Full Session Agenda

Monday, October 27^th, 2025  

9:00-9:30 ANNOUNCEMENTS & WELCOME 

9:30-10:30 KEYNOTE PRESENTATION (60 minutes) 

99% A Human, 1% Amazing  

Daryl Williams Jr.  

This keynote is a powerful reminder that the greatest teaching tool you have is you. In a profession that often demands so much, 99% A Human, 1% Amazing challenges educators to embrace their individuality, their unique abilities, and their purpose. Through personal storytelling, powerful insights, and real-world application, teachers will rediscover that they are not just capable, they are called. When you show up as your authentic self, you make the kind of impact no one else can. You are valued. You are appreciated. You are amazing. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify personal strengths and qualities that make you a unique and impactful educator. 

2. Explore how authenticity and vulnerability build stronger classroom culture and student connection. 

3. Apply practical strategies to lead from your strengths, align your teaching with your values, and increase your impact. 

10:30-11:00 BREAK AND EXHIBITORS 

11:00-12:00 BREAKOUT SESSIONS A (60 minutes) 

Preschool Classroom Management: Building a Community of Success!  

Hannah Kennedy, PhD and Kate Scarborough, PhD  

In this interactive session, presenters will share practical tips for managing an inclusive preschool classroom. Presenters will share evidence-based practices and practical suggestions for setting up the physical environment, collaborating with paraprofessionals, establishing consistent routines and procedures, and building a classroom community that supports all learners. Presenters will share resources and allow opportunities for collaboration among participants to share ideas, resources, and strategies for success. Presenters will include components of Conscious Discipline, Positive Behavior Supports, and Character Education. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify strategies for proactively setting up the classroom environment with consistent routines and procedures. 

2. Describe ideas related to management of play centers, paraprofessionals, and whole group instruction.  

3. Collaborate with others to share resources and procedures for transitions within the classroom. 

From Early Intervention to Preschool: Facilitating Positive and Successful Transitions for Children and Families 

Tabitha Perry; Kathy Wilkins; Amy Fisher; and Stephanie Bear, Ed. S., CCC-SLP 

The Alabama Early Intervention System and the Alabama State Department of Education Special Education Services are joining forces to provide strategies that support a seamless transition for children with disabilities who have received early intervention services to their local education agency (LEA). The session will emphasize the significance of effective communication strategies, essential documentation, transition meetings, and compliance procedures. Together, these organizations are committed to ensuring that all team members fully understand the transition process and the requirements established by the Individuals with Disabilities Education Act (IDEA). Their collaboration is dedicated to fostering a smooth, positive, and successful experience for children and their families.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain how to effectively prepare parents for the transition process. 

2. Describe the significance of building strong relationships and maintaining effective communication with the Local Education Agencies. 

3. Explain the role and responsibilities of the Early Intervention Service Coordinator during the 33rd-month meeting. 

4. Explain how to effectively utilize the Transition Planning Form. 

5. Describe the significance of timelines for ensuring compliance. 

Learning the Listening and Spoken Language Therapy Strategies for Communication Delays 

Denise Wilkes; Kelli Ellis, CCC-SLP/LSLS Cert. AVT; and Natalie Baldwin, CCC-SLP/LSLS Cert. AVT 

Come learn the Listening and Spoken Language (LSL) speech therapy strategies typically used with children with hearing loss. These proven strategies can be easily incorporated into your family sessions to help all children with communication delays. This session will provide modeling and practice opportunities. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Name Listening and Spoken Language Strategies. 

2. Observe the LSL strategies in practice. 

3. Practice the LSL strategies. 

4. Explain how to incorporate these strategies into their Early Intervention visits. 

Supporting Emotional and Behavioral Regulation in Early Childhood Special Education Through Mindfulness-Based Strategies 

Erica Lee, PhD 

Young children with disabilities often experience challenges with emotional and behavioral regulation, which can impact their ability to engage in meaningful learning experiences. This session explores the use of mindfulness-based strategies to support young children’s self-regulation to reduce challenging behaviors and increase engagement. Grounded in evidence-based research, this session is all about providing practical and accessible strategies that can be easily incorporated into daily routines. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain the role of mindfulness in supporting emotional and behavioral regulation in young children with disabilities. 

2. Describe evidence-based research to support the importance of mindfulness for improving social-emotional competencies. 

3. Practice mindfulness-based practices during the session that can be used in their own settings. 

4. Incorporate mindfulness-based practices into daily classroom routines 

Starting Small: Factors that May Impact Development of Young Children Born Extremely Preterm or with Extremely Low Birth Weight  

Stephanie Anderson, M.D.  

This session is designed to provide a better understanding of developmental differences commonly seen in young children with history of extreme prematurity or extremely low birth weight. Specific medical experiences and other factors are associated with increased risk of particular developmental issues. The goal of this session is to increase awareness of risks to early development and to enable service providers and caregivers to identify potential developmental differences as early as possible. Early identification of developmental differences can facilitate early delivery of services targeted to each child’s individual developmental needs, improving long-term functioning. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify medical factors that may impact development of children born extremely preterm and/or with extremely low birth weight. 

2. Explain adjusted age and its role in evaluating development and planning appropriate interventions.  

3. Identify services and interventions that may be indicated to support the development of children born extremely preterm and/or with extremely low birth weight. 

Brushstrokes to Soundwaves: Unlocking Expression Beyond Words  

Savannah Loudin  

In this hands-on and heart-centered session, educators will explore adaptive approaches to art-making that empower every child, verbal or non-verbal, to express themselves. In collaboration with the groundbreaking creators of Unspoken Symphony, participants will learn how visual artwork can be transformed into personalized musical compositions, offering children a voice beyond words. Attendees will discover practical strategies for incorporating this free innovative technology in early childhood and inclusive settings and will engage in the process themselves by creating art and converting it into sound. This session will inspire new possibilities for emotional expression, connection, and accessibility in the classroom.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify adaptive art strategies that support creative expression for children with diverse physical, cognitive, and communication needs. 

2. Demonstrate how to use the Unspoken Symphony platform to transform visual art into personalized music in a childcare or early learning environment. 

3. Create and reflect your own artwork-to-music conversion experience, gaining insight into how this process can foster empathy, emotional understanding, and connection with children. 

12:00-1:30 LUNCH (ON YOUR OWN) 

1:30-3:00 BREAKOUT SESSIONS B 

Behavior Strategies for the Preschool Classroom  

Christy McSpadden M.S., BCBA, LBA 

In this session we will discuss basic strategies for the preschool classroom to help with classroom management and develop a plan for behavior issues before they occur. We will learn how to develop and train paraprofessionals to be vital part of the classroom management plan. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain how to use Applied Behavior Analytic strategies in the preschool classroom. 

2. Develop strategies to use paraprofessionals in the classroom management plan. 

3. Identify strategies to implement with the classroom team when problem behavior occurs. 

Early Intervention Service Coordinator Roundtable  

Debra Florea and Shannon Foster  

The Early Intervention Service Coordinator Roundtable is a collaborative forum designed to facilitate communication, coordination, and collaboration among Service Coordinators involved in Early Intervention services. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify common challenges and issues related to Service Coordination. 

2. Apply brainstorming techniques to generate innovative solutions to Service Coordination problems.  

3. List solutions to common data entry or documentation problems. 

Make it Work! Using Everyday Items from a Home to Create Language Building Opportunities  

Natalie Baldwin, CCC-SLP/LSLS Cert. AVT; Kelli Ellis, CCC-SLP/LSLS Cert. AVT; and Denise Wilkes 

Families and service providers need real life tools that can help them build their child’s language abilities. In this session we will explore everyday items and scenarios that are commonly found in homes and help turn them into activities that will enhance learning and language development. Let’s learn how to turn things around the house into brain building tools for language fun! 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify common routines/activities in a home to use in a language learning activity. 

2. List strategies to help them make the most out of a child’s specific environment to tailor language learning to their home. 

3. Explain how to turn everyday objects in a home to a therapy tool. 

Nerve Ninja 

Jessica D. Strickland, BSE, LMSW and Jennifer Street, LCSW-S 

Ever had an experience that just made you feel out of control or unable to focus? What about working with others (client, child, parent, teacher, participant, etc.) who seemed out of control, distracted, and unable to regulate their minds, bodies or emotions, much less learn from what you were trying to share?  Has saying “calm down” ever truly been effective?  In this session, you will learn how to master control of your body and mind so you can regulate your emotions and be a more effective provider.  You will also learn how to help others do the same, making your sessions more effective and “homework” completion and follow through more likely.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify and describe three primary nervous system states. 

2. Compare unhealthy and healthy nervous systems and three primary causes for nervous system dysfunction. 

3. Learn ineffective and effective tools for nervous system regulation. 

Research in Brain Development: Implications for Speech and Language Disorders 

Lawrence Molt, PhD, Ph.D., CCC-A, CCC-SLP, FASHA, FAAA 

The goal of this seminar is to sensitize clinicians to the role that disruptions or abnormalities in brain development, either prenatal and/or postnatal, may play in many types of speech, language, and hearing disorders and the implications for diagnosis and treatment. A variety of examples are provided, from hormones affecting developmental patterns, specific genes that are implicated in a variety of communication disorders, and specific examples in autism spectrum disorders, childhood apraxia of speech, and stuttering.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify techniques and instrumentation utilized in assessing brain development. 

2. Describe recent research reports in brain development and etiological implications of that research relative to various communication disorders 

3. Apply recent research in brain development as part of their diagnostic and treatment protocols for various speech, language, and hearing disorders. 

Feeding Issues in Children Who are Blind 

Jennifer Cantrelle, M.Ed.  

We will discuss the relationship between eating and having enough energy to perform skills on the Matrix. We will also talk about the difference between blind and legally blind definitions as well as strategies to promote better eating habits. Attendees will have the opportunity to wear simulators (adapted glasses) to self-feed.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify issues associated with eating. 

2. Practice a TIP strategy to promote better eating habits. 

3. Demonstrate using simulators (adapted glasses) to self-feed. 

3:00-3:15 BREAK AND EXHIBITORS 

3:15-4:45 BREAKOUT SESSIONS C 

Play It Out: Providing Trauma Support in the Classroom  

Dr. Chelsea Taylor, LPC, NCC and Beth Jones, MSW, IECMH-E®  

Kids are resilient, but the impacts of trauma can be seen and heard in classrooms across the state. Early childhood educators have access to tools within their classroom to support children who have experienced trauma or adversity.  Presenters will share evidence-based strategies to support educators in helping children heal through play. Learn how to support children’s healing by playing it out!  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify scenarios in children’s play that indicate a trauma history. 

2. Describe ways to support children’s play to foster healing and resilience. 

3. Demonstrate strategies to support children through play. 

The Role of Child Care Providers in Early Intervention 

Leigh Pate, B.IS. and Stephanie Waters, M.S. 

Childcare settings are ideal for Early Intervention (EI) services. They have regular routines, play-based and child-centered activities, and opportunities for peer interaction. Providing quality, coordinated care between childcare and Early Intervention can improve both child and family outcomes. Participants will learn practical strategies for effective collaboration and inclusion of childcare professionals in the EI process. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe the roles and responsibilities of Early Intervention providers and childcare professionals through the EI process. 

2. Explain the value of including childcare professionals in eligibility determination and IFSP development in addition to service delivery. 

3. Identify and address common challenges in integrating EI services within childcare settings. 

Navigating Autism Conversations: Supporting Families Through Honest and Open Communication 

Pam Ramsey, M.C.D., CCC-SLP and Abby Hicks, M.A.CO  

When a child displays characteristics of autism, families may face uncertainty, concern, and a desire for understanding, especially if they are unfamiliar with autism or have not yet recognized these traits in their child. This session equips professionals with strategies to engage families in meaningful conversations, using insights from the ASD Screening initiative as a guide. Participants will explore practical techniques for delivering information with empathy, addressing common concerns, and connecting families with supportive resources. This session empowers professionals to guide families in navigating their child’s unique developmental journey with confidence and understanding by fostering trust, providing clarity, and offering real-world examples. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify key characteristics that may indicate autism in young children and explain the importance of Early Intervention. 

2. Describe techniques for engaging families in supportive, informative discussions about their child’s development, especially when they are unfamiliar with autism. 

3. List tools to respond to parental concerns, provide clarity, and dispel myths surrounding autism. 

4. Explain how to guide families through the process of understanding what comes next after initial screenings, including referrals, evaluations, and early intervention opportunities. 

5. Describe how to connect families with resources and support systems that can help families confidently navigate their child’s journey. 

What Do I Do Now? When Needs are Beyond the Home Visit  

Angela Washington MA, LPC  

This session will look at common issues or concerns that we encounter daily in home visits. Discussion of what is typical and methods to address concerns such as maternal depression, challenging behaviors and identification of signs of potential abuse and neglect. This session will discuss what behaviors are typical and when a referral may be needed.  Ethical dilemmas encountered in the Early Intervention or other home visitation settings will be discussed as well. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify signs of maternal / child depression and anxiety. 

2. Identify methods to address concerns such as challenging behaviors, anxiety and when to refer. 

3. Identify ethical dilemmas and strategies to address them. 

Many Voices, One Goal: Celebrating Cultural Diversity in Early Communication 

Danielle Waldrep Rich, PhD. CCC-SLP, ASDCS 

This session seeks to equip early intervention professionals (Speech-Language Pathologists, teachers, Developmental Specialists, childcare providers) with practical skills to serve culturally and linguistically diverse families across home, daycare, and preschool settings. The presentation combines myth-busting education with practical strategy development, ensuring attendees leave with immediately usable assessment modifications, family partnership techniques, and culturally responsive intervention approaches. Through interactive learning professionals develop both awareness and actionable skills for celebrating linguistic diversity as an asset rather than a barrier.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify key cultural factors that influence early communication development. 

2. Explain the characteristics of a language difference and language disorder in multilingual children. 

3. Implement culturally responsive assessment and intervention strategies. 

4. Collaborate effectively with families from diverse cultural background. 

5. Create inclusive learning environments across home, daycare, and preschool settings. 

Not Today Coach I am Tired  

Kristie Hamby, IMH-E, ACAS and Misty Wheeler, IMH-E, ECMH-E 

From your best hitter to your bench warmer, not everyone on your team wants to play and some days it feels like you are the only one on your team. Come sit in our locker room and let’s discuss how we can support all our players.  At times, our best performers get left behind because “they have it and others need me more” and we spend more time coaching others who struggle. How do you balance working with all levels?  Join us for some fun interactive coaching and self-care ideas. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe how to support all staff/families at current level. 

2. List ideas how to support reluctant staff/families. 

3. Explain to balance support to staff/families. 

4. Demonstrate how to encourage the reluctant to want to grow. 

5. Describe what self-care looks like for the “coach”. 

TUESDAY, October 28^th, 2025  

8:00-8:15 ANNOUNCEMENTS & WELCOME 

8:15-9:15 KEYNOTE PRESENTATION (60 minutes) 

Through the Eyes of Infants, Toddlers and Preschoolers: It’s Hard to Be Little  

Tweety Yates, PhD  

Have you ever thought about how hard it is to be little? Think about an infant trying to express his wants and needs. A toddler trying to become more independent. A preschooler trying to understand and manage all those big emotions she is feeling. Let’s take a fun journey through the eyes of infants, toddlers and preschoolers and see if they can teach us a few things to help us become better supporters of their development.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Explore development through the eyes of infants, toddlers and preschoolers. 

2. List strategies for supporting development through responsive caregiving.  

3. Recognize the importance of their role in supporting young children and their families.  

9:15-9:45 BREAK AND EXHIBITORS 

9:45-10:45 BREAKOUT SESSIONS D (60 minutes) 

Fine Motor Activities on a Budget  

Katasha Hughes, MAECEL  

During this training participants will learn the importance of fine motor skills in early development, as well as do hands on activities that can be utilized at little to no cost for their program. Participants will also have the opportunity to create a make-and-take fine motor activity to take home with them. We will be utilizing materials that you may already have access too but are unsure of how to incorporate with children to help with their development.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain the importance of fine motor skills in early development. 

2. Practice activities that be used in the classroom for fine motor skills. 

3. Demonstrate how to make a fine motor skill activity using provided material. 

Setting Service Coordinators Up for Success 

Julie Carden, MS; Samantha McCammon, MSW; and Courtney Musso 

What makes an Early Intervention Service Coordinator successful? Join us as we look at generational and personality differences in approaching tasks and deadlines, managing our expectations and stress levels, and practical organizational strategies to set us up for success. By building on our strengths, we can gain joy by seeing the “big picture” of helping the children and families we serve through their Early Intervention journey. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Compare and contrast various methods of organizing tasks and deadlines. 

2. Explain the benefits of managing expectations. 

3. Identify ways to reduce work-related stress. 

4. Describe changes that can be made to bring joy back to working with families. 

Sensory-Based Feeding at Home 

Mary Laura Day, OTR/L, MS, NTMTC and Kristen Wilhite, M.A., CCC-SLP   

This presentation will review the sensory system and how it applies to a child’s approach to feeding. We will discuss strategies that can easily be used within a child’s home environment. We will also provide an opportunity for attendees to have a hands-on problem-solving experience. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain a child’s sensory system. 

2. Explain how the sensory system applies to a child’s feeding. 

3. Perform strategies to support sensory-based feeding within the home environment. 

Unlocking Your Inner Detective Superpowers: Embracing an Investigative Mindset for Understanding Behaviors That Challenge Us  

Tweety Yates, PhD 

All behaviors have meaning and are a form of communication. However, when it comes to those behaviors that challenge us, determining what the behavior is communicating can often be challenging (and easier said than done!). In this session, we will do some investigative work around determining the meaning of behaviors and share some strategies and resources to help strengthen our investigative superpowers. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain how all behaviors have meaning and are a form of communication. 

2. Identify their inner detective superpowers for responding to behaviors that challenge them. 

3. Explore strategies and resources to help us (and families) determine and respond to the meaning behind the behaviors.  

Patterns, Processing, and Purpose: Exploring Functional Language in Children with Diverse Language Profiles Part 1  

Angie Barber, Ph.D., CCC-SLP and Shelby H. Hall, MS, CCC-SLP 

This session will explore how young children develop and use language in different ways, including analytical language development, gestalt language processing, and patterns seen in unreliable or inconsistent communicators. Participants will learn how to identify these communication styles and implement evidence-based and supportive strategies that promote meaningful, functional communication across settings. Practical tools, real-life examples, and collaborative techniques will be shared to help educators and caregivers connect with all children, regardless of how they express themselves.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify and describe key features of analytical language development, gestalt language processing, and communication patterns in children with inconsistent or unreliable speech. 

2. Apply evidence-based strategies to support and enhance functional communication for children across diverse language development profiles. 

3. Demonstrate the use of practical strategies and collaborative techniques to foster meaningful connections with all children, regardless of their expressive communication style. 

Alabama’s Regional Autism Network (RAN) 

Doris Adams Hill, PhD, BCBA-D, LBA and Maria Gutierrez 

Alabama’s Regional Autism Network (RAN) serves those who have questions, concerns, or resource needs regarding themselves, a family member, friend, client, patient, or a student with diagnosed or suspected Autism Spectrum Disorder (ASD). RAN provides Professional training programs; Technical Assistance and consultation services; individual and direct family assistance in the home, community, and school; and public education programs. Alabama’s RAN is staffed by experts in the field of Autism Spectrum Disorder. Each RAN strives to connect people with ASD, their families, educators, and service providers to the information and/or services that best meet their needs.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe the Regional Autism Network. 

2. Explain the RAN’s mission. 

3. Describe where their region’s RAN is located as well as contact information. 

10:45-11:00 BREAK AND EXHIBITORS 

11:00-12:00 BREAKOUT SESSIONS E (60 minutes) 

GOLD(R) for Preschool Special Educators  

Stephanie Bear, Ed. S., CCC-SLP and Kathy Wilkins  

This session is designed for special educators and speech-language pathologists (SLPs) serving preschool-aged students with disabilities.  Topics covered will include: Introduction to the GOLD® and its significance in preschool special education, guidelines on administering the GOLD® assessment to preschool students with IEPs, and best practices for ensuring accurate and reliable assessment results.

LEARNING OBJECTIVES – Participants will be able to: 

1. List actionable insights and resources to enhance their assessment practices with preschool students with Individualized Education Programs (IEPs).  

2. Explain the significance of GOLD® in preschool special education. 

3. Apply policies and procedures for administering the GOLD® assessment to preschool students with IEPs.  

4. Demonstrate of best practices in administering the GOLD® assessment and utilizing its results to inform IEP development. 

Let’s Talk About it: Resource Panel Discussion of Statewide Community Resources for Supporting Families 

Melissa Anderson (moderator); Sallye Longshore; Mary Florian; Stephanie Waters; and Amanda Yancey  

Panelists from Help Me Grow Alabama, the Alabama Infant Toddler Specialist Network Alabama, Parents as Teachers, and the Department of Child Abuse & Neglect will share the details of their services, and how their resources are beneficial to Early Interventionists, home visitors, childcare providers, and parents. At the end of the panel discussion, participants will be able to ask questions during a Q & A portion.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify beneficial statewide programs and resources.  

2. Formulate a list of services and contact information to share with families and providers. 

3. Explain how to use the resource binder to make appropriate referrals. 

It Takes a Village: Let’s Get Social  

Shanté Hamm, LMSW  

This session will allow participants an opportunity to learn the benefits of group socialization events, especially for children who receive home-based services. We will discuss and learn ways to plan successful events, and the fun they can be for all. We will also learn about community resources who add value to group socializations.  

LEARNING OBJECTIVES – Participants will be able to: 

1. List the benefits of group socializations for both children and their families. 

2. Create and plan a group socialization: parent involvement, resources needed, budget, partnerships. 

3. Identify community partnerships to enhance group socialization events. 

Resilience and Relationship: Building Connection, Felt Safety, and Positive Experiences for Children 

Jessica D. Strickland, BSE, LMSW 

Life is not easy and for our children, difficult experiences often lead to challenging behaviors. Most of us are aware of the need for healthy resilience strategies to counteract the adverse, dare-say traumatic, experiences we all encounter.  It is often said that children are resilient, but this is a skill learned in the context of relationships. Some of the greatest protective factors for resilience are healthy, positive relationships and experiences that build a sense of felt-safety.  It’s not easy, but a powerful way to do this is through pursuing connection over compliance. Join me as we highlight the impact of Adverse Childhood Experiences (ACEs), the importance of Positive Childhood Experiences (PCEs), and practical strategies you can use to create nurturing environments that build both connection and emotional resilience. Come learn actionable techniques for strengthening the caregiver-child bond and leave with a clearer understanding of how to create safe, trusting spaces where children can thrive.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify Adverse Childhood Experiences (ACEs) and understand the impact or trauma and stress on development.  

2. Identify tangible positive childhood experiences and learn caregiver strategies that build resilience and caregiver-child connection.  

3. Understand felt safety and how to foster it to develop compliance AND connection.  

Patterns, Processing, and Purpose: Exploring Functional Language in Children with Diverse Language Profiles Part 2 

Angie Barber, Ph.D., CCC-SLP and Shelby H. Hall, MS, CCC-SLP 

This session will explore how young children develop and use language in different ways, including analytical language development, gestalt language processing, and patterns seen in unreliable or inconsistent communicators. Participants will learn how to identify these communication styles and implement evidence-based and supportive strategies that promote meaningful, functional communication across settings. Practical tools, real-life examples, and collaborative techniques will be shared to help educators and caregivers connect with all children, regardless of how they express themselves. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify and describe key features of analytical language development, gestalt language processing, and communication patterns in children with inconsistent or unreliable speech. 

2. Apply evidence-based strategies to support and enhance functional communication for children across diverse language development profiles. 

3. Demonstrate the use of practical strategies and collaborative techniques to foster meaningful connections with all children, regardless of their expressive communication style. 

All Are Welcome Here: Using Research-based Tools to Foster a Sense of Belonging  

Kimberly Hile, PhD and Loretta Hayslip, PhD 

High-quality inclusion is more than access—it’s about belonging. Presenters will introduce participants to research-based tools designed to assess and support inclusive practices in early learning environments. Through real-world examples and interactive discussion, attendees will explore how these tools can guide continuous reflection and professional growth, focusing on promoting membership and meaningful participation for all children. Whether you’re a teacher, coach, or administrator, this session offers actionable insights for making inclusion intentional and impactful. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify key quality indicators that support authentic inclusion and a sense of belonging for young children with disabilities. 

2. Use research-based tools as a reflective tool for improving inclusive practices in early learning environments.  

3. Analyze classroom scenarios to assess alignment with authentic inclusion indicators. 

4. Develop action steps for supporting educators in creating more inclusive, relationship-centered environments.  

12:00-1:30 LUNCH (ON YOUR OWN) 

1:30-3:00 BREAKOUT SESSIONS F

Don’t Get Your Panties in a Bunch: Inclusive Potty Training Strategies  

Angie Gulledge  

Potty training does not need to feel impossible anymore. This session covers a variety of tips, tricks, and strategies to support caregivers helping children and families potty train children of all abilities. Learning inclusive potty training strategies helps takes the stress away from this huge milestone.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Define what “potty training” readiness is. 

2. Examine potty training strategies and elements to be successful in each strategy. 

3. Develop potty training plan for children in our care. 

Supporting Social-Emotional Growth in Early Childhood: Innovative Approaches for Early Intervention 

Sarah Neese, BSW and Susanne Napp, M.Ed. 

Early childhood is a critical period for the development of social and emotional skills, which are foundational for later success in school, relationships, and mental well-being. This session aims to highlight the importance of early intervention in supporting social-emotional development in children from birth through age five, and to provide practical tools, strategies, and resources for professionals working with young children. 

LEARNING OBJECTIVES – Participants will be able to: 

1. List evidence-based practices for supporting social-emotional development in early childhood. 

2. Identify resources to foster healthy social-emotional growth. 

3. Demonstrate collaboration between different sectors—education, health, and social services—to better address the social-emotional needs of young children. 

4. Describe the collaboration between caregivers, educators, and therapists in creating individualized intervention plans. 

5. Describe how parents can model social-emotional skills and manage challenging behaviors. 

Integrating Music into Home Visits and Group Socialization: Promoting Emotional, Physical, and Cognitive Development in Early Childhood  

Maggie Gill, MM, BM  

This session explores how music can be effectively integrated into home visits and group socialization to support early childhood development. Drawing on over twenty years of experience teaching music in early childhood and more than a decade of leading Music Together® classes through Fiddlesticks Music, a Music Together Center in Birmingham, the presenter will share practical strategies and real-world examples. This presentation also highlights work with families through a partnership with the University of Alabama at Birmingham Head Start program. Participants will learn how music supports emotional, physical, and cognitive growth, and receive adaptable tools for use in early intervention settings. No musical background is required—just a willingness to engage and explore. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify specific musical behaviors and actions in children that reflect emotional, physical, and cognitive engagement across developmental domains. 

2. Demonstrate one to two simple, adaptable, developmentally appropriate musical activities that require no formal music training. 

3. Explain the role of caregiver participation in music-based learning and its impact on early childhood development. 

4. Apply at least two music-based strategies within their professional settings to support engagement and developmental outcomes. 

Principles of Culture: How to Build a Positive Culture in the Workplace  

Susan Sellers, JD; Jessica Letson; and Stephanie Holderby, MBA 

Workplace culture can be defined as the behaviors, beliefs, attitudes, and interactions of employees. It encompasses the values, mission, and goals of an organization and helps shape how employees interact with others. Maintaining a positive culture can be exceptionally challenging during times of change.  Principles of culture: How to build a positive culture in the workplace will examine the importance of a healthy workplace environment, how to build a positive culture, and how workplace culture can have a direct impact on job satisfaction and performance.   

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe the importance of healthy culture in the workplace.  

2. Explain the core components of building a positive culture and identify factors that lead to a toxic work environment.  

3. Evaluate current workplace culture and list steps to refine expectations and behaviors. 

4. Develop and implement strategies that foster a positive, inclusive work environment.  

Childhood Apraxia of Speech: Neurologic Perspectives on Assessment and Treatment 

Lawrence Molt, PhD, Ph.D., CCC-A, CCC-SLP, FASHA, FAAA  

Childhood Apraxia of Speech (CAS) is a rare disorder affecting the motor speech planning/programming phase of the speech production process. This seminar is designed to introduce an evidence-based model for speech production with an emphasis on the phase of production underlying apraxic errors. Possible etiologic factors will be discussed and the current evidentiary support for each. A model of assessment procedures for differential diagnosis of CAS from other speech sound disorders will be presented. Possible treatment approaches and the evidentiary support for each will be discussed.  

LEARNING OBJECTIVES – Participants will be able to: 

1. List possible etiological features that can underlie childhood apraxia of speech. 

2. Describe classic diagnostic indicators differentiating childhood apraxia of speech from developmental articulation disorders, dysarthria, ataxia, and cluttering. 

3. Describe possible treatment approaches for childhood apraxia of speech and the evidence supporting the use of each. 

Cutting Through the Noise: You Are the Strategy  

Joy Winchester  

We are inundated with information, and this leads to cognitive overload which freezes many of us in decision making and trusting ourselves. The truth is for humans the most important strategy is an attuned human. How do we cut through the noise to use the information that is helpful and also build our confidence to trust ourselves? This impacts parents, teachers, anyone who works with children as the sea of information is endless and at times treacherous, but if we trust ourselves and lean on what we know, we engage more fully and be what that other person needs for support. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify the detrimental effects of cognitive overload on personal cognitive abilities and how this manifests in careers and personal life. 

2. Explain the role of attuned and engaged adults to support children and other adults who need support.  

3. Identify strategies to limit the impact of information overload and tap into their own confidence to use the information as a tool instead of being overwhelmed. 

3:00-3:15 BREAK AND EXHIBITORS 

3:15-4:45 BREAKOUT SESSIONS G 

Alabama State Department of Education (ALSDE) Preschool Updates  

Kathy Wilkins and Stephanie Bear, Ed. S. CCC-SLP  

Get updates on the most current information from the State and Federal levels that will affect your procedures and practices as a special educator working with preschool-age students with disabilities in the public schools. Topics will include tips for producing compliant paperwork, information on changes around the transition from Early Intervention to preschool, and selecting the most appropriate least restrictive environment. Any updates that pertain to preschool students with disabilities will be included. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe updates and changes to procedures and practices for transitioning preschool-aged students with disabilities from Early Intervention to preschool. 

2. Identify updates in forms, processes, and/or procedures used in the special education process in the public schools.  

3. Explain how to select the least restrictive, most appropriate environment for preschool-aged students with disabilities. 

Engaging Partnerships with Families in Transition from Early Intervention to Classrooms  

Jeana Winter and Evelyn Dukes 

Families of children with disabilities require support to successfully navigate through complicated systems of early intervention, preschool, and school aged classrooms while supporting their children with disabilities.  Early childhood is often a very frustrating period of time for families as they work to develop an understanding of their child, their diagnosis or disability, their strengths and needs, the service and support systems, and how to support and advocate for them. Families transition through systems that they often know very little about. This session will focus on ways providers can reach and engage families, build partnerships from early intervention to school aged classrooms and support families in their knowledge and advocacy.  It will provide tools and highlight concrete connections that providers may use to support families through their transition to classrooms through family engagement and skills in advocacy. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe family needs including supports. 

2. List concrete supports that can benefit families in early childhood. 

3. Explain how to effectively support families as their child transitions from early intervention to school aged classrooms. 

Home Visits: Competence, Confidence, and Connection  

Melissa White, MSPT; Julia Stanley, M.S.; Brandy Rhodes MS, CCC-SLP; and Megan Carpenter, OTD, OTR/L 

This course is designed to help Early Intervention providers gain confidence in their home visits, exhibiting fundamental skills across disciplines and recognizing when/how communication and collaboration with other providers is appropriate and needed.  We will look at problem-solving through unique challenges that a provider may face.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Demonstrate fundamental skills across disciplines when working with families. 

2. Identify when communication/collaboration with another provider is appropriate. 

3. Identify ways to improve relationships and learn how to access resources locally and throughout the state. 

Supporting Parents in Developing Social Emotional Development in Preschoolers 

Gwendolyn Miniard MS, CAMS-I, ALC 

Social-emotional development is vital to early childhood development. It forms the foundation for children’s overall development, including their ability to learn, form relationships, and cope with challenges. It can reduce the risk of future mental health challenges too.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe how to assist parents in supporting children in learning ways to identify and name various feelings. 

2. Explain how to assist parents in teaching children how to manage strong emotions and to regulate their behaviors. 

3. Explain how to assist parents to teach children an understanding of rules and social norms to increase positive interactions with peers and adults. 

The Power of Community: Ending Language Deprivation Together 

Kimberly Moon, M.S.; Laurel Maradik, M.S.; Kathryn Duncan, Ed.S; and Linnea Elliott, Ed.S 

Language Deprivation is an epidemic among deaf/hard-of-hearing (D/HH) children worldwide. Alabama Institute for Deaf and Blind (AIDB) Outreach Services and the Regional Early Acquisition of Language (REAL) Project South partner to discuss the complex issues related to early language acquisition. Data gathered by AIDB Outreach related to academic outcomes among D/HH children will be shared, and REAL South will expand on resources that are available to support families and the professionals who serve them.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe the barriers impacting D/HH children. 

2. Describe data related to D/HH children in Alabama. 

3. List resources that REAL provides for families and the professionals who serve them. 

The Power of Reflective Supervision in Early Childhood Education Igniting Growth, Well-Being, and Student Success for Teachers & Administrators 

Johnece Smith, MS, Eds, LPC, NCC, IMH-E 

In the fast-paced and emotionally demanding world of early childhood education, teachers and administrators often find themselves overwhelmed by stress, high expectations, and emotional exhaustion. The constant juggling of lesson planning, behavioral management, and administrative responsibilities can take a toll on educators, leading to burnout and decreased job satisfaction. This presentation explores Reflective Supervision as a transformative tool that fosters emotional resilience, professional growth, and a supportive learning environment. By integrating reflection into daily practice, educators can develop greater self-awareness, strengthen their coping strategies, and ultimately enhance their well-being. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Define reflective supervision and explain its importance in fostering emotional well-being, professional growth, and student-centered care. 

2. Identify early signs of teacher burnout and describe how reflective practices can serve as a proactive solution to mitigate emotional fatigue and exhaustion. 

3. Implement Reflective Supervision Strategies in daily interactions, team meetings, and professional development sessions to support a healthier work environment. 

WEDNESDAY, October 29^th, 2025  

8:00-9:00 BREAKOUT SESSIONS H 

Breaking Barriers: Teaching Children About Inclusion and Disabilities in the Classroom  

Katasha Hughes  

Children are naturally curious and often ask question about the world around them. This session focuses on how to answer those hard questions about disabilities and fostering an inclusive environment for young children by promoting an understanding and acceptance of disabilities. Through engaging activities and discussion, participants will learn how to create supportive spaces that celebrate diversity and ensure all children regardless of ability feel valued and included. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain what a disability is and how to take a cultural approach to including people with disabilities. 

2. Describe how to support inclusive practices in the early childhood education setting to teach all children about appropriate ways to involve the disability community. 

3. Design classroom activities to promote the inclusion of individuals with disabilities in the early childhood education setting. 

Special Needs Childcare Subsidy 

Melissa Anderson 

Participants will discuss the UCPC Special Needs Childcare Subsidy including eligibility criteria and how to make a referral. The collaboration with the Childcare Enhancement with a Purpose project will be discussed. We will also review frequently asked questions and leave time for additional questions about the program and benefits. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Define the UCPC special needs childcare subsidy and benefits to families. 

2. Explain the eligibility requirements and required documentation for the referral process. 

3. Describe the Childcare Enhancement with A Purpose project and their role in the collaboration with the special needs subsidy. 

We Wish You Knew: What Families Want When Autism is Suspected 

Linda Ware; Maria Gutierrez; and Sarah Bailey 

The initial conversations between early intervention providers or early childhood educators and families, when autism is first suspected, can have a profound impact. This session, facilitated by seasoned family navigators from the Regional Autism Network (RAN), who are also parents of autistic children, offers valuable perspectives on what families genuinely need during these critical moments. Drawing on lived experiences, lessons learned, and evidence-informed strategies, the session will guide professionals in building trust, alleviating fear, and engaging families with cultural humility, empathy, and clarity. Participants will be encouraged to reflect on their current practices, challenge assumptions, and enhance their approach to family-centered support. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify common concerns and emotional responses families experience when autism is first suspected. 

2. Apply key principles of family-centered communication when discussing developmental concerns with caregivers. 

3. Reflect on and evaluate their own communication approaches for initiating conversations about autism. 

4. Describe the importance of cultural humility, empathy, and timing when sharing observations with families. 

5. Demonstrate how to incorporate feedback from families with lived experience to improve early intervention and pre-K practices. 

It’s Ok to Be Afraid! 

Kimberly Keeton 

Often adults dismiss the fears and concerns of young children. We hear statements such as, “kids are resilient” or “they’ll grow out of it”. What our children need is to hear from those that are responsible for keeping them safe is, “I understand that you are afraid”, “How can I help you?” and “I’m afraid of _____ too!”.  Learn what fears are common for children at various ages and ways that we can help support healthy coping skills in response to fears.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Identify common age-appropriate fears children may experience. 

2. Demonstrate strategies to respond to a child’s fears. 

3. Develop an appropriate response(s) to common childhood fears.  

Augmentative and Alternative Communication (AAC): What is it? What is Our Role in Supporting AAC Users? 

Ashton Robinson, MS, CCC-SLP; Amanda Savage, MS, CCC-SLP; Chelsea Emmons, MS, CCC-SLP; and Jessica Payne, MS, CCC-SLP  

As early childhood educators, we all may have heard the term “AAC” in relation to communication, but what is it? Have you ever had a child in your classroom or on your caseload that is non-speaking or minimally speaking and you were not sure how to provide the best support? Augmentative and Alternative Communication (AAC) goes beyond designated speech generating devices for non-speaking individuals. In this session, participants will learn about the many different types of AAC that are available to users with communication difficulties. Participants will be able to identify current and/or past children that may benefit from the use of AAC to support their communication. Participants will also learn how to identify if a child is ready for AAC and learn our role in supporting them individually or in the classroom. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Define the term “AAC” and describe the different types of AAC. 

2. Identify who could benefit from the use of AAC. 

3. Discuss and explain the common myths associated with the use of AAC. 

4. Determine ways to support AAC users in individual sessions and in the classroom.  

The Perspective Shift – I am a Special Needs Parent 

Amber May 

After being a parent to a “typical,” overachieving child and a special needs child Amber May realized that perspective is everything. The change that happens when you come to terms with the reality “I am a special needs parent” is life changing.  Accepting your new reality as early as possible sets you up to take on all of the challenges that come with raising a child who isn’t typical.  Early intervention (EI) coached Amber and educated her on what to expect and how to pursue those expectations while also giving her a dialog to be an advocate for both of her children. Her daughter has educational supports that she was confident enough to push for because of how well Early Intervention trained her.  Johnny’s IEP is extensive but her EI coordinator was very real with her about what her son was capable of. EI has been such an important part of our journey and Amber is thrilled to get to share with you how important your passion is to families like her.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe how parents realize their reality. 

2. Explain how to clarify expectations. 

3. Describe how to build confidence and vocabulary. 

4. Explain how to train an advocate. 

5. Explain the importance of bringing others on the journey 

9:00-9:15 BREAK 

9:15-10:15 BREAKOUT SESSIONS I 

Promoting Inclusion in the Classroom: Strategies for Creating Equitable Learning Environments 

Teresa Lewis, BS. ECE, ITS 

Inclusion in the classroom is more than a buzzword—it’s a commitment to ensuring that every student, regardless of background, ability, or identity, feels valued, supported, and empowered to succeed. This presentation will explore practical strategies and evidence-based approaches to fostering inclusive learning environments that celebrate diversity and promote equity. Participants will gain actionable tools to address barriers to inclusion, create culturally responsive classrooms, and build a sense of belonging for all students. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe the foundational principles of inclusion and its impact on student outcomes. 

2. Identify barriers to inclusion in classrooms and schools, including implicit biases, systemic inequities, and structural challenges. 

3. Explore research-based strategies for creating inclusive classrooms, including Universal Design for Learning (UDL), culturally responsive teaching practices, and social-emotional learning (SEL). 

4. Describe how to foster collaboration among students, families, and educators to build a culture of inclusion. 

5. Develop a personalized action plan to implement inclusive practices in their own educational settings. 

Empowering Voices: The Work of the Alabama Disabilities Advocacy Program (ADAP)  

Shannon Shelley-Tremblay, JD  

Join us for an insightful discussion on the vital work of the Alabama Disabilities Advocacy Program (ADAP) in championing the rights of people with disabilities across the state. This talk will explore how ADAP provides advocacy through legal assistance, client support, and educational outreach. Attendees will learn about ADAP’s role in offering training, information and referrals, the Client Assistance Program, and legal assistance, as well as how individuals can get involved in shaping advocacy priorities. Discover how ADAP is working to ensure equality, access, and empowerment for all Alabamians living with disabilities. This session will also include an overview of current updates and issues related to pertinent federal regulations, funding, and case law.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain how the Alabama Disability Advocacy Program serves the people of Alabama 

2. Describe an overview of current issues related to disability advocacy in Alabama and nationally. 

3. Explain current issues facing Alabama families and the ways they can participate in advocacy. 

How to Accelerate Learning for Children with Developmental Disabilities  

Amanda Williamson, MA, BCBA, LBA  

In this session we will discuss the benefits of using naturalistic play-based intervention using the principles of behavior analysis and precision teaching to teach skills to fluency while respecting the learner’s autonomy and ways to determine assent with non-speaking learners. The emphasis will be to teach caregivers and professionals how to select pivotal skills that will lead to generative learning (acquiring skills in the natural environment without the need for direct intervention), how pinpoint skills for increase using learning channels, and how to measure skill acquisition in real time using the standard celeration chart (SCC).  

LEARNING OBJECTIVES – Participants will be able to: 

1. Describe how to increase degrees of freedom to establish rapport and instructional control. 

2. Determine when client assent is given and withdrawn, and what to do. 

3. Demonstrate how to write clear goals using learning channels 

4. Analyze teaching opportunities by context.  

The Power of Relationships and Social Capital-A Parent’s Perspective 

Kathy Poore and Hank Poore 

In the session titled “The Power of Relationships and Social Capital-A Parent’s Perspective”, attendees will explore the vital role of relationships for individuals with disabilities from a parent’s viewpoint. The presentation will delve into how nurturing strong connections early in life and across various areas of life, including family, friends, and the community, can profoundly impact the well-being and development of individuals with disabilities. Through real-life examples, research and actionable strategies, participants will gain insights into fostering meaningful relationships that support inclusion, empowerment, and a sense of belonging for individuals with disabilities. This session aims to inspire attendees to prioritize and cultivate supportive relationships that contribute to a more inclusive and fulfilling life for people with disabilities.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Define at least three key aspects of the importance of relationships for individuals with disabilities, as discussed from a parent’s perspective during the presentation. 

2. Identify and describe at least two practical strategies for nurturing and fostering strong connections across various aspects of life to support the inclusion, empowerment, and sense of belonging of individuals with disabilities. 

3. Define “social capital” and understand the radical difference in the social capital of disabled and non-disabled individuals. 

Using Visuals to Aid Communication in the Early Childhood Setting 

Savannah Loudin 

This training explores the use of visual supports to enhance communication, routine-building, and emotional regulation for infants and toddlers. Educators will learn how to implement first-then boards, visual schedules, social stories, and emotion cards to support early development. The session will also cover overcoming common challenges, engaging families, and adapting visuals for diverse needs. Participants will leave with practical strategies and access to printable resources for immediate classroom application.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain how visual supports build a strong foundation for language and communication by providing infants and toddlers with consistent, meaningful ways to understand and express their needs. 

2. Explore how visual supports can help navigate difficult behaviors by reducing frustration, increasing predictability, and supporting emotional regulation. 

3. Explain how to use first-then boards, visual schedules, and social stories to guide children through challenging tasks and transitions in the classroom. 

4. List strategies for engaging families in using visual supports at home, creating consistency between classroom and home environments. 

5. Identify ways to adapt visual supports for diverse learning needs, including sensory preferences, language differences, and varying levels of comprehension. 

Choosing Appropriate Early Intervention Providers: Roles of Speech-Language Pathologists and Developmental Specialists 

Danielle Waldrep Rich, PhD. CCC-SLP, ASDCS & Shauna Ashley, PhD. CCC-SLP, ASDCS 

Early Intervention Service Coordinators are crucial in connecting families with the right Early Intervention services, but deciding between Speech-Language and Special Instruction (SI) services can be challenging. This session will provide Service Coordinators with clear, practical guidance on when to recommend Speech services versus SI services based on each child’s unique needs and developmental goals. By the end of this session, Service Coordinators will have the tools and knowledge needed to make informed service decisions that truly support each child’s growth and development.  

LEARNING OBJECTIVES – Participants will be able to: 

1. Demonstrate how to decide which service best fits each child’s needs. 

2. Explain the difference between Speech and SI services and what each provides. 

3. Describe how to clearly tell families why they are recommending Speech or SI services. 

10:15-10:30      BREAK 

10:30-10:45 CLOSING ANNOUNCEMENTS 

10:45-11:45 CLOSING KEYNOTE 

The Power of Hope  

Joy Winchester 

Hope is not just a feeling — it’s a measurable brain state that fuels motivation, problem-solving, and resilience. This keynote explores the neuroscience of hope and how it can be intentionally cultivated, even in the face of adversity. Through engaging stories, practical strategies, and evidence-based insights, participants will discover how to activate the brain’s “possibility pathways” to inspire growth, strengthen communities, and create a future worth working toward. 

LEARNING OBJECTIVES – Participants will be able to: 

1. Explain how hope impacts brain chemistry, motivation, and resilience. 

2. Identify the core components of hope — goals, pathways, and agency — and their role in personal and organizational growth. 

3. Apply evidence-based strategies to cultivate hope in challenging situations. 

4. Recognize the connection between hope, problem-solving, and improved outcomes for individuals and communities. 

5. Integrate daily practices that build and sustain hope in personal and professional contexts.