September 28 & 29, 2015

Marten House Hotel and Lilly Conference CenterIndianapolis, Indiana

Welcome to the Indiana Infant Toddler Institute!

On behalf of the Office of Early Childhood and Out of School Learning (OECOSL), the Indiana Head Start Collaboration Office and the Indiana Association for Child Care Resource and Referral (IACCRR), we are excited that you have chosen to attend this year’s Institute. This is the 11th year that the OECOSL has supported a statewide conference geared specifically to infants, toddlers, and their families. IACCRR is pleased to serve as your conference host.

We believe that leaders in infant toddler care and education should learn from national experts in the field and we are honored to have Beverly Kovach, Linda Gilkerson and Donna Britt join us. We are also pleased to have Kim Ratz open the Institute. Kim offers a unique perspective on how our attitudes affect our relationships with others. Tuesday’s closing session will review the progress of the Early Learning Advisory Committee and provide an overview of the newly developed Family Engagement Toolkit.

We hope the presentations and opportunities to network with your colleagues will help you consider ways that you might improve early care and education for the children and families in your care.

Thank you for your dedication to improving outcomes for Indiana’s youngest citizens.

Melanie Brizzi, DirectorOffice of Early Childhood and Out of School Learning

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Choosing Your Workshop Sessions

You will find a complete listing of each session beginning on page 4. You are free to attend the sessions of your choice. We hope that participants attending with colleagues will maximize their learning by choosing to attend different sessions. Please note that each room has a seating limit set by the hotel. Room hosts will insure that we adhere to the capacity limits. Once the session has filled to capacity, you will be asked to choose an alternative session.

All attendees receive a certificate of attendance. Participants are required to sign-in at each session. You will also receive an attendance sticker for each session that you attend. Attach the sticker to the back of your attendance form. This form will serve as your proof of attendance and should be maintained with your training files. First Steps providers will receive FSCT credit for attendance. Attendance will be data entered into the IACCRR training database.

Formal CEUs and credit hours are available from Ball State University. These CEUs meet the requirements for PTs, OTs, and others requiring University-approved continuing education as part of their licensing requirements. Those wishing to purchase formal CEUs must complete the Continuing Education Registration Form, available at the registration desk. A $10 processing fee, payable to Ball State University is required. Once Ball State University receives your forms and payment, you will receive your CEUs via mail. Stop by the registration desk if you have questions.

The Marten House Hotel and Lilly Conference Center

1ST FLOOR 2ND FLOOR LILLY CONFERENCE CENTER

• Keynotes and Closing sessions are held in the Heritage Ballroom

• Breakout session rooms are identified on the Institute Agenda. The Poolside Ballroom and O’Meara Room are located on the first floor, going towards the hotel lobby. The Conference Rooms (CR 1/2 and CR 3/4) are located on the second floor and can be accessed by stairs or the elevator. • Exhibitors are located in the hall outside the Heritage Ballroom, and upstairs in the Lobby Breakout area.

• Restrooms are located outside the Heritage and Poolside Ballrooms and near the elevator on the second floor.

*Please be considerate of others by muting your cell phone*

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Indiana Infant Toddler Institute AGENDA

Monday — September 28, 2015

8:00 a.m. – 8:55 a.m. Check-in, Breakfast, and Exhibits (Heritage Ballroom)

9:00 a.m. – 9:45 a.m. Welcome and Opening Session - Tips & Tunes to Help You Thrive - Kim Ratz (Heritage Ballroom)

9:45 a.m. – 10:00 a.m. Transitional Break

10:00 a.m. – 12:00 noon Monday A.M. Concurrent Sessions: 01: Playing Nice in the Sandbox - K. Ratz (CR 1/2) 02: Understanding the Factors that Influence Obesity and Sleep in Infants and Toddlers: The Impact of Daily Routines, Family Processes, and the Home Environment - B. Jones (O’Meara) 03: How to Effectively Incorporate Early Intervention in Childcare Settings - J. Ballard and K. Herron (Poolside) 04: Digging Deeper: How Our Cultural Beliefs and Values Impact Our Care Giving Practice - D. Britt (CR 3/4)

12:00 noon – 1:00 p.m. Lunch & Exhibits (Heritage Ballroom)

1:00 p.m. – 2:15 p.m. Keynote: Seeing Infants with New Eyes - Beverly Kovach (Heritage Ballroom)

2:15 p.m. – 2:30 p.m. Transitional Break

2:30 p.m. – 4:30 p.m. Monday P.M. Concurrent Sessions: 05: People Don’t Leave Jobs - They Leave Bosses - K. Ratz (CR 1/2) 06: How to Preserve and Respect the Infant in Group Settings - B. Kovach (Poolside) 07: Sensory Regulation: An Essential Skill for Learning, Contentment, and Independent Play - B. Blain (Heritage Ballroom) 08: Building Bridges for Children’s Success: Applying Mental Health Consultation Strategies to Address Challenging Behavior - J. Katz (O’Meara)

Tuesday — September 29, 2015

8:00 a.m. – 8:55 a.m. Check-in, Breakfast, and Exhibits (Heritage Ballroom)

9:00 a.m. – 10:00 a.m. Welcome and Keynote - Meeting Parents Where They Are: FAN Approach to Attunement in Parent/ Provider Relationships - Linda Gilkerson (Heritage Ballroom)

10:00 a.m. – 10:15 a.m. Transitional Break

10:15 a.m. – 12:15 p.m. Tuesday A.M. Concurrent Sessions: 09: Applying the FAN Approach in Practice - L. Gilkerson (CR 1/2) 10: Using Reflective Supervision to Promote Responsive Infant and Family Care - D. Britt (Poolside) 11: Early Behavioral Signs of Autism - A.J. Schwichtenberg and A. Kellerman (O’Meara) 12: Baby Teeth are Important! How Oral Health Relates to Growth and Development - H. Seabury (CR 3/4)

12:15 p.m. – 1:15 p.m. Lunch & Exhibits (Heritage Ballroom)

1:15 p.m. – 3:15 p.m. Tuesday P.M. Concurrent Sessions: 13: Using ABA Principles to Maximize Progress and Minimize Behaviors in Early Childhood - C. Raches and E. Hines (Poolside) 14: Strategies for Working with Providers and Families to Increase Successful Feeding Skills for Infants and Toddlers - C. Wasemann and J. Melton (CR 1/2) 15: Fostering Reflective Teaching Practices with Your Staff - H. Wenig (CR 3/4) 16: It’s Been a Rough Day! Stress and Tantrums in Young Children - B. Beaulieu and E. Roth (O’Meara)

3:15 p.m. – 3:30 p.m. Transitional Break

3:30 p.m. – 4:30 p.m. Closing Session: Early Learning Advisory Committee (ELAC) Overview and New Family Engagement Toolkit - M. Brizzi, C. Whitmire, J. Pierce, & K. Herron (Heritage Ballroom)

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Monday — September 28, 2015

Welcome and Opening Session: 9:00 a.m. – 9:45 a.m.

Tips & Tunes to Help You Thrive – Kim RatzUsing songs, stories, and an occasional sense of silly, Kim shares a light-hearted look at how life ensures there’s always SOME-thing to knock you down or keep you on your toes. Kim will share specific skills and strategies to help you keep your stress down, and morale up!

Learning Objectives: 1. Be more aware of the many things that cause your stress, so you can be more proactive and minimize stress. (Core knowledge area 2, Health, Safety & Nutrition) 2. Better understand what happens in our body and mind when stressful things happen, why we react like we do, and the ways the mind is hard-wired to help us respond and stay in control. (Core knowledge area 2, Health, Safety & Nutrition) 3. Review 12 practical and effective techniques to trigger the “Relaxation Response,” so you can keep your stress down and morale up. (Core knowledge area 2, Health, Safety & Nutrition)

Kim Ratz spent the first 20 years of his career as a community education coordinator. In 1994, he began a second career as a professional speaker, trainer, singer-songwriter and author. Kim holds a Master of Science in Community Education and Public Administration from the University of Oregon, Eugene. He is a member of the National Speakers’ Association.

Monday A.M. Concurrent Sessions 10:00 a.m. – 12:00 noon 01: Playing Nice in the Sandbox - Kim RatzYour workplace is busy, and sometimes people feel like lines get crossed or buttons pushed! Your Attitudes, Aptitudes and Actions are key to success! This workshop reviews common style differences you encounter daily, and skills and strategies to help you bridge these style gaps by “Flexing your own style.”

Learning Objectives: 1. Identify several common “style differences” you encounter in your daily interactions. (Core knowledge area 7, Management & Administration) 2. Anticipate predictable, normal scenarios when “someone might not play nice”, before that happens - so you can be somewhat prepared, and also be a positive influence to others. (Core knowledge area 7, Management & Administration.) 3. Understand how to “flex your own style” to reduce the gap in style differences of people with whom you interact. (Core knowledge area 5, Developmentally Appropriate Content, A) 4. Identify at least one skill you can improve to increase you range and effective use of styles, and how you communicate and interact with other individuals with different styles. (Core knowledge area 7, Management & Administration.)

02: Understanding the Factors that Influence Obesity and Sleep in Infants and Toddlers: The Impact of Daily Routines, Family Processes, and the Home Environment - Blake JonesThis session will discuss current trends in the prevalence of child obesity in the U.S. Dr. Jones will discuss factors that are associated with increases and decreases in the risk for obesity. These include daily routines (e.g., mealtime routines and communication, sleep routines, use of media, physical activity, and parental work schedules) and factors within the home and mealtime environments (e.g., food insecurity, access to healthy foods, child life stressors, and caregiver feeding styles). He will discuss new and potential directions for developing targeted intervention strategies that can help children, parents, practitioners, and professionals lower the risk and prevalence of obesity and sleep problems in infants and toddlers. Specifically he will address the potential positive influences that healthy daily routines and modifiable behaviors can have to buffer against common risks for obesity and sleep problems in children.

Learning Objectives: 1. Demonstrate knowledge about the interactions between daily health routines and supportive environments in relation to the long-term health and development of infants and toddlers. (Core knowledge area 1, Competency C) 2. Increase awareness in the importance of providing healthy and consistent daily routines and healthy environments for infants and toddlers, specifically relating to mealtime routines and sleep/ nap routines. (Core knowledge area 2, Competency A)

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3. Increase understanding about how community members and families can work together to encourage tailored approaches to addressing child obesity and sleep problems that are sensitive to variation in family’s culture, traditions, backgrounds, and diversity. (Core knowledge area 6, Competency A)

Dr. Blake Jones is an assistant professor and child development researcher at Purdue University. His research focuses on the link between daily personal and family routines and health outcomes. Specifically, he examines the connections between sleep routines, mealtime routines, media use, parental work schedules, and the home environment, in relation to obesity and sleep problems in young children. Dr. Jones completed his M.S. degree from Purdue University, followed by a Ph.D. from Brigham Young University. He then went to the University of Illinois (at Urbana-Champaign) where he continued his training as a postdoctoral fellow for three years.

03: How to Effectively Incorporate Early Intervention in Child Care Settings - Janet Ballard and Katie HerronPresenters will discuss and clarify the roles of early interventionists in childcare settings. Practical guidance for implementing intervention strategies will be shared and obstacles to effective communication will be discussed. Planned activities and topics include: Benefits of including children with disabilities in childcare settings, ADA requirements, Introduction to First Steps, What to expect when First Steps therapists provide services in childcare settings, Ideas about how to accommodate children with disabilities, and Communication between childcare providers and First Steps providers. Learning Objectives: 1. Participants will understand why children with disabilities and programs benefit from inclusive practices. (Core knowledge area 8, Professionalism) 2. Participants will understand the roles of childcare providers and early interventionists in providing services in a childcare setting. (Core knowledge area 4, Learning Environments & Curriculum, Competency B) 3. Participants will understand the need for open communication between childcare providers, early interventionists and the family and have strategies that they can implement in their own practice. (Core knowledge area 6, Family & Community Partnership)

Janet Ballard is a Research Associate at the Early Childhood Center (ECC) at Indiana Institute on Disability and Community. She works on the First Steps Quality Review grant and as part of the assessment team for the Early Education Matching Grant. She is CLASS trained and has worked in the Birth to three realm for the past 20 years as a First Steps Provider and State Consultant. More recently, Janet helped create and implement the Early Head Start Program in Monroe County and served as the Coordinator of the program before coming to ECC. She is currently completing her Master’s Degree in Early Childhood Education.

Katie Herron, Ph.D. is a research associate with the Early Childhood Center, Indiana Institute on Disability and Community at Indiana University. Katie has a PhD in Clinical Psychology from Indiana University (2003), a program that focuses on high-quality research and the importance of implementing empirically-based treatments. Her focus shifted to early intervention during graduate school when her son was born with a disability. Her experience as a parent in First Steps, the state’s early intervention system led her to work as a service coordinator within the same system, as well as on grants focused on parent advocacy and transition. Katie has also worked within First Steps doing education and outreach to families and professionals. She serves as chair of a city-supported Council for Community Accessibility. Katie has worked at the Early Childhood Center for almost two years. She works on a quality improvement grant for First Steps as well as doing work on preschool quality and family engagement in both early intervention and early education programs.

04: Digging Deeper: How Our Cultural Beliefs and Values Impact Our Care Giving Practice - Donna BrittYour family, life experiences, and affiliation with different groups shape your personal values, beliefs, and assumptions. These values, beliefs, and assumptions are the lens through which you see and understand the world. The interpretation of one’s words and actions can be vastly different from those intended. This presentation offers child care professionals the opportunity to explore how their personal values, beliefs, and assumptions influence their caregiving practices and their interpretations of and reactions to children attitudes and behaviors.

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Cont’d. “Understanding the Factors that Influence Obesity and Sleep in Infants and Toddlers”

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Monday — September 28, 2015 (cont’d.)

Cont’d. “Digging Deeper: How Our Cultural Beliefs and Values Impact Our Care Giving Practice”

Learning Objectives: 1. Define the terms and concepts of values, beliefs, assumptions, and culture. (Core knowledge area 5, Developmentally Appropriate Practice, Competencies A & B) 2. Explain how the family’s values, beliefs, and assumptions influence the goals and expectations of care that they have for their children. (Core knowledge area 5, Developmentally Appropriate Practice, Competencies A & B) 3. Identify strategies to use that help address cultural differences. (Core knowledge area 5, Developmentally Appropriate Practice, Competencies A & B.)

Donna Britt, Ed. D., is currently an independent contractor; Donna served as the Senior Training Specialist and Training Coordinator for the Early Head Start National Resource Center from 2013 through 2015. She has served as the Project Manager for the ZERO TO THREE (ZTT) Mentor Infant Toddler Teachers (MITT) project, an Office of Head Start Innovation and Improvement Grant and for the Work/Family Directions IBM Nationwide Infant and Toddler Program developing online coursework early care professionals. Donna has 30+ years of experience in early childhood and adult education working in various areas of early care and education including domestic violence, child abuse, Head Start, Department of the Army Child Development Services, and higher education. Dr. Britt received a Doctorate in Educational Leadership from Nova Southeastern University, Child and Youth Studies Program and a Master’s in Child Development/Family Life from Indiana State University.

Lunch & Exhibits 12:00 noon – 1:00 p.m.

Monday Keynote: 1:00 p.m. – 2:15 p.m.

Seeing Infants with New Eyes - Beverly KovachObserve more and do less. Letting babies be babies is Magda Gerber’s (founder of RIETM) message to parents and professionals about how to be in a respectful relationship with infants. Magda Gerber, educator, lecturer, and practitioner since the early 1960s, influenced the attitude of the adult as they cared for and about babies. By allowing the capable and self-confident baby to emerge, infants are able to participate and cooperate in their relationship with their significant adults. Ms. Kovach, who studied with and was friends with Magda since 1986, will share her personal and professional experiences in her journey with infants that led her to, “see infants with new eyes”.

Beverly Kovach – co-author of Being with Babies Understanding and Responding to Infants in Your Care. Beverly consults with Magda Gerber’s Resources for Infant Educators as a mentor-teacher and board member. She established a RIETM satellite training center in Florida. She is also a Montessori teacher-trainer, consultant and regular presenter at national and international conferences.

Monday P.M. Concurrent Sessions 2:30 p.m. – 4:30 p.m.

05: People Don’t Leave Jobs, They Leave Bosses - Kim Ratz Recent research suggests a growing trend that valued employees are willing to leave a job they otherwise like for one primary reason: the boss. Good leaders need to be more intentional than ever about your actions so your best and brightest don’t leave a job because of: YOU. By improving personal congruence, and applying this to a leader’s role, attendees can then directly share this growth with employees you supervise, and the children you serve.

Learning Objectives: 1. Review symptoms and consequences of problems needing to be addressed to retain your best and brightest individuals, and keep your team and organization strong; and research showing what motivates people to want to do a good job - and stay! (Core knowledge area 7, Management & Administration) 2. Review of a Leadership Style Inventory they can use to determine their Primary Style of Leadership, their Range of Styles, and their effectiveness in the use of those styles which they can complete after the workshop. (Core knowledge area 7, Management & Administration)

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3. Review recent research that suggests how to motivate employees in the 21st century (Dan Pink’s book, “Drive”), better ensuring your best and brightest are motivated and satisfied. (Core knowledge area 7, Management & Administration.) 4. Learn strategies that give people ways to talk to you so you know how people feel and think and what they need, and that give you effective ways to communicate to each of your employees so they are supported, informed and in the loop, and that you are approaching each employee with an style appropriate to their skills, performance, needs, and goals. (Core knowledge area 7, Management & Administration.)

06: How to Preserve and Respect the Infant in Group Settings - Beverly KovachThis workshop will focus on Magda Gerber’s philosophy of respectful infant care using her 7 basics principles that govern the Resources for Infant Educators (RIETM) approach. Participants will observe how routines of caregiving can be opportunities for learning, participation and cooperation between the adult and infants they serve to maintain a meaningful and cooperative relationship together. Video segments will demonstrate this philosophy of care.

Learning Objectives: 1. To gain a beginning understanding of the seven (7) basic principles underscoring the philosophy of Magda Gerber’s RIETM Approach. (Core knowledge area 8, Professionalism) 2. To be able to gain a working knowledge of how to carry out caregiving routines for young infants using basic RIETM principles. (Core knowledge area 4, Learning Environments & Curriculum, Competency B) 3. To learn strategies that promote opportunities for the adult-infant to learn how to cooperate in a cooperative relationship during the body care process. (Core knowledge area 4, Learning Environments & Curriculum, Competency F)

07: Sensory Regulation: An Essential Skill for Learning, Contentment and Independent Play - Barb Blain, OTRSensory regulation is a foundational building block for achieving the ready state for learning, feeding, transitioning to sleep and pushing through the frustration that true learning through problem solving requires. This session will be a quick review of sensory processing followed by strategies for longer term sensory maturation and immediate experience enhancement. Calming strategies for each system, both proactive, and in the moment for over-aroused systems will be introduced and explored. Strategies for the less obvious under aroused system will be identified and expanded. Participants will experience a variety of activities and materials in the second half of the session as well as assemble several quick make and take sensory tools.

Learning Objectives: 1. Participants will Identify sensory systems and recognize developmentally appropriate differences as contrasted with over and under responsive sensory system signs and symptoms. (Core knowledge area 5, Developmentally Appropriate Practice) 2. Participants will develop a strategy list and simple home material ideas to implement activities to infuse throughout the infant’s or toddler’s daily routine to enhance and promote sensory maturation. (Core knowledge area 1, Child/Youth Growth & Development, Competency A) 3. Participants will identify three calming or arousing strategies for each sensory system based on the child’s over or under aroused sensory state for that system. (Core knowledge area 1, Child/Youth Growth & Development, Competency A)

Barb Blain has been a pediatric occupational therapist for over 25 years. She has served as a provider, assessment team member, trainer and agency owner since joining First Steps in 1996. Barb has presented at variety of local and state conferences and serves as a clinical educator for eight Occupational Therapy programs.

08: Building Bridges for Children’s Success: Applying Mental Health Consultation Strategies to Address Challenging Behavior - Janice Englander KatzThe strategies used by behavior/mental health consultants can be integrated into everyday interactions and programs. These strategies are especially useful in forming effective partnerships with parents to address the needs and behavior patterns of young children both at home and in early childhood settings. Participants will learn how consultants look at children’s behavior and forge successful working relationships with parents. These insights will empower participants to address challenging behavior in a manner that strengthens children’s social and emotional development.

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Monday — September 28, 2015 (cont’d.)

Cont’d. “Building Bridges for Children’s Success”

Learning Objectives: 1. Participants will be able to modify learning environments to support positive interactions and reduce negative factors as well as educate families to foster healthy growth and development. (Core knowledge area 1, Child/Youth Growth & Development, Competency C) 2. Participants will apply strategies to develop targeted supports and integrate individualized plans, accommodations and supports, specialized instruction and therapies into daily activities and routines and across environments, materials and people. (Core knowledge area 3, Observation & Assessment, Competency 5) 3. Participants will actively involve families in the assessment of their child’s development and collaborate with families in providing intervention strategies that promote development and learning for children with diverse needs and abilities. (Core knowledge area 6, Family & Community Partnership, Competency A)

Janice Englander Katz, Ph.D., is a clinical psychologist with 30 years of experience working to improve the lives of children, families and adults. Dr. Katz is the founder and president Imagination Station, a NAEYC accredited, licensed educational child care center in Michigan City. She authored a book, published in January 2014 by Pearson Higher Education, entitled Guiding Children’s Social and Emotional Development: A Reflective Approach. Dr. Katz recently served as Chair of the Public Policy Committee, and is currently President of Indiana Association for the Education of Young Children. She provides mental health consulting for child care programs throughout Northwest Indiana and taught Child Psychology at Purdue University North Central. She has served on many nonprofit Boards, is a frequent presenter at local, state and regional conferences and provides workshops for physicians, educators and parents on a variety of topics.

Tuesday — September 29, 2015

Tuesday Welcome & Keynote: 9:00 a.m. – 10:00 a.m.

Meeting Parents Where They Are: FAN Approach to Attunement in Parent/Provider Relationships - Linda Gilkerson, Ph.D.The Erikson Institute’s Fussy Baby Network is a national model home visiting program for infants under one year and their families who struggle with infant crying, sleeping, or feeding concerns. Fussy Baby Network is known for its approach to family engagement called the FAN—Facilitating Attuned INteractions. The plenary will present the FAN as a conceptual model and practical tool for attunement in relationships with parents and for reflective practice. The FAN helps the practitioner read the parent’s cues and match one of four FAN core processes to what parents are showing they can most use in the moment: Empathic Inquiry, Collaborative Exploration, Capacity Building and Integration. A fifth core process, Mindful Self-Regulation, focuses on the practitioner’s ability to notice, regulate his/her own responses during intense moments, and then engage effectively with new awareness. The approach has been shown to reduce parenting stress, decrease symptoms of maternal depression, and increase maternal self-efficacy. It is especially helpful to providers when parents are less engaged, when parents are distressed or when the provider and parent see the child differently. The FAN is generalizable beyond issues of infant fussiness and has been used widely in home visiting programs birth to three as well as in Part C Early Intervention and Pediatric Residency Training.

Learning Objectives: 1. Define attunement and the FAN Theory of Change. (Core knowledge area 8, Professionalism) 2. Identify the five FAN Core Processes. (Core knowledge area 6, Family & Community Partnership) 3. Describe the matching process and criteria for using each core process. (Core knowledge area 6, Family & Community Partnership)

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Linda Gilkerson, Ph.D., Professor, Erikson Institute, directs the Irving B. Harris Infant Studies and Infant Mental Health Certificate Programs and is Founder and Executive Director of the Fussy Baby Network, a national model prevention program for infants under one year and their families. She is on the Board of Zero to Three: National Center for Infants, Toddlers and Parents and has served on the Illinois Interagency Council for Early Intervention. Dr. Gilkerson directs federal, state, and foundation-funded training and research projects to enhance the ability of home visitors, early intervention providers, infant and early childhood mental health professionals and pediatric residents and fellows to communicate with families. Her publications address reflective supervision, innovative models for relationship-based parent/infant programs, and brain and early development.

Tuesday A.M. Concurrent Sessions 10:15 a.m. – 12:15 p.m.

09: Applying the FAN Approach in Practice - Linda GilkersonThis follow-up workshop will help participants apply the FAN approach presented in the morning plenary to their work with families. Participants will have the opportunity to practice matching FAN processes to parent’s cues, learn about the ARC of Engagement and consider how this structure might apply to their family contacts, and develop beginning skills in Mindful Self-Regulation. Participants will apply the FAN framework to a recent interaction with a family and reflect upon the degree of attunement within the interaction and, if appropriate, ways they might shift their approach in future contacts.

Learning Objectives: 1. Identify when Mindful Self-Regulation is needed and develop one strategy to use in practice. (Core knowledge area 3, Child/Youth Observation & Assessment to Meet Individual Needs) 2. Assess how the three components of the ARC of Engagement apply to practice in your setting. (Core knowledge area 4, Learning Environment and Curriculum, Competency F) 3. Identify matches and mismatches in a recent family contact using the FAN Core Processes as a guide. (Core knowledge area 6, Family & Community Partnership)

10: Using Reflective Supervision to Promote Responsive Infant and Family Care - Donna BrittLeaders in the infant/family field strive to provide quality care for the families and children in their programs. The reflective supervision model offers a system of support for early care staff, one in which quality relationships characterized by trust, support, and growth exist among supervisors, staff, parents, and children. Participants will explore the key competencies, elements, benefits and challenges of implementing reflective supervision in their programs.

Learning Objectives: 1. Identify the key competencies of reflective supervision. (Core knowledge area 7, Management & Administration) 2. Discuss the elements of reflective supervision – reflection, collaboration, and regularity. (Core knowledge area 7, Management & Administration) 3. Identify the benefits and challenges of using reflective supervision. (Core knowledge area 7, Management & Administration)

11: Early Behavioral Signs of Autism - A. J. Schwichtenberg and Ashleigh KellermanThe average age of an autism diagnosis in Indiana is well above the national average of 4½ years (CDC, 2014; Indiana Resource Center for Autism, 2012). Early behavioral signs of autism have been documented in research samples as young at 12 months of age with stable diagnoses in some samples by 18 months of age (Ozonoff et al., 2015; Sacrey et al., 2015). Research studies demonstrate that early autism treatments can improve child developmental trajectories in marked ways. Early childcare, medical, and educational professionals are in key positions to help identify early autism signs and to aid in bringing Indiana’s average age of diagnosis down. In this session we will present current autism prevalence and age of diagnosis estimates (both national and local) and will demonstrate how earlier diagnoses can aid families and communities. Descriptive and video examples of early behavioral autism risk markers from Purdue’s Developmental Studies Laboratory will be presented. Examples will include: low levels of joint attention, lack of gesture use, sleep regulation difficulties and developmental concerns across several domains (e.g., motor skills, social, language, play). Additionally, early childhood autism screening instruments will be discussed. We will end by providing a list of available national and local resources once autism concerns are raised.

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Cont’d. “Meeting Parents Where They Are”

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Tuesday — September 29, 2015 (cont’d.)

Cont’d. “Early Behavioral Signs of Autism” Learning Objectives: 1. Session participants will learn current autism prevalence and age of diagnosis estimates (both national and local) and will understand how earlier diagnoses can aid families and communities. (Core Knowledge Area 6: Family and Community Partnership) 2. Session participants will learn early behavioral risk markers for autism. (Core Knowledge Area 1: Child/Youth Growth and Development; Area 3: Child/Youth Observation and Assessment to Meet Individual Needs) 3. Session participants will learn how to approach available national and local resources once autism concerns are raised. (Core Knowledge Area 3: Child/Youth Observation and Assessment to Meet Individual Needs; Area 6: Family and Community Partnership)

Dr. Schwichtenberg has over ten years of research experience in the field of autism with five years of specialized training in early autism identification from the MIND (Medical Investigation of Neurodevelopmental Disorders) Institute at the University of California, Davis. In 2013, Dr. Schwichtenberg moved to Indiana and started an early autism identification study at Purdue University. She currently serves the Purdue Autism Cluster, All for Autism, and families raising children with autism across central Indiana. Dr. Schwichtenberg and her graduate student will present on early behavioral signs of autism in infants from 1 to 3 years of age.

Ms. Kellerman is currently a graduate student in the department of Human Development and Family Studies at Purdue University with Dr. Schwichtenberg. Ms. Kellerman is an integral part of an early autism identification research team at Purdue University with growing expertise in autism assessment and treatment. Her current interests include early childhood interventions to increase social communication skills. Ms. Kellerman received her bachelor’s degree from Georgia State University and worked with Dr. Diana Robins on early autism detection using the Modified-Checklist for Autism in Toddlers-Revised (M-CHAT-R), and she worked with Dr. Lauren Adamsons to assess joint attention skills in children with autism.

12: Baby Teeth are Important! How Oral Health Relates to Growth and Development - Holli SeaburyIf you have ever said, “I know dental decay is a problem, but I don’t know how to talk to parents about it,” this session is for you! Dental decay is the most common childhood disease, affecting nearly one in four young children. From missed school, to an inability to pay attention because of pain and lack of sleep, dental decay can prevent a child from succeeding in school and reaching their full potential. Through the “Baby Tooth Timeline” we will identify how teeth impact a child’s growth and development from birth through childhood. We will also discuss how decay can impact a child’s physical, social, and emotional health and their language and cognitive development. New curriculum resources are available for center-based education, home visitors and parents; we will discuss current research and emerging practices in integrating oral health education into center-based education and home visiting. Discover new ways of communicating the importance of oral health to parents and how to integrate this new knowledge into practice.

Learning Objectives: 1. Learners will recognize how healthy primary teeth affect children’s/youth’s developmental domains: physical, social, emotional, language, and cognitive development. (Core knowledge area 1, Child/ Youth Growth and Development Competency A) 2. Learners will observe children/youth of various ages and describe general characteristics of children’s/ youth’s growth and development in relation to the development and eruption of primary teeth. (Core knowledge area 1, Child/Youth Growth and Development Competency A) 3. Learners will be able to follow and communicate basic principles of oral health care with children/ youth and their parents/caregivers. (Core knowledge area 2, Health Safety and Nutrition Competency A)

Holli Seabury is the CEO of the non-profit McMillen Center for Health Education in Ft Wayne, IN, which provides direct health education to over 40,000 children and adults each year. She holds a Master’s in Education and is pending graduation with a Doctorate in Curriculum and Instruction with a focus on Educational Technology. She is the primary curriculum designer of the Brush Oral Health Curriculum for early childhood education centers, which serves 50,000 children nationwide. Holli is the author of the children’s books I Need My Teeth and I Brush My Teeth. She is married with 7 children, ages 7 to 27.

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Lunch & Exhibits 12:15 p.m. – 1:15 p.m.

Tuesday P.M. Concurrent Sessions 1:15 p.m. – 3:15 p.m.

13: Using ABA Principles to Maximize Progress and Minimize Behaviors in Early Childhood - Christine Raches & Elesia HinesApplied Behavior Analysis (ABA) is a term that is often thought of as a treatment for Autism Spectrum Disorder. It focuses on the use of behavior modification and specific behaviorally-based strategies to motivate clients and to increase progress in programs. Research shows that it works! ABA strategies can be used outside of an ABA treatment center as a way to teach new skills to others, even without formal training. This presentation will focus on how early childhood providers and caregivers can utilize ABA strategies to maximize progress and development within an early childhood program. Terms such as reinforcement, behavioral momentum, task analysis, and pairing will be discussed along with ways in which providers can use those in day to day activities. Case examples will be used to highlight the importance of these strategies in early childhood. Many providers will be pleasantly surprised to learn that they are already using these! Difficult behaviors will also be discussed and strategies to help minimize negative behaviors will be shared. Sleeping, eating, and toileting will be a particular focus along with problem-solving and hands-on activities to help with these important milestones.

Learning Objectives: 1. To introduce Applied Behavior Analysis (ABA) to the audience, including history and common terminology. (Core knowledge area 8, Professionalism) 2. To describe strategies and ideas that are used in ABA that can be used in Early Childhood Program. (Core knowledge area 4, Learning Environment & Curriculum) 3. Discuss practical intervention strategies for early childhood concerns such as sleeping, eating, and toileting. (Core knowledge area 4, Learning Environment & Curriculum, Competency B)

Christine Raches, PsyD, HSPP, BCBA, IMH-E® (IV), Infant Mental Health Mentor is a licensed clinical psychologist in the state of Indiana at the Riley Child Development Center – LEND Program. She is also a Board Certified Behavior Analyst. She is an Assistant Professor of Clinical Pediatrics at Riley Hospital for Children at Indiana University Health. She participates on an interdisciplinary team that conducts evaluations on children with suspected neurodevelopmental disabilities, behavioral disorders, or developmental delays. Dr. Raches is also an early intervention specialist, providing psychological evaluations and ongoing services in home and clinic-based settings. Dr. Raches also spends time in consultation regarding children diagnosed with Autism Spectrum Disorders and their treatment. As a behavior analyst, she often consults on the development of behavior plans and treatment goals.

Elesia Hines, PsyD, HSPP, is a clinical psychologist at the Riley Child Development Center – LEND Program and Assistant Professor of Pediatrics in the IU School of Medicine. She provides psychological evaluations for children with suspected neurodevelopmental disabilities, learning problems, and developmental delays. Dr. Hines also provides therapy services for children presenting with anxiety, trauma, and behavior problems. Her clinical interests include autism spectrum disorders, parent and child relationships, and the assessment and treatment of trauma in young children and their families.

14: Strategies for Working with Providers and Families to Increase Successful Feeding Skills for Infants and Toddlers - Colleen Wasemann, MSOTR and Jennifer Melton, MA, DTSEnsuring good nutrition for children is a priority for parents and child care providers. This presentation will address common eating behaviors in the young child. Typical developmental sequence of feeding skills and food progressions seen in the infant and toddler across cultural and socioeconomic factors, how to address food jags and aversions, and how to manage mealtime behaviors will be discussed. Attendees will also learn when and how to refer children for further evaluation and treatment.

Learning Objectives: 1. Participants will understand typical food progressions and how they relate to developmental abilities. (Core knowledge area 2, Health, Safety 7 Nutrition) 2. Participants will understand how to observe and interpret mealtime behaviors to facilitate positive mealtime interventions. (Core knowledge area 3, Child/Youth Observation & Assessment to Meet Individual Needs) 3. Participants will begin to understand how cultural and socioeconomic factors may impact feeding progression. (Core Knowledge area 5, Developmentally Appropriate Content, Competency B)

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Tuesday — September 29, 2015 (cont’d.)

Cont’d. “Strategies for Working with Providers and Families...”

Colleen Wasemann, Occupational Therapist and co-owner of Feeding Friends Children’s Feeding Clinic and Therapy Services, Inc., has been practicing for 15 years. She enjoys seeing children gain independence in mealtime through decreasing their anxiety and increasing their skills. She specializes in working with infants and toddlers with sensory based feeding disorders, oral motor difficulties related to feeding skills, and helping children begin the transition from enteral to oral feedings.

Jennifer Melton is the senior Developmental Therapist at Feeding Friends Children’s Feeding Clinic and Therapy Services. Jennifer is a licensed early childhood educator and has a Master’s Degree in Applied Behavior Analysis. She has been working with young children for 18 years and enjoys collaborating with families and child care providers to address behaviors seen during mealtime that impact feeding success.

15: Fostering Reflective Teaching Practices with Your Staff - Heather WenigDo you have teachers who do the same activities over and over with their infants and toddlers? Are your teachers experiencing burnout and boredom? Do you see teachers who simply go through the motions of their daily routines? Then, this session is for you. Using the Thinking Lens developed by Margie Carter and Deb Curtis, I will walk you through activities and conversations that will encourage your teachers to think more deeply about their work and engage more deeply with their professional development. As Margie and Deb say, “To truly share meaningful experiences with children, teachers must strive to become reflective thinkers, eager to puzzle through their role in supporting children’s learning, identity development and sense of belonging.”

Learning Objectives: 1. Participants will demonstrate increased understanding of how teaching practices affect children’s behavior. (Core knowledge area 8, Professionalism) 2. Participants will demonstrate increased understanding of their own culture and begin to articulate how cultural heritage influences values, decisions and behavior. (Core knowledge area 5, Developmentally Appropriate Content, Competency B) 3. Participants will develop skills to recognize burnout and develop strategies to prevent it. (Core knowledge area 2, Health, Safety 7 Nutrition)

Heather Wenig has spent the last 26 years working with children, their families and their educators. She is currently the Education Coordinator for Right Steps Child Development Centers in Lafayette. Heather has worked as a center director, an infant/toddler teacher, a family child care provider and a child care consultant. In May 2015, Heather was named one of Exchange Press’ Promising Emerging Leaders in the field of Early Care and Education. Heather’s mission is to change the world by elevating adults who care for children to become leaders, advocates, and visionaries.

16: It’s Been a Rough Day! Stress and Tantrums in Young Children - Barbara Beaulieu and Emily RothStress is part of everyday life, even for infants and toddlers, and often these strong emotions are expressed in tantrums during the toddler years. Can young children learn to cope with stress and handle their strong emotions? We’ll talk about how stress affects babies and young children, and ways to calm those who are stressed so they learn healthy ways to handle emotions on their own. Long term benefits and the importance of a child learning how to handle stress and feeling overwhelmed will be explored. Learn tips on how to make tantrums easier for the child and you.

Learning Objectives: 1. Participants will be able to identify the causes of stress in infants and young children that they care for. (Core knowledge area 1, Child/Youth Growth & Development, Competency A) 2. Participants will understand how toddlers express their emotions through tantrums. (Core knowledge area 1, Child/Youth Growth & Development, Competency A) 3. Participants will learn strategies of how to teach infants and toddlers to calm themselves when they are stressed or having tantrums. (Core knowledge area 1, Child/Youth Growth & Development, Competency B)

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Barbara Beaulieu works with the Purdue Extension Health and Human Science Educators in each of the counties in Indiana to provide leadership to educational programs related to children and families. Her prior experiences includes: being a director at three different early child care centers located on educational campuses, teaching child development at the high school level, teaching CDA classes, and teaching upper-level courses at Mississippi State University and Mississippi University for Women. As well as being a teacher in child care classrooms, Barbara also served in the role as an Education Specialist with Head Start and Early Head Start, working with classroom teachers and providing training and mentoring. She has traveled around the country providing curriculum training for a company. Barbara is a certified teacher and an approved trainer for the Florida Department of Education. Prior to returning to Indiana two years ago, Barbara served as an area coordinator for the state-funded Voluntary Prekindergarten Program in Florida, where she provided training and coaching to teachers of 4-year-olds and monitored over 120 classrooms annually.

Emily Roth serves as the Extension Educator for Health and Human Sciences for Purdue Extension in Monroe County (Bloomington, IN). Emily has provided research-based information, resources, and programming since June 2011. As the Health and Human Sciences Extension Educator for Monroe County, Emily is actively engaged with community partners, organization, and agencies to meet the needs of the residents in the areas of: child development, families, parenting, health, nutrition, finances, and aging. Before beginning her tenure with Purdue Extension, Emily attended Ball State University in Muncie, Indiana. Emily obtained a Bachelor’s Degree in Psychology and a Master’s Degree in Family and Consumer Sciences with an emphasis in Child Development and Family Studies. While obtaining her graduate degree, Emily held a full-time graduate assistantship at the Child Study Center on the campus of Ball State University, where she served as a Lead Teacher for two years in an infant and toddler classroom. Emily resides in Greenwood, IN with her husband and 15 month old son.

Closing Session 3:30 p.m. – 4:30 p.m.

Indiana’s Early Learning Advisory Committee (ELAC) Overview and New Family Engagement Toolkit - Melanie Brizzi, Chris Whitmire, John Pierce, and Katie HerronIndiana’s Early Learning Advisory Committee (ELAC) was created in 2013 to begin to address important early childhood education issues and more. Representing the work of over 140 dedicated volunteers from a host of different disciplines, ELAC is dedicated to providing a one-stop source for relevant early childhood information, as well as best practice-based recommendations to address these growing needs.

Family engagement is a hallmark of care for infants and toddlers. ELAC, with the support of the Family Engagement workgroup has developed a Family Engagement Framework that identifies key elements and common goals for supporting the engagement of families that promote positive school readiness outcomes for children. The ELAC Family Engagement Committee will introduce the new Family Engagement Toolkit and discuss plans for future training and use in early care and education programs Learning Objectives: 1. Demonstrate knowledge and understanding of the importance of fostering family and community partnerships which include: a. Understanding of the family’s role in child’s/youth’s development and learning b. Understanding of the importance of communication with families c. Understanding of families’ diverse structures, traditions, languages and backgrounds d. Understanding of community resources to support families (Core Knowledge Area 6, Competency A) 2. Demonstrate knowledge and skills to manage and administer early care and education and youth development programs (Core Knowledge Area 7, Competency A) which include: a. Knowledge of pedagogy b. Creating a learning community of children/youth, and adults (including staff) that promotes optimal child/youth development and healthy families c. Knowledge of building organization and systems d. Knowledge of human resources e. Understanding of collaboration f. Knowledge of public policy

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Cont’d. “It’s Been a Rough Day! Stress and Tantrums in Young Children”

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Infant Toddler Institute Planning Committee

Barb Beaulieu – Purdue Extension

Rhonda Clark – Office Early Childhood & Out of School Learning

Robyn Culley – Carey Services

Janet Deahl – Office Early Childhood & Out of School Learning

Jim Elicker – Purdue

Marta Fetterman – Indiana Association for Child Care Resource & Referral

Lisa Henley – Indiana Association for Child Care Resource & Referral

Renee Kinder – Indiana Association for Child Care Resource & Referral

Marsha Lindsey – Day Early Learning

Tuesday — September 29, 2015 (cont’d.)

Cont’d. “Indiana’s Early Learning Advisory Committee (ELAC) Overview and New Family Engagement Toolkit”

Melanie Brizzi, Director of the Office of Early Childhood and Out of School Learning, within the Family and Social Services Administration (FSSA), serves as a Governor-appointed member of ELAC. In her current role, Melanie oversees the Indiana Child Care Development Fund, a child care subsidy program that serves approximately 40,000 children per year, and manages the licensing and inspection of approximately 5,000 child care programs. Prior to joining state government, Brizzi owned and operated a licensed child care facility from 1998 to 2004.

Chris Whitmire, MS Ed., has worked in the field of education for over 25 years, leading a variety of programs for young children that emphasize the importance of building strong relationships with families. After teaching for several years, Chris worked as the first Parent Liaison for PHM/Mishawaka Joint Services for Special Education. She transitioned to home visiting, where she developed programs for families with Parents as Teachers, Even Start and Early Head Start. In 2012, she had a unique opportunity to create a licensed, faith-based private school for young children, the Early Learning Center at Granger Community Church (currently pending NAEYC accreditation), featuring a Nature Explore certified Outdoor Classroom. For many years, Chris has been involved in early childhood leadership at the local, regional, and state level. She currently serves as the President of the Early Childhood Professionals of Northern Indiana (ECPNI) a local affiliate for Indiana AEYC. She is on the board for Indiana AEYC (IAEYC) as the Public Policy Chair. Chris also serves as a Co-Chair for the Indiana Early Learning Advisory Committee (ELAC) Family Engagement Workgroup. Chris has a Master’s degree in Elementary Education with a concentration in Early Childhood from Indiana University and is a licensed building Principal for the state of Indiana.

John Peirce, Peirce Consulting LLC - A former manufacturing business owner, John now does collective impact consulting with a special focus on ensuring every child enters kindergarten prepared for success in school. He leads the Kindergarten Readiness Action Team of The Big Goal Collaborative of Northeast Indiana. He served as the “lead” of the On My Way Pre-K Pilot Program for Allen County through June 2015. The pilot has brought nearly $1.5 million to Allen County for 270 four-year-olds to attend high quality prekindergarten programs. John serves on two of the Indiana Early Learning Advisory Committee workgroups, whose goal is to make affordable, high quality early learning experiences available to all children. His focus on early learning resulted from his 2011 fellowship at Harvard University and his work with the director of the Harvard Achievement Gap Initiative. John served on the Board of Trustees of Fort Wayne Community Schools and led the initiative to raise $119 million to repair 36 schools.

Katie Herron, Ph.D. is a research associate with the Early Childhood Center (ECC), Indiana Institute on Disability and Community at Indiana University. Katie’s work at ECC has focused on continuous quality improvement within First Steps, Indiana’s early intervention system, as well as identifying and disseminating high quality family engagement practices in early childhood. Katie has a PhD in clinical psychology from Indiana University (2003), a program that focuses on high-quality research and the importance of implementing empirically-based treatments. Her focus shifted to early intervention during graduate school when her son was born with a disability. Her experience as a parent in First Steps led her to work in multiple roles prior to come to IU, both within First Steps and on grants focused on parent advocacy and transition training. She is currently serving her fifth year as chair of Bloomington’s Council for Community Accessibility.

Joanne Martin – Nurse Family Partnership Goodwill

Hanan Osman – Indiana Association for the Education of Young Children

Pam Richard – Transition Resources

Ann Ruhmkorff – Institute Coordinator

Megan Smith – Office Early Childhood & Out of School Learning

Angie Tomlin – Riley Child Development Center

Steve Viehweg – Riley Child Development Center

Kresha Warnock – Ball State University

Rose Wilson – IVY Tech Community College

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Joanne Martin – Nurse Family Partnership Goodwill

Hanan Osman – Indiana Association for the Education of Young Children

Pam Richard – Transition Resources

Ann Ruhmkorff – Institute Coordinator

Megan Smith – Office Early Childhood & Out of School Learning

Angie Tomlin – Riley Child Development Center

Steve Viehweg – Riley Child Development Center

Kresha Warnock – Ball State University

Rose Wilson – IVY Tech Community College

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The Institute is appreciative of the support from its

sponsors and exhibitors. A special Thank You to

the Planning Committee, Volunteers, and ASL Interpreters. Most

importantly, the Institute acknowledges YOU – the teachers, caregivers and providers who care for

Indiana’s infants/toddlers and their families.

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Event Sponsor

Discount School Supply

Lunch Sponsor

PediPlay Pediatric Therapy

Breakfast Sponsor

Brookes Publishing Company

Exhibitors

John R. Green Company

Ball State University - Infant Toddler Certification Program

Indiana Division of Early Childhood of the Council of Exceptional Children (DEC)

Indiana Association for Child Care Resource and Referral

Indiana Association for Infant Toddler Mental Health

McMillen Center for Health Education

Purdue Extension Office

Frog Street Press

In-Kind Support

Kaplan Early Learning Company

Lakeshore Learning Materials