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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.
Sessions are on Fridays, bi-weekly,
9:00 a.m. to 10:30 a.m. MT / 10:00 a.m. to 11:30 a.m. CT / 11:00 a.m. to 12:30 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.
Past Sessions:
Session Dates: October 15, October 29, November 12, December 3
Join the Fall 2021 Act Early ECHO series, focused on using the Learn the Signs. Act Early. materials to support families, professionals, and systems to build resilience in the face of COVID-19.
Additional session descriptions coming soon.
*Register for the Fall 2021 series*
Download a pdf flyer to share with other professionals in your networks
The Passion, The Pain and the Pandemic
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.
Presenter: Nefertiti B. Poyner, Ed.D., Early Childhood Specialist and National Trainer, Devereux Center for Resilient Children
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.
Presenters: Julie Kurtz, LMFT and Julie Nicholson, Phd
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.
Presenters: Dana Yarbrough, MS, MA and Deana Buck, M.Ed.
Learning Objectives: 1) List common organizational barriers that increase burnout and impact resiliency; 2) Discuss strategies that can facilitate resiliency within organizations; 3) Identify opportunities to advocate for systems-level improvements to support child development.
Presenter: 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
Session Dates: January 21, February 4, February 18, March 4
This session will cover health disparities in early developmental screening, referral, evaluation, and diagnostic practices.
Presenter: Dr. Sharnita Harris
Presenters: Julie Kurtz, LMFT and Julie Nicholson, PhD
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 famiy growth, education, and confidence.
Presenter: Bettina Stevens, DPT, Certified Adoption Competent Professional Trainer
This session will cover responsive practices related to supporting healthy social emotional development and behavioral interventions for young children.
Presenter: Rachel Wagner, MSW, Early Childhood Mental Health Specialist and National Trainer, Devereux Center for Resilient Children
» ECHO Participant Guide: Are you new to the ECHO community? Review the ECHO Participant guide to learn more about joining and participating in an ECHO session. Learn more about the ECHO model.
» Present a Challenge or Opportunity: Community presentations are a key component in the Project ECHO model and critically important for knowledge building and sharing. Submit your challenge or opportunity and brainstorm evidence-based solutions or share successes with colleagues and other professionals within the network.
» Credit Information: Visit the Act Early ECHO credit information page to learn about earning: PTSB credit, STARS credit, UW graduate credit (Wyoming participants); Step Up to Quality credit, DODD credits (Ohio participants); Certificates of attendance (all participants)
» Past Session Materials: Access past session materials and professional development recordings.
» ECHO Updates: Sign up for University of Wyoming weekly ECHO newsletter to receive upcoming session information and updates.
From birth to 5 years, children should reach milestones in how they play, learn, speak, act and move. Track a child’s development and act early if you have a concern.
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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