Great Beginnings

A Systemic Approach to Developing Early Social Emotional Competence

Diane Bricker, Ph.D.
The recent literature has made clear two facts. First, there are significant numbers of young children who have social emotional problems or the potential to develop such problems. Second, few services or professionals are available to offer effective services to these children and their families. These facts require that current programs for young children add services to ensure healthy social emotional development. This presentation offers an overview of a newly developed approach to social emotional intervention for young children and their families using an activity-based approach. The ABI:SE Approach focuses on social and emotional parameters of children's development, was designed to be used by non-mental health specialists, and embeds intervention efforts into the routines and activities that compose the daily lives of children and caregivers.
E.I. Competencies: 6.1, 6.2

Learning Outcomes

• Explain the need for interventions focused on the social emotional competence of young children
• Identify the processes that compose an integrated approach to social emotional intervention
• State the screening, assessing, developing goals, intervening, and evaluating processes associated with the ABI:SE Approach

Sensory Modulation in Toddlers

Sharon Cemak, Ed.D., OTR/L, FAOTA
This presentation will describe disorders of sensory modulation with an emphasis on its presentation in toddlers. Current typology of subtypes of regulatory-sensory processing disorders as described in the 2005 Diagnostic Manual for Infancy and Early Childhood (ICDL-DMIC) will be reviewed. The presentation will cover issues related to how sensory processing difficulties such as over-responsivity or under responsivity to sensory stimuli in the various sensory modalities affect the young child's daily activities. We will review research and treatment literature regarding how to assess and treat the most important aspects of sensory modulation in an effort to increase the young child's ability to function optimally within a home and preschool environment. This presentation will provide suggestions for intervention including sensory diet and modifying the environment.
E.I. Competencies: 6.1, 6.9

Learning Outcomes:

• Define and describe the three major types of disorders of sensory
• Describe the impact of disorders of sensory modulation on the young child's daily activities
• Describe the components of intervention for toddlers with sensory modulation disorder

Fostering Attachment:  An Effective Infant Mental Health Model to Assess Parents and Their Very Young Children

Susan O'Brien, M.D.
Carmen Norona, M.S., Ed.
Addressing disrupted patterns of attachment is best accomplished in the context of relationships. With scarcity of time and resources, clinicians and therapists are challenged to find creative ways to address sensitive mental health concerns in often chaotic and resource-poor environments. This presentation will illustrate one interdisciplinary model of infant mental health development in a busy urban medical center.
E.I. Competencies: 1.7, 3.2

Learning Outcomes

• List at least three key components of infant attachment
• Describe one new strategy in assessing infant mental health needs

Evaluation and Treatment of Sensory-Based Feeding Aversion

Marjorie Meyer Palmer, M.A., CCC
Infants are not born with sensory-based feeding aversions. These are developed during the early oral feeding experiences of the first 2-3 months of life. Although there are multiple underlying etiologies of the sensory-based feeding aversion which may be identified, such as: prematurity, the placement of an endotracheal tube or nasogastric tube, gastroesophageal reflux, cardiac problems, and surgery, often the etiology remains undetermined. Infants and toddlers with sensory-based feeding aversion usually have adequate oral-motor skills. Despite an intact motor system, they remain unwilling to transition to age-appropriate food, limit their volume intake, chew solids but not swallow them, and prefer to drink water. This presentation will discuss both evaluation and treatment for the young child who demonstrates a sensory-based feeding aversion.
E.I. Competencies: 6.8, 6.9

Learning Outcomes:

• Identify the clinical symptoms of a sensory-based feeding aversion
• Describe the impact that the underlying medical condition has on oral feeding
• Create a structured therapeutic program for the transition from liquids to pureed food and from pureed food to solids

Supporting Children to Successfully Transition into Group Activities: It's about Relationships

Robert K. Ross, M.S. BCBA
Not surprisingly, many young children experience difficulty when initially asked to participate in activities involving a lot of children and new, unfamiliar adults. The challenge of successfully supporting children to enter this novel, and potentially anxiety provoking environment, is one most early childhood educators and therapists encounter more and more regularly. This presentation will discuss and model strategies for proactively addressing such issues as separation anxiety, transitioning difficulty, establishing supportive relationships with new adults and children, and building the ability for the child to share both adults and materials during social play activities. The focus of this presentation will be on the importance of building a relationship with the child, making necessary environmental adaptations, and practicing small steps towards the skills necessary for successful participation in group activities.
E.I. Competencies: Coming Soon

Learning Outcomes

• List the critical skills necessary for successful participation in “group activity"
• Describe one or more teaching activities to address each of the specified "critical skills"
• Describe one or more activities/techniques for beginning to develop effective relationships with young children at the first meeting