efficacy and related terms
  • Identify measures of parent self-efficacy
  • Outline interventions and available programs
  • Develop a list of key readings and resources



B15: Creating Belonging in Faith Communities for People of All Abilities and Their Families, presented by Sharon Ryder (bio), M.Div., Kindering
Faith communities should be places where people of all abilities are welcomed, celebrated and belong. Unfortunately, many families have stories of exclusion and being asked to leave because of their child’s needs that are often labeled disruptive. In this session, we will explore ways in which faith communities can include children (and adults) with disabilities into the life of the congregation and its ministries including:
• Building accessibility-simple things that make a huge difference
• Getting leadership on board
• Universal design in children’s programming
• Responsive design in children’s programming
• Providing parent/family/sibling support

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: All age groups

Who Should Attend: All, Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Family Resources Coordinators, Interested Professionals, Students, Trainers, Adult Educators

Learning Objectives:

  • Understand the current climate of faith communities and how they welcome people of all abilities and their families.
  • Evaluate a church building's accessibility and how simple changes can make a big impact.
  • Identify ways to get leadership on board for being a place where all belong.
  • Explain the differences between universal design and responsive design in programming.

Materials Provided: Handouts


3:30 PM–5:00 PM Conference C Sessions

C02: Part 2: Tactile Strategies for Early Communicators: Practical Ideas for Interactive Daily Routines, presented by Megan Mogan (bio), MS, CCC-SLP, Arizona Deafblind Project
Young children with visual impairment and additional disabilities develop concepts through direct experience with people, materials, and environments - through touch! This presentation offers multiple examples of early literacy and communication activities using alternative tactile forms of communication to build motivation, participation, and reciprocity. Part 2 includes additional videos and activities for interactive daily routines. Attendance at Part 1 of this session is not required for joining Part 2.

WA State Early Learning Core Competency: Interactions

Age Group Addressed: All age groups

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Home Visitors, Interested Professionals, Students

Learning Objectives:

  • 1. Consider their own sense of touch and its relationship to interactions with an early communicator who is visually impaired with additional disabilities (or deafblind).
  • 2. Observe tactile communication strategies through video examples, partner simulations, and direct modeling from presenter.
  • 3. Identify the components of an accessible tactile communication system.
  • 4. Review communication targets for daily interactive routines based on child’s individual learning characteristics.



C03: The Connections Model: Supporting Self-regulation, Interaction, and Learning, presented by Katie Merisko (bio), MA, Northwest Center, with Jackie Jones (bio), MS, Northwest Center, Kayla Khan (bio), MS, Northwest Center, Andie Yoon (bio), MS, Northwest Center
This discussion provides information for caregivers, therapists, and teachers about the multi-directional relationship of self-regulation, interaction, and learning. This presentation introduces a model using the three gears as a visual aid to demonstrate the relationship between these factors. This presentation will provide individuals with the latest research on this topic and visuals and handouts to describe an integrated way of looking at learning. This presentation will provide case studies for discussion on how to use these tools in the home setting, childcare setting or classroom to support children with a variety of abilities. This approach is for providers who feel like traditional learning strategies are not working.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth to Age 3

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Home Visitors, Family Resources Coordinators, Interested Professionals, Students

Learning Objectives:

  • Ways to assess a child’s foundational skills for learning
  • How assess our own sensory system and what we do as adults to stay regulated
  • How to support interactions that meet the needs of both the child and caregiver
  • Information about how our sensory systems impact interactions and learning
  • How to stay balanced during interactions while teaching a child a new skill

This is an Intermediate session. Child development




C04: The Early Childhood Workforce - Gathering Voices for Support, presented by Sally Holloway (bio), MA, Whatcom Community College
Stressed, overworked, underpaid, and not appreciated. How can we come together to get what is needed for Early Childhood professionals? Discuss the latest recommendations from the Power to the Profession Task Force. Consider how far we might advance with a united voice. Find support in your colleagues and professional organization.

WA State Early Learning Core Competency: Professional Development and Leadership

Age Group Addressed: All age groups, Adults

Who Should Attend: Teachers, Administrators, Home Visitors, Family Resources Coordinators, Interested Professionals, Students, Trainers, Adult Educators

Learning Objectives:

  • Identify issues within the Infant Toddler/ECE workforce
  • Introduce Power to the Profession - decision cycles and recommednations
  • Consider strategies for change/involvement.

This is an Intermediate session.




C05: Loose Parts and Material Engagements: Building Foundational Skills Through Joyful Play, presented by Dawson Nichols (bio), PhD, University of Washington
Material engagements and loose-parts play build foundational skills through intrinsically motivated activities. These activities naturally adapt to each child’s capabilities and developmental level. This session will explain the science behind these activities and the many ways infants, toddlers, and preschoolers benefit from them. Participants will also learn effective practices to make these activites manageable and fun!

Learning Objectives:

1. Explain research that supports messy play and loose parts play for children birth to five.
2. Discuss methods to effectively facilitate messy play and loose parts activities.
3. Provide activities that are manageable and fun for both children and their caregivers.

Because these activities are naturally scalable to the unique strengths and needs of each individual child, this presentation will be helpful to a wide diversity of providers.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 5

Who Should Attend: All, Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Family Resources Coordinators, Interested Professionals, Students, Trainers, Adult Educators

Learning Objectives:

  • 1. Explain research that supports messy play and loose parts play for children birth to five.
  • 2. Discuss methods to effectively facilitate messy play and loose parts activities.
  • 3. Provide activities that are manageable and fun for both children and their caregivers.

Materials Provided: Handouts.




C06: Music & Movement through the Seasons, presented by Jamaica Stevens (bio), 3 Associate Degrees, CA State Teacher Permit, and A Certificate in Business Strategy, Founder & CEO of JAMaROO Kids
Sing and Dance throughout the Year with Music and Movement Activities for Every Season!

Love Music and Movement? Come learn simple, yet valuable ways to integrate music and movement into your daily curriculum in this hands-on workshop! Discover creative ways to use books, toys and other props that you can find throughout your classroom or in your childcare to keep your students engaged and focused throughout the year. Explore simple ways to change classic children’s songs and create new ones to build vocabulary, spark creativity and foster imaginative play! Find new ways to use music and movement activities in the classroom to promote early literacy and help your students understand basic math and science concepts!

Make transition times, circle time and small group activities more engaging and FUN by integrating new songs and creative movement! Explore ways to integrate social emotional learning through movement or music activities in this fun high energy interactive workshop!

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Birth through Age 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Home Visitors, Students

Learning Objectives:

  • Provide teachers with hands on material they can use in their classrooms
  • Master a skillset to think outside the box when it comes to creating curriculum for their students that is fun and maximizes the educational experience
  • Teach participants simple steps how to utilize books, toys and other equipment found in their classroom to keep their students engaged and focused throughout the year
  • Provide concrete examples of developmentally appropriate activities so teachers can share with families what to do at home

Materials Provided: I will email detailed notes along with the words to all the songs to all of the people who attend my workshop. I will also provide them with a free youtube channel that they can use as a resource.




C07: Interactive Book Reading for Each & Every Child, presented by Jennifer Cunningham (bio), PhD, University of Washington, with Kathleen Meeker (bio), PhD, University of Washington and Haring Center, Susan R. Sandall (bio), PhD, University of Washington, Naima Shirdon (bio), PhD, University of Washington
Interactive storybook reading can be used as a context for providing instruction and support for a variety of important language skills for young children. In this presentation, we will provide a detailed description of interactive shared book reading strategies and suggestions for adapting these strategies to accommodate for the communication needs of young children with disabilities. Strategies include prompting and modeling, AAC devices to provide an alternate mode for responding and interacting during stories, and selection and adaptation of high quality children’s literature. These strategies are designed to support active, meaningful child participation during shared book reading and literacy activities, which in turn provides the adult with the opportunity to expand the children’s responses, model more complex language, and provide further opportunities to practice key communication and language skills.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Interested Professionals

Learning Objectives:

  • Explain interactive shared book reading as an effective strategy in inclusive classrooms
  • Identify research-based adaptions to shared book reading
  • Practice using interactive strategies during book reading.
  • Practice adapting shared book reading to meet the needs of learners with disabilities
  • Create a back-home plan for book reading.

Handouts:




C08: Including Parents and Caregivers in IFSP Services for Children in Dependency, presented by Jennifer Gears (bio), MA, Kindering, CHERISH, with Mara Calhoun (bio), MA, Kindering, CHERISH
Given that return home is the primary plan whenever possible for children in Washington State Child Welfare dependency, it is best practice to include parents in ESIT services so that they are informed and have the opportunity to learn about their child’s needs and development. ESIT services are more effective and can provide healing for families when caregivers and parents are included and engaged. Through years of navigating services with children, families, and the child welfare system, the CHERISH program has gained knowledge and experience providing dual-family ESIT services. In this presentation, developed in collaboration with Adrienne O'Brien from the WA state DCYF ESIT office, CHERISH staff will share lessons learned and recommendations for a more inclusive approach to IFSP services.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth to Age 3, Adults

Who Should Attend: All

Learning Objectives:

  • Why engaging both caregivers and parents in ESIT services is best practice
  • Establish common language, empathy, and understanding for various perspectives
  • Foundational logistics of providing dual-family IFSP services
  • Considerations and resources for application

This is an Intermediate session. Some knowledge of ESIT services and Child Welfare system helpful




C09: I-Gens, Millennials, Gen-Xs, Baby Boomers, Traditionalists? Oh My! Incorporating Key Components to Engage All Learners, presented by Catrecia Bryan (bio), MS, ProSolutions Training
For the first time in history, five generations of workers will soon be working side by side. This means we will have five generations of learners in our training classrooms. Although we often lump adult learners together in theory, in reality “adult learners” are a mix of distinct generations with different histories, characteristics, preferences and values. This interactive session will focus on these differences as well as generational similarities to determine common themes than can be explored in the classroom to engage multi-generational learners. This training is a must for leaders who want to address learners across different generations, incorporate adult learning principles, create effective learning environments, and encourage learning application in the workplace.

WA State Early Learning Core Competency: Professional Development and Leadership

Age Group Addressed: Adults

Who Should Attend: Administrators, Interested Professionals, Trainers, Adult Educators

Learning Objectives:

  • Participants will distinguish among characteristics of five generations of workers..
  • Determine own generation, compare and contrast to other generational characteristics.
  • Examine and synthesize the common threads and values that can be used to develop a program that engages groups of multi-generational learners.

Materials Provided: Handouts




C10: Impacts of Lead Exposure and Early Intervention, presented by Allison Browne (bio), MPH, WA State Department of Health, with Antoinette Ellis (bio), Elisabeth Long (bio), MPH, WA State Dept of Health
No safe level of lead has been identified in children and exposure to lead can cause serious damage to a child’s development, including loss of IQ points and other cognitive deficits. The good news is that lead exposure is preventable. In this session, attendees will learn about the health effects and sources of lead, with supporting data. We will also discuss blood lead testing options, as well as case management for children with elevated blood lead levels. Case management helps connect families with early intervention resources, including nutrition and other developmental services. Attendees will also learn about other lead poisoning prevention resources offered by the WA State Department of Health, including testing for lead in school drinking water and the Lead Hazard Control and Healthy Housing Program.

WA State Early Learning Core Competency: Health, Safety, and Nutrition

Age Group Addressed: Birth to Age 3, Birth through Age 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Healthcare Staff, Home Visitors, Family Resources Coordinators, Interested Professionals, Students, Trainers, Adult Educators

Learning Objectives:

  • Identify the common sources of lead exposure
  • Know when to request a blood lead test
  • Identify resources available to support children with lead poisoning



C11: Socialsibs Intervention: Preliminary Outcomes with a Child on the Autism Spectrum with Complex Communication Needs, presented by Marissa Montejano (bio), BA, Graduate Student, Portland State University, with Amy Donaldson (bio), PhD, Portland State University, Chia-Cheng Lee (bio), PhD, NA
Socialsibs is a social communication intervention that targets social interaction, communication, and reciprocity using a combination of video modeling and sibling-mediation within a naturalistic behavioral framework. The effects of the intervention on social interaction between a child on the autism spectrum with complex communication challenges and his neurotypical sibling were examined within a pilot study. The current presentation will report study outcomes, intervention implementation, and challenges of implementation / modifications necessary for this type of intervention with children with complex communication challenges.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Age 5 through 8

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Therapists, Interested Professionals, Students

Learning Objectives:

  • After completing this activity, participants will demonstrate understanding of use of video modeling with children with complex communication challenges
  • After completing this activity, participants will demonstrate understanding of sibling mediation when siblings greatly vary with regard to communication skills and levels of development
  • After completing this activity, participants will demonstrate understanding of expected challenges and strategies when employing this intervention with children with complex communication challenges

This is an Intermediate session.




C12: Circle Time 2.0: Enhancing Circle Time for Children with Sensory Differences, presented by Tracey Gaver (bio), MA, Kindering, with Caroline Lemmens (bio), MA, Kindering
In this hands on workshop, participants will explore strategies to facilitate participation in circle time for children with a variety of sensory differences, including visual and hearing impairment, significant motor needs as well as children on the autism spectrum.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Birth to Age 3, Birth through Age 5, Age 3 through 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Interested Professionals

Learning Objectives:

  • Participate in a variety of circle time activities designed with sensory differences in mind.
  • Evaluate their own practices and develop a plan for how to make circle time more sensory-friendly
  • Consider how to tailor activities for a variety of learners.

This is an Intermediate session. Familiarity with Circle Time




C13: What About the Children: The Impact of Prenatal Substance Exposure, presented by Michelle Stiller Bradley (bio), MA, Wonderland / Hope RISING Clinic, with Alex Lundy (bio), MS, Wonderland / Hope RISING Clinic, Elizabeth Mckee (bio), MSW, Wonderland / Hope RISING Clinic, Sole' Weber (bio), Wonderland / Hope RISING Clinic, Andrea Whipple (bio), MS, Wonderland / Hope RISING Clinic
Over half a million infants are born each year affected by prenatal alcohol or illicit drug exposure, not to mention prescription and over the counter (OTC) medications. For some infants and children, the impact may be minimal and/or short-term. For many, however, the impact is profound and lifelong. Come learn about prenatal substance exposure from the Hope RISING Clinic team- the prevalence, effects on development, learning, and behavior, strategies to address challenges, and ways to support caregivers and families. Prenatal substance exposure is far more common than most people realize and we all can make a difference with the right information and tools!

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 8

Who Should Attend: All

Learning Objectives:

  • Recognize possible signs of prenatal substance exposure
  • Identify short and long term impacts of prenatal substance exposure
  • Learn strategies for addressing problem behaviors/challenges.

Materials Provided: Copies of Power Point presentations; individual handouts on various topics addressed.




C14: Creative Art Strategies to Promote Cultural Understanding and Inclusion in Early Education, presented by Julie Ann Avila (bio), PhD/MD and MA, SAIL School
Are you ready to turn on your creative juices to help your little ones begin their journey of cultural understanding and inclusion? Research in neuroscience has demonstrated the positive influence of the arts on cognitive, emotional, and social development. How we teach the arts also impacts cultural understanding among our students and the inclusion of students with disabilities. Come and learn some fun strategies for visual arts, music, and drama to share with your students.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Birth through Age 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Home Visitors, Family Resources Coordinators, Interested Professionals, Students, Trainers, Adult Educators

Learning Objectives:

  • Explain why the arts are so important to early development, cultural understanding, and the inclusion of students with disabilities.
  • Develop a plan using a variety of art modalities to engage multiple senses, promote cultural understanding, and increase inclusion.
  • Describe how the arts can encourage family engagement in early education.

This session has a $10 materials fee.

Materials Provided: Session handouts and arts materials.




C15: Supporting Hospital-to-Home Transition for Infants and Families with Early Intervention, presented by Natalie Miller (bio), MS, Northwest Center, with Sara Circelli (bio), MA, Northwest Center
This presentation explores how the Early Intervention model can effectively support infants and caregivers after a hospital stay due to prematurity, feeding issues or other medical diagnoses. Infants and their families are transitioning from the hospital environment, where they had 24-hour support, to their home where caregiver(s) are solely responsible for the care of a medically fragile baby. Providing early support in the home post-discharge facilitates a smoother transition. It empowers caregivers to feel confident in the care of their baby and may reduce ER visits and rehospitalization. It also provides early identification and treatment of developmental delays in a high-risk population while providing support around a healthy dyadic relationship between caregiver(s) and infant. The presentation will also explore potential obstacles while supporting this population.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: Birth to Age 3

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Therapists, Healthcare Staff, Home Visitors, Family Resources Coordinators, Interested Professionals, Students

Learning Objectives:

  • 1. Participants will understand the statistical need for a supportive program for infants and caregivers transitioning from the hospital setting to the home.
  • 2. Participants will gain understanding in how the Early Intervention home visiting model can be adapted to support this population.
  • 3. Participants will understand how immediate home-based supports can promote infants’ overall development and a positive dyadic relationship.



C16: Equity Change Team Networking Session, presented by Mike Stewart, Boyer Children's Clinic, Hassan Wardere (bio), Bulle Consulting, Barbara Yasui (bio), REACH Center for Multicultural Education
This networking session is designed for providers and practitioners to share best practices around setting up an equity change team within an organization, what priorities does the ECT team work on, and a Q & A session with our two Diversity, Equity and Inclusion experts – Hassan and Barbara.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: All age groups

Who Should Attend: Interested Professionals




Schedule-At-A-Glance
Program Search

Daily Schedules:
Wednesday | Thursday | Friday

Return to IECC website

For Additional Information
Contact:


Amanda Cardwell
Conference Coordinator
AC Consulting
Stanwood, WA 98292
Email: amandacardwell@frontier.com

Mike Stewart
Conference Administrator
Boyer Children's Clinic
1850 Boyer Avenue E.
Seattle, WA 98112
Email: info@boyercc.org



Copyright © 2020 IECConference, Inc. All rights reserved. info@ieccwa.org