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Past ECHO Sessions
| wdt_ID | ECHO Network | Date | Session Title | Presenter Name | Session Description (Search by Keyword) | Session topics |
|---|---|---|---|---|---|---|
| 77678 | Act Early | 02/26/2024 | Multidisciplinary Teams | Irene Dietz | Describe the roles of various professionals in the diagnosis autism spectrum disorder; Understand the different types of treatment for ASD provided by professionals from various disciplines. | Early Intervention; Autism; Health and Wellness; Skills |
| 77679 | Act Early | 02/05/2024 | Behaviors and ABA | Morgan McNeel | Identify basic behavioral strategies that are effective for young children with autism related behavioral difficulties; Discuss the purpose and merits of Applied Behavioral Analysis (ABA). | Early Intervention; Autism; Health and Wellness; Skills |
| 77680 | Act Early | 01/22/2024 | Early Intervention Resources and How to Access Them | Beth Bacon | Identify and describe common resource options for young children with suspected autism spectrum disorder; Understand what families and providers can ask for and expect from different supporting organizations; Discuss common resources that families need following an autism spectrum disorder diagnosis. | Early Intervention; Autism; Health and Wellness |
| 77681 | Act Early | 01/08/2024 | Diagnosis in Latinx Populations | Rosanna Rivero; Jennifer Runner; Arianna Saenz | Understand cultural factors that commonly impact autism spectrum (ASD) diagnosis in the Latinx population; Identify strategies to effectively integrate cultural factors into care for autistic individuals from Latinx population. | Diversity; Equity and Inclusion (DEI); Health and Wellness; Autism |
| 77682 | Act Early | 11/27/2023 | Caregiver Resilience Related to COVID-19 and Beyond | Lauren Jones | Discuss the impact of COVID-19 on systems-level barriers to early identification for families. | Early Intervention; Skills; Health and Wellness |
| 77683 | Act Early | 11/13/2023 | Social-Emotional Development in African-American Children | Meagan Scott; Maya Knight | Describe responsive practices related to supporting healthy social emotional development and behavioral interventions for young children. | Early Intervention; Skills |
| 77684 | Act Early | 10/16/2023 | Health Disparities in Early Identification of Autism Spectrum Disorder | Sharnita Harris | Describe racial/ethnic disparities in developmental screening; autism identification; assessment; and treatment. | Early Intervention; Autism; Professional Development; Diversity Equity and Inclusion (DEI) |
| 77685 | Act Early | 10/02/2023 | Acting Early to Promote Child Development - The Five Components of Early Identific | Stephanie Weber | List and describe the 5 steps for early identification of developmental concerns; Discuss the "Learn the Signs. Act Early." model and its benefit; Apply concepts to a case and identify recommendations and next steps. | Skills; Early Childhood (ages birth - 5); Early Intervention |
| 77686 | Act Early | 03/04/2022 | Cultural Considerations in Early Social - Emotional and Behavioral Development | Meagan Scott | This session will cover responsive practices related to supporting healthy social emotional development and behavioral interventions for young children. | Diversity; Equity and Inclusion (DEI); Health and Wellness; Early Intervention |
| 77687 | Act Early | 02/18/2022 | Racial Advocacy and Mentorship Program (RAMP) - Cul | Bettina Stevens | This session will provide an opportunity for participants to: 1) Understand the mental health and safety implications of youth adopted or in foster care by a parent of a different race; 2) Explore the RAMP model and how that is being used to improve family needs as it pertains to racial identity; 3) Offer a wider lens to the gaps currently in place and how we can offer strategies to facilitate family growth; education; and confidence. | Diversity; Equity and Inclusion (DEI); Health and Wellness; Families; Trauma Informed Care |
| 77688 | Act Early | 02/04/2022 | Culturally Responsive Self-Care Practices for Early Childhood Educators | Julie Nicholson; Mary Anne Doan; Valentina Torres | This session recognizes self-care is not one size fits all. We discuss the importance of self-care to buffer stress; prevent burnout and increase feelings of joy and wellbeing in the workplace. Participants learn about a range of culturally responsive self-care strategies and begin to identify approaches to self-care that are meaningful and accessible to them. | Diversity; Equity and Inclusion (DEI); Health and Wellness; Professional Development; Early Childhood (ages birth -5) |
| 77689 | Act Early | 01/21/2022 | Health Disparities in Developmental Screening and Identification in Young Children | Sharnita Harris | Participants will learn about disparities in developmental screening; autism identification; assessment; and treatment. Participants will also learn about universal screening as a standard of practice that can be used across setting to hep reduce disparities in identifying developmental delay and autism. | Intellectual Developmental Disabilities (IDDs); Autism; Early Childhood (ages birth - 5); Early Intervention; Professional Development; Health and Wellness |
| 77690 | Act Early | 12/03/2021 | Systems Resilience | Stephanie Weber | List common organizational barriers that increase burnout and impact resiliency_x000D_ Discuss strategies that can facilitate resiliency within organizations_x000D_ Identify opportunities to advocate for systems-level improvements to support child development. | Health and Wellnes; Skills; Early Childhood (ages birth 1 - 5); Families; Professional Development |
| 77691 | Act Early | 11/12/2021 | Promoting Resilient Families in Challenging Times | Dana Yarbrough; Deana Buck | This session will provide an opportunity for participants to 1) learn more about approaches that are currently offered to promote family resilience; 2) explore two examples of models that are being used; including the resilience parent-to-parent model; and 3) identify at least three strategies that can be used in professional work to promote family resilience. The presenters will also share links to relevant resources for continued learning. | Professional Development; Skills; Families; Online Learning |
| 77692 | Act Early | 10/29/2021 | Learning the Neurobiology of Trauma and the Science of Hope; Healing; and Resilience | Julie Kurtz; Julie Nicholson | This session will help participants understand the impact of trauma and toxic stress on the brain and behavior of a child; understand the difference between a challenging behavior and trauma trigger; and implement 1-2 key strategies that are trauma informed and resilience building. | Trauma Informed Care; Skills; Health and Wellness |
| 77693 | Act Early | 10/15/2021 | The Passion; The Pain and the Pandemic: Provider Resilience | Nefertiti Poyner | I love my job; but... Each day across America; this sentiment is echoed from the mouths of hundreds - if not thousands of early care and education professional. How can we re-spark the passion; even when pain and the pandemic are present? You are invited to join Dr. Nefertiti B. Poyner in research informed; strength-based discussion of what we can do to support professionals to be their best; feel their best and do their best even when the pain runs deep and a global pandemic looms. | Professional Development; Online Learning; Health and Wellness; Skills |
| 77694 | Act Early | 06/25/2021 | Resilient Parenting During the COVID-19 Pandemic / Cultural Considerations in "Learn the Signs. Act Early. | Elizabeth Morgan | Discuss systems-level barriers to early identification for families in Ohio; Virginia; and Wyoming._x000D_ Describe strategies for increasing protective factors and reducing barriers within state-wide systems. | Early Intervention; Early Childhood (ages birth -5); Parenting; Diversity Equity and Inclusion (DEI); Autism |
| 77695 | Act Early | 06/04/2021 | Cultural Considerations in "Learn the Signs. Act Early."; Part 2 | Dana Yarbrough; Mauretta Copeland; Amel Ibrahim | Identify the roles of a cultural broker._x000D_ Discuss the importance of culture; language and intersecting identities. | Diversity; Equity and Inclusion (DEI) |
| 77696 | Act Early | 05/21/2021 | Cultural Considerations in "Learn the Signs. Act Early."; Part 1 | Maria Mercedes Avila | Discuss cultural factors related to early identification of developmental concerns._x000D_ Identify key steps to engage families from diverse backgrounds through the four steps of early identification. | Diversity; Equity and Inclusion (DEI); Early Childhood (ages birth to 5); Early Intervention; Skills |
| 77697 | Act Early | 05/07/2021 | Reflections on Challenges and Lessons Learned in COVID-19 | Betsey Howe | Describe the Learn the Signs. Act Early. (LTSAE) program. Identify and define the 4 steps of the LTSAE early identification model for young children with developmental disabilities including autism. Describe components of the Act Early Response to COVID-19 Project. Identify key early childhood programs across the sectors of the early childhood system who are partners and implementers of system change related to LTSAE goals. Describe the different strategies being utilized by the Act Early Response teams for integrating LTSAE materials into high-reach; key early childhood programs to reach underserved communities and improve family resiliency during the current pandemic. | Early Childhood (ages birth to 5); Early Intervention; Intellectual Developmental Disabilities (IDDs); Autism; Online Learning; Skills |
| 77698 | Act Early | 04/23/2021 | Resilience Framework; Part 2 | Dana Yarbrough; Yali Pang | Identify the characteristics of a model that looks at resilience of a family; community and system._x000D_ Discuss how to co-power with families to produce family-centered and resilience-oriented services. | Early Childhood (ages birth to 5); Skills; Families |
| 77699 | Act Early | 04/09/2021 | Resilience Framework; Part 1 | Andrea Witwer | Define resiliency and protective factors._x000D_ Discuss models of resiliency and mental and behavioral health programs for children and families._x000D_ Describe techniques for building resilient children and families in their practice._x000D_ Apply concepts to a case and identify recommendations and next steps. | Early Childhood (ages birth to 5); Skills; Health and Wellness |
| 77700 | Act Early | 03/26/2021 | Using the "Learn the Signs. Act Early." Resources | Arin Contra Gile | Identify uses for various "Learn the Signs. Act Early." materials and how to order them._x000D_ Discuss ways to embed "Learn the Signs. Act Early." materials into your work. | Early Childhood (ages birth to 5) |
| 77701 | Act Early | 03/12/2021 | Acting Early to Promote Child Development: The Four Steps of Early Identification | Stephanie Weber; Andrea Witwer | List and describe the 4 steps for early identification of developmental concerns._x000D_ Discuss the LTSAE (Learn the Signs. Act Early.) model and its benefit._x000D_ Apply concepts to a case and identify recommendations and next steps. | Early Childhood (ages birth to 5); Early Intervention; Health and Wellness; Families |
| 77702 | Assistive Technology | 11/08/2024 | Assistive Technology Considerations: Who is Involved? | Terri Wofford | This session will highlight the characteristics of students who are receiving special education and related services under the Individuals with Disabilities Education Act (IDEA); discuss the importance of the family as part of the team; and introduce cultural aspects that teams should consider. Myths discussed: 2; 10; 12; 15; 20; and 24 | Assistive Technology; Health and Wellness; Diversity Equity and Inclusion (DEI); Skills |