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

educationGet the most out of your experience from attending the Young Child Expo and 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).

Presentations Offering ASHA CEUs for our 2016 Spokane conference:

1. Full Day Workshop
Wednesday October 19, 2016 8:30AM-4:30PM
Helping Young Children Prepare For Reading and Writing Through Developmental Sequential Drawings
Myron Thurber, PhD, Co-Owner & Clinical Director, Neurotherapy Northwest, WA; Kimberly P. Weber, PhD, Professor & Chair, Special Education Department, Gonzaga University, WA

Disclosure Statement:

Myron Thurber

Financial: Receiving honorarium from Los Niños Inc. for his presentation.

Author of educational materials published by Sketch for School Inc. and  receives royalties

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

Kimberly Weber

Financial: Receiving honorarium from Los Niños Inc. for her presentation.

Author of educational materials, published by Sketch for School Inc., and receives royalties

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

2. Half Day Workshop
Wednesday October 19, 2016 9:00AM-12:00PM
The Core Vocabulary Exchange System (™): A Low-Tech Communication System
Renee Bourke, MA, CCC-SLP, Speech-Language Pathologist; Megan Brazas, MA, CCC-SLP, Speech-Language Pathologist, Speech and Language Pathways, IL

Disclosure Statement:

Megan Brazas

Financial: Receiving honorarium from Los Niños Inc. for her presentation. Owner/Manager of Core Vocabulary Exchange Systems ™ ( CVES Solution) and receives profits from sales of products

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

Renee Bourke

Financial: Receiving honorarium from Los Niños Inc. for her presentation. Manager/consultant for Core Vocabulary Exchange Systems T (CVES Solution) and receives commission from sales of products)

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

3. Half Day Workshop
Wednesday October 19, 2016 1:00PM-4:00PM
Screen, Screen, Everywhere a Screen: The Importance of Media Mentorship
Stacey Landberg, MS, CCC-SLP, Pediatric Speech-Language Pathologist, American Speech-Language Pathology and Hearing Association (ASHA), CA

Disclosure Statement:

Financial: Receiving honorarium from Los Niños Inc. for her presentation.

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

4. Presentation
Thursday October 20, 2016 1:00PM-1:50PM
Curriculum Connections:  Active Music Making to Help Children Learn and Grow
Bob McGrath, Original Cast Member & Music Teacher of Sesame Street, Author, Recording Artist, and Concert Performer, NYC

Disclosure Statement:

Financial: Receiving honorarium from Los Niños Inc. for his presentations. Co-author of Curriculum Connections: Music to Help Children Learn, published by Educational Activities Inc. and receives royalties for sales. Author/creator of music CD’s for Children including Bob’s Favorite Singalong Songs, Sing Along with Bob, Volumes 1 and 2. . Receives royalties for sales from Bob’s Kid’s Music, Broadcast Music Inc.(BMI)

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

5. Presentation
Thursday October 20, 2016 2:00PM-3:00PM
Let’s Make The Connections… Music, Learning, You and Your Kids
Bob McGrath, Original Cast Member & Music Teacher of Sesame Street, Author, Recording Artist, and Concert Performer, NYC

Disclosure Statement:

Financial: Receiving honorarium from Los Niños Inc. for his presentations. Co-author of Curriculum Connections: Music to Help Children Learn, published by Educational Activities Inc. and receives royalties for sales. Author/creator of music CD’s for Children including Bob’s Favorite Singalong Songs, Sing Along with Bob, Volumes 1 and 2. . Receives royalties for sales from Bob’s Kid’s Music, Broadcast Music Inc.(BMI)

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

6. Presentation
Friday October 21, 2016 2:00PM-4:00PM
Diverse and Successful Early Literacy Program with Amazing Success
Colleen Hourigan, MEd, Teacher; Deborah Luporini, MEd, Principal, Gibsons Elementary School, Canada

Disclosure Statement:

Deborah Luporini

Financial: No relevant financial relationships to disclose

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

Colleen Hourigan

Financial: No relevant financial relationships to disclose

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

The following organizations have contributed financially to this conference:

Catholic Charities, Child Care Aware, Eastern Washington University Foundation, Frog Street, Gonzaga University School of Business Administration, Educa, Gonzaga University School of Arts & Science, Gonzaga University School of Education, Gonzaga University School of Engineering & Applied Sciences, Gonzaga University School of Professional Studies, Heutink USA, HighScope Educational Research Foundation, Inlander, Inhealth, Inspirus Credit Union, Kalispel Tribe of Indians, Kaplan Early Learning Company, Kindermusik, Los Niños Services, Providence Sacred Heart Children’s Hospital, Sketch for Schools, Spokane Falls Community College, Spokane Public Schools, Spokane Regional Health District, Umpqua Bank, Washington State Department of Early Learning, Washington State University, WA Trust Bank, Whitworth University

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

Cheney Public Schools, Council for School Supervisors and Administrators, Executive Leadership Institute, Gonzaga University School of Nursing & Human Physiology, Greater Spokane Incorporated,  LAUP, Northwest Autism Center, Preemie World, Priority Spokane, Spokane Guilds’ School & Neuromuscular Center, University of Washington Haring Center, Visit Spokane

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Continuing Education: This conference is offered for up to 1.0 ASHA CEU’s (Intermediate level, Professional area).

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: 10/31/15-11/30/16

Presentation Offering BACB TYPE II CEUs for our 2016 Spokane conference:

1. Pre-Conference Full Day Workshop

Wednesday October 19, 2016 8:30am-4:30pm

Helping Young Children Prepare For Reading and Writing Through Developmental Sequential Drawings

Myron Thurber, PhD, Co-Owner & Clinical Director, Neurotherapy Northwest, WA; Kimberly P. Weber, PhD, Professor & Chair, Special Education Department, Gonzaga University, WA

Earn 7.0 BACB TYPE II CEUs upon completing this activity.

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There were no Physical Therapy Credits approved for 2016

Physical Therapy Credits

To renew a physical therapist or physical therapist assistant license, you must have 40 hours of continuing education and 200 hours of physical therapy employment every two years. Physical therapists and physical therapist assistants must have completed this requirement by their birth date every two years. The continuing education (CE) and employment hours must have been obtained during the preceding two years, from birth date to birth date. If you’re reporting this year, any CE that was obtained before your birth date two years ago or after your current birth date, cannot be used to satisfy the continuing education or employment requirement. The expiration date for all credentials is the practitioner’s birthday.

These courses are not pre-approved by the Washington State Department of Health Board of Physical Therapy but were recommended by our Physical Therapist consultant.  We do not guarantee that the recommended courses will be accepted by the WA State Dept. of Health Board of Physical Therapy as continuing education.  PTs licensed in the state of WA should refer to http://www.doh.wa.gov/LicensesPermitsandCertificates/ProfessionsNewReneworUpdate/PhysicalTherapist/FrequentlyAskedQuestions#6 for further information.  Certificates will be distributed for the recommended PT courses.  It is solely the responsibility of attendees to ensure that they have the appropriate documentation to receive credit for attendance of any sessions at our conference.  PTs should also directly contact their state Physical Therapy Boards to confirm approval.

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 2016  Spokane conference:

 

1. Pre-Conference Half Day Workshop
Wednesday October 19, 2016 9:00AM – 12:00PM

The Science of Early Childhood and The Brain Architecture Game

Shanna Davis, PhD, Assistant Professor; Allison Wilson, PhD, Assistant Professor, Eastern Washington University, WA

3.0 NASP CPD credits offered.

2. Pre-Conference Half Day Workshop
Wednesday October 19, 2016 1:00PM – 4:00PM

Strategies and Supports for Addressing Challenging Behaviors

Reagan Henry, Early Achievers Coach; Danyll Van Lierop, Early Achiever Supervisor, Community Minded Enterprises, WA

3.0 NASP CPD credits offered.

3. Presentation

Thursday October 20, 2016 9:30AM – 10:30AM

Theory to Practice: Applying Andragogical Principles During Early Intervention Home Visits

Kelly Hantak, MEd, Instructor; Rebecca Panagos, PhD, Professor, Lindenwood University, MO

1.0 NASP CPD credit offered.

4. Presentation

Thursday October 20, 2016 10:45AM – 11:45AM

Teaching Social Communication in the Home

Jamie Chavez, MEd, Autism Preschool Teacher; Jeni Duvall, MA, Birth through Two Teacher; Lisa Upton, MSEd, Autism Behavior Specialist, Pasco School District, WA

1.0 NASP CPD credit offered.

5. Presentation

Thursday October 20, 2016 10:45AM – 11:45AM

Identifying Social Emotional Objectives and Interventions in Early Childhood Settings

Shanna Davis, PhD, Assistant Professor; Allison Wilson, PhD, Assistant Professor, Eastern Washington University, WA

1.0 NASP CPD credit offered.

6. Presentation

Thursday October 20, 2016 2:00PM – 3:00PM

Teach Me What to Do Instead! Practical Strategies to Prevent and Address Challenging Behavior

Gail Joseph, PhD, Associate Professor, College of Education, University of Washington, WA

1.0 NASP CPD credit offered.

7. Presentation

Thursday October 20, 2016 2:00PM – 3:00PM

Don’t Praise Me: The Problem with Praise and What We Should Say Instead

Jennifer Slack, Owner & Director, Our Neighborhood Child Development Center, VA

1.0 NASP CPD credit offered.

8. Presentation

Thursday October 20, 2016 2:00PM – 4:00PM

What’s Up With Mindfulness? Does It Actually Promote Well-Being, Reduce Stress, Improve Relationships, Etc.?

Nancy L. Worsham, PhD, Professor, Gonzaga University, WA

2.0 NASP CPD credit offered.

9. Presentation

Thursday October 20, 2016 2:00PM – 4:00PM

Racist Tendencies in School Discipline Systems and How to Best Rectify the Problem

Jonas Cox, PhD, Associate Professor; John Traynor, PhD, Associate Professor, Gonzaga University, WA

2.0 NASP CPD credit offered.

10. Presentation

Thursday October 20, 2016 3:15PM – 4:15PM

Family Engagement Action Plan: It Takes a Village, so Build One!

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

1.0 NASP CPD credit offered.

11. Presentation

Friday October 21, 2015 9:30AM – 10:30AM

Taking the Challenge Out of Challenging Behaviors

Tamar Andrews, EdD, Doctor of Education, Saddleback College, CA

1.0 NASP CPD credit offered.

12. Presentation

Friday October 21, 2015 9:30AM – 10:30AM

Helping Parents and Children Build Better Relationships through Attachment-Based Play

Jessica Weidel, MEd, LCPC (IL), NCC, Certified Theraplay Therapist & Supervisor, WA

1.0 NASP CPD credit offered.

13. Presentation

Friday October 21, 2015 10:45AM – 11:45AM

Something to Sleep On: Impact and Identification of Sleep-Disordered Breathing (SDB) in Childhood

Nicole Archambault Besson, EdS, MS, CCC-SLP, CLEC, ASHA Board Certified Speech-Language, Minds In Motion, CA

1.0 NASP CPD credit offered.

14. Presentation

Friday October 21, 2015 2:00PM – 4:00PM

Early Childhood Anxiety: Signs and Management at Home and at School

Tamar Andrews, EdD, Doctor of Education, Saddleback College, CA

2.0 NASP CPD credit offered.

15. Presentation

Friday October 21, 2015 2:00PM – 4:00PM

Strengthening the Partnership between Parents and Childcare Providers: Improving Sleep Together

Teresa Stewart, MS, MPH, Sleep Consultant, Family Solutions, MA

2.0 NASP CPD credit offered.

16. Presentation

Friday October 21, 2015 2:00PM – 4:00PM

Thriving Through Grief, Fullness of Life After Death… For Kids

Donna Williams, CEO, Founder of DonnaJanel Inc, DE

2.0 NASP CPD credit offered.

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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.

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.

 

Presentations offering ASWB ACE credit hours for our 2016 Spokane conference:

1. Pre-Conference Half Day Workshop

Wednesday October 19, 2016 1:00PM – 4:00PM

Strategies and Supports For Addressing Challenging Behaviors

Reagan Henry, Early Achiever’s Coach; Danyll Van Lierop, Early Achiever Supervisor, Community Minded Enterprises, WA

This INTERMEDIATE level workshop is offered for 3.0 ASWB continuing education clock hours.

2. Presentation

Thursday October 20, 2016 9:30AM – 10:30AM

Theory to Practice: Applying Andragogical Principles During Early Intervention Home Visits

Kelly Hantak, MEd, Instructor; Rebecca Panagos, PhD, Professor, Lindenwood University, MO

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

3. Presentation

Thursday October 20, 2016 10:45AM – 11:45AM

Teaching Social Communication in the Home

Jamie Chavez, MEd, Autism Preschool Teacher; Jeni Duvall, MA, Birth through Two Teacher; Lisa Upton, MSEd, Autism Behavior Specialist, Pasco School District, WA

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

4. Presentation

Thursday October 20, 2016 10:45AM – 11:45AM

Identifying Social Emotional Objectives and Interventions in Early Childhood Settings

Shanna Davis, PhD, Assistant Professor; Allison Wilson, PhD, Assistant Professor, Eastern Washington University, WA

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

5. Presentation

Thursday October 20, 2016 2:00PM – 3:00PM

Teach Me What to Do Instead! Practical Strategies to Prevent and Address Challenging Behavior

Gail Joseph, PhD, Associate Professor, College of Education, University of Washington, WA

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

6. Presentation

Thursday October 20, 2016 2:00PM – 3:00PM

Don’t Praise Me: The Problem with Praise and What We Should Say Instead

Jennifer Slack, Owner & Director, Our Neighborhood Child Development Center, VA

This BASIC level workshop is offered for 1.0 ASWB continuing education clock hours.

7. Presentation

Thursday October 20, 2016 2:00PM – 3:00PM

What’s Up With Mindfulness? Does It Actually Promote Well-Being, Reduce Stress, Improve Relationships, Etc.?

Nancy L. Worsham, PhD, Professor, Gonzaga University, WA

This BASIC level workshop is offered for 1.0 ASWB continuing education clock hours.

8. Presentation

Thursday October 20, 2016 2:00PM – 3:00PM

Racist Tendencies in School Discipline Systems and How to Best Rectify the Problem

Jonas Cox, PhD, Associate Professor; John Traynor, PhD, Associate Professor, Gonzaga University, WA

This BASIC level workshop is offered for 1.0 ASWB continuing education clock hours.

9. Presentation

Thursday October 20, 2016 3:15PM – 4:15PM

Family Engagement Action Plan: It Takes a Village, so Build One!

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

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

10. Presentation 

Friday October 21, 2016 9:30AM – 10:30AM

Taking the Challenge out of Challenging Behaviors

Tamar Andrews, EdD, Doctor of Education, Saddleback College, CA

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

11. Presentation

Friday October 21, 2016 9:30AM – 10:30AM

Helping Parents and Children Build Better Relationships through Attachment-Based Play

Jessica Weidel, MEd, LCPC (IL), NCC, Certified Theraplay Therapist &Supervisor, WA

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

12. Presentation

Friday October 21, 2016 10:45AM – 11:45AM

Power of Play: A Parent-Toddler Interdisciplinary Developmental Play Group

Danai Fannin, PhD, CCC-SLP, Assistant Professor; Priyanka Ghosh Roy, PhD, RDN, Assistant Professor; Christina Odeh, PT, DHSc, Assistant Professor, Northern Illinois University, IL

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

13. Presentation

Friday October 21, 2016 2:00PM – 3:00PM

Early Childhood Anxiety: Signs and Management at Home and at School

Tamar Andrews, EdD, Doctor of Education, Saddleback College, CA

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

14. Presentation

Friday October 21, 2016 2:00PM – 4:00PM

Thriving Through Grief, Fullness of Life After Death… For Kids

Donna Williams, CEO, Founder of DonnaJanel Inc, DE

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

Washington State Clock Hours

Young Child Expo & Conference Spokane 2016 — Clock Hours Information Washington State Clock Hours have been approved for the Young Child Expo & Conference Spokane 2016 through NorthEast Washington ESD 101.

The maximum number of clock hours available (18.50) is as follows:

October 19, 2016      9:00am-4:00pm   6.00 clock hours

October 20, 2016     8:30am-4:15pm   6.50 clock hours

October 21, 2016      8:30am-4:00pm   6.00 clock hours

A minimum of 3 clock hours is required.

NEWESD 101 charges a fee of $2.00 per hour, with a $10.00 minimum. Therefore, if 18.50 clock hours are claimed, $39.00 will be the fee.

Participants must have a Washington State K-12 Certificate: Teachers, Administrators, Educational Staff Associates, or Career Tech Educator.

Washington State Stars Hours

STARS is a Washington State mandated training program for child care providers. STARS is a career development system designed to improve child care through basic and ongoing training for child care providers.

WEDNESDAY October 19, 2016

1. Pre-Conference Full Day Workshop 8:30am-4:30pm

Helping Young Children Prepare For Reading and Writing Through Developmental Sequential Drawings

Myron Thurber, PhD, Co-Owner & Clinical Director, Neurotherapy Northwest, WA; Kimberly P. Weber, PhD, Professor & Chair, Special Education Department, Gonzaga University, WA

STARS: Child Growth & Development, Level 3-4

2. Pre-Conference Half Day Workshop 9:00am-12:00pm

The Science of Early Childhood and The Brain Architecture Game

Shanna Davis, PhD, Assistant Professor; Allison Wilson, PhD, Assistant Professor, Eastern Washington University, WA

STARS: Child Growth & Development, Level 4

3. Pre-Conference Half Day Workshop 9:00am-12:00pm

The Core Vocabulary Exchange System (™): A Low-Tech Communication System

Renee Bourke, MA, CCC-SLP, Speech-Language Pathologist; Megan Brazas, MA, CCC-SLP, Speech-Language Pathologist, Speech and Language Pathways, IL

STARS: Curriculum & Learning Environment, Level 5

4. Pre-Conference Half Day Workshop 1:00pm-4:00pm

Strategies and Supports for Addressing Challenging Behaviors

Reagan Henry, Early Achievers Coach; Danyll Van Lierop, Early Achiever Supervisor, Community Minded Enterprises, WA

STARS: Interactions, Level 3-4

5. Pre-Conference Half Day Workshop 1:00pm-4:00pm

Screen, Screen, Everywhere a Screen: The Importance of Media Mentorship

Stacey Landberg, MS, CCC-SLP, Pediatric Speech-Language Pathologist, American Speech-Language Pathology and Hearing Association (ASHA), CA

STARS: Curriculum & Learning Environment, Level 4

THURSDAY OCTOBER 20, 2016

 6. Keynote 8:30am-9:20am

How to Help Our Sons and Daughters Do Their Best in Early Childhood and in Life

Michael Gurian, Author, The Gurian Institute, LLC, WA

STARS: Child Growth & Development, Level 4

 7. Presentation 9:30am-10:30am

Me Too! Effective Practices for Including Young Children with Special Needs in Preschool

Gail Joseph, PhD, Associate Professor, College of Education, University of Washington, WA

STARS: Curriculum & Learning Environment, Level 4

8. Presentation 9:30am-10:30am

Transition Techniques: Access the Power of Transitions to Refocus, Instruct & Engage Your Students

Monica Levy, Director, LeapSmart, NY

STARS: Curriculum & Learning Environment, Level 4

9. Presentation 9:30am-10:30am

Theory to Practice: Applying Andragogical Principles During Early Intervention Home Visits

Kelly Hantak, MEd, Instructor; Rebecca Panagos, PhD, Professor, Lindenwood University, MO

STARS: Families & Community Partnerships, Level 4

10. Presentation 10:45am-11:45am

Teaching Social Communication in the Home

Jamie Chavez, MEd, Autism Preschool Teacher; Jeni Duvall, MA, Birth through Two Teacher; Lisa Upton, MSEd, Autism Behavior Specialist, Pasco School District, WA

STARS: Families & Community Partnerships, Level 3

 11. Presentation 10:45am-11:45am

How to Recruit, Hire, Train, and Retain the Right Person for The Job

Thomasa Bond, EdD, Child Care Licensing Consultant, State of Michigan, MI

STARS: Professional Development & Leadership, Level 4

 12. Presentation 10:45am-11:45am

Identifying Social Emotional Objectives and Interventions in Early Childhood Settings

Shanna Davis, PhD, Assistant Professor; Allison Wilson, PhD, Assistant Professor, Eastern Washington University, WA

STARS: Ongoing Measurement of Child Progress, Level 4

13. Presentation 10:45am-11:45am

Interested in Expanding or Building a New Center? Learn How to Navigate the Entire Process

Melissa McFadgen, MARch, Principal Architect, American Institute of Architects (AIA), WA; Barbara Sattler, MA, Director, Central Valley Early Learning Center, WA

STARS: Program Planning & Development, Level 4-5

 14. Keynote 1:00pm-1:50pm

Curriculum Connections: Active Music Making to Help Children Learn and Grow

Bob McGrath, Original Cast Member & Music Teacher of Sesame Street, Author, Recording Artist, and Concert Performer, NYC

STARS: Child Growth & Development, Level 5

15. Presentation 2:00pm-3:00pm

Let’s Make The Connections… Music, Learning, You and Your Kids

Bob McGrath, Original Cast Member & Music Teacher of Sesame Street, Author, Recording Artist, and Concert Performer, NYC

STARS: Curriculum & Learning Environment, Level 4

16. Presentation 2:00pm-3:00pm

Teach Me What to Do Instead! Practical Strategies to Prevent and Address Challenging Behavior

Gail Joseph, PhD, Associate Professor, College of Education, University of Washington, WA

STARS: Interactions, Level 4

17. Presentation 2:00pm-3:00pm

Don’t Praise Me: The Problem with Praise and What We Should Say Instead

Jennifer Slack, Owner & Director, Our Neighborhood Child Development Center, VA

STARS: Interactions, Level 2

 18. Presentation 2:00pm-4:00pm  

What’s Up With Mindfulness? Does It Actually Promote Well-Being, Reduce Stress, Improve Relationships, Etc.?

Nancy L. Worsham, PhD, Professor, Gonzaga University, WA

STARS: Professional Development & Leadership, Level 3

19. Presentation 2:00pm-4:00pm  

Racist Tendencies in School Discipline Systems and How to Best Rectify the Problem

Jonas Cox, PhD, Associate Professor; John Traynor, PhD, Associate Professor, Gonzaga University, WA

STARS: Interactions, Level 2 & Professional Development & Leadership, Level 3

20. Presentation 3:15pm-4:15pm

Turn Disruptive Moments into Learning Moments

Rita Molino, MEd, National Trainer, Center for Teacher Effectiveness, NY

STARS: Curriculum & Learning Environment, Level 4

21. Presentation 3:15pm-4:15pm

Activate Your Curriculum- Bring Kinesthetic Learning into Your School

Monica Levy, Director, LeapSmart, NY

STARS: Curriculum & Learning Environment, Level 4

22. Presentation 3:15pm-4:15pm

Family Engagement Action Plan: It Takes a Village, so Build One!

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

STARS: Families & Community Partnerships, Level 4

FRIDAY OCTOBER 21, 2016

23. Keynote 8:30am-9:20am

Finding Coherence in the Human Condition

Kent Hoffman, RelD, Co-Founder & Co-Director, Circle of Security International, WA

STARS: Child Growth & Development, Level 4

24. Presentation 9:30am-10:30am

Taking the Challenge Out of Challenging Behaviors

Tamar Andrews, EdD, Doctor of Education, Saddleback College, CA

STARS: Curriculum & Learning Environment, Level 4

25. Presentation 9:30am-10:30am

Helping Parents and Children Build Better Relationships through Attachment-Based Play

Jessica Weidel, MEd, LCPC (IL), NCC, Certified Theraplay Therapist &Supervisor, WA

STARS: Families & Community Partnerships, Level 2

26. Presentation 9:30am-11:30am

Math Throughout the Daily Schedule

Kimberly Early, MA, Early Education Specialist Senior, Highscope, WA; Michael William Figueroa, MA, Early Education Specialist Senior, City of Seattle Department of Education and Early Learning, WA

STARS: Curriculum & Learning Environment, Level 3

27. Presentation 9:30am-10:30am

Ready! Set, Go! Implementing a Collaborative Week-Long Kindergarten Preparedness Camp

Beth Meyerson, MPA, Director; Darlene Thomas, MA, HIPPY Senior Program Coordinator, University of Texas of the Permian Basin, TX

STARS: Families & Community Partnerships, Level 4

28. Presentation 9:30am-10:30am

What Infancy Does For The Rest of A Child’s Life

Carol Imbrie, Founder/Instructor, Inspiring Connections, ID

STARS: Child Growth & Development, Level 4

29. Presentation 10:45am-11:45am

Power of Play: A Parent-Toddler Interdisciplinary Developmental Play Group

Danai Fannin, PhD, CCC-SLP, Assistant Professor; Priyanka Ghosh Roy, PhD, RDN, Assistant Professor; Christina Odeh, PT, DHSc, Assistant Professor, Northern Illinois University, IL

STARS: Families & Community Partnerships, Level 5

30. Presentation 10:45am-11:45am

Making Common Sense of Common Core

Christopher Watson, MA, Professor, Loyola Marymount University, CA

STARS: Professional Development & Leadership, Level 5

31. Presentation 10:45am-11:45am

Something to Sleep On: Impact and Identification of Sleep-Disordered Breathing (SDB) in Childhood

Nicole Archambault Besson, EdS, MS, CCC-SLP, CLEC, ASHA Board Certified Speech-Language, Minds In Motion, CA

STARS: Child Growth & Development, Level 5

32. Presentation 10:45am-11:45am

Terrific Tuesday: A Collaborative Approach to Deliver Services Across All Discipline Areas

Becca Anderson, MSEd, Special Education Coordinator; Wendy Brown, PT, Physical Therapist; Dawnelle Davis, MA, CCC-SLP, Speech Language Pathologist; Kelly Dean, MEd, Special Education Teacher, Kennewick School District, WA

STARS: Families & Community Partnerships, Level 5

33. Keynote 1:00pm-1:50pm

Changing the World One Child at a Time: Strategies for the Classroom, Home, and Community

Brenda Leger, MSEd, Chief Strategy Officer, HighScope Educational Research Foundation, MI

STARS: Curriculum & Learning Environment, Level 4

34. Presentation 2:00pm-4:00pm

Early Childhood Anxiety: Signs and Management at Home and at School

Tamar Andrews, EdD, Doctor of Education, Saddleback College, CA

STARS: Curriculum & Learning Environment, Level 3

35. Presentation 2:00pm-4:00pm

Diverse and Successful Early Literacy Program with Amazing Success

Colleen Hourigan, MEd, Teacher; Deborah Luporini, MEd, Principal, Gibsons Elementary School, Canada

STARS: Curriculum & Learning Environment, Level 4

36. Presentation 2:00pm-4:00pm

Strengthening the Partnership between Parents and Childcare Providers: Improving Sleep Together

Teresa Stewart, MS, MPH, Sleep Consultant, Family Solutions, MA

STARS: Families & Community Partnerships, Level 3

37. Presentation 2:00pm-4:00pm

Thriving Through Grief, Fullness of Life After Death… For Kids

Donna Williams, CEO, Founder of DonnaJanel Inc, DE

STARS: Interactions, Level 3 

The Commission on Dietetic Registration (CDR) is the credentialing agency for the Academy of Nutrition and Dietetics.   The CDR defines continuing professional education (CPE) as education beyond that required for entry into the profession.  Prior Approved activities are individual educational activities for which activity Providers have opted to request continuing professional education (CPE) hour approval on behalf of CDR Credentialed Practitioners prior to the date of the activity.  Please note that approval status for CPE activities does not constitute endorsement by CDR of a provider, activities, or materials. The provider is responsible for the content and quality of any CPE activities / materials.

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 at the beginning and the end of the session.

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.

 

Presentations offering CDR Continuing Professional Education hours for our 2016 Spokane conference:

1. Presentation

Thursday October 20, 2016 9:30AM – 10:30AM

Theory to Practice: Applying Andragogical Principles During Early Intervention Home Visits

Kelly Hantak, MEd, Instructor; Rebecca Panagos, PhD, Professor, Lindenwood University, MO

This LEVEL 2.0 activity is offered for 1.0 CDR CPE hours.

2. Presentation

Friday October 21, 2016 9:30AM – 10:30AM

What Infancy Does For The Rest of A Child’s Life

Carol Imbrie, Founder/Instructor, Inspiring Connections, ID

This LEVEL 1.0 activity  is offered for 1.0 CDR CPE hours.

3. Presentation

Friday October 21, 2016 10:45AM – 11:45AM

Power of Play: A Parent-Toddler Interdisciplinary Developmental Play Group

Danai Fannin, PhD, CCC-SLP, Assistant Professor; Priyanka Ghosh Roy, PhD, RDN, Assistant Professor; Christina Odeh, PT, DHSc, Assistant Professor, Northern Illinois University, IL

This LEVEL 1.0 activity  is offered for 1.0 CDR CPE hours.

Stay tuned for information on additional CEU types!

We have applied for OT CEUs.  Updates will be posted on this page once approval has been received.

The learning objectives for ALL sessions are listed below.  The sessions are listed from A-Z by the speaker’s last name.

 

Tamar Andrews:

Taking the Challenge out of Challenging Behaviors

  1. Participants will gain an understanding of what a challenging behavior is and how to identify warning signs
  2. Participants will discuss experiences they have had with challenging behaviors
  3. Participants will recognize and be able to differentiate between challenging behaviors that can be managed in the home and classroom and those that require professional interventions
  4. Participants will identify environmental factors that may contribute to challenging behaviors and understand how to make adjustments and modifications
  5. Participants will learn to integrate the interpersonal, physical and temporal environments for better management of challenging behaviors

 

Tamar Andrews:

Early Childhood Anxiety:  Signs and Management at Home and at School

  1. Understand the signs of anxiety
  2. Recognize how to mitigate anxiety in young children
  3. Analyze classroom and home environments and routines for anxiety-inducing and anxiety reducing incidents
  4. Learn to manage and organize environments for anxiety reduction
  5. Learn to assess when professional intervention is warranted

 

Nicole Archambault Besson:

Something to Sleep On: Impact and Identification of Sleep-Disordered Breathing (SDB) in Childhood

  1. Identify 3 components of proper nighttime sleep breathing
  2. Define sleep-disordered breathing (SDB)
  3. Identify 5 signs and symptoms of pediatric SDB
  4. Relate 5 areas of impact from the presence of SDB in childhood
  5. Identify appropriate referrals and management of orofacial functions in children with SDB

 

Thomasa Bond:

How to Recruit, Hire, Train, and Retain the Right Person for The Job

At the beginning of the session, participants will be provided:

  1. Ways to identify, recruit and hire qualified staff for all positions at the center
  2. With ways to promote staff within the center

At the conclusion of the presentation, the participants will have an understanding of ways to:

  1. Work with different personalities and learning styles
  2. Promote teamwork ideas
  3. To retain the best person for the position

 

Renee Bourke & Megan Brazas:

The Core Vocabulary Exchange System (™): A Low-Tech Communication System

  1. Discuss the importance the Core Vocabulary, Communicative Intent, and Spontaneous Novel Utterance Generation and how they relate to typical child development and low tech AAC users
  2. Understand the features and functions of the Core Vocabulary Exchange System (™)
  3. Describe 3 differentiated Language Sequences and 9 low-tech user areas and the different communication users who will benefit from CVES (™)
  4. Recognize at least 5 communicative benefits of the CVES (™)
  5. Understand how to integrate the Core Vocabulary Exchange System (™) into therapy and routines with Early Intervention and Early Childhood populations

 

Jamie Chavez, Jeni Duvall & Lisa Upton:

Teaching Social Communication in the Home

  1. How parent engagement and education classes increases outcomes for students with autism in preschool programs
  2. Strategies and skills to teach parents that result in the most benefit for students with autism in preschool programs
  3. Providing instruction in the natural environment and center-based programs for families in 0-5 programs
  4. How collaboration between Part B and Part C teachers support transition for students with autism
  5. Resources available to support parent education classes

 

Jonas Cox & John Traynor:

Racist Tendencies in School Discipline Systems and How to Best Rectify the Problem

  1. Participants will become award of evidence of racial bias in discipline systems
  2. Participants will develop skills for description leading to behavioral rubric
  3. Participants will be aware of models used to reduce bias in discipline systems
  4. Participants will develop initial skill in the objective recognition of behavior that limits bias

 

Kelly Dean, Becca Anderson, Wendy Brown & Dawnelle Davis:

Terrific Tuesday: A Collaborative Approach to Deliver Services Across All Discipline Areas

  1. Awareness of the benefits of collaborative education programming
  2. Awareness of the challenges of collaborative programming
  3. Provide tools to design an integrated educational program
  4. Understanding the importance of connecting/communicating activities with family and home
  5. Provide tools for collecting data as well as on-going assessment of the whole child

 

Kimberly Early & Michael William Figueroa:

Math Throughout the Daily Schedule

  1. Identify and explain at least four (4) examples of KDI’s used as they rotated through the stations
  2. Create the beginning of a written plan (this will be written & they will share with us) where they can begin to implement math activities for their class.
  3. Begin to face their fears of Math.
  4. Learn how to incorporate Math throughout the Daily Schedule.
  5. Know and be able to apply the five (5) Ingredients of Active Learning to Math throughout the Daily Schedule.

Kisha Edwards-Gandsy:

Family Engagement Action Plan: It Takes a Village, so Build One!

  1. Participants will analyze their current program’s parent engagement strategies and identify creative opportunities for further development of parent and community engagement.
  2. Participants will create their own vision and strategic plan for increased family and community engagement in their programs.
  3. Through an open forum, participants will examine their ideas, misgivings, and challenges around community and family engagement
  4. Participants will discover best practices and tools for effective engagement strategies related to their own ideas, misgivings, and challenges around community and family engagement
  5. Participants will use a family and community engagement scheduling tool that will allow them to further enhance and grow their visions for successfully implementing family and community engagement strategies.
  6. Participants will be able to create a short list of three family engagement ideas for their upcoming school year.
  7. Participants will be able to create a short list of three outcomes of increased family engagement and involvement in their programs.

 

Michael Gurian:

How to Help Our Sons and Daughters Do Their Best in Early Childhood and in Life

  1. Determine issues commonly facing boys and girls in early childhood environments
  2. Explore the importance of nature, nurture, and culture in sex/gender in the brain
  3. Identify specific brain-based gender differences between males and females
  4. Apply gender-specific practical strategies for helping boys and girls learn and grow
  5. Develop new models for protecting the emotional resilience of children across the gender spectrum

 

Kelly Hantak & Rebecca Panagos:

Theory to Practice: Applying Andragogical Principles During Early Intervention Home Visits

  1. Attendees will increase knowledge of applying andragogical factors during early intervention home visits within the fields of social work, nursing, as well as therapeutic and educational programs
  2. Attendees will increase knowledge in establishing and maintaining trust among team members implementing early intervention services
  3. Attendees will understand the seven andragogical factors impacting the relationship between early interventionists and parents of young children
  4. Attendees will review skills necessary for establishing and maintaining trust between early interventionists and parents of young children
  5. Attendees will participate in reviewing the Modified Instructional Perspectives Inventory for Teachers Working with Parents of Young Children as a means of understanding their implementation of the seven andragogical factors

 

Reagan Henry & Danyll Van Lierop

Strategies and Supports for Addressing Challenging Behaviors

  1. Participants will be able to name specific foundation elements to a toddler/pre-school classrooms that are needed in a quality classroom.
  2. Participants will be able to identify clear outcomes for toddler and pre-school children when positive adult relationships are built.
  3. Participants will know how to document objectively to what is happening before/during/ and after a challenging behavior has been displayed to clarify concerns.
  4. Participants will learn how to create a plan with a classroom team for behavior support with positive outcomes for young children.
  5. Participants will learn how to use individualization strategies during classroom routines and free play.

 

Kent Hoffman:

Finding Coherence in the Human Condition

  1. Understand the 50 year tradition of attachment research
  2. Understand the centrality of a coherent state of mind as a cornerstone of secure attachment
  3. Differentiate between secure and insecure attachment
  4. Understand the importance of reflective functioning within the secure attachment
  5. Experience of coherence as a “simple, elegant, and ordered roadmap” of basic relationship needs

 

Carol Imbrie:

What Infancy Does For The Rest of A Child’s Life

  1. The participants will learn the typical milestones and possible hindrances for infant motor development
  2. The participants will understand the impact and importance of motor development on all the other domain areas of development
  3. The participants will understand the significance of the caregiver’s role in supporting motor development in infants
  4. The participants will practice movement activities that can be applied to the learning environment
  5. The participants will gain knowledge for parent education purposes

 

Gail Joseph:

Me Too! Effective Practices for Including Young Children with Special Needs in Preschool Learning objectives

  1. Identify components of the Head Start Center for Inclusion framework for supporting preschoolers with special needs
  2. Describe up to 8 different types of curricular modifications and adaptations
  3. Align modifications to child’s needs in order to increase access, participation and learning
  4. Locate free resources to support young children with special needs in preschool settings

 

Gail Joseph:

Teach Me What to Do Instead! Practical Strategies to Prevent and Address Challenging Behavior

  1. Identify the most effective moments in early learning settings to support social and emotional skills and to prevent challenging behaviors
  2. Describe the Teaching Pyramid and understand how the multiple components serve to prevent challenging behaviors and increase social emotional skill development with young children
  3. Learn three practical, evidence based strategies to support young children’s mental health and social emotional competence
  4. Locate free resources to support young children with challenging behavior in preschool settings

 

Stacey B. Landberg:

Screen, Screen, Everywhere a Screen: The Importance of Media Mentorship

  1. Determine appropriate home program suggestions for each child and their caregivers to improve interaction, play, language, and self-regulation skills.
  2. Evaluate the most and least ideal media content and contexts for very young children.
  3. Explain the negative effects associated with screen-time and early child development
  4. Analyze when and how young children are able to transfer 2D information into their 3D lives
  5. Identify evidence-based strategies for overcoming the “Transfer Deficit”

 

Monica Levy:

Transition Techniques: Access the Power of Transitions to Refocus, Instruct & Engage Your Students

  1. Identify ways to model a transition that promotes successful responses from students
  2. Utilize songs that can be used effectively to promote challenging transitions
  3. Identify ways to incorporate academic lessons into transitions
  4. Identify ways to promote independence and ease transitional problems in the classroom
  5. Describe strategies that help children with special needs deal with transitional challenges

 

Monica Levy:

Activate Your Curriculum- Bring Kinesthetic Learning into Your School

  1. Demonstrate a safe and creative use of classroom space for movement activities
  2. Construct a sequence of movements around a classroom theme, generated by students input
  3. Identify various ways to group and arrange students for different movement activities
  4. Demonstrate a movement activity utilizing music and props that connects to current curriculum
  5. Identify and utilize props and visuals that will help to include all learners in the movement activity

 

Deborah Luporini & Colleen Hourigan:

Diverse and Successful Early Literacy Program With Amazing Success

  1. Best practice to support students
  2. Differentiation of Instruction
  3. Building a love of literacy and books
  4. Tracking student progress
  5. Ongoing professional development
  6. From accurate assessment to effective instructional plans

 

Melissa McFadgen & Barbara Sattler:

Interested in Expanding or Building a New Center? Learn How to Navigate the Entire Process

  1. Provide an overview of the design and construction process for new construction, renovation or remodel
  2. Identify approaches of how and when to reach out to various jurisdictional and licensing agencies during the design and construction phases of the project
  3. Understand the process to develop a building area model for your program
  4. Understand how a highly functioning early learning center design can benefit students, families, staff and administration
  5. Providing methods on how to navigate conflicting requires from building departments, licensing agencies and educational program requirements

 


Beth Meyerson & Darlene Thomas:

Ready! Set, Go! Implementing a Collaborative Week-Long Kindergarten Preparedness Camp

  1. Participants will be able to explain challenges and ways to prepare for them
  2. Participants will be able to describe the recruitment process for Kinder Camp
  3. Participants will be able to recognize the components of a successful cap
  4. Participants will examine a measurement instrument used to determine the success of a camp
  5. Participants will practice how to incorporate literacy, numeracy, and soft skills into a fun theme
  6. Participants will discuss how to operate a camp on a low budget through building community partnerships

 

Rita Molino:

Turn Disruptive Moments into Learning Moments

  1. Participants will learn how to avoid the “debate bait” – How to eliminate warnings and multiple requests
  2. Participants will learn how to increase academics, decrease discipline challenges, gain parent support, and empower all educators
  3. Participants will be encouraged and challenged to implement strategies and techniques that will increase instruction time
  4. Participants will learn how to decrease teacher and student frustration
  5. Participants will learn how to systematically teach appropriate, on-task behavior and improve student focus

 

Christina Odeh, Priyanka Ghosh Roy & Danai Fannin:

Power of Play: A Parent-Toddler Interdisciplinary Developmental Play Group

  1. Describe the developmental process and basic structure of the playgroup
  2. Discuss resources used in evaluating and treating children with developmental disabilities
  3. Describe student clinician outcomes with their interdisciplinary playgroup experience
  4. Describe parent outcomes with their interdisciplinary playgroup experience
  5. Discuss the lessons learned and future direction of this collaborative project

 

Maggie Rowe:

Maximizing Education Resources for Chronically Ill Children: The Rypien Foundation Hospital-Based School at Sacred Heart Children’s Hospital

  1. To consider the emotional, social, physical, and academic impact on the ill or injured child, and the compounding stress for parents in simultaneously navigating the hospital and school settings.
  2. Understand the logistical barriers medically-involved children face in accessing their rights to education under the law.
  3. Learn how the Rypien Foundation Hospital-Based School can support your ill or injured students while hospitalized and beyond discharge.
  4. Understand the benefit of school reintegration programs after a child’s serious illness or injury, and how this program can support teachers and their students.
  5. To present an integrated school program as a standard of care for pediatric healthcare, caring for the whole child.

 

Jennifer Slack:

Don’t Praise Me: The Problem with Praise and What We Should Say Instead

  1. Research has found praise has negative effects on children
  2. Some of the possible outcomes they may see for children that are being heavily praised
  3. Specific words, phrases, and a language model to notice rather than praising children
  4. The possible learning benefits of noticing rather than praise
  5. How to support colleagues and parents to understand the negative effects of praise and begin changing their language

 

Teresa Stewart:

Strengthening the Partnership Between Parents and Childcare Providers: Improving Sleep Together

Educate and support early childhood educators with:

  1. A better understanding of young children’s biological sleep needs
  2. Concrete examples of how sleep impacts development and health
  3. Creative strategies to optimize sleep in a group setting
  4. Explanation of the relationship between sleep and play
  5. Realistic approaches and tools to strengthen the communication between provider and parents so they can work as partners in helping young children sleep better, both at home and at childcare

 

Myron Thurber & Kimberly Weber:

Helping Young Children Prepare For Reading and Writing Through Developmental Sequential Drawings

  1. Participants will become familiar with the developmental sequence that children go through when learning to draw and it correlates to other developmental tasks.
  2. Participants will experience a sequenced drawing series and reflect on the responses in relation to the developmental sequence.
  3. Participants will become familiar with research in neuroscience that connects learning to draw to writing and reading.
  4. Participants will become familiar with therapeutic applications such as the concept of reinforcing through repetition and identifying relationships to neuro-networks.
  5. Participants will see and experience a drawing curriculum as an example of applying neuroscience to a young child population.
  6. Participants will experience and then see how to apply a developmental, sequential, relational and repeated drawing series to children needing to enhance visual motor integration, fine motor coordination and visual perception.

 

Christopher Watson:

Making Common Sense of Common Core

  1. Teachers will learn about 6 key shifts in k-12 education
  2. Teachers will identify key elements of standards based instruction
  3. current political trends will be discussed and will hi-light how those trends affect the classroom
  4. Teachers will be able to more accurately prepare their students for the rigors or k-12 education.
  5. Specific time will be spent on addressing the need and benefit  of critical thinking skills at the pre-k level.

 

Jessica Weidel:

Helping Parents and Children Build Better Relationships through Attachment-Based Play

  1. Describe the basic assumptions of Theraplay
  2. Describe the four dimensions of Theraplay: structure, nurture, engagement and challenge
  3. Describe how Theraplay sessions are planned to meet the individual child’s need
  4. Describe methods to involve parents
  5. Determine when Theraplay should be used

 

Alison Wilson & Shanna Davis:

The Science of Early Childhood and The Brain Architecture Game

  1. Participants will be able to identify and describe the three types of stress responses (i.e., positive, tolerable, toxic)
  2. Participants will be able to identify and describe the relationship and impact of risk and protective factors in the first 8 years of life
  3. Participants will be able to reiterate 5 specific talking points for supporting the investment in early childhood education
  4. After completing the Brain Architecture Game, participants will be able to discuss the impact of life experiences on their brain architecture outcome
  5. Participants will be able to identify social supports available in their community for supporting children’s healthy brain development

 

Alison Wilson & Shanna Davis:

Identifying Social Emotional Objectives and Interventions in Early Childhood Settings

  1. Participants will be able to identify the 4 components of a linked system of assessment
  2. Participants will be able to utilize a framework for identifying the priorities, resources and needs of families receiving early intervention services
  3. Participants will be able to link families priorities, resources, and needs to social-emotional objectives for children
  4. Participants will be able to write specific social-emotional objectives for children when given a case study for analysis
  5. Participants will be able to write specific objectives for families to support social-emotional child outcomes when given a case study for analysis

 

Donna Williams:

Thriving Through Grief, Fullness of Life After Death… For Kids 

  1. Identify and understand the emotional needs of children
  2. The 5 stages of grief children experience
  3. Understand the effects and impact of loss and grief on the lives of children
  4. Understand the support, healing and growing process in order to fully assist children through each phase
  5. The 5 proven strategies used to progress children from Grief to Greatness

 

Nancy L. Worsham:

What’s Up With Mindfulness? Does It Actually Promote Well-Being, Reduce Stress, Improve Relationships, Etc.?

  1. Attendees will be exposed to a definition of mindfulness meditation.
  2. Attendees will be introduced to the exponential increase of publications in psychological science targeting research into mindfulness-based approaches.
  3. Attendees will receive a succinct review of the current empirical literature targeting mindfulness-based approaches in specific areas [e.g., parenting, teaching, self-care, etc.].
  4. Attendees will be introduced to the role of mindfulness in personal and professional self-care.
  5. Attendees will depart with two specific strategies related to mindfulness-based approaches.