DEC Preliminary Program Schedule

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SEXTON SESSIONSWednesday, 8:30 am – 11:30 amSocial Determinants of Child Health and DevelopmentRoom 204/205 Children who grow up in circumstances of social and economic disadvan-tage are at greater risk for exposure to adverse environmental factors and are more likely to suffer consequent adverse health and developmental outcomes. The aim of this presentation is to raise awareness and explore strategies to reduce these disparities and promote health equity. We will explore data from various sources including a downtown Cerebral Palsy Clinic, an industrial town where there was environmental pollution, and existing literature that was reviewed and analyzed looking at background socioeconomic status, etiology, nature of the disability, and availability of services.Leslie Rubin

Thursday, October 7, 9 am - 10 amRisk of Bias Assessment for Single-Case Research Designs Room 406/407 ResearchThe Risk of Bias assessment tool of the Cochrane Collaboration is often considered one of the best tools for the appraisal randomized controlled trials and has recently been adapted for use with nonrandomized studies. This poster presents an adaptation for single-case research designs.Brian Reichow

About the J. David Sexton Memorial Endowment:

DEC was fortunate to have spirited leadership from J. David Sexton, who was president of DEC in 1999. After his death, our research community chose to honor his commitment to research and doctoral preparation and his determination to connect research to practice in ways that make a difference in the lives of young

children and their families. The J. David Sexton Endowment was created to support doctoral-level research, and an annual doctoral student award was created in his honor. The endowment continues to grow—but we need your ongoing support to continue its impact.

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Thursday, 11:20 am – 12:20 pmOSEP Professional Development Grants: Preparing 21st Century Early Childhood Leaders and PractitionersRoom 210/211 Professional DevelopmentThe Office of Special Education Programs is dedicated to improving results for children with disabilities and their families. To support this mis-sion, grants are available for preservice graduate and doctoral personnel preparation. Following an overview of the grant application process, three university programs will present innovations in personnel prepara-tion.Leslie Carol Fox, Tracie Dickson, Linda Flynn Wilson, Barbara Smith, & Elizabeth Steed

Thursday, 3:35 pm – 5:35 pmReal World Research, Real World DilemmasRoom 208/209 ResearchResearching within natural environments can lead to ethical and legal dilemmas. In this interactive session, participants will discuss the thorny problems researchers encountered when planning, implementing, and disseminating early childhood research. Participants will contemplate the researcher’s intermediary role in navigating ethical and legal issues of inequity, power, and social justice.Natalie Danner, Catherine Corr, & Margaret R. Beneke

Friday, 9 am – 10 amLeadership and the Law: Embedding Public Policy into ECE/ECSE Doctoral ProgramsRoom 301 PolicyReadings, assignments, and field experiences related to public policy and advocacy will be shared for use in ECE/ECSE doctoral programs. Attention will be paid to public policy resources that address issues of social justice and equity for young children with disabilities and from culturally and linguistically diverse backgrounds.Elizabeth Steed & Barbara Smith

Friday, 10:10 am – 11:55 amMoving Forward! Getting (and Keeping) Your Dream Job in Higher Ed!Room 303 Professional DevelopmentIn this session, participants will engage in an interactive dialogue about topics related to the post PhD job search process and becoming a post-doc, researcher, or junior faculty member at a college or university.LaShorage Shaffer, Lori Erbrederis Meyer, & Kiersten Kinder

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Pre

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:30

am –

11:

30

am

Wednesday, October 7

Preconference WorkshopsBefore the conference even begins, we encourage you to participate in this year’s intensive workshops for a professional development experience that promises to be thought-provoking, productive, and lively! Preconference workshops are held on Tuesday, October 7.Each workshop is three hours, making it possible for you to participate in two workshops before the opening session begins at 4:30 pm. Workshops require a separate registration fee of $85 each.

8:30 am – 11:30 amBlending EI/ECSE and ABA: Grappling With Ethical Issues Facing BCBAsRoom 206/207 Professional DevelopmentEthical dilemmas are commonplace in early childhood settings. They are even more common when professionals from different disciplines, with different theoretical and philosophical orientations, are working together on a team. This workshop will provide board certified behavior analysts (BCBA) some strategies for addressing ethical issues that occur in practice.Ilene Schwartz & Nancy Rosenberg

Reducing Challenging Behavior: Prevent-Teach Reinforce for Young Children (PTR-YC)Room 212/213 PracticeOne of the greatest concerns of early childhood educators is preventing and addressing children’s challenging behavior. This workshop will provide participants with an evidence-based, manualized, simple, and time-efficient set of strategies for doing this. Case studies and video will demonstrate the practicality of PTR-YC when implemented in typical routines.Jaclyn Joseph, Phillip Strain, Glen Dunlap, & Janice Lee

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Wednesday, October 7P

reconference 8:3

0 am – 11:3

0 am

Roadmap for Assessing Meaningful Participation: A Tool for Functional AssessmentRoom 210/211 PracticeEfficiently gathering and sharing information about family priorities, activ-ity settings, and child interests; conducting a functional assessment; and developing IFSP outcomes can be a challenge. This interactive session will be the national debut of a new, easy-to-use coaching tool that incor-porates all of these steps and moves smoothly to intervention.Dathan Rush & M’Lisa L. Shelden

Still in Love: The Effect of the Routines-Based Interview (RBI) on Families, Professionals, and IFSPsRoom 208/209 Professional DevelopmentTwo years ago, Robin McWilliam conducted a preconference workshop on “Falling in Love During IFSP Development: The Routines-Based Interview.” The workshop is back by popular demand! Developing the IFSP is more than writing outcomes and deciding on services. It is also about forming relationships with families and determining their func-tional child-level and family-level needs, which should be the basis of the outcomes. Robin will provide updates and discuss modifications implementers have made. The workshop will focus on do’s and don’ts, on strategies for different types of families, and on how to write functional outcomes/goals as a result of the RBI.Robin McWilliam & Kelly Uchima

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

Tools and Strategies for Providing Inclusive Learning Opportunities for Young ChildrenRoom 302 PracticeThis workshop will present information from a recent national survey asking about the current challenges to serving young children in regular early childhood programs. Participants of this workshop will learn about

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strategies and tools that address the challenges with serving young chil-dren in inclusive environments.Megan Vinh, Megan Vinh, Barbara Smith, & Erin. E. Barton

1 pm – 4 pmCreating Models of Support for Mothers of Children With DisabilitiesRoom 206/207 FamilyLearn from parents and university partners the ways mentorship benefits families and professionals and how to establish family mentorship. Learn why programs matter and how to consider issues in building sustainable mentorship. Participants will leave the workshop with action plans to guide implementation in their communities.Philippa Campbell, Eric Moody, Kristen Kaiser, Mary Beth Bruder, & parents of children with disabilities

Data-based Decision-Making for Young Children: Certification for Infant and Toddler IGDIsRoom 212/213 PracticeThe purpose of this workshop is to certify practitioners on at least two of the Infant and Toddler Individual Growth and Development Indicators (IGDIs), a set of four measures designed for screening and progress mon-itoring within a data-based decision-making service delivery model.Jay Buzhardt, Dale Walker, & Susan Higgins

Implementing Skilled Interventions as Natural Learning Environment PracticesRoom 210/211 PracticeThis session is specifically focused on supporting SLPs, PTs, and OTs to promote parent use of skilled interventions during everyday activities. Practitioners will be trained to use a Natural Learning Environment Prac-tices toolkit that includes a coaching roadmap, everyday activities, and responsive interventions. Participants should be familiar with interactive coaching.Frances A. Davis & M’Lisa L. Shelden

Things They Didn’t Tell Me When I Started My Doctoral ProgramRoom 204/205 Professional DevelopmentDoctoral students! Join us in this engaging session on how to master your doctoral program. Engage in interactive discussions about maximiz-ing your graduate school experiences to increase your marketability after graduation. Presenters will highlight key experiences that have proven to be beneficial to their careers in and outside academia.Angel Fettig, Kathleen Artman Meeker, & Kiersten Kinder

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Julie Washington, Ph.D.Julie A. Washington is a professor with the Communication Sciences and Disorders program of Georgia State University. In addition, Washington is an affiliate faculty of the Research on the Challenges of Acquiring Language and Literacy initiative and the Urban Child Study Center at GSU. Her work focuses on understanding cultural dialect use in African American children with a specific emphasis on the impact of dialect on language assessment, literacy attainment, and academic

performance. Her work with preschoolers has focused on understanding and improving the emergent literacy skills necessary to support later reading proficiency in high-risk groups, with a special focus on the needs of children growing up in poverty in urban areas. Currently, Washington is a principal investigator on the Georgia Language Disabilities Research Innovation Hub, funded by the National Institutes of Health – Eunice Shriver National Institute on Child Health and Human Development. This research hub is focused on improving early identification of reading disabilities in elementary school-aged African American children and includes a focus on children, their families, teachers, and communities.

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

Keynote Presentation

Opening Session Wednesday, October 7 4:30–6:30 pm

Grand Ballroom

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Poster Sessions 6:30 pm – 8 pmExhibit Hall

Developing a Computer-Administered Language Assessment for Diverse Children Ages 3 to 6Strand: ResearchChildren’s early language abilities forecast academic and social success, necessitating the timely detection of language delays. This IES-funded project is developing a touchscreen computer-administered assessment that provides a brief, easy to administer, and culturally neutral measure of vocabulary and syntax development. The test measures what children know and how they learn.Dani Levine, Amy Pace, Paula Yust, Natalie Brezack, Giovanna Morini, Andrea Tabori, Kristina Strother-Garcia, Jill de Villiers, Aquiles Iglesias, Mary S. Wilson, Roberta M. Golinkoff, & Kathy Hirsh-Pasek

Doing Right by Infants and Toddlers in Foster CareStrand: ?????? Infants and toddlers in foster care face significant developmental challenges that must be addressed immediately if they are to overcome their turbulent beginnings. This session offers a child welfare policy framework that recognizes these special vulnerabilities. Collaborative problem-solving strategies for local communities and at the state level will be discussed.Cindy Oser, Lucy Hudson, & Judy Norris

Embedding Phonological Awareness Intervention Into Everyday Classroom ActivitiesStrand: PracticeThis poster describes implementation of a phonological awareness intervention in a high poverty preschool classroom. Data will be presented on the effects of the intervention, embedded in multiple daily classroom routines, on children’s letter name/letter sound knowledge and phoneme identification.Emily Lakey


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oster Sessio

ns 6:30 p

m – 8 p

m

Factors That Impact Novice Teachers’ Success in Inclusive SettingsStrand: Professional DevelopmentThe purpose of this poster is to explore factors that may impact novice teachers’ success when teaching in an inclusive classroom. Predictors of novice teachers’ success working with students with special needs in inclusive settings, training and professional development, and the amount of coursework in special education will be examined.Lumi Cristina Hartle

Implementation of a Classwide Intervention to Teach Behavioral Expectations in Head StartStrand: ResearchMany children enter early childhood settings unprepared. If they have not been in group care before, or if they are moving from one program or classroom to another, they need to learn a teacher’s expectations for arrival time, meeting time, etc.. This session highlights a classwide intervention to teach behavioral expectations.Charis Lauren Price, Michaelene M. Ostrosky, & Rosa Milagros Santos

Practices and Policies to Mitigate Disproportionality: Addressing Challenging Behavior, Suspension, and ExpulsionStrand: PolicyThis session will provide an opportunity to discuss specific policy and practices that prevent expulsions in early childhood programs. Focus will be placed on mitigating the effects of challenging behaviors through an examination of current practices and policies under consideration with emphasis on cultural and racial disproportionality.Deanna Pearce & Sara Davidon

Reflections From Culturally and Linguistically Diverse Families of Children With AutismStrand: FamilyAn investigation of current literature indicating the impact multiculturalism has on educating students with ASD and reflections from families on the literature and their experiences. Also, educational strategies for students with ASD from culturally and linguistically diverse backgrounds and best practices for collaborating with their families will be shared.Wayne Maloney & Ann Bingham

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6:3

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Serving Vulnerable Young Children: Partnerships Between Early Childhood and Child Welfare SystemsStrand: Professional DevelopmentCASA Strong Beginnings is a collaboration between a Court Appointed Special Advocate program, a Department of Special Education, and Early Intervention Services. This partnership was established to increase awareness across systems with the ultimate goal to better serve children with disabilities and those most vulnerable to child abuse and neglect.Catherine Corr & Natalie Danner

Understanding the Impact of Poverty on Early Language Development: Theory to PracticeStrand: Professional DevelopmentThis presentation will highlight the factors that surround a child living in poverty and its impact on early language and learning. Issues relating to assessment will be identified. Research-based strategies aimed at increasing the language skills of these children will be provided.Nancy Silverman & Nancy Harju

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Po

ster Sessions 7:15 am

– 8:30 am

Poster Sessions 7:15 am – 8:30 amExhibit Hall

African American Parents of Children With Autism: Experiences Obtaining Diagnoses and ServicesStrand: ResearchDespite significant increases in the prevalence of autism among children in the United States, little is known about the experiences of African American parents of children with autism. This qualitative study investigated African American parents’ perceptions of diagnoses and services for children with autism. Findings and implications are discussed.Jamie Pearson & Hedda Meadan

Applying an Evidence-Based Coaching Framework to the Early Childhood Professional Development LiteratureStrand: ResearchThis poster presents the results of a systematic review of coaching in the early childhood professional development literature. Studies were examined in terms of definitions of coaching protocols and consistency with an evidence-based coaching framework (practice-based coaching). Presenters will discuss the results and implications for high-quality, systematic professional development.Kathleen Meeker, Angel Fettig, Erin E. Barton, & Songtian Zeng

Apps: Which Do Educators Use and What Do They Think of ThemStrand: PracticeThe purpose of this study was to investigate and identify the apps that ECE and ECSE professionals and preprofessionals use, why they use them, and how these individuals rated the appropriateness of the apps using a rubric with 27 different characteristics related to accessibility, content, and individualization.Conrad Oh-Young, Kathleen O’Hara, Catherine Lyons, Delilah Krasch, Maryssa Kucskar, & Cori More

Thursday, October 8

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Thursday, October 8P

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7:1

5 am

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:30

am

Building School Readiness in Disadvantaged Children: Preschool Programs that Foster Executive FunctioningStrand: PracticeThis presentation will explore the importance of executive functioning on school readiness skills for disadvantaged preschoolers. Current intervention programs in preschools will be discussed, including the curriculum, instructional practices, and outcomes on executive functioning and school readiness. Recommendations for best practice and future directions will be addressed.Jenny Schmidt & Fan-Yu Lin

CAPTA and Early Intervention: Colorado’s Expanding CollaborationStrand: PolicyThe Colorado Department of Human Services, Office of Early Childhood (early intervention) and Office of Children, Youth and Families (child welfare) are able to jointly review performance outcomes, referral processes, and best practices for supporting children and families being served by both agencies. Presentation includes insights, successes, strategies, and challenges.Lenita Hartman & Lorendia Schmidt

Collaborative Perspectives on Mentorship in Early Childhood Special Education Within Higher EducationStrand: Professional DevelopmentJoin this motivated team of a faculty member and student intern in early childhood special education as they share their research, perspectives, and endless collaborative possibilities. This session will include components of high-quality mentoring, building individual leadership capacity, and exploring opportunities for future growth among preservice and experienced professionals.Holly Hoffman & James Nuse

A Collaborative Speech and Occupational Therapy Model for Preschoolers With Developmental DelaysStrand: PracticeThis presentation describes a collaborative service delivery model for preschoolers with speech, language, and co-existing developmental delays in a naturalistic setting. This intervention, led by a speech-language pathologist and occupational therapist, provides opportunities for communication, social participation, and active engagement. Student clinicians support children through naturally occurring learning opportunities.Barbara B. Demchick & Karen H. Day

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oster Sessio

ns 7:15 am – 8:3

0 am

Coordination of Mental Health Services in Early Childhood: Perspectives From One StateStrand: PracticeThis session will provide an overview of services and supports available in one state, as coordinated through an initiative from the Office of Early Childhood. The project was based on recognized needs and required by the Legislature. Particular focus is on consultation, programs and services, information, and professional development.Ann Gruenberg

Creating Sensory Environments: A Collaborative Guide for Parent and Teachers.Strand: PracticeAn evidence-based guide to creating sensory environments for parents and teachers of small children with autism and SPD. Use of sensory strategies, adaptations, and modifications to promote self-regulation will be identified and appraised. Collaboration between teachers, therapists, and parents will be the guiding principle of this workshop.AnjalI P. Sane & Anjali P. Sane

Current Assessments and Training Programs in Saudi Arabia: Learning Disabilities Identification ToolsStrand: ResearchA lack of assessments and professional training in these assessments exists in Saudi Arabia. This lack slows identification of students with learning disabilities and providing appropriate early interventions. This study aimed to describe the available summative and formative assessments to identify students with learning disabilities and training programd for educators in Saudi Arabia.Shehana Alqafari, Maha Alsulaiman, & Rashida Banerjee

Distance Mentorship Program: Web-based Support for Teachers Working With Learners With Deaf-BlindnessStrand: Professional DevelopmentThe Distance Mentorship Program (DMP) is a model for providing remote, individualized technical assistance for teachers and paraprofessionals working with learners with deaf-blindness. This poster describes the model and how technology is used to facilitate support as well as initial findings from families of young children with deaf-blindness.Jay Buzhardt & Susan Higgins

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Easing the Transition From Home-Based Early Intervention Services to the ClassroomStrand: PracticeThis study measures the effect of a classroom-based early intervention package using principles of Applied Behavior Analysis preceding the transition into a preschool classroom. Pre- and posttest measures on skill acquisition and classroom readiness behaviors were used. Provided is an overview of the study, results, with implications for practice.Elizabeth Nguyen & Brittany Frey

The Effects of a Supplemental Explicit Counting Intervention for Preschool ChildrenStrand: PracticeCounting skills are foundational to build number concepts in mathematics. There needs to be more exploration on brief explicit mathematical interventions that target counting and are supplemental to preschool mathematics core instruction. This study investigates explicit instruction as a brief counting intervention for children identified as having mathematics difficulties.Vanessa Hinton, Margaret Flores, Kelly Schweck, & Toni Franklin

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

Enhancing Professional Development and Reflection of Teacher CandidatesStrand: Professional DevelopmentThis presentation describes the use of CEC Initial Special Education Preparation Standards and DEC Recommended Practices to support teacher candidates in their field experiences. Use of these resources to focus student observations and experiences resulted in richer reflections and improved articulation of professional development needs compared with previous semesters.Sonia Michael & Megan Purcell

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oster Sessio

ns 7:15 am – 8:3

0 am

Examining the Needs for Training of Preservice Home-Based Early Interventionists in ChinaStrand: Professional DevelopmentTo meet the need for early intervention teachers in China, a survey was developed to identify preservice training needs of students in the School of Special Education at South China Normal University, Guangzhou, China. Results from the survey will be discussed. Implications and future steps will be delineated.Huichao Xie, Ching-I Chen, Chieh-Yu Chen, & Jane Squires

Experiences of Early Childhood Special Educators While Implementing Academic Learning Standards in the Common Core EraStrand: PracticeThe presenters will share findings from an exploratory study of early childhood special education teachers’ experiences, challenges and successes with implementing Common Core State Standards with young children with or at risk of developing disabilities. Suggested strategies for successful implementation and collaboration with parents and general educators will be presented.Maria Isolina Ruiz & Linda Flynn-Wilson-Wilson

Exploring Subtle Effects of a Internet-Based Parent-Implemented Communication InterventionStrand: PracticeWe describe a telepractice parent-training and coaching program that capitalizes on evidence-based communication teaching strategies for children with communication delays. We share results of the original study and of a secondary analysis of two participants, highlighting what we learned from reanalyzing the original data and implications for practice and research.Moon Chung, Melinda R. Snodgrass, Hedda Meadan, Yusuf Akamoglu, & James W. Halle

Factors That Impact Novice Teachers’ Success in Inclusive SettingsStrand: Professional DevelopmentThe purpose of this poster is to explore factors that may impact novice teachers’ success when teaching in an inclusive classroom. Predictors of novice teachers’ success working with students with special needs in inclusive settings, training and professional development, and the amount of coursework in special education will be examined.Lumi Cristina Hartle

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Family Decision-Making About Early Treatments for Children Recently Diagnosed With ASDStrand: ResearchThis presentation examines the influences of access, cost, and culture on the decisions that families of children recently diagnosed with ASD make about early interventions. Using multiple case study design informed by a racially and economically diverse sample, this research provides insights that are relevant for researchers, practitioners, and families.Parthenia Dinora

Father Involvement and Developmental Outcomes of Children at Risk or With DisabilitiesStrand: PracticeFather involvement in early childhood intervention is underrepresented in both research and practice. This presentation reviews (a) father involvement and child developmental outcomes in educational research for young children at risk or with disabilities, and (b) the contributions of father involvement to the developmental outcomes. Recommendations are given for future studies.Zhe An

Help Me Grow: Early Detection for At Risk Young ChildrenStrand: PracticeHelp Me Grow is a national initiative that focuses on the early detection of young children at risk for developmental and/or behavioral problems. This program began in Hartford, Connecticut, in 1997 and is used in more than 20 states. An overview of Help Me Grow will be presented.Barbara Hartigan

Helping Early Childhood Providers Understand Positive Behavior Supports and Use Data-Driven InterventionsStrand: Professional DevelopmentThe author shares research-based findings from facilitating a tailored Positive Behavior Supports (PBS) workshop for early childhood providers in a program serving children ages birth to 5. Components of the introductory PBS workshop and a follow-up data-collection exercise are shared, and noteworthy insights from provider pre-post survey responses are discussed.Holly Hebron

Implementation Science: Using Progress Monitoring Assessments With Infants and ToddlersStrand: PracticeThis session describes a study about progress monitoring within Part C. Part C staff can administer and score IGDIs reliably with coaching

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oster Sessio

ns 7:15 am – 8:3

0 am

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

Infusion of Individual Meaning-Centered Approach to Braille Literacy (I-M-ABLE) Within Preschool SettingsStrand: PracticeWithin this 60-minute presentation, early intervention professionals will have the opportunity to review early literacy practices as it relates to children with visual impairment and learn how to incorporate I-M-ABLE strategies with young children in educational and home settings.Amy D. Campbell & Annette Vinding

Investigating Representation of Children With Disabilities in Inclusive Class and School EnvironmentsStrand: ResearchFavazza and colleagues (2000) investigated the representation of persons with disability within early education environments. Findings indicated that class environments did not have materials that depict persons with disabilities. This poster presents results from a follow-up study with similar findings: persons with disability are still under-represented in school settings.Paddy Favazza, Michaelene M. Ostrosky, Lori Erbrederis Meyer, Chryso Mouzourou, & Lisa Leboeuf

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

Language Performance on the Preschool Language Scale-5 for Head Start ChildrenStrand: ResearchThe performance of 193 preschool children in Head Start on the Preschool Language Scale-4 (PLS-5) was examined. Children performed significantly below the standardization means for their ages on PLS-5 total scores. Girls scored significantly higher than did boys on the PLS-5

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Expressive Communication subscale and Total Scale. Implications were discussion.Cathy Qi

One State’s Way of Addressing Competency Issues in Early Intervention Interpreting/Translating ServicesStrand: Professional DevelopmentIn homes where families have limited English proficiency using proficient interpreter/translator services fosters the family-professional relationship and is key to the delivery of quality services based on the family’s concerns and needs. This session demonstrates how one state is addressing competency issues in early intervention interpreting/translating services.Keena L. Sims & Lucy Gimble

Partnering With Parents to Support Communication Skills for Young Children With AutismStrand: ResearchThe purpose of this poster is to outline the procedures of using a functional communication assessment to develop and to train parents to implement a prosocial communication intervention for young children ages 3–5 identified and/or at risk for autism spectrum disorder within the natural environment of their home.Maureen Conroy, Brian Reichow, Debra Prykanowski, Jose Martinez, Kathryn L Marsh, & Lisa A. Guerrero

Preservice ECSE and Practicing Teachers’ Perspectives on the Development of Cultural ResponsivenessStrand: ResearchThis presentation addresses the compelling need for early childhood educators to develop multicultural competence to address the needs of increasingly diverse young children and families. Results from phenomenological interviews with preservice and practicing educators will be discussed to highlight the complexities of affirming and supporting diversity in inclusive birth-five settings.Adam S. Kennedy, Anna Lees, & Margaret Sheehan

Project Child: Reaching All Children Through Innovative High-Tech PartnershipsStrand: PracticeThis presentation highlights Project Child, an OSEP-funded $325,000 grant. Project Child addresses the critical shortage of early childhood special education teachers, specifically in the areas of PreK Disability and Autism Spectrum Disorders through a unique high-tech partnership

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oster Sessio

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0 am

between Bethune-Cookman University and United Cerebral Palsy of Central Florida.Marcey A. Kinney, Leslie Sena, & Anna O’Connor Morin

Promoting Toddlers’ School Readiness Skills Within Parent-Child PlaygroupsStrand: PracticeThis poster displays definitions and examples of developmentally appropriate readiness skills for toddlers, using findings from an ongoing study conducted in a playgroup inspired by the Parents Interacting with Infants (PIWI) model. The skills are ones that toddlers practice during routine play activities with support from their parents.Dolores J. Appl, Brittany Hoffman, & Miranda St. Pierre

The Relationship Between Family Ratings of Satisfaction With Routines and IFSP GoalsStrand: PracticeThis session will present details about a preliminary investigation to explore the relationship between family ratings of satisfaction with daily routines and the routines addressed in IFSP goals. Implications for programs, providers, and families will be discussed.Robyn Ridgley & Amanda Dunlap

The Role of Occupational Therapy in Early Intervention: Time for Specialization?Strand: PracticeThis poster will present the role the occupational therapist (OT) can play in Part C evaluation and intervention planning. In addition, specific information will be presented to argue for specialization of OT in early intervention to meet the unique transdisciplinary and family-child needs in this population.Stephanie de Sam Lazaro

Social Media: Strengthen Collaboration and Support in Preservice and Early Career ExperiencesStrand: Professional DevelopmentHow does social media benefit student teaching and early career experiences? The idea of using social media came from feelings of disconnect and isolation as early interventionists and early childhood special educators. This presentation demonstrates the use of social media as a way to stay connected and improve professional experiences.Megan Purcell & Sonia Michael

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Teaching Math and Science Through Parent-Child Shared Book ReadingStrand: FamilyDiscussion guidelines that included math and science questions were provided to parents to use during shared book reading at home. Parent-child conversations were audiotaped to examine how discussion guidelines influenced conversations. Examples of discussion guidelines and their impact on parent-child shared book reading will be shared through this poster presentation.Hyejin Park, Michaelene M. Ostrosky, & Lori Erbrederis Meyer

Using Activity-Based Intervention and Dialogic Reading to Teach Thematic Vocabulary to PreschoolersStrand: ResearchWe will present the results of a single-case adapted alternating treatments design in which we compared the effects of Activity-Based Intervention and Dialogic Reading on children’s expressive use of thematic vocabulary. Participants included three preschoolers with developmental delays living in poverty. Implications for research and practice will be discussed.Naomi Rahn, Christan Grygas Coogle, & Sloan Storie

Using Servant Leadership to Empower EIs/ECSEs and Diverse FamiliesStrand: FamilyServant leadership is a way to balance the need to be both an effective leader and a caring partner when working with families. The tensions created by the traditional model of leadership and practical strategies for embedding principles of servant leadership into family-centered practice will be addressed.Christine Hancock

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

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Thursday, October 8Sessio

ns 9 am – 11 am

Sessions 9 am – 11 amApplying the DEC Recommended Practices When Working With Children With ASDGrand Ballroom B PracticeIn this presentation we will highlight areas of the DEC Recommended Practices that are especially useful to interventionists working with children with ASD and their families and provide suggestions about how to ensure that these practices are implemented in a manner are both child/family friendly and effective.Ilene Schwartz, Glen Dunlap, & Phillip Strain

Beyond the Brady Bunch: Transforming Transdisciplinary Practices to Honor Family DiversityRoom 204/205 FamilyThis session will highlight effective practices to provide transdisciplinary services to children and families representing increasingly diverse cultural backgrounds and structures. Using evidence-based adult learning practices, case studies of diverse families will engage participants in meaningful collaboration and team-based applications designed to honor family diversity in providing culturally responsive services.Jennifer Kilgo, Jerry Aldridge, & Holli Ford

CARA’s Kit in Child Care Through Evidence-Based Professional DevelopmentRoom 208/209 Professional DevelopmentPresenters will describe the development and implementation of a professional development framework, including face-to-face training and practice-based coaching, used to prepare child care teachers to use CARA’s Kit to meet the individual needs of the children in their care.Carrie Trivedi, Heather Googe, & Karen Johnson

Classroom Quality Impact on Preschool Child Outcomes: Indiana’s Early Education Matching GrantRoom 302 ResearchThis session will highlight the Early Education Matching Grant (EEMG), Indiana’s initial attempt at establishing public prekindergarten for children at risk. Attendees will learn the impact that preschool classroom quality has on children at-risk. We will compare data from pre and post child assessments with classroom quality rating scales.Kirsten Bonifacio, Kelsey Williamson, & Sue Dixon

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Thursday, October 8Se

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am

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Cross Disciplinary Personnel Standards: From Vision to RealityGrand Ballroom C Professional DevelopmentThe Early Childhood Personnel TA Center (ECPC) is facilitating the adoption of a common set of early childhood personnel standards for professional disciplines providing early childhood intervention. This session will summarize national activities that occurred across the discipline-specific professional organizations, including a crosswalk across all discipline-specific standards.Mary Beth Bruder, Jeffri Brookfield, Vicki D. Stayton, Stephanie Parks, Juliann Woods, & Toby Long

The Diversity Teacher Belief Q-Sort: A Springboard for Reflective ConversationsRoom 202 Professional DevelopmentLearn how to use the Diversity Teacher Belief Q-Sort (DTBQ) as a springboard to reflective conversations about teachers’ work with diverse populations of children and their families. Get hands-on practice using the tool and leave with concrete suggestions and discussion prompts to use in preservice and in-service settings.Lorelie Pisha

Enhancing Co-Educators’ Capacity to Embed Evidence-Based Strategies Into Classroom Routines Through Peer-CoachingRoom 406/407 Professional DevelopmentThis research investigated the effectiveness of peer-coaching on infant/toddler educators’ use of evidence-based communication strategies using a multiple-baseline single-case design. Data were also examined to determine how well the intervention was implemented, the perceived social validity of the intervention, and covariates associated with the intervention’s effectiveness. Implications will be discussed.Jennifer Riggie Ottley, Christan Grygas Coogle, & Naomi Rahn

Individual Family Service Plan-Outcome Assessment Tool (IFSP-OAT): Assessing Outcome Statements and StrategiesRoom 310 Professional DevelopmentThe Individual Family Service Plan-Outcome Assessment Tool (IFSP-OAT) is a promising instrument developed to evaluate measurability, functionality, and family-centeredness of IFSP outcome statements and strategies. We will review data on its use and feasibility when used by community-based providers and discuss implications for providers, supervisors, and researchers.Andrea Witwer & Kim Travers

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Innovative Features of an Early Intervention Autism Specialization Personnel Preparation ProgramRoom 403 Professional DevelopmentThis presentation provides a description of an autism specialization offered in an Early Intervention M.Ed. Program and highlights three innovative aspects: a course on technology-based strategies, another on treatment fidelity/coaching, and a specialized practicum on coaching parents. Outcomes derived from a content analysis of student portfolios will be reviewed.Louise Kaczmarek, Diana Knoll, Alicia Mrachko, Rachel Gwin, & Susan Killmeyer

Integrating Social-Emotional Instruction in ECSE: Getting to the Heart of the MatterRoom 305 PracticeThis session describes an approach to whole-child education that fosters the relationship between inner and outer experiences. Such an approach is designed to elevate children’s overall social-emotional health by equipping parents and providers with evidenced-based techniques grounded in the latest findings in neuro-scientific research.Kristie Pretti-Frontczak & Mayra Porrata

It Takes a Village: Supporting Families of Young Children With Autism SpectrumRoom 401/402 FamilyThis session examines the impact on families of having a young child diagnosed with Autism Spectrum Disorder (ASD). Participants will learn strategies for working collaboratively with families of diverse backgrounds, helping them manage stress and other issues and empowering families to create a team to create and support family health.Kathy Gould & Laura Wald

Planting the SEEDS: Supporting Inclusion and Best Practices in City SchoolsRoom 309 PolicyThe Baltimore MD City Schools Collaborative Consultation Model (CCM) supports PreK teachers in developing knowledge and skills necessary to address IEP goals within activities and routines in inclusive, urban PreK classrooms. This session will describe the key elements, process, and outcomes of the consultation model after three years of implementation.Perry Gorgen & Susannah Miragliuolo

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Promoting the Language and Literacy of Children With Language Delays and ASDRoom 311 PracticeThis session will describe interventions designed to promote the language and literacy of young children with disabilities. The interventions utilize evidence-based strategies including visual supports, systematic instruction, and technology integration. Presenters will share evidence supporting intervention effectiveness and demonstrate the use of methods/materials for using the strategies in preschool settings.Lindsay Dennis, Kelly Whalon, & Mary Frances Hanline

Promoting the Success of Young Children and Families in an MTSSRoom 210/211 PracticeMeaningful family engagement is a shared responsibility between educators and families, providing the foundation for creating family-school-community partnerships. Family engagement best practices used within the MTSS framework will be shared. These practices provide meaningful, effective, and collaborative use of data to increase learning opportunities for every child and family.Frederick T. Wiedemann & Jane Groff

Shifting From Child-Centered to Family-Centered Practices in Early InterventionRoom 303 PracticePresenting an agency’s journey to do what is right for children and families, through evidence-based practices. EI practitioners will discuss the ups and downs of implementing Routines-Based Early Intervention, coaching adults, and finding alternatives to the toy bag. The time is now to provide quality services to all families.Christa Tescher, Candice Arrowood, Stephanie Stark, & Christa Tescher

State of the States Related to Systemic ImprovementRoom 313/314 PolicyThis session will provide a national overview of states’ status regarding the OSEP-required State Systemic Improvement Plans (SSIP) to improve outcomes for young children with disabilities, ages 0–5, served under IDEA Part C and Part B/619.Kristin Reedy, Christina Kasprzak, Lisa Backer, Virginia Reynolds, & Cornelia Taylor

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Success of Primary Service Provider (PSP) Approach to Teaming = Team MeetingsRoom 301 Professional DevelopmentTeam meetings are critical to successful use of the PSP approach to teaming. Team meetings support use of evidence-based practices such as coaching and offer the opportunity for true collaboration. This session offers information on how to create, implement, and sustain practices to support effective and efficient team meetings.Peggy Kemp, Amy Owens, Monica Helfer, & Sarah Walters

Supporting Early Intervention for Infants Born Early and Their FamiliesRoom 313/314 PolicyInfants born low birthweight (LBW) and preterm are at risk for delays and disabilities. However, only a portion of these children receive early intervention. A panel will discuss (a) the role of Part C eligibility criteria, (b) assessment procedures, (c) recommended practices, and (d) a proposal for national standards for early intervention.JaneDiane Smith, Patricia M. Blasco, Jane Squires, Bonnie Keilty, Rebecca Frantz, & Serra Acar

Teaching Practices to Promote Children’s Learning and Social-Emotional Competence in New Zealand/AotearoaRoom 206/207 ResearchIn this session, we will describe teaching practices to promote young children’s learning and social-emotional competence used in New Zealand/Aotearoa. The New Zealand-based teaching practice list and framework is the result of a multiphase research study. This interactive session will include video examples and encourage discussion of cross-cultural differences and similarities.Tara McLaughlin & Karyn Aspden

The Time’s Right to Ensure Children With Disabilities Experience High-Quality InclusionRoom 212/213 PolicyWhy do children with disabilities continue to have uneven access to high-quality inclusion despite legislation and policy support? Using an implementation science framework, this presentation uncovers drivers for ensuring the implementation of evidence-based practices, implementation challenges, and an action agenda for ensuring children with disabilities experience high-quality inclusion.Pam Winton & Chih-Ing Lim

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What’s Happening in WashingtonGrand Ballroom D PolicyJoin us for this annual presentation recapping federal legislative and executive branch activities that impact young children and their families. A representative from OSEP will provide updates on the agency’s activities. We will review the activities of the first session of the 114th Congress and discuss possibilities for the second session as we head toward the 2016 election. This will include progress toward reaching agreement on funding levels for federal programs for 2016 as well as provide updates on federal legislation such as IDEA, ESEA, Strong Start, and other important reauthorizations on the congressional agenda.Sharon Walsh, Ruth Ryder, Ashley Lyons, Deb Zeigler, & Amanda Bryans

Young Children as Program Co-Designers: Using Design Thinking to Tackle Wicked ProblemsGrand Ballroom A PracticeThe field of early childhood special education is becoming increasing diverse and complex. This session will provide participants with an overview, examples, and practice using a human-centered, empathetic process to identify solutions to critical problems in early childhood classrooms, programs and organizations.Beth Rous, John Nash, Elizabeth Steed, & Barbara Smith

Sessions 11:20 am – 12:20 pmAfrican American Parents With Toddler Sons: Racial Socialization Through Beliefs and PracticesGrand Ballroom A ResearchParticipants learn about a qualitative study with African American parents in committed relationships raising toddler sons with and without special needs. Discussion of how childrearing beliefs, practices, routines, and customs relate to racial socialization will be shared. Also, implications for understanding how racial socialization shapes childrearing decisions for couples will be discussed.Sheresa Boone Blanchard & Stephanie Irby Coard

Bioecological Analysis of ECSE Participation: Implications for Child Find Practices and PoliciesRoom 202 PolicyChildren from diverse backgrounds are underrepresented in ECSE, perhaps contributing to the diversity-based school readiness gap. To understand factors predicting ECSE participation, we conducted regression analyses within a bioecological framework using a nationally-

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representative sample. Implications for policy are presented, informing Child Find efforts to engage diverse children in ECSE services.Elyse Farnsworth, Stephanie Brunner, & Victoria Erhardt

Collaborating With Community Partners: Strategies for SuccessRoom 304 PracticeAre you looking for fresh ideas to foster collaborations with partners in your community? Join your colleagues to discuss how early intervention providers can collaborate with community partners, including partnerships with child care providers. Participants will leave with at least three “next steps” to use at home.Patricia Eitemiller & Deana Buck

Early Childhood Special Education Leaders(ECSEL): Student Voices From a Personnel Preparation ModelRoom 406/407 Professional DevelopmentThis presentation reports on an Office of Special Education Programs (OSEP)-funded personnel preparation program designed to prepare high-quality early intervention/early childhood special education practitioners. Presenters will provide a description of the program, personal experiences from Year 1 scholars, and lessons learned during the first year of the project.Cynthia Baughan, Vivian I. Correa, & Pamela L Shue

Early Childhood Special Educators as Policy AdvocatesRoom 212/213 PolicySignificant research exists to support inclusion for young children with special needs. However, the reality remains that young children with special needs are not widely included with their typically developing peers. This phenomenon requires that educators develop the competencies to serve as advocates for inclusion at the local level.Alissa Rausch

Family Needs and Disability-Related Support Services in Urban Texas: A Qualitative InvestigationRoom 403 FamilyThis session will report findings from a qualitative study examining families’ preferences for service delivery and family-professional partnerships. Study participants were diverse in terms of culture, ethnicity, and language and resided in urban Texas. Session participants will engage in discussion about implications for ECSE service provision.Kathleen Kyzar & Helen Davis

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Family Outcome Survey: A Cross-Comparison of Early Intervention Outcomes by Disability CategoryRoom 401/402 ResearchThe session will include a discussion of previous literature and review findings from the current study. Findings will highlight how disability category influences early intervention outcomes. Participants will gain an understanding of how outcomes differ for families of children with autism and families of children in other disability groups.Hilary Bougher, Christan Grygas Coogle, Kim Floyd, & Amy Root

Family-Researcher Collaboration: Bringing the Family’s Voice to ResearchRoom 303 FamilyFamilies are key stakeholders in research related to young children with disabilities. Including parents on the research team has the potential to inform design, data collection, and dissemination of findings in ways that enhance implementation in everyday practice. We will appraise research and share our team’s experiences collaborating in research.Alyssa LaForme Fiss, Lynn Jeffries, & Nancy Ford

Federal Efforts to Support Early Childhood InclusionGrand Ballroom D PolicyThis session will highlight a public awareness campaign launched by the Departments of Education and Health and Human Services to support early childhood inclusion. The panel will discuss a recently released policy statement on inclusion as well as resources to support meaningful inclusive opportunities.Christy Kavulic, Ruth Ryder, & Amanda Bryans

The IRIS Center: Resources About Infants, Toddlers, and Children With DisabilitiesRoom 204/205 PracticeJoin representatives of our OSEP-funded center for a guided tour and exploration of our latest online resources having to do with young children with disabilities. The IRIS Center creates and makes available on our barrier-free Website a host of free resources including modules, case study units, and online tools.Amy Harris & Ilene Schwartz

Making Friends: Strategies for Supporting Acceptance in Inclusive Early Childhood ClassroomsGrand Ballroom B PracticeMAKING FRIENDS promotes greater acceptance in kindergarten-grade 2 classes. Program elements reflect research on attitude change and peer interactions. With greater diversity reflected in classrooms (e.g., linguistic,

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ability, family structure) and increased efforts directed toward inclusion, ensuring that all children are accepted as full members of classroom communities is critical.Michaelene M. Ostrosky, Paddy Favazza, Chryso Mouzourou, Lisa Van Luling, Lori Erbrederis Meyer, SeonYeong Yu, Hyejin Park, & Emily Dorsey

Missed Opportunities: How Can We Collaborate to Improve Early Intervention Referrals?Room 309 PolicyDespite a decade of effort since the Child Find mandate, there is national concern with low rates of screening and referral to early intervention. This session explores contributing roles of pediatricians, families, child care providers, and other key players in promoting access to early intervention for eligible infants and toddlers.Nicole M. Edwards

Offering Our Best to Children and Families: Programwide Implementation of Recommended PracticesRoom 302 PracticeProgramwide implementation uses implementation science to provide the supports needed so all practitioners can use DEC Recommended Practices to improve child outcome. Participants will learn the process of programwide implementation, tools, and strategies they can use and how programwide implementation occurs within classroom and home visiting programs.Lise Fox, Carol M. Trivette, & Denise Perez Binder

OSEP Professional Development Grants: Preparing 21st Century Early Childhood Leaders and PractitionersRoom 210/211 Professional DevelopmentThe Office of Special Education Programs is dedicated to improving results for children with disabilities and their families. To support this mission, grants are available for preservice graduate and doctoral personnel preparation. Following an overview of the grant application process, three university programs will present innovations in personnel preparation.Leslie Carol Fox, Tracie Dickson, Linda Flynn-Wilson, Barbara Smith, & Elizabeth Steed

Play Behaviors of Children With Visual Impairment: Impact on Peer RelationshipsRoom 310 PracticeSocial play behaviors differ in preschool-aged children with visual impairments from their sighted peers. These differences can be organized into three main areas including solitary play, stages of play,

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and play preferences and behaviors. Discussion will include analysis of these unique characteristics with consideration for implications to teaching practices.Mindy Ely

Playgroup Power in Early Intervention: What’s Right for Children, Families, and PractitionersRoom 305 PracticeThis session illustrates the multiple aspects and significant benefits of playgroups in providing early intervention services to infants, toddlers, and their families. Benefits include opportunities for (a) caregivers to support and problem solve with each other, (b) facilitating caregiver-child interactions, (c) and providing transdisciplinary services within the playgroup setting.Rama Dasu, Rama G. Dasu, Keisha R. Carroll, & Deborah Chen

Recruiting and Retaining African-American Students in Higher Education: Issues, Practices, and StrategiesRoom 301 Professional DevelopmentTo prepare a more diversified and representative early childhood special education (ECSE) workforce, there is a critical need to recruit and retain a diverse group of students in higher education ECSE programs. This session will identify challenges and review evidence-based strategies for recruiting and retaining African American students in higher education.Charis Lauren Price, Londa Neely, & Mary-alayne Hughes

Statewide Improvement Planning for Early Intervention Programs: A New Federal RequirementRoom 208/209 PolicyThe federal government is requiring all state Part C programs to conduct a multiyear improvement planning process to achieve better outcomes for infants and toddlers with disabilities and their families. Hear how one state has begun its State Systemic Improvement Plan (SSIP) and how they have engaged key stakeholders in the their improvement planning process.Jennifer Simpson, Cynthia Bryant, & Brenden Ibe

Telling Stories: A Way to Promote Doing the Right ThingRoom 313/314 Professional DevelopmentThis roundtable session will inform participants about the value of storytelling as a means of leadership. Participants will engage in discussions about the types of stories to integrate into a culture of shared leadership within an organization and to build leadership capital in EI/ECSE.Kim Moherek Sopko, Diana J. LaRocco, & Deborah Bruns

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The Time Is Right for Universal Online Part C Early Intervention CurriculumGrand Ballroom C Professional DevelopmentA national workgroup comprised of members with extensive experience designing and delivering early intervention professional development is building an online universal core curriculum of quality early intervention practices that correlate to the DEC Recommended Practices. Learn what modules are currently available, future topics plans, and tips on using the curriculum.Cori Hill, Rachel Moyer-Trimyer, Sarah Nichols, Lynda Pletcher, Carol Ann Schumann, & Naomi Younggren

Using an Evidenced-Based Coaching Model With Parents of Children With Hearing LossRoom 206/207 FamilyTo maximize listening and spoken language skill development in young children with hearing loss, early intervention professionals are using evidence-based practices with both parents and children. This presentation will share video demonstrating the four steps of a parent coaching model and highlight challenges to implementation of the model.Maribeth Lartz, Tracy Meehan, & Angi Martin-Prudent

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

“Dosage” Decisions for Early Intervention Services: Six Key QuestionsStrand: PracticeDetermining frequency, intensity, and duration of services is a daunting task for some early intervention teams. This poster illustrates a decision-making process whereby teams answer six key questions while remaining sensitive to diverse factors that can influence the design and dosage of supports appropriate for young children and their families.Miriam Kuhn & Christine A. Marvin

Birth To 5: Watch Me Thrive! New Federal Strategies to Improve ScreeningStrand: PracticeBirth to 5: Watch Me Thrive! is a federal screening initiative that supports providers, families, and other stakeholders to improve screening, identification, and referral in children birth to age 5. Stop by this poster

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to chat with federal representatives to learn about our 2015 strategies to support screening.Tracie Dickson, Camille Smith, & Jenna Marie Weglarz-Ward

Cross-Cultural Validation of DEC Recommended Practices: Key Stakeholders’ Opinions From TurkeyStrand: PracticeDEC Recommended Practices are developed to provide guidance to practitioners and families about most effective strategies to improve development and learning of young children who have or are at-risk for delays/disabilities. This poster describes findings of a study examining opinions of key stakeholders in Turkey about new DEC Recommended Practices.Serife Rakap & Salih Rakap

Early Intervention and Parents’ Reports of Self-Efficacy: Strengths and Areas for ImprovementStrand: ResearchThis session will focus on a study of early intervention services received by parents of infants and toddlers with hearing loss. Parents were interviewed about their self-efficacy and the information they receive about their importance. There will be an opportunity for discussion about how early intervention can encourage parental self-efficacy.Kalli Decker & Tricia Foster

An ECE/ECSE Teacher Preparation Study Abroad: Experiences, Reflections, and Lessons LearnedStrand: Professional DevelopmentIn this poster session, participants will learn information about and outcomes of a short-term, faculty-led study abroad experience in Costa Rica for an ECE/ECSE teacher preparation program. The study abroad focused on early education services for all children including those with disabilities. “Lessons learned” will be shared.Gregory A. Cheatham, Eva Horn, Jennifer Amilivia, Gigi An, Margaret R. Beneke, & Gretchen Goodman

Effects of Natural Environment and Direct Trial Teaching on Toddlers With ASDStrand: ResearchPeter Vietze, Leah Esther Lax, Gary Kwok, Peri Vella, & Julianne Hayes

Examining the Inclusive Precshool Language Environment Through Location AnalysisStrand: ResearchThis poster session presents a study using verbal input (i.e., adult and peer vocalizations) to identify the degree to which young children with/

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at-risk for developmental disabilities were included in an inclusive classroom. Data was collected using technologically advanced speech-recognition (Language Environmental Analysis [LENA] system) and location/movement tools (Ubisense).Dwight Irvin, Stephen Crutchfield, Charles Greenwood, Steven Warren, John Hansen, & Abhijeet Sangwan

Exploring the Implications of Targeted Emergent Literacy Intervention Models in Preschool ClassroomsStrand: ResearchA multiyear study examined an early intervention program targeting the emergent literacy development of prekindergarten children attending a variety of inclusive early childhood settings (Head Start, public school, and private/public school collaborations). Data suggests that early intervention may increase the emergent literacy of young children with and without disabilities.Dana Hilbert & Holly Rice

Finding the Spark: Review on Embedding Child Interests Into InstructionStrand: PracticeEmbedding child preferences or interests into instruction has been demonstrated as an effective intervention in a number of studies. This poster will present a review of the quality of research on embedding the restricted interests of children with ASD. Theoretical implications and areas for future research will be explored.Jennifer Ninci & Mandy Rispoli

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

Individualized Intensive Behavior Support in Preschool: An Online Community of Practice ApproachStrand: Professional DevelopmentThis poster describes the continuing application of a statewide online community of practice to support implementation of tiered instruction/intervention in diverse early childhood settings. Aligned with

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recommended practices, the model is designed to promote adoption of an evidence-based team process for implementing individualized intensive behavior interventions in inclusive preschool classrooms.Phoebe Rinkel, David P. Lindeman, & Chelie Nelson

Innovations in Response to Intervention: Toxic Stress in Rural Versus Urban Communities.Strand: Professional DevelopmentThis poster presents a model development project in Pittsburgh, Pennsylvania, and West Virginia’s Northern Panhandle. The poster highlights five innovations that were developed and implemented with an RIT approach, intended to decrease toxic stress in the lives of families of infants and toddlers in both urban and rural communities.Jennifer Harris Tepe, Audra Redick, & Stephen Bagnato

Language Interpretation During Individualized Family Service Plan Meetings With Families Who Do Not Speak EnglishStrand: FamilyIn this poster session, we present results of a study of language interpretation during early childhood meetings with parents who do not speak English. Through interviews, language interpreters’ perceptions of meetings were identified. Audio-recorded transcripts of parent-interpreter-early educator conversation will contextualize interview outcomes. Recommendations will be discussed.Gregory A. Cheatham & Margaret Beneke

Metasynthesis of Inservice Research: Implications for Early Childhood Intervention From the ECPCStrand: Professional DevelopmentThis poster will present findings from a metasynthesis of 15 research reviews of inservice professional development conducted by the Early Childhood Personnel TA Center. Implications from the findings to the field of early childhood professional development will be described.Mary Beth Bruder, Carl Dunst, Jeffri Brookfield, Annie George-Puskar, & Lindsey Lockman Dougherty

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

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

Montessori and Inclusion: A Case StudyStrand: ResearchHigh-quality early childhood inclusion consists of providing access, participation, and supports to preschoolers with disabilities (DEC/NAEYC, 2009). Through interviews, observations, and the administration of the Inclusive Classrooms Profile (Soukakou, 2010), this case study examines how a public Montessori school provides inclusion. Barriers and supports to high-quality inclusion will be discussed.Natalie Danner & Susan A. Fowler

Moving the Dial on Early Childhood Indicators: Initiating a Collective Impact ModelStrand: PolicyCollective impact is a community-based approach to stimulating and sustaining large-scale social change. This poster will describe processes used to convene cross-sector stakeholders in a tricounty area of a southern state to systematically gather their perspectives about establishing a common agenda to move the dial on kindergarten readiness indicators.Joy Polignano, Darbianne Shannon, Patricia Snyder, Maureen A. Conroy, Heather Smith Googe, & Herman T. Knopf

Not Another One: The Over Identification of Hispanic Children in ECSEStrand: PracticeThis session presents a current study that examined the overrepresentation of Hispanic English language learners in early childhood settings. Results of this phenomenological study will be reviewed along with implications for practitioners. Participants will gain an understanding of the needs of English language learners and ways to increase school professionals’ efficacy.Gail Becker & Aaron Deris

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

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contingency space analysis. Implications for designing playground-based interventions will be discussed.Jennifer Ledford, Jennifer R. Ledford, & Justin D. Lane

Play Stations: Building Sustained, Independent Play Skills in Young Children With ASDStrand: PracticeThis session teaches caregivers and early childhood practitioners how to use environmental engineering, visual supports, and other evidence-based practices to support extended, independent functional play in young children with ASD. Learn how to select activities and provide the structure for sustained appropriate toy play across multiple activities.Jenny Wells & Barbara Ward

Preschool Without Walls: “We’ll Do It Because It’s Right to Do” Strand: PracticeThis presentation describes a county, state, and community partnership, Preschool Without Walls, a weekly program that occurs in public spaces such as parks, libraries, or recreation centers. Through this partnership, professionals collaborate with families from different backgrounds to encourage parent-to-parent support while they participate with their children in learning activities.Ann Selmi, Ann Selmi, & Gordon Snead

Preventing Burnout in Service Coordinators: Recognizing and Matching Needs and InterestsStrand: Professional DevelopmentTo understand service coordinator burnout, service coordination supervisors must first understand factors that contribute to chronic stress the eventually lead to burnout. This poster will explore factors that contribute to stress and strategies that reduced and led to greater competence, relatedness, and autonomy.Maria Kastanis

Resources at Your Fingertips: Professional Development Tools to Improve Teaching and LearningStrand: Professional DevelopmentLooking for free, evidence-based materials to support preschool teachers in effective practices with all children? Learn about Web-based professional development resources you can use and adapt for short presentations or full-day workshops. You will have time to brainstorm ways to use these resources in your setting.Tamarack ODonnell, Susan Sandall, & Kristin Ainslie

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Revisiting How We Coach Families in Early Intervention: Provider and Family PerceptionsStrand: FamilyEarly intervention (EI) providers are encouraged to use interactive coaching with families. The author assessed EI provider and caregiver perceptions of service delivery and whether there is consistent use of recommended strategies among caregivers and other key players outside the EI session. Findings from surveys and focus groups are presented.Nicole M. Edwards

Scoring Performance Based Assessment Tool to Judge Early Educators’ Readiness to TeachStrand: Professional DevelopmentTeacher performance assessments (TPAs) are being used by schools of education as a tool for aiding in the assessment of teacher candidate’s readiness. Strategies for ensuring reliable scoring of a TPA addressing the unique contexts and instructional competencies required for early childhood/early childhood special educators will be presented.Jennifer Amilivia, Gregory A. Cheatham, Eva Horn, Stacia Hil, Tracy Winkleman, & Sally Hare-Schriner

Screening Hard to Reach Young Children Through Community CollaborationStrand: PracticeYoung children of teen parents who do not participate in district-provided child care may be at developmental risk. This session describes how multiple agencies worked together in Escondido, California, to provide developmental and social emotional screening and follow-up referrals to this group of hard-to-reach children.Suzanne Yockelson & Cynthia Linder

Self-Study and Portfolio Development: Evaluating Inclusive Practices Within One State’s QRISStrand: PolicyFor high-quality inclusion to become a valued part the overall early childhood system of services in states, high-quality inclusion must become an important part of QRIS systems. This poster describes one state’s QRIS system to describe, measure, and recognize quality with respect to children with disabilities and their families.Jeanette McCollum & Donna Nylander

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Structured Video Observation: A Computer-Based Tool for Professional Development With ASDStrand: Professional DevelopmentThis session will discuss the development of a computer-based structured video observation tool aimed at strengthening teachers’ observations of the social responsiveness of their young students with ASD. Through qualitative analysis, the structured observation tool helped to increase noticing skills, decrease bias, and encourage data-based instructional decision-making in the classroom.Andrea Adelman

Supporting Young Dual Language Learners: WIDA Early Years Language AssessmentsStrand: FamilyAs the number of young dual language learners (DLLs) increases in the United States, the time is right for inclusive, equitable support for these children. Learn about WIDA’s comprehensive, collaborative approach to best support all DLLs in a variety of ECE settings and specifically about WIDA’s standards-based language assessment components.Laurene Christensen & Vitaliy Shyyan

Teacher Presence, Teacher Scaffolding, and Preschool Children’s Peer InteractionsStrand: ResearchThe current study investigated the association between teacher presence and scaffolding and preschool children’s peer interactions. Twenty-two children’s peer interactions were observed on two days during various activities (N = 5,855 intervals). Results: Teacher presence was significantly related to the occurrence and change of children’s positive peer interactions in some activity contexts.Ibrahim H. Acar, Ibrahim H. Acar, Soo-Young Hong, & Charong Wu

Teachers’ Receptivity Toward Adopting Evidence-Based Practices and the Classroom Assessment Scoring SystemStrand: ResearchIncreased accountability has prompted examination of preschool teachers’ instructional practices. Yet few studies have examined how teachers’ attitudes and preferred interventions are related to their instructional practices. Survey research demonstrating correlations between teachers’ attitudinal responses and instructional practices as measured by CLASS and teachers’ preferred instructional interventions will be presented.Teresa M. Oster, Andrea McDonnell, Cynthia Vail, & Judy Swett

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Teaching Medical Students to Support Families of Children With Special NeedsStrand: PracticeA presentation of the results of the implementation of new course material for a school of osteopathic medicine. The focus was on improving collaboration among families of children with special needs, medical clinicians, and school personnel. Discussion will include pre- and postimplementation results and possible future directions.Mary Sheppard & Nancy Vitalone-Raccaro

Teaching Toddlers TO and THROUGH Play: A Naturalistic Approach to ABAStrand: Professional DevelopmentIncreasing numbers of children under age 3 are diagnosed with autism. As infants and toddlers have different needs than older children, traditional ABA approaches are often difficult to employ. This presentation will review results of a play-based Applied Behavior Analysis intervention with a 2-year-old with autism and share methodology with participants.E. Amanda Boutot & Samuel DiGangi

Technical Adequacy of the ASQ:Inventory: A New Measure for Infants and ToddlersStrand: PracticeThe Ages & Stages Questionnaires: Inventory for Infants and Toddlers combines items from all 21 age intervals of the Ages & Stages Questionnaires, allowing providers to screen child development and measure child progress with one tool. Results from psychometric studies including concurrent validity and test-retest reliability will be presented.Jantina Clifford, Huichao Xie, Sarah Hansen, Ching-I Chen, Chieh-Yu Chen, & Rebecca Frantz

The Time = Now, The Right Thing = DEC Recommended PracticesStrand: PracticeECTA Center will share its suite of free Practice Guides, Intervention, and Implementation Checklists to operationalize and support the use of the revised DEC Recommended Practices (2014). We will present the products from the perspective of families, practitioners, and in professional development and program improvement efforts.Joan Danaher & Kaki Roberts

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Using Embedded Instruction to Teach Functional Skills to a Child With AutismStrand: ResearchPresent study examined effectiveness of most-to-least prompting procedure implemented within embedded instruction framework on acquisition and maintenance of three functional skills in a child with autism enrolled in a preschool classroom. Results showed the child learned all three target behaviors and maintained high levels of independent performance during follow-up sessions.Salih Rakap & Serife Rakap

Using Practice Dilemmas to Anchor Understanding of Cultural DiversityStrand: Professional DevelopmentAn innovative strategy to support in-service professionals, in which practice dilemmas were used to increase professionals’ skills in the implementation of evidence-based practices with socioculturally diverse families will be presented. Participants will engage in practice dilemmas activities and learn how to carry the practice to their professional learning communities.Kathleen C. Gallagher & Harriet Able

Validating a Location System to Measure the Language Environments of Preschool ClassroomsStrand: ResearchA psychometric evaluation of Ubisense in the preschool classroom will be presented in this poster session. In addition, we present feasibility data on the verbal input a child with a developmental delay received over a school day.Stephen Crutchfield, Dwight Irvin, Charles Greenwood, Steven Warren, John Hansen, & Abhijeet Sangwan

Value Code Shifting: Finding Common Ground Between Home and School Behavior ExpectationsStrand: Professional DevelopmentThis session introduces value code shifting and how it can be used to increase cooperation when the behavioral demands and experiences in the home differ from school expectations. Techniques to enhance academic motivation, improve responses to behavioral plans, and increase overall parental involvement and cooperation will be provided.Maria Sargent

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Sessions 2:15 pm – 3:15 pmBuilding More Effective Systems, Improving Outcomes for Young Children With DisabilitiesRoom 403 PolicyBuilding high-quality EI/ECSE systems is a complex and ongoing process. The ECTA System Framework is designed to guide states in evaluating and improving systems. This session will review the characteristics of an effective service system and highlight the use of the self-assessment process by the Georgia Preschool Special Education Coordinator.Christina Kasprzak, Christina Kasprzak, & Jan Stevenson

BUILLD Families: Bringing Unique Interventions for Language and Literacy Development to FamiliesRoom 208/209 FamilyThe workshop will discuss risk factors and the use of an evidence-based tool, Content Acquisition Podcasts (CAPs), to increase parent-child interaction by training the parents on storybook reading and language interactions. Results of the experimental study will be disseminated. In addition, participants will learn how to create their own CAPs.Mira Cole Williams & Jennifer Newton

Challenges in Obtaining Services: One Family’s StruggleRoom 301 PolicyThis roundtable group will share the story of one family’s struggle to get appropriate services for a preschool child with autism. This case highlights gaps in services for preschool children, especially when the LEA is the local school system but the child is served in a child care setting.Cindy McGaha, Andrea Anderson, Kathy Hardin, Jean Milton, & Denise Brewer

Early Childhood Special Education Clinical Experiences: Positive Outcomes for EveryoneRoom 311 Professional DevelopmentThrough this session participants will learn how early childhood special education clinical experiences are used to enhance preservice candidates knowledge and skills necessary to produce positive outcomes for young children with disabilities and their families. Higher education faculty, early childhood special education directors, and student perspectives will be shared.Kimberly Wingate, Caryl Taylor, Gayle Coleman, Pam Hudson, Anne Margolis, & Tamara Sewell

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Families in Rural Communities: Exploring System-Level Influences and Engagement in Learning ActivitiesRoom 210/211 FamilyDuring this session, findings from a mixed-methods study that highlight the perspectives of parents from rural counties in North Carolina on ecological factors in their communities and their ability to sustain early learning activities for children ages 0–3 will be presented. Implications for practice, policy, and research will be provided.Katrina Cummings

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

Foundation Funding to Support Project Work With Children and Their FamiliesRoom 304 PolicyThis session provides early childhood educators and program coordinators with knowledge of different funding systems to better serve families and children with special needs. Challenges faced and solutions identified for overcoming those challenges will be discussed.Mandy Stanley & Serra Acar

Guided Play Activities: Transitioning All Children Into the State Common Core CurriculumGrand Ballroom C PracticeGuided play interactions can support children’s play and attain shared goals. These guided experiences enhance problem-solving skills and form the foundation for the State Common Core skills. This presentation reviews guided play research and offers strategies for enriching the play of children who live in poverty and/or have disabilities.Ann Selmi, Ann Selmi, & Eugenia Mora-Flores

IDEA and FERPA Privacy Provisions: Understanding the BasicsRoom 206/207 Professional DevelopmentThis presentation will inform the participants of the privacy provisions under IDEA Part C, IDEA Part B, and FERPA. It will cover the basics surrounding the legal requirements surrounding the protection of

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personally identifiable information of children with disabilities and where to go for help with questions about privacy.Ross Lemke, Frank Miller, Kala Surprenant, & Sharon Walsh

Inclusion Listening Session With Federal Offices and DECGrand Ballroom D PolicyThe Departments of Education and Health and Human Services recently released a policy statement on inclusion in early childhood programs. The Office of Special Education Programs, the Office of Head Start, and DEC are seeking your input and expertise on promising inclusion practices that can be used to implement the recommendations in the policy statement as well as how they can support you in increasing and strengthening inclusive opportunities in your communities.Christy Kavulic, Ruth Ryder, Amanda Bryans, & Diana J. LaRocco

Influence of Parent Co-Instructors on Preservice Teacher TrainingRoom 204/205 Professional DevelopmentThis session presents perspectives from students, instructors, and parent co-instructors who participated in a study examining the influence of including a parent of a child with a disability as a co-instructor of a course on family-professional partnerships for children with exceptionalities. Discussion will focus on preparing preservice professionals for collaboration.Jean Kang, Margaret Gillis, Craig Newschaffer, & Ami Klin

Introducing Prevent-Teach-Reinforce With Families: The Home-Based Model of Individualized Positive Behavior SupportGrand Ballroom B PracticeIntroducing the first manualized system for preventing and remediating challenging behavior in home settings! This session will provide participants with a premier introduction to the specific steps associated with this evidence-based, contextually relevant system by which adult family members are coached to fidelity on strategies to make life easier.Jaclyn Joseph, Glen Dunlap, Phillip Strain, Lise Fox, Christopher Vatland, & Janice Lee

The Outdoors as a Learning Environment: Fostering Positive Inclusive InteractionsRoom 202 PracticeThis workshop will use DEC Recommended Practices to describe strategies and techniques to establish the outside as a learning environment. Modifications, adaptations, and assistive technology used

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to create an active, inclusive environment will be shared along with handouts and videos.Linda Flynn-Wilson, Maria Ruiz, Aaron Deris, & Cyndi DiCarlo

Parents, Teachers, and Relationships in the Early YearsRoom 309 FamilyThis session will present findings from two qualitative dissertation studies that inform service providers, practitioners and administrators in ways that may help them begin to build more positive relationships with the parents of young children with disabilities from various backgrounds and cultures.Lucy Gitonga, Sarah Luke, & Cynthia Vail

Promoting Transdisciplinary Teamwork: Applications of Evidence-Based Adult Learning Practices in Professional DevelopmentGrand Ballroom A Professional DevelopmentThis session will highlight how evidence-based, adult learning practices can be used in professional development to facilitate transdisciplinary teaming. Participants will discover the array of resources available to support efforts to prepare personnel to provide appropriate services for young children and their families representing diverse cultural backgrounds and family structures.Jerry Aldridge, Jennifer Kilgo, & Holli Ford

Questions Children Have About Their Peers With Autism: Implications for Promoting FriendshipsRoom 303 ResearchPresenters share how they analyzed 1,774 children’s questions about peers with autism. Questions were collected during classroom-based workshops during which students learned about strategies for interacting with peers with autism. Findings will support educators’ efforts to respond to specific questions and promote friendships among diverse learners.Brooke Winchell & Simone DeVore

Risk of Bias Assessment for Single-Case Research Designs Room 406/407 ResearchThe Risk of Bias assessment tool of the Cochrane Collaboration is often considered one of the best tools for the appraisal randomized controlled trials and has recently been adapted for use with nonrandomized studies. This poster presents an adaptation for single-case research designs.Brian Reichow

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Serving Military Families: Military Culture 101Room 212/213 ResearchThis presentation will report the qualitative findings regarding the military culture. Bronfenbrenner’s ecological systems theory (1979) will be used to organize the unique characteristics of military culture into five systems: chronosytem, macrosystem, exosystem, mesosystem, and microsystem.Audra Classen

Social Narratives for Young Children With Autism: There’s an App for ThatRoom 302 PracticeParticipants will learn how to develop multimedia social narratives for children with autism based on key components: identifying target skills, using specific writing strategies, and implementation. This interactive session will provide participants with many resources to create social narratives applied in a small-group tutoring model.Lisa A. Wright, Lisa A. Wright, & Dena Aucoin

The SSIP: Working Together to Improve Outcomes for Young Children With DisabilitiesRoom 305 PracticeThis session will provide an overview of states collaboration across the broader early childhood system to implement their State Systemic Improvement Plans (SSIP). The SSIP is focused on improving outcomes for young children with disabilities, birth to age 5, served under IDEA Part C and Part B/619.Grace Kelley, Kathy Gillespie, & Brenda Sharpe

Teacher Use of Embedded Learning Opportunities in Inclusive Preschool Routines and ActivitiesRoom 313/314 ResearchResearch suggests ECSE teachers use embedded learning opportunities (ELOs), an evidence-based practice, relatively infrequently. Using a mixed-method design, we analyzed classroom videos, teacher interviews, and lesson plans for eight ECSE teachers to better understand teachers’ use of ELOs. We discuss findings including perceived barriers and supports needed for implementation.Naomi Rahn, Christan Grygas Coogle, & Jennifer Riggie Ottley

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

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

Words are Powerful: How Our Words About Children Guide InterventionRoom 401/402 Professional DevelopmentThe constructs of challenging behavior and disability are powerful in early childhood special education. These constructs can have long-term, harmful effects on young children. This workshop identifies how the words that are used to talk about young children can be powerful in building positive relationships and meaningful interventions.Alissa Rausch & Geneva Hallett

Sessions 3:35 pm – 5:35 pmThe Autism Training Institute: Evaluating Intervention Fidelity, Effectiveness, and SustainabilityRoom 305 Professional DevelopmentThis session will provide an overview of the effectiveness, feasibility, and sustainability of the Autism Training Institute, a program designed for both early intervention staff and families. The Autism Institute integrated workshop training, in vivo coaching, and parent training on research-based interventions for young children with autism.Jessica Dodge, Ilene Toll, & Elizabeth Downs

Community Efforts to Build and Finance an Infant-Early Childhood Mental Health ContinuumRoom 202 PolicyPromoting social and emotional well-being provides a foundation for lifelong success for all children. Achieving these outcomes requires working together with state and community partners. This session will explore efforts in states, tribes, territories, and communities to build and finance infant and early childhood mental health services.Cindy Oser & Debbie Cheatham

Doing the Right Thing: Exploring Values, Means, and EndsRoom 406/407 PracticeEthical leadership amounts to “doing what ought to be done” with regard to others. Session participants will actively explore together how doing the right thing requires knowing what we believe and how these beliefs influence the way we approach our work and act with others to reach goals in common.Diana J. LaRocco, Kim Moherek Sopko, & Deborah Bruns

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Early Interventionists’ Perceptions: Experiences With Personnel Preparation and Professional DevelopmentRoom 304 ResearchThis session will describe three research studies examining experiences of early interventionists in personnel preparation and professional development programs. Presenters will share findings related to recommended practices, family-centered practices, and principles of early intervention. The session will include an active discussion of the implications on research, program development, and practice.Kimberly Hile, Jenna Marie Weglarz-Ward, Christine Spence, & Rosa Milagros Santos

Effective Professional Development and Supervision of Early Intervention Paraprofessionals: Options and ChallengesRoom 302 Professional DevelopmentThe needs and challenges for quality preparation and effective use of early intervention personnel are well-documented. The presenters discuss collaborative capacity-building training initiatives involving universities, two- and fouir-year colleges, and community-based organizations for effective training and supervision of paraprofessionals who serve children and families in early intervention services.Ritu Chopra, Rashida Banerjee, & Namita Mehta

Evidence-Based Teaming – Primary Provider Approach: Why Hasn’t Your Program Moved Forward?Room 210/211 PracticeThis presentation is designed to tackle tough issues that states, agencies, and individual programs face when considering moving to a team-based approach to early intervention using a primary service provider approach. The session discussion will be based on specific topics of interest of the participants.M’Lisa L. Shelden & Dathan Rush

A Framework for Engaging Families in Early Intervention: Current and Best PracticeRoom 301 FamilyFamily engagement leads to improved outcomes for children. Some families are harder to engage than others. Explore recent research conducted by Indiana University and learn about a family-engagement framework that incorporates practical strategies for getting all families engaged during early intervention and the benefits for children, families, and providers.Katherine Herron & Janet Ballard

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Implementing an Integrated Early Childhood Outcomes and IEP/IFSP ProcessRoom 401/402 PracticeParticipants will gain an understanding of the benefits of an integrated early childhood outcomes and IEP/IFSP process along with information on how to use implementation science to create an integrated process. This session will highlight state examples and national resources.Kathi Gillaspy, Pamela Miller, Megan Vinh, Lenita Hartman, & Marcella Franczkowski

Innovative Strategies to Promote Social Opportunities for Children With Significant Multiple DisabilitiesRoom 206/207 FamilyUsing embedded videotaped case studies, this multimedia session explores an inspirational program to facilitate friendships, communication, and social opportunities through structured social interactions and support from educators, administrators, and parents. Step-by-step demonstration of highly effective practical strategies that work for providing directed support and supervision during the peer interactions.Kimberly A. Christensen

Is Teaming a Cost-Effective Service Delivery Model for Part C?Room 309 PolicyThis session highlights findings from a recent study that analyzed the costs of services delivered in Missouri’s Part C program between 2008 and 2014. This study was conducted to determine if services delivered through a transdisciplinary team model are more cost effective than services delivered in a traditional therapy model.Pam Thomas

Knowledge and Comfort of Community College EC Faculty Related to ECSEGrand Ballroom A ResearchLearn about the potential implications of findings from needs assessment of EC faculty and EC associate degree students conducted at a group of selected community colleges across the United States. Discuss how these findings might enhance inclusive EC teacher preparation in community colleges and support EC curriculum review.Chih-Ing Lim, Laurie Dinnebeil, Patti Blasco, William McInerney, Tracey West, & Camille Catlett

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Meeting Parents Where They Are: FAN Approach to Family Engagement in EIRoom 313/314 PracticeFAN is a relationship-based approach to home visiting that teaches you to read parents’ cues and match FAN core processes to what the parents are showing they can most use in the moment. FAN helps providers understand, regulate, and use their responses to engage most effectively with families.Linda Gilkerson, Sarah Martinez, Kimberly Cosgrove, & Carole Norris-Shortle

A New Approach in Professional Development: Implementing a Virtual Book StudyRoom 303 Professional DevelopmentThis session highlights a book study project on the book The Early Intervention Workbook: Essential Practices for Quality Services. The authors and ECTA Center worked with Michigan to support systems change in local service areas. Learn about this project from the state level, author’s perspective, and local level.Laura Goldthwait, Naomi Younggren, Nancy Surbrook, & Sondra Stegenga

Real World Research, Real World DilemmasRoom 208/209 ResearchResearching within natural environments can lead to ethical and legal dilemmas. In this interactive session, participants will discuss the thorny problems researchers encountered when planning, implementing, and disseminating early childhood research. Participants will contemplate the researcher’s intermediary role in navigating ethical and legal issues of inequity, power, and social justice.Natalie Danner, Catherine Corr, & Margaret R. Beneke

Reduce Child Expulsion and Promote Social-Emotional Outcomes: Implementing and Scaling Up the Pyramid ModelGrand Ballroom B Professional DevelopmentThe Pyramid Model provides a framework of practices for promoting social-emotional competence and effectively addressing children’s challenging behavior. Learn how this approach can be used across early childhood programs to reduce child expulsion and promote child outcomes. Participants will receive resources and tools for scaling up this model statewide.Rob Corso, Lise Fox, Mary Louise Hemmeter, Barbara Smith, & Rosemarie Allen

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Resources to Support Effective Services and Practices for Young Children, Families, and StatesGrand Ballroom D PracticeOSEP’s early childhood technical assistance, personnel, and parent centers and model demonstration projects will share resources and tools that have been developed for providers, families, and states to support effective services and practices for young children with disabilities and their families.Mary Beth Bruder, Kathy Hebbeler, Christina Kasprzak, Kristin Reedy, Amy Harris, Debi Tucker, Bridget Gilormini, & Suzanne Milbourne

SLS: Helping Parents Make Behavior Changes That Stick!Room 311 PracticeTo become language facilitators, parents must learn to apply responsive intervention strategies across a variety of contexts. Using the work of The Hanen Centre and other experts, this presentation outlines a comprehensive approach to coaching that facilitates generalization of strategies. Case studies and video examples will highlight this coaching approach.Toby Stephan

Using Video Conferencing to Enhance Services for Young Children and Their FamiliesGrand Ballroom C PracticeVideo conferencing is a powerful tool for supporting young children and their families. We will illustrate how video conferencing can be used to enable children with immune diseases to attend classrooms, make virtual home visits, enhance professional development activities, conduct team meetings across distances, and promote family-to-family support.Larry Edelman

A Wealth of Possibilities: Learning From Reggio Emilia’s Approach to InclusionRoom 204/205 Professional DevelopmentVividly illustrated through slides and video from the world-renowned inclusive early childhood programs in Reggio Emilia, Italy, this conference session will cover children with “special rights” as competent, families as partners, teachers as researchers, environment as a third teacher—an education based on relationships, individualized instruction, and integrated therapy.Sharon Palsha

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Poster Sessions 6 pm – 7:15 pmExhibit Hall

Building Successful Collaborative Practices Among Early Childhood Education ProfessionalsStrand: Professional DevelopmentThe session will provide a review of the literature on the importance of collaboration among early childhood educators in inclusive settings and identify factors reported in the literature that support the preparation of educators for successful collaborative practices. Gaps in the literature and the implications for future research are included.Amani Alsalman, Harvey Rude, & Rashida Banerjee

Challenging Behavior in Preschool-Aged Children: Practices, Perspectives, and PreparationStrand: Professional DevelopmentChallenging behavior is one of the principal concerns among teachers of preschool-aged children. Children with challenging behavior have more risk for failure in school and challenging behavior impacts all students in the classroom. Current practices, teacher perspectives, and teacher preparation related to managing challenging behavior will be outlined.Deserai Miller & Susan A. Fowler

Coaching Partnerships in Distance Education Program: Perspectives of Coaches and StudentsStrand: PracticeThis poster will present coaches’ and student teachers’ perceptions about coaching partnerships in an online early childhood special education teacher preparation program. We will discuss the benefits, challenges, communication strategies, and suggested organizational support needed to foster coaching partnerships in a distance education context.Songtian Zeng, Susan Sandall, & Kathleen Artman Meeker

Defining Disparity in Early Childhood Education: A Content AnalysisStrand: PolicyWe describe the use of the term disparity across various published sources within early childhood education. A content analysis found disparity used in a range of contexts and in reference to multiple outcomes. Lacking a common definition may lead to variability in understanding, measuring, and eliminating disparities in education.Hanah Goldberg & Emily Graybill

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Dialogic Reading: Language and Preliteracy Outcomes for Young Children With DisabilitiesStrand: ResearchThis presentation examines the effects of dialogic reading on the language and preliteracy outcomes for preschool children with disabilities. The intervention, methods, results, and implications will be presented. Results will provide suggestions on a classroom-based intervention for children with disabilities in inclusive and noninclusive settings.Jacqueline Towson, Peggy Gallagher, Katy Green, Bethany Jones, Laura Fanoe, & Vivian Jones

Early Elementary Peer Interactions: A Study of RelationshipsStrand: PracticeJames Nuse & Holly Hoffman

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

Effects of a SGD on Spoken Communication in a Child With AutismStrand: ResearchThis parallel treatments study evaluated the efficiency of incorporating a Speech Generating Device (SGD) into a naturalistic language intervention for a child with autism. Results from the study found low levels of spontaneous language yet higher levels in the SGD condition as compared with the condition with the intervention alone.Jodi K. Heidlage

Effects of Caregiver-Implemented Intervention on Two Internationally Adopted Children With Down SyndromeStrand: PracticeTwo internationally adopted children with Down syndrome participated in a case study examining the effects of a family-guided, caregiver-implemented intervention on communication and motor outcomes. The

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siblings, ages 12 and 17 months, had differing degrees of delay. The differential effects of the intervention for the two children are discussed.Kelly Windsor

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

Effects of Practice-Based Coaching on Teacher Implementation of the Pyramid ModelStrand: Professional DevelopmentThis presentation will examine the effects of practice-based coaching on Head Start teachers’ implementation the Pyramid Model, a multitiered framework that promotes the social and emotional development in young children.Lisa Sanchez

Evaluating the Fidelity and Efficacy of Stay-Play-Talk for PreschoolersStrand: ResearchThe purpose of this poster is to present the results and discuss the implications of a single-subject study that examined a peer-mediated intervention, stay-play-talk, on the social initiations and responses of target children.Molly E. Gilson, Mary Louise Hemmeter, & Erin E. Barton

Evidence-Based Communication Strategies and Children’s Functional Communication in Inclusive Preschool ClassroomsStrand: ResearchResearchers will present child-data from a study of bug-in-ear coaching with the goal of increasing preservice teachers’ use of communication strategies. Child-data were analyzed for functional communication utterances used by preschool children with and without disabilities. Results suggest increased functional communication when preservice-teachers received bug-in-ear feedback.Sloan Storie, Christan Grygas Coogle, Naomi Rahn, & Jennifer Riggie Ottley

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Examining Cultural Adaptions of a Social-Emotional Screening Assessment Tool in Five CountriesStrand: ResearchThis study examined the cultural adaptions of Ages & Stages Questionnaires: Social-Emotional across multiple countries. The researchers compared the adapted versions of China, Korea, Brazil, and Russia with the original United States version. Results indicated that 13 items with DIF consistently across countries. Practical implications and future directions were discussed.Chieh-Yu Chen, Jane Squires, Ching-I Chen, Huichao Xie, & Elizabeth Twombly

Examining Practitioners’ Implementation of Child Directed StrategiesStrand: ResearchThe purpose of this poster presentation is to support and examine practitioners’ implementation of child-directed strategies. Eighteen early childhood teachers and parents of young children with disabilities participated in this study. This presentation will illustrate the quality of the practitioners’ implementation and present data on children’s active participation.Audrey Smith, Donna Raschke, & Raine Allen

Exploring Social Narratives Beyond Autism: A Review of LiteratureStrand: ResearchTeachers may often use social narratives (e.g., “social stories”), but their effectiveness has almost exclusively been assessed for children with autism spectrum disorders (ASD). We conducted an evaluation of the effectiveness of social narratives in decreasing problem behavior in children without ASD; research implications and suggestions for practice are provided.Kathleen Zimmerman & Jennifer R. Ledford

Federal, State, and Local Facilitators of Collaboration in Early Care and EducationStrand: PolicyCollaborations among early care and education programs yield benefits, including more comprehensive services and increased program efficiency. This poster highlights federal-, state-, and local-level initiatives that impact partnerships. Federal- and state-level initiatives include legislation, systems-building efforts, and governance structures. Local-level facilitators include incentives, resources, and technical assistance.Emily Dorsey & Susan A. Fowler

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Feeding Difficulties: Systems-Level Perspectives of Supports, Needs, and Interagency CollaborationStrand: PolicyLearn about recent research on systems-level supports, needs, and levels of interagency collaboration currently occurring to support the needs of young children with feeding difficulties in Michigan. Discussion includes recommendation for systemic and policy changes to optimally support young children with feeding difficulties and their families.Sondra Stegenga

Functional Communication Training for Young Children With Challenging Behavior: A Meta-AnalysisStrand: ResearchThis poster will present quantitatively analyzed studies from 1985 to 2014 that investigated the effects of functional communication training on young children with challenging behavior. Key features of the 24 eligible studies, application of WWC Pilot Single-Case Design Standards, and magnitude of treatment effect estimates will be presented and discussed.Li Luo, Patricia Snyder, & Debra A. Prykanowski

Honoring Differences: Social Justice and Culturally Responsive Practices in Early Childhood ClassroomsStrand: PracticeThis presentation describes culturally responsive practices for early childhood classrooms based on equity and social justice pedagogies. A review of the current research supporting these practices, a self-evaluation measure for addressing personal bias, and examples of age-appropriate race-based conversations that educate and honor racial and culture differences will be provided.Brittany Redd, Sally Barton-Arwood, & Rachel Flynn-Hopper

Implementation of a Classwide Intervention to Teach Behavioral Expectations in Head StartStrand: ResearchMany children enter early childhood settings unprepared. If they have not been in group care before, or if they are moving from one program or classroom to another, they need to learn a teacher’s expectations for arrival time, meeting time, etc. This session highlights a classwide intervention to teach behavioral expectations.Charis Lauren Price, Michaelene M. Ostrosky, & Rosa Milagros Santos

Increasing Play Complexity of Young Children With DisabilitiesStrand: ResearchPretend play in early childhood is correlated with many positive outcomes, and children with disabilities exhibit deficits in pretend play

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skills. This study sought to increase the pretend play complexity of two 4-year-olds with Down syndrome by pairing a single prompt procedure with adult expansions on the children’s play actions.Lillian Stiff, Evelyn Mauldin, Gounah Choi, Jia Qiu, & Erin E. Barton

Interactions Between Caregivers and Infants and Toddlers With Disabilities During Everyday RoutinesStrand: ResearchWe will describe a pilot study of the Caregiver-Child Interaction Observation System designed to measure frequency and quality of interactions between caregivers and their infants and toddlers with disabilities during naturally occurring routines. Considerations about the use of sequential analysis to measure caregiver-child interactions will also be presented and discussed.Cinda Clark, Patricia Snyder, & Maureen Conroy

Interventions to Increase Verbal Mands for Children With Autism: A Literature ReviewStrand: PracticeEchoic-to-mand training, sign language, and picture communication are commonly used interventions for teaching mands. This literature review will synthesize studies to conclude which intervention is effective for increasing verbal mands among young children with autism. The presenter will describe the efficacy, strengths, limitations, generalizability, and practicality of the interventions.Heather Coleman

Meta-Analysis of Parent Trainings to Address Challenging Behaviors and Increase Social-Emotional SkillsStrand: FamilyThis meta-analysis of group parent training interventions designed to increase children’s social-emotional skills and address challenging behaviors evaluates the parent training literature and provides implications for research and practice. Participants will be able to describe the coding criteria, analyses, and results, as well as take away ideas for parent trainings.Alana Schnitz, Mary Louise Hemmeter, & Erin E. Barton

Moving From EI to ECSE: How Parents and Providers View TransitionStrand: PracticeThis student poster will present preliminary data collected from a study that will examine parent and provider perceptions of EI to ECSE

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transition practices. Recommendations on ways to streamline the transition and make parents feel more involved will be presented.Katherine Ancell

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

A Pilot Study of the Coaching Practices Observation ToolStrand: Professional DevelopmentThis poster describes a pilot study of the Coaching Practices Observation Tool, used to describe the practices of coaches trained in a practiced-focused coaching framework. Findings describe the duration and type of interaction, frequency of strategy use, and variations among coaches’ strategies across six teacher participants.Darbianne Shannon & Patricia Snyder

Predictors of Mother-Infant Interaction Quality: The Role of Parental Social Cognitions and Parenting StressStrand: ResearchAssociations among parental social cognitions, parenting stress, and observed quality of parent-infant interactions will be presented. Hypothesis is that parenting stress mediates the relationship between parental social cognitions and the quality of the parent-infant interaction. Findings will inform interventions to support higher quality parent-infant interactions.Melissa Erin Clucas, Kere Hughes-Belding, & Carla Peterson

Project Approach Modifications and Adaptations for Young Dual Language LearnersStrand: Professional DevelopmentDuring this poster session, participants will learn ways to tailor the Project Approach for young dual language learners. Examining the three phases of the project approach, participants will develop modifications and adaptations within each phase to increase participation of dual language learners.Jennifer Amilivia & Gregory A. Cheatham

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A Systematic Review of Early Interventions Designed for Reducing Parental StressStrand: PracticeA systematic review of the literature will answer the following questions: (1) What interventions are used for reducing parental stress and/or parental depression and/or increasing parental self-efficacy among parents of young children with developmental disabilities? (2) What interventions are most effective? Effect sizes and efficacy of interventions will be discussed.Rebecca Frantz

Teacher Created Stories: Supporting Preschoolers’ Social and Emotional Development in Inclusive ClassroomsStrand: ResearchDiscussion of a qualitative study investigating educators’ use of teacher created stories to support the social and emotional development of preschoolers in inclusive classrooms. Includes an overview of current research, a summary of educators’ rationales and related processes, and an examination of implications for evidence-based practice.Maureen Wikete Lee

Teaching Paraprofessionals to Implement a Social-Communication Intervention for Young Children With ASDStrand: ResearchThis poster describes a study that examined teaching paraprofessionals to implement a naturalistic social-communication intervention to children with ASD in a home setting. Paraprofessionals were trained through online modules and in vivo coaching to acquire techniques to increase spontaneous communication in young children with ASD.Alicia Mrachko, Louise Kaczmarek, Craig Newschaffer, & Ami Klin

Toddlers’ Actual and Perceived Communication Skills and Their Effect on Parent StressStrand: ResearchCommunication deficits are prevalent among children with developmental disabilities; these difficulties could impact parent stress levels. This study investigates the effect of parents’ perception of their toddlers’ communication ability on the relationship between the toddlers’ ability to use expressive language and parent stress in a parent-coached language intervention program.Nicole Cybil Lim, MaryAnn Romski, & Rose Sevcik

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Translating Mind-Brain-Education Research for Early Childhood EducatorsStrand: PracticeLearn to identify neurocorelates of important behavioral, social, and emotional markers in children who may be at risk or have exceptionalities. Connect theory and practice by examining recommendations through a classroom, community, and policy lens.Adelaide Kelly-Massoud, Carrie Gillispie, & Heather Walter

Understanding Home Language Use Among Chinese Families in the United StatesStrand: Professional DevelopmentMost Chinese parents living in the United States felt that it was important to teach their children their home language. Chinese families used a wide variety of strategies to help their children learn and maintain their home language. Most desire more supports for this effort.Liuran Fan, Gayle Luze, & Carla Peterson

The Use of Internet Technology in Online Education Preparing Early Childhood TeachersStrand: Professional DevelopmentThis is a review of existing research on Internet technologies (IT) used in distance early childhood teacher preparation. Information about the program context and type of learning interactions in which IT was used, as well as the measured effects, will be discussed. Implications and future steps will be delineatedHuda Felimban & Huichao Xie

Using Online Coaching to Improve Implementation of Naturalistic Communication Promoting StrategiesStrand: Professional DevelopmentA multiple-baseline across participants design was used to study the effect of distance coaching on teachers’ implementation of naturalistic strategies. Following a two-day workshop, teachers video-recorded instruction with target children and were provided with ongoing coaching. All three teachers demonstrated increased numbers of correctly implemented strategies following the coaching sessions.Lydia Moore & Sanna Harjusola-Webb

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Poster Sessions 7:15 am – 8:30 amExhibit Hall

Academic Strategies for Families With Young Children At-Risk for ADHDStrand: FamilyThis poster will highlight the features of Project PEAK, a parent education curriculum for families with young children diagnosed with or at-risk for ADHD. Outcome data on prereading and early numeracy for children will be presented. Strategies will be shared for developing and practicing these skills in children’s natural environments.Christopher L. Olson

Adapting Two Assessments for Early Childhood Intervention of an Ohio Amish CommunityStrand: PracticeThis poster will introduce the current early childhood intervention system and curriculum standards of an Amish settlement in northeast Ohio. The systematic process of adapting two assessment tools for developmental screening and program planning, respectively, will also be described. Implications and future steps will then be discussed.Ching-I Chen, Sanna Harjusola-Webb, Michelle Gatmaitan, & JoAnn Leach Brace

Big Thinkers: Quality Interactions That Foster Language and Thinking in Small ChildrenStrand: PracticeThis session looks at the Mediated Learning Experience and how it can enhance your interactions to build language and thinking. Participants will be introduced to a three-part model and the corresponding tools that allow you to see inside the learner’s thinking and move them to a new level of learning.Pam Hull & Terri Krueger

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Building Family-Professional Partnership for Young Children With Disabilities in South KoreaStrand: FamilyThis session provides strategies to building successful partnerships for the development and education of young children with disabilities in South Korea. Evidence-based strategies, identified from the voices of parents, to developing and implementing programs conducive to successful family-professional partnerships will be presented.Keonhee Kim & Hwa Lee

Collaborative, Field-Based Teacher Education: Developing, Implementing, and Sustaining Mutually Beneficial Community/School/University PartnershipsStrand: PracticeThis presentation draws on the work of university redesigned field-based teacher preparation programs grounded in sustainable, mutually beneficial community-school-university partnerships. This session provides a framework for developing, implementing, and sustaining diverse mutually beneficial partnerships. Strategies for increasing meaningful collaboration among stakeholders serving young children with special needs will be shared.Anna Lees & Adam S. Kennedy

Collecting Early Childhood Outcomes Data: Who Should Lead the Process?Strand: PolicyThis session will present details about a yearlong investigation to determine how child outcome data (ECO) in one state varied when the child outcomes summary process was led by families’ early interventionists rather than service coordinators. Lessons learned and implications will be discussed.Amanda Dunlap, Robyn Ridgley, Jill Rigsby, & Karen Willis

Concussions in Young Children: Informing the Early Childhood EducatorStrand: PracticeThe purpose of this poster presentation is to explain what concussions are, how they are acquired (outside of sporting events), and tips for the early childhood educator about having an infant, toddler, or preschooler with a concussion in their center or classroom.Darbi Haynes-Lawrence & Gregory Lawrence

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DEC: We Have a Problem!Strand: PracticeEvidence-based practices are known in the field of early intervention and early childhood education. A critical issue, however, is that practices being taught to preservice and/or in-service candidates are not always observable when in a work setting. What is the obligation for faculty and administrators with this disconnect?Robin A. Wells & Romelia Hurtado de Vivas

Designing an EI Undergraduate Student Teaching Experience for Iowa’s Unified ECE/ECSE CertificateStrand: Professional DevelopmentIowa’s Unified ECE/ECSE Certificate permits a seven-week student teaching experience with infants and toddlers in early intervention. Unlike the classroom with group-based lessons, the EI teaching experience focuses on family partnerships. This presentation will provide guidance in designing family-centered student teaching experiences that include assessment, data collection, and interdisciplinary collaboration.Laurie M. Jeans

Develop Your Own App to Teach Shapes to Young Children With DisabilitiesStrand: PracticeThis presentation reports the effects of using a researcher-developed iPad application to teach young children with developmental delays to receptively identify shapes through 0-5s constant time delay (CTD) procedures in the context of a multiple probe design across three sets of behaviors and replicated across three students.Zhen Chai

Early Childhood Informal Data Collection Methods: Current Practice and NeedsStrand: ResearchThis presentation will describe the results of a survey examining the informal data collection methods early educators are using, early educators’ knowledge about informal data collection methods, and early educators’ beliefs about the effectiveness of informal data collection methods. This will include implications for a future professional development study.Audra Classen, Jean Kang, & Gregory A. Cheatham

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Early Intervention Services for Homeless Infants and Toddlers: Challenges and Innovative PracticesStrand: ResearchQualitative data was gathered from early interventionists regarding early intervention (EI) services for families and young children who are experiencing homelessness. Themes and rational quotes will be shared related to promising practices and barriers. Additionally, implications for practice, policy, EI personnel preparation, and future research will be shared.Jennifer Hurley & Lori Erbrederis Meyer

Early Intervention: Family-Centered Intervention via the InternetStrand: PracticeIDEA (2004) states that children who receive early intervention services receive them in their natural environment. These services should also be family-centered. Internet therapy is an ideal solution for many families, and it lends itself to a coaching model that supports family-centered therapy in a child’s natural environment.Cheryl Broekelmann, Amy Knackstedt, Barb Meyers, Jeanne Flowers, & Michelle Graham

Effectiveness of a Social Thinking Curriculum for Young Children With Autism SpectrumStrand: ResearchThe results of research on the effectiveness of a social thinking curriculum for young children with Autism Spectrum Disorder (ASD) will be presented. Methods, results, and implications for further research will be shared. Results will provide practitioners with instructional interventions to address social skill development of children with ASD.Brooks Peters & Peggy Gallagher

The Effects of Coaching on Head Start Teachers Implementing PBSStrand: Professional DevelopmentThis poster will illustrate a pilot study of the effects of peer coaching on the implementation of positive behavior supports in a Head Start program. Participants will learn about the university partnership established, professional development materials used, and the results, implications, and future directions associated with the study.Sandy Robbins, Katherine B. Green, Mary Alice Varga, Jessica Bucholz, & Kimberly Griffith

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An Evaluation of Language for Learning for Young Children With AutismStrand: ResearchLanguage deficits are a common characteristic of young children with autism spectrum disorder (ASD). This poster will describe two single-case research studies evaluating the effects of Language for Learning, a scripted direct instruction curriculum, on the acquisition, generalization, and maintenance of language skills in young children with ASD.Katie Wolfe & Lacey Taylor

Examining Cross-Cultural Gender Differences in Social-Emotional Competence of Young ChildrenStrand: ResearchThis study investigated gender differences across four different countries (Brazil, China, Korea, and the United States) by examining whether the Ages & Stages Questionnaires: Social-Emotional items functioned differently for 3- to 66-month-old boys than it did for girls. Potential cultural effects on gender difference, as well as practical implications, will be discussed.Chieh-Yu Chen, Jane Squires, Ching-I Chen, & Huichao Xie

Examining Ecological Factors Moderating Inclusive Education Outcomes Using Comparative Outcome StudiesStrand: ResearchThis comprehensive literature review critically examined outcome studies that compared inclusive and more segregated education models in order to identify the ecological factors that uniquely impact the benefits of inclusion. Recommendations are made for future research and practice to support the effective implementation of an inclusive education for all children.Hailey Love

Family Perceptions of an Intervention to Support Toddlers’ Social Communication and PlayStrand: ResearchToddlers and Families Together (Together) was designed to address families’ needs for early intervention focused on increasing capacity to support the development of their toddler with or at-risk for ASD. Families reported social and informational benefits to participating in a play-group based intervention.Kathleen C. Gallagher, Connie Wong, Jessica Page, & Harriet Able

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Fathers of Preschoolers With Disabilities: It’s “Right” to Include Them in School!Strand: Professional DevelopmentFather involvement has garnered attention over the past decade; however, little is known about how fathers of children with disabilities are included in preschools. This presentation will summarize the involvement of 52 fathers in public preschool programs. Fathers’ opinions of schools’ outreach efforts and barriers to involvement will be discussed.Amy K. Noggle

Federal Public Awareness Campaign on Early Childhood InclusionStrand: PolicyThis poster session will highlight a public awareness campaign launched by the Departments of Education and Health and Human Services to support early childhood inclusion. Federal representatives will be available to discuss a recently released policy statement on inclusion as well as resources to support meaningful inclusive opportunities.Tracie Dickson, Camille Smith, & Jenna Marie Weglarz-Ward

A Framework for Examining Training and Coaching Programs for ParentsStrand: PracticeParent training and coaching are common practices in early childhood and many models exist. We present a framework for specifying multiple models, options for expediting service delivery, and results of a literature review using the framework to describe the outcomes associated with the options of delivering parent training and coaching.Melinda R. Snodgrass, Ilyse Palomo, & Hedda Meadan

How was Your Day? Using Mobile Technology to Teach Accurate RecallStrand: PracticeTablets and smart phones are commonly used in early childhood classrooms to collect data, document child learning, and provide instruction. In this session, participants will learn strategies for using technology to teach accurate recall to young children with disabilities. Results from a mixed methods study will also be shared.Ariane Gauvreau & Tara Godinho

Impact of Discussion Boards in Online Early Childhood Education CourseworkStrand: Professional DevelopmentAs online teacher preparation and professional development has become more prevalent, early childhood special education teacher educators

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need to increase the effectiveness of online learning. This presentation specifically targets the use of online discussion boards and will discuss components found in effective online discussions.Cori More

Increasing Coaching Skills in Preservice Teachers Using a Peer-Coaching ModelStrand: Professional DevelopmentThis poster describes a training model for building preservice teacher competence in coaching skills. Details are provided on how preservice teachers were trained to give and receive feedback on intervention practices through peer coaching. Examples of peer coaching forms and the use of video for feedback will be provided.Lois Pribble & Linda Albi

Maintenance and Generalization of Parent Treatment Fidelity Following Parent TrainingStrand: ResearchThis poster will describe the results of a parent-implemented intervention to increase requesting (mands) of children with autism. Parents were trained to implement the communication intervention in a clinic setting. Generalization and maintenance of parent and child behavior were assessed in the home.Stephanie Gerow & Mandy Rispoli

Paraprofessionals and Teachers: An Adapted Coaching Model for Universal SuccessStrand: PracticeMany preschool students spend a large majority of their classroom time with paraprofessionals. For this reason, understanding paraprofessional motivation, training, and satisfaction are imperative for classroom success. Findings from a recent mixed methods study have been used to provide a framework for effective teacher to paraprofessional interaction in these settings.Tiara Saufley Brown, Lindsey Rabideau, & Tina Stanton-Chapman

Parental Sensitivity During Play: Supporting Language Skills in Infants With Hearing LossStrand: ResearchThis session provides practical ways and video examples of how to collaborate with caregivers during everyday play interactions based on evidence from a cross-sectional research study investigating relationships between parental sensitivity and responsivity behaviors and oral language skills in a culturally diverse group of infants with hearing loss.Jean L DesJardin & Jaclyn Hudak

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Practice-Based Coaching With Teachers of Latino Preschoolers at Risk for Language DelaysStrand: Professional DevelopmentThis session will present a professional development model that includes coaching and performance feedback in using an English-only interactive reading intervention that includes dialogic reading and extensive vocabulary instruction to improve quality language and literacy services for young children who are English language learners.Kristi Godfrey-Hurrell & Vivian I. Correa

Promoting Parents’ Use of Child Communication Promoting Strategies Using Cell PhonesStrand: PracticeA project examining how cellular phones can support the delivery of evidence-based communication promoting strategies and enhance parent engagement in home-based services will be described. We will discuss how these interventions can be incorporated into family goals, as well as the collaborative partnership between early intervention providers and researchers.Kathryn Bigelow, Dale Walker, Scott Kedrowski, & Rachel Feldkamp

Promoting Quality Services for Young Children via Distance Technology Teacher TrainingStrand: Professional DevelopmentThis poster explains the collaboration between a university, state office of education, and school districts to deliver training resulting in a preschool special education license. The Early Childhood Alternative Teacher Preparation Program (ECATP) delivers coursework and supervision via distance technology. The collaboration assists rural areas to access licensed preschool teachers.Barbara Fiechtl

Response to Intervention (RTI) and the Common Core Standards in Early ChildhoodStrand: PracticeParticipants will learn about the present need for sound Multi-tiered Systems of Supports (MTSS) and Response to Intervention programs in early childhood that link interventions to the Common Core State Standards (CCSS) for developing students who have “school readiness.”Dena AuCoin & Lisa A. Wright

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Revision of a Parent-Completed Social Emotional Screening Assessment for Young ChildrenStrand: ResearchPartnering with parents to assist in early identification of delays is cost-effective and optimal in terms of yielding accurate screening results. The Ages & Stages Questionnaires: Social-Emotional, one parent-completed screening tool was recently revised and its psychometric properties studied. Results related to validity, reliability, and utility are reported.Jane Squires & Elizabeth Twombly

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

Scaling Comprehensive PreK–3rd Grade Reform: Lessons From the Midwest Child-Parent Center ExpansionStrand: PracticeThe Midwest Child-Parent Center Expansion (MCPC) is a comprehensive PreK–3rd grade reform model built on decades of empirical evidence. This presentation will discuss the model’s history, present scale-up and expansion, and provide an in-depth summary of two of the models’ key elements: parent involvement and professional development.Erin M. Lease, Allyson Candee, Momoko Hayakawa, & Arthur Reynolds

Strategic Tools to Enhance Learning Opportunities in Everyday RoutinesStrand: ????Amy Jenkins

Teacher and Child Outcomes of the BEST in CLASS Efficacy TrialStrand: ResearchThis poster discusses outcomes of a four-year efficacy study of a classroom-based intervention focusing on preventing and ameliorating challenging behaviors in young children at risk for behavioral disorders. Presenters will report findings of the impact of the intervention on

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classroom quality, teacher self-efficacy, child behaviors, and teacher/child relationships.Crystal Ladwig, Maureen Conroy, Debra Prykanowski, Jose Martinez, & Brittany Werch

Understanding the Mechanisms of Early Intervention to Special Education and Grade RetentionStrand: ResearchEffective early childhood interventions can reduce the need for later special education placement and grade retention. Less is known about the specific mechanisms, i.e., Why do these interventions work? This presentation identifies potential mechanisms (early achievement, early self regulation, and parent involvement) and discusses how they operate independently and together.Allyson Candee, Momoko Hayakawa, Suh-Ruu Ou, & Arthur Reynolds

Unpacking Coaching: Key Components and StrategiesStrand: Professional DevelopmentThis poster illustrates key components of a coaching intervention to support preschool teachers’ implementation of Pyramid Model practices. Presenters will discuss the development and implementation of the coaching protocol, including the theoretical framework, dosage and intensity of coaching, and the coaching strategies implemented.Crystal Bishop, Jessica Hardy, Jill Grifenhagen, Mary Louise Hemmeter, Patricia Snyder, & Lise Fox

Using the TPOT to Explore Teachers’ Practices to Support Social-Emotional DevelopmentStrand: ResearchThis study uses the interview portion of the Teaching Pyramid Observation Tool (TPOT). Eighteen child care providers were interviewed on their practices on social emotional teaching strategies. The poster will discuss teachers’ current strategies for social emotional development in children age 3 to 5.Katy Gregg & Lauren Richards

Sessions 9 am – 10 amAAC for Toddlers and Preschoolers: Integrating Technology and Language InterventionRoom 404/405 PracticeThis session will provide a brief summary of intervention research involving AAC and preschoolers and toddlers. Presenters will use video examples to demonstrate approaches to integrating AAC into language intervention. Presenters will share strategies developed from clinical

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experiences and through participation as interventionists on Vanderbilt Kid Talk research projects.Emily D. Quinn, Suzanne Thompson, Chunlan Guan, Hailey Love, & Sylvia Nyegenye

Administrators’ Professional Development Around Early Childhood Inclusion: Current Issues and Future DirectionsGrand Ballroom D Professional DevelopmentResults from a survey and interview of preschool and childcare administrators’ educational and programmatic needs around early childhood inclusion will be presented. Directions for future research and recommendations for leadership preparation in early childhood will be addressed.Sarika S. Gupta & Megan Purcell

Assessment and Identification of Grade 1 Students With Disabilities in TanzaniaRoom 309 ResearchThis presentation discusses the results of a two-year research and service project to identify and support students with disabilities in an inclusive school setting in Tanzania. This presentation explains the assessment process, the community partnership development, and the results of students in the program.Angi Stone-MacDonald

Building Sustainable University-Community Partnerships That Integrate Outreach, Teaching, and ResearchRoom 311 ResearchWe will provide an overview of a three-year partnership between Texas A&M University and Brazos Valley Head Start. Representatives from both the university and the local Head Start will reflect on the challenges and barriers to successful partnerships and will present strategies for creating sustainable, productive partnerships.Mandy Rispoli, Stacie Stefka, Lisa Sanchez, & Jennifer Ninci

Children’s School Success: A Framework for Inclusive Early EducationGrand Ballroom A PracticeThis presentation will describe a curriculum framework to guide early educators’ planning and implementation of a universally designed, challenging curriculum for ALL preschool children. This will include developmentally appropriate strategies for delivering challenging universally designed curriculum content, differentiation through curricular

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modifications, and individualization for supporting children’s unique learning outcomes.Eva Horn, Susan Palmer, Joan Lieber, Gretchen Butera, Jean Kang, Audra Classen, & Amber Friesen

Developing Interactive Webinars: Tips to Keep Learners Engaged and Off E-mail!Room 403 Professional DevelopmentAttended any snooze-fest webinars lately? Want to wake up your webinar audience? Come discover the secrets of producing interactive webinars that engage and challenge learners. Learn how to format presentations and use chat, polling, video, and other tools to keep your audience learning, engaged, and out of their e-mail!Cori Hill, Dana Childress, & Deana Buck

Doing What is Right for Preservice Professionals: Reflective Supervision in the FieldRoom 208/209 PracticeThis interactive presentation will focus on the reflective supervision for preservice professionals in the field of early intervention and PreK–3. Practical suggestions will be drawn from best practice models and supervisor experience.Serra Acar & Carol Bland

EIS IPDP- Building Knowledge and Skills Through Online Learning and Supervisor SupportRoom 305 Professional DevelopmentIn this session you’ll explore the credentialing process for early intervention specialists (EISs) in Texas, including evidenced-based online content modules and techniques used to ensure implementation of the training content. In addition, discover how Texas ECI supports supervisors so they can provide high-quality and effective supervision for their staff.Stephanie Powitzky & Rachel Moyer-Trimyer

Excellence for Every Child: Starting With Higher EducationRoom 202 PolicyJoin a lively discussion with a focus on higher education faculty’s practices when supporting inclusion in coursework. Participants will learn about, and share, ideas for preparing the next generation of inclusive early childhood teachers.Amanda Quesenberry & Sharon Doubet

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Expanding Child Find: Identifying Children Most at Risk for Pre-K/ECSE ServicesRoom 303 PolicySeven impoverished communities redesigned their screening and referral of young children representing the most vulnerable populations, (e.g, children with developmental delays, families living in extreme poverty, linguistically isolated). Innovative approaches such as “pop-up preschools,” parent ambassadors, multiagency referrals and pipelines, and revisions in child care assistance policies dramatically increased enrollments.Susan A. Fowler, Emily Dorsey, & Dawn Thomas

Family Implemented TEACCH for Toddlers (FITT): Practical Strategies to Support CaregiversRoom 210/211 PracticeWe will present practical strategies for engaging toddlers with autism spectrum disorder (ASD) and their families using structured teaching and other evidence-based naturalistic strategies. We will also present preliminary findings from a small, randomized controlled trial on toddlers’ developmental skills and symptoms, as well as their parents’ well-being.Lauren Turner-Brown, Kara Hume, Samantha Jennings, & Brian Boyd

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

Five Easy Questions: A New Approach for Embedded Intervention With CaregiversRoom 206/207 PracticeThis session describes a new approach for improving the consistency with which caregivers embed interventions in everyday activities and routines. Panelists will present the process components and preliminary data about its utility and appeal to EI providers and caregivers.Juliann Woods, Christine Salisbury, & Patricia Snyder

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International Symposium: Early Childhood Intervention Practices and DEC Recommended Practices in Turkey and ChinaRoom 212/213 PracticeWhile special education services have been provided extensively since the 1950s, early intervention services only became available since the late 1980s in Turkey. Since the 1950s, several crucial steps have been followed in providing educational, psycho-social and economical services to individuals with special needs and their families. For example, with the process of trying to join the European Union, many psycho-social and economical services also have been provided. Regarding types of educational placements, self-contained setting was the main placement option in Turkey. However, starting especially in the 1990s, the shift to inclusive practices took place. In this presentation, early childhood intervention practices in Turkey will be introduced and discussed in relation to the DEC Recommended Practices. Discussion will be supported by current research and literature both in Turkey and the United States. This presentation will highlight a successful collaboration between the graduate program in special education at Queens College, City University of New York, and Wucailu Center for Children with Autism in Beijing, China. During three summers (2011, 2013, and 2015), 15 graduate students, under the supervision of special education faculty, completed a six-week internship in Beijing. This internship is part of an ongoing exchange program between Queens College and Beijing Wucailu Center for Children with Autism. Mutually beneficial outcomes have resulted from this internship experience. The interns from Queens College assisted Wucailu’s teachers and administrators in revising the school’s curriculum, redesigning of the classroom environment, and implementing DEC recommended evidence-based instructional strategies. Through the internship experience, Queens College interns learned how to adapt research-based practices to be culturally aligned and responsive for Chinese children with autism. Since 2011, Beijing Wucailu has produced a group of teachers who are knowledgeable of DEC Recommended Practices and have first-hand experienced on how to implement these practices in their classrooms.Peishi Wang, Ibrahim H. Diken, Ozlem Diken, & Menglin Sun

Leadership and the Law: Embedding Public Policy into ECE/ECSE Doctoral ProgramsRoom 301 PolicyReadings, assignments, and field experiences related to public policy and advocacy will be shared for use in ECE/ECSE doctoral programs. Attention will be paid to public policy resources that address issues of

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social justice and equity for young children with disabilities and from culturally and linguistically diverse backgrounds.Elizabeth Steed & Barbara Smith

Mentoring Underrepresented Early Childhood Scholars: Navigating the Maze of Higher EducationGrand Ballroom B Professional DevelopmentProject PIECE: Promoting Inclusion in Early Childhood Educators is an ECE/EI/ECSE blended program for underrepresented scholars seeking a teaching licensure in ECE with an endorsement in EI/ECSE. Presenters will share results of an initial scholar needs survey and initiatives to mentor scholars through a system that is difficult to negotiate.Patricia M. Blasco & Mandy Stanley

Norm-Referenced Assessments in the Birth–3 Population: A Case for Policy ChangeRoom 312 PolicyCaregiver and practitioner perceptions of evaluation practices in the birth–three population were examined. A measure of the usefulness of various tools showed that family-centered measures are more appropriate than norm-referenced tools for several reasons. This presentation will outline those findings and make a case for policy change in birth–three populations.Stephanie de Sam Lazaro

Reducing Family Stress in Early InterventionRoom 304 FamilyParenting is stressful under the best of circumstances, but families of children who are medically fragile and enrolled in early intervention services may experience higher stress levels. This session explores a model for partnering with parents of children who are medically fragile and presents techniques for reducing family stress.Pamela Young & Ann Bingham

Sibling Involvement in Early Intervention Strategies: Expanding Opportunities for LearningRoom 401/402 PracticeBoth legislation and DEC Recommended Practices recognize the interdependence of the child and family; however, siblings are often excluded from early intervention strategies. This session will highlight the unique nature of sibling relationships and benefits of including siblings in early intervention. Strategies for implementing effective sibling intervention practices will be discussed.Julie Harp Rutland

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States and Families Working Together to Improve Family OutcomesRoom 204/205 FamilyThis panel discussion will bring together representatives from Part C lead agencies, OSEP-funded parent centers, and families to highlight how they collaborated to develop a State Systemic Improvement Plan focused on improving outcomes for families of infants and toddlers with disabilities.Jennifer Simpson, Jennifer Tschantz, Alice Ridgway, & Nancy Prescott

The Time Is Always Right to Start on Next Year’s Conference Proposal!Room 310 Professional DevelopmentIn this session presenters will share advice for submitting a high-quality conference proposal. The session may be most helpful to first-time DEC Conference proposal writers. Attention will be given to writing a proposal aligned with next year’s conference theme and proposal evaluation criteria.Lori Erbrederis Meyer, Lydia Moore, Christine Spence, & Michelle Gatmaitan

Using Video to Enhance Reflective Practice and TQRISGrand Ballroom C PracticeThe New Mexico Family Infant Toddler Early Intervention program participates in the state’s Race to the Top Challenge grant developing a statewide Tiered Quality Rating Improvement System. Presenters describe the pilot project using video to enhance reflective practice, provide options for the TQRIS process, and support continuous quality improvement frameworks.Linda Askew, Larry Edelman, Sophie Bertrand, Thea Guerin, & Andy Gomm

Who’s Welcome in Our Programs? Designing Inclusive Family Intake Forms and PracticesRoom 302 PracticeWhat program forms and practices inadvertently alienate the single-parent, multigenerational, LGBTQ-headed, adoptive, and foster families that we work with? How does this undermine the family collaboration necessary for children’s success? Learn key principles for designing inclusive forms and practices and consider how to apply them to your own setting.Barb O’Neill

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Sessions 10:10 am – 11:55 amAddressing Challenges of Building Consensus: Parent-Implemented Intervention for Infants At-Risk for ASDRoom 404/405 PracticeConsensus building between families and providers is critical to successful parent-implemented interventions, yet presents unique challenges. The Early Social Interaction Project (ESI) multisite intervention team discusses the ESI Collaborative Coaching model and offers new perspectives on building consensus with families of young children at-risk for ASD to support active engagement.Deanna Renee Daly Holland, Erin Brooker-Lozott, Patricia Armstrong, Betty Proctor, Joy Moore, Kimberly Resua, & Christ Watts

Addressing Infant/Toddler Social-Emotional Development During Home Visits Using a Curriculum-Based AssessmentRoom 304 PracticeThis session will explore how home-visitors can use the Social-Emotional Assessment/Evaluation Measure (SEAM) to assess infant/toddler social-emotional skills, identify family strengths, and create high-quality goals. Providers will learn to use the SEAM in partnership with families to tailor intervention and provide tools and resources used to support children’s social-emotional development.Lois Pribble, Jantina Clifford, Misti Waddell, & Jane Squires

Bridging, Barging, or Buttressing? Understanding Early Intervention and Child Welfare ServicesRoom 302 ResearchA mixed methods design was used to examine how early intervention (EI) and child welfare (CW) systems meet the needs of young abused children with disabilities and their families. Systems Interviews, Program Surveys, and a Local Case Study were used. Implications for research, policy, and practice will be discussed.Catherine Corr, Rosa Milagros Santos, Susan A. Fowler, Christine Spence, & Deserai Miller

Critically Analyzing Policies and Practices for Young ChildrenRoom 311 PolicyTo ensure that culturally and linguistically competent practices are used with all young children, it is imperative that they are promoted and outlined by policies, practices, and procedures. This interactive session will use case study and policy and practice analysis to facilitate discussion surrounding culturally and linguistically competent practices.Namita Mehta, Jermall Wright, & Jaclyn Joseph

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Deepening Understanding of DEC’s Recommended Practices by Using Case Method of InstructionRoom 309 Professional DevelopmentThis session will address using Case Method of Instruction (CMI) for use in teacher preparation programs. Specific strategies for using CMI will be presented along with current research and literature. The presenters have developed cases related to the DEC Recommended Practices, and participants will review and provide feedback.Aaron Deris, Kellie Krick-Oborn, & Cyndi DiCarlo

Developing a Behavior Intervention Plan Using the Prevent-Teach-Reinforce ModelRoom 301 PracticeThis workshop will present the use of the Prevent-Teach-Reinforce Model in developing an individualized behavior intervention plan. A specific case study will be shared following a young boy with challenging behaviors over the course of a three-year period, from kindergarten through second grade.Hattie Harvey & Tesa Bunsen

Emergent Literacy Interactions: Latino Parents of Preschool Children With Speech/Language DisabilitiesRoom 312 ResearchParticipants will learn more about the characteristics of emergent literacy/language interactions between six Latino parents and their preschool children with speech/language disabilities. We will discuss the riches, influences, and challenges of these interactions in these families as well as recommendations for practice.Sheri Grace

Employing Data Visualization Strategies to Support Decision-MakingRoom 208/209 PolicyWith the current push toward results-driven accountability, state and local decision makers are being asked to look more closely at their program and child impact data. Accomplishing this on an ongoing basis presents unique challenges. The development and use of data dashboards and data visualization strategies may provide possible solutions.Michael Conn-Powers & Kirsten Bonifacio

Engaging ALL Children Through Embedded Social Interaction Opportunities in an Inclusive SettingRoom 401/402 Professional DevelopmentThis workshop will provide details from a yearlong grant that worked to increase social interaction opportunities for all children in inclusive

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early childhood settings. Using the UDL guidelines as an overarching framework, innovative ideas on how to embed social opportunities and specific strategies for facilitating engagement will be shared.Katherine Holman

From Compliance to Quality: A System for Monitoring Quality in Part CRoom 310 PolicyAs we move beyond compliance indicators, measuring quality becomes the focus for early intervention programs. Learn how Texas Part C has applied the Key Principles for Providing Early Intervention in Natural Environments and DEC Recommended Practices to measure quality and assist programs in implementing evidence-based practices.Carol Maupin-Macias

Hitting the Streets: Embedding the New DEC RPs in Personnel PreparationGrand Ballroom B Professional DevelopmentPresenters from two CAEP-accredited universities will share how they have embedded the new DEC Recommended Practices in their EI/ECSE teacher preparation programs. This interactive session will provide participants with opportunities to engage in dialogue about the alignment of recommended practices within course content, assignments, and field experiences.Lori Erbrederis Meyer, Hasan Zaghlawan, Jennifer Hurley, & Rashida Banerjee

Innovative Strategies to Promote Social Opportunities for Children With Significant Multiple DisabilitiesRoom 202 FamilyUsing embedded videotaped case studies, this multimedia session explores an inspirational program to facilitate friendships, communication, and social opportunities through structured social interactions and support from educators, administrators and parents. Step-by-step demonstration of highly effective practical strategies that work for providing directed support and supervision during the peer interactions.Kimberly A. Christensen

Leading the Way for Resilient ChildrenRoom 206/207 PracticeKarin Spencer, Karin Spencer, & Lorelie Pisha

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Manageable Methods for Collecting Group Behavioral Data in Early Childhood ClassroomsRoom 305 PracticeThis session will provide participants with practical methods and strategies for collecting group behavioral data in early childhood classrooms. The ability to efficiently and manageably collect relevant data and use it effectively allows educators to make informed decisions regarding the effectiveness of the classroom environment and related primary interventions.Delilah Krasch, Kathleen O’Hara, Maryssa Kucskar, Jeffrey Gelfer, & John Filler

Moving Forward! Getting (and Keeping) Your Dream Job in Higher Ed!Room 303 Professional DevelopmentIn this session, participants will engage in an interactive dialogue about topics related to the post PhD job search process and becoming a postdoc, researcher, or junior faculty member at a college or university.LaShorage Shaffer, Lori Erbrederis Meyer, & Kiersten Kinder

Off the Shelf: Incorporating Recommended Practices in Individual, Organization, and Agency WorkGrand Ballroom C Professional DevelopmentThis session will present approaches for infusing an explicit emphasis on the DEC 2014 Recommended Practices in individual, organization/subdivision, or agency professional development activities. Tools and strategies to support intentional approaches will be shared, along with resources to support daily use.Susan Maude & Camille Catlett

Parents of Children With Disabilities Informing Faculty About Preparing Early Childhood EducatorsRoom 406/407 Professional DevelopmentThis session will describe the results of a study that examined parents’ perspectives on the content and skills needed in preparing future early childhood educators for working with young children with disabilities. Quantitative survey data and qualitative focus group interview data will be presented with implications for teacher education.Vivian I. Correa, Kate Algozzine, Kristen Monteith, & Kristi Godfrey-Hurrell

Results Driven AccountabilityRoom 210/211 PolicyOSEP is implementing a new accountability system, Results Driven Accountability (RDA). This system is designed to assist states in

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supporting local programs to improve results for children with disabilities while maintaining important rights and protections for children and families. This session will provide information on RDA and how you can be involved in the work in your state.Ruth Ryder

Size Doesn’t Matter: Transitioning Your Early Intervention Program to an Evidence-Based ApproachRoom 403 PracticeAs programs begin to learn more about an evidence-based approach to teaming, the challenges of transitioning to a new program design can be daunting. This session will focus on strategies to manage a successful change toward implementing early intervention services in natural environments using a primary service provider team approach.Celeste Bajorek, Lori Mago, Ginger O’Connor, & Tina Overturf

Squishy, Adapted, and Digital Books—Oh My! Opportunities for All LearnersGrand Ballroom A PracticeThis session will present creative ways to develop traditional reading experiences to all learners. Participants will learn ways to create squishy, adapted, and digital books to increase engagement and literacy experiences for all learners. Examples and guides will be provided.Kim Floyd & Collen Wood-Fields

Stepping Stones Triple P and PCAN in Early InterventionRoom 212/213 ResearchPrevention approaches that can be infused into early intervention services are needed to promote well-being for young children and families. This workshop will discuss the results of two interventions, Stepping Stones Triple P, an evidence-based parenting intervention, and Preventing Child Abuse Through Parent Provider Partnerships, a workforce intervention.Cheri Shapiro & Jodi Whiteman

Sustaining Real Relationships With Families Using Evidence-Based Practice in Early InterventionRoom 204/205 Professional DevelopmentExpanding upon the 2014 DEC session Building Real Relationships, team shares how to use practices to sustain real relationships with families. EBP’s used by the team include routines-based intervention, primary-coach approach to teaming and supporting families, empathetic communication, and infant mental health practices. Session includes scenarios and practice opportunities.Tammy Wallin, Peggy Kemp, & Cristina Hargitt

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Use of Diagnosed Conditions for Part C Early Intervention (EI) Service EligibilityGrand Ballroom D PolicyThis session provides an overview of current policy and perspectives on access to Part C EI services for infants and toddlers with diagnosed conditions strongly related to developmental delay (DCDD). Current federal guidelines, variation in state definitions, and associated challenges will provide the basis for a discussion of potential solutions.Brian Barger, Catherine Rice, Evelyn Shaw, Jane Squires, Donna Noyes, & Christy Kavulic

Poster Sessions 12 pm – 1:30 pmExhibit Hall

Communication Portfolios: Giving a Voice to Young Children With Complex Communication NeedsStrand: PracticeLearn how families and professionals collaborate to support young children with complex communication needs during transition from early intervention to school services by creating and using a communication portfolio—a portable, easily-used notebook that describes (with words and pictures) each child’s unique ways of communicating his/her wants, needs, and preferences.Carol Darrah, Cynthia Vail, Sarah Babcock, & Keena McCurn

Creating Electronic Student Portfolios Using iBooks AuthorStrand: PracticeThe use of portfolios to assess and evaluate student progress toward goals and objectives are not new to practitioners. Unfortunately these portfolios are typically collections of physical materials stored in folders or binders. This presentation will introduce how iBooks Author may be used to create and manage electronic student portfolios.Kathleen O’Hara, Conrad Oh-Young, Delilah Krasch, Catherine Lyons, Maryssa Kucskar, & Jeffrey Gelfer

Eat Healthy, Stay Active! A Community-Based Childhood Obesity Prevention ProjectStrand: FamilyObesity and it’s related health problems have become a serious problem for our nation’s children. Come learn firsthand how one Head Start brought together its children, staff, parents, and local university to initiate

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a successful low-literacy health project that has changed the lives of everyone it has touched.Jackie Rivera

Effectively Integrating Child-Initiated and Direct Instruction for Young Children With DisabilitiesStrand: Professional DevelopmentEarly childhood teachers are bombarded with information regarding policy and best practices on how to deliver instruction to young children with disabilities. This session will discuss research-supported methods for child-initiated and direct instruction in preacademic/cognitive and social-emotional areas. Practitioners will be provided with a checklist, flowchart, and table.Maryssa Kucskar, Conrad Oh-Young, Katie O’Hara, Delilah Krasch, John Filler, & Eric Mitsch

How to Be a Savvy Consumer of Internet “Research”Strand: PracticeGiven the enormous amount of information available to us online, how do we know what to trust? In this session, we explain common approaches used in research, provide tips for locating reliable sources of information, and criteria to evaluate the credibility of sources.Veronica Fleury & LeAnne Johnson

Increasing Literacy Skills in Preschool Classrooms: Read Alouds To Engage All ChildrenStrand: PracticeResearch shows the literacy knowledge and skills children receive from their preschool experiences correlate with their academic performance. In this interactive session, educators will learn how to create a dynamic classroom that provides a rich literacy environment through hands-on read aloud activities that make learning interesting and educational for all.Kate Zimmer

Making Friends: Strategies for Supporting Acceptance in Inclusive Early Childhood ClassroomsStrand: PracticeMAKING FRIENDS promotes greater acceptance in kindergarten-grade 2 classes. Program elements reflect research on attitude change and peer interactions. With greater diversity reflected in classrooms (e.g., linguistic, ability, family structure) and increased efforts directed toward inclusion,

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ensuring that all children are accepted as full members of classroom communities is critical.Michaelene M. Ostrosky, Paddy Favazza, Chryso Mouzourou, Lisa Van Luling, Lori Erbrederis Meyer, SeonYeong Yu, Hyejin Park, & Emily Dorsey

Project-Based Learning in Action to Benefit Every Child, Teacher, and FamilyStrand: Professional DevelopmentTake a visual journey to witness teachers implementing project-based learning in both inclusive and self-contained rooms that has every child engaged in hands-on developmentally appropriate activities. Learn how you can implement project work in your room to enhance learning and meet IEP goals.Sharon Palsha & Meredith K. Jones

Under One Roof: Collaborative Programming to Meet the Needs of All ChildrenStrand: PolicyParticipants will learn about a unique program that “does what is right” to meet the needs of children (birth to age 5) through the use of multiple innovative collaborative service delivery models. Evidence of how the collaboration among programs and professionals impacts educational progress for students with disabilities will be presented.Bridget Ratajczak, Cynthia Vail, Jan Stephens, Eden Gillespie, Sarah Scott, & Anna Slocum

Vocabulary Instruction: Early, Often, IntentionalStrand: PracticeHow can families provide vocabulary acquisition support that will translate into school success? This session focuses on the research and strategies that target vocabulary acquisition. Going beyond identification, this session will help participants gauge where children are in their learning and how to move children farther in their vocabulary understanding!Felicia Truong & Kelly Trygstad

Sessions 1:40 pm – 3:25 pmAfter Three Decades of Early Intervention . . . What Will the Future Bring?Room 212/213 PolicyA panel representing policymakers, families, practitioners, researchers, and professional development providers will present relevant research, policies, and practices that have shaped the successes and challenges of implementing Part C early intervention services at state and national

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levels and also discuss the current landscape and it’s impact on the future.Ted Burke, Karen Berman, Chelsea Guillen, Darla Gundler, Pam Thomas, & Sharon Walsh

Bridging the Word Gap Research Network: Collaborating to Improve Language OutcomesGrand Ballroom D ResearchThe Bridging the Word Gap Research Network is an interdisciplinary collaboration of 100 nationally recognized leaders working to close the word gap. We will review research syntheses and plans for future research completed by the network and discuss the importance of a continued emphasis on children with disabilities and their families.Judith Carta, Dale Walker, Charles Greenwood, & Anne Larson

Building Blocks for Literacy: Supporting Language and Literacy in Birth to 5-Year-Old ChildrenRoom 404/405 Professional DevelopmentEarly language development is critical to later literacy learning. Engage in research-based strategies through play that support language and vocabulary development, comprehension, phonological awareness, and linking sound to print. Learn to recognize gaps in the development of skills and to intentionally scaffold opportunities through everyday activities that promote successful development.Brenda Buzzell

Capturing Opportunities for Systematic Instruction for Children With ASD in Inclusive SettingsRoom 312 PracticeInclusive preschool settings are dynamic. As an early childhood educator, how do you provide enough learning opportunities for children with autism? What does the instruction look like? This workshop provides you with practical tools, including instructional planning sheets, to guide planning for learning opportunities for children with ASD.Julie Ashmun, Ariane Gauvreau, & Crista Scott

Considering Application of Existing Leadership Models and Frameworks for EI/ECSERoom 310 PolicyDEC’s updated recommended practices represent an important advancement in EI/ECSE. Now the field turns its focus to leadership. This workshop will engage participants in an active exploration of existing leadership models, DEC Recommended Practices and draft Position

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Statement, and participants’ expertise to advance our understanding of leadership in EI/ECSE.Betsy P. Humphreys & Leslie J. Couse

ECPC: Collaboratively Building Comprehensive and Integrated Early Childhood Systems of Personnel DevelopmentGrand Ballroom B Professional DevelopmentThe Early Childhood Personnel TA Center (ECPC) is facilitating the development, implementation, and evaluation of comprehensive and integrated systems of personnel development for the workforce serving infants and young children with disabilities. This presentation will review and discuss outcomes to date and solicit input on future state and national activities.Jeffri Brookfield, Mary Beth Bruder, David P. Lindeman, Eva Horn, Jane Squires, Michael Conn-Powers, Juliann Woods, & Dawn Ellis

EI/ECSE: Key Player in Co-Creating an Inclusive Early Childhood ProfessionRoom 208/209 PolicyThis session provides an interactive forum for participants to engage in facilitated dialogue about what it means to be an inclusive and integrated professional field of practice and to consider whether DEC should take a leadership role in charting a course for early childhood to become such a field.Pam Winton, Pat Snyder, Jeanette McCollum, Carla Peterson, & Juliann Woods

The Evidence Is In: Mistifying Service CoordinationRoom 210/211 Professional DevelopmentThe time is right to evaluate the effectiveness and efficiency of your service coordination program. How service coordinators approach family support determines whether the support has a positive, neutral, or even negative impact on families. Participants will practice using a coaching approach to resource-based service coordination to maximize family outcomes.Sarah Sexton & Dathan Rush

Finding the Right Information, Right Now: Guidance for Parents, Caregivers and TeachersGrand Ballroom A PracticeWe will present accessible and reliable resources to address family and ECE caregivers’ questions in a “right here, right now” context. Using recommended and evidence-based practices, we will navigate online

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resources and demonstrate user-friendly video clips, infographics, and print resources that can be accessed on mobile devices.Susan A. Fowler, Sarah Isaacs, Bernie Laumann, & Jill Tompkins

Mobilizing Community Systems to Tackle Challenges of Early Detection of ASDGrand Ballroom C ResearchEarly signs of ASD usually appear by 18–24 months, yet most children are not diagnosed until 4–5 years. This collaborative will present findings from focus groups used for planning a multisite longitudinal study to identify potential barriers and strategies to tackle the challenges of improving early detection of ASD.Amy Wetherby, Richard Grinker, Anthony Evans, Jennifer Stapel-Wax, Eileen Kaiser, Joedrecka Brown, Catherine Lord, & Diana Robins

Natural Learning Environments: The Right Place for Behavioral Supports and InterventionsRoom 202 FamilyParticipants will walk through a natural learning practice (NLEP) case study for promoting parents to provide HUGS behavior interventions and supports to their child during ongoing everyday activities. The intervention uses a NLEP toolkit that provides a step-by-step plan for using responsive interventions during each visit and between visits.Frances A. Davis

Preservice ECSE Teacher Preparation Program Models: Lessons to LearnRoom 304 Professional DevelopmentParticipants will learn about three preservice teacher preparation program models in early childhood special education from three different states and engage in an interactive dialogue about topics related to embedding professional learning standards and recommended practices in higher education curriculum, licensure programs, and contemporary approaches to curriculum design and delivery.Hasan Zaghlawan, Rashida Banerjee, Lori Erbrederis Meyer, Jennifer Hurley, & Elizabeth Margaret McLaren

Quality Rating and Improvement Systems and Inclusive Practices: One State’s ApproachRoom 311 PolicyThis session will explore how Oregon has included inclusive practices to support children with special needs and their families in its quality rating and improvement system (QRIS) standards, the implications of these

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practices for special education and early childhood personnel as well as implications for policy development/revision.Gary Glasenapp, Mandy Stanley, & Serra Acar

Read, Play, and Learn Through Literacy-Based Motor ActivitiesRoom 204/205 PracticeLearn about the Read, Play, and Learn! storybook curriculum from developer, researcher, and author Dr. Toni Linder and how this curriculum model can be applied during literacy-based motor activities developed collaboratively by an early childhood special educator and a pediatric occupational therapist.Forrest Hancock, Toni Linder, Deborrah Gauntlett, & Diana Hiebeler

Standards Alignment: A Tool for Higher Education Curriculum DevelopmentRoom 206/207 Professional DevelopmentA collaborative initiative to align CEC, DEC, and NAEYC standards for higher education’s development of blended curricula and documents for accreditation review is highlighted. Objectives are (a) discuss history and rationale for standards alignment, (b) discuss the alignment process, (c) identify alignment resources, and (d) brainstorm alignment uses and additional dissemination strategies.Vicki D. Stayton, Natalie Danner, Ann Mickelson, Sandra Hess Robbins, Mary Beth Bruder, Katy Green, Hazel Jones, & Susan Maude

Supporting Early Interventionists Through Professional DevelopmentRoom 406/407 Professional DevelopmentThis session will introduce participants to a linked series of professional development for early interventionists. Examples of the content, structure, and specific learning opportunities used to engage participants will be provided. Results of a research study will be shared regarding early interventionists’ report of facilitators and barriers to changing practices.Christine Spence, Susan Connor, & Rosa Milagros Santos

“Teamwork Makes the Dream Work”: Programwide Positive Behavior SupportRoom 303 PracticeProgramwide positive behavior support involves several key components, such as obtaining staff buy-in, establishing a leadership team, implementing Pyramid Model practices, and identifying programwide expectations. We will provide an overview of the steps to programwide

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implementation and describe tools, resources, and stories of how it has worked in actual preschools.Elizabeth Steed, Lise Fox, & Rochelle Lentini

Therapeutic Play in the Classroom for Children With Mental Health NeedsRoom 302 PracticeThis session will describe and demonstrate therapeutic play methods that can be used by classroom teachers as strategies to support children with behavior and mental health needs. Presentation will include methods for therapeutic playgroups, protocols and lesson plans, playgroup video, and results of action research over the past two years.Kay Schieffer & Catherine Tucker

Toddler Talk: Language Learning Adaptations of the Walden Model for All ChildrenRoom 309 PracticeToddler Talk is an adaptation of Walden designed to include children with any disability and their peers. The adaptations build on established classroom strategies for promoting engagement, independence, social communication, and peer interactions. Walden and the adaptations to include expanded naturalistic language teaching and targeted skill teaching will be discussed.Lauren Hampton, Gail McGee, Jodi K. Heidlage, Elizabeth A. Fuller, Abby L. Green, & K. Tracy Rankin

Using an Evidenced-Based Coaching Model With Parents of Children With Hearing LossRoom 305 FamilyTo maximize listening and spoken language skill development in young children with hearing loss, early intervention professionals are using evidence-based practices with both parents and children. This presentation will share video demonstrating the four steps of a parent coaching model and highlight challenges to implementation of the model.Maribeth Lartz, Tracy Meehan, & Angi Martin-Prudent

“What? We’re Here for the Grown-Ups?” Facilitating Adult Learning During Early InterventionRoom 403 PracticeYes! Early intervention is most effective when providers collaborate with the important grown-ups in the child’s life. Join us to connect adult learning principles to natural environment practices and find out how to

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strengthen your support of adult learners to help parents and children learn during and between intervention visits.Dana Childress, Cori Hill, & Deana Buck

3:35 pm – 4:35 pm 1-Hour SessionsAddressing Challenging Behavior Through Systematic Social Skill Instruction: One Preschool Classroom’s JourneyGrand Ballroom A PracticePresenters will share their experiences implementing a systematic approach to addressing challenging behaviors in their inclusive preschool classroom. Through intentional and ongoing teaching of friendship skills, problem-solving steps, and emotional regulation both classwide and as part of individual behavior support plans, challenging behaviors were reduced and classroom community increased.Kiersten Kinder, Janey Smith, & Mandy Peirick

Always the Right Time: Providing “Real Time” Feedback to TeachersRoom 305 Professional DevelopmentLearn about a project that examined the use of Bluetooth technology to provide immediate feedback to professionals in real-time as they provided behavior support strategies for young children. Coaches will share lessons they have learned and provide tips for providing efficient, respectful, and practical feedback in real time.Kathleen Meeker, Xueyan Yang, Ashley Penney, Nancy Rosenberg, & Natalie Badgett

Applying Universal Design for Learning to Support Early Childhood Special Educators’ DevelopmentRoom 404/405 Professional DevelopmentUsing the universal design for learning framework, Project KSR is an OSEP-funded EI/ECSE preservice preparation model developed to improve outcomes for young children from high-need communities. Scholars benefit from faculty modeling of the UDL principles and demonstrate UDL competencies in working with diverse young children with disabilities and their families.Serra De Arment & Yaoying Xu

Bringing DEC Recommended Practices to Life: Seeking Input From the FieldRoom 204/205 PracticeDEC seeks your input and involvement with the dissemination and product development plan to ensure that the 2014 Recommended Practices are understood and implemented across the broad field of

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early childhood. Share your perspective, brainstorm with colleagues, and strengthen dissemination efforts.Pam Winton, Carla Peterson, Kim Moherek Sopko, Juliann Woods, & Carol Trivette

Building Meaningful Relationships Through Family EngagementRoom 302 FamilyThis session provides early childhood practitioners, including early interventionists and early childhood special educators, the foundational knowledge about how Oregon’s QRIS integrates family engagement to promote meaningful relationships including all families.Amber Ryerson, Serra Acar, & Cori Brownell

Campus-Community Collaboration Through Service Learning in Early Childhood Professional DevelopmentRoom 310 Professional DevelopmentThe use of service learning for teaching culturally responsive practices to future practitioners will be presented. Exploration of how students’ attitudes changed based on their service learning in homes and early childhood programs will be shared. Service recipients’ feedback will highlight strategies for campus community collaboration in personnel preparation.Harriet Able, Meredith K. Jones, & Jennifer Strachan

Child Care Expulsion Rates and Provider Practices: Effects From Systems Change InitiativesRoom 313/314 PolicyThis presentation will report on the results of two statewide surveys of early learning providers conducted in 2006 and again in 2011 that examined the expulsion rates of young children from early learning environments and adults’ practices related to preventing and managing challenging behavior.Megan Vinh, Megan Vinh, Phillip Strain, Sarah Davidon, & Barbara Smith

Children’s Play Development: New Descriptions for Young Children With and Without DelaysRoom 202 ResearchThis paper presents (1) new descriptive research on developments in children’s play for children with and without disabilities from 12–60 months, and (2) its translation to practice to a user-friendly play assessment for identifying developmentally relevant learning opportunities in play for children and their families and service providers.Karin Lifter, Amanda Cannarella, Kristin Concannon, & Ellyn Schmidt

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DEC Recommended Family Practices 2014: How They Help Home Visitors Support FamiliesRoom 208/209 PracticeThe new DEC Family Recommended Practices provide home visitors with specific guidance about enhancing families’ abilities to engage their children in learning activities. Participants will learn how to use the new DEC family practices through video demonstrations and how to use a self-reflection tool developed for the DEC family practices.Carol M. Trivette

Early Childhood Inclusion Teacher’s Belief and Teaching Practices in TaiwanRoom 309 ResearchResearch aims to investigate the early childhood inclusion teachers’ beliefs and teaching practice in the early childhood inclusion classroom on a national level in Taiwan. Several factors are found to interact between teachers’ beliefs and their teaching practices. Curriculum modification and accommodation is the key to successful early childhood inclusion.Rachel Pei-Fang Wu & Wang Shu-Juan

eCoaching Impacts on ECSE Teachers’ Use of Communication Strategies and Children’s CommunicationRoom 210/211 ResearchThis research investigated the impact of eCoaching on early childhood special education preservice and in-service teachers’ use of communication strategies through an activity-based instruction approach. Results from three single-case studies aimed to determine the effects of eCoaching on teachers’ use of communication strategies and children’s outcomes will be presented.Christan Grygas Coogle, Jennifer Riggie Ottley, & Naomi Rahn

ECPC: Building Leadership Competencies to Collaborate With State Early Childhood SystemsGrand Ballroom B PolicyThe Early Childhood Personnel Center is providing training institutes for Part C and 619 state coordinators to build their competence to integrate their programs with new and expanding state early childhood initiatives. This presentation will present the content, methodology, and outcomes of these institutes and the results from 19 states.Mary Beth Bruder, Jeffri Brookfield, Maureen Greer, Annie George-Puskar, Lindsey Lockman Dougherty, & Dawn Ellis

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Embedding Academic Learning Through Opportunities to Respond During Circle Time With PreschoolersRoom 301 ResearchThis session will share results of a study designed to compare the use of response cards and choral responding during teacher-led group circle activities. Data were collected on child on-task behavior, disruptive behavior, active responses, and correct responses. Implications for research, practice, as well as future directions will be discussed.Christopher L. Olson

Factors Affecting Implementation Fidelity of Data-Based Decision-Making for Infant/Toddler Home VisitorsGrand Ballroom D ResearchWe will describe factors related to implementation fidelity of a data-based decision-making model that targets infant/toddler language development. Home-visiting Early Head Start programs implemented the web-based Making Online Decisions (MOD) model across four states. We will describe how implementation was affected by program characteristics and implementation support mechanisms.Jay Buzhardt, Dale Walker, Charles Greenwood, Maria Valdovinos, Naomi Schneider, Anne Larson, & Kerry Moore-Kroneman

Federal Efforts to Reduce Suspension and Expulsion PracticesRoom 304 PolicyRecent data indicate that suspensions and expulsions regularly occur in preschool settings. This session will highlight efforts the Departments of Health and Human Services and Education are engaged in to reduce suspensions and expulsions, including a recently released policy statement on suspension and expulsion in early childhood programs.Christy Kavulic, Amanda Bryans, & Rosemaire Allen

Pay for Success Models in Early Childhood Round Table DiscussionRoom 312 PolicyPay for Success allows investors to provide funds to administer social programs in exchange for payments tied to achieving specific outcomes. This roundtable will highlight how Pay for Success models are being administered in early childhood followed by a discussion on how Pay for Success could be implemented within early intervention or early childhood special education.Jennifer Tschantz

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Preschool Science Learning for All, Including Children Diagnosed as Deaf/Hard of HearingRoom 303 PracticeThis presentation will examine foundational science concepts that can be fostered in preschool. Findings will be shared from a yearlong study in which a science curriculum was implemented within two preschool classrooms that included children who were Deaf/Hard of Hearing. Implications for science instruction for all children will be discussed.Amber Friesen

Promoting Enhanced Communication Through a Play-Based Parent-Child GroupRoom 406/407 PracticeThe effectiveness of an interaction-based language intervention program involving young children with and without disabilities and their families will be discussed. Perceived benefits of families in the intervention program include gaining child development knowledge and language intervention strategies along with interaction opportunities for children and families will be shared.Carrie Kerr & Hwa Lee

Rethinking School Turnaround in Denver Public Schools: A New Way ForwardRoom 401/402 PolicyTurnaround is an approach intended to rapidly improve low-performing public schools. These approaches often exclude or diminish the role of ECE and ECSE in turnaround policies, practices, and solutions. This roundtable discussion will share a more inclusive approach being used in Denver Public Schools to turn around underperforming elementary schools.Jermall Wright

Strengths Based Coaching: Learn How to Implement This Evidence-Based PracticeRoom 206/207 PracticePractitioners must employ the most effective practices. Current evidence illustrates that strengths-based coaching leads to significant changes in both participation and self-efficacy for families. This workshop will equip practitioners with specific tools for implementing coaching practices when they return home.Ellen Pope & Winnie Dunn

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Use Structured Play Groups to Increase Peer Play in Children With ASD!Room 212/213 PracticeThis session provides guidelines for planning, preparing, and facilitating structured play groups for children with autism spectrum disorders and their typically developing peers ages 2 to 8. Learn a step-by-step process and strategies to effectively implement this evidence-based practice.Jenny Wells, Barbara Ward

Using Implementation Science and DEC Recommended Practices to Support Implementation of FGRBIRoom 311 PolicyArmed with the DEC Recommended Practices, this roundtable will provide an opportunity for cross-sector collaborative examination of programwide implementation of family-guided routines-based intervention. Participants will reflect on and discuss their programs’ strategies, successes, and barriers through an active implementation lens and identify strategies for removing barriers and supporting implementation.Kellie Krick-Oborn, Donna Miller, & Sonja Griebel

What Is in A Name? The Value Of Nonmodel Specific Autism ProgramsGrand Ballroom C PracticeThe question of adopting specific comprehensive models for intervention has significant implications for districts in meeting the unique needs of children with autism spectrum disorders. Based on a comparative study supporting nonmodel specific programs, a comprehensive guide for developing a multiintervention program will be presented.Laurie Alderman & Laurie Sperry

Poster Sessions 3:35 pm – 4:35 pmExhibit Hall

Autism Connection: Family Partners Provide Parent-to-Parent SupportStrand: FamilyParticipants will learn about use of an evidence-based curriculum for providing parent-to-parent support to families that have a child with autism.Amy Nienhuis & Amy Nienhuis

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Bilingual Instruction During Morning Meeting and Its Effect on Emotional LiteracyStrand: PracticeThis poster session will present results obtained from a single case study that explored the use of bilingual instruction during morning meetings and the acquisition of emotional literacy concepts for both dual language learners and English-only speaking students. Participants included six children currently enrolled in a Head Start classroom.Nelly Escobar, Cynthia Vail, & Laura McCorkle

Bringing Instruction of Children With Visual Impairments Into Focus: Effective Interventions StrategiesStrand: PracticeThis session will discuss a variety of interventions that enable children with visual impairments to be effectively included in early childhood settings. Topics include modifications that make hands-on activities more engaging, benefits of preview/review, task analysis to help develop a greater comprehension of basic concepts, and multisensory activities.Kat Boisvert

Building a Blended Early Childhood/Early Childhood SPED Program: Lessons LearnedStrand: Professional DevelopmentThis presentation describes the University of Hawai‘i at Mānoa’s journey to develop a blended early childhood/early childhood special education preservice teacher training program. The program development process will be shared, the blended coursework and field experiences will be described, and lessons learned along our journey will be shared.Patricia Sheehey & Mary Jo Noonan

Building Bridges: Enhancing Parent/Teacher Relationships for Students With ASDsStrand: ResearchThis interactive session will provide parents of students with ASDs an opportunity to learn how to better collaborate with current special education school personnel at their child’s school. Practical suggestions will be provided on how to increase parent-teacher communication.Charlotte Fontenot & Mary Houser

Challenging Behavior Support: A Needs Assessment of Arab-American Families and Their PreschoolersStrand: ResearchThis poster presents an investigation of the needs of Arabic-speaking families with preschoolers. Using an online survey, families responded to how they support their children with challenging behaviors and

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the supports they seek to support social emotional development. The perceptions of challenging behavior from this population will be presented.LaShorage Shaffer, Hasan Zaghlawan, & Gregory A. Cheatham

Communication Portfolios: Giving a Voice to Young Children With Complex Communication NeedsStrand: PracticeLearn how families and professionals collaborate to support young children with complex communication needs during transition from early intervention to school services by creating and using a communication portfolio—a portable, easily-used notebook that describes (with words and pictures) each child’s unique ways of communicating his/her wants, needs, and preferences.Carol Darrah, Cynthia Vail, Sarah Babcock, & Keena McCurn

Co-Teaching: Doing What Is Right in the Inclusive ClassroomStrand: PracticeA team of professionals provided instruction in the inclusive classroom to a student who is deaf. The team participated in video-taped interviews that were aligned with the Magiera-Simmons-Hance Co-Teaching Framework (2008). The presentation will show how a co-teaching model can assure all children have full access in the inclusive classroom.Karen Lindeman & Kathleen Magiera

Early Math: Preparing Preservice Students and Cooperating Teachers for Successful Preschool PlacementsStrand: Professional DevelopmentField experiences for early math methods students were improved through innovations with cooperating teachers and preservice students. Teachers were trained in early math and mentoring. Math guides were developed to support student lesson planning. Students videotaped lessons and requested specific feedback from peers. Quantitative and qualitative outcomes will be shared.Sallee Beneke & Michaelene M. Ostrosky

Enhancing Social Development for Preschool Children With Autism: A Caregiver’s GuideStrand: PracticeThis poster session provides educators and caregivers seven strategies to enhance social development opportunities for children with autism throughout the day. All strategies are research-based, can be easily implemented, and if put into practice could lay the groundwork for increase in joint interaction.Kate Zimmer

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Equipping Administrators With Tools to Strengthen Instructional Practices in Early Childhood SettingsStrand: PracticeThis session will focus on effective, meaningful, formative staff evaluation in early childhood settings including family/child care centers, community preschools and center-based settings. Emphasis will be placed on “look fors” in early childhood settings, including safe environments, the use of data to adapt practices, accommodations, modifications, and embedded instruction.Jean Ubbelohde & Kristy Feden

Evaluation of Sensorial Education on Receptive Language Development of Autistic ChildrenStrand: ResearchThis study aimed to evaluate a sensorial education program using Montessori sensorial materials on receptive language development of eight young children with autistic spectrum disorders (ASD). The intervention lasted six months (40-minute sessions three days a week for six months). Preliminary findings show substantial progress on the target skills.S.Sunay Yildirim Dogru & Filiz Polat

Exploring Pathways, Predictors, and Challenges of Father Involvement With Their Young ChildrenStrand: ResearchFathers play an important role in the lives of their young children, both at home and in early childhood programs. This poster will examine pathways, predictors, and challenges of father involvement in early childhood programs and provide recommendations for increasing father involvement in programs and possible future areas of research.Meredith K. Jones

Function-Based Interventions for Children With Challenging Behavior in Inclusive Preschool SettingsStrand: PracticeA range of function-based interventions that could be appropriate within a preschool classroom will be discussed. Given functions of behavior, intervention that match student and teacher characteristics, and community acceptability will be discussed. A case form and decision template will be provided and discussed. BCBA CE credit will be given.Cheryl Light Shriner

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The Impact of Repeated Book Reading on Head Start Children’s Early LiteracyStrand: ResearchProviding opportunities for children to actively engage in meaningful language interactions with adults supports their early literacy development. This study examined the effectiveness of a repeated book reading approach compared with book reading “as usual” in four Head Start classrooms. Findings indicated a significant growth in children’s early literacy skills.Alina Mihai & Gretchen Butera

Including Young Children With Disabilities in South Korea: Current Status and ChallengesStrand: PolicyThis presentation will provide a brief review of the Korean early childhood special education system and describe recent changes regarding inclusive education of young Korean children with disabilities. In addition, challenges and needs the Korean education system is currently facing will be shared and implications for professionals will be discussed.Jean Kang, Diane Plunkette, & Jeongae Kang

Including Young Children With Disabilities: Perceptions of Community-Based ProvidersStrand: Professional DevelopmentThe session will present outcome data from a survey of community-based administrators and lead teachers serving 4-year-olds in a voluntary prekindergarten programs in a rural region of a southern state regarding their beliefs, skills, and training needs regarding including children with disabilities in their preschool programs.Christine Bond

Increasing Family Engagement in Early Intervention: Addressing Families With Multiple RisksStrand: PracticeThis presentation will identify a number of risk factors that affect family participation in early intervention, present a model for understanding the “steps toward change” that many families experience, and how to use that information to develop positive relationships that support both the parent(s) and the child.Rebecca McCathren

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Kindergarten Placement Dilemma’s for Parents who Have Children With Disabilities in GhanaStrand: FamilyThis study describes the experiences of four parents, using the contact zone as an interpretive framework, to explore the parents’ kindergarten placement dilemmas in the face of resilient cultures and the law. The pressure placed upon children and families for children to survive will be discussed.Deborah Tamakloe

Knowledge, Access, and Utilization of Evidence-Based Practices (EBP) by Early Childhood ProfessionalsStrand: Professional DevelopmentThis study examines how early childhood professionals understand the term evidence-based practice, how and where they access information regarding evidence-based practices, and how they determine if a practice they are using is evidence-based. Implications for supporting professionals to engage in evidence-based decision-making for providing services are discussed.Stephanie Parks, Na Young Kong, David P. Lindeman, & Eva Horn

Oh Boy! Advocating for Gender Equity in Early Childhood EducationStrand: Professional DevelopmentThis session will address the influences and outcomes of gender bias in ECE. The presenters will discuss the influence of historical factors that have shaped ECE and their relation to the over-representation of boys and under-representation of girls with or at risk of developmental delays and disabilities.Andrew Goff & Elmer Harris

Parent-Mediated Social-Communication Intervention: Effects on Joint Attention in Young Children With AutismStrand: ResearchThis poster describes a multiple-baseline across participants study examining effects of a parent-mediated social-communication intervention on the frequency of initiating joint attention (IJA) behaviors and duration of joint engagement (JE) states. Outcomes were also correlated with parent fidelity and generalization variables. Results and recommendations are outlined.Sue Killmeyer & Louise Kaczmarek

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Parents of Children With Disabilities Report on Doctor/Family/School CollaborationStrand: ResearchThis presentation will include the findings from a qualitative study conducted to inform the development of curriculum for medical students at a northeastern school of osteopathic medicine. Parents of children with special needs reported what information about special education they believed was important for physicians to learn during medical training.Nancy Vitalone-Raccaro & Mary Erin (Mollie) Sheppard

Preparing Early Childhood Special Education Teachers to Implement Prevent-Teach-Reinforce for Young ChildrenStrand: PracticeThe purpose of this poster presentation is to illustrate our efforts to prepare early childhood special education teachers to implement a model for reducing challenging behavior in young children called Prevent Teach Reinforce for Young Children (PTR-YC).Raine Allen, Raine Allen, Audrey Smith, Frank Kohler, Donna Raschke, & Dennis Form

Prevalence of Depressive Symptoms of Home VisitorsStrand: ResearchThis study empirically examined the prevalence of depression among 74 home visitors as measured by the Center for Epidemiologic Studies Depression Scale (CES-D). The study also explored the relationship among depression and different factors including age, education, training, income, job satisfaction, challenges in work, and professional development support.Yuzhu Zheng, Yuzhu Zheng, Kere Hughes-Belding, Carla Peterson, Neil Rowe, Melissa Clucas, Liuran Fan, & Juan Bao

Promoting Early Childhood Inclusion Within a Quality Rating and Improvement SystemStrand: PolicyThis presentation will provide an overview of one state’s promotion of inclusive care and education for young children with diverse abilities in a state Quality Rating and Improvement System (QRIS). Specific training curricula and other professional development strategies, incentive plans, and assessment approaches will be highlighted.Melissa Crist & Julie Fodor

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Promoting Social Interactions by Teaching Children to Share ItemsStrand: ResearchThis session will present current research on teaching young children with social-communication delays, such as autism spectrum disorder, to share items with peers. Using the results of a detailed analysis of studies on teaching sharing (Lane & Ledford, 2014), we will highlight how to plan for and teach sharing.Justin D. Lane & Jennifer Ledford

Researching Conversations About Ethnicity: Multicultural Picture Books in Early Childhood ClassroomsStrand: ResearchHow can early educators use multicultural picture books to talk with young children about ethnicity? In this interactive poster presentation, we will discuss facilitators and barriers to conversations with children about ethnicity during shared reading. Conference participants will explore transcripts of conversations from a qualitative study in an urban preschool.Margaret R. Beneke & Gregory A. Cheatham

Supporting Home Visitors in Strengthening Everyday Practices and Interactions: A “Pilot” InstituteStrand: PracticeThis poster describes a four-session “pilot” institute for home visitors focused on using “triadic” strategies that recognized the importance of the parent-child dyad and expanded on parent’s strengths, knowledge, and competence. The purpose was to determine if the home visitors’ practices would change over the course of the four sessions.Tweety Yates & Jeanette McCollum

Training/Job Experiences of EC Teachers From Blended Programs: Decade ReviewStrand: Professional DevelopmentChristine Marvin

Transition to Elementary School in Japan: Analysis of Horizontal Transition’s ShiftStrand: PracticeChildren and families are involved with many types of people and agencies. Such situations make unique ecology and affect their lives at stages of EI/ECSE and transition to school. This presentation describes the process that how to make vertical school transition planning in consideration of each case’s past horizontal transition.Ken Manabe

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Under One Roof: Collaborative Programming to Meet the Needs of All ChildrenStrand: PolicyParticipants will learn about a unique program that “does what is right” to meet the needs of children (birth to age 5) through the use of multiple innovative collaborative service delivery models. Evidence of how the collaboration among programs and professionals impacts educational progress for students with disabilities will be presented.Bridget Ratajczak, Cynthia Vail, Eden Gillespie, & Sarah Scott

Understanding and Supporting Families With DisabilitiesStrand: FamilyThis presentation gives an overview of how a child with a disability impacts the lives, dreams, goals, and careers of families. The presentation shares the voices of mothers of children with disabilities. This presentation will provide practical information on parenting in today’s ever changing world.Ruth Nyland

Using an iPad App to Teach Early Literacy in Small Group SettingsStrand: PracticeThis study presents the effects of using a researcher-developed iPad app during small group instruction to teach young children with developmental delays to receptively identify initial phonemes in the context of a multiple probe design across three sets of behaviors and replicated across three students.Zhen Chai

Using LENA to Demonstrate Correlations Between Expressive Language Ability and Communicative RateStrand: ResearchThe Language Environment Analysis (LENA) system was used to collect language samples of young children within natural environments. The purpose of this research was to examine relationships between language ability and communication rate. LENA-generated and traditional language transcription analyses revealed positive correlations between expressive language and frequency of oral communication.Jade Coston

Using Teacher Impression Journals to Improve Intervention Effectiveness and Assess Social ValidityStrand: ResearchWe will describe how weekly teacher journals were used to gather kindergarten teachers’ perspectives about two 6-week interventions (one

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science based, one focused on attitudes toward disabilities) and assess social validity. Based on 655 responses from 32 teachers, we will share findings and implications for researchers and practitioners.SeonYeong Yu, Michaelene M. Ostrosky, Lori Erbrederis Meyer, Paddy Favazza, Chryso Mouzourou, & Lisa Leboeuf

Using the ASQ:SE-2 and the SEAM to Support Social-Emotional DevelopmentStrand: Professional DevelopmentRecognizing and responding to young children in need of extra support in their social emotional development often starts with assessment. This poster provides an introduction to two caregiver-completed assessments used within a tiered intervention framework to identify and plan social-emotional intervention efforts for young children with special needs.Misti Waddell, Jantina Clifford, Jane Squires, & Lois Pribble

Video-Based Intervention Using iPads on Facilitating Transitioning Skills of Children With AutismStrand: ResearchThis study investigates the efficacy of video-based intervention (VBI) using iPads to improve independent transitioning skills of young children with autism. A multiple probe across participants is used to demonstrate the function relationship between VBI and independent transitioning. The design includes baseline, intervention, generalization, maintenance, and social validity assessment.Lema Kabashi

Visual Supports to Teach Children With Disabilities to Request Entrance into PlaygroupsStrand: PracticeChildren with disabilities may encounter difficulties in various aspects of play, including successfully entering into playgroups. This poster will focus on the practical and applied applications of an empirically validated strategy that uses visual supports to teach children with disabilities to request entrance into playgroups.Susan Johnston, Cathy Nelson, Kristen Paul, & Andrea McDonnell

Working With Traumatized Young Children: How the Problem Plays OutStrand: PracticePresentation participants will learn the signs and symptoms of trauma in young children and the impact of trauma on brain development. The differences in the play of traumatized young children will be discussed.

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Participants will also be given classroom strategies and techniques for incorporating appropriate play experiences into the classroom.Jennifer Stone & Susan Bray

Write It Right the First Time: A Guidebook for Surviving SPA ReportsStrand: Professional DevelopmentThis presentation will address strategies for surviving the process of writing a successful external program report. Formulated as a guidebook, we discuss considerations for preparing for this journey, including understanding the language and culture of SPAs, necessary travel documents, enlisting travel partners, creating comprehensive itineraries and maps, and precautionary immunizations.Patricia Major & Mia Mercurio

DEC Preliminary Program Schedule

Documents

Transcript of DEC Preliminary Program Schedule