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Act Early ECHO

Purpose: Act Early ECHO provides information and resources about current and emerging knowledge and evidence-based promising practices about the four phases of early identification: family-engaged developmental monitoring, developmental screening, referrals for needed supports and services, and receipt of needed services.

The Act Early ECHO is targeted to reach early childhood professionals in Ohio, Wyoming, and Virginia to encourage cross-state collaborations and resource sharing.

This network is a collaboration between University of Wyoming Project ECHO, Wyoming Act EarlyNisonger Center at the Ohio State University, Ohio Act EarlyVCU (Virginia Commonwealth University) School of Education Partnership for People with Disabilities, and Virginia Act Early.

Act Early ECHO Credit Information

four silhouettes of child at different stages of growth

Sessions

Sessions are on Fridays, bi-weekly,
1:00 p.m. to 2:30 p.m. MT / 3:00 p.m. to 4:30 p.m. ET
via Zoom video conferencing technology.

Instructions for joining Zoom are available. Zoom also provides access for users with physical disabilities, blindness, and low vision through a range of keyboard shortcuts.

Register for the Spring 2021 Series

View past session materials and recordings

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Learning Topics

*An email reminder and session materials will be sent to registrants prior to the meeting time.*

March 12: Acting Early to Promote Child Development: The Four Steps of Early Identification

Learning Objectives: 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.

Presenters: Stephanie Weber, PsyD, Training Director, Leadership Education in Neurodevelopmental and related Disabilities (LEND) Program, Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center
Andrea Witwer, PhD, Assistant Professor-Clinical, Department of Psychiatry and Behavioral Health, The Ohio State University Nisonger Center

March 26: Using the Learn the Signs. Act Early. Resources

Learning Objectives: List and describe at least two LTSAE resources; Identify at least two ways to embed LTSAE resources into their work.

Presenter: Arin Contra Gile, Act Early Ohio Coordinator, Cincinnati Children’s Hospital Medical Center

April 9: Resilience Framework, Part 1

Learning Objectives: 1) Define resiliency and protective factors; 2) Discuss models of resiliency and mental and behavioral health programs for children and families; 3) Describe techniques for building resilient children and families in their practice; 4) Apply concepts to a case and identify recommendations and next steps.

Presenter: Andrea Witwer, PhD, Assistant Professor-Clinical, Department of Psychiatry and Behavioral Health, The Ohio State University Nisonger Center

April 23: Resilience Framework, Part 2 - A Framework in Action

Learning Objectives: 1) Identify the characteristics of a model that looks at resilience of a family, community, and system; 2) Discuss how to co-power with families to produce family-centered and resilience-oriented services.

Presenters: Dana Yarbrough, Director, Center for Family Involvement
Yali Pang, Diversity Fellow, Virginia Commonwealth University

May 7: Reflections on Challenges and Lessons Learned in COVID-19

Learning Objectives: 1) Describe the “Learn the Signs. Act Early.” (LTSAE) program; 2) Identify and define the 4 steps of the LTSAE early identification model for young children with developmental disabilities including autism; 3) Describe components of the Act Early Response to COVID-19 Project; 4) 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; 5) 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.

Presenter: Betsey Howe, PhD, CDC Fellow for the Act Early Response to COVID-19 Project, Association of University Centers on Disabilities (AUCD)

May 21: Cultural Considerations in Learn the Signs. Act Early., Part 1

Learning Objectives: 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.

Presenter: Maria Mercedes Avila, PhD, Assistant Professor of Pediatrics, Adjunct Assistant Professor of Nursing, The University of Vermont

June 4: Cultural Considerations in Learn the Signs. Act Early., Part 2

Learning Objectives: Identify the roles of a cultural broker; Discuss the importance of culture, language, and intersecting identities.

Presenters: Dana Yarbrough, Director, Center for Family Involvement
Mauretta Copeland and Amel Ibrahim, Cultural Brokers

June 25: Cultural Considerations in Learn the Signs. Act Early., Part 3

Learning Objectives: 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.


For more information about Act Early ECHO please contact:

Wendy Warren, Program Manager - (307) 314-4464


1000 E. University Ave. Laramie, WY 82071
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