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Continuing Education Credits Offered for the Young Child Expo & Conference:

education

 

Stay tuned for our 2018 approved presentations.

Below are approved presentations for our past 2017 conference. 

Attendees are eligible for many different Continuing Education Credits.

Click on each tab for more information about each type of Continuing Education Credit offered at the Conference.

ASHA (American Speech Hearing Association) Credits

ASHA Certification Maintenance Standards require that all certificate holders (CCC-A and CCC-SLP) must accumulate 30 Certificate Maintenance Hours (CMHs) of professional development during each 3-year certification maintenance interval in order to maintain their ASHA Certificates of Clinical Competence (CCC). For more information on this please read Maintaining Your Certification (via ASHA).

Completion Requirements

In order to receive credit for attending continuing education sessions participants must attend the session for the full scheduled time and must sign the attendance form.  

Receiving Your Credits

The certificate of credit will be awarded at the completion of each session.  Partial credit is not awarded.

Presentations Offering ASHA CEUs for our 2017 conference: 

Tuesday May 2, 2017

1. 8:30am-10:30am

Choosing the Right Intervention at Each Stage of Development: If, When and How to Integrate Approaches to Meet the Individual Needs of Each Child

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lauren Blaszak, Executive Director, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Melissa Donofrio, MA, BCBA, Celebrate the Children, NJ; Monica G. Osgood, Executive Director, Profectum, NJ; Serena Wieder, PhD, Clinical Director, Profectum, NJ

Disclosure Statement: 

Michelle Attardi

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Lauren Blaszak

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Lisa Bruno

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Danielle Dieckmann

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Melissa Donofrio

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Monica Osgood

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Serena Wieder

Financial —Dr. Wieder has co-authored a book with Dr. Harry Wachs, Visual/Spatial Portals to Thinking, Feeling and Movement, and receives royalties for this publication from Profectum Foundation. Dr. Wieder receives a stipend as the Clinical Director of Profectum Foundation.

Non-Financial — Dr. Wieder  is a Board Member of Profectum Foundation and Zero to Three- The National Center for Infants, Toddlers and Families; a Scientific Advisory Board Member for First Signs and Advisory Board Member for New York Center for Child Development and Infant Mental Health and Developmental Practice Training Program (IMH-DP) at Adelphi University.

2. 10:45am-11:45am

Learning Language: Using Developmental Models to Choose Speech, Language, and Communication Goals

Sima Gerber, PhD, Professor of Speech-Language Pathology in the Department of Linguistics and Communication Disorders, Queens College, NY

Disclosure Statement: 

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

3. 10:45am-11:45am

Early Start Denver Model: A Naturalistic Behavioral Developmental Intervention and Its Community Application

Jamie Winter, PhD, BCBA-D, Assistant Professor of Psychology in Clinical Psychiatry, Weill Cornell Medical College, NY

Disclosure Statement:

Financial: Receive payments as an Early Start Denver Model trainer/consultant (private practice).

Non-Financial: No relevant non-financial relationships to disclose.

4. 10:45am-11:45am

The ASD Nest Model: An Integrated, Comprehensive Approach for Grade-Level School-Age Students Needing Support in Language/Social Development

Dorothy Siegel, MPA, Co-Director of the NYU ASD Nest Support Project, New York University, NY; Lauren Hough Williams, MSEd, Co-Director of the NYU ASD Nest Support Project, NYU Steinhardt, NY

Disclosure Statement: 

Dorothy Siegel

Financial: Dorothy Siegel, co-project Director of NYU’s ASD Nest Suport Project, is a salaried employee of New York University. The ASD Nest Support Project is housed at NYU Metro Center and is under contract to the New York City Department of Education to provide training and professional development for ASD Nest program schools in NYC.

Non-Financial: No relevant non-financial relationships to disclose.

Lauren Hough Williams

Financial: Lauren Hough Williams, co-project Director of NYU’s ASD Nest Suport Project, is a salaried employee of New York University. The ASD Nest Support Project is housed at NYU Metro Center and is under contract to the New York City Department of Education to provide training and professional development for ASD Nest program schools in NYC

Non-Financial: No relevant non-financial relationships to disclose.

5. 1:00pm-2:00pm

What To Look For, and Staying On Track of Developmental Progress: The DIR-Floortime Model (Developmental, Individual Difference, Relationship Based Intervention)

Christie Virtue, PhD, Senior Faculty, Profectum, NY

Disclosure Statement: 

Financial: Members of the Profectum Faculty for which I receive a stipend for teaching.

Non-Financial: No relevant non-financial relationships to disclose.

6. 1:00pm-2:00pm

JASPER (Joint Attention, Symbolic Play, Engagement, Regulation) in an Early Intervention Setting with Children with Autism

Suzanne Bracaglia, MSE, JASPER Consultant/Supervisor of Groups, New York Center for Infants and Toddlers, NY; Maria Kodjoe, MSEd, Vice President – Behavioral Services, New York Center for Infants and Toddlers, NY

Disclosure Statement: 

Maria Kodjoe

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Suzanne Bracaglia

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

7. 2:15pm-3:15pm

The Vital Importance of Symbolic Play in Intervention to Advance Development and Mental Health

Gilbert Foley, EdD, Consulting Clinical Director, NY Center for Child Development, NY; Serena Wieder, PhD, Clinical Director, Profectum, NJ

Disclosure Statement: 

Gilbert Foley

Financial: Dr. Foley receives a fee as a consultant for NY Center for Child Development (two days); he also serves a Co-Director and Adjunct Professor of the Personnel Preparation Program in Infant Mental Health and Developmental Practice Practice at Adelphi University Institute for Parenting (two days).

Non-Financial: Dr. Foley is a faculty and Board Member and Mental Health Co-Chair for Profectum Foundation. Dr. Foley is a Member of the New York Zero to Three Network Advisory Board and a founding board member of the New York Zero to Three Network Advisory Board and fouding baord memeber ofr the New York State Association of Infant Mental Health Board of Director. 

Serena Wieder

Financial —Dr. Wieder has co-authored a book with Dr. Harry Wachs, Visual/Spatial Portals to Thinking, Feeling and Movement, and receives royalties for this publication from Profectum Foundation. Dr. Wieder receives a stipend as the Clinical Director of Profectum Foundation.

Non-Financial — Dr. Wieder  is a Board Member of Profectum Foundation and Zero to Three- The National Center for Infants, Toddlers and Families; a Scientific Advisory Board Member for First Signs and Advisory Board Member for New York Center for Child Development and Infant Mental Health and Developmental Practice Training Program (IMH-DP) at Adelphi University.

8. 2:15pm-3:15pm

Verbal Behavior and Communication: ABA Approaches

Marilena Drakopoulou, MSED, Director of ABA Services, Los Niños Services, NY

Disclosure Statement: 

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

9. 2:15pm-3:15pm

Integrating Occupational Therapy, Physical Therapy and Speech in the Classroom or Clinic

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Liza Marshall Kali, MSHS, OTR, Occupational Therapist, Celebrate the Children, NJ

Disclosure Statement: 

Michelle Attardi

Financial: No relevant financial relationships to disclose.

Non-Financial: Volunteer speaker for Celebrate the Children.

Lisa Bruno

Financial: No relevant financial relationships to disclose.

Non-Financial: Volunteer speaker for Celebrate the Children.

Danielle Dieckmann

Financial: No relevant financial relationships to disclose.

Non-Financial: Volunteer speaker for Celebrate the Children.

Elizabeth Marshall Kali

Financial: No relevant financial relationships to disclose.

Non-Financial: Volunteer speaker for Celebrate the Children.

10. 3:30pm-4:30pm

Technology Resources to Support Communication: iPads, Smartboards and Other Devices

Elisa Chrem, MS, CCC-SLP, MEd, Adjunct Professor, Imagine Academy for Autism, NY; Michele Havens, EdD, DIR Consultant, Imagine Academy, NJ; Janet London, MS, CCC-SLP, Speech Pathologist, Imagine Academy for Autism, NY

Disclosure Statement:

Janet London

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Elisa Chrem

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Michele Haven

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

11. 3:30pm-4:30pm

Fostering Independence – Get Executive Functions and Problem Solving Going From the Start!

Karen McDowell, Program Coordinator, Celebrate the Children, NJ; Michelle Rehse, MA, Early Elementary Teacher, Celebrate the Children, NJ

Disclosure Statement: 

Karen McDowell

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Michelle Rehse

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

12. 3:30pm-4:30pm

Implementing Relationship Based Interventions in Preschool and Elementary School Classrooms that Meet State Standards

Lynn Abelson, MS, CCC-SLP, OTR/L, Speech Language Pathologist, The Phoenix Center, NJ; Kristin Cody, Teacher of Students with Disabilities, The Phoenix Center, NJ; Heni Mozes, MS, Supervisor of the Lakewood Public Preschool Programs, Lakewood Public School District, NJ; Susan Smith-Foley, MPA, OTR, Occupational Therapist, Lakewood Public School District, NJ; Devorie Stareshefsky, MS, Supervisor of Special Education, Lakewood Public School District, NJ

Disclosure Statement: 

Lynn Abelson 

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Kristin Cody

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Heni Mozes

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Susan Smith-Foley

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Devorie Stareshefsky

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

WEDNESDAY May 3, 2017

13. 9:30am-10:30am

Applying Behavior Modification Strategies Using Family Centered Approaches to Teaching Language and Communication: A Functional Approach for Working with Children with Autism Spectrum Disorder

Jana Diamond, MSEd, SpEd, BCBA, Sr. Director of Autism and Educational Services, TheraCare, NY; Meghan Duffy, MA, CCC-SLP, Clinical Supervisor, Theracare, NY

Disclosure Statement: 

Jana Diamond

Financial: Employee of Theracare of NY and receives a salary.

Non-Financial: No relevant non-financial relationships to disclose.

Meghan Duffy

Financial: Employee of Theracare of NY and receives a salary.

Non-Financial: No relevant non-financial relationships to disclose.

14. 9:30am-10:30am

Pediatric Behavioral Feeding Disorders

Sonu Sanghoee, MS, CCC-SLP, Clinical Director, Achieve Beyond, NY

Disclosure Statement:

Financial: No relevant financial relationships to disclose.

Non-financial: No relevant  non-financial relationships to disclose.

15. 10:45am-11:45am

How Do You Know That They Know? Using CROWD Prompts to Support Comprehension in Preschool

Carmen Sherry Brown, EdD, Assistant Professor, Hunter College – CUNY, NY

Disclosure Statement: 

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

 16. 2:00pm-3:00pm

Teaching Sentence Structure for Developing Writing, Reading, and Listening Comprehension

Judy Fuhrman, MS, Speech Language Pathologist, Riverside Unified School District, CA

Disclosure Statement: 

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

 17. 2:00pm-3:00pm

Let’s Increase Cognition, Fine Motor and Language Through Play Using Inexpensive Household & Dollar Store Items!

Emily McCarthy, MS, CCC-SLP, Speech-Language Pathologist, Fine Motor Boot Camp, LLC, PA; Julie Marzano, MS, OTR/L, Occupational Therapist, Fine Motor Boot Camp, LLC, PA

Disclosure Statement:

Emily McCarthy

Financial: Co-author of Fine Motor Boot Camp Curriculum and employee of Fine Motor Boot Camp, LLC in which I receive compensation for sales.

Non-Financial: No relevant non-financial relationships to disclose.

Julie Marzano

Financial: Co-author of Fine Motor Boot Camp Curriculum and owner of Fine Motor Boot Camp, LLC in which I receive compensation for sales.

Non-Financial: No relevant non-financial relationships to disclose.

18. 2:00pm-3:00pm

How A County is Using Mobile Technology to Increase Bilingual Literacy

Barbara Nemko, PhD, Napa County Superintendent of Schools, Napa County Office of Education, CA; Andrea Knowlton, Director of Early Childhood Education, Napa County Office of Education, CA

Disclosure Statement:

Barbara Nemko

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

Andrea Knowlton

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

THURSDAY May 4, 2017

19. 9:30am-10:30am

Play with a Paper Bag and Sing with a Sock: Creating and Using Puppets as Powerful Early Literacy Tools

Leigh Fox, MLIS, Assistant Manager, Brooklyn Public Library, NY

Disclosure Statement: 

Financial: Receives a salary from the Brooklyn Public Library where she is the Assistant Manager of the Central Youth Wing.

Non-Financial: No relevant non-financial relationships to disclose.

20. 10:45am-11:45am

Tell Me A Story: Learn the Art of Effective Storytelling and Story Performance to Engage Young Audiences

Aleesah Darlison, Author, Society of Children’s Book Writers and Illustrators (SCBWI), Australia

Disclosure Statement:

Financial: No relevant financial relationships to disclose.

Non-Financial: No relevant non-financial relationships to disclose.

21. 2:00pm-3:00pm

Teaching Children Self-Control: Learn how to teach children to control their impulses: their bodies, their thoughts, and their actions!

Jamie Goldring, MA, Speech and Language Pathologist, Memphis Jewish Community Center, TN

Disclosure Statement: 

Financial: Author of Discover ME, Teaching Children Self-Control, Tools & Techniques for Teaching Children Self-Control,  and I Believe. Receives royalties from the publisher, Create Space.

Non-Financial: No relevant non-financial relationships to disclose.

22. 3:15pm-4:15pm

Early Childhood Teaching and Learning: Emergent Writing Development and Tablet Technology

Heather Monroe-Ossi, EdD, Florida Institute of Education at the University of North Florid, FL; Tiffany Ohlson, PhD, Research Fellow for Early Learning and Literacy, Florida Institute of Education at the University of North Florida, FL

Disclosure Statement: 

Heather Monroe-Ossi

Financial: Paid employee of the Florida Institute of Education at the University of North Florida.

Non-Financial: No relevant non-financial relationships to disclose.

Tiffany Ohlson

Financial: Paid employee of the Florida Institute of Education at the University of North Florida.

Non-Financial: No relevant non-financial relationships to disclose.

23. 3:15pm-4:15pm

Celebrating Differences: Using Children’s Literature to Create an Inclusive Culture

Alicia Westbrook, PhD, Director of Early Years Network: Children with Special Needs, Institute for Disability Studies, MS; Nicole Briceno, MS, Early Years Network: Special Needs Credential Coordinator Institute for Disability Studies, MS

Disclosure Statement: 

Alicia Westbrook

Financial: Receives a salary from The University of Southern Mississippi where she is the Director for the Mississippi Early Childhood Inclusion Center. 

Non-Financial: No relevant non-financial relationships to disclose.

Nicole Briceno

Financial: Receives a salary from The University of Southern Mississippi where she is the Coordinator for the Mississippi Early Childhood Inclusion Center. 

Non-Financial: No relevant non-financial relationships to disclose.

FRIDAY May 5, 2017

24. 9:30am-10:30am

Phonological Awareness Instruction for Young At-Risk Learner: Helping Our Children Succeed

Froma P. Roth, PhD, CCC-SLP, Professor Emeritus, University of Maryland, Department of Hearing and Speech Sciences, College Park, MD

Disclosure Statement: 

Financial — Author for Promoting Awareness of Speech Sounds and receives royalties from Cengage Publications

Non-Financial — No relevant non-financial relationship exist.

25. 9:30am-10:30am

We’re Going on An Adventure: Sensory Storytelling and Puppetry with Children 0-5

Susanna Brock, Education Manager, Spellbound Theatre, NY

Disclosure Statement: 

Financial: Susanna Brock is a paid employee of Spellbound Theatre, Inc.

Non-Financial: No relevant non-financial relationships to disclose.

26. 10:45am-11:45am

Making Early Literacy Magical for ALL Preschoolers (General Education, Special Education, Deaf Education, Language Delays)

Rebecca Schmitt, MA, ED, Early Childhood Teacher, Sunshine Cottage School for Deaf Children, TX; Sarah Carpenter, MDEHS, Preschool Teacher, Sunshine Cottage School for Deaf Children, TX

Disclosure Statement:

Rebecca Schmitt

Financial: Paid employee of Sunshine Cottage School for Deaf Children. Receives a salary for her services as an early childhood teacher.

Non-Financial: No relevant non-financial relationships to disclose.

Sarah Carpenter

Financial: Paid employee of Sunshine Cottage School for Deaf Children. Receives a salary for her services as an early childhood teacher.

Non-Financial: No relevant non-financial relationships to disclose.

27. 2:00pm-3:00pm

Early Literacy Every Day: It All Begins with A Book!

Laurie Anne Armstrong, MA, Early Literacy Trainer, Arapahoe Libraries, CO

Disclosure Statement: 

Financial: I am a paid employee of Arapahoe Libraries in Centennial, CO.

Non-Financial: No relevant non-financial relationships to disclose.

Continuing Education: This conference is offered for up to 1.6 ASHA CEU’s (Intermediate level, Professional area)

The following organizations have contributed financially to this conference:

• Achieve Beyond • Achievement Behavior Care • All About Kids • Applied Behavioral Counseling Anderson Center for Autism • Attentive Behavior Care • Autism Early Enrichment Services • Bank Street College of Education • Becker’s School Supplies • Branagh Information Group • Challenger Sports – Tinytykes • Child Craft School Specialty • Circle of Education – delibrainy, LLC • Community Playthings • Competent Kids, Caring Communities (Ackerman Institute) • EduKids Connect Systems • Florida Institute of Technology • Forester’s Financial • Frog Street • Handwriting Without Tears • Heutink USA • HighScope Educational Research Foundation • Judge Rotenberg Educational Center • Jumpstart Early Intervention Program • Joseph M. Sanzari Children’s Hospital Hackensack UMC • Kumon •Los Niños Services • Metro Therapy, Inc • Music Together, LLC • National Student Loan Service Center • Neuronet Learning • New York Therapy Placement Services, Inc • Pacific Kid • Profectum Foundation • QBS, Inc • Ramapo for Children • Rebecca School • Sunshine Cottage School for Deaf Children • Theracare • United Supply Company • Waldon Approach

The following organizations have contributed in-kind to this conference:

Anderson Center for Autism • Attachment Parenting International • Autism Spectrum News • Bank Street College of Education • Brooklyn Children’s Museum • Building Blocks • Children’s Museum of Manhattan • Competent Kids, Caring Communities (Ackerman Institute) • Council for School Supervisors and Administrators • Education Sciences • Executive Leadership Institute • Fordham University • Forester Financial • Includenyc • Judge Rotenberg Center • Mercy College • National Latino/a Psychological Association • NY Family • NY Jewish Parenting • NY MetroParents • NYS Parenting Education Partnership • New York Parenting Magazine • Parent’s League of New York • Ohel Children and Family Services •Person Centered Care Services • Preemie World, LLC • Profectum Foundation • Ramapo for Children • Seaver Autism Center • Sesame Street • Special Child Magazine • Staten Island Children’s Museum • Sunshine Cottage School for Deaf Children • Teach for America • Tech Kids Unlimited • The Quad Preparatory School • The Red Balloon Early Childhood Learning Center • Wildlife Conservation Society • WNET for its Education Department YAI

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Continuing Education: This conference is offered for up to 1.6 ASHA CEU’s (Intermediate level, Professional area)

ASWBWeblogoAssociation of Social Work Boards Approved Continuing Education (ASWB ACE)

This organization (Los Ninos Training, LLC and ACE Approval #1366) is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB) www.aswb.org through the Approved Continuing Education (ACE) Program.  Los Ninos Training, LLC maintains responsibility for the program.  ASWB Approval Period: 3/30/16 – 3/30/19.  Social workers should contact their regulatory board to determine course approval for continuing education credits.

ASWB Approval Period: 3/30/16-3/30/19

Completion Requirements

In order to receive credit for attending continuing education sessions participants must attend the session for the full scheduled time, must sign the attendance form at the beginning and the end of the session, and must complete the session and overall conference evaluation form.  In particular, the extent to which each learning objectives was met will be assessed for each session in the session evaluation.

Receiving Your Credits

The certificate of credit will be awarded after the session attendee has signed the attendance form at the end of the session and when the attendee has handed in the session and overall conference evaluation form.  Partial credit is not awarded.

Presentations offering ASWB ACE credit hours for our 2017 conference:

Tuesday May 2, 2017

1. 8:30am-10:30am

Choosing the Right Intervention at Each Stage of Development: If, When and How to Integrate Approaches to Meet the Individual Needs of Each Child

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lauren Blaszak, Executive Director, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Melissa Donofrio, MA, BCBA, Celebrate the Children, NJ; Monica G. Osgood, Executive Director, Profectum, NJ; Serena Wieder, PhD, Clinical Director, Profectum, NJ

This BEGINNER level session is offered for 2.0 ASWB continuing education clock hours.

2. 10:45am-11:45am

Early Start Denver Model: A Naturalistic Behavioral Developmental Intervention and Its Community Application

Jamie Winter, PhD, BCBA-D, Assistant Professor of Psychology in Clinical Psychiatry, Weill Cornell Medical College, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

3. 10:45am-11:45am

Stress and the Environment

Terry Hamlin, EdD, Associate Executive Director of The Center for Discovery, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

4. 10:45am-11:45am

The ASD Nest Model: An Integrated, Comprehensive Approach for Grade-Level School-Age Students Needing Support in Language/Social Development

Dorothy Siegel, MPA, New York University, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

5. 1:00pm-2:00pm

What To Look For, and Staying On Track of Developmental Progress: The DIR-Floortime Model (Developmental, Individual Difference, Relationship Based Intervention)

Christie Virtue, PhD, Senior Faculty, Profectum, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

6. 1:00pm-2:00pm

JASPER (Joint Attention, Symbolic Play, Engagement, Regulation) in an Early Intervention Setting with Children with Autism

Suzanne Bracaglia, MSE, JASPER Consultant/Supervisor of Groups, New York Center for Infants and Toddlers, NY; Maria Kodjoe, MSEd, Vice President – Behavioral Services, New York Center for Infants and Toddlers, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

7. 1:00pm-2:00pm

Understanding the Meanings of Behavior and Using Behavioral, Relationship and Developmental Strategies to Support Behavioral Regulation

Monica G. Osgood, Executive Director, Profectum, NJ

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

8. 2:15pm-3:15pm

The Vital Importance of Symbolic Play in Intervention to Advance Development and Mental Health

Gilbert Foley, EdD, Consulting Clinical Director, NY Center for Child Development, NY; Serena Wieder, PhD, Clinical Director, Profectum, NJ

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

9. 2:15pm-3:15pm

Verbal Behavior and Communication: ABA Approaches

Marilena Drakopoulou, MSED, Director of ABA Services, Los Niños Services, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

10. 2:15pm-3:15pm

Putting Families First:  Family Centered Treatment Model in Reflective Practice 

Ruby Salazar, ACSW, BCD, Founder and Director, Pennsylvania Lifespan Services at Salazar Associates, PA

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

11. 3:30pm-4:30pm

Ways of Seeing: Supporting Early Attachment and Development in ASD using Creative Dance/Movement Psychotherapy

Suzi Tortora, EdD, Board Certified Dance/Movement Therapist, Dancing Dialogue, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

12. 3:30pm-4:30pm

Implementing Relationship Based Interventions in Preschool and Elementary School Classrooms that Meet State Standards

Lynn Abelson, MS, CCC-SLP, OTR/L, Speech Language Pathologist, The Phoenix Center, NJ; Kristin Cody, Teacher of Students with Disabilities, The Phoenix Center, NJ; Heni Mozes, MS, Supervisor of the Lakewood Public Preschool Programs, Lakewood Public School District, NJ; Susan Smith-Foley, MPA, OTR, Occupational Therapist, Lakewood Public School District, NJ; Devorie Stareshefsky, MS, Supervisor of Special Education, Lakewood Public School District, NJ

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

Wednesday May 3, 2017

13. 9:30am-10:30am

Applying Behavior Modification Strategies Using Family Centered Approaches to Teaching Language and Communication: A Functional Approach for Working with Children with Autism Spectrum Disorder

Jana Diamond, MSEd, SpEd, BCBA, Sr. Director of Autism and Educational Services, TheraCare, NY; Meghan Duffy, MA, CCC-SLP, Clinical Supervisor, Theracare, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

14. 10:45am-11:45am

Prevent Challenging Behavior by Being More Creative with Circle Time and Transition Activities

Lisa Poelle, MA, Child Care Consultant, Pacific Kid, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

15. 10:45am-11:45am

Play-Based Learning as a Strategy for Play-Based Teaching with Young Children

Melissa Arnold, Sales Consultant, Heutink USA, CA

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

16. 10:45am-11:45am

“They Said WHAT?!”: Respond to Young Children’s Questions about Cultural and Racial Differences

Sheri Atwater, PhD, PPS, Professor & Director of the School Counseling Program, Loyola Marymount University, CA

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

17. 2:00pm-3:00pm

The Looking Glass Mirror – I See You in Me: Supporting Social and Emotional Development in Babies and Toddlers

Shulamit Ritblatt, PhD, Professor in Child & Family Development Department,  San Diego State University, CA

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

18. 2:00pm-3:00pm

Cultural Competence: The Future is Now, Let’s Talk About It

Claudia Rebolledo, Bi-Lingual Parent Counselor, Guilford Child Development Regional Child Care Resource and Referral, NC

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

19. 3:15pm-4:15pm

Love Me For Who I Am: Empowering Children of All Abilities through Music in the Classroom

Brady Rymer, Children’s Recording Artist, Bumblin’ Bee Records, NY

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

20. 3:15pm-4:15pm

ADHD: School and Parents – The Great Divide and How to Bridge the Gap

Tenise Wall, PhD, Mental Health Clinician, The Institute for Family Health, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

21. 3:15pm-4:15pm

Be Included vs. Being in the Room: Effectively Including Children with Disabilities

Kathy Boisvert, EdD, Integrated Preschool Teacher, University of Massachusetts Boston, MA

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

Thursday May 4, 2017

22. 9:30am-10:30am

Solving the Behavior Mystery: Realistic Solutions for the Real Life Behavior You Face

Marcie Beigel, EdD, BCBA-D, Founder & Director, Behavior + Beyond, NY

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

23. 9:30am-10:30am

Inclusion of All Students Using Music and Movement: Essential Elements in a Comprehensive Early Childhood Educational Program

Saundra Day, Principal, Early Intervention- Stanislaus County Office of Education, CA; Sarah Grantano, MA, Assistant Superintendent, Stanislaus County Office of Education, CA

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

24. 10:45am-11:45am

“I Like to Work with Kids that Hit, Bite, and Do Not Listen”: Transforming Challenging Behavior

Barb O’Neill, EdD, Consultant, Barb O’Neill Consulting, CA

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

25. 10:45am-11:45am

How to Nurture Cooperative and Caring Behavior in Young Children

Kenneth Barish, PhD, Clinical Professor of Psychology, Weill Cornell Medical College, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

26. 10:45am-11:45am

A Spectrum of Differences – How Music and the Arts Can Help!

Rene Boyer, EdD, Professor Emerita of Music Education, University of Cincinnati’s College Conservatory of Music, NY

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

27. 10:45am-11:45am

Play-Based Learning in the Common Core Era: How Bing Nursery School Supports the Common Core Through Play with Basic Materials

Jenna Rist, Teacher, Bing Nursery School at Stanford University, CA

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

28. 2:00pm-3:00pm

Ten Strategies to Boost Brain Power in the Early Years

Pam Schiller, Early Childhood Curriculum Specialist, Frog Street, TX

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

29. 2:00pm-3:00pm

“What’s Your Idea for Solving the Problem?” Involving Children in the Conflict Resolution Process

Kenneth Sherman, Early Childhood Early Specialist/Teacher, HighScope Educational Research Foundation, MI

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

30. 2:00pm-3:00pm

Teaching Children Self-Control: Learn how to teach children to control their impulses: their bodies, their thoughts, and their actions!

Jamie Goldring, MA, Speech and Language Pathologist, Memphis Jewish Community Center, TN

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

31. 2:00pm-3:00pm

Bridging the Gap: Creating a Family Engagement Action Plan to Build School Community

Kisha Edwards-Gandsy, Co-Founder, NY City Explorers, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

32. 3:15pm-4:15pm

Embedding Music in the Inclusion Preschool Classroom: Strategies for Classroom Teachers

Tori Conicello-Emery, MA, MT-BC, Conference Presenter, Music Together LLC

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

33. 3:15pm-4:15pm

Building Resilient Families: Working on Challenges Big and Small

Rocio Galarza, MA, Assistant Vice President, Sesame Workshop, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

34. 3:15pm-4:15pm

Celebrating Differences: Using Children’s Literature to Create an Inclusive Culture

Nicole Briceno, MS, Early Years Network: Special Needs Credential Coordinator Institute for Disability Studies, MS; Alicia Westbrook, PhD, Director of Early Years Network: Children with Special Needs, Institute for Disability Studies, MS

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

35. 3:15pm-4:15pm

Strengthening Family Engagement: Strategies to Successfully Communicate Sensitive Information to Families

Jane Montgomery, MEd, Director of Peachtree Presbyterian Preschool, Peachtree Presbyterian Preschool, GA; Patty Randall, Director of Educational Practices, Peachtree Presbyterian Preschool, GA

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

Friday May 5, 2017

36. 9:30am-10:30am

Transforming The Intense Child

Howard Glasser, MA, Founder, Children’s Success Network, AZ

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

37. 9:30am-10:30am

Developing Social-Emotional Competencies in Young Children: The Role of the Early Childhood Educator

Zina Rutkin, PhD, Director of Competent Kids, Caring Communities (CKCC), Ackerman Institute for the Family, NY; Arlean Wells, PhD, CKCC Program Coordinator, Ackerman Institute for the Family, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

38. 9:30am-10:30am

The Self-Worth Component…Eliminating Challenging and Disruptive Behavior in the Classroom by Raising Your Students’ Self-Worth Barometer

Cynthia Rainbow, MS, ED, Elementary Educator, The Rainbow Affect, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

39. 10:45am-11:45am

Promoting Positive Behavior: Creating Environments That Support Success in Young Learners

Rebecca Hershberg, PhD, Director of Early Childhood, Ramapo for Children, NY

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

40. 10:45am-11:45am

How Can Families Best Prepare Their Autistic Child for the Transition into School?

Jaclyn Burton; Intake Coordinator, Rochester Center for Autism, MN; Jonathan Sailer, MA, Ed, Owner & Director, Rochester Center for Autism, MN

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

41. 10:45am-11:45am

Thriving Through Grieving, the Fullness of Life After Death for Kids

Donna Janel Williams, CEO/Founder of DonnaJanel, Inc, Franlkin Covey Leader in Me, DE

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

42. 2:00pm-3:00pm

How to Teach the Positive Psychology of Winnie the Pooh

Patty O’Grady, PhD, Professor, The University of Tampa, Fl

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

43. 2:00pm-3:00pm

Ten Tips for Preventing Challenging Behavior You Can Start Using Tomorrow!

Christopher Rosado, MS, BCBA, Board Certified Behavior Analyst, Quality Behavioral Solutions (QBS), RI

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

44. 2:00pm-3:00pm

Student-Teacher Interactions and Expectations in Preschool When the Teacher and Student are of Different Races and Social Classes

Angela Sansone, EdD, Adjunct Professor, Mercer County Community College, NJ

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

45. 2:00pm-3:00pm

It Takes a Village: Fostering a Supportive Relationship with Families for Students with Developmental Delays or Special Needs

Julie Blair, MED, MSD Program Lead (Special Education), Council for Exceptional Children (CEC), AZ; Stacy Rucker, MED, MS, Program Lead (Early Childhood), Grand Canyon University in Early Childhood Programs, AZ

This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.

46. 3:15pm-4:15pm

Listening Ears in the Toddler Room? Developmentally Appropriate Discipline Strategies in the Toddler Environment

Donna Grover, El. Ed, Education Support Specialist, Goddard Systems, Inc, NJ

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

47. 3:15pm-4:15pm

ABC, Easy as 123 – Behavior Management Tips and Techniques That Really Work!

Laura Maniglia, MA, CAS, Sixth Year (Administration & Supervision) & Charles Maniglia, PhD, Educational Consultant, Handle Associates, LLC

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

48. 3:15pm-4:15pm

Movement and Meditation Experiences in the Classroom – Bringing Mindful Activities to Early Childhood Classrooms

Lauren Maples, Founder & Director, Bija Kids, NY

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

49. 3:15pm-4:15pm

The Changing Culture of Infancy: Revisiting the Importance of Infant-Caregiver Physical Contact for Early Social, Emotional, and Cognitive Development

Emily Little, MA, Doctoral Candidate, University of California, San Diego, CA

This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.

BACB (Behavior Analyst Certification Board) TYPE II Credits

BACB certifications follow a three-year recertification cycle, with an application due every year by the anniversary of the date you were first certified. Renewal keeps your information current in our records and ensures your continued compliance with BACB policies. Recertification requires you to report that you have met the continuing education requirements.

BACB Approval Period: 10/31/16-10/31/17

Presentations Offering BACB TYPE II CEUs for our 2017 conference: 

Tuesday May 2, 2017

1. 8:30am-10:30am

Choosing the Right Intervention at Each Stage of Development: If, When and How to Integrate Approaches to Meet the Individual Needs of Each Child

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lauren Blaszak, Executive Director, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Melissa Donofrio, MA, BCBA, Celebrate the Children, NJ; Monica G. Osgood, Executive Director, Profectum, NJ; Serena Wieder, PhD, Clinical Director, Profectum, NJ

Earn 2.0 BACB TYPE II CEUs upon completing this activity.

2. 10:45am-11:45am

Early Start Denver Model: A Naturalistic Behavioral Developmental Intervention and Its Community Application

Jamie Winter, PhD, BCBA-D, Assistant Professor of Psychology in Clinical Psychiatry, Weill Cornell Medical College, NY

Earn 1.0 BACB TYPE II CEUs upon completing this activity.

Wednesday May 3, 2017

3. 9:30am-10:30am

Applying Behavior Modification Strategies Using Family Centered Approaches to Teaching Language and Communication: A Functional Approach for Working with Children with Autism Spectrum Disorder

Jana Diamond, MSEd, SpEd, BCBA, Sr. Director of Autism and Educational Services, TheraCare, NY; Meghan Duffy, MA, CCC-SLP, Clinical Supervisor, Theracare, NY

Earn 1.0 BACB TYPE II CEUs upon completing this activity.

Thursday May 4, 2017

4. 3:15pm-4:15pm

Early Childhood Teaching and Learning: Emergent Writing Development and Tablet Technology

Heather Monroe-Ossi, EdD, Florida Institute of Education at the University of North Florid, FL; Tiffany Ohlson, PhD, Research Fellow for Early Learning and Literacy, Florida Institute of Education at the University of North Florida, FL

Earn 1.0 BACB TYPE II CEUs upon completing this activity.

Friday May 5, 2017

5. 2:00pm-3:00pm

Ten Tips for Preventing Challenging Behavior You Can Start Using Tomorrow!

Christopher Rosado, MS, BCBA, Board Certified Behavior Analyst, Quality Behavioral Solutions (QBS), RI

Earn 1.0 BACB TYPE II CEUs upon completing this activity.

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New York State Education Department’s Office of Teaching Initiative

Los Niños Training, LLC (Sponsor #3394) is recognized by the New York State Education Department’s Office of Teaching Initiatives as an approved sponsor of CTLE for Professional Classroom Teachers, School Leaders and Level III Teaching Assistants .

NYSED CTLE Approval Period:  03/29/2017-03/29/2022

Completion Requirements

In order to receive credit for attending CTLE activities participants must:

  1. Attend the session for the full scheduled time,
  2. Must sign the attendance form at the beginning and the end of the session
  3. Must complete the session and overall conference evaluation form.

Receiving Your Credits

The certificate of completion will be awarded after the session attendee has signed the attendance form at the end of the session and when the attendee has handed in the session and overall conference evaluation form.  Partial credit is not awarded.

Presentations offering CTLE hours for our 2017 conference:

All conference sessions (except for Keynotes sessions) are approved for CTLE hours. In the conference program, you will see CTLE hour mentioned for the Key note sessions but we received word after the program that in order to receive CTLE hour the session has to be an hour and the Keynote sessions are 50 minutes.

Attendees will earn 1.0 CTLE hour upon completing 1 hour sessions.  Read below for the sessions that are more than an hour to see how many CTLE hours attendees will receive upon attendance at each session.  Attendees may also refer to the conference program for all listed CTLE activities.

Tuesday May 2, 2017

1. 8:30am-10:30am

Choosing the Right Intervention at Each Stage of Development: If, When and How to Integrate Approaches to Meet the Individual Needs of Each Child

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lauren Blaszak, Executive Director, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Melissa Donofrio, MA, BCBA, Celebrate the Children, NJ; Monica G. Osgood, Executive Director, Profectum, NJ; Serena Wieder, PhD, Clinical Director, Profectum, NJ

Earn 2.0 CTLE hours upon completing this session.

2.  9:00am-12:00pm

The NeuroNet Learning Program: The Neuroscience Behind Movement-Based Learning

Nancy Rowe, MS, Audiologist, NeuroNet Learning, FL

Earn 3.0 CTLE hours upon completing this session.

3.  1:00pm-4:00pm

Transforming the Third Teacher: High Quality Classrooms from the Inside Out

Michael William Figueroa, MS, Early Learning Coach, Seattle Department of Education and Early Learning (DEEL) – Quality Practice Professional Development (QPPD) Unit, WA; Miriam Zmiewski-Angelova, MPH, Early Learning Coach, Seattle Department of Education and Early Learning (DEEL) – Quality Practice Professional Development (QPPD) Unit, WA

Earn 3.0 CTLE hours upon completing this session.

 

New York State Education Department’s State Board for Social Work (NYSED Board of SW)

Los Ninos Training, LLC is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0365.

NYSED Board of SW Approval Period: 6/6/16-8/31/19

Completion Requirements

In order to receive credit for attending continuing education activities participants must:

  1. Attend the session for the full scheduled time,
  2. Must sign the attendance form at the beginning and the end of the session
  3. Must complete the session and overall conference evaluation form.  In particular, the extent to which each learning objectives was met will be assessed for each session in the session evaluation.

Receiving Your Credits

The certificate of completion will be awarded after the session attendee has signed the attendance form at the end of the session and when the attendee has handed in the session and overall conference evaluation form.  Partial credit is not awarded.

Presentations offering NYSED SW CPE contact hours for our 2017 conference:

Tuesday May 2, 2017

1. 8:30am-10:30am

Choosing the Right Intervention at Each Stage of Development: If, When and How to Integrate Approaches to Meet the Individual Needs of Each Child

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lauren Blaszak, Executive Director, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Melissa Donofrio, MA, BCBA, Celebrate the Children, NJ; Monica G. Osgood, Executive Director, Profectum, NJ; Serena Wieder, PhD, Clinical Director, Profectum, NJ

This presentation is approved for NYSED-SW CPE 2.0 contact hours.

2. 10:45am-11:45am

Early Start Denver Model: A Naturalistic Behavioral Developmental Intervention and Its Community Application

Jamie Winter, PhD, BCBA-D, Assistant Professor of Psychology in Clinical Psychiatry, Weill Cornell Medical College, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

3. 10:45am-11:45am

Stress and the Environment

Terry Hamlin, EdD, Associate Executive Director of The Center for Discovery, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

4. 10:45am-11:45am

The ASD Nest Model: An Integrated, Comprehensive Approach for Grade-Level School-Age Students Needing Support in Language/Social Development

Dorothy Siegel, MPA, New York University, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

5. 1:00pm-2:00pm

What To Look For, and Staying On Track of Developmental Progress: The DIR-Floortime Model (Developmental, Individual Difference, Relationship Based Intervention)

Christie Virtue, PhD, Senior Faculty, Profectum, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

6. 1:00pm-2:00pm

JASPER (Joint Attention, Symbolic Play, Engagement, Regulation) in an Early Intervention Setting with Children with Autism

Suzanne Bracaglia, MSE, JASPER Consultant/Supervisor of Groups, New York Center for Infants and Toddlers, NY; Maria Kodjoe, MSEd, Vice President – Behavioral Services, New York Center for Infants and Toddlers, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

7.  2:15pm-3:15pm

The Vital Importance of Symbolic Play in Intervention to Advance Development and Mental Health

Gilbert Foley, EdD, Consulting Clinical Director, NY Center for Child Development, NY; Serena Wieder, PhD, Clinical Director, Profectum, NJ

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

8. 2:15pm-3:15pm

Verbal Behavior and Communication: ABA Approaches

Marilena Drakopoulou, MSED, Director of ABA Services, Los Niños Services, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

9.  3:30pm-4:30pm

Ways of Seeing: Supporting Early Attachment and Development in ASD using Creative Dance/Movement Psychotherapy

Suzi Tortora, EdD, Board Certified Dance/Movement Therapist, Dancing Dialogue, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

10. 3:30pm-4:30pm

Implementing Relationship Based Interventions in Preschool and Elementary School Classrooms that Meet State Standards

Lynn Abelson, MS, CCC-SLP, OTR/L, Speech Language Pathologist, The Phoenix Center, NJ; Kristin Cody, Teacher of Students with Disabilities, The Phoenix Center, NJ; Heni Mozes, MS, Supervisor of the Lakewood Public Preschool Programs, Lakewood Public School District, NJ; Susan Smith-Foley, MPA, OTR, Occupational Therapist, Lakewood Public School District, NJ; Devorie Stareshefsky, MS, Supervisor of Special Education, Lakewood Public School District, NJ

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

 

Wednesday May 3, 2017

11. 9:30am-10:30am

Applying Behavior Modification Strategies Using Family Centered Approaches to Teaching Language and Communication: A Functional Approach for Working with Children with Autism Spectrum Disorder

Jana Diamond, MSEd, SpEd, BCBA, Sr. Director of Autism and Educational Services, TheraCare, NY; Meghan Duffy, MA, CCC-SLP, Clinical Supervisor, Theracare, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

12. 10:45am-11:45am

Prevent Challenging Behavior by Being More Creative with Circle Time and Transition Activities

Lisa Poelle, MA, Child Care Consultant, Pacific Kid, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

13. 10:45am-11:45am

“They Said WHAT?!”: Respond to Young Children’s Questions about Cultural and Racial Differences

Sheri Atwater, PhD, PPS, Professor & Director of the School Counseling Program, Loyola Marymount University, CA

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

14. 2:00pm-3:00pm

The Looking Glass Mirror – I See You in Me: Supporting Social and Emotional Development in Babies and Toddlers

Shulamit Ritblatt, PhD, Professor in Child & Family Development Department,  San Diego State University, CA

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

15. 3:15pm-4:15pm

ADHD: School and Parents – The Great Divide and How to Bridge the Gap

Tenise Wall, PhD, Mental Health Clinician, The Institute for Family Health, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

16. 3:15pm-4:15pm

Be Included vs. Being in the Room: Effectively Including Children with Disabilities

Kathy Boisvert, EdD, Integrated Preschool Teacher, University of Massachusetts Boston, MA

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

Thursday May 4, 2017

17. 9:30am-10:30am

Solving the Behavior Mystery: Realistic Solutions for the Real Life Behavior You Face

Marcie Beigel, EdD, BCBA-D, Founder & Director, Behavior + Beyond, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

18. 9:30am-10:30am

Inclusion of All Students Using Music and Movement: Essential Elements in a Comprehensive Early Childhood Educational Program

Saundra Day, Principal, Early Intervention- Stanislaus County Office of Education, CA; Sarah Grantano, MA, Assistant Superintendent, Stanislaus County Office of Education, CA

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

19. 10:45am-11:45am

“I Like to Work with Kids that Hit, Bite, and Do Not Listen”: Transforming Challenging Behavior

Barb O’Neill, EdD, Consultant, Barb O’Neill Consulting, CA

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

20. 10:45am-11:45am

How to Nurture Cooperative and Caring Behavior in Young Children

Kenneth Barish, PhD, Clinical Professor of Psychology, Weill Cornell Medical College, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

21. 10:45am-11:45am

A Spectrum of Differences – How Music and the Arts Can Help!

Rene Boyer, EdD, Professor Emerita of Music Education, University of Cincinnati’s College Conservatory of Music, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

22. 2:00pm-3:00pm

Ten Strategies to Boost Brain Power in the Early Years

Pam Schiller, Early Childhood Curriculum Specialist, Frog Street, TX

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

23. 2:00pm-3:00pm

Teaching Children Self-Control: Learn how to teach children to control their impulses: their bodies, their thoughts, and their actions!

Jamie Goldring, MA, Speech and Language Pathologist, Memphis Jewish Community Center, TN

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

24. 2:00pm-3:00pm

Bridging the Gap: Creating a Family Engagement Action Plan to Build School Community

Kisha Edwards-Gandsy, Co-Founder, NY City Explorers, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

25. 3:15pm-4:15pm

Embedding Music in the Inclusion Preschool Classroom: Strategies for Classroom Teachers

Tori Conicello-Emery, MA, MT-BC, Conference Presenter, Music Together LLC

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

26. 3:15pm-4:15pm

Building Resilient Families: Working on Challenges Big and Small

Rocio Galarza, MA, Assistant Vice President, Sesame Workshop, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

27. 3:15pm-4:15pm

Celebrating Differences: Using Children’s Literature to Create an Inclusive Culture

Nicole Briceno, MS, Early Years Network: Special Needs Credential Coordinator Institute for Disability Studies, MS; Alicia Westbrook, PhD, Director of Early Years Network: Children with Special Needs, Institute for Disability Studies, MS

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

28. 3:15pm-4:15pm

Strengthening Family Engagement: Strategies to Successfully Communicate Sensitive Information to Families

Jane Montgomery, MEd, Director of Peachtree Presbyterian Preschool, Peachtree Presbyterian Preschool, GA; Patty Randall, Director of Educational Practices, Peachtree Presbyterian Preschool, GA

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

 

Friday May 5, 2017

29. 9:30am-10:30am

Transforming The Intense Child

Howard Glasser, MA, Founder, Children’s Success Network, AZ

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

30. 9:30am-10:30am

Developing Social-Emotional Competencies in Young Children: The Role of the Early Childhood Educator

Zina Rutkin, PhD, Director of Competent Kids, Caring Communities (CKCC), Ackerman Institute for the Family, NY; Arlean Wells, PhD, CKCC Program Coordinator, Ackerman Institute for the Family, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

31. 9:30am-10:30am

The Self-Worth Component…Eliminating Challenging and Disruptive Behavior in the Classroom by Raising Your Students’ Self-Worth Barometer

Cynthia Rainbow, MS, ED, Elementary Educator, The Rainbow Affect, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

32. 10:45am-11:45am

Promoting Positive Behavior: Creating Environments That Support Success in Young Learners

Rebecca Hershberg, PhD, Director of Early Childhood, Ramapo for Children, NY

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

33. 10:45am-11:45am

How Can Families Best Prepare Their Autistic Child for the Transition into School?

Jaclyn Burton; Intake Coordinator, Rochester Center for Autism, MN; Jonathan Sailer, MA, Ed, Owner & Director, Rochester Center for Autism, MN

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

34. 10:45am-11:45am

Thriving Through Grieving, the Fullness of Life After Death for Kids

Donna Janel Williams, CEO/Founder of DonnaJanel, Inc, Franlkin Covey Leader in Me, DE

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

35. 2:00pm-3:00pm

How to Teach the Positive Psychology of Winnie the Pooh

Patty O’Grady, PhD, Professor, The University of Tampa, Fl

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

36. 2:00pm-3:00pm

Ten Tips for Preventing Challenging Behavior You Can Start Using Tomorrow!

Christopher Rosado, MS, BCBA, Board Certified Behavior Analyst, Quality Behavioral Solutions (QBS), RI

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

37. 2:00pm-3:00pm

Student-Teacher Interactions and Expectations in Preschool When the Teacher and Student are of Different Races and Social Classes

Angela Sansone, EdD, Adjunct Professor, Mercer County Community College, NJ

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

38. 2:00pm-3:00pm

It Takes a Village: Fostering a Supportive Relationship with Families for Students with Developmental Delays or Special Needs

Julie Blair, MED, MSD Program Lead (Special Education), Council for Exceptional Children (CEC), AZ; Stacy Rucker, MED, MS, Program Lead (Early Childhood), Grand Canyon University in Early Childhood Programs, AZ

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

39. 3:15pm-4:15pm

Listening Ears in the Toddler Room? Developmentally Appropriate Discipline Strategies in the Toddler Environment

Donna Grover, El. Ed, Education Support Specialist, Goddard Systems, Inc, NJ

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

40. 3:15pm-4:15pm

ABC, Easy as 123 – Behavior Management Tips and Techniques That Really Work!

Laura Maniglia, MA, CAS, Sixth Year (Administration & Supervision) & Charles Maniglia, PhD, Educational Consultant, Handle Associates, LLC

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

41. 3:15pm-4:15pm

The Changing Culture of Infancy: Revisiting the Importance of Infant-Caregiver Physical Contact for Early Social, Emotional, and Cognitive Development

Emily Little, MA, Doctoral Candidate, University of California, San Diego, CA

This presentation is approved for NYSED-SW CPE 1.0 contact hour.

New York State Board for Occupational Therapy Continuing Competency Hours

Los Niños Training is an approved Continuing Education Provider by the New York State Board for Occupational Therapy.  Los Niños Training, LLC maintains responsibility for the program.  Occupational therapist professionals should contact their regulatory board to confirm course approval for continuing education credits. 

NYSED Approval Period: 4/1/15- 3/31/18

Presentations Offering NYS Occupational Therapy Continuing Competency Hours for our 2017 conference: 

Tuesday May 2, 2017

1. 8:30am-10:30am

Choosing the Right Intervention at Each Stage of Development: If, When and How to Integrate Approaches to Meet the Individual Needs of Each Child

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children​, NJ; Lauren Blaszak, Executive Director, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children​, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children​, NJ; Melissa Donofrio, MA, BCBA, Celebrate the Children​, NJ; Monica G. Osgood, Executive Director, Profectum, NJ; Serena Wieder, PhD, Clinical Director, Profectum, NJ

1st Hour (8:30am-9:30am)

The Autism Intervention Summit Plenary session will present a case study illustrating the developmental progress of a young child with ASD over three years. An interdisciplinary school-based team will share their journey as they demonstrate the efficacy of using a comprehensive developmental approach to understand the child’s unique profile and collectively pinpoint areas of weakness and gaps in functioning in order to strengthen and support the child’s growth and progress. Video clips will show the progression from a child who initially appeared very self-absorbed, stressed, and non-communicative with few functional skills, to a child who is completely engaged and reciprocal, verbal, and starting to play with peers and learn academically, as well as making great strides in self-help and independence! Within the course of the child’s intervention and developmental progress, the team recognized the benefits of integrating principles of Verbal Mapping and RDI, when appropriate, to further support developmental work targeting communication and life skills.

2nd Hour (9:30am-10:30am)

Panel Discussion of the Plenary Case – an esteemed panel of autism professionals will discuss the case presentation from the perspective of different developmental, behavioral and other interventions, including DIR, RDI and ABA.  Each will share the assumptions, principles and interventions they recommend to advance development in young children on the autism spectrum and describe the criteria they use to choose and integrate approaches, set priorities, assess progress, and address the individual challenges of children and families with different profiles.  Intervention is always a moving target where no one size fits all and the team and panel will share their understanding of how intervention advances development to optimize each child’s potential and highlight current research. Participants will have the opportunity for Q & A.

2.0 NYSED OT Continuing Competency Hours Offered.

2. 10:45am-11:45am

Early Start Denver Model: A Naturalistic Behavioral Developmental Intervention and Its Community Application

Jamie Winter, PhD, BCBA-D, Assistant Professor of Psychology in Clinical Psychiatry, Weill Cornell Medical College, NY

This presentation will describe the Early Start Denver Model (ESDM), a naturalistic developmental behavioral intervention (NDBI) for toddlers and preschoolers with autism spectrum disorder.  ESDM combines the principles of applied behavior analysis with a relationship-based approach that is developmentally appropriate for young children with ASD. The Center for Autism and the Developing Brain (CADB) at NewYork-Presbyterian/Cornell uses this model of intervention within the framework of the New York State Early Intervention system. The approach combines a toddler classroom, parent coaching, speech, and occupational therapy, as well as support and education for parents.

1.0 NYSED OT Continuing Competency Hour Offered.

3. 10:45am-11:45am

Stress and the Environment

Theresa Hamlin, EdD, Associate Executive Director of The Center for Discovery, NY

Children with autism and other complex disabilities often experience very high stress levels in learning and social environments, which can exacerbate problem behaviors and damage their physical and emotional health.  Stressed brains can’t learn and the developing brain of a young child is exceptionally affected by stress.  The good news is that there are things that you can do to reduce the burden of stress and increase functioning for children with autism.  In this presentation, Dr. Hamlin will explore the research on stress, and discuss the problems that can arise out of chronic stress that affect health and behavior in children with autism.  She will present a common sense approach with strategies for regulating a child’s environment, interactions, and experiences as a way to reduce problem behaviors and increase functioning. 

1.0 NYSED OT Continuing Competency Hour Offered.

4. 10:45am-11:45am

The ASD Nest Model: An Integrated, Comprehensive Approach for Grade-Level School-Age Students Needing Support in Language/Social Development

Dorothy Siegel, MPA, New York University, NY; Lauren Hough Williams, MSEd, Co-Director of the NYU ASD Nest Support Project, NYU Steinhardt, NY

The ASD Nest Program is the New York City Department of Education’s Integrated Co-Teaching program for higher functioning school-age (ages 5-18) children with ASDs. Nestled within supportive neighborhood schools, the ASD Nest Program helps children with ASD learn how to function well academically, behaviorally and socially in school and in their community. The program, which provides a therapeutic environment and supports within a grade-appropriate academic setting, costs less than other inclusive settings because of its programmatic approach to meeting individual children’s needs through specialized curricula, pre- and in-service training, a collaborative transdisciplinary approach and on-site support. This presentation will describe the main features of the ASD Nest Program and how it can be replicated in good neighborhood public schools/districts everywhere.

1.0 NYSED OT Continuing Competency Hour Offered.

5. 1:00pm-2:00pm

Understanding Sensory Processing Disorder Subtypes as a Guide to Relationship-Based Intervention

Michele Parkins, MS, OT, Occupational Therapist, STAR Institute, NJ

This presentation will discuss the subtypes of Sensory Processing Disorder and how you can tailor your interactions based on sensory processing differences to facilitate engagement. Assessment strategies for sensory modulation and discrimination as well as posture and praxis challenges will be provided. Both sensory and relationship-based principles will be discussed based on each sensory-motor individual difference. Case examples in children 4-9 years old will help illustrate the concepts presented. Participants will leave with strategies to immediately put in place in practice.

1.0 NYSED OT Continuing Competency Hour Offered.

6. 1:00pm-2:00pm

What To Look For, and Staying On Track of Developmental Progress: The DIR-Floortime Model (Developmental, Individual Difference, Relationship Based Intervention)

Christie Virtue, PhD, Senior Faculty, Profectum, NY

Development is often thought of in silos, e.g., speech, motor, social, etc. The DIR Model integrates these silos into a new paradigm that function together to develop the six capacities that form the foundation for lifelong learning and relating. “D” represents capacities for shared attention and regulation, relationships that support the full range of emotions, two way communication, social problem solving, creating ideas in symbolic play, and building bridges between ideas leading to abstract thinking. These are achieved through tailoring the caregiver – child interactions to the child’s unique emotional and sensory-motor experiences to help the child develop initiative, intentionality, friendships, and learning. Videotapes will illustrate these capacities and provide the affective strategies to sustain interactions to learn in meaningful ways.

1.0 NYSED OT Continuing Competency Hour Offered.

7. 1:00pm-2:00pm

JASPER (Joint Attention, Symbolic Play, Engagement, Regulation) in an Early Intervention Setting with Children with Autism

Suzanne Bracaglia, MSE, JASPER Consultant/Supervisor of Groups, New York Center for Infants and Toddlers, NY; Maria Kodjoe, MSEd, Vice President – Behavioral Services, New York Center for Infants and Toddlers, NY

JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation) is a treatment approach based on a combination of developmental and behavioral principles developed by Dr. Connie Kasari. It targets the foundations of social communication and uses naturalistic strategies to increase the rate and complexity of social communication. JASPER addresses core impairments in children with autism spectrum disorders and is aimed at improving children’s relations with objects and relations with people. JASPER is based on 15 years of research, including randomized controlled trials on children aged 12 months through 8 years of age. In 2013-2014, JASPER was implemented into New York Center for Infants and Toddlers’ Early Intervention center based program. Children receiving JASPER demonstrated significant gains in core challenges including joint engagement, social communication, and play skills.

1.0 NYSED OT Continuing Competency Hour Offered.

8. 1:00pm-2:00pm

Understanding the Meanings of Behavior and Using Behavioral, Relationship and Developmental Strategies to Support Behavioral Regulation

Monica G. Osgood, Executive Director, Profectum, NJ  

The focus of this presentation is on the co-morbid issues that many children with developmental challenges face such as anxiety, depression, communication deficits, medical complications, trauma and more. For many of these children, the lack of insight into (and tolerance for) individual differences and make-up often mask what the child is communicating through his or her actions. As a result, communication is often misinterpreted as “behavior.” The strategies of DIR, ABA and RDI will be discussed and video examples will illustrate how to tailor behavior plans based on the individual and the diverse needs of students. Testimonies from students allow participants to hear perspectives from inside the world of autism.

1.0 NYSED OT Continuing Competency Hour Offered.

9. 2:15pm-3:15pm

The Vital Importance of Symbolic Play in Intervention to Advance Development and Mental Health

Gilbert Foley, EdD, Consulting Clinical Director, NY Center for Child Development, NY; Serena Wieder, PhD, Clinical Director, Profectum, NJ

Climb the symbolic ladder with us from functional to imaginative play to understand its vital importance in developing emotional development, theory-of-mind, reasoning, empathy and self-regulation. Early symbolic play represents real life experiences and problem solving (e.g., doctor, chef, storekeeper, driver). Later, imaginative play captures complex emotions such as jealousy, rivalry, fear, aggression, and justice. Symbolic function is crucial for emotional regulation and the mastery of anxiety that accompanies this expanding emotional range. Anxiety and behavioral challenges often reflect poor symbolization and reality testing, making symbolic play an essential intervention in autism. Learn how symbols develop, how parents/teachers can promote symbolic thinking through affect based interaction and co-regulation, how play strengthens language and sensory-motor processing and develops initiative, intentionality, social thinking and mental health.

1.0 NYSED OT Continuing Competency Hour Offered.

10. 2:15pm-3:15pm

Integrating Occupational Therapy, Physical Therapy and Speech in the Classroom or Clinic

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children​, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children​, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children​, NJ; Liza Marshall Kali, MSHS, OTR, Occupational Therapist, Celebrate the Children, NJ

This presentation will show the importance of the integrated model to support each child’s ability to reach their maximum potential. Occupational therapy integration into the classroom strengthens visual spatial, fine motor, handwriting, and executive functioning skills for curricular and daily living objectives. Physical therapy integrates into the classroom to support whole body awareness and its importance for the foundation to academic and movement demands in the school and community environments. Language therapy is integrated into the classroom by supporting visual representation necessary for comprehension and formulation, and by strengthening executive functioning skills. Language expression is supported with technology to support differentiated learning and expressive capacities. Video examples of activities and interventions in the classroom will be utilized.

1.0 NYSED OT Continuing Competency Hour Offered.

11. 2:15pm-3:15pm

Putting Families First:  Family Centered Treatment Model in Reflective Practice 

Ruby Salazar, ACSW, BCD, Founder and Director, Pennsylvania Lifespan Services at Salazar Associates, PA

We will define the Family Centered Treatment Model which includes defining a family by their specific culture (history and dreams), dynamic aspects of daily life such as routines and occupations, rituals, and activities which make meaning for individuals being together in the family and thus being an impacting group.  Further, we will explore relationships including attunement, building bonds, lifestyle and resource allocations.  Both preemptive building of a healthy family and challenges when there is concern about a young child or other family member will be discussed.  Emphasis on parent-professional partnerships will be made so that both can articulate appropriate expectations.

1.0 NYSED OT Continuing Competency Hour Offered.

12. 3:30pm-4:30pm

Ways of Seeing: Supporting Early Attachment and Development in ASD using Creative Dance/Movement Psychotherapy

Suzi Tortora, EdD, Board Certified Dance/Movement Therapist, Dancing Dialogue, NY

Dance movement psychotherapy is a New York State licensed form of treatment within Creative Arts Therapy (LCAT). An experiential form of psychotherapy, it utilizes nonverbal movement observation, creative arts and multi-sensory techniques for assessment, intervention and educational programming. Ways of Seeing, the program discussed in this lecture, is based on supporting the primary attachment relationship. Using dance/movement, music, play and body awareness activities as key communicative tools, children learn to express themselves while simultaneously gaining skills in communication, self – regulation and social interaction. The development of intersubjectivity is supported as children read and respond to nonverbal expressions, thoughts and feelings of others through dancing dialogues. At the core of this program is the belief that all nonverbal actions have the potential to be communications.

1.0 NYSED OT Continuing Competency Hour Offered.

13. 3:30pm-4:30pm

Fostering Independence – Get Executive Functions and Problem Solving Going From the Start!

Karen McDowell, Program Coordinator, Celebrate the Children, NJ; Michelle Rehse, MA, Early Elementary Teacher, Celebrate the Children, NJ

This presentation will focus on assessment and intervention of the Executive Functioning capacities of young children in educational settings. These include capacities to plan ahead, initiate tasks, hold onto information, think flexibly, follow directions, sequence ideas and movement, control impulses and self-regulation. All children have the potential for Executive Functions when supported by designed environments, relationships, and experiences. Video examples will illustrate skill building  strategies and methods to develop growth-promoting environments, set up daily activities with opportunities for practice, and how to model and build these capacities necessary for independence.

1.0 NYSED OT Continuing Competency Hour Offered.

14. 3:30pm-4:30pm

Implementing Relationship Based Interventions in Preschool and Elementary School Classrooms that Meet State Standards

Lynn Abelson, MS, CCC-SLP, OTR/L, Speech Language Pathologist, The Phoenix Center, NJ; Kristin Cody, Teacher of Students with Disabilities, The Phoenix Center, NJ; Heni Mozes, MS, Supervisor of the Lakewood Public Preschool Programs, Lakewood Public School District, NJ; Susan Smith-Foley, MPA, OTR, Occupational Therapist, Lakewood Public School District, NJ; Devorie Stareshefsky, MS, Supervisor of Special Education, Lakewood Public School District, NJ

The Developmental Individual Difference Relationship-based (DIR) School Model offers a multi-disciplinary approach to education. It proceeds from the central principle that relationships are the foundation of learning. Academics in the DIR classroom address the student’s core developmental and learning challenges. For students working at the beginning levels, this includes a focus on self regulation, communication, and remaining in interactions for longer periods of time. For children who are symbolic, classroom curriculum focuses on perspective taking, empathy, and multi-causal reasoning. This presentation will highlight how the DIR Model is implemented in private and public school settings. Key ingredients such as staff training, administrative support, and parent involvement will be addressed. Data collection procedures will be shared with emphasis on developmental progression and Common Core Standards.

1.0 NYSED OT Continuing Competency Hour Offered.

15. 9:00am-12:00pm

Half-Day Workshop

The NeuroNet Learning Program: The Neuroscience Behind Movement-Based Learning

Nancy Rowe, MS, Audiologist, NeuroNet Learning, FL

During a child’s formative years, the strongest emphasis should be placed on activities that promote both cognitive and motor development. This presentation will provide an overview of the neuroscience behind movement-based learning and the neurological process that takes place in the brain as children develop fluency in basic academic skills. Participants will receive access to 2 software programs — PreK and Program Level 0 — in addition to iPad assessments. These programs contain 160 days of unique movement-based learning activities that can be used to develop motor and cognitive skills as well as fluency in early literacy, math, and handwriting skills.

3.0 NYSED OT Continuing Competency Hours Offered.

WEDNESDAY May 3, 2017

16. 9:30am-10:30am

Understanding How Immature Reflex Development Affects Our Children’s Functional Outcomes

Fraida Flaishman, MA, OTR, Therapy Supervisor, Smartbaby Inc., NY

Viewing children through a lens in which underlying foundational weaknesses are identified help professionals pinpoint the source of their delays. At the very bottom of the foundational hierarchy is reflex development. As a baby’s brain matures, primitive reflexes are expected to integrate, paving the way for voluntary and controlled movement. It is important for professionals to recognize that the children they see with behavioral, attentional, motor, visual, and other related challenges have neurological immaturity, non integrated primitive reflex development. Lack of function that correlates with a non integrated reflex responses can be remedied. Attendee will learn why reflex maturation is essential for development, learn how to match the corresponding deficits to the immature reflex pattern, and learn what can be done to remedy this situation.

1.0 NYSED OT Continuing Competency Hour Offered.

17. 9:30am-10:30am

Nature and the City – How to Incorporate Nature Play in an Urban Classroom

Veronica Barnes, MS, Conservation Educator, Wildlife Conservation Society-Bronx Zoo, NY

Time in nature has been shown to be essential in the healthy cognitive, social, and emotional development of children. However, growing up in an urban setting can make regular contact with nature challenging. This interactive presentation will provide practical ways to incorporate nature play into the daily lives of urban students. Participants will be provided with examples of hands-on activities that can bring the benefits of nature play indoors and develop students’ math, science, and language arts skills.

1.0 NYSED OT Continuing Competency Hour Offered.

18. 2:00pm-3:00pm

The Looking Glass Mirror – I See You in Me: Supporting Social and Emotional Development in Babies and Toddlers

Shulamit Ritblatt, PhD, Professor in Child & Family Development Department,  San Diego State University, CA

Research emphasizes the importance of early relationships in shaping brain development and their long-term effects on social emotional development and learning readiness. Positive, responsive, and sensitive adult-young child “serve-and return” interactions are critical to healthy development. The young child’s perception of the world around and his/her sense of self are based on the “mirror” the adult provides him/her with. Babies respond to music prior to being born. Brain research indicates the impact of music on the brain and its soothing effects. Hence, involving music sooth, excite, and bond young children and adults to provide children with “Positive looking glass self” and a strong social emotional foundation.

1.0 NYSED OT Continuing Competency Hour Offered.

19. 2:00pm-3:00pm

Ready, Get Set, Learn: How to Jumpstart Your Child to Start His Work

Cindy Goldrich, EdM, ACAC, Board Certified ADHD Coach, PTS Coaching: ADHD Education and Support, NY

Often times we see our children stall, postpone (without an actual plan to do), or simply avoid doing their work. Getting started for many children (and adults!) is about feeling READY to begin: Emotionally, Physically, and Mentally. Tackling each of these issues in advance will make it easier to actually START, but the thought of preparing to work feels like added effort – and is often avoided. This presentation will address helping kids actually begin their work at an appropriate time.

1.0 NYSED OT Continuing Competency Hour Offered.

20. 2:00pm-3:00pm

Cultural Competence: The Future is Now, Let’s Talk About It

Claudia Rebolledo, Nationally Endorsed Cultural Competence Trainer, Guilford Child Development Regional Child Care Resource and Referral, NC

Cultural Competence is essential for the highest quality early childhood education to be developmentally beneficial for ALL children. This includes honoring children’s home languages and genuine engagement and support with all families, including extended and nontraditional family units. This presentation is designed to be self-reflective and will review the beginning steps to preparing the early childhood workforce to increase awareness and understanding of culture and cultural competence by defining culture, understanding cultural conditioning, culturally responsive teaching and the role of engaging families.

1.0 NYSED OT Continuing Competency Hour Offered.

21. 2:00pm-3:00pm

Let’s Increase Cognition, Fine Motor and Language Through Play Using Inexpensive Household & Dollar Store Items!

Julie Marzano, MS, OTR/L, Occupational Therapist, Fine Motor Boot Camp, LLC, PA; Emily McCarthy, MS, CCC-SLP, Speech-Language Pathologist, Fine Motor Boot Camp, LLC, PA

How are you addressing fine motor, language and academic needs in early childhood? Learn how to meet ALL of these needs in only 5-15 minutes a day using up-cycled, inexpensive, dollar store and household items. Teachers and parents are often “left in the dark” when it comes to fine motor and language interventions that they can implement. Created by a Speech Pathologist and Occupational Therapist, these fine motor and language activities were developed as an inter-professional program that ANYONE can implement. Given the rise of direct instruction and electronics with a decrease in outdoor, hands on play, children have less opportunity to increase their fine motor and language skills.

1.0 NYSED OT Continuing Competency Hour Offered.

22. 3:15pm-4:15pm

ADHD: School and Parents – The Great Divide and How to Bridge the Gap

Tenise Wall, PhD, Mental Health Clinician, The Institute for Family Health, NY

This presentation will focus on the recent research findings published by Dr. Wall as they relate to children with ADHD in the school setting and home connection. There are barriers that impact the school-home relationship that negatively impact the odds for student success. Those challenges with be discussed with recommendations on how to reduce and/or eliminate them. One thing that is evident is that school personnel need more support in increasing their knowledge about the etiology of ADHD while acquiring new skills to interface with parents of children with ADHD. The role of the 504 accommodation is crucial in supporting such students. Research has shown that 504’s are underutilized and practitioners are often unaware of evidenced-based interventions to include for the student with ADHD.

1.0 NYSED OT Continuing Competency Hour Offered.

23. 3:15pm-4:15pm

Scribble, Color, Draw: Key Readiness Skills Essential for Handwriting Success

Diane Eldridge, RN, Certified Occupational Therapist Assistant, Handwriting Without Tears, VA

Focusing on a child’s need to play, this interactive presentation addresses the prerequisite skills for handwriting and how to infuse writing into the Pre-K day. I will provide engaging teaching strategies that address fine motor skills, pencil grip, coloring, drawing, letter/number recognition and formation, and name-writing. Activities that develop fine motor skills for strength and dexterity and strategies to develop an appropriate crayon/grip are examined. Coloring, drawing a person, drawing shapes, tracing, and alphabet knowledge that includes recognizing letters and numbers will also be explored. Sensory motor components and social-emotional skills that include body awareness and the ability to understand directional terms will be discussed. Strategies for capital letters formation and name writing are considered.

1.0 NYSED OT Continuing Competency Hour Offered.

THURSDAY May 4, 2017

24. 9:30am-10:30am

Inclusion of All Students Using Music and Movement: Essential Elements in a Comprehensive Early Childhood Educational Program

Saundra Day, Principal, Early Intervention- Stanislaus County Office of Education, CA; Sarah Grantano, MA, Assistant Superintendent, Stanislaus County Office of Education, CA

Participants will learn about and observe videos of students as they participate in an established music and movement enrichment program. Creating a fun learning experience with music and movement, ensures that each child’s needs are being met with symmetrical movement, self-regulation, body awareness, communication and motor movement in a fun and social way that can include all children. Preschool children can benefit greatly from exposure to these enriching and carefully planned experiences, including students with hearing impairments and multiple disabilities, with typically developing students.

1.0 NYSED OT Continuing Competency Hour Offered.

25. 10:45am-11:45am

A Spectrum of Differences – How Music and the Arts Can Help!

Rene Boyer, EdD, Professor Emerita of Music Education, University of Cincinnati’s College Conservatory of Music, NY

This presentation will present the most important areas that teachers and therapists focus on when dealing with the child with autism and show how creatively designed music programs can serve these children at home and in the classroom. A variety of creative approaches and techniques that assist children in expressing themselves will be shared. These techniques include activities that assist children in recognizing and dealing with environmental stimuli. Through singing, making rhythms, playing instruments, movement and creative drama, participants will be shown how to better manage and help filter sounds and other stimulation with which a child with autism comes in contact.

1.0 NYSED OT Continuing Competency Hour Offered.

26. 1:00pm-1:50pm

Seven Skills for School Success

Pam Schiller, PhD, Senior Author of Research Based Curriculum and EC Curriculum Specialist, Frog Street, TX

A child’s ability to navigate the complex structures of his or her world depends on human interactions and experiences that begin at birth. Social and emotional skills don’t just unfold, they have to be intentionally taught. Research indicates a child’s intellectual capacity is only achieved when his or her social and emotional competence is developed. This presentation will focus on how social and emotional skills are wired and on simple strategies for supporting the development of these skills.

1.0 NYSED OT Continuing Competency Hour Offered.

27. 2:00pm-3:00pm

The Movement Perspective is the Foundation for The Waldon Approach – A Sensory-Motor Intervention for Children with Developmental Delay

Daniel Posner, MD, Assistant Professor of Clinical Psychiatry, Icahn School of Medicine at Mt Sinai Hospital, NY; Walter Solomon, MA, Cantab, Jerusalem Waldon Center, Israel

We will review the literature on the role of intentional sensory motor activity in the growing understanding of the typically developing child and how abnormalities in movement interfere with the cascade of typical development. We will outline the principles of the Waldon Approach and provide case studies of children with both CP and ASD and demonstrate how parents can learn to work with their own children. We will discuss ongoing research on the effectiveness of the approach and explain how the activities in the Waldon Lesson aid in the development of cognition, social communication and in the reduction of challenging behaviour. We will show how children play and move intentionally for their own intrinsic pleasure and satisfaction rather than for the approval of supporting adults.

1.0 NYSED OT Continuing Competency Hour Offered.

28. 2:00pm-3:00pm

Visual Impairment: Implications on Motor Development and Concept Formation in Infants and Toddlers

Linda Gerra, EdD, Director of Children’s Vision Programs, Lighthouse Guild, NY

Vision plays a dominant role in the development of young children, particularly in organizing environmental information. The two most critical areas are motor development and concept formation. The absence of vision, decreases the child’s interest in moving because he/she does not see what is around him/her. Without adequate vision, concepts may be misinterpreted because the child is only receiving partial or distorted information. Suggestions for observing and detecting signs that an infant might have problems with his/her vision will also be presented. It is important for early interventionists and families to follow up with concerns regarding children’s vision by referring to a pediatrician or ophthalmologist and by requesting a “functional vision assessment.”

1.0 NYSED OT Continuing Competency Hour Offered.

29. 3:15pm-4:15pm

Building Resilient Families: Working on Challenges Big and Small

Rocio Galarza, MA, Assistant Vice President, Sesame Workshop, NY

Sesame Street invites you to learn more about how we as caring adults can positively impact children’s resilience on a daily basis in this interactive session: “Building Resilient Families: Working on Challenges Big and Small”. Together we will explore the resilience factors young children (ages 2-5) need to persevere through everyday challenges – such as sharing with a sibling or beating the bedtime blues – as well as more significant life transitions and situations. In this presentation, we will explore several positive strategies for helping children build these resilience skills, and practice activities to use with children, parents, and caregivers to support the development of these skills.

1.0 NYSED OT Continuing Competency Hour Offered.

30. 3:15pm-4:15pm

Smart Moves: Why Motor Skills Matter for Academic Success and Behavior Management

Robin Prothro, MS, OTR/L, Pediatric Occupational Therapist, Clarendon School District 2, SC

Motor Skills (gross motor, fine motor, sensory motor, and visual motor) are a robust predictor of academic success. Research has shown children with delayed motor skills have a much greater chance of struggling with academics, and children with strong motor skills perform better academically. More than ever before, typically developing children are entering school with underdeveloped motor systems. In fact, out of a kindergarten class of 20 students, only 2 may have adequate strength and balance. Lack of ‘tummy time”, “baby containers”, and an increase in use of electronic devices have significantly impacted normal child development. Find out which motor skills children need for school, how to screen for motor delays, and practical suggestions to improve motor skills for every classroom.

1.0 NYSED OT Continuing Competency Hour Offered.

FRIDAY May 5, 2017

31. 8:30am-9:20am

Awakening the Greatness in Children

Howard Glasser, MA, Founder, Children’s Success Network, AZ

The Nurtured Heart Approach is a systematic way of seeing and reflecting the beauty in children in a way that it inspires them to live that greatness. NHA consists of three main “Stands” that are achieved entirely through relationship: Refusing to energize or reward negativity; Creating and energizing pervasive experiences of success; while still providing a perfect level of limit-setting and consequences. The approach focuses on building Inner Wealth…children who are nurtured to experience who they really are as positive influences, as making thoughtful choices, and as having excellent character traits…tend to grow those very seeds planted on their own as they take root. NHA helps children to realize their greatness, helping them live this out in their everyday lives. We are confident that this Keynote will strengthen your relationships and inspire you to new ways to celebrate and influence the children you work with. 

1.0 NYSED OT Continuing Competency Hour Offered.

32. 9:30am-10:30am

Transforming The Intense Child

Howard Glasser, MA, Founder, Children’s Success Network, AZ

Faced with problematic behaviors from an intense child, most adults react by cranking up their level of application of traditional and conventional methods. They don’t realize these methods are virtually guaranteed to make the situation even worse. This isn’t the fault of the parents or teachers, or the intense children themselves. The culprits are the methods most people have at their disposal. The Nurtured Heart Approach® was developed from my work with the most challenging and intense children and it enables adults to quickly experience great impact in helping children channel their intensity into great choices and great qualities of character and leadership. Those who have studied this approach become agents of change in their homes, schools, agencies and programs. They inspire those around them to interact with children in a new way that acknowledges and amplifies greatness in every area of those children’s lives. Join us for this workshop to learn how to light up the runway for children with all levels of intensity. Let’s help the more intense child discover that he or she is no longer “the bad kid” or even “the good kid”— but the great kid, with great things to contribute.

1.0 NYSED OT Continuing Competency Hour Offered.

33. 10:45am-11:45am

Promoting Positive Behavior: Creating Environments That Support Success in Young Learners

Rebecca Hershberg, PhD, Director of Early Childhood, Ramapo for Children, NY

This presentation will introduce tools for creating environments that support success in our youngest learners. Participants will learn to view early childhood behaviors that adults find challenging through the lens of unmet needs and lagging skills. Using hands-on experiential activities, reflection questions and case studies, participants will develop and practice techniques for meeting needs and teaching skills. Participants will leave with an organized “Toolbox” of strategies and a common language for preventing, understanding and responding to challenging behaviors through role modeling, building relationships, clarifying expectations, establishing structures and routines, adapting for individual needs and responding, reflecting and repairing when conflict does occur.

1.0 NYSED OT Continuing Competency Hour Offered.

34. 10:45am-11:45am

How Can Families Best Prepare Their Autistic Child for the Transition into School?

Jaclyn Burton; Intake Coordinator, Rochester Center for Autism, MN; Jonathan Sailer, MA, Ed, Owner & Director, Rochester Center for Autism, MN
Using a combination of case study and research we intend to present a “best practice” guide to helping families and professionals prepare for educational transitions. We will follow 3 students as they transition from intensive one-on-one ABA therapy to a variety of more generalized settings. We will show how we worked hand in hand with a local preschool, private school, and public school to help transition students into their next educational setting. We will present the research, show how we adapted the research to meet each students needs, and then review the results for each student. Because of the well-documented importance of the transition into a typical educational setting it is crucial that families are able to access well researched information.

1.0 NYSED OT Continuing Competency Hour Offered.

35. 2:00pm-3:00pm

It Takes a Village: Fostering a Supportive Relationship with Families for Students with Developmental Delays or Special Needs

Julie Blair, MED, MSD Program Lead (Special Education), Council for Exceptional Children (CEC), AZ; Stacy Rucker, MED, MS, Program Lead (Early Childhood), Grand Canyon University in Early Childhood Programs, AZ
Family interaction and involvement are essential to the growth and development of all children. Learning a child has developmental delays or other special needs can be difficult for families. There is strong evidence to show the impact positive parent interaction has on the learning outcomes for children with developmental delays. Families developing a relationship with both the teacher and other school-wide stakeholders can benefit the learning outcomes of these children. This presentation will focus on parenting children with developmental delays, home-school relationship, and parent support to achieve learning outcomes. The communication between school and home is the connection necessary to develop appropriate intervention strategies to support the social, emotional, cognitive, and physical development of young children with exceptional needs.

1.0 NYSED OT Continuing Competency Hour Offered.

36. 3:15pm-4:15pm

Listening Ears in the Toddler Room? Developmentally Appropriate Discipline Strategies in the Toddler Environment

Donna Grover, El. Ed, Education Support Specialist, Goddard Systems, Inc, NJ

How do I discipline toddlers when they just don’t listen? What is developmentally appropriate discipline? Let’s remind ourselves that toddlers don’t own “listening ears”. They don’t know what is a good choice or a bad choice. We will discuss strategies to create a calm environment while maintaining control at the same time. Participants will hear real life examples and share strategies that result in toddlers that are engaged and busy and nice to their friends! It is a struggle for us all, let’s make it work!

1.0 NYSED OT Continuing Competency Hour Offered.

37. 3:15pm-4:15pm

The Changing Culture of Infancy: Revisiting the Importance of Infant-Caregiver Physical Contact for Early Social, Emotional, and Cognitive Development

Emily Little, MA, Doctoral Candidate, University of California, San Diego, CA

In modern industrialized culture, infants are carried in strollers, fed with bottles, taught with electronic toys, and entertained with tablet apps. This increased use of objects and technology with infants has come with a transition away from simple infant-caregiver physical contact, which is unique from a cultural and historical perspective. What are the implications of this shift in childrearing? This presentation will address the role of infant-caregiver physical contact in promoting social, emotional, and cognitive development from birth to three, backed by empirical evidence from anthropological, psychological, and medical research. Practitioners will learn not only the latest science behind infant-caregiver physical contact, but will also learn easy, cheap practices to promote increased physical contact among the parents and infants in the communities where they work.

1.0 NYSED OT Continuing Competency Hour Offered.

New York State Board for Physical Therapy Continuing Competency Hours

The New York State Education Department, Office of the Professions, approved Los Niños Training, LLC as a sponsor of continuing education for physical therapists and physical therapist assistants. Please note that only those continuing education activities that take place on or after July 6, 2015 may be used by New York State licensed physical therapists and physical therapist assistants to meet the requirements for re-registration of their licenses.

Approval Period: 7/6/15- 7/5/18

Presentations Offering NYS Physical Therapy Continuing Competency Hours for our 2017 conference: 

Tuesday May 2, 2017

1. 8:30am-10:30am

Choosing the Right Intervention at Each Stage of Development: If, When and How to Integrate Approaches to Meet the Individual Needs of Each Child

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lauren Blaszak, Executive Director, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Melissa Donofrio, MA, BCBA, Celebrate the Children, NJ; Monica G. Osgood, Executive Director, Profectum, NJ; Serena Wieder, PhD, Clinical Director, Profectum, NJ

This presentation is offered for NYSED-PT 2.4 Contact Hours.

2. 1:00pm-2:00pm

Understanding Sensory Processing Disorder Subtypes as a Guide to Relationship-Based Intervention

Michele Parkins, MS, OT, Occupational Therapist, STAR Institute, NJ

This presentation is offered for NYSED-PT 1.0 Contact Hour.

3. 1:00pm-2:00pm

What To Look For, and Staying On Track of Developmental Progress: The DIR-Floortime Model (Developmental, Individual Difference, Relationship Based Intervention)

Christie Virtue, PhD, Senior Faculty, Profectum, NY

This presentation is offered for NYSED-PT 1.0 Contact Hour.

4. 2:15pm-3:15pm

Integrating Occupational Therapy, Physical Therapy and Speech in the Classroom or Clinic

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Liza Marshall Kali, MSHS, OTR, Occupational Therapist, Celebrate the Children, NJ

This presentation is offered for NYSED-PT 1.0 Contact Hour.

Wednesday May 3, 2017

5. 9:30am-10:30am

Understanding How Immature Reflex Development Affects Our Children’s Functional Outcomes

Fraida Flaishman, MA, OTR, Therapy Supervisor, Smartbaby, Inc., NY

This presentation is offered for NYSED-PT 1.0 Contact Hour.

School Psychology CPD Credits

NASP recognizes all school psychologists have an obligation to grow professionally. School psychologists seek to remain current regarding developments in research, training, and professional practices that benefit children, families, and schools. Each school psychologist must participate in professional development activities as required by the credentialing agency of the state in which he or she practices. Each Nationally Certified School Psychologist (NCSP) must attain 75 hours of continuing professional development (CPD) every three years in order to maintain NCSP status. Continuing professional development hours can be earned through a variety of activities, including workshops, conference, inservice training, college or university courses, authorship, and self-study programs.

NASP Approval Period: 1/21/15 – 4/17

Presentations Offering School Psychology CPDs for our 2017 conference: 

Tuesday May 2, 2017

1. 8:30am-10:30am

Choosing the Right Intervention at Each Stage of Development: If, When and How to Integrate Approaches to Meet the Individual Needs of Each Child

Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lauren Blaszak, Executive Director, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Melissa Donofrio, MA, BCBA, Celebrate the Children, NJ; Monica G. Osgood, Executive Director, Profectum, NJ; Serena Wieder, PhD, Clinical Director, Profectum, NJ

2.0 NASP CPD credits offered.

2. 9:00am-12:00pm

The NeuroNet Learning Program: The Neuroscience Behind Movement-Based Learning

Nancy Rowe, MS, Audiologist, NeuroNet Learning, FL

3.0 NASP CPD credits offered.

3. 10:45am-11:45am

Early Start Denver Model: A Naturalistic Behavioral Developmental Intervention and Its Community Application

Jamie Winter, PhD, BCBA-D, Assistant Professor of Psychology in Clinical Psychiatry, Weill Cornell Medical College, NY

1.0 NASP CPD credits offered.

4. 10:45am-11:45am

Stress and the Environment

Terry Hamlin, EdD, Associate Executive Director of The Center for Discovery, NY

1.0 NASP CPD credits offered.

5. 10:45am-11:45am

The ASD Nest Model: An Integrated, Comprehensive Approach for Grade-Level School-Age Students Needing Support in Language/Social Development

Dorothy Siegel, MPA, New York University, NY

1.0 NASP CPD credits offered.

6. 1:00pm-2:00pm

Understanding Sensory Processing Disorder Subtypes as a Guide to Relationship-Based Intervention

Michele Parkins, MS, OT, Occupational Therapist, STAR Institute, NJ

1.0 NASP CPD credits offered.

7. 1:00pm-2:00pm

What To Look For, and Staying On Track of Developmental Progress: The DIR-Floortime Model (Developmental, Individual Difference, Relationship Based Intervention)

Christie Virtue, PhD, Senior Faculty, Profectum, NY

1.0 NASP CPD credits offered.

8. 1:00pm-2:00pm

JASPER (Joint Attention, Symbolic Play, Engagement, Regulation) in an Early Intervention Setting with Children with Autism

Suzanne Bracaglia, MSE, JASPER Consultant/Supervisor of Groups, New York Center for Infants and Toddlers, NY; Maria Kodjoe, MSEd, Vice President – Behavioral Services, New York Center for Infants and Toddlers, NY

1.0 NASP CPD credits offered.

9. 1:00pm-2:00pm

Understanding the Meanings of Behavior and Using Behavioral, Relationship and Developmental Strategies to Support Behavioral Regulation

Monica G. Osgood, Executive Director, Profectum, NJ

1.0 NASP CPD credits offered.

10. 2:15pm-3:15pm

The Vital Importance of Symbolic Play in Intervention to Advance Development and Mental Health

Gilbert Foley, EdD, Consulting Clinical Director, NY Center for Child Development, NY; Serena Wieder, PhD, Clinical Director, Profectum, NJ

1.0 NASP CPD credits offered.

11. 2:15pm-3:15pm

Verbal Behavior and Communication: ABA Approaches

Marilena Drakopoulou, MSED, Director of ABA Services, Los Niños Services, NY

1.0 NASP CPD credits offered.

12. 2:15pm-3:15pm

Putting Families First:  Family Centered Treatment Model in Reflective Practice 

Ruby Salazar, ACSW, BCD, Founder and Director, Pennsylvania Lifespan Services at Salazar Associates, PA

1.0 NASP CPD credits offered.

13. 3:30pm-4:30pm

Ways of Seeing: Supporting Early Attachment and Development in ASD using Creative Dance/Movement Psychotherapy

Suzi Tortora, EdD, Board Certified Dance/Movement Therapist, Dancing Dialogue, NY

1.0 NASP CPD credits offered.

14. 3:30pm-4:30pm

Fostering Independence – Get Executive Functions and Problem Solving Going From the Start!

Karen McDowell, Program Coordinator, Celebrate the Children, NJ; Michelle Rehse, MA, Early Elementary Teacher, Celebrate the Children, NJ

1.0 NASP CPD credits offered.

15. 3:30pm-4:30pm

Implementing Relationship Based Interventions in Preschool and Elementary School Classrooms that Meet State Standards

Lynn Abelson, MS, CCC-SLP, OTR/L, Speech Language Pathologist, The Phoenix Center, NJ; Kristin Cody, Teacher of Students with Disabilities, The Phoenix Center, NJ; Heni Mozes, MS, Supervisor of the Lakewood Public Preschool Programs, Lakewood Public School District, NJ; Susan Smith-Foley, MPA, OTR, Occupational Therapist, Lakewood Public School District, NJ; Devorie Stareshefsky, MS, Supervisor of Special Education, Lakewood Public School District, NJ

1.0 NASP CPD credits offered.

Wednesday May 3, 2017

16. 9:30am-10:30am

Applying Behavior Modification Strategies Using Family Centered Approaches to Teaching Language and Communication: A Functional Approach for Working with Children with Autism Spectrum Disorder

Jana Diamond, MSEd, SpEd, BCBA, Sr. Director of Autism and Educational Services, TheraCare, NY; Meghan Duffy, MA, CCC-SLP, Clinical Supervisor, Theracare, NY

1.0 NASP CPD credits offered.

17. 10:45am-11:45am

“They Said WHAT?!”: Respond to Young Children’s Questions about Cultural and Racial Differences

Sheri Atwater, PhD, PPS, Professor & Director of the School Counseling Program, Loyola Marymount University, CA

1.0 NASP CPD credits offered.

18. 10:45am-11:45am

Creating an Environment of Consistency and Compassion to Help Children Especially Those Who Have Experienced Domestic Violence

Kristie Adams, MEd, VP of Programs & Services, Family Scholar House, Inc, KY

1.0 NASP CPD credits offered.

19. 2:00pm-3:00pm

The Looking Glass Mirror – I See You in Me: Supporting Social and Emotional Development in Babies and Toddlers

Shulamit Ritblatt, PhD, Professor in Child & Family Development Department,  San Diego State University, CA

1.0 NASP CPD credits offered.

20. 2:00pm-3:00pm

Cultural Competence: The Future is Now, Let’s Talk About It

Claudia Rebolledo, Bi-Lingual Parent Counselor, Guilford Child Development Regional Child Care Resource and Referral, NC

1.0 NASP CPD credits offered.

21. 3:15pm-4:15pm

ADHD: School and Parents – The Great Divide and How to Bridge the Gap

Tenise Wall, PhD, Mental Health Clinician, The Institute for Family Health, NY

1.0 NASP CPD credits offered.

22. 3:15pm-4:15pm

Be Included vs. Being in the Room: Effectively Including Children with Disabilities

Kathy Boisvert, EdD, Integrated Preschool Teacher, University of Massachusetts Boston, MA

1.0 NASP CPD credits offered.

Thursday May 4, 2017

23. 9:30am-10:30am

Solving the Behavior Mystery: Realistic Solutions for the Real Life Behavior You Face

Marcie Beigel, EdD, BCBA-D, Founder & Director, Behavior + Beyond, NY

1.0 NASP CPD credits offered.

24. 10:45am-11:45am

“I Like to Work with Kids that Hit, Bite, and Do Not Listen”: Transforming Challenging Behavior

Barb O’Neill, EdD, Consultant, Barb O’Neill Consulting, CA

1.0 NASP CPD credits offered.

25. 10:45am-11:45am

How to Nurture Cooperative and Caring Behavior in Young Children

Kenneth Barish, PhD, Clinical Professor of Psychology, Weill Cornell Medical College, NY

1.0 NASP CPD credits offered.

26. 10:45am-11:45am

A Spectrum of Differences – How Music and the Arts Can Help!

Rene Boyer, EdD, Professor Emerita of Music Education, University of Cincinnati’s College Conservatory of Music, NY

1.0 NASP CPD credits offered.

27. 2:00pm-3:00pm

“What’s Your Idea for Solving the Problem?” Involving Children in the Conflict Resolution Process

Kenneth Sherman, Early Childhood Early Specialist/Teacher, HighScope Educational Research Foundation, MI

1.0 NASP CPD credits offered.

28. 2:00pm-3:00pm

Teaching Children Self-Control: Learn how to teach children to control their impulses: their bodies, their thoughts, and their actions!

Jamie Goldring, MA, Speech and Language Pathologist, Memphis Jewish Community Center, TN

1.0 NASP CPD credits offered.

29. 2:00pm-3:00pm

Bridging the Gap: Creating a Family Engagement Action Plan to Build School Community

Kisha Edwards-Gandsy, Co-Founder, NY City Explorers, NY

1.0 NASP CPD credits offered.

30. 2:00pm-3:00pm

Visual Impairment: Implications on Motor Development and Concept Formation in Infants and Toddlers

Linda Gerra, EdD, Director of Children’s Vision Programs, Lighthouse Guild, NY

1.0 NASP CPD credits offered.

31. 3:15pm-4:15pm

Building Resilient Families: Working on Challenges Big and Small

Rocio Galarza, MA, Assistant Vice President, Sesame Workshop, NY

1.0 NASP CPD credits offered.

32. 3:15pm-4:15pm

Smart Moves: Why Motor Skills Matter for Academic Success and Behavior Management

Robin Prothro, MS, OTR/L, Pediatric Occupational Therapist, Clarendon School DIstrict2, SC

1.0 NASP CPD credits offered.

33. 3:15pm-4:15pm

Celebrating Differences: Using Children’s Literature to Create an Inclusive Culture

Nicole Briceno, MS, Early Years Network: Special Needs Credential Coordinator Institute for Disability Studies, MS; Alicia Westbrook, PhD, Director of Early Years Network: Children with Special Needs, Institute for Disability Studies, MS

1.0 NASP CPD credits offered.

34. 3:15pm-4:15pm

Strengthening Family Engagement: Strategies to Successfully Communicate Sensitive Information to Families

Jane Montgomery, MEd, Director of Peachtree Presbyterian Preschool, Peachtree Presbyterian Preschool, GA; Patty Randall, Director of Educational Practices, Peachtree Presbyterian Preschool, GA

1.0 NASP CPD credits offered.

Friday May 5, 2017

35. 9:30am-10:30am

Transforming The Intense Child

Howard Glasser, MA, Founder, Children’s Success Network, AZ

1.0 NASP CPD credits offered.

36. 9:30am-10:30am

Developing Social-Emotional Competencies in Young Children: The Role of the Early Childhood Educator

Zina Rutkin, PhD, Director of Competent Kids, Caring Communities (CKCC), Ackerman Institute for the Family, NY; Arlean Wells, PhD, CKCC Program Coordinator, Ackerman Institute for the Family, NY

1.0 NASP CPD credits offered.

37. 9:30am-10:30am

The Self-Worth Component…Eliminating Challenging and Disruptive Behavior in the Classroom by Raising Your Students’ Self-Worth Barometer

Cynthia Rainbow, MS, ED, Elementary Educator, The Rainbow Affect, NY

1.0 NASP CPD credits offered.

38. 9:30am-10:30am

Phonological Awareness Instruction for Young At-Risk Learner: Helping Our Children Succeed

Froma P. Roth, PhD, CC-SLP, Professor Emeritus, University of Maryland, Department of Hearing and Speech Sciences, College Park, MD

1.0 NASP CPD credits offered.

39. 10:45am-11:45am

Promoting Positive Behavior: Creating Environments That Support Success in Young Learners

Rebecca Hershberg, PhD, Director of Early Childhood, Ramapo for Children, NY

1.0 NASP CPD credits offered.

40. 10:45am-11:45am

How Can Families Best Prepare Their Autistic Child for the Transition into School?

Jaclyn Burton; Intake Coordinator, Rochester Center for Autism, MN; Jonathan Sailer, MA, Ed, Owner & Director, Rochester Center for Autism, MN

1.0 NASP CPD credits offered.

41. 10:45am-11:45am

Put Your Oxygen Mask on First! A Mindfulness-Based Practice for Caregivers

Zsuzsanna Kiraly, PhD, RYT-500, Director, Hagin School Consultation Centers, Fordham University, NY

1.0 NASP CPD credits offered.

42. 10:45am-11:45am

Thriving Through Grieving, the Fullness of Life After Death for Kids

Donna Janel Williams, CEO/Founder of DonnaJanel, Inc, Franlkin Covey Leader in Me, DE

1.0 NASP CPD credits offered.

43. 2:00pm-3:00pm

How to Teach the Positive Psychology of Winnie the Pooh

Patty O’Grady, PhD, Professor, The University of Tampa, Fl

1.0 NASP CPD credits offered.

44. 2:00pm-3:00pm

Ten Tips for Preventing Challenging Behavior You Can Start Using Tomorrow!

Christopher Rosado, MS, BCBA, Board Certified Behavior Analyst, Quality Behavioral Solutions (QBS), RI

1.0 NASP CPD credits offered.

45. 2:00pm-3:00pm

Student-Teacher Interactions and Expectations in Preschool When the Teacher and Student are of Different Races and Social Classes

Angela Sansone, EdD, Adjunct Professor, Mercer County Community College, NJ

1.0 NASP CPD credits offered.

46. 2:00pm-3:00pm

It Takes a Village: Fostering a Supportive Relationship with Families for Students with Developmental Delays or Special Needs

Julie Blair, MED, MSD Program Lead (Special Education), Council for Exceptional Children (CEC), AZ; Stacy Rucker, MED, MS, Program Lead (Early Childhood), Grand Canyon University in Early Childhood Programs, AZ

1.0 NASP CPD credits offered.

47. 3:15pm-4:15pm

Listening Ears in the Toddler Room? Developmentally Appropriate Discipline Strategies in the Toddler Environment

Donna Grover, El. Ed, Education Support Specialist, Goddard Systems, Inc, NJ

1.0 NASP CPD credits offered.

48. 3:15pm-4:15pm

Bibliotherapy: Using Children’s Books to Help Young Children Understand Disabilities

Elizabeth M. Elliot, PhD, Professor of Early Childhood Education, Florida Gulf Coast University, FL

1.0 NASP CPD credits offered.

49. 3:15pm-4:15pm

Movement and Meditation Experiences in the Classroom – Bringing Mindful Activities to Early Childhood Classrooms

Lauren Maples, Founder & Director, Bija Kids, NY

1.0 NASP CPD credits offered.

50. 3:15pm-4:15pm

The Changing Culture of Infancy: Revisiting the Importance of Infant-Caregiver Physical Contact for Early Social, Emotional, and Cognitive Development

Emily Little, MA, Doctoral Candidate, University of California, San Diego, CA

1.0 NASP CPD credits offered.

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