"The Developing Brian: The Impact of Early Experience on Learning "
with Keynote Speaker: James E. Black, M.D., Ph.D.
Southern Illinois University, School of Medicine
"Using Experience to get Young Brains Back on Track"
James E. Black, M.D., Ph.D.
Dr. James Black received his MD from the University of Illinois College of Medicine and received a PhD in Neuroscience from the same university. He did a residency in psychiatry at the University of Utah and then returned to the Midwest , where he currently practices medicine and does research at Southern Illinois University School of Medicine. He has particular interests in neural plasticity, the effects of early experience and trauma, and addiction medicine.
Keynote Title:
"Using Experience to get Young Brains Back on Track"
Abstract: Humans use enormous amounts of information to shape brain development. Impoverishment of experience, unreliable attachment relationships, or trauma can all lead to abnormal brain development and emotional and/or educational problems. Families, schools, and society can provide children with restorative experiences that use neural plasticity to normalize brain development. We will review evidence of human neural plasticity and some areas for clinical application.
Learning Outcomes:
Upon completion of the presentation, the participant will be able to:
1.) Describe examples of neural plasticity critical for human development.
2.) Describe potential relationships between prefrontal development, free play, and mental health.
3.) Recognize several dimensions of experience that clinicians can use to help normalize brain development.
Workshop Presenters: Anu Sharma, Ph.D, CCC-A
Dr. Anu Sharma is Professor in the Dept. of Speech Language and Hearing, Center for Neuroscience and the Institute for Cognitive Science at University of Colorado at Boulder and in Dept. of Otolaryngology at University of Colorado Health Sciences Center. She is adjunct professor at the University of Texas at Dallas , Callier Center for Communication Disorders. She received her Ph.D. in Audiology and Hearing Science from Northwestern University in 1994. She did post doctoral research at the Auditory Neuroscience Laboratory at Northwestern University . Dr. Sharma has given several featured addresses including keynote talks at the American Academy of Audiology and the British Academy of Audiology. She has won awards for her research at international scientific meetings. Her research findings have been featured in the New York Times and other general publications. Dr. Sharma's research has been funded since 2001 by the National Institutes of Health and other agencies. She is the principal investigator of two five-year studies funded by the NIH. Her NIH funded work on cochlear implants was highlighted in a report presented to the United States Congress in 2003.AM Workshop 1 & PM Workshop 5:
"Critical Periods for Brain Development in Children with Cochlear Implants"Abstract: This presentation will discuss the deterioration, development, plasticity and re-organization of the human central auditory pathways in normal hearing children and in deaf children who regain hearing after being fitted with cochlear implants. Measures of central auditory maturation, including cortical auditory evoked potentials, high density electroencephalography, Magnetoencephalography, fMRI and behavioral measures will be examined. The impact of these and other brain imaging measures in humans and in animal models of deafness will be discussed.
Learning Outcomes:
Upon completion of the presentation, the participant will be able to:
1.) Examine the effects of deafness on central auditory development.
2.) Describe the concept of critical periods for cortical development in hearing impaired children.
3.) Explain how cortical auditory evoked potentials and other brain imaging measures are used in clinical populations.
Shelley L. Velleman, Ph.D.
Dr. Shelley Velleman is an associate professor of Communication Disorders at UMass-Amherst. She specializes in child phonological development and disorders, including Childhood Apraxia of Speech (CAS). She has published extensively on these topics, including the books “Making Phonology Functional: What Do I Do First?” and “Childhood Apraxia of Speech Resource Guide”. She serves on the Childhood Apraxia of Speech Association of North American Advisory Board and was a member of the American Speech-Language-Hearing Association ad-hoc committee on Childhood Apraxia of Speech.AM Workshop 2 & PM Workshop 6:
"Childhood Apraxia of Speech: Early Indicators and Treatment Strategies"
Abstract: Early identification of Childhood Apraxia of Speech is a challenge; some differential diagnostic factors may not yet be evident. Early indicators and key tools for identifying the syndrome, along with strategies for the treatment of young children, will be presented. Video clips will exemplify assessment and treatment approaches.
Learning Outcomes:
Upon completion of the presentation, the participant will be able to:
1.) List key diagnostic indicators of CAS in very young children.
2.) Describe assessment approaches for CAS in very young children.
3.) Describe treatment approaches for CAS in very young children.
Ann Filer, M.A., BCBA
Ms. Filer is the Vice President of Educational Services at BEACON (Behavioral Education Assessment and Consultation, Inc.) where she has worked since 1994. She has a Masters Degree in Education from the University of Massachusetts , Boston with certification in moderate to severe special needs, and is a Board Certified Behavior Analyst. Ms. Filer oversees implementation of Early Intensive Behavioral Intervention services for BEACON serving children with PDD/Autism. She provides direct educational and consultation services to Early Intervention programs and public school districts. Ms. Filer regularly presents at professional conferences and university training programs on topics related to early childhood learning and behavior.AM Workshop 3 & PM Workshop 7:
"Assisting Parents with Children with Autism Spectrum Disorder Access Community Activities"
Abstract: Visiting the dentist, the library, the supermarket, or even going on a play date can be a challenge for any family with young children. For families with children diagnosed with Autism Spectrum Disorder (ASD), however, the same activities pose unique demands and require additional preparation. This workshop will provide practical and effective strategies to assist families and other caregivers to facilitate successful community participation for children with ASD. Teachers, early intervention specialists and parents will learn how to determine children's readiness for specific community activities, develop teaching/support plans for successful community participation and identify specific strategies to implement when problems do arise. Case studies, teaching templates and video examples will be presented.
Learning Outcomes:
Upon completion of the presentation, the participant will be able to:
1.) Evaluate whether a child is ready to participate in a specific community activity.
2.) Establish a teaching/support plan to facilitate success in a specific community activity.
3.) Develop a visual template for use during r participation in a specific community activity.4.) Identify strategies to implement when problems arise during a specific community activity.
Joan Kelly Rafferty, OTR/L
Mrs. Kelly Rafferty specializes in pediatrics. She has worked in residential facilities, school systems and early intervention programs since 1981. Her clinical interest has focused on children ages birth to three. Since 2003, Ms. Rafferty has been the Program Coordinator of the Central Region Consultation Program (CRCP). Sponsored by Criterion Child Enrichment, the CRCP provides resource and consultative services for children with complex medical and developmental needs. Ms. Rafferty is an experienced trainer of early intervention specialists, child care staff and other community providers and actively participates in a number of regional initiatives that serve to benefit children with special needs.AM Workshop 4 :
"Inclusion or Illusion: Strategies for Creating a Truly Inclusive Child Care Experience"
Abstract: Today, more than ever, children with special needs are included in social and educational settings with their peers. Providing a positive, enriching child care experience for all children can be both rewarding and challenging to those responsible for creating a truly inclusive environment. This workshop will explore the meaning of inclusion, strategies to create an inclusive classroom and the many benefits of inclusion to children, staff and families. Models of inclusion will be demonstrated and case studies presented. Participants will have an opportunity to examine their personal values and beliefs about including children with special needs in their child care program.
Learning Outcomes:
Upon completion of the presentation, the participant will be able to:
1.) Describe the essential components of an inclusive child care program.
2.) Identify effective strategies to include children with special needs in a child care setting.
3.) Identify the benefits of inclusion to the child with special needs, his peers, his family and his teachers.
PM Workshop 8 :
"Understanding the Power of Routines: Using the Routines Based Interview in a Child Care Setting"
Abstract: Child care teachers are often faced with the challenge of including a child with special needs in their classroom. Parents of children with special needs are repeatedly asked long lists of questions about their child's medical and developmental history every time a professional comes in contact with their child. This workshop will provide child care teachers with an effective strategy to elicit meaningful information about a child's abilities by completing a Routines Based Interview (RBI) with the parent. Information provided by the parent during the RBI can be directly applied to adaptations made within classroom routines that will enable the child to function as part of the larger group.
Learning Outcomes:
Upon completion of the presentation, the participant will be able to:
1.) Describe how to conduct a Routines Based Interview.
2.) Describe how to use information gained during the RBI to make adaptations to 2 classroom routines.
3.) State 3 benefits of adapting classroom routines for the child with special needs.
James E. Black, M.D., Ph.D.
Dr. James Black received his MD from the University of Illinois College of Medicine and received a PhD in Neuroscience from the same university. He did a residency in psychiatry at the University of Utah and then returned to the Midwest , where he currently practices medicine and does research at Southern Illinois University School of Medicine. He has particular interests in neural plasticity, the effects of early experience and trauma, and addiction medicine.
PM Workshop 9:
"Quality of Play, Enriched Experience, and Development of the Prefrontal Cortex"
Abstract: This workshop will review the anatomy of the prefrontal cortex, basic components of executive function, and some related emotional processes that are important in development. We will focus on trajectories during development and how these are shaped by early experience. Many important aspects of experience are not found in highly structured classrooms, videogames, or passive learning environments. Instead they are found in free play, creative pretend play, and certain kinds of physical play. We will discuss how child specialists can optimize this kind of learning.
Learning Outcomes:
Upon completion of the presentation, the participant will be able to:
1.) Define the three core components of executive function in humans: cognitive flexibility, response inhibition, and working memory.
2.) Characterize prefrontal cortical development in humans and the relationship between anatomy and cognitive or emotional functions.
3.) Describe potential relationships between prefrontal development, different types of play, and mental health.
