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 Early, Nisonger Center at the Ohio State University, Ohio Act Early, VCU (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.

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

April 9: Resilience Framework, Part 1

Learning Objectives: Discuss models of resiliency and mental and behavioral health programs for children and families.

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

Learning Objectives: Create awareness of a model that looks at resilience of a family, community, and system; Build a sense of community through shared experiences.

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

Learning Objectives: Key insights are learned through discussion of challenges and lessons learned in COVID-19 of LTSAE implementation.

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.

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

Learning Objectives: Create awareness of a cultural broker model that supports LTSAE.

June 18: 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.

ECHO Model

Model used for ECHO sessions