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News

January 7, 2025

UnConference: Navigating Early Intervention Partnerships

Trying Together hosted UnConference: Navigating Early Intervention Partnerships on Saturday, March 8, at the Kaufmann Center.

Participants attended expert-led sessions that focused on systemic challenges relating to access to early intervention services as well as the impacts of systemic racism, suspensions and expulsions, staffing shortages, and under-investments in early childhood education.

Details

  • Saturday, March 8
    8 a.m. – 4 p.m.
    Kaufmann Center
    1825 Centre Avenue
    Pittsburgh, PA 15219

Limited parking at the venue was available as well as street parking. A light breakfast with coffee and tea and a buffet lunch was provided to participants.

Opening remarks at the event provided an overview of early intervention projects and partnerships developed by Trying Together. These included the expansion of the Rapid Response Team, development of the Early Intervention Toolkit, and Early Intervention Equity Analysis.

Participants explored resource tables and attended a large group workshop and panel in the morning. After lunch, they attended three 30-minute workshops.

Tickets for UnConference: Navigating Early Intervention Partnerships cost $25.

Keynote Presentation

State Rep. La’Tasha D. Mayes (D-24) delivered the morning’s keynote speech, “Envisioning Change: The Power of Early Childhood Educator Voice in Early Intervention Advocacy.” The mini-keynote inspired participants to see themselves as having an active role in early intervention advocacy and policy change that leads to a more inclusive early childhood system. During the keynote, Rep. Mayes shared insight about why it’s important for policymakers to hear from early childhood experts and the role of educators’ voices in policy making and systemic change.

Participants were encouraged to think about their individual roles in young children’s lives, how to envision a more inclusive system for all, and how to begin to explore steps for achieving the vision through advocating for early intervention – both in their daily practice and systemic policy change.

Workshops

There was one large group workshop in the morning followed by three 30-minute workshops in the afternoon.

Morning

Exploring the Impact of Systemic Challenges on Access to Early Intervention Services: A Collaborative Approach to Supporting Children in Early Childhood Settings
Instructors: Emily Neff and Hailee B. Roye, with support from The PEAL Center

With support from The Parent Education and Advocacy Leadership (PEAL) Center, this session explored how systemic racism, under-investment in early childhood education (ECE), and staffing shortages impact access to early intervention services and suspensions and expulsions in early childhood settings. Participants examined these issues through multiple perspectives—ECE teachers, support services, and parents—using real-world data and case studies to identify systemic barriers. Through group activities and collaborative discussions, participants developed actionable strategies to reduce exclusionary practices and better support children.

Circle Time: Let’s Talk About EI
Moderator: Dr. De Voka Gordon, Ed.D

This panel discussion featured experts from Infant/Toddler Early Intervention, Preschool Early Intervention, Infant Early Childhood Mental Health (IECMH), Intensive Behavioral Health Services, and the parent perspective. Facilitated discussion topics included strategies for partnering with families, coaching and collaborating with ECE programs, determining when Intensive Behavioral Health Services are necessary, and envisioning ideal partnerships between ECE and EI. Participants had the opportunity to ask questions and engage in the discussion.

Afternoon

Pyramid Model and Prevention Tips for Challenging Behaviors
Instructor: Deysi Keegan

In this training, participants were introduced to the Pyramid Model, focusing on Tier 1 strategies to create supportive classroom environments and prevent behavior escalation. They reviewed a classroom checklist and explored how these supports can reduce triggers for children, along with alternative communication techniques from the “Words Matter” handout. The session also covered the Rapid Response Team (RRT) process and how to support teachers in working with children exhibiting a variety of behaviors.

Early Intervention Toolkit: Tools and Resources for Early Care and Education Programs
Instructor: Ashley Harland

In this session, participants were provided with an overview of an Early Intervention Toolkit and interactive website, created by Trying Together in partnership with early care and education programs and early intervention providers across Allegheny County. The toolkit aims to increase mutual understanding early care and education programs, EI providers, and families with young children. Participants left the session knowing how to use the EI Toolkit to access support resources for both families and early educators.

Early Intervention 101
Instructors: Jennifer Mason; Elizabeth Gamza, M.Ed; and Melissa Friend

In this session, representatives from The Alliance for Infants and Toddlers, Allegheny Intermediate Unit Preschool Early Intervention, and Pittsburgh Public Preschool Early Intervention provided participants with tools to better understand early intervention services and how to access those services.

Trauma-Informed Classrooms: Supporting Children with Early Childhood Trauma
Instructor: Candace Shoenberger

This course provided an exploration of trauma and its effects on learning. Participants learned how trauma influences learning, emotional regulation, and interpersonal relationships. Through interactive activities and case studies, educators gained practical strategies for creating trauma-informed classrooms that support all students.

Breaking the Stigma: How to Have Difficult Conversations with Families and Young Children
Instructors: Dominique R. Webster-Outten and parent Tifanee Moniqué Young

Stigma still exists around disability, mental health, and seeking support services. In this session, speakers explored tools to support difficult conversations with families and, ultimately, help reduce stigma. Participants had a chance to consider how they talk to young children in a manner that can help promote inclusion, integration, and acceptance of classroom peers of all abilities.

Creating Calm: Interactive Sensory Strategies for Early Childhood Classrooms
Instructors: Julia Kingera and Flo Angelo

It can be challenging for young children to regulate their emotions and processing. This session focused on sensory strategies that can be used classroom-wide as a way to teach children to self-regulate. In this hands-on and interactive training, participants were coached on how to implement sensory strategies in the classroom setting.

Closing Session: From Awareness to Advocacy Action
Instructors: Emily Neff and Ashley Harland

For the final workshop of the day, the full group reconvened for closing remarks. Participants had a chance to illustrate how they are collectively taking action towards creating equitable early childhood opportunities. For the final 15 minutes of this workshop, participants engaged in an advocacy action pledge to leave them with concrete and actionable next steps. 

What Do I Receive?

  • PQAS and Act 48 credit hours
  • Lunch
  • Networking with colleagues
  • Hands-on, interactive workshops

About UnConference

The UnConference is an innovative, hands-on professional development training format in which a deeper experience is provided around a particular theme. Local and national speakers are invited to present and participants are encouraged to engage hands on in the workshops.

The day concludes with a roundtable discussion on how to apply these experiences and ideas in the early childhood environment and share ideas on how to partner with new colleagues.

Thank You To Our Sponsor and Partners

A huge thank you to our series sponsor PNC Grow Up Great and our workshop partners.

News

October 25, 2024

Trying Together Invites Families to Attend Early Intervention Forums

Trying Together is inviting parents and family members of young children in Allegheny County to open forums on Early Intervention.

Learn More

The forums will discuss recent findings relating to Early Intervention. They are aimed at Allegheny County families whose children are currently receiving Early Intervention or have received it in the past nine years. 

Families who attend will have the opportunity to share their reactions and experiences. 

The forums will be held on Zoom on two different dates: Nov. 7 at 12:30 p.m. and Nov. 12 at 6 p.m. Registration is required and now open for the Nov. 7 and Nov. 12 forums. 

All questions should be emailed to ashley@tryingtogether.org.

News

September 24, 2024

PennAEYC Handouts Provides Infant/Toddler Early Intervention Information

The Pennsylvania Association for the Education of Young Children (PennAEYC) has released a new, one-page handout that provides information on infant and toddler early intervention.

Learn More

The resource is intended for early care and education providers as well as the families they serve. It provides information about the Infant and Toddler Early Intervention program, which serves children who have or are at risk of developmental delays.

The handout provides information on:

  • Eligibility criteria and the enrollment process
  • Available services and how they can support child development
  • Contact information for referrals and questions

The handout is aimed at helping families to determine whether the Infant and Toddler Early Intervention program is a good fit for their child. It can be found on PennAEYC’s website.

Any questions about the handout should be emailed to Meg Eirkson, public policy and advocacy associate, at meirkson@pennaeyc.org. 

News

September 16, 2024

Webinar: Writing High-Quality IFSP Outcomes and IEP Goals

This Pennsylvania Training and Technical Assistance Network training is holding a webinar that provides a comprehensive review of the seven prioritized aspects of high-quality IFSP outcomes and IEP goals essential for Early Intervention.

Learn More

During Writing High-Quality IFSP Outcomes and IEF Goals, participants will review federal and state regulations and EI announcements that guide the writing process and the purpose of creating high-quality outcomes and goals in Early Intervention.

The training will teach participants to use the seven key aspects of high-quality outcome and goal statements to enhance their writing. Additionally, participants will have the opportunity to examine and analyze sample statements and practice writing high-quality IFSP outcomes and IEP goals.

Participants will:

  • Discuss federal and state regulations and Pennsylvania EI announcements that guide the writing process for IFSP outcomes and IEP goal statements
  • Identify the seven prioritized aspects of high-quality IFSP outcomes and IEP goals
  • Discuss sample IFSP outcomes and IEP goal statements and rate them according to the seven prioritized aspects of high-quality statements
  • Practice writing high-quality IFSP outcomes and IEP goals

The webinar will run from 8:30 a.m. to 10 a.m. on Tuesday, Oct. 1. Registration is now open.

News

July 10, 2024

Allegheny County Parents and Family Members Invited to Take Early Intervention Survey

Parents and family members of children in Allegheny County are invited to participate in a survey regarding their experience with early intervention services in the county.

Learn More

The survey is intended for parents and family members whose children are currently receiving early intervention services or have received them in the past nine years.

Participants will be asked about their experience with the early intervention process, which services their children received, and information about the participant’s family.

Research from the survey, which takes about 10 to 15 minutes, will be used to learn about gaps within Allegheny County’s early intervention systems and services.

Those who participate will have the opportunity to enter a raffle for a chance to win a $200 gift card.

The survey is currently available online in English and Spanish. The deadline to participate in the survey has been extended to Aug. 19.

Contact hbccprojects@erikson.edu with any questions.

News

May 9, 2024

Webinar on Infant/Toddler Early Intervention

The Pennsylvania Association for the Education of Young Children will host a webinar on how to strengthen and grow access to the Early Intervention program for infants and toddlers in Pennsylvania.

Learn More

The “Early Intervention Part C and Child Care Providers” webinar will focus on:

  • An overview of the Early Intervention Part C (infants/toddlers) program in Pennsylvania
  • The Thriving Together Campaign’s new focus on Early Intervention Part C and the state’s policy and advocacy work plan
  • How Early Intervention and the campaign relate to child care providers

Speakers will include:

  • Jen DeBell, PennAEYC’s executive director
  • Meghan Eirkson, PennAEYC’s public policy and advocacy associate
  • Michell Harkins, the executive director of Early Connections, Inc.

More Details

One free professional development credit is available for those who attend. Participants should provide their registry ID number when they register. Registration is now open for this Zoom webinar.

The webinar will run from noon to 1 p.m. on Monday, May 20.

News

March 27, 2024

Review and Comment Period Open for Individuals with Disabilities Education Act

The Office of Child Development and Early Learning (OCDEL) is inviting families, early childhood educators, Early Intervention and child care providers, and other professionals to review and make comments on the proposed 2024 application for Part C of the Individuals with Disabilities Education Act (IDEA).

The review and comment period opens Monday, April 1 and closes on Wednesday, May 15.

About IDEA, Part C and the Application

The Individuals with Disabilities Education Act is a federal grant program that assists states in providing early intervention and school-aged services to children with special needs. Part C of IDEA – also known as the Infant Toddler Early Intervention Program – provides early intervention services for children from birth through 36 months. Through the application, children with special needs due to developmental delays and disabilities are eligible to receive free early intervention services.

Early intervention services can include family training, counseling, and home visits as well as occupational, physical, or speech therapy. Other services include hearing loss services; health, nutrition, and social work; assistance with service coordination; assistive technology devices and services; and transportation.

Services – which are based upon the individual needs and strengths of each child and the child’s family – may be provided in the child’s home, child care center, nursery school, play group, Head Start program, early childhood special education classroom, or other familiar settings.

Review and Comment Period

Anyone who would like to review the proposed grant application can find the document at Early Intervention Services or Early Intervention (pa.gov) on the right side menu of the web pages. Hard copies can also be requested by emailing ra-ocdintervention@pa.gov or by calling 717-346-9320.

Opportunities to provide public comment include:

  • Visiting Part C Grant Public Comment. The link will allow for online comments when the review and comment period commences on April 1.
  • Submitting written comments regarding the proposed grant application to:
    Office of Child Development and Early Learning, Bureau of Early Intervention Services and Family Supports
    ATTN: Public Comments for Part C Grant Application
    607 South Drive, 4th Floor Rotunda
    Harrisburg, PA 17120

Those who need accommodation or assistance to review the proposed grant application or to submit comments should contact ra-ocdintervention@pa.gov or call 717-346-9320.

Comments will be accepted through Wednesday, May 15.

Learn More

The Department of Education will review and consider all comments before submitting the final grant application. To learn more about the review and comment period, visit the Pennsylvania Key website.

Sources

The above information was compiled from the U.S. Department of Education, Centers for Disease Control and Prevention, Early Childhood Technical Assistance Center, Pennsylvania Department of Education, and Pennsylvania Key websites.

News

September 19, 2023

Poll Reveals Increases in Child Communication Disorders and Need for Early Intervention Services

A national poll of audiologists and speech-language pathologists recently revealed an increase in child medical referrals for parental concerns about hearing, speech, and language delays or disorders.

Conducted by the American Speech-Language-Hearing Association (ASHA), the survey investigated early detection, early warning signs, and caregiver knowledge and awareness of communication disorders, and demonstrated a need for early intervention education and services.

About the Survey

ASHA conducted this survey in February and March of 2023, sending an email invitation to 5,460 ASHA-certified audiologists and 5,534 ASHA-certified speech-language pathologists in the U.S. who are employed as clinical service providers and regularly serve at least one of the following age groups:

  • six months or younger,
  • seven months to two years of age, and
  • three to five years of age

The invitation included a link to the survey, which 858 recipients completed. Demographically:

  • 43% of respondents work in schools.
  • 29% work in nonresidential health care facilities.
  • 21% work in hospitals.
  • 79% regularly serve age groups three to five years.
  • 54% regularly serve age groups seven months to two years.
  • 32% regularly serve age groups six months or less.

Key Findings

Pandemic-Related Trends

  • Backlogs of children who weren’t referred to audiologists and speech-language pathologists during stay-at-home periods, or whose families waited to seek help due to concerns about coronavirus exposure, were a major factor in the increase of referrals. Three-quarters (75%) of audiologists and 62% of speech-language pathologists reported such backlogs.
  • Post-pandemic:
    • 34% of audiologists reported seeing more children with a delayed diagnosis of hearing loss;
    • 36% of audiologists reported seeing more children with untreated ear infections that could interfere with communication development;
    • 84% of speech-language pathologists reported seeing more children with emotional or behavioral difficulties;
    • 79% of speech-language pathologists reported seeing more children with delayed language or diagnosed language disorders, and
    • 78% reported seeing more children with social communication difficulties than before the pandemic.
  • When it comes to factors contributing to increases in referrals beyond backlogs, audiologists and speech-language pathologists point to:
    • limited opportunities for social interaction and play with peers (59%);
    • limited formal pre-K and daycare or interaction with outside adults (57%) such as child care providers, preschool teachers, and extended family; and
    • young children (51%) spending more time using screens and technology such as tablets and smartphones compared with pre-pandemic years.

Caregiver Awareness and Need for Early Intervention Services

Positive Trends
  • 67% of audiologists and speech-language pathologists said parental awareness of the early warning signs of communication disorders has improved during the past decade.
  • A majority (71%) said that most families with young children are at least “somewhat” aware of the importance of early detection of speech, language, and hearing difficulties when families first see them.
Negative Trends
  • Lack of awareness of the early signs of disorders remains the leading factor hindering parents and caregivers from taking action on communication disorders in young children.
  • Less than one quarter (21%) of audiologists said that most parents know the early warning signs of hearing disorders.
  • Only 28% of speech-language pathologists said that most parents know the early warning signs of speech-language disorders.
  • About 40% of audiologists indicated that, on average, symptoms of hearing loss in young children go unrecognized by parents/caregivers for 6 months to 1 year.
  • Similarly, about 41% of speech-language pathologists indicated that, on average, symptoms of a speech-language delay or disorder in young children go unrecognized by parents/caregivers for 1–2 years.
  • Nearly half (48%) of audiologists indicated that, on average, parents/caregivers wait 6 months to 1 year after observing symptoms of hearing loss in their children before acting.
  • Accordingly, 48% of speech-language pathologists indicated that, on average, parents/caregivers wait 6 months to 1 year after observing symptoms of a speech-language delay or disorder to get help.

ASHA Recommendations for Families

Learn More

Visit www.IdentifytheSigns.org to learn more about communication disorders. To find additional information, visit the ASHA website.

Source

Information for this post was taken directly from the ASHA “Identify the Signs Campaign Survey Results” and ASHA Press Release. Some text may have been added, paraphrased, or adapted for readability and comprehension.

Related Content & Resources

News

June 21, 2023

Application Period for Early Intervention Leadership Development Program Now Open

Parent to Parent of Pennsylvania is now accepting applications for their 2023-2024 Competence and Confidence Partners in Policymaking Early Intervention (C2P2 EI) Cohort.

All applicants must submit their applications by 5 p.m. on Friday, August 11, though the program will begin at the end of September 2023 and run through May 2024.

About C2Pc EI

C2P2 EI is a free leadership development opportunity for families of children who are currently receiving early intervention infant, toddler, or preschool services. It supports successful applicants in attending four, two-day, in-person sessions, and four virtual sessions (eight sessions total) which give them knowledge and skills to advocate for EI.

Throughout the sessions, participants will:

  • learn about the infant/toddler and preschool early intervention system.
  • connect with other families.
  • build skills to advocate for their family and others.

Consequently, applicants must commit to participating in all eight sessions.

The in-person sessions will be held at the DoubleTree Conference Center in Lancaster, Pennsylvania. However, expenses, including lodging costs, mileage, and childcare reimbursement, will be provided to participants.

Eligibility

Eligible applicants must:

  • have a child between birth to age five who is currently receiving Pennsylvania infant/toddler or preschool EI services.
  • have a desire to explicitly advocate for themselves and others.
  • commit to participation in all eight sessions.

Apply

Interested individuals should apply using the online C2P2 EI 2023-2024 Application Form.

Applications are due by 5 p.m. on Friday, August 11. Accordingly, Parent to Parent of Pennsylvania will notify applicants of their acceptance by September 1.

Learn More

This program is funded by the Office of Child Development and Early Learning (OCDEL) and Bureau of Early Intervention and Family Supports, with support from Temple Institute on Disabilities.

To learn more, view the flyer or visit the Pennsylvania’s Promise for Children website.

Please direct any questions to Sarah Holland at sholland@parenttoparent.org.

News

May 3, 2023

Inclusion Series: Partnering with Families to Support Inclusion

Sharing developmental concerns with families can be challenging, but there are strategies that program staff can use to support families to learn about and act on these concerns.

Join the Office of Head Start and its National Center on Early Childhood Development, Teaching, and Learning (NCECDTL) for this webinar exploring how program staff can engage families in ongoing conversations about their child’s development that are responsive to family concerns and priorities.

Attendees will hear from families about their questions, concerns, and priorities when a concern was first raised about their child’s development.

Session Details

Tuesday, May 23 | 3 – 4 p.m.

Virtual

Register

Learn More

This webinar is offered with English and Spanish captioning.

To learn more, visit the NCECDTL website.