| Act Early |
12/21/2003 |
Acting Early to Promote Child Development: The Four Steps of Early Identification |
Stephanie Weber, Andrea Witwer |
https://uwyo3.instructure.com/courses/3027/pages/march-12-2021-acting-early-to-promote-child-development-the-four-steps-of-early-identification?module_item_id=31956 |
Early Identification, Learn the Signs. Act Early. |
List and describe the 4 steps for early identification of developmental concerns.
Discuss the LTSAE (Learn the Signs. Act Early.) model and its benefit.
Apply concepts to a case and identify recommendations and next steps. |
| Act Early |
01/01/1970 |
Using the "Learn the Signs. Act Early." Resources |
Arin Contra Gile |
https://uwyo3.instructure.com/courses/3027/pages/march-26-2021-using-the-learn-the-signs-act-early-dot-resources?module_item_id=32933 |
Learn the Signs. Act Early. |
Identify uses for various "Learn the Signs. Act Early." materials and how to order them.
Discuss ways to embed "Learn the Signs. Act Early." materials into your work. |
| Act Early |
09/21/2004 |
Resilience Framework, Part 1 |
Andrea Witwer |
https://uwyo3.instructure.com/courses/3027/pages/april-9-2021-resilience-framework-part-1?module_item_id=33404 |
Resiliency, Mental Health, Behavioral Health |
Define resiliency and protective factors.
Discuss models of resiliency and mental and behavioral health programs for children and families.
Describe techniques for building resilient children and families in their practice.
Apply concepts to a case and identify recommendations and next steps. |
| Act Early |
01/01/1970 |
Resilience Framework, Part 2 |
Dana Yarbrough, Yali Pang |
https://uwyo3.instructure.com/courses/3027/pages/april-23-2021-resilience-framework-part-2?module_item_id=33819 |
Resiliency, Family Centered |
Identify the characteristics of a model that looks at resilience of a family, community and system.
Discuss how to co-power with families to produce family-centered and resilience-oriented services. |
| Act Early |
07/21/2005 |
Reflections on Challenges and Lessons Learned in COVID-19 |
Betsey Howe |
https://uwyo3.instructure.com/courses/3027/pages/may-7-2021-reflections-on-challenges-and-lessons-learned-in-covid-19?module_item_id=34396 |
Learn the Signs. Act Early., Early Identification, COVID-19, Early Childhood |
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. |
| Act Early |
01/01/1970 |
Cultural Considerations in "Learn the Signs. Act Early.", Part 1 |
Maria Mercedes Avila |
https://uwyo3.instructure.com/courses/3027/pages/may-21-2021-cultural-considerations-in-learn-the-signs-act-early-dot-part-1?module_item_id=35025 |
Cultural Factors, Early Identification |
Discuss cultural factors related to early identification of developmental concerns.
Identify key steps to engage families from diverse backgrounds through the four steps of early identification. |
| Act Early |
04/21/2006 |
Cultural Considerations in "Learn the Signs. Act Early.", Part 2 |
Dana Yarbrough, Mauretta Copeland, Amel Ibrahim |
https://uwyo3.instructure.com/courses/3027/pages/june-4-2021-cultural-considerations-in-learn-the-signs-act-early-dot-part-2?module_item_id=35887 |
Cultural Broker, Intersectionality |
Identify the roles of a cultural broker.
Discuss the importance of culture, language and intersecting identities. |
| Act Early |
01/01/1970 |
Resilient Parenting During the COVID-19 Pandemic / Cultural Considerations in "Learn the Signs. Act Early.", Part 3 |
|
https://uwyo3.instructure.com/courses/3027/pages/june-25-2021-cultural-considerations-in-learn-the-signs-act-early-dot-part-3?module_item_id=36279 |
Early Identification, Ohio, Virginia, Wyoming |
Discuss systems-level barriers to early identification for families in Ohio, Virginia, and Wyoming.
Describe strategies for increasing protective factors and reducing barriers within state-wide systems. |
| Act Early |
01/01/1970 |
The Passion, The Pain and the Pandemic: Provider Resilience |
Nefertiti Poyner |
https://uwyo3.instructure.com/courses/3027/pages/october-15-2021-the-passion-the-pain-and-the-pandemic-provider-resilience?module_item_id=42265 |
COVID-19, Strength Based |
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. |
| Act Early |
01/01/1970 |
Learning the Neurobiology of Trauma and the Science of Hope, Healing, and Resilience |
Julie Kurtz, Julie Nicholson |
https://uwyo3.instructure.com/courses/3027/pages/october-29-2021-learning-the-neurobiology-of-trauma-and-the-science-of-hope-healing-and-resilience?module_item_id=42593 |
Trauma Informed Care, Resiliency |
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. |
| Act Early |
12/21/2011 |
Promoting Resilient Families in Challenging Times |
Dana Yarbrough, Deana Buck |
https://uwyo3.instructure.com/courses/3027/pages/november-12-2021-promoting-resilient-families-in-challenging-times?module_item_id=57623 |
Resiliency, Parent-to-Parent |
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. |
| Act Early |
03/21/2012 |
Systems Resilience |
Stephanie Weber |
https://uwyo3.instructure.com/courses/3027/pages/december-3-2021-systems-resilience?module_item_id=58644 |
Burnout, Resiliency, Advocacy |
List common organizational barriers that increase burnout and impact resiliency
Discuss strategies that can facilitate resiliency within organizations
Identify opportunities to advocate for systems-level improvements to support child development. |
| Act Early |
01/01/1970 |
Health Disparities in Developmental Screening and Identification in Young Children |
Sharnita Harris |
https://uwyo3.instructure.com/courses/3027/pages/january-21-2022-health-disparities-in-developmental-screening-and-identification-in-young-children?module_item_id=60109 |
Developmental Screening, Autism, Universal Screening |
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. |
| Act Early |
04/22/2002 |
Culturally Responsive Self-Care Practices for Early Childhood Educators |
Julie Nicholson, Mary Anne Doan, Valentina Torres |
https://uwyo3.instructure.com/courses/3027/pages/february-4-2022-culturally-responsive-self-care-practices-for-early-childhood-educators?module_item_id=60434 |
Self-Care, Burnout, Workplace Wellbeing |
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. |
| Act Early |
01/01/1970 |
Racial Advocacy and Mentorship Program (RAMP) - Cultural Considerations for Transracial Foster/Adoptive Families |
Bettina Stevens |
https://uwyo3.instructure.com/courses/3027/pages/february-18-2022-racial-advocacy-and-mentorship-program-ramp-cultural-considerations-for-transracial-foster-slash-adoptive-families?module_item_id=60436 |
Mental Health, Adopted Youth, Foster Care |
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. |
| Act Early |
04/22/2003 |
Cultural Considerations in Early Social - Emotional and Behavioral Development |
Meagan Scott |
https://uwyo3.instructure.com/courses/3027/pages/march-4-2022-cultural-considerations-in-early-social-emotional-and-behavioral-development?module_item_id=60437 |
Sociel Emotional Development, Behavioral Intervention |
This session will cover responsive practices related to supporting healthy social emotional development and behavioral interventions for young children. |
