*8:00 A.M. – 12:00 P.M. –AUTISM LEARNING COLLABORATIVE TRAINING (210 minutes)**
*Two 15-minute breaks will be provided
**Pre-registration required, and class size limited to 40
Practical Early Intervention Strategies for Young Children with Autism: An Interactive Learning Collaborative
Training conducted by the Alabama Community Autism Mentors
Facilitator: Mary Beth Vick
This interactive session is designed for professionals working in early intervention, preschool programs, home visitation, and speech-language services who support young children with autism (or suspected autism) and their families. The session will focus on practical, relationship-based strategies that can be embedded into daily routines and natural environments. The session will also address how to have supportive, family-centered conversations with caregivers when developmental concerns arise.
LEARNING OBJECTIVES – Participants will be able to:
- Describe effective early intervention strategies for young children with autism (or suspected autism).
- Describe five key intervention strategies that can be embedded into daily routines and service delivery.
- Apply the five intervention strategies through guided small-group discussion and case-based examples.
- Explain how to support caregivers in becoming active play and communication partners using naturalistic developmental behavioral strategies.
- Identify autism resources and community supports available to families.
8:00-9:00 a.m. – BREAKOUT H (60 MINUTES)
A Father’s Perspective: Strengthening Father Engagement in Early Intervention
Attendees will hear from three fathers as they share their personal experiences of having a child in Early Intervention. Through their unique perspectives, these dads will discuss their involvement throughout the EI journey, the challenges and successes they encountered, and the impact of being actively engaged in their child’s services. Participants will gain insight into how service coordinators and providers can intentionally include, engage, and support fathers throughout the Early Intervention process, helping to strengthen family-centered practices and improve outcomes for children and families.
LEARNING OBJECTIVES – Participants will be able to:
- Describe strategies for more intentionally addressing the unique needs and strengths of fathers within Early Intervention.
- Apply effective approaches to engaging fathers as active partners in goal setting and ongoing discussions of child progress.
- Identify opportunities and resources that help fathers build meaningful peer relationships and strengthen their connections to community support.
How to Become a More Effective Leader: Five Essential Practices for Managers, Supervisors, and Leaders at Every Level
Kevin D. Moore, Sr. – President, Knowledge Driven & Moore LLC, Retired Senior Federal Executive & U.S. Army Officer, Author & Leadership Consultant
Effective leadership is not defined by a job title, position, or rank. Whether you are an administrator, manager, supervisor, emerging leader, or someone who influences others without formal authority, developing effective leadership skills can strengthen workplace relationships, team performance, and organizational success. This session will explore five essential practices for becoming a more effective leader, including establishing shared purpose, building trust, communicating expectations, promoting accountability, understanding differences, and developing others. Participants will gain insights and identify practical actions they can apply to strengthen their leadership effectiveness and positively influence those around them.
LEARNING OBJECTIVES – Participants will be able to:
- Differentiate between management, supervision, and leadership, including how individuals can demonstrate leadership without formal authority.
- Identify leadership behaviors that build trust, strengthen relationships, and establish a shared sense of purpose.
- Describe effective communication practices that clarify expectations and promote accountability.
- Explain how understanding and valuing individual differences can strengthen teamwork and collaboration.
- Identify specific actions they can take to improve their leadership effectiveness and support the development of others.
Fine Motor Skills Task Boxes
Leanna Stephens – Preschool Special Education Teacher, Bibb County School District
Attendees will learn the science behind how fine motor skills influence later reading success, the hierarchy of fine motor development, how to design fine motor task boxes for their classrooms/therapy, and how to use data to drive instruction. They will leave with ideas for new activities and ways to use their own materials. Finally, attendees will brainstorm accommodations and modifications for their own students.
LEARNING OBJECTIVES – Participants will be able to:
- Explain the science of how fine motor skills influence later reading success.
- Demonstrate the hierarchy of fine motor skills in three- to five-year-old students.
- Demonstrate the ability to create their own task box system.
- Apply data to plan task boxes, monitor progress, and assess student understanding.
- Explain how to make accommodations and modifications for specific students.
Seeing Through Their Eyes: Understanding Belonging from a Child’s Perspective Through Photo Elicitation
Loretta Hayslip, PhD – Executive Director, University of Alabama in Huntsville’s Early Learning Center
Belonging is often defined by adults through environment, inclusion policies, or participation, but young children experience belonging in deeply personal, relational, and often unspoken ways. This session explores findings from photo-elicitation research, in which children share their daily experiences to reveal what makes them feel included, valued, and connected. Through these visual narratives, participants will gain insight into how preschool children, especially those with disabilities, interpret belonging beyond surface-level inclusion. The session highlights key themes from the research and translates them into actionable strategies for educators and caregivers to foster authentic belonging rooted in relationships, agency, and identity.
LEARNING OBJECTIVES – Participants will be able to:
- Identify key indicators of belonging from a child’s perspective, based on photo-elicitation research findings.
- Analyze how children communicate feelings of inclusion and exclusion through behavior, interaction, and environment.
- Apply research-based strategies to create classroom environments that promote relational belonging, not just physical inclusion.
- Develop intentional practices that elevate child voice, choice, and identity as central components of inclusive learning environments.
An Inverted Pyramid: The 2025–2030 Dietary Guidelines for Americans and Implications for Early Intervention Practice
Aida Miles, EdD, MMSc, RDN, LD, CSP, FAND – Associate Professor of Pediatrics, University of Alabama Birmingham School of Medicine
The January 2026 release of the 2025-2030 Dietary Guidelines for Americans generated significant national attention and discussion across news and social media outlets due to significant differences from prior iterations, including a new inverted pyramid visual. This presentation will introduce EI professionals to the structure, development, and public health role of the Dietary Guidelines for Americans, with specific attention to pregnancy, infancy, and early childhood. We will compare historical guidance with the current edition, highlighting key changes and examining the strength of the evidence underlying selected recommendations. Emphasis will be placed on translating guideline-level recommendations into developmentally-appropriate, family-centered feeding guidance for diverse populations.
LEARNING OBJECTIVES – Participants will be able to:
- Compare and contrast key differences between previous editions of the Dietary Guidelines and the 2025–2030 guidelines, with emphasis on recommendations relevant to pregnancy, infancy, and early childhood.
- Apply evidence-based nutrition guidance to early intervention practice by translating guideline level recommendations into developmentally appropriate, family centered feeding support.
- Evaluate the strength and limitations of the scientific evidence supporting selected early life nutrition recommendations.
A Deeper Path to Understanding: How Hearing Loss May Be Overlooked in Children
Heather Jackson, AuD, CCC-A– Audiologist, Civitan-Sparks Clinic
Ashley Campbell, AuD, CCC-A – Audiologist, Civitan-Sparks Clinic, Newborn Follow-up Clinic, Lifespan Down Syndrome Clinic
Morgan Cord – Fourth Year Au.D. Student; Audiology LEND Intern
This session will help participants better understand how different types of hearing losses in children can affect their ability to learn, communicate, and stay engaged. It will explore how temporary issues, such as fluid in the ears, as well as mild or unilateral hearing losses, can impact speech development, attention, and classroom performance. Participants will learn how to recognize signs that a child may be struggling and when it is appropriate to refer them for a full hearing evaluation, even if they passed their newborn hearing screening. The session will also explain how listening with one ear differs from using both ears together and why supportive devices can be helpful in certain cases. Attendees will leave with practical guidance to support early identification and timely intervention for children with hearing concerns.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the impact of persistent fluid, transient or ongoing conductive hearing losses in children and when to make appropriate referrals.
- Explain mild hearing losses and their impact on development, speech and attention difficulties the present.
- Identify when and who they should refer for a full audiological evaluation with an audiologist even if the child passed their newborn hearing screening (NBHS).
- Recognize the difference between binaural vs. unilateral listening and why amplification is beneficial for unilateral hearing losses.
Children’s Rehabilitation Services and Community Resources for Equipment Billing and Coverage
Billy Ronilo, MS, PT – Physical Therapist, Alabama Department of Rehabilitation Services/Children’s Rehabilitation Services
Choosing the right piece of equipment for a child and their family is a complex task for any treating therapist. Getting that piece of equipment covered by insurance can be even more complex and frustrating. Come learn about the adaptive equipment billing process and go in-depth regarding covered equipment, equipment coding, and alternative community resources.
LEARNING OBJECTIVES – Participants will be able to:
- Identify common pieces of equipment utilized in Early Intervention (EI) settings.
- Identify insurance coverage options for equipment commonly used in EI and the necessary paperwork needed to obtain the equipment.
- Identify alternative funding options available in Alabama to assist families in obtaining adaptive equipment not covered by third party payers.
9:00-9:15 a.m. – BREAK
9:15-10:15 a.m. – BREAKOUT I (60 MINUTES)
Foster Care: Working with Foster Parents to Mitigate Impact Upon Children Birth to Five Years of Age
Sandy Donovan, MSN, RN, CASA
Autauga County District Judge Jessica Sanders
Annually, five to six thousand children experience foster care in Alabama. At any age, the trauma of being separated from their biological family creates developmental challenges. Children age five and younger are exceptionally vulnerable. Foster parents stand in the gap for these children in a unique and special way. This session will discuss the developmental challenges for children in foster care, explain the legal process that occurs when a child enters the system, and assist early childhood interventionists in developing strategies for working with foster children and parents.
LEARNING OBJECTIVES – Participants will be able to:
- Describe one milestone at each stage of development that may be impacted by foster care placement for children birth to five years of age.
- Outline the legal process associated with foster care placement and identify three court-associated personnel who may be involved in a foster child’s case.
- List three actions early childhood interventionists can take to assist foster children and foster parents in navigating the challenges of foster care.
Born Ready University: Preparing Parents for the Journey of a Lifetime-Raising Children
Liletta Jenkins, MS, CPM – Director of Community Outreach and Engagement, Alabama Department of Early Childhood Education
Children thrive when they have positive, supportive parents and caregivers in their lives. This session will highlight how the Alabama Department of Early Childhood Education’s (ADECE) Born Ready University program partners with community organizations to equip parents with practical tools and resources. Participants will learn how these collaborative efforts support families in raising children who are healthy, happy, and prepared for school success.
LEARNING OBJECTIVES – Participants will be able to:
- Define the Born Ready University program and its purpose.
- Describe the program structure and key components.
- Explain strategies for effective program implementation in community settings.
- Identify core elements of the Born Ready University curriculum.
- Explain the grant opportunity and requirements for hosting a Born Ready University program.
Practical Strategies for Social-Emotional Learning in Inclusive Early Childhood Settings
Erica O. Lee, PhD – Assistant Professor of Special Education, University of Montevallo
William Harper-Hooper IV, PhD – Associate Professor of Early Childhood Education, University of Montevallo
Many educators know that social-emotional learning is important, but struggle to find the time to teach it. This session focuses on how to build these skills into what teachers are already doing each day, rather than adding something new. Participants will learn practical ways to support young children in inclusive classrooms through everyday routines like play, read-alouds, and transitions. The session also explores how to adjust these strategies to meet the needs of diverse learners. Attendees will leave with simple, realistic ideas they can immediately use in their classrooms.
LEARNING OBJECTIVES – Participants will be able to:
- Identify common barriers to implementing social-emotional learning in early childhood classrooms.
- Describe at least three ways to embed social-emotional skill development into everyday classroom routines.
- Apply strategies to support young children with disabilities in developing social and emotional skills through adapted instruction.
- Develop a simple plan for integrating social-emotional learning into classroom practices.
Active Play for All Abilities: Inclusive Movement Ideas for Early Childhood
Sarritha Scales, M.Ed. – Early Childhood Specialist, Child Care Central
Dalauna Dates – Early Childhood Specialist, Child Care Central
Physical play is a cornerstone of early development—but access to movement is not always equitable. This session provides early educators with practical, inclusive strategies that make physical play flexible, meaningful, and developmentally supportive for all young children. Participants will explore the “why” behind active play and practice movement activities they can implement in their program.
LEARNING OBJECTIVES – Participants will be able to:
- Explain the developmental importance of physical play across motor, sensory, cognitive, and social-emotional domains.
- Identify and apply a variety of accessible play adaptations that support participation for children with differing motor, sensory, and communication needs.
- Implement at least three inclusive movement activities that can be modified for diverse abilities using common classroom or home materials.
Becoming an Effective Advocate for Your Child
Glenda Grbac, M. Ed., BCBA, LBA – School Consultant and Parent Advocate
Samantha Pate, M. Ed., BCBA, LBA – Education Director, Mitchell’s Place
This presentation empowers parents and caregivers of children with disabilities to become confident, effective advocates for their children across medical, educational, and community settings. It emphasizes that advocacy is not just for conflict situations, but an ongoing, collaborative process grounded in communication, preparation, and informed decision-making. The session will also address how early childhood professionals can support and share advocacy strategies with families to promote collaboration and empowered decision-making. This session is a mixed lecture and panel discussion with participants.
LEARNING OBJECTIVES – Participants will be able to:
- Identify the importance of effective communication in advocacy.
- Demonstrate advocacy in key settings.
- Develop a master plan for their advocacy journey.
Exploring AAC Apps and Tools: An Interactive Roundtable Discussion
Lynn Roebuck, M.S., CCC-SLP – Speech-Language Pathologist, United Ability and Consultant, Accessing Potential Through Assistive Technology (APTAT)
This interactive session is designed for early intervention providers interested in augmentative and alternative communication (AAC) tools, apps, and products that support individuals with communication needs. The session will begin with a brief facilitated overview of selected AAC apps, tools, and implementation strategies across a variety of settings and access methods. Following this introduction, participants will engage in a collaborative roundtable discussion to share experiences, ask questions, and explore real-world applications of AAC solutions.
LEARNING OBJECTIVES – Participants will be able to:
- Identify a variety of AAC apps and tools that support communication across different user needs and environments.
- Describe at least two practical strategies for implementing AAC tools in early intervention settings including classroom, or home settings.
- Evaluate the benefits and limitations of different AAC products based on shared experiences.
ABCs of Supported Standing and Stepping
Wendy Harris Altizer PT, ATP – Physical Therapist and Assistive Technology Practitioner (ATP)
There are many published research articles that recognize the benefit of supported standing and stepping. This session brings a fresh perspective summary to these research articles and offers knowledge translation that can impact our interventions as practitioners. Evidence-informed practice that focuses on participation-based intervention and incorporates supported stepping and standing will be discussed. Content will include an overview of the research, and attendees will learn simple ways to link research to practice. This presentation bridges the “know-do” gap by translating research into relatable, actionable, and context-specific formats. The attendees will also learn how to share that knowledge with their colleagues and families in a way that is easy to understand.
LEARNING OBJECTIVES – Participants will be able to:
- Describe the six “F words” and their relation to everyday participation.
- List four reasons why supported standing and stepping are critical to postural care.
- Name three researchers who demonstrated that supported standing and stepping in pediatric practice is vital for health.
10:15-10:30 a.m. – BREAK
10:30 a.m.-12:00 p.m. – BREAKOUT J (90 MINUTES)
Why What Works…Stops Working: The Neuroscience of Inconsistent Behavior
Joy Winchester – Innovative Director, Innovative WORKS Collaborative LLC and Founder, Wired for Success: The Joy of Neuro
Why does a strategy work one day and fall apart the next? This session explores the neuroscience behind inconsistent behavior in young children, showing how shifts in stress, environment, and brain system activation impact performance in real time. Participants will move beyond strategy-based thinking to understand behavior through a brain-forward lens. By reframing inconsistency as a systems issue rather than defiance, attendees will gain a practical way to interpret behavior and respond more effectively. This session reduces frustration and builds confidence in navigating unpredictable moments.
LEARNING OBJECTIVES – Participants will be able to:
- Identify key neurological and environmental factors that contribute to inconsistent behavior in young children.
- Explain how changes in stress, context, and brain system activation impact a child’s ability to access skills and regulate behavior.
- Apply a brain-forward lens to interpret behavior and adjust adult responses more effectively in real-time situations.
When Practice Doesn’t Make Perfect: Understanding & Treating Childhood Apraxia of Speech in Early Intervention
Shauna Ashley, PhD, CCC-SLP – Assistant Professor, Speech-Language Pathology, College of Health Sciences at Faulkner University
Childhood apraxia of speech (CAS) is one of the most misunderstood diagnoses in early childhood — frequently mistaken for a severe phonological delay, a “late talker,” or ordinary articulation difficulty. Yet CAS is a motor speech disorder with a distinct profile and a distinct treatment path, and identifying it early changes a child’s trajectory. This session gives professionals and families a clear, shared framework: where speech breaks down, how CAS differs from other speech sound disorders, and which early red flags warrant referral. The second half turns to treatment, translating the principles of motor learning into practical, evidence-based strategies — including integral stimulation and Dynamic Temporal and Tactile Cueing, the role of practice intensity, and how family coaching and AAC support spoken communication. Participants leave able to recognize, refer for, and reinforce effective intervention for the youngest children with CAS.
LEARNING OBJECTIVES – Participants will be able to:
- Differentiate childhood apraxia of speech from phonological disorder, articulation disorder, and dysarthria using a speech-production framework and the consensus features of CAS.
- Identify at least three early red flags of CAS in children from birth to five years that warrant referral for a motor speech evaluation.
- Describe evidence-based, motor-learning–based treatment approaches for CAS and the principles of practice intensity and dosage that support them.
- Explain at least two strategies for coaching families as practice partners and the role of augmentative and alternative communication (AAC) as a bridge to spoken language.
Safety in the Field (Repeated session from Tuesday)
Johnny Lee – Director, Peace@Work
The 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.
Torticollis: Evidence Based Assessment and Treatment Strategies for Early Intervention
Mary Beth Moses, PT, MS, PCS, NTMTC – Physical Therapist, The Bell Center
Christy Moran, OTD, OTR/L – Occupational Therapist, The Bell Center
A review of current evidence-based assessment and treatment strategies for torticollis including screening for associated diagnoses and secondary conditions that often accompany Torticollis. The focus will be on family-friendly practical treatment strategies to help families improve their infant’s head and neck motion and symmetry of movement. Presentation of stretching and strengthening activities that can be implemented by families through play, positioning, carrying positions, and daily routines will be shared. Participants will have an opportunity to practice these strategies on dolls during the session.
LEARNING OBJECTIVES – Participants will be able to:
- Identify presence of mild, moderate, and atypical presentations of torticollis.
- Implement evidence-based measurements of motion and strength to document progress.
- Demonstrate treatment strategies to teach families to help improve their child’s head and neck motion and overall symmetry of movement.
- Discuss strategies to improve home program compliance.
- Explain the need for screening of secondary conditions and associated diagnoses commonly found in conjunction with torticollis.