9:00-9:30 a.m. – ANNOUNCEMENTS & WELCOME
9:30-10:30 a.m. – KEYNOTE (60 MINUTES)
Becoming Shatterproof
Lauren Sisler
Becoming Shatterproof is a keynote centered on resilience, ownership, and the power of presence in high-pressure environments. Through personal storytelling and practical frameworks, attendees will explore how adversity shapes performance, how shame and silence impact decision-making, and how to lead with authenticity in both personal and professional settings. Participants will leave with actionable tools to strengthen resilience, improve emotional awareness, and show up more fully in the moments that matter most.
LEARNING OBJECTIVES – Participants will be able to:
- Identify how personal experiences and adversity influence performance, decision-making, and leadership.
- Analyze the impact of shame, stigma, and internal narratives on personal and professional growth.
- Apply practical strategies to build resilience in high-pressure or unpredictable environments.
- Demonstrate techniques for increasing presence and focus on critical, real-time situations.
10:30 -11:00 a.m. – BREAK AND EXHIBITORS
11:00 a.m. -12:00 p.m. – BREAKOUT A (60 MINUTES)
Developing Functional Outcomes
Debra Florea – Early Intervention Coordinator for the Alabama Department of Mental Health
Shannon Foster – Comprehensive System of Personnel Development Coordinator, Alabama Early Intervention System
This session will explore how Early Intervention Service Coordinators can develop and implement functional Individualized Family Service Plan (IFSP) outcomes that align with family priorities, daily routines, and evidence-based practices. Participants will learn strategies to move beyond deficit-based goals toward outcomes that promote engagement, independence, and social relationships.
LEARNING OBJECTIVES – Participants will be able to:
- Explain why functional IFSP outcomes matter.
- Identify and define functional outcomes.
- Demonstrate how to develop functional outcomes.
Nourishing Development: Building Healthy Eating Habits in Early Childhood
Casey Willis – Alabama Healthy Kids, Healthy Future Coordinator with the Alabama Partnership for Children and Early Intervention Developmental Specialist
Emily Campbell, MPH, CHES – Alabama Healthy Kids, Healthy Future Director at the Alabama Partnership for Children
Early childhood is a critical window for establishing lifelong eating habits, yet many families struggle with picky eating, mealtime stress, and how to support healthy nutrition. Early intervention providers, home visitors, and early care professionals are uniquely positioned to guide families in creating positive, developmentally appropriate feeding environments. This interactive session explores the role of nutrition in early brain development and introduces Ellyn Satter’s Division of Responsibility to reduce mealtime power struggles and support healthy relationships with food. Participants will also learn practical strategies such as family-style meals, consistent routines, and involving children in food preparation to increase acceptance and independence. Through real-life scenarios, role-playing, and discussion, attendees will gain tools they can immediately use to support families and promote healthy eating habits.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the connection between early childhood nutrition and physical, cognitive, and social-emotional development.
- Explain the key principles of Ellyn Satter’s Division of Responsibility in feeding.
- Identify strategies to support family-style meals, consistent routines, and positive mealtime environments.
- Demonstrate how to coach families through picky eating using responsive feeding practices.
- Apply practical strategies to involve children in meal preparation to increase engagement and food acceptance.
Developmentally Responsive Practices: Moving Beyond Misconceptions to Authentic Learning
Jennifer L. Kilgo, EdD – Professor of Early Intervention/Early Childhood Special Education, University of Alabama at Birmingham
This session will examine commonly held misconceptions about developmentally responsive practices for young children with delays and disabilities. Participants will explore persistent misconceptions that can shape early learning experiences and limit meaningful engagement. Through practical examples, the session will demonstrate how to reimagine classroom rituals and routines such as circle time and morning meetings, as well as widely used content and strategies like “letter of the week,” themes, and calendar activities. Emphasis will be placed on designing contextually relevant approaches that support authentic learning, participation, and inclusion for all young children.
LEARNING OBJECTIVES – Participants will be able to:
- Identify common misconceptions related to developmentally responsive practices for young children with delays and disabilities and explain how these misconceptions can limit meaningful engagement.
- Analyze classroom rituals, routines, and instructional strategies and determine specific ways to modify and increase relevance and participation.
- Design contextually relevant learning activities and routines that promote authentic learning, active participation, and inclusion for young children with diverse abilities.
My Feelings Toolbox: Tools to Empower Emotional Regulation in Little Learners
Kimberly McAnnally – Early Childhood Specialist, Child Care Central
Do you know how to handle every emergency that arises in your classroom? How do you help the children in your care feel safe and secure in their environment so they can relax and learn all they need to learn? Teachers need a “toolkit” they can pull out when they have a child dealing with big emotions. Learn how to teach children what that big feeling is by naming emotions but also giving them tools that will allow them to handle those emotions. It is important that children understand that having emotions and big feelings are okay, but there are appropriate ways to handle them without hurting others in the process.
LEARNING OBJECTIVES – Participants will be able to:
- Define emotional regulation and explain why it matters.
- Identify typical emotional behaviors in young children.
- List effective strategies to support emotional regulation in the classroom.
Building Bridges Between Home and Preschool: Strengthening Family Partnerships to Support Early Development
Brandy Black – Home Visiting Coordinator, Coastal Family Partners
Strong partnerships between families and early childhood professionals are essential to supporting young children’s development and school readiness. Drawing on experience in home visiting and parent education, the presenter will share approaches that help professionals better understand the family perspective, build trust with caregivers, and empower parents to support developmental learning through everyday routines. Participants will learn how to strengthen communication with families, reduce barriers to engagement, and create collaborative relationships that promote positive developmental outcomes for young children.
LEARNING OBJECTIVES – Participants will be able to:
- Identify common barriers that prevent families from fully engaging in early childhood programs and services.
- Apply strength-based communication strategies to build trust and foster meaningful partnerships with families.
- Identify everyday routines and activities that support language, cognitive, and social-emotional development at home.
- Develop strategies to strengthen connections between home environments and preschool or early intervention services.
ABLE Accounts and Special Needs Trusts: What Practitioners and Parents Need to Know
Jennifer McInerney, JD, LL.M. in Taxation, MA, BA – Attorney
Parents and professionals working with families will learn the importance of ABLE Accounts and Special Needs Trusts in protecting eligibility for SSI, Medicaid, and other means‑tested benefits while giving individuals with disabilities greater financial security and autonomy. The presentation outlines the key differences between ABLE accounts and SNTs, including contribution limits, permissible uses, and long‑term planning considerations. The session also covers when each tool is most appropriate and how families can use them together to build a comprehensive, flexible benefits‑preservation strategy.
LEARNING OBJECTIVES – Participants will be able to:
- Explain the purpose of ABLE Accounts and Special Needs Trusts and how each tool protects eligibility for SSI, Medicaid, and other means‑tested benefits.
- Distinguish the key legal and financial differences between ABLE Accounts and SNTs, including contribution rules, permissible expenditures, and tax treatment.
- Identify when an ABLE Account, an SNT, or a combination of both is most appropriate based on an individual’s disability, resources, and long‑term planning needs.
- Explain how to coordinate ABLE Accounts and SNTs within a broader estate and benefits‑preservation plan for individuals with disabilities.
- Describe common pitfalls, compliance requirements, and best practices for establishing, funding, and administering these tools.
Unlocking Possibilities: Play, AT, and AAC for Children with Visual Impairment
Rebecca Harris, M.S., CCC-SLP, CLC – Speech-Language Pathologist, United Ability
Katherine Seal, M.S., CCC-SLP – Speech-Language Pathologist, United Ability
This session will begin with identification of common characteristics of visual impairment. We will explore how to adapt home and daycare environments and materials to support engagement in play. We will discuss strategies to integrate Assistive Technology (AT) and Augmentative and Alternative Communication (AAC) into everyday routines, supporting meaningful opportunities for communication and participation. This session aims to provide practical, play-based strategies that can be immediately applied in early intervention contexts.
LEARNING OBJECTIVES – Participants will be able to:
- Identify common characteristics of visual impairment.
- Describe ways to adapt a child’s environment to support play.
- Explain how to use AT and AAC to provide ways for the child to communication and participate in daily routines.
What’s New in the Follow-Up Care for Premature Infants (11:00 a.m. – 12:30 p.m.)
Kimberlly Stringer, MD, MPH – Associate Professor of Pediatrics and Developmental-Behavioral Pediatrics at UAB Civitan Sparks Clinics
Amelia Schuyler, MD, MPH – Assistant Professor of Pediatrics and Neonatologist at the University of Alabama at Birmingham
Chantel Jno-Finn, PT, DPT – Pediatric Physical Therapist, UAB Newborn Follow-Up Clinic, Lifespan Down Syndrome Clinic, and Alabama Early Intervention System
Maegan Guven, MS, RD – Registered Dietician, UAB Newborn Follow-Up Clinic
Margaret Summersell, MS, RD – Registered Dietician, UAB Newborn Follow-Up Clinic
This presentation will include the latest medical and developmental issues facing infants born prematurely. Presenters will describe how early medical and developmental interventions can improve the trajectory of infants born prematurely. A panel of speakers from the UAB Newborn Follow-up Multi-Disciplinary Team (e.g. medical, psychology, nutrition, physical therapy, and audiology) will describe their role in our team clinic and how they address common issues facing infants with prematurity.
LEARNING OBJECTIVES – Participants will be able to:
- Identify common medical issues facing infants born prematurely.
- Identify common developmental issues facing infants born prematurely.
- Describe how Early Intervention can improve medical and developmental issues facing infants born prematurely.
- Describe what is involved in the NICU graduate clinic, particularly UAB Newborn Follow-up Clinic.
12:00-1:30 p.m. – LUNCH (ON YOUR OWN)
1:30 -2:30 p.m. – BREAKOUT B (60 MINUTES)
Feeding Therapy Before the Food: A Look at Precursors for Beginning Feeding Intervention
Fran Frost, OTR/L – Occupational Therapist, United Ability Outpatient Clinic
In this session, we will discuss the basic elements of readiness for feeding intervention including aspects of motor control and necessary positional supports, sensory regulation and ideas for providing necessary supports, and developmental skills like attention and engagement that are all crucial in effective feeding intervention. We will also include some appropriate questions to ask regarding mealtime structure, schedule, and overall nutritional status.
LEARNING OBJECTIVES – Participants will be able to:
- Identify basic motor skills necessary for effective feeding intervention, as well as, how to offer your child support in these areas.
- Identify basic sensory processing and regulation needs necessary for effective feeding intervention, as well as, how to offer your child support in these areas.
- Identify development and play skills necessary for effective feeding intervention, as well as, how to offer your child support in these areas.
Tiny Steps, Big Progress: Tracking Growth in Early Childhood
Barbie Jones, M.Ed. – Director of Curriculum and Instruction for Early Childhood, UCP of Central Florida
Stephanie De Bear – Early Childhood Curriculum and Instruction Specialist, UCP of Central Florida
Kimberly Morris – Early Childhood Curriculum and Instruction Specialist, UCP of Central Florida
This session will showcase how early childhood educators can use data cards and interactive data walls to organize student information, monitor progress, and support instructional decision-making in meaningful ways. Participants will explore practical strategies for creating visual systems that help teachers track individual student’s developmental growth, identify student needs, and strengthen collaboration among staff and families. Real examples, tools, and implementation ideas will be shared to help programs build a positive data culture that supports student success in early learning environments. Samples provided to the first 50 attendees.
LEARNING OBJECTIVES – Participants will be able to:
- Identify key components of effective data cards, data walls, and benchmark binders used to monitor student growth in early childhood settings.
- Demonstrate how to organize and display student data in ways that support instructional planning and progress monitoring.
- Explain how visual data tools can be used to guide intervention decisions and support student achievement goals.
Ensuring a Seamless Transition from Early Intervention (Part C) to Preschool Special Education (Part B)
Katrina Lipscomb, M.Ed. – State Monitor, Alabama Early Intervention System
Kathy Wilkins -Education Specialist, Alabama State Department of Education in Special Education Services
Stephanie Bear, Ed. S. CCC-SLP – Education Specialist and Speech-Language Pathologist, Alabama State Department of Education in Special Education Services
This session focuses on creating a smooth and effective transition from Early Intervention to Preschool Special Education. Participants will review required transition planning meetings documentation, and communication processes critical to timely and compliant transitions. Alabama Early Intervention Systems (Part C) and Alabama State Department of Education, Special Education Services (Part B) preschool team will share how teams can collaborate in alignment with IDEA requirements to support a positive and smooth transition experience for children and families, and ensure the child has no disruption in services.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the required transition meetings, timelines, and documentation from Part C to Part B.
- Explain the roles of Early Intervention and Preschool Special Education teams in the transition process.
- List collaboration strategies that support continuity of services for children and families.
The Inner Child is Speaking
Sabrina Robinson – Child Care Central Professional Development Director, TCR Child Care Corporation
Stacey Robison – Lead Early Childhood Specialist, TCR Child Care Corporation
In this session, we will explore how early wounds shape adult patterns and how compassion, awareness, and gentle inner work can begin to restore what pain once silenced. Through trauma-informed guidance and practical tools, participants will learn to listen inward, honor their stories, and take meaningful steps toward emotional freedom and wholeness.
LEARNING OBJECTIVES – Participants will be able to:
- Explain how early experiences shape current emotional patterns and identify unmet needs that may still influence their thoughts, behaviors, and relationships.
- Demonstrate grounding, breathwork, and body-awareness practices that help calm the nervous system and create internal safety for healing.
- Demonstrate gentle reflection and creative expression to connect with their inner child, fostering empathy, validation, and emotional understanding.
- Define a clearer sense of hope, agency, and personal intention for continuing their healing journey beyond the session.
Life in the Neonatal Intensive Care Unit: Where the Earliest of Interventions Begin
Jane Burton Keith, MSPT, CNT, NTMTC – Neonatal Physical Therapist, UAB Hospital
Alicia Peeples, DPT, CNT, NTMTC – Neonatal Physical Therapist, UAB Hospital
During this session the presenters will discuss therapy care in the NICU. They will cover the various populations they serve and the diagnoses they address. Presenters will discuss various treatment modalities that are used and the various tests/assessments utilized and their outcome meanings. They will discuss the problems they are identifying and the ways they are intervening to optimize long-term outcomes. Finally, presenters will open discussion for common concerns the early intervention therapist is seeing that affect development and ways we can intervene to improve outcomes.
LEARNING OBJECTIVES – Participants will be able to:
- Identify three concerns of babies in the NICU that affect long term developmental outcomes.
- Identify three different assessments used in the NICU and what the results indicate for long term prognosis.
- Identify three treatment modalities/techniques used in the NICU to positively impact long term outcomes.
Proceed With Care: Ethics and the Use of AI in Early Intervention and Preschool Practice
Danielle Rich PhD, CCC-SLP, ASDCS – Interim Associate Dean of the School of Speech-Language Pathology, Pepperdine University’s College of Health Sciences
Artificial intelligence (AI) is already in our workplaces — whether we realize it or not. This practical, evidence-informed session cuts through the hype and helps professionals who work in EI and preschool settings to answer the questions that actually keep us up at night: Can I use AI to write my documentation? What about HIPAA? Do I have to tell families? Grounded in professional Code of Ethics and current federal guidelines, participants will leave with a clear, ready-to-use framework for deciding when, where, and how AI is appropriate in early childhood practice — and the confidence to use it well.
LEARNING OBJECTIVES – Participants will be able to:
- Identify ethically appropriate and ethically problematic uses of AI tools in early intervention and preschool settings, using professional Code of Ethics and HIPAA guidelines as a decision-making framework.
- Apply a 5-question ethical decision-making framework to real-world clinical scenarios involving AI use in documentation, assessment, parent communication, and treatment planning.
- Develop a personal action plan for integrating AI responsibly into their practice — identifying at least one tool they will use differently and one boundary they will commit to maintaining.
Threats to Healthy Early Brain Development
Joseph D. Ackerson, PhD – Pediatric Neuropsychologist and Clinical Director, Ackerson & Associates Cognitive and Behavioral Services
Greta Conlon – UAB Medical Psychology Graduate student
Dr. Ackerson will inform attendees regarding the long-term outcomes from gestational and perinatal complications including intrauterine exposure to toxins, prematurity, very low birthweight, inadequate oxygen flow, infectious processes, and medical misadventure. Associated brain changes may include intraventricular hemorrhage, hypoxic ischemic injury, stroke, and periventricular leukomalacia. Proper identification and quantification of early brain injury can allow for appropriate interventions that may improve long-term trajectories, as well as provide families with the knowledge they need for long-term planning.
LEARNING OBJECTIVES – Participants will be able to:
- List at least three different causes and mechanisms of perinatal brain injury.
- Identify the uses and limitations of common infant and preschool measures of cognitive functioning.
- Demonstrate knowledge of the variables impacting long-term neurocognitive outcomes of perinatal brain injury, as well as the interventions that can impact these outcomes.
Navigating the New Early Intervention Landscape: A Leadership Roundtable Discussion
Facilitated by Jessica Letson; Abby Hicks, MA CO; Carla Darby; & Angie Weldon
Audience: EI Administrators, Directors, Supervisors
Yorkshire
This session brings together Early Intervention program administrators, directors, and supervisors to discuss common issues encountered in providing EI services. EI program leaders will address critical funding and operational changes impacting programs today and share strategies that others may find beneficial as well. Key systemic changes affecting EI service delivery and staffing will be discussed, as well as ways supervision may be changing with more remote workers and/or staff in the field. Please note: This session is not eligible for ABESPA or ASHA CEUs.
2:30 – 2:45 p.m. – BREAK AND EXHIBITORS
2:45 -3:45 p.m. – BREAKOUT C (60 MINUTES)
Engaging Diverse Families: Building Responsive and Respectful Partnerships
Jennifer L. Kilgo, EdD – Professor of Early Intervention/Early Childhood Special Education, University of Alabama at Birmingham
Families come to early childhood settings with a wide range of experiences, identities, and needs, including teen parents, grandparents serving as primary caregivers, families experiencing housing instability, and those navigating concerns related to immigration, culture, or family structure. This session explores practical, respectful strategies for building authentic partnerships with diverse families across settings. Emphasis will be placed on understanding family contexts, recognizing strengths, and responding in ways that promote trust, communication, and meaningful relationship development. Participants will also consider strategies for connecting families with relevant supports and resources while maintaining a strengths-based, culturally responsive perspective.
LEARNING OBJECTIVES – Participants will be able to:
- Identify key characteristics and strengths of diverse family structures and circumstances, including multigenerational caregiving, housing instability, and culturally and linguistically diverse backgrounds.
- Apply culturally responsive and strengths-based strategies to build trust and foster meaningful relationships with families across varied contexts.
- Demonstrate approaches for engaging all family members, including fathers and nontraditional caregivers, in collaborative relationships.
- Utilize professional and community resources to support families with diverse needs and experiences.
- Develop practical strategies to address barriers to family engagement and address them in respectful and responsive ways.
Service Provision for Families with Minimally Verbal Children
Blaklie H Blevins, MS, CCC- SLP – Speech-Language Pathologist and Owner, Talk2Me, Inc.
Autumn M. Bobo, OTR/L – Occupational Therapist and Owner, TEAM Rehabilitation, Inc.
This session will explore strategies that can be utilized to assist families who have children with minimal verbal skills. It will assist the learner in exploring the difference in receptive and expressive language skills. We will explore a variety of communication strategies that the child may be utilizing and how we can assist the family in building off of these strategies. We will further discuss activities/play routines that we can utilize within our sessions and leave with families.
LEARNING OBJECTIVES – Participants will be able to:
- Describe receptive/expressive language.
- List ways the child is communicating.
- List ways to help families build from the communications they are seeing with their child.
- Demonstrate activities and play routines to utilize in sessions that can be left with parents.
Let Them Lead Through Learning Centers
LaTonya Sibley, PhD, NBCT – Pre-K Education Specialist, Montgomery Public Schools
Toni Briggs – Lead Pre-K Teacher, Montgomery Public Schools
Jacquelyn Eaton– Lead Pre-K Teacher, Montgomery Public Schools
Tiffany McCrary– Lead Pre-K Teacher, Montgomery Public Schools
Christi Self– Lead Pre-K Teacher, Montgomery Public Schools
Join us to explore how Montgomery Public Schools (MPS) First Class Pre-K classrooms use interactive learning centers to support young children with diverse learning needs in inclusive, developmentally appropriate environments. Participants will experience practical strategies that promote child choice, engagement, and meaningful participation aligned with early intervention best practices. This session demonstrates how intentional center design strengthens communication, social-emotional development, and early academic skills for all learners. Attendees will leave with ready-to-use strategies for creating responsive learning environments where every child can actively participate and succeed.
LEARNING OBJECTIVES – Participants will be able to:
- Identify key components of inclusive learning centers that support diverse learners in early childhood classrooms.
- Demonstrate strategies for facilitating child-led learning centers that increase engagement and participation for all children.
- Describe how intentional center design supports early intervention goals across developmental domains.
- Complete modifications to learning centers that support children with varying developmental needs and abilities.
Introduction to Teaming in Preschool: A Collaborative Approach between Teachers and Therapists
Kate Stribling, PT, DPT, PCS – Physical Therapist, Portland Public Schools
Interprofessional collaboration provides the safe, high quality and student-centered care desired by all, but consistently practicing this in a preschool setting can be challenging. This session will outline the interdisciplinary process used to plan and implement inclusive adapted programming in one urban preschool environment. The presentation will describe different teaming approaches as well as the challenges versus benefits of each as supported by research. Examples of adapted activities as well as guidance in initiating similar interdisciplinary programs will be provided. Case studies will be available to enhance understanding and provide an interactive opportunity for attendees.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the collaborative process across the disciplines of PT, OT, SLP and Early Childhood Special Education to plan adapted activities for preschoolers.
- Summarize the importance of teaming and collaboration in the natural environment.
- Apply evidence-based strategies to create an activity plan that will allow successful implementation of collaborative programs in their educational setting.
Pause, Perceive, Play: Deepening Your Connection Through a Nervous System Perspective
Emily Tester LPC, NCC – Licensed Professional Counselor, Emily Tester Counseling, LLC contracted at Kaleidoscope Therapy
This session will provide space to explore how “showing up” and having a developmentally appropriate framework shape attachment and felt-sense of safety. The goal of this presentation is to guide participants in understanding how relationships are the core of connection and development. Participants will learn about tuning in to self, others, and the environment. How our bodies experience the world around them encodes more than the words spoken, so let’s make it playful, loving, and attuned.
LEARNING OBJECTIVES – Participants will be able to:
- Identify developmentally appropriate expectations and how they shape the felt-sense experience within a relationship.
- Identify their own nervous system activators and what it means to be responsive rather than reactive.
- Implement playful strategies that facilitate connection, collaboration, and co-regulation.
Embracing the Unexpected: One Parent’s Journey through Early Intervention Services and Beyond
Hallie Thuenen, MSN CPNP-PC SANE-P – Parent & Pediatric Nurse Practitioner
You’ve been told—or maybe you’ve started to suspect—that your child may have developmental delays. Suddenly, terms like early intervention, occupational therapy, speech therapy, and physical therapy enter your world, often without much explanation. What follows can feel overwhelming: unfamiliar medical language, uncertain or even frightening diagnoses, subtle societal pressures, and the realization that your child’s path may look different than you once imagined. It’s a lot—and it’s completely normal to find yourself asking, “What do I do now?” This session is designed to meet you in that exact moment. From one parent to another, we’ll walk through what this journey really looks like—beyond the clinical terms and into real life. Our goal is to ease uncertainty, answer the questions you may not even know how to ask yet, and help you feel more grounded and confident moving forward. Most importantly, this is about empowerment. You are your child’s greatest advocate, support, and source of strength. While the path may feel unpredictable, you don’t have to navigate it alone—and you are more capable than you may feel right now.
LEARNING OBJECTIVES – Participants will be able to:
- Identify and validate emotional responses to concerns about your child’s development, understanding that feelings of uncertainty and fear are normal and shared by other parents.
- Describe early intervention, therapy services, and educational jargon and resources in practical, real-life terms, connecting clinical and legal language to everyday experiences.
- Identify common challenges and pressures (medical, social, and internal) that families may face and reflect on how these influences shape your perceptions and decisions.
- Demonstrate asking questions and seeking support, including identifying what information you need and where to find trustworthy guidance.
- Describe your role as a primary advocate for your child and articulate at least one way you can actively support your child’s development moving forward while noting the importance of community connections and support throughout your family’s journey.
Bridging the Gap from Screening to Intervention
Mary Ellen Whigham, ADN, RN – Early Hearing Detection and Intervention (EHDI) Coordinator, Alabama Department of Public Health
Amy Williamson, AuD, CCC-A – Audiology Program Specialist, Children’s Rehabilitation Service (CRS)
The Joint Committee on Infant Hearing (JCIH) has established the following guidelines for states: 1-month initial hearing screens completed in the hospital or outpatient setting; 3-months diagnostic testing completed; and at 6 months the baby is enrolled in early intervention to improve language acquisition. How can we bridge gaps in 1-3-6 in Alabama between the hospital, Early Hearing Detection and Intervention (EHDI), audiologist, and Early Intervention? Identifying your role in 1-3-6 and closing gaps in systems will be discussed. Collaboration is the key to everything!
LEARNING OBJECTIVES – Participants will be able to:
- Identify barriers to timely early hearing detection and intervention.
- Discuss successful facilitators of timely diagnosis and early intervention (EI).
- Implement evidenced-based quality improvement measures in programs to facilitate EHDI.
- Discuss three components of the EHDI system.
Neuropsychological Outcomes in Common Diagnoses
Joseph D. Ackerson, PhD – Pediatric Neuropsychologist and Clinical Director, Ackerson & Associates Cognitive and Behavioral Services
Greta Conlon – UAB Medical Psychology Graduate student
(Part 2 to earlier session “Threats to Healthy Early Brain Development”.) Dr. Ackerson will inform attendees regarding the long-term outcomes from gestational and perinatal complications including intrauterine exposure to toxins, prematurity, very low birthweight, inadequate oxygen flow, infectious processes, and medical misadventure. Associated brain changes may include intraventricular hemorrhage, hypoxic ischemic injury, stroke, and periventricular leukomalacia. Proper identification and quantification of early brain injury can allow for appropriate interventions that may improve long-term trajectories, as well as provide families with the knowledge they need for long-term planning.
LEARNING OBJECTIVES – Participants will be able to:
- List at least three different causes and mechanisms of perinatal brain injury.
- Identify the uses and limitations of common infant and preschool measures of cognitive functioning.
- Demonstrate knowledge of the variables impacting long-term neurocognitive outcomes of perinatal brain injury, as well as the interventions that can impact these outcomes.
3:45 -4:00 p.m. – BREAK AND EXHIBITORS
4:00 -5:00 p.m. – BREAKOUT D (60 MINUTES)
Compassionate Conversations: Communicating with Families About Sensitive Topics
Kimberly Hile, PhD – Associate Professor of Early Childhood Education/Early Childhood Special Education and Child, Family, and Community Development, University of Alabama in Huntsville (UAH)
Fan Yang, PhD – Associate Professor in the Department of Communication Studies, University of Alabama at Birmingham (UAB)
Engaging families in conversations about developmental concerns, diagnoses, and sensitive histories is a critical, yet often challenging, part of early intervention/early childhood special education practice. This session will explore practical, relationship-centered strategies for approaching these discussions with empathy, clarity, and cultural responsiveness. Participants will learn how to recognize verbal and nonverbal cues that signal family stress, resistance, or readiness, and how to adjust their communication in real time. Through real-world examples and guided reflection, attendees will build skills in using supportive language that maintains dignity while conveying essential information. By the end of this interactive session, professionals will feel more confident navigating difficult conversations in ways that strengthen partnerships and promote positive outcomes for young children with disabilities and their families.
LEARNING OBJECTIVES – Participants will be able to:
- Identify key verbal and nonverbal cues that indicate family emotions such as feeling overwhelmed, confusion, or disengagement.
- Apply at least three communication strategies that promote empathy, clarity, and respect during sensitive discussions.
- Differentiate between moments that call for gentle persistence and those that require pausing or redirecting the conversation.
- Use strengths-based and culturally responsive language when discussing developmental concerns or diagnoses.
- Reflect on their own communication style and its impact on family engagement and trust.
More Play, Less Screen: Practical Strategies for Home Visitors to Promote Healthy Habits in Early Childhood
Casey Willis – Alabama Healthy Kids, Healthy Future Coordinator with the Alabama Partnership for Children and Early Intervention Developmental Specialist
Emily Campbell, MPH, CHES – Alabama Healthy Kids, Healthy Future Director at the Alabama Partnership for Children
Screen time is a common part of early childhood, but excessive use can impact physical activity, sleep, language development, and social-emotional growth. Home visitors are uniquely positioned to support families in creating balanced routines that prioritize movement, connection, and hands-on learning. This interactive session provides realistic, family-friendly strategies to reduce screen time and replace it with meaningful alternatives such as active play, music and movement, shared reading, outdoor exploration, cooking, and daily routines. Participants will also learn current physical activity recommendations for children ages 0–5 and simple, low-cost ways families can incorporate movement into everyday life. Attendees will leave with practical, ready-to-use tools and activities they can immediately implement during home visits to help families build healthier habits.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the impact of excessive screen time on young children’s physical, cognitive, and social-emotional development.
- Identify age-appropriate physical activity recommendations for children ages 0–5.
- Demonstrate at least 3 interactive, low-cost activities that promote movement and reduce reliance on screens.
- Explain how everyday routines (mealtime, chores, transitions) can be used as opportunities for learning and physical activity.
- Support families in creating realistic, screen-free alternatives that fit within their daily lives and environments.
Setting the Stage for Inclusion: Classroom Design, Routines, and Supports
Hannah Kennedy, PhD – Assistant Professor in Teacher Education, Samford University
Kate Scarborough, PhD – Assistant Professor in Teacher Education, Samford University
In this interactive session, presenters will share practical, evidence-based strategies to support preschool teachers in creating inclusive early childhood classrooms. Grounded in research-based frameworks such as Conscious Discipline and Universal Design for Learning (UDL), this session will highlight proactive approaches to classroom management, guidance, and inclusive practices. Participants will gain actionable tools for collaborating with interdisciplinary professionals, establishing effective classroom routines and procedures, and differentiating instruction to meet the diverse needs of all learners in early childhood settings.
LEARNING OBJECTIVES – Participants will be able to:
- Identify key components of inclusive preschool classroom design using research-based frameworks such as Conscious Discipline and Universal Design for Learning (UDL).
- Apply practical strategies for establishing proactive classroom management systems, including routines, procedures, and positive guidance techniques that support diverse learners.
- Develop a plan for implementing inclusive practices through collaboration with interdisciplinary professionals and differentiation of instruction within early childhood settings.
Planning for Transition from Early Intervention to School-Based Services for the Child with Complex Motor Needs
Kate Stribling, PT, DPT, PCS – Physical Therapist, Portland Public Schools
Whitney Lugo – Parent
We know that the transition between Early Intervention and school-based services can be stressful for many families and especially for those with children who experience complex motor needs. But what can be done to help decrease stressful factors and improve outcomes? Join us as we explore evidence guided transition planning when moving from Part C (Early Intervention) to Part B (school-based) services. We will also hear from a family about their experience during this process.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the process of planning for a successful transition from Early Intervention (EI)/Part C to school-based/Part B services.
- Reference evidence-based resources to assist EI and school-based teams, especially physical and occupational therapists, with developing and following through with a plan of care before, during and after transition.
- Recognize and integrate family priorities and feedback regarding the transition process.
Achieving Infant Regulation: Calm is Contagious
Mary Beth Moses, PT, MS, PCS, NTMTC – Physical Therapist, The Bell Center
Christy Moran, OTD, OTR/L – Occupational Therapist, The Bell Center
Cindy Florence, MA, ECSE – Special Education Teacher, The Bell Center
Kristen Wilhite, MA, CCC- SLP – Speech-Language Pathologist, The Bell Center
Through a transdisciplinary model, we will provide Early Intervention providers with tools they can use to educate families and caregivers on the importance of infant regulation. Infant regulation is key to infant learning and development. Providers and families will learn practical strategies to achieve a calm, regulated state for interaction. Providers will learn to identify situations when additional referrals may be beneficial for the family and child.
LEARNING OBJECTIVES – Participants will be able to:
- Define what regulation vs. dysregulation looks like in infants and why regulation is important for development.
- Identify three or more strategies to help promote regulation for infants and caregivers.
- Implement routines-based, practical strategies for achieving infant regulation across settings.
- Problem-solve when additional resources or referrals may be beneficial to help infants and caregivers achieve regulation.
Developmental Differences Birth to Age Three: Detection and Advocacy
Allison Cavender, MD – Pediatrician, Cahaba Medical Care
In this session, the presenter will discuss the early signs and symptoms of developmental differences and the importance of referring early for evaluation and services. She will also discuss red flags in development that should prompt immediate referral. Additionally, the presenter will talk about building a team of advocates to support the child and their caregivers.
LEARNING OBJECTIVES – Participants will be able to:
- Identify risk factors and red flags for developmental disorders.
- Explain the benefits of early referral for further evaluation.
- List team members who can be advocates, their roles, and the rights granted under IDEA.
- Describe how to help families know what to expect and how to access resources.
Start Strong: Transforming Outcomes for Deaf/Hard of Hearing Students
Kathryn C. Duncan, Ed.S – School Psychologist/Outreach Provider for Deaf/HH, Alabama Institute for Deaf and Blind (AIDB)
Kimberly Moon, M.A. – Outreach Provider, Alabama Institute for Deaf and Blind (AIDB)
Linnea Elliott, Ed.S – Outreach Provider, Alabama Institute for Deaf and Blind (AIDB)
“Start Strong: Transforming Outcomes for Deaf/Hard of Hearing Students” explores how early intervention, guided by meaningful data, can significantly improve developmental and educational outcomes for deaf and hard of hearing (Deaf/HH) learners. This session highlights current data collected on Deaf/HH students. Attendees will gain insights into how early language impacts academic success and strategies for translating data into action to strengthen early intervention programs, school-based programs, and long-term success.
LEARNING OBJECTIVES – Participants will be able to:
- Identify key data related to language development, and early school outcomes for deaf and hard of hearing (D/HH) students.
- Apply data-informed strategies to improve individualized early intervention planning and service delivery.
- Evaluate current practices and determine opportunities to use data more effectively to enhance outcomes for D/HH learners.
Transdisciplinary Perspective on Early Feeding Milestones
Rachel Kassel MD, PhD – Pediatric Gastroenterology, Children’s of Alabama & UAB
Lynzee Head, DO – General Pediatrician, Children’s of Alabama & UAB
Presenters will share their approach to diagnosis, evaluation, and treatment of infants with developmental delays, highlighting how global development impacts feeding and swallowing. Presenters are subspecialists from multiple specialties who see patients in transdisciplinary settings, both inpatient and outpatient.
LEARNING OBJECTIVES – Participants will be able to:
- Identify early signs of cerebral palsy and other developmental conditions and explain how global development impacts feeding and swallowing.
- Describe a multidisciplinary evaluation approach, including feeding and swallowing assessment within the context of overall development.
- Apply evidence-based early intervention and care coordination strategies to support functional feeding, participation, and developmental outcomes.