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Welcome to our 2018 conference! We are glad that you GENERAL INFORMATION are here. We would like to take an opportunity to Signing in: Nurses and ADRS employees are required to acknowledge the following organizations for their financial sign in at the CE registration table. support: Nametags will be issued at conference registration. You • United of Alabama must have your nametag to attend sessions. • Alabama Department of Early Childhood Education • Alabama Department of Education/SES Seating: Some sessions will have limited space due to • Alabama Department of Mental Health room size. Seating will be on a first come basis. • Alabama Department of Rehabilitation Services/Alabama’s Early Intervention System Handouts: In general, handouts will not be provided on • Alabama Institute for the Deaf and Blind site, but for those presenters who submit handouts, they • Therap Services are or will be available on the conference website at www.ucpalabama.org/conference. We also would like to recognize the following individuals who volunteered their expertise, time, energy, and Exhibitors: Many marvelous exhibits will be available for resources to ensure a quality conference experience for all! you. Please visit them during your break.

2018 Planning Committee: Legislative initiative: The “Write Your Legislator” central • Deana Aumalis, University of AL Huntsville station will be at the registration area. We encourage • Isaac Beavers, Alabama Institute for Deaf/Blind everyone to visit the booth to participate in our “Pinning • Tania Baldwin, Alabama's EI System Their Future on You” campaign. We will print out a copy of • Amy Blakeney, Alabama’s EI System your legislator contact information, have cards there for • Sheila Bolling, Alabama Dept of Education/SES you to write a note to your legislator, and mail your card for you. We need your help to ensure that the Alabama • Julie Carden, UCP of Huntsville legislature is attuned to the needs of early intervention and • Melissa Cheslock, University of Montevallo preschool! • Susan Colburn, CRS/Family Voices, Parent

• Tametria Conner, D.A.T.S.M.O.M., Parent Door Prizes: To be eligible to win a door prize, you must • Stephanie Covarrubia, Community Services Prg obtain exhibitor initials and confirmation that you have • Jackie Criswell, Alabama’s EI System written your legislator. A door prize card is in your packet • Jane Duer, AL Dept of Mental Health for this purpose. Once completed, return it to the prize box • Gary Edwards, United Ability at the registration desk. Drawings will occur throughout • David Finn, Samford University the conference and winners will be posted at the • Debra Florea, AL Dept of Mental Health registration desk. You must be present to win. • Stephanie Frucci, Alabama Dept. of Edu/SES • Kristi Guest, University of Alabama at Birmingham CEUs will be awarded by the following organizations based • Glenn Harger, UCP of Mobile on documented clock hours: • Alison Isbell, UCP of Northwest Alabama • Auburn University at Montgomery for Nursing and • Jeri Jackson, Alabama’s EI System General Categories • Katrina Lipscomb, UCP of East Central Alabama (NOTE: CEs provided through AUM will require a $15 • Amanda Marable, SLP processing fee, check or money order only made out to AUM • Betsy Prince, Alabama’s EI System, Parent School of Continuing Education, submitted directly to AUM). • Alabama Board of Social Work Examiners • Cheryl Smith, UCP of Huntsville • American Speech-Language-Hearing Association • Karla Smith, Alabama Institute for the Deaf/Blind (ASHA) • Lisa Nuñez-Spurling, UCP of East Central AL • Alabama Board of Examiners for Speech-Language • Diana Tullier, AL Dept of Early Childhood Edu and Audiology (ABESPA) • Mary Beth Vick, Alabama’s EI System • Alabama Department of Rehabilitation • Angela Washington, Arc of Walker County • Alabama Board of Examiners in Counseling • Susan West, United Cerebral Palsy of Mobile • Denise Wilson, Alabama Dept. of Education/SES Clock Hours Available • Sheree York, Children's of Alabama Day One = 5.5 Clock Hours Day Two = 5.5 Clock Hours Day Three = 3.0 Clock Hours 1

4. Upon check out, receive ASHA certificate from the CE desk.

Nursing (AUM)

Nursing CEUs will be available from Auburn University

Montgomery.

1. Sign in at the CE table and provide your license number (Nurses must sign in each day).

2. Upon check out, compete AUM forms (available at This course is offered for 1.40 ASHA CEUs the CE table) and get signature from a conference (Intermediate level, Professional area) representative at the CE table.

Certificates of attendance will be issued each day following 3. Submit forms to AUM as instructed with fee of $15 the last session of the day upon returning your conference made payable to AUM. evaluation form. Please see the facilitator in your session at the end of each day to receive your certificate of ADRS attendance. NO CERTIFICATES WILL BE DISTRIBUTED

AFTER THE LAST SESSION OF THE DAY WITHOUT A 1. Sign in at General CE table. COMPLETED DOCUMENTATION OF ATTENDANCE FORM. If 2. Collect general certificates of attendance at end of you need to leave early, you may pick up a revised each day in the last session room of the day. certificate at the registration desk for that day only. Counselors Continuing Education Instructions The Alabama Board of Examiners in Counseling (ABEC) has for Everyone approved individual portions of the conference for ALC and LPC continuing education requirements. ABEC 1. Find the DOCUMENTATION OF ATTENDANCE form in approved activities are clearly indicated in conference your packet. materials and on the DOCUMENTATION OF ATTENDANCE 2. As you attend sessions, document your attendance form. on this form. 1. During the conference, complete the 3. At the end of the day, pick up a General Conference DOCUMENTATION OF ATTENDANCE form for your Certificate (in the last session of the day) that documentation of sessions attended. NOTE: Sessions documents the number of actual clock hours you approved by ABEC are indicated on the form. received. 2. At the end of the day, pick up a General Conference 4. After the conference, submit the General Conference Certificate (in the last session of the day) that Certificate and the DOCUMENTATION OF documents the number of actual clock hours you ATTENDANCE form to your disciplinary received. board/organization for CE approval. 3. Submit documentation and certificate to the Alabama NOTE: Not all disciplines calculate CEUs from clock hours Board of Examiners in Counseling for your CEUs. in the same way. Your disciplinary board/organization will provide you with information on how many CEUs you will Schedule at a Glance receive based on your actual clock hours. MONDAY, October 15 7:00 AM Registration Special CE Procedures 8:45-10:15 AM Opening Session 10:15-10:30 AM Break – Visit Exhibits ASHA for SLPs and Audiologists (ABESPA follows THE 10:30-12:00 PM Concurrent Sessions same procedures as above for all attendees) 12:00–1:30 PM Lunch 1. Pick up blue envelope from the SLP CE table and 1:30-3:00 PM Concurrent Sessions follow instructions inside. 3:00-3:15 PM Break 3:15-4:45 PM Concurrent Sessions 2. During the conference, record sessions attended on ASHA SESSION GRID in the blue envelope. TUESDAY, October 16 (NOTE: ASHA only approves sessions that are 7:00 AM Registration relevant to SLPs and Audiologists.) 8:45-10:15 AM Opening Session 3. Upon check out, return the blue envelope with all 10:15-10:30 AM Break – Visit Exhibits completed paperwork to the SLP CE desk. 10:30-12:00 PM Concurrent Sessions 2

12:00–1:30 PM Lunch 1. Describe the research on evidence-based 1:30-3:00 PM Concurrent Sessions practice using storybooks in intervention. 3:00-3:15 PM Break 2. Identify benefits of using storybooks in 3:15-4:45 PM Concurrent Sessions intervention for culturally and linguistically diverse populations. WEDNESDAY, October 17 3. Describe application of different intervention 8:00 AM Registration approaches to address a variety of speech and 8:30-10:00 AM Concurrent Sessions language goals. 10:00-10:15 AM Break 4. Describe the use of literacy-based interventions 10:15-11:45 AM Concurrent Sessions to support access to the general education curriculum in the least restrictive environment. MONDAY KEYNOTE SPEAKER Introductory to Intermediate Level/Lecture, Discussion

Phuong Palafox has a passion Tools of the Trade: Home Visiting in the Real World, for autism, culturally and Amanda Marable, SLP; Bonnie Johnson, SC, Alabama’s linguistically diverse needs Early Intervention System (AEIS); Kennis Johnson, SC, AEIS (including poverty), literacy‐ Room D based interventions and OBJECTIVES – Participants will be able to: service‐delivery models. She 1. Determine strategies for providing evidence- enthusiastically supports SLPs based and routines-based interventions within and interventionists in their non-traditional home environments. endeavors to make 2. Creatively meet the needs of children and meaningful, daily impact in families when the environment is not enriching. children’s lives. Her high energy and sincerity, conveyed 3. Describe the principles of learning in relationship through personal stories and creative messages, resonate to hierarchy of needs. with those who dedicate their time to supporting others. 4. Discuss strategies for implementing As an English Language Learner who grew up with limited developmentally appropriate skills using what is means, she personally understands the scope and depth of available in the home. some of our children’s needs. Her out‐of‐the‐box thinking Introductory-Intermediate Level/Lecture, Discussion and time spent working with others have surely made an impact. BRAKE – Slow Down, Construction Zone Ahead: Behavior MONDAY, OCTOBER 15 Management in the Preschool Classroom, Tina Sanders, Ed.S., Alabama State Department of Education 7:00 Registration Room L 8:30 – 10:15 Opening Session OBJECTIVES – Participants will be able to: Keynote – How a House is Built: Family First, Phuong 1. Recognize that every behavior has a function Palafox, MS, CCC-SLP, BILINGUISTICS: Bilingual Speech and 2. Describe how to address the function of the Language Services, Austin, Texas (ABEC Approved) behavior Room MGHI Introductory Level/Lecture, Discussion OBJECTIVES – Participants will be able to: 1. Identify evidence-based practices for family- Merging Traffic: Using Visual Supports and Assistive centered practices. Technology in the Classroom, Sheila Bolling, MA, AL 2. Describe how family and individual beliefs and Department of Education/SES values will vary based on culture, background, Room E-F personal preferences, and individual variability. OBJECTIVES – Participants will be able to: 3. List effective strategies to use as a clinician and 1. Describe how visual supports shape student health care provider when working within the behavior and communication scope of family-centered practices 2. Discuss how to use in the classroom 10:15 – 10:30 BREAK Introductory Level/Lecture, Discussion

10:30 – 12:00 Detours and Shifting Lanes: Recurrent Grief, Sandee Building Blocks: Literacy‐Based Interventions, Phuong Owen Coker, OTD, OT/L, The Arc of Shelby County (AEC Palafox, MS, CCC-SLP, BILINGUISTICS: Bilingual Speech and Approved) Language Services (ABEC Approved) Room J-K Room MGHI OBJECTIVES – Participants will be able to: OBJECTIVES – Participants will be able to: 1. Describe the nature and course of recurrent grief in parents of children with . 3

2. Discuss potential triggers of recurrent grief. 3. Utilize strategies to encourage appropriate 3. Identify healthy strategies for dealing with grief. vestibular development 4. Outline the symptoms of compassion fatigue and 4. Describe common treatment for vestibular and strategies for prevention balance dysfunction in the pediatric population Introductory Level/Lecture, Discussion: Today’s 5. Identify new technology and equipment available presentation is based on the research of Dr. Coker’s for diagnosing and treating vestibular deficits in doctoral capstone recently completed through Rocky Pediatrics Mountain University of Health Professions. Intermediate Level/Lecture, Discussion

Setting Solid Foundations: Understanding the Impact of Following the Signs: Communication Opportunities for Maternal Depression, Stacey Snead, Ph.D., University of Children Who are Deaf or Hard of Hearing, Carrie Alabama (ABEC Approved) Overschmidt, Au.D., CCC-A Audiology Program Specialist - Room O Children’s Rehabilitation Service/Alabama Department of OBJECTIVES – Participants will be able to: Rehabilitation Services; Andrea (Andi) Hill, Parent; Maria 1. Recognize maternal depression, including type Katz, Parent; Jessica Havard, Parent (ABEC Approved) and prevalence Room L 2. Describe risk factors associated with maternal OBJECTIVES – Participants will be able to: depression 1. Explain terms related to hearing loss and the 3. Explain how to use the Center for effects that various degrees of hearing loss have Epidemiological Studies Depression Scale (CES-D on speech recognition ability. Scale) 2. Describe the four main communication options 4. Discuss how maternal depression affects the for children who are deaf or hard of hearing development of young children 3. Discuss the main points to consider when 5. Apply strategies to support the depressed counseling parents regarding communication mother options Intermediate Level/Lecture, Discussion, Hands-on, Case Introductory Level/Lecture Studies 12:00 – 1:30 LUNCH Structurally Sound: Introduction to Conscious Discipline - Using Brain Science to Understand Behavior, Joy 1:30 – 3:00 Winchester, MA, ECMI-E, Alabama Department of Early Safety First: Screen Addiction of Young Children, David Childhood Education (ABEC Approved) Finn, Ph.D., Samford University; Dr. Erin and Blake Room E-F Gilchrist, Family OBJECTIVES – Participants will be able to: Room MGHI 1. Describe Conscious Discipline OBJECTIVES – Participants will be able to: 2. Identify the three brain states 1. Describe the general characteristics of screen 3. Discuss how these brain states impact adult usage in our society today. behavior and reaction 2. List the suggested “Usage” of screens for children 4. Explain how these brain states answer why to by 4 age groups (3, 6, 9 & 12) some of the most challenging behaviors 3. State the pros and cons of screen usage for each Introductory Level/Lecture, Activities age groups. Introductory Level/Lecture, Discussion during and after School Crossing: Early Intervention Transition - What to the presentation. Expect, Dr. Charla DeLeo, Clay County Schools; Tametria Conner Dantzler, M.A. & Founder of D.A.T.S. M.O.M. Wobble Babies and Hard Hats: An introduction to the Room J-K Vestibular System and the Important Role It Plays in OBJECTIVES – Participants will be able to: Infant and Early Childhood Development Tiffany 1. Discuss what state programs/resources/options McKleroy DeLeonard PT, DPT and Karen McCormack are available when a child turns 3 OTR/L, CHT, MBA, Children's of Alabama 2. Outline what information you can take with you Room D from your child’s EI program OBJECTIVES – Participants will be able to: 3. Delineate the differences between the IFSP and 1. Discuss the role the vestibular system plays in IEP infant and early childhood development Introductory Level/Discussion 2. Recognize common red flags or symptoms that may predispose a developing infant/ child to a Preparing for the Inspector: Assessing Strengths and Needs using the Battelle Developmental Inventory, vestibular deficit Vanessa Hinton, Ph.D., Auburn University (ABEC Approved) 4

Room O 1. Discuss the Alabama Data Breach Notification Act OBJECTIVES – Participants will be able to: of 2018 and its impact on Non-Profits 1. Utilize appropriate assessment techniques using 2. Address specific examples of cyber breach the Battelle incidents with the focus on learning from other’s 2. Describe the purposes and characteristics of the mistakes Battelle 3. Identify best practices and tips to minimize cyber 3. Outline correct scoring practices for the Battelle risks 4. Describe applications of the Battelle Introductory Level/Lecture, Discussion Introductory-Intermediate Level/Discussion, Demonstration Sirens and Signals: What Can I Do for Children with Visual Impairment? Susie Thomas, Ed.S., Alabama 3:00 – 3:15 BREAK Institute for the Deaf/Blind (AIDB); Anna Whitworth, M.Ed., AIDB; Christy Leslie, Parent 3:15 – 4:45 Room J-K “Look Who’s Talking” - Supporting families who choose OBJECTIVES – Participants will be able to: American Sign Language as their child’s primary 1. Describe the impact of visual impairment on language, Wendy Lozynsky, Kenora Fonseca and Matthew development Pouncey, AIDB Regional Center 2. Discuss the necessity of teaching pre-braille skills Room MGHI to children who are blind or will be braille OBJECTIVE – Participants will be able to: readers 1. Provide information and resources for Early 3. Utilize pre-braille skill activities that can be used Intervention providers to foster collaboration with children who are blind or will be braille among professionals to best serve families who readers are interested in using American Sign Language 4. Discuss the necessity of teaching gross motor, as the primary language for their child. fine motor and sensory skills to students with visual impairments The ABCs of Design: Importance of Completing an ECO 5. Implement activities for gross motor, fine motor Map, Brandi Brown, MS FHD, AEIS State Office and Wendy and sensory skills with students with visual Pittard, DEIC, Alabama’s Early Intervention System (ABEC impairments Approved) 6. List resources for students who are blind or Room D visually impaired OBJECTIVES – Participants will be able to: Introductory, Intermediate and Advanced Levels/Lecture, 1. Describe the family ecology Discussion 2. Identify family levels of support 3. Complete an ECO Map using the Routines-Based Constructing the Stairwell: Get Techie with it - Using Interview Technology in the Preschool Classroom to Make Learning Introductory-Intermediate Level/Lecture, Discussion Fun! Jennifer Herrmann, MA, Muscle Shoals City Schools Room O Building Social Communication in Children with ASD OBJECTIVES – Participants will be able to: within Developmentally Appropriate Learning Contexts 1. Use exciting tools to enhance preschool Dr. Angela Barber, Ph.D., CCC-SLP, University of Alabama classroom instruction through technology Room L 2. Describe QR codes, iPads and helpful apps, OBJECTIVES – Participants will be able to: listening stations, using a green screen 1. Describe early social communication red flags in 3. Summarize technology ideas and activities children with ASD that will enhance learning and enable 2. Discuss developmentally appropriate learning teaching children to learn in new ways contexts for promoting social communication Introductory Level/Lecture, Hands-on skills within naturalistic environments. 3. Outline evidence-based strategies that effectively TUESDAY KEYNOTE SPEAKER increase early social communication and related language skills. Vera Spinks is originally Introductory Level/Lecture from Thomasville, AL and currently resides in Utilizing Safety Gear: Cyber Threats and Vital Legal Tuscaloosa, AL with her Information, Chris Williams, Esq., Hand Arendall Harrison husband and three Sale, LLC children, 16-year-old Room E-F twins Adlen and Kylie, OBJECTIVES – Participants will be able to: and 3-year-old William 5

“Xan”. All three of Vera’s children were born prematurely, Technologies, Dr. Yusuf Akamoglu, University of Alabama, and currently Adlen is a talented teen and Kylie thrives with Early Childhood (ABEC Approved) Cerebral Palsy and other complex medical conditions; Xan Room D is an active boy and has a diagnosis of laryngomalacia. All OBJECTIVES – Participants will be able to: three have benefitted from Early Intervention services and 1. Describe tele-intervention services now Vera has over 16 years of experience working with 2. Discuss facilitators and challenges in using tele- ADRS programs as a consumer and three years as the intervention Children’s Rehabilitation Service’s (CRS) Tuscaloosa District 3. Identify technologies used and available to run Office’s Parent Consultant. Since the birth of her twins, successful tele-intervention programs Vera has been traveling a road of advocacy, community 4. Describe service providers’ perceptions of the resource connections, and parent to parent support which facilitators, challenges and barriers to building she is now using to benefit parents and professionals rapport via tele-intervention throughout the country. Vera serves on Alabama Introductory Level/Discussion Advocacy Program’s (ADAP) Protection and Advocacy for Persons with Developmental Disabilities (PADD) Advisory The No-Blast Zone: How to Rock Sensory Processing, Council and is an active member of Alabama’s State Lakeeshia Sandlin, MA; TCR PAT Panel; Paulette Daniels, Community of Practice Team supporting families with the TCR PAT and Parent implementation of the LifeCourse Framework. In late 2017 Room L Vera completed the Association of Maternal Child Health OBJECTIVES – Participants will be able to: Programs (AMCHP) Leadership Lab in the Family Leader 1. Describe basic sensations and how they impact a Cohort and as a Parent and Family Leader within Alabama’s child’s development Title V MCH/CYSHCN Program she strives to inspire and 2. Identify classroom/home behaviors that point to bring people together to achieve sustainable results to sensory processing problems and assess them improve lives. Vera’s passion is empowering families to through using fun activities live their vision of a good life and encourages others to see 3. Choose several age appropriate sensory possibilities and not barriers. tools/techniques to increase a child’s ability to focus and perform TUESDAY, OCTOBER 16 Introductory Level/Lecture, Hands-on, Discussion

7:00 Registration Securing the Scaffolding: Effects of Secondary Traumatic 8:30 – 10:15 Opening Session (Keynote = 1 Hour) Stress, Dallas Rabig, LPC, IMH-E® (ABEC Approved) Keynote: A Family’s Perspective, Vera Spinks Room E-F (ABEC Approved) OBJECTIVES – Participants will be able to: Room MGHI 1. Describe Secondary Traumatic Stress and how to recognize it in others and in oneself. 10:15 – 10:30 BREAK 2. Discuss the importance of seeking ongoing support and guidance from reflective 10:30– 12:00 supervision. Directing Traffic: What the RBI Really Is and What It’s 3. Use reflective practice throughout work with Not, Dr. Pau Garcia-Grau, University of Alabama (ABEC infants/young children and families to Approved) understand own emotional response to work Room MGHI within the infant/young child-family field OBJECTIVES – Participants will be able to: Intermediate Level/Lecture, Discussion, Activities 1. Describe what the Routines-Based Interview conducted to fidelity actually consists of Building Zone-Watch for Children: Filling Your Behavior 2. Dispel myths about the RBI, including issues of Toolbox, Becky Odell, Ed.D. Florence City Schools; Juanita intrusiveness, too long, and too many Sheffield, M.Ed., Florence City Schools (ABEC Approved) goals/outcomes Room J-K 3. Describe the benefits of the RBI when conducted OBJECTIVES – Participants will be able to: with fidelity in terms of goal quality, child 1. Recognize problematic behaviors progress, and family well-being 2. Take data and using easy data sheets for data 4. Explain how good RBIs make the life of a service collection coordinator fulfilling, fun, and functional 3. Use data to determine the function of the Intermediate Level/ Lecture, Discussion, Demonstration undesired behavior and develop a behavior (video) intervention plan to address replacement behaviors Building Creative Designs: Coaching Parents of Young 4. Utilize practical strategies for implementing the Children with Disabilities Using Internet-Based behavior intervention plan 6

Intermediate Level/Discussion, Interactive Activities, encourage a high level of audience interaction; questions Examples and answers will be welcome throughout the session.

D.A.T.S. M.O.M. Disability as an Ability Toward Success: Using Blueprints for Mission Success! How Data Brings Understanding the Diagnosis and Journey, While Calm to Chaos, Shannon Ammons, CEO of Alabama Executing the Plan, Tametria Conner Dantzler, M.A. & Association of Nonprofits; Karen Stokes, Executive Founder of D.A.T.S. M.O.M. Director of The Arc of Shelby County Room O Room D OBJECTIVES – Participants will be able to: OBJECTIVES – Participants will be able to: 1. Initiate, develop and nurture productive 1. Summarize why it’s so important to “know where relationships with the caregiver, teacher or you are” in your strategic activities service provider as a basis for positive child and 2. Discuss ways to collect, manage and share family outcome. information about organizational success 2. Become an advocate 3. List resources to assist with early intervention 3. Discuss a journey binder and what it should provider performance objectives and data include. collection 4. Efficiently organize medical and school records Intermediate Level/Lecture, Discussion 5. Implement a unique plan for the child and family Introductory Level/This high energy, interactive session Sound the Alarm: Opioid Use in Pregnancy and Neonatal will involve full participation from the audience, as the Abstinence Syndrome, Morissa Ladinsky, MD, FAAP presenter and audience members engage in discussions. A Room L free binder kit will also be given away to help a parent OBJECTIVES – Participants will be able to: start their journey toward success. 1. Describe the magnitude, medicine and scope of Neonatal Withdrawal Syndrome nationally and 12:00 – 1:30 LUNCH regionally. 2. Discuss insights from other state’s work to 12:30 – 3:00 improve outcomes for infants facing neonatal Family Leadership luncheon and session, Susan Colburn, withdrawal. Family Voices of Alabama 3. Explain Alabama’s unique socioeconomic and legislative challenges in provision of 1:30 – 3:00 comprehensive care to this vulnerable population. Boundaries and Edges: Trauma & Hope - Tools to Help 4. Analyze data driven cognitive outcomes for Families Thrive, Janet Horras from The Institute for the substance exposed infants as well as challenges Advancement of Family Support Professionals in Iowa which remain unknown. (ABEC Approved) Introductory, Intermediate and Advanced Levels/Lecture, Room MGHI Discussion OBJECTIVES – Participants will be able to: 1. Articulate the link between trauma and hope Nuts and Bolts: Sustainability of Mental Health 2. Identify the components of hope theory and how Consultation Services in Alabama’s Early Intervention it applies in work with families System, Stephanie Covarrubia, EI Director of Community 3. Identify at least two tools that can be used to Service Programs; Stacey Snead, Ph.D., Project LAUNCH, integrate hope into their work University of Alabama Intermediate Level/This session is designed for a general Room E-F audience. Content will be particularly relevant for direct OBJECTIVES – Participants will be able to: service, community collaborative, and policy work. It 1. Identify at least two team building and would be helpful if participants have a working knowledge collaboration strategies that Alabama is utilizing of ACEs (Adverse Childhood Experiences Study). The to support a statewide sustainability in the session will link the Adverse Childhood Experiences (ACEs) provision of mental health consultation services study with Hope theory and provide practical tools for for early intervention translating these areas of research into practice to build 2. Explain at least two coaching or consultation strong and thriving families. Participants will learn about strategies used to promote and facilitate health the components of hope, agency and pathway, and learn adult-child interaction individual and group exercises for building hope in their 3. Give examples of at least two evidenced-based work. This interactive session will incorporate real-life practices that support infant and early childhood examples with strategies for increasing hope contagion. social and emotional development Presenters will share other resilience strategies, including Intermediate Level/Lecture, Case Study early literacy and the ACEs questionnaire. Presenters will 7

Caution – Speed Bump: Serving Preschool Children with Room D Disabilities: Frequently Asked Legal Questions, Leslie A. OBJECTIVES – Participants will be able to: Allen, Esq., Partner, Resolutions in Special Education, Inc. 1. Identify strategies for contacting hard to reach Room J-K families. OBJECTIVES – Participants will be able to: 2. Discuss what should be shared about EI at the 1. Answer common legal questions pertaining to initial contact. the provision of educational services to 3. Demonstrate how to share the vital message preschool children with disabilities with families, and to explain the 7 core values of 2. Assist preschool providers in avoiding common Early Intervention. legal pitfalls relating to the provision of special 4. Describe how to share information with families education and related services to preschool so they can make informed decisions about children participating in AEIS (family training vs. clinic). 3. Help preschool providers to establish positive 5. Answer difficult questions from families. relationships with parents through the provision 6. Share information with parents about their rights of appropriate preschool services to children in EI and how to complete procedural safeguards with disabilities in accordance with the IDEA and 7. Share resources with families who do not qualify Section 504 of the Rehabilitation Act of 1973 for EI or who are not interested in participating in Introductory to Intermediate Level/Lecture, Discussion the EI model. Introductory Level/Lecture, Discussion Gathering the Crew: Service Coordinator Round Table, Kennis Johnson, BSW, DEIC, Alabama’s Early Intervention Warning-Children at Play: Cultivating Curious Minds - System Addressing Preschool Standards Outside of the Room O Classroom, Melanie Tew, M.Ed., Mobile County Schools OBJECTIVES – Participants will be able to: Room L 1. Discuss the Routines-Based Interview model and OBJECTIVES – Participants will be able to: its implications in early intervention. 1. Provide activities, resources and examples of 2. Discuss use of evaluation/assessment strategies methods to address Alabama Preschool to determine initial and on-going eligibility for Standards early intervention services. 2. Utilize hands-on activities such as, the use of an 3. Generate discussion points pertinent to the outdoor vegetable garden, classroom pets and a provision of early intervention services. “kid-biz” (student-led small business) Intermediate Level/Discussion 3. Describe the foundation for cross-grade level communication and collaboration on parallel 3:00 – 3:15 BREAK projects that promote life-skills Introductory Level/Lecture, Discussion 3:15 – 4:45 Preparing the Grounds: Ensuring Progress for All Children Support Beams: Infant Mental Health - Risk, Resiliency, and Families, Laura Schertz, OTR, Child’s Play Therapy Attachment, and Relationships, Dallas Rabig, LPC, IMH-E® Center; Jackie Criswell, District Early Intervention (ABEC Approved) Coordinator, Alabama’s Early Intervention System (AEIS); Room E-F Wendy Pittard, District Early Intervention Coordinator, OBJECTIVES – Participants will be able to: AEIS 1. Develop an understanding of how healthy Room MGHI attachment relationships promote overall OBJECTIVES – Participants will be able to: wellbeing and learning in the infant and young 1. Identify factors that might contribute to a lack of child. progress 2. Identify when an attachment relationship is 2. Utilize strategies for difficult conversations with disordered through formal and informal families and caregivers observation and assessment; and how to 3. Develop the Routines-Based Home Visitor script communicate findings to the EI team (including 4. Describe how continuing services when there is identifying parent depression). little progress still matches up with AEIS as well 3. Brainstorm ways to include support and reinforce as OT, PT, and SLP professional statements parent’s strengths, emerging parenting Intermediate Level/Lecture, Discussion competencies, and positive parent-infant/young child interactions by integrating relationship- Exploration and Excavation: Having that First based activities into strategies Conversation with Families, Rachel Pilston, Alabama Advanced Level/Lecture, Discussion, Activities Institute for the Deaf and Blind, and Angie Weldon, Arc of Autauga/West Elmore County (ABEC Approved) 8

Women at Work: State Department of Education characteristics of these exceptionalities, criteria Updates - Part B Transition, LRE, and the ELPP, Stephanie for these exceptionalities as listed within the Frucci, MA; Denise Wilson, MA; Sheila Bolling, MA, Alabama Administrative Code, and Compliance Alabama Department of Education/SES Verification Forms for these exceptionalities. Room J-K Intermediate Level/ Lecture with use of vignettes to OBJECTIVES – Participants will be able to: encourage audience participation and maximize transfer 1. Connect the EI to Preschool Transition process to of knowledge to practice the data that OSEP requires Alabama to collect 2. Assess case studies for proper LRE placements Measuring Once, Measuring Twice: The Importance of for preschool children Early Detection of Feeding Delays in Children, Dr. Megan 3. Compare the Alabama Developmental Standards Carpenter, OTD, OTR/L, SCFES, United Ability; Lara for Preschool Children to data collected for the Johnsey, Parent ELPP Room E-F Intermediate Level/Lecture, Hands-on, Discussion OBJECTIVES – Participants will be able to: 1. Identify early warning signs of feeding delays Brain ARCHITECTURE Game, Amanda Cooper; Amy 2. Identify how early feeding delays affect the Brakenhoff, Early Head Start Child Care Partnership, parent-child relationship, and attachment and Alabama Department of Early Childhood Education (ABEC bonding Approved) 3. Voice why early detection of feeding delays are Room O important OBJECTIVES – Participants will be able to: Introductory Level/Lecture, Discussion 1. Describe how the effects of the environment and experiences on the brain from birth through 8 Concrete Foundations: Professional Development years of age shape the brain through the Institute for the Advancement of Family 2. Explain how Social Supports help when stress Support Professionals, Janet Horras, Institute for the becomes toxic and how, with social supports, Advancement of Family Support Professionals in Iowa children can “bounce back” Room J-K 3. Discuss how genetics play a role in the 1) Describe the collaborative approach to the foundation of the brain Institute Project. Introductory Level/Hands-on 2) Explain what the Institute is and how home visitors and supervisors can utilize the Institute WEDNESDAY, OCTOBER 17 for their professional development needs. 3) Recognize the Innovation of this project, My 7:30 Registration Career Compass, and how this innovation will personalize their learning. 8:30 – 10:00 Introductory Level/This workshop will discuss a Surveying: System of Care for Children with Autism and collaborative project to bring high quality their Families, Anna McConnell, LICSW, MPH, State competency based professional development to Autism Coordinator, Alabama Department of Mental enhance and strengthen the home visiting field. The Health goal is to create awareness of this project so Room D participants can access these free tools. Additionally, OBJECTIVES – Participants will be able to: the collaborative nature of this project is focused on 1. Outline autism services available through stewardship. By working together to pool our Medicaid’s EPSDT program professional development resources, more home 2. Identify how to access new Autism EPDST visitors can have access to quality, competency based services training. We will demonstrate the Institute’s 3. Identify state initiatives relating to Autism innovative features like 360° video and engaging Spectrum Disorder user-friendly platform. Introductory Level/Lecture The Design Team: Use of Evidence-Based Practices to Hammers and Nails: Understanding Part B Preschool Minimize Preschool Over-Identification through Pre- Eligibility, Dr. Jennifer Carpenter, Tuscaloosa City Schools Referral Services and RTI, Jan Enstrom and Julie Parks, Room L Alabama Department of Education/SES OBJECTIVES – Participants will be able to: Room O 1. Discuss Special Education evaluations completed OBJECTIVES – Participants will be able to: for preschool-aged students in Alabama. 1. Discuss brain development after birth as 2. Describe exceptionalities that are most influenced by environmental experiences and frequently seen in the preschool population, stimulation 9

2. Describe how to provide learning opportunities 3. Outline the benefits of organizing vocabulary in a using an evidence-based curriculum way that motor plans for words, automaticity 3. Discuss how to identify struggling learners at and speed can develop. early ages to assure adequate program delivery Introductory-Intermediate Level/ In this 90-minute class and academic success for all on augmentative alternative communication (AAC), 4. Describe strategies for inclusion of children in participants will learn about the basics of speech and general education who are eligible due a language development and the role of AAC in this process. language disability Additionally, the definition and importance of core and 5. Apply techniques for adaptations as related to fringe vocabulary will be discussed and demonstrated. the preschool standards and curricula The class will conclude by reviewing the benefits of Intermediate Level/Lecture, Discussion organizing vocabulary in such a way that motor plans for words, automaticity and speed can develop. This 10:00 – 10:15 BREAK foundational class will set the stage for AAC intervention that focuses on language acquisition in addition to 10:15– 11:45 communication. Staking out the Perimeter: What to do with a Diagnosis of Autism, Dr. Deana Aumalis, University of Alabama at Engineering Inclusive Preschool Classrooms Deborah Huntsville and Parent (ABEC Approved) Owens, Preschool Teacher, Special Projects Center, Room D Enterprise Schools OBJECTIVES – Participants will be able to: Room J-K 1. Identify, from a parent’s perspective, the OBJECTIVES – Participants will be able to: challenges of raising a child with autism 1. Discuss best practices to ensure typically 2. Discuss strategies and services for addressing the developing peers and students with special issues associated with a diagnosis of autism needs have developmentally appropriate 3. Outline resources available peer interactions Introductory Level/Discussion 2. Describe best practice strategies to incorporate different learning strategies for Building the Team: Families AND Service Providers all children Working Together, Dani Rich, Ph.D., CCC-SLP; Janelle 3. Outline the various data collection options Hodges, Ph.D., University of Alabama at Birmingham and 4. Provide strategies to ensure that all students Parent (ABEC Approved) are heard-And Adults too! Room L Introductory to Intermediate Level/Lecture, Discussion OBJECTIVES – Participants will be able to: 1. Describe specific techniques for building rapport Construction Announcement: Listening and Spoken and trust with service providers and/or families Language Communication Options for Children Who are 2. Explain how to build a working relationship as a Deaf team Beverly Hunter, Ed.S, Alabama School for Hearing; Nancy 3. Outline specific techniques for handling awkward Gregg, M.S., CCC-SLP, LSLS AVT, Alabama School for or disappointing situations with service providers Hearing and/or families Room O 4. Provide ideas on what questions to ask in OBJECTIVES – Participants will be able to: preparing to work with child and family 1. Discuss how Auditory Verbal Therapy is different 5. Utilize specific techniques to be confident and from traditional speech language therapy competent while building the team to be 2. Describe how Auditory Verbal Therapy is advocates for the family and the service different from auditory training providers 3. Describe what it takes for families to be Introductory Level/Discussion, Hands-on successful in a spoken language approach 4. List activities and techniques used during Building Blocks to AAC Success - Block 1: Speech & Auditory Verbal Therapy sessions. Language Development, Vocabulary and Motor Planning Introductory Level/Lecture, Discussion, Parent/Student Morgan Mayfield, MA, CCC-SLP Panel Room E-F OBJECTIVES – Participants will be able to: 1. Discuss basics of speech and language development and the role of AAC in the process 2. Describe core and fringe vocabulary

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Presenters University at Montgomery. She has worked as a school- based speech language pathologist for twenty-five years Dr. Yusuf Akamoglu with six years of experience in the field of assistive [email protected] technology. Assistant Professor of Early Childhood Special Education at the University of Alabama. His research focuses on Amy Brakenhoff supporting parents in facilitating the acquisition of [email protected] language and communication skills of their young coach with the Early Head Start Child Care Partnership children with autism spectrum disorder and/or other Program. This program is a partnership with The developmental disabilities. Department of Early Childhood Education and The Department of Human Resources. She serves as a coach Leslie Allen, Esq. working with public, private and home-based programs. [email protected] She enjoys educating others about brain development Partner in the Birmingham, Alabama office of Resolutions and teaching how we use brain development in our in Special Education, Inc., where she represents and everyday lives. advises public school districts and other education agencies on special education law matters. Brandi Brown [email protected] Shannon Ammons Rehabilitation Specialist II at the AEIS State Office. She [email protected] obtained her undergraduate degree in Psychology from CEO at Alabama Association of Nonprofits. The Alabama Jacksonville State University and her Master’s degree in Association of Nonprofits, headquartered at Samford Family and Human Development from Arizona State University in Birmingham, represents almost 500 University. She worked with the Alabama Department of organizations across Alabama and is a statewide Mental Health prior to joining Early Intervention as a membership organization dedicated to uniting Alabama’s Special Instructor with East Central AL UCP in Anniston. nonprofits for a stronger Alabama, along with strengthening the sector and members. Dr. Jennifer Carpenter [email protected] Deana Aumalis A Nationally Certified School Psychologist currently [email protected] employed by the Tuscaloosa City Schools. She received a Director of the University of Alabama in Huntsville's Early Master of Arts degree in Clinical Psychology from Western Learning Center and RISE School. She has a Master's in Kentucky University and a Doctor of Philosophy degree in Early Childhood Special Education from the University of School Psychology from The University of Alabama. In th Alabama and a Bachelor's in Elementary Education from August 2018, she will begin her 8 year working in an UAH. She has over 20 years of experience teaching in 3- Alabama school system. Dr. Carpenter is the Immediate 5-year-old inclusive classrooms in the public school Past-President of the Alabama Association of School systems. Psychologists, and she served as an adjunct faculty member in the School Psychology program at the Dr. Angie Barber University of Alabama from August 2013 until May 2017. Dr. Angela Barber is an Associate Professor and Chair of the Department of Communicative Disorders at the Dr. Megan Carpenter University of Alabama and a licensed Speech-Language [email protected] Pathologist. Dr. Barber's research focuses on early social Is an occupational therapist with 10 years of experience communication interventions for children with autism. and 8 of those have been in pediatric practice. Megan has She is particularly interested in improving earned her doctorate degree in OT and the AOTA and quality of early interventions for children living in Specialty Certification in Feeding, Eating, and Swallowing. underserved communities. Dr. Barber is also interested She has experience working in early intervention, in educational practices geared toward preparing SLP preschool, and outpatient settings. She currently works in students to work with children on the autism spectrum the feeding clinic at United Ability in Birmingham, and their families. Alabama.

Sheila Bolling Dr. Sandee Owen Coker [email protected] [email protected] She is with the Alabama State Department of Education Sandee is an occupational therapist with the Arc of Shelby in Special Education Services, focusing on preschool County. Dr. Coker has followed her passion for working special education. Sheila holds a bachelor’s degree of with families of children with disabilities throughout her education (speech communications disorders) and a career in occupational therapy. She has worked within master’s degree in Special Education from Auburn early intervention in Alabama for the last 27 years. 11

with her whole heart and whatever other gumption she Tametria Conner can muster. Charla is also a governing board member of [email protected] the Alabama Parent Education Center (APEC). Is a professional speaker who is committed to sharing her journey as a disability advocate, media professional and Dr. Tiffany DeLeonard mother of a 4-year-old son diagnosed with autism. Joining [email protected] these passions together, Tametria motivates and Earned a Bachelor of Science from the University of educates parents, teachers, administrators, healthcare Alabama at Birmingham in 2007 and a Doctorate in professionals, service providers and advocates on diverse from UAB in 2014. She earned a topics including disability advocacy, Certification of Pediatric Vestibular Diagnosis and professional/personal development and communication Treatment in 2017. Dr. DeLeonard currently works in the strategies throughout the state of Alabama, nation and outpatient clinic at Children's of Alabama (COA). Prior to beyond. working at Children’s of Alabama, she worked in Sport’s medicine where she became interested in post- Amanda Cooper concussion treatment in adolescents. Since transitioning [email protected] into Pediatric PT at COA, she has continued to work with A coach with the Early Head Start Child Care Partnership children diagnosed with concussions and other vestibular Program. This program is a partnership with The dysfunctions. Department of Early Childhood Education and The Department of Human Resources. She serves as a coach Jan Enstrom working with public, private and home-based programs. [email protected] Retired from the Alabama State Department of Education Stephanie Covarrubia after serving in several capacities for over 15 years. While [email protected] at ALSDE, she was an Education Specialist and later Has a Bachelor of Arts degree in Psychology, certification Education Administrator with duties in Preschool, as an Infant, Toddler, and Family Specialist by the state of Indicators 6 (preschool LRE), 7 (preschool outcomes), and North Carolina, and teaching certification in Early 12 (EI-to-preschool transition), Preschool Standards, Childhood Special Education in Tennessee. She has ELPP, SLI, ELL in special education, procedural safeguards worked in early intervention for 27 years in both home (mediation, state complaint, and due process), and and center-based early intervention programs as a service served as a Team Leader for monitoring. Prior to joining coordinator, special instructor, and/or classroom teacher. the ALSDE, she served as Director of Special Education in She also worked on the administrative team of a the Montgomery Public Schools, Director of the AUM corporate child development center. Stephanie is Speech and Hearing Program, Instructor at Wayne State currently the Early Intervention Director at Community University, and in LEAs in Alabama, Tennessee, and Service Programs in Tuscaloosa. Georgia as an SLP.

Jackie Criswell Dr. David Finn [email protected] [email protected] Currently serves as a District Early Intervention Professor, Samford University, Early Childhood Special Coordinator (DEIC) with AEIS in Huntsville. She attended Education. Dr. Finn has held a variety of positions the University of Alabama in Tuscaloosa and received her including directing centers for children who have Bachelor’s degree in Human Environmental Sciences: severe/multiple disabilities, has directed research Child Development. She taught preschool for eight years programs that focused on young children with disabilities before starting in Early Intervention at UCP of Huntsville at the University of Washington in Seattle, the University and Tennessee Valley. During her time at UCP Huntsville of Alabama at Birmingham and the University of Hawai'i she served as a service coordinator, preschool playgroup at Manoa. Currently he serves as the President of the teacher and special instructor. She has been a DEIC for Greater Birmingham Chapter of Phi Delta Kappa supports one year. several state-wide committees for early intervention services and is faculty sponsor for Parent Advocates Down Dr. Charla DeLeo Syndrome (PADS). David is a frequently national speaker [email protected] on issues pertaining to autism, ADHD and inclusionary Director of Special Education, 504, Curriculum, practices. His international work has included guest Library/Media, Counseling and Guidance, Nursing and lectures, assessment clinics and keynote addresses in the Health, College and Career Readiness Standards (CCRS), Pacific Basin, Italy, England, Hungary, and Mexico. Alabama Reading Initiative (ARI), Alabama Math, Science, and Technology (AMSTI), Response to Instruction (RtI), and Textbooks for Clay County Schools. With the aforementioned eleven titles, Charla serves Clay County 12

Kenora Fonseca and has earned a National Board Certification in the area [email protected] of Special Education. Kenora has been an Early Intervention Service Coordinator with the AIDB Birmingham Regional Center Dr. Vanessa Hinton since May of 2013. She attended Auburn University [email protected] Montgomery and received her Bachelor of Arts in Received her Ph.D. in 2011 from Auburn University in Communication Disorders. Her favorite thing about Rehabilitation and Special Education; M.Ed. in 1999 from working with families in Early Intervention is empowering Auburn University in Early Childhood Special Education, parents and caregivers while cuddling their precious little and B.A. in 1997 from Samford University in Human ones. Development and Family Studies. She is currently a Lecturer for Early Childhood Special Education at Auburn Stephanie Frucci University, Early childhood special education program [email protected] area, member of Graduate Faculty, practicum supervisor, Is with the Alabama State Department of Education in provided instruction for graduate and undergraduate Special Education Services, focusing on preschool classes, mentored and provided assistance to students, special education. Stephanie holds a bachelor’s degree in conducted and published research, and participated in English and a master’s degree in communicative disorders committees and outreach from the University of Alabama. She also holds a master’s degree in instructional leadership and an education Dr. Janelle Hodges specialist degree in collaborative K-6 special education [email protected] from Auburn University at Montgomery. She has worked Instructional Design Specialist through UAB in the School as a school-based speech-language pathologist for of Education but she is a wife and mom first. She and her nineteen years. husband, Chris have two daughters Lindsey and Caitlin “Cati”. Cati over the last 2 years of her life experiences Dr. Pau Garcia-Grau extreme anxiety and appears to experience sensory [email protected] integration dysfunction. Recently, she was tested for Pau studied early intervention and the Routines-Based seizures and found to have silent seizures. Model for six years. Initially, his undergraduate in school teaching helped him to deepen the importance of child Janet Horras engagement and the different levels of sophistication. In [email protected] addition, he has worked as a preschool teacher for two Janet Horras oversees administration of Iowa’s MIECHV and a half years in an inclusive school which implements program including the provision of evidence-based home the engagement classroom model in Valencia, Spain. His visiting services and home visiting system coordination. dissertation focused on early intervention, especially with She serves as the family support policy advisor to the Early the Routines-Based Model, which focuses on child Childhood Iowa (ECI) state board and provides policy engagement and functionality in both school and home guidance to the ECI state board. Ms. Horras is a founding environments, and where professionals also deliver member and facilitates the Family Support Leadership services in the child care and preschool. Group (FSLG) that coordinates Iowa’s state and federally funded home visiting programs. She has worked for 17 Nancy Gregg years for the state of Iowa administrating publicly funded [email protected] home visiting programs and has a total of 27 years of Nancy Gregg is a Certified Auditory Verbal Therapist and experience in administering home visitation programs at Speech Language Pathologist with 30 years experience. both the community and state level. She was awarded a She began her career at the Memphis Oral School for the Golden Dome award by Governor Thomas J. Vilsack for Deaf before moving to Birmingham. She worked in the significant cost savings to the state and excellence in Hearing and Speech Center at Children’s Hospital for 30 program administration. She holds a Bachelor of Arts years. She served as a member of the Cochlear Implant degree in Human Services and has completed additional team, provided AV therapy services to families, and graduate study in Public Administration. provided training for professionals pursuing certification in Auditory Verbal Therapy. Currently Ms. Gregg is the Beverly Hunter program director at the Alabama School for Hearing. [email protected]

Beverly Hunter began her career as a Teacher of the Jennifer Herrmann Deaf and joined the Alabama Department of Education [email protected] as the Education Specialist for the Deaf. After retiring Currently a preschool teacher for the Muscle Shoals City from the Dept, she joined the Alabama School for School System. She has worked in special education for 17 Hearing. years, 10 of which have been in pre-k. She holds a

Master’s Degree from the University of North Alabama

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Bonnie Johnson Arts in Psychology and received her Master’s in Social [email protected] Work from the University of Tennessee in 1999. She has Graduated from Jacksonville State University with a worked extensively in the field of Mental Health as a degree in education. She has worked in Early therapist with the Deaf for approximately 13 years in Intervention for 16 years. She began her early South Carolina, North Carolina and Alabama. Mrs. intervention career in 2002 at East Central Alabama Lozynsky is a member of the Alabama Association of the United Cerebral Palsy as a special instructor and service Deaf and National Association of the Deaf, along with coordinator. In 2005, she was promoted to Program serving as Secretary for the Council of Organizations Director over Early Intervention, Outpatient therapy, and Serving Deaf Alabamians. She stays very busy with her Adult Day Habilitation services. In September 2017, she high school sweetheart, now husband, Mike of 25 years. began working for ADRS as one of the District Early They share a lovely 15-year-old daughter, Katerina, and Intervention Coordinators for District 3. their precious cat Ariel. She and her family reside in Vestavia Hills, Alabama. Kennis Johnson [email protected] Amanda Marable Has a Bachelor of Social Work degree and have been a [email protected] licensed social worker since 2001. Since becoming a Certified Speech-Language Pathologist, received Master social worker, she has worked with people with drug and of Education in Speech-Language Pathology from The alcohol addictions, hospice patients, foster and adoptive University of West Georgia in 2014 and undergraduate families as well as families with children who have special education from The Florida State University in 2011. needs. She has 12 years of experience as a service Owner of Speech Easy Rehab Services, Inc. and employed coordinator with the Early Intervention program at East through East Central United Cerebral Palsy as Early Central Alabama United Cerebral Palsy Center. In August Intervention speech therapist and outpatient clinician. 2017, she became employed by the Alabama Department of Rehabilitation Services as a District Early Intervention Morgan Mayfield, MA, CCC-SLP Coordinator in District III-Anniston. [email protected] Morgan received a Bachelor’s of Communication Dr. Morissa Ladinsky Disorders and Sciences from Baylor University and her [email protected] Master’s in Communication Disorders and Sciences from Dr. Ladinsky is an Associate Professor of Pediatrics at the Wichita State University. She has been a practicing speech University of Alabama at Birmingham (UAB) in the language pathologist for 21 years working in both the Division of General Pediatrics and Adolescent Medicine. school and clinical setting. Much of her experience in both She attended Brown University, and Baylor College of schools and clinics has been with children with complex Medicine. She completed her pediatric residency at Texas communication needs implementing AAC. She is currently Children’s Hospital and a Fellowship in General Academic working in an integrated preschool for children with Pediatrics at Johns Hopkins Hospital. She has held faculty disability who are beginning their journey with AAC. positions at Sinai Hospital of Baltimore, The Ohio State University/Nationwide Children’s Hospital and Cincinnati Karen McCormack Children’s Hospital. However, she is also a “fluid [email protected] academic” and has had extensive front line experience in Graduated with Bachelor of Science in Occupational general pediatric practice working in Houston, Baltimore, Therapy from Virginia Commonwealth University and Cincinnati. Her particular passion is providing (VCU)/Medical College of Virginia in Richmond, VA in primary care for youth with complex medical and 1982 and Master of Business Administration from VCU in behavioral conditions. More than ever, as a full-time 1986. She earned her Certified Hand Therapy credential faculty member at UAB and Children’s of Alabama, she is in 2001. She currently works as a Clinical Team Leader at committed to improving health outcomes for children Children’s of Alabama. Over the course of her 35-year with chronic conditions, LGBTQ identified youth, career, she gained experience in inpatient, school system, substance exposed infants, and teaching the next sports medicine, and outpatient settings while treating generation of front line providers while addressing health patients with a variety of diagnoses including hand care disparities and equal access for all. conditions, vestibular/balance, concussion dysfunctions.

Wendy Lozynsky Anna McConnell [email protected] [email protected] Wendy has been a Case Manager for Deaf Services with State Autism Coordinator, working with and coordinating the Alabama Institute for the Deaf and Blind (AIDB) a legislative Council, the Alabama Interagency Autism Birmingham Regional Center since November 2012. Prior, Coordinating Council (AIACC), and also working with the she grew up in Atlanta; attended Gallaudet University, Regional Autism Networks, which are housed in Washington D.C., graduating in 1992 with a Bachelor of universities across the state. She earned a Master’s 14 degree in Social Work from the University of Alabama and and UW-Madison. Her work has been featured in the a Master’s in Public Health from the University of Communicologist, American Journal of Speech-Language Alabama at Birmingham, and has a strong background in Pathology, and the ASHA Leader. administration and coordination for the Autism Spectrum Disorder population. Anna’s work on AIACC centers Julie Parks around developing a system of care for the Autism in [email protected] Alabama, working with state agencies, self-advocates, Brings 35 years of experience working with young parents, and other stakeholders to set objectives and learners from birth through 6 years of age. As a speech- achieve goals outlined by the AIACC. language pathologist who has traveled throughout the country with her husband, she has acquired extensive Dr. Becky Odell knowledge and teaching strategies while working with [email protected] developmentally diverse young children in homes, Served in various roles in her 34 years in education. Dr. hospitals, therapy centers and classrooms. To date, Julie Odell began her career as a special education teacher and is the Early Childhood Developmental Resource Specialist has served students of all disabilities and age levels in and Lead Speech-Language Pathologist for the Madison various school districts in North Alabama. For several County School System. years, she served as the Parent-Infant Preschool Parent Coordinator for AIDB in North Alabama. In addition, she Rachel Pilston has served as an educational consultant for several North [email protected] Alabama school districts. Administrative roles have Service coordinator with the Alabama Institute for the included: Disabilities Coordinator for Head Start; Head of Deaf and Blind. She has been trained in the Routines- School at a private school (PreK-12); Assistant Principal; Based Interview model by Dr. Robin McWilliam and is in and currently serves as Director of Special Education for the process of being certified as an Alabama trainer. Florence City Schools. Wendy Pittard Dr. Carrie Overschmidt [email protected] [email protected] District Early Intervention Coordinator (DEIC) with AEIS in Statewide Audiology Program Specialist for Children’s Huntsville. She received her Bachelor’s degree in Rehabilitation Service, a division of Alabama Department Elementary Education and was a teacher for seven years of Rehabilitation Services. She obtained her Doctorate of in Tennessee and North Carolina prior to Early Audiology from A.T. Still University in 2017 and her Intervention. She was a service coordinator with UCP Master’s degree from the University of South Alabama in Huntsville for seven years and recently transitioned to 2001. Dr. Overschmidt is currently a board member of the becoming a DEIC. In addition to service coordination, she Alabama Academy of Audiology and serves on the has worked hands-on with families as a special instructor Alabama Newborn Hearing Screening Advisory and lead play group teacher. She has a total of 9+ years Committee, the Alabama Newborn Screening Advisory of experience in Early Intervention in the states of Committee, and the Council of Organizations Serving Deaf Alabama and Texas. She enjoys being a mentor to other Alabamians. She is the Audiology Quality Consortium service coordinators and special instructors. representative for the national Directors of Speech and Hearing Programs for State Health and Welfare Agencies. Matthew Pouncey Her areas of expertise include pediatric audiology, [email protected] hearing aids, and auditory evoked potentials. Matthew, an AIDB Birmingham Regional Center Staff Interpreter has been interpreting professionally for two Deborah Owens years. He graduated from Troy University with a [email protected] Bachelor’s of Science in ASL Interpreter Training in 2017. Native of Enterprise, Alabama and has a BS from Auburn Matthew loves being an interpreter because it presents University in Special Education. She has taught for 25 him with a plethora of varied experiences and years, 19 of those with WeeCats Preschool. She has opportunities to do what he loves, on a daily basis, in the attended this conference as a parent, teacher and now most beautiful language on earth. presenter. She has two children ages 23, and 19, and lives in Enterprise, Al. Dallas Rabig [email protected] Phuong Palafox Licensed Professional Counselor and holds an Infant [email protected] Mental Health Clinical Mentor Endorsement® through Bilingual speech-language pathologist at Bilinguistics. First 5 Alabama. She is currently the State Coordinator for Over the past decade, she has worked as a public school Infant and Early Childhood Mental Health at the Alabama SLP, a district lead SLP, education specialist at Region 13 Department of Early Childhood Education and Education Service Center, and researcher at UT-Austin Endorsement Coordinator for First 5 Alabama where she 15 works to advance the Competencies for Culturally Juanita Sheffield Sensitive, Relationship-Focused Practice Promoting Infant [email protected] and Early Childhood Mental Health® across all disciplines Board Certified Behavior Analyst and is employed by in the infant/young child-family field. Florence City Schools. She received a B.S. in Special Education from Mississippi University for Women and a Dr. Dani Rich M.Ed. in Instructional Leadership from the University of [email protected] North Alabama. She received her board certification as a Has been a speech language pathologist for over 20 years. behavior analyst in 2016. She has been in education for As she says, her interests are womb and tomb. For almost 25 years with many years working with children with 15 years, she taught at the University of Montevallo in autism and behavior disorders. Communication Science and Disorders Department teaching undergraduate and graduate classes and Dr. Stacy Snead supervising clinicals of children ages birth to preschool. [email protected] Recently, she started her own business Atlas Speech and Is an Infant and early Childhood Mental Health Consultant Language Therapy serving birth to 5 years through the with Project LAUNCH at the University of Alabama in State of Alabama as well as providing private speech and Tuscaloosa. Project LAUNCH promotes the wellness of language therapy. She is married and has three crazy young children ages birth to 8-years by addressing the dogs and two nieces and a grandniece that she dotes on. physical, social, emotional, cognitive, and behavioral aspects of development. In addition to her work as a Tina Sanders clinical psychologist and IECMH consultant, Stacey’s [email protected] professional background also includes experience as an Currently an Education Specialist with the Alabama State educator, counselor, and Head Start Education Department of Education (ALSDE), Office of Learning Coordinator. Dr. Snead holds a BS in Human Development Support, Special Education Services. She holds a and Family Studies, an MS in Forensic Child Psychology, bachelor’s degree of education (mild learning handicaps), an MA in Clinical Psychology, and PhD in Clinical a master’s degree in Special Education, and an Ed. S. Psychology, specializing in Child Psychology. Young degree in Special Education from Auburn University at children’s social-emotional health and development is a Montgomery. She has worked over 30 years with children primary focus of Dr. Snead’s work. with behavioral needs in resource classrooms, self- contained classroom, detention facilities, and as a Vera Spinks behavior specialist. She is an advanced certified CPI [email protected] trainer and presents frequently on positive behavioral Vera Spinks is originally from Thomasville, AL and supports and de-escalation strategies. currently resides in Tuscaloosa, AL with her husband and three children, 16-year-old twins Adlen and Kylie, and 3-

year-old William “Xan”. All three of Vera’s children were Lakeeshia Sandlin born prematurely, and currently Adlen is a talented teen [email protected] and Kylie thrives with Cerebral Palsy and other complex Program Supervisor of the Parents as Teachers Program medical conditions; Xan is an active boy and has a with TCR Talladega and Clay Randolph Childcare diagnosis of laryngomalacia. All three have benefitted Corporation. Over the past years, she has worked with the from Early Intervention services and now Vera has over Calhoun County Public School System, East Central 16 years of experience working with ADRS programs as a Alabama United Cerebral Palsy, and the Alabama Institute consumer and three years as the Children’s Rehabilitation for the Deaf and Blind. Lakeeshia currently holds a MA Service’s (CRS) Tuscaloosa District Office’s Parent Degree in the field of education with a specialization in Consultant. Since the birth of her twins, Vera has been family and community services. traveling a road of advocacy, community resource

connections, and parent to parent support which she is Laura Schertz now using to benefit parents and professionals [email protected] throughout the country. Vera serves on Alabama Occupational therapist with 10+ years of pediatric Disability Advocacy Program’s (ADAP) Protection and experience. She currently works at Child’s Play Therapy Advocacy for Persons with Developmental Disabilities Center in Huntsville as the Director of Program (PADD) Advisory Council and is an active member of Development and OT/PT Supervisor where she provides Alabama’s State Community of Practice Team supporting therapy at the center and fulfills multiple early families with the implementation of the LifeCourse intervention contracts. Additionally, Laura has worked at Framework. In late 2017 Vera completed the Association Children’s Hospital for 9 years as a flexi-pool weekend of Maternal Child Health Programs (AMCHP) Leadership therapist. She enjoys serving as a leader within the field Lab in the Family Leader Cohort and as a Parent and of early intervention and consulting re: best practice. Family Leader within Alabama’s Title V MCH/CYSHCN

Program she strives to inspire and bring people together 16 to achieve sustainable results to improve lives. Vera’s Chris Williams passion is empowering families to live their vision of a [email protected] good life and encourages others to see possibilities and Chris Williams is a lawyer in Hand Arendall Harrison Sale’s not barriers. Commercial Litigation Section. He helped form the firm’s Cybersecurity Practice Group in 2016, and has handled Karen Stokes multiple cyber matters for clients, including spear phishing attacks, ransomware, man-in-the-middle e-mail [email protected] schemes, wire instruction fraud, and data breach claims. Executive Director at The Arc of Shelby County. She has He has served as breach counsel for clients following a worked with individuals with developmental disabilities data breach, has helped craft notification for and their families for over 35 years. During her 16-year compromised personal information pursuant to state and tenure with The Arc of Shelby County, she has served on federal disclosure laws, and has defended privacy and multiple state and local committees and work groups, class action lawsuits resulting from a breach. He has also including the ICC, Financial Planning Subcommittee, assisted clients in the implementation of cyber policies Children’s Policy Council, Department of Mental Health and the navigation of cyber insurance coverage issues Children’s Task Force, Department of Mental Health following a breach. Williams has made several presentations on cybersecurity risks and liabilities and has Developmental Disability Subcommittee. She currently assisted in cyber hygiene training and education. serves as the President of Alabama Conference of

Executives of The Arc and is a member of the Department Denise Wilson of Mental Health’s Transformation Work Group. In 2015, [email protected] she became an Administrative Surveyor for CARF Is with the Alabama State Department of Education in International, an independent, non-profit accreditor of Special Education Services, focusing on preschool special health and human services. She is a graduate of Auburn education. Denise holds a bachelor’s degree of education University with a degree in Family and Child Services. (Elementary and Early Childhood) and a master’s degree

in Specific Learning Disabilities (P-21) from Auburn Melanie Tew University at Montgomery. She has worked as a special [email protected] education teacher for 23 years. Attended Auburn University and received a BS in Early

Childhood Education, and the University of South Joy Winchester Alabama where she received her M.Ed. in Early Childhood [email protected] Special Education. She has completed the Applied Early Learning Best Practice Coordinator for the Alabama Behavior Analysis Program through F.I.T. Department of Early Childhood Education supporting the

Alabama Voluntary Pre-k classrooms statewide. Having Susie Thomas spent twenty-four years in the field of early childhood [email protected] education, Joy has served in every position from assistant Has degrees in Special Education/Visual Impairments; teacher to director in all classrooms from birth to 5. She Instructional Leadership and Orientation and Mobility. has worked in the private and public sector, including She has been a teacher of students with visual teaching and serving as an Education Specialist for Head impairments for 13 years. She is a certified Braille Start. Joy now serves the Alabama Department of Early Transcriber with the National Library of Congress and a Childhood Education supporting teachers with strategies National Board Certified teacher of the visually impaired. in challenging behaviors, building a strong resilient

classroom, dual language learner support and works with Angie Weldon other state departments to advocate and promote the [email protected] importance of high quality early childhood education. BA, Speech Language Pathology/Audiology, is a service coordinator with the ARC of Autauga/Western Elmore EIEIO program. She has been trained in the Routines- Exhibitors Based Interview model by Dr. Robin McWilliam and is in the process of being certified as an Alabama trainer. Alabama Institute for the Deaf and Blind Isaac Beavers Anna Whitworth [email protected] [email protected] Has been a teacher of individuals with visual impairment Alabama Parent Education Center for 20 years. She is a certified Teacher through the Teresa Moulton National Board of Certified Teacher – Exceptional Needs [email protected] Specialist. She is a trained psychometrist and a certified Braille transcriber through the National Library of Alabama Partnership for Children - Help Me Grow Congress. Katie Prince/Arronie Riley [email protected] 17

______Bell Center ______Jeannie Colquett [email protected] ______Child's Play Therapy Center ______Nikki Majewski [email protected] ______Tametria Conner [email protected] ______Family Voices of Alabama ______Susan Colburn [email protected] ______Military Child Education Coalition ______Amanda Hulsey [email protected] ______Montgomery Children's Specialty Center ______Shajuane Jones [email protected] ______PAL - Alabama's Parenting Assistance Line ______Amy Walker [email protected] ______Prentke Romich Company ______Trudi Blair [email protected] [email protected] ______Therap ______Barry Pollack [email protected] ______Tobii Dynavox ______Elizabeth Stewart [email protected] ______UCP of Huntsville ______Cheryl Smith [email protected] ______United Ability ______Gary Edwards [email protected] ______University of West Alabama ______Chantele Newman/Jessica Hughes [email protected] [email protected] ______18

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