8:00-8:45 a.m. – EARLY TUESDAY BREAKOUT (45 MINUTES)
The Many Hats of Service Coordination: Practical Tips, Resources and Encouragement for Service Coordinators!
Abby Hicks, M.A. CO – Director, Service Coordiantor and Developmental Specialist, Village Early Intervention
Lindsey Dean, LBSW –Service Coordinator Supervisor, Village Early Intervention
Early Intervention Service Coordination can be a complicated job. At many points throughout the week we can feel like counselors, data entry specialists, project managers, and billing clerks all at the same time! This session is intended to provide practical support, tips, and encouragement for Service Coordinators and will include topics about building relationships, staying on track, involving the team, and accessing resources. Join the conversation because we carry it better together–it takes a village.
LEARNING OBJECTIVES – Participants will be able to:
- Explain how to build relationships by connecting with families and each other.
- Describe resources for tracking and managing deadlines and duties.
- List ways to involve the team to include collaboration and unity between SC’s, families, and providers.
- Describe how to access other resources to empower the parent and facilitate community connections.
Signal in the Static: Supporting Caregivers Through Parenting Evolution, Digital Clutter, and Information Overload
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)
Loretta Hayslip, PhD – Executive Director, University of Alabama in Huntsville’s Early Learning Center
Caregivers today are caught in a generational “squeeze,” navigating a massive shift from traditional, compliance-based parenting to modern, empathy-driven approaches. For families of young children with disabilities, this transition is often complicated by a 24/7 stream of digital “perfection,” viral misinformation, and the heavy weight of unmet expectations. This interactive session explores how the move from “stopping the behavior” to “understanding the why” has increased the mental load on families, often leaving them paralyzed by conflicting advice and cultural pressures. Professionals will gain practical coaching strategies to help caregivers quiet the noise, manage the “comparison trap” of social media, and build confidence in evidence-based, developmentally appropriate practices that fit their unique child.
LEARNING OBJECTIVES – Participants will be able to:
- Identify the primary external drivers of “caregiver stress” in the current landscape, including social media comparison and conflicting cultural attitudes toward disability.
- Identify the psychological impact of “Comparison Culture” on caregivers, specifically how curated social media feeds distort expectations for children with disabilities.
- Apply a “critical-thinking framework” to help caregivers distinguish between evidence-based developmental information and anecdotal online opinions.
- Formulate supportive coaching scripts to help caregivers navigate unsolicited advice and pressure from extended family or peers regarding cultural perceptions of disability.
Creation and Implementation of a Disability-Inclusive Children’s Literature Database
Katie Beth Sharp Staggs, OTD, OTR/L – Occupational Therapist, Alabama Pediatric Therapy Services
K. Megan Carpenter, OTD, OTR/L, SCFES – Occupational Therapist Assistant Professor and; Doctoral Capstone Coordinator, University of Alabama at Birmingham
A major gap exists in children’s literature. Although 1 in 6 children have developmental disabilities (CDC, 2025), only 3.4% of books feature a main character with a disability (Tyner, 2020). To address this gap, a free, centralized database of disability-inclusive children’s books (DICB) for ages 0-18 was developed and hosted by the University of Alabama at Birmingham, containing over 500 titles. Each entry includes age ratings, disability categories, summaries, and access links. Early user feedback showed strong engagement and suggested the database promotes inclusion, awareness, and understanding of diverse experiences among children.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the gap of representation for individuals with disabilities in children’s books.
- Access the created literature database for future utilization.
- Understand future directions related to the database.
Connecting the Dots: From Early Signs of Autism to Everyday Support
Laura Hansen, PhD – Director of the UA-ASD Clinic and Associate Clinical Professor in the Department of Psychology, University of Alabama
Rebekah Whitt, M.S., CCC-SLP – Speech-Language Pathologist and Clinical Educator, University of Alabama Autism Spectrum Disorders Clinic
Current research shows that 1 in 31 eight-year-olds are identified as having Autism Spectrum Disorder (ASD) (Shaw, 2025). Action signs for ASD include but are not limited to delayed communication, limited pretend play, and decreased interest in other children. While these traits are indicative of ASD, they may also reflect other diagnoses such as Global Developmental Delay and Attention-Deficit/Hyperactivity Disorder (ADHD). In this session, attendees will distinguish between diagnoses that may present as similar to ASD, create a process for how to talk to caregivers about ASD, and discover behavioral and communication supports to help autistic children thrive.
LEARNING OBJECTIVES – Participants will be able to:
- Discuss typical development and action signs for autism spectrum disorder and other developmental delays.
- Identify ways to collaborate with caregivers and other agencies to support neurodiverse children.
- Name at least three basic behavioral or communication strategies to help neurodiverse students in daycare/preschool settings.
Little Moments, Big Discoveries: STEM in Everyday Early Childhood Routines
Savannah Loudin – Childcare Enhancement with a Purpose Inclusion Consultant, UCP Huntsville
STEM learning in early childhood does not require special materials or complicated experiments—it can be naturally embedded into everyday routines. In this session, educators will explore how moments like mealtimes, transitions, and daily classroom activities can become meaningful opportunities for science, technology, engineering, and math learning. We will challenge common misconceptions about early STEM and highlight its importance in building critical thinking and problem-solving skills. Participants will gain practical, easy-to-implement strategies that turn ordinary interactions into engaging learning experiences for young children. Make-and-take kits provided for the first 50 attendees.
LEARNING OBJECTIVES – Participants will be able to:
- Identify at least three common misconceptions about STEM in early childhood settings.
- Explain how everyday routines, including mealtimes and transitions, can be used to support STEM learning.
- Demonstrate how to incorporate STEM-based questioning and language into daily interactions with young children.
- List the developmental benefits of introducing STEM concepts during the early years.
- Apply at least two strategies for embedding STEM learning into routine classroom activities.
Traumatic Brain Injury – Identifying Supports Along the Road of Recovery
Scott Powell – Executive Director, Alabama Head Injury Foundation (AHIF)
In this session we will discuss the causes and prevalence of Traumatic Brain Injuries (TBIs), especially within children, and how nonprofit organizations or other agencies can complement the existing support structures available. Participants will learn what resources are available in the community to families living with the effects of TBI, how caregivers can find unique supports for themselves, and what the continuum of care looks like for TBI survivors as they grow and develop alongside their recovery from injury.
LEARNING OBJECTIVES – Participants will be able to:
- Participants will be able to describe causes of traumatic brain injuries in young children.
- Participants will be able to list community resources available for families who have a child with a TBI.
- Participants will be able to describe the continuum of care for TBI survivors.
9:00-9:15 a.m. – ANNOUNCEMENTS & WELCOME
9:15-10:15 a.m. – KEYNOTE (60 MINUTES)
From Challenge to Possibility: Early Intervention Strategies for Infants and Toddlers with Prenatal Substance Exposure (PSE)
Christy Isbell, PhD, OTR/L
Infants and toddlers with prenatal substance exposure (PSE) are a growing and important population in early intervention, and they bring both unique challenges and powerful potential for growth. We will explore how prenatal substance exposure (PSE) can influence early brain development, self-regulation, and participation. Through practical examples and applied strategies, this keynote will highlight how EI professionals can use simple, powerful tools within daily routines to support Development and caregiver confidence. Participants will leave with shared Understanding and renewed confidence in their ability to make a lasting impact on the development of infants and toddlers with PSE and their families.
LEARNING OBJECTIVES – Participants will be able to:
1. Recognize common types of prenatal substance exposure (PSE) and their potential impact on early learning and behavioral development.
2. Interpret developmental patterns and behavioral responses infants and toddlers with PSE through a strength-based, family-centered lens.
3. Apply evidence-based, practical strategies to support regulation, engagement, and participation within everyday routines.
10:15-10:45 a.m. – BREAK AND EXHIBITORS
10:45 a.m.-12:00 p.m. – BREAKOUT E (75 MINUTES)
Child Outcomes Summary (COS)
Tabitha Perry, MS – State Monitor, Alabama Early Intervention System
Amy Fisher, MS – State Monitor, Alabama Early Intervention System
Katrina Lipscomb, M.Ed. – State Monitor, Alabama Early Intervention System
Participants will accurately describe the Child Outcomes Summary (COS) process in Early Intervention, analyze child functioning using multiple sources of information, and assign justified ratings on the 7-point scale through collaborative team discussion. The COS process requires input from all Early Intervention team members as they work together to reflect on and discuss the child’s development and functioning across settings and situations.
LEARNING OBJECTIVES – Participants will be able to:
- Explain the key features of the Child Outcome Summary process.
- Describe the information needed to complete the process.
- Demonstrate how the Child Outcomes are measured through the process.
- Identify accurate Child Outcome Summary ratings using a team-based approach.
- Explain how to measure progress in the three Child Outcome areas.
Access Creates Communication: Using Assistive Technology and APT AT to Expand Environmental Interaction in Early Intervention
Lynn Roebuck, M.S., CCC-SLP – Speech-Language Pathologist, United Ability and Consultant, Accessing Potential Through Assistive Technology (APTAT)
Access to the environment creates opportunities for engagement, exploration, and communication. This session will demonstrate how assistive technology can help young children interact with toys, activities, and routines in ways that support participation and communication development. Participants will learn practical strategies for embedding assistive technology into early intervention settings to expand environmental interaction and engagement. The session will also highlight resources and services available through APT AT: Alabama’s Assistive Technology Act Program to support families and providers.
LEARNING OBJECTIVES – Participants will be able to:
- Describe how assistive technology can support environmental interaction and participation for young children with disabilities in early intervention settings.
- Identify strategies for integrating assistive technology into play, routines, and daily activities to increase engagement and create opportunities for communication development.
- Explain how early intervention providers and families can access assistive technology services, demonstrations, and resources through APT AT: Alabama’s Assistive Technology Act Program.
When Words Don’t Come Easily: Supporting Social Communication in Young Children
Kendall Hampton – Early Language and Literacy Facilitator, Alabama Partnership for Children’s Feed Me Words program
Strong communication develops through warm, responsive interactions, but some children need extra support to engage, connect, and communicate. This session introduces the FACTS framework from Project ImPACT and offers play-based strategies caregivers and professionals can use during everyday routines. Participants will learn how to follow a child’s focus, adjust their communication, create opportunities for interaction, and support new skill development in natural, supportive ways. Strategies such as talking, reading, singing, and playing are woven throughout to support social communication in toddlers and preschoolers at home or in the classroom.
LEARNING OBJECTIVES – Participants will be able to:
- Describe key components of the Project ImPACT FACTS framework.
- Identify strategies that support engagement, communication, imitation, and play during everyday interactions.
- Apply strategies to create opportunities for communication within daily routines, such as play, meals, and transitions.
“Can’t Wait to Regulate”: The Sensory System as the Foundation to Therapeutic Success in Toddlers
Mary Laura Day, OTR/L, Occupational Therapist, The Bell Center
Angela Anselmo M.A.Ed, Early Childhood Special Education Teacher, The Bell Center
Lori Williamson, OTR/L, – Occupational Therapist, The Bell Center
Noelle Nicholson, M.S., CCC-SLP, Speech-Language Pathologist, The Bell Center
In this session, we will discuss the significance of achieving toddler regulation in order to thrive across multiple settings. The sensory system is the groundwork for children to connect, engage, and learn. By learning about the sensory system and practical strategies, participants will be able to support children’s regulation and growth.
LEARNING OBJECTIVES – Participants will be able to:
- Explain how the sensory system impacts regulation, connection, and engagement, to achieve joy and learning.
- Identify the impact of sensory regulation on all areas of development (cognitive, communication, and fine and gross movement).
- List practical strategies for regulation in any environment.
Ghosts in the Classroom: Transforming Trauma Through Reflective and Relationship-Based Educational Systems
Johnece Smith, MS, Eds, LPC, NCC, IMH-E – Early Childhood Mental Health Consultant
Behind every behavior is a story—and often, that story began long before a child entered the classroom. “Ghosts in the Classroom” explores how intergenerational trauma and lived experiences shape children’s behavior, relationships, and capacity to learn.
LEARNING OBJECTIVES – Participants will be able to:
- Define ” Ghost in the Classroom” within a systems framework.
- Explain how intergenerational trauma impacts classroom dynamics.
- Identify reflective practices at individual, classroom, and system level.
Neurologic Music Therapy® in Early Intervention: Clinical Applications
Lydia Lowery, MT-BC, NMT™ – Neurologic Music Therapist™
Abby Whitlock, MT-BC, NMT™ – Neurologic Music Therapist™
Early childhood is a period of unparalleled neuroplasticity, where the brain is uniquely primed for growth through multisensory engagement. This session explores the transformative impact of Music Therapy (MT) and Neurologic Music Therapy ® (NMT™) within birth-to-five settings. While often grouped under the same umbrella, MT and NMT™ offer distinct clinical pathways, ranging from social-emotional development and communication to the targeted “hard-wiring” of motor and cognitive pathways through a neuroscience-based model.
LEARNING OBJECTIVES – Participants will be able to:
- Differentiate modalities by clearly distinguishing between the Social Science model of traditional Music Therapy (focusing on emotional and social milestones) and the Neuroscience model of Neurologic Music Therapy® (focusing on functional, brain-based changes).
- Explain Neural Engagement by describing how rhythmic and melodic stimuli activate widespread areas of the brain, facilitating “cross-talk” between the auditory and motor systems to improve developmental outcomes.
- Identify at least three specific NMT techniques (e.g., DSLM™, MACT™, or TIMP™) and their application in helping young children reach communication, cognitive, and physical milestones.
- Target CP-specific support by recognizing how Rhythmic Auditory Stimulation® (RAS™) can be used as a stabilizing tool for children with Cerebral Palsy to improve gait, balance, and motor coordination.
- Demonstrate 1–2 “musical cues” (such as melodic phrasing for speech or rhythmic pacing for movement) that can be immediately implemented in a preschool or home-based setting.
Snow Globes and Airport Codes: Amplifying Autistic Voices through Special Interests
Rebekah Whitt, M.S., CCC-SLP – Speech-Language Pathologist and Clinical Educator, University of Alabama Autism Spectrum Disorders Clinic
Laura Hansen, PhD – Director of the UA-ASD Clinic and Associate Clinical Professor in the Department of Psychology, University of Alabama
Client-centered care is a critical component of evidence-based practice and should prioritize clients’ personal preferences (Gaddy, Crow 2023). Special interests are prominent in autistic children, and it is estimated that between 75 and 95% of autistic individuals exhibit special interests (Grove et al., 2018; Klin et al., 2007; Uljarevic, Alvares, et al., 2021). Accounts from autistic individuals indicate the importance of these interests on their livelihood (Davey, 2020). Through education and case studies, this session will demonstrate how professionals and families can practice cultural responsiveness to consider the learning styles and motivation of autistic children and incorporate meaningful treatment materials related to clients’ special interests to drive momentum to participate, engage, and excel in intervention and daily life.
LEARNING OBJECTIVES – Participants will be able to:
- Define culturally responsive practice.
- Associate client-centered care in autism with the importance of using special interests in treatment.
- Develop at least three strategies to incorporate special interests in interventions or daily routines with autistic individuals.
Fostering Positive Feeding Experiences Using Supportive Cues
Candace H. Cook, M.S. CCC-SLP – Clinical Assistant Professor and Speech-Language Pathology Clinical Educator, University of Alabama
Mary H. Bryan, M.Ed. CCC-SLP – Assistant Clinical Professor, Clinical Educator, and Clinical Placement Coordinator, University of Alabama
Using the diagnostic framework for pediatric feeding disorders, basic characteristics of feeding challenges and contributing factors will be briefly reviewed. Case scenarios will be utilized to help participants identify variables leading to both positive and negative feeding experiences for clients. Supportive cues for facilitating positive feeding experiences will then be presented according to the subcategories of visual, verbal, and tactile cues, with hands-on materials for participants to explore. Finally, participants will work within small groups to identify which types of supports are utilized in various case studies provided to them.
LEARNING OBJECTIVES – Participants will be able to:
- Contrast positive and negative feeding experiences by highlighting impacting variables.
- Describe supportive cues to advance eating and drinking.
- Associate clinical examples with treatment strategies to support children with pediatric feeding disorders.
Partnering with Families: Interprofessional Strategies to Support Infants with Prenatal Substance Exposure (PSE) Through Everyday Routines
Christy Isbell, PhD, OTR/L – Professor and Director of the Center of Excellence for Early Childhood Learning and Development, East Tennessee State University (ETSU)
This interactive session engages EI professionals in a case-based learning experience focused on supporting infants with prenatal substance exposure (PSE). Participants will explore how everyday caregiving routines and learning environments can be used to promote motor, cognitive, and emotional development. Participants will work in small interprofessional groups to analyze a detailed case of an infant with PSE and their family. Attendees will actively examine the infant’s routines and environment, and family perspectives and understanding of development to design family-centered strategies. Participants will leave with practical strategies and tools for collaborative decision-making that can be immediately applied in home and childcare settings.
LEARNING OBJECTIVES – Participants will be able to:
1. Use interprofessional perspectives to develop coordinated, family-centered strategies embedded in routines for families of infants with PSE.
2. Apply evidence-based approaches to support young children’s motor, cognitive and emotional development.
3. Problem solve family beliefs and knowledge of developmentally appropriate practice to use in coaching and family-guided practices.
12:00-1:30 p.m. – LUNCH (ON YOUR OWN)
1:30-3:00 p.m. – BREAKOUT F (90 MINUTES)
Why Early Intervention: What It Is and Why It Works
Marc Hultquist, DO. FAAP – Developmental and Behavioral Pediatrician
In this session, we will discuss where the Early Intervention program fits in the big picture (responsibilities, funding, and service models). We will also talk about how having an awareness of the system and its policies allows providers to create the appropriate and comprehensive treatment plan for patients. Illustrating the important impact Early Intervention has on families at the operational level will also be covered. We will also discuss how Early Intervention works in the gray area between healthcare and non-medical intervention to optimize child development and outcomes—Early Intervention’s unique capabilities other services can’t match. Finally, we will discuss how to help families understand Early Intervention’s role and their own role in their child’s development.
LEARNING OBJECTIVES – Participants will be able to:
- Describe how states implement Early Intervention services.
- List key developmental moments in young children.
- Explain the impact of Early Intervention on development.
Positive Parenting and the Brain: What Helps, What Hurts, and What We Often Miss
Joy Winchester – Innovative Director, Innovative WORKS Collaborative LLC and Founder, Wired for Success: The Joy of Neuro
What we say and do with young children shapes brain development—but not always in the ways we think. This session explores the neuroscience behind common parenting and caregiving responses, examining both the positive and negative impacts on a child’s developing brain. Participants will move beyond surface-level ideas of “positive parenting” to understand how predictability, clarity, emotional tone, and environmental context influence behavior and regulation. Through a brain-based lens, attendees will learn to evaluate everyday interactions more intentionally. This session provides a deeper understanding of how adult responses shape both immediate behavior and long-term development.
LEARNING OBJECTIVES – Participants will be able to:
- Identify how common caregiving and parenting responses impact brain development, behavior, and regulation in young children.
- Differentiate between responses that support development and those that may unintentionally increase stress, confusion, or dysregulation.
- Apply a brain-based lens to make more intentional, effective decisions in everyday interactions with children.
Fine Motor Activities on a Budget
Katasha Hughes, MAECEL – Childcare Enhancement with a Purpose Project Coordinator, UCP of Mobile
During this training participants will learn the importance of fine motor skills in early development, as well as 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 to but are unsure of how to incorporate with children to help with their development. The presenter has added new ideas and activities for an updated, more engaging training. Make-and-take kits provided for the first 50 attendees.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the importance of fine motor skills in early development.
- List that can be used in the classroom for fine motor skills.
- Apply their creativity to make a fine motor skill activity using provided material.
Alabama State Department of Education Preschool Updates
Stephanie Bear, Ed. S. CCC-SLP – Education Specialist and Speech-Language Pathologist, Alabama State Department of Education in Special Education Services
Kathy Wilkins -Education Specialist, Alabama State Department of Education in Special Education Services
This presentation will focus on sharing the most recent information from the Alabama State Department of Education (ALSDE), Special Education Services, on topics geared specifically toward preschool special education service providers, including IEP development, eligibility considerations, the transition of students from Early Intervention to Preschool Special Education, SMARTTEACH™ GOLD® implementation, monitoring, and more!
LEARNING OBJECTIVES – Participants will be able to:
- Complete the Teaching Strategies GOLD® tool appropriately for preschoolers with disabilities, according to ALSDE policy and procedures.
- Identify updates in policies, processes, and/or procedures used in the special education process in the public schools.
- Explain how to select the least restrictive, most appropriate environment for preschool-aged students with disabilities.
- Describe updates and changes to procedures and practices for transitioning preschool-aged students with disabilities from Early Intervention to preschool.
The Six Needs of Mourning: Special Needs Parents
Belinda Kock, LPC, FT – Licensed Professional Counselor
This presentation explores the unique grief experiences of parents raising children with special needs through the framework of Dr. Alan Wolfelt’s Six Central Needs of Mourning. Participants will examine how chronic sorrow, identity shifts, fear, helplessness, and ongoing emotional losses impact caregivers across the lifespan of parenting a child with disabilities or complex needs. Using a companioning model of grief support, this training encourages compassionate understanding, emotional validation, meaning-making, and healthy support systems for parents navigating both visible and invisible losses. Attendees will leave with practical reflection tools and a deeper understanding of how grief and resilience can coexist in the journey of special needs parenting.
LEARNING OBJECTIVES – Participants will be able to:
- Identify the Six Central Needs of Mourning and explain how they apply to the ongoing grief experiences of parents raising children with special needs.
- Recognize common emotional, psychological, and identity-related responses associated with chronic grief, including helplessness, fear, role changes, and meaning-seeking in caregiving parents.
- Apply companioning-based support approaches that encourage emotional validation, healthy mourning, connection, and long-term support for special needs families.
Science of Reading: What Does It Look Like for Children Birth to Age 3
Gay Finn – Early Language and Literacy Coordinator, Alabama Partnership for Children
This session explores the foundational stages of early literacy development and the Science of Reading as it applies to children from birth to age 3. Participants will examine how the reading brain develops during these critical years, the role of phonological sensitivity, early oral language, social interaction, sound play, and positive, language-rich reading experiences lay the groundwork for later reading success. Practical strategies for supporting early literacy will be shared.
LEARNING OBJECTIVES – Participants will be able to:
- Define the Science of Reading as it relates to birth to age three.
- Explain how early brain construction supports reading development from birth to three years.
- Describe key early literacy experiences that build foundational language and print awareness skills.
- Identify practical experiences to support early reading readiness in young children.
Sleep Strategies for Children with Autism
Karen Lea Martin (Hyche), OTD, OTR/L – Occupational Therapist and Owner, The Hyche Center for Sensory & Motor Learning
This presentation will address sleep concerns in children with Autism and other neurodevelopmental conditions. Current research regarding sleep concerns and sleep disorders will be reviewed. Strategies to address poor sleep will be addressed in detail.
LEARNING OBJECTIVES – Participants will be able to:
- Identify three common sleep disorders in neurodivergent children.
- Explain how sleep affects child development.
- Identify strategies to assist with sleep concerns.
Meet Them Where They Live: Culturally Responsive Strategies for Behavior Challenges in Early Childhood
Danielle Rich PhD, CCC-SLP, ASDCS – Interim Associate Dean of the School of Speech-Language Pathology, Pepperdine University’s College of Health Sciences
Every behavior tells a story — but are we reading it through the right lens? This evidence-based, hands-on session invites early interventionists, preschool teachers, and SLPs to examine how cultural background shapes the way young children express needs, regulate emotions, and respond to adults. Grounded in current research, participants will explore the critical distinction between behavior that is different and behavior that is disordered, reflect on their own cultural lens, and practice concrete strategies for building trust with families across cultural differences.
LEARNING OBJECTIVES – Participants will be able to:
- Identify at least three ways cultural values and family norms influence behavioral expectations in young children.
- Apply a culturally responsive problem-solving framework to distinguish culturally different behavior from disordered behavior.
- Demonstrate at least two evidence-based communication strategies for partnering with families across cultural differences around behavior concerns.
Seeing Beyond the Eyes: Understanding Cerebral Visual Impairment
Karen Harpster, PhD, OTR/L – Occupational Therapist and Clinician Scientist, Cincinnati Children’s Hospital
This session will introduce Cerebral Visual Impairment (CVI), the most common cause of childhood visual impairment in developed countries, with a focus on brain-based differences in visual processing and their functional impact. The presenter will review the neurological foundations of CVI, characteristic visual behaviors, and associated medical risk factors. The session will outline assessment approaches for visual function and functional vision, including caregiver questionnaires, clinical observations, and standardized tools.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the neurological basis of Cerebral Visual Impairment (CVI) and explain how brain‑based differences in visual processing affect functional vision in children.
- Identify common visual behaviors and medical risk factors associated with CVI that may support early recognition and referral.
- Discuss assessment approaches used to evaluate visual function and functional vision in children with CVI, including caregiver questionnaires, clinical observation, and standardized assessment tools.
3:00-3:15 p.m. – BREAK AND EXHIBITORS
3:15-4:45 p.m. – BREAKOUT G (90 MINUTES)
Safety in the Field (Session will be repeated on Wednesday)
Johnny Lee – Director, Peace@Work
This workshop focuses on equipping field workers with practical safety protocols for conducting home visits in potentially unpredictable environments. The emphasis is on proactive risk assessment, situational awareness, and personal safety strategies — from pre-visit preparation and route planning to in-home positioning and safe exit techniques. Key learning objectives include building habits around thorough destination research, coded communication systems for emergencies, cautious interpersonal interactions, continuous environmental scanning, and the critical importance of trusting one’s instincts to recognize and respond to red flags. Overall, the training aims to foster a safety-first mindset that empowers workers to maintain control, minimize vulnerability, and confidently navigate challenging situations while still effectively performing their duties.
LEARNING OBJECTIVES – Participants will be able to:
- Apply proactive safety strategies, including thorough pre-visit preparation, destination research, and coded communication systems, to minimize risks during field work and home visits.
- Demonstrate skills in situational awareness, such as continuous environmental scanning, strategic positioning, cautious interpersonal interactions, and recognizing red flags like intoxication or domestic issues.
- Explain the importance of trusting their instincts and executing safe exit techniques to maintain personal control and confidently navigate potentially unsafe situations while performing their professional duties.
When Sleep Becomes a Struggle: Coaching Families Toward Better Sleep
Kendall Hampton – Developmental Specialist and Certified Pediatric Sleep Consultant, Rested Families, LLC
Sleep challenges are one of the most common concerns families share with early childhood professionals. This session focuses on practical ways to support families during conversations about sleep, with an emphasis on toddlers and preschool-aged children. Participants will learn how to ask meaningful questions to better understand each family’s situation, identify common sleep challenges and contributing factors, and guide caregivers toward manageable next steps. The session also introduces a framework for strengthening the foundations of healthy sleep, recognizing when children may benefit from additional support, and determining when referrals for medical or specialized services may be needed. Participants will leave with tools and resources to support families with confidence.
LEARNING OBJECTIVES – Participants will be able to:
- Identify common sleep challenges in toddlers and preschool-aged children and describe potential contributing factors.
- Apply key questions to assess sleep concerns and guide conversations with families.
- Demonstrate how to provide simple, actionable guidance using high-impact strategies that support healthy sleep habits.
- Determine when to continue supporting families within their role and when to refer for additional medical or specialized support.
Move, Move, Move Your Body but Which Way
Katasha Hughes, MAECEL – Childcare Enhancement with a Purpose Project Coordinator, UCP of Mobile
During this training session participants will learn the importance of moving through the day in all ways and not just when the music is on. Movement in the classroom is key to having an engaging classroom and can help with challenging behaviors as well. Many children with disabilities love the movement and it can help them concentrate more throughout the day. Make-and-take kits provided for the first 50 attendees.
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 aged birth to five years.
- Demonstrate at least three 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.
Picture This: Using Visuals to Support Early Learners
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 interactive session will provide early childhood educators with practical strategies for creating and using visual supports to strengthen classroom management, student engagement, and daily routines. Participants will explore tools such as focus walls, first/then boards, token boards, choice boards, and core communication boards while learning how to design visuals that meet the diverse needs of young learners. Real classroom examples and ready-to-use ideas will help attendees implement visual systems that promote independence, communication, and positive behavior in early learning environments. Samples provided for the first 50 attendees.
LEARNING OBJECTIVES – Participants will be able to:
- Identify the purpose and appropriate use of visual supports such as Red and Green Choices, First/Then boards, Token boards, Choice boards, Core boards, and visual schedules in early childhood classrooms.
- Demonstrate how to create and implement visual supports that promote positive behavior, communication, and student independence.
- Explain how visual systems can be used to support classroom routines, transitions, and student engagement throughout the school day.
- Develop classroom-ready visual tools that align with the developmental and communication needs of young learners.
- Describe strategies for using visual supports to increase participation and reduce challenging behaviors in early childhood settings.
Supporting Children’s Mental Health Through Literature
Gwendolyn Miniard, MS, CAMS-I, CGP, ALC – Associate Licensed Professional Counselor and Owner, Bright Horizons Family Resource Center, LLC
Books can play a key role in supporting children’s mental health by helping them understand emotions, become more resilient, and develop empathy, especially through approaches like bibliotherapy. Stories offer a safe space to talk about feelings, worries, grief, and social skills, allowing kids to better recognize and manage their feelings.
LEARNING OBJECTIVES – Participants will be able to:
- Describe how to support children in demonstrating emotional awareness by identifying their feelings and thoughts through literacy.
- Explain how to support children in learning ways to vocalize their feelings to a trusted adult, which helps reduce the power of big feelings.
- Identify ways to support children by recognizing that feelings are temporary and that they can feel better again.
Cracking the Code: Understanding Why Young Children Engage in Challenging Behavior
Savannah Loudin – Childcare Enhancement with a Purpose Inclusion Consultant, UCP Huntsville
Young children often communicate their needs through behavior when they do not yet have the words or skills to express themselves. This session helps participants learn how to look beyond the behavior and identify the reason it is occurring. Participants will explore common reasons children engage in challenging behaviors such as seeking attention, escaping difficult tasks, gaining access to preferred items, or meeting sensory needs. The session will include real classroom examples and practical strategies for responding in ways that support skill development and reduce frustration. Participants will leave with tools that promote positive behavior while strengthening communication and relationships.
LEARNING OBJECTIVES – Participants will be able to:
- Identify the most common functions of behavior in early childhood settings, including attention, escape, access to items, and sensory needs.
- Analyze real-life behavior scenarios to determine the likely function of a child’s behavior.
- Demonstrate strategies for teaching replacement skills that support communication and reduce challenging behaviors.
- Design a simple behavior support response plan based on the identified function of behavior.
How Full Is Your Bucket? – Practical Strategies for Self-Care and Nervous System Regulation
Jessica D. Strickland, BSE, LICSW – Counselor, Ability Clinic & Cahaba Medical Care
Ever feel like you’re running on empty – physically, mentally, emotionally, and even spiritually? When your internal bucket is empty, performance and well-being suffer. Whether you’re a parent or a provider, you cannot pour from an empty cup. Join this practical breakout session to discover how true nervous system regulation can reset your capacity for stress. We will clarify why “self-comfort” isn’t always “self-care” and explore immediate, actionable strategies to calm your mind and body. Finally, you will design your own customized self-care plan to ensure you leave equipped to handle life’s daily demands with sustainable energy and clarity.
LEARNING OBJECTIVES – Participants will be able to:
- Explain the difference between self-care and self-comfort.
- Identify several practical strategies for self-care and nervous system regulation.
- Create your own self-care plan.
Partners in Progress: Understanding Parent Perspectives in Early Intervention
Kelli Ellis, MS CCC-SLP, LSLS Cert AVT – Speech-Language Pathologist and Listening and Spoken Language Specialist (Cert AVT), Woolley Institute for Spoken-Language Education (WISE)
Tammi S. Dahle, PhD, NCC, LPC, LPC-SC; Matt & Kelly Weekley; Yariely Hernandez; & Caroline Leak, JD –Panelists
This presentation highlights the evolving relationship between families and professionals. We will reflect on our stories and experiences, which emphasize the importance of trust, communication and education for building successful partnerships. Parents will share their perspectives on navigating early intervention (and beyond!) with their children who are Deaf or Hard-of-Hearing. Attendees will gain insight into ways to support and empower parents and caregivers, promote child development and improve outcomes through collaborative, family-centered care.
LEARNING OBJECTIVES – Participants will be able to:
- Identify key components of family-centered care for children who are Deaf or Hard-of-Hearing, which may also be applied to other special needs.
- Describe the successes and challenges of family experiences and gain insight into what parents may value most as we seek to create more responsive, compassionate care.
- List specific ways to provide support for families during or following a diagnosis and reflect on the power of collaboration as parents move from uncertainty to empowerment.
Supporting Functional Vision: Engagement, Exploration, and Participation in Children with Cerebral Visual Impairment (CVI)
Karen Harpster, PhD, OTR/L – Occupational Therapist and Clinician Scientist, Cincinnati Children’s Hospital
This presentation will focus on treatment strategies that support visual development across early, middle, and later stages in children with Cerebral Visual Impairment (CVI). Presenters will describe common functional challenges observed at each stage of visual development and outline developmentally appropriate goals that emphasize participation in meaningful daily activities. The sessions will highlight practical, evidence informed intervention strategies to “turn on” and strengthen visual engagement, including environmental modifications, graded use of light, color, and movement, and systematic approaches to managing visual complexity. Case informed examples will illustrate adaptations for self-care, play, leisure, mobility, learning, and social participation across home, school, and community settings. Together, these presentations underscore the role of occupational therapy in promoting functional vision, increasing independence, and enhancing access and participation for children with CVI across environments.
LEARNING OBJECTIVES – Participants will be able to:
- Identify common functional challenges associated with various stages of visual development in children with Cerebral Visual Impairment (CVI).
- Apply evidence informed intervention strategies, including environmental modifications and graded use of light, color, movement, and visual complexity, to support visual engagement and participation.
- Select developmentally appropriate adaptations to promote functional vision, independence, and access in self-care, play, learning, mobility, and social participation across home, school, and community settings.