1. 30th
The Power of Relationships:
Families, Professionals & Policy Makers
Presented by
Pre­conference October 20, 2010
Conference October 21st & 22nd 2010 1
Caesars Windsor Hotel & Casino, Windsor, ON

2. General Information
We are pleased to invite you to attend the 30th annual OAICD conference hosted by Children First.
Conference Our theme this year is The Power of Relationships: Families, Professionals and Policymakers.
The conference will bring together theory, research and implications for clinical practice in early
Description intervention. It will provide great opportunities for sharing among the inter and multidisciplinary teams
that work with infants, young children, fellow professionals in allied disciplines, families, communities
and policy makers. The presentations and professionals will cover a broad range of relevant topic
areas related to family-centred practice, collaboration and partnerships, ecology and intervention,
culturally responsive practices, maternal mental health, parent child relationships in the early years
and much more.
Who Should This conference will be of interest to all those who work with young children and/or families.
A forum for networking, education and professional development will be provided for Infant and Child
Attend? Development Consultants, Therapists, Psychometrists, Resource Teachers and Consultants, Early
Childhood Educators, Infant Mental Health Specialists, Child Welfare Professionals and the
Community. Professionals will not only obtain current knowledge of the topic but will take strategies
back to apply in their service delivery.
By Fax: Fax completed registration form with credit card payment information to:
519-948-0330
By Phone: (please have Mastercard or Visa ready):
Registration 519-250-1850 ext 290 or toll free: 1-877-396-3052 ext. 290
By Mail: Send completed registration form with cheque (made payable to Children First) or credit
card payment information to:
Sharri Hamelin
Children First
3295 Quality Way, Suite 102
Windsor, ON N8T 3R9
Refunds will be made (less a $50.00 processing fee) if written notice of withdrawal is received by
August 31, 2010. No refunds will be granted for withdrawal after that date. In case of a registration
Refund/Transfer
transfer, there will be a $25 replacement charge. Please contact us prior to September 20, 2010,
and Cancellation if you cannot attend and would like another person to come in your place. In case of conference
Policy cancellation due to low registration, registration fee will be refunded with a deduction of $50
as handling charges.
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3.
Location & Travel Information
The conference will be held at Caesars Windsor Hotel and Casino, 377 Riverside Drive East, Windsor,
Ontario. Telephone 1-800-991-8888. Complementary valet parking is provided for hotel guests.
Complementary self-parking is available for visitors of the conference centre, in the Casino parking Conference
garage. Location
Conference
You are responsible for your own accommodation. A block of rooms have been booked for conference
participants at an excellent rate of $120 (Standard Deluxe room)Description
at the conference hotel, Caesars
Windsor Hotel and Casino,377 Riverside Drive East, Windsor, Ontario.
Early Bird Special: If you book your room before August 31, 2010, you will receive a free upgrade
Accommodation
from a Standard Deluxe room to a Luxury room ($30 per night value).
Information
We suggest that you book your room NOW as we anticipate that our room block will fill up quickly.
Please call the hotel directly at 1-800-991-8888 to make your reservation or go online:
www.caesarswindsor.com. The Group Name/Code is AON1020.
By Bus:
Greyhound Canada is the largest provider of intercity bus transportation in Canada, serving nearly
1,100 locations. It has become an icon of bus travel, providing safe, enjoyable and affordable travel to
6.5 million passengers each year. In Windsor, the TRANSIT Centre is located at 300 Chatham St.
West, Windsor, ON, just minutes from the conference centre. For more information or to book your
ticket, contact Greyhound at 1-800-661-8747 or Greyhound’s website at www.greyhound.ca.
By Train: Travel
In the Quebec City - Windsor Corridor, VIA Rail provides intercity passengers with fast, convenient Information
and affordable service, downtown-to-downtown between Canada’s largest business centres. The
Windsor station is located at 298 Walker Rd., Windsor, ON. For information on passenger rail service
in Canada, please contact VIA Rail at 1-888-842-7245 or visit VIA Rail's website at www.viarail.ca For
special rail packages or tours, please contact a local travel agency.
By Air:
Windsor International Airport, located at 3200 County Road 42 Windsor, ON, offers all year round
scheduled airline and charter flights. Flights are available through Air Canada, Sunwing and Westjet
on a daily basis. For more information, or to book your ticket on-line visit www.yqg.ca.
Windsor, the southernmost city in both Ontario and Canada, is
wonderful to explore on foot or bicycle. Travel along Riverside
Drive to enjoy six kilometers of connected parkland plus eight
other parks and gardens located along the Detroit River. From
the large scale contemporary sculptures located in the Odette
Sculpture Park to naturalized gardens, Windsor parks feature Tourism
elegant flower gardens, heritage monuments, and fountains. Information
The Charles Brooks Memorial Peace Fountain in Coventry Gardens and Reaume Park is the only
international floating fountain in Canada. The contemporary reflecting pool and fountain in Bert Weeks
Memorial Gardens is adjacent to downtown and within walking distance of the naturalized waterfall in
Dieppe Gardens and the traditional Italian fountain in Plaza Udine. Don’t forget to admire the Detroit
skyline gleaming beyond the graceful span of the Ambassador Bridge.
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For more information on things to do and places to see, visit www.tourismwindsor.com.

4.
Pre‐Conference
Wednesday, October 20, 2010
Key Note Speaker
Julie Ribaudo, Clinical Assistant Professor at the School of
Social Work, University of Michigan.
When the Bough Breaks ­ Helping Infants and Toddlers in Foster Care
Children who have been maltreated in infancy and early childhood build their understanding of
themselves and their relationships through the lens of inconsistent, frightening caregiving. Those
earliest experiences often create difficulties in attachment, which affects emotional regulation and
response to caregivers. This workshop will address the early attachment patterns and how, using a
relational model based on Selma Fraiberg’s early work, the neuroscience of emotion and mirror
neurons, we can begin to help infants, young children and their caregivers build or rebuild a sense of
how safety & calm and the ability to use caregivers as a secure base.
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5. Conference Day 1 Thursday, October 21, 2010
At a glance:
8:00 am: Registration/Breakfast
8:45‐9:15 am: Welcome Conference Chair/OAICD President/Ministry Rep.
9:15‐10:30 am: Key note Dr. Clyde Hertzman
10:30‐10:45 am: Break
10:45am‐12:15 pm: Concurrent Workshops ‐ Series A
12:15‐1:00 pm: Lunch
1:00‐2:30 pm: Dr. Deborah Weatherston
2:30‐2:45pm: Break
2:45‐4:15 pm: Concurrent Workshops ‐Series B
4:15‐5:00 pm: Poster Sessions
4:30 – 5:00 pm: OAICD Annual General Meeting
6:00 pm – 12:00 am: Networking in the ‘Vu’ Lounge
You are invited...
Optional Evening
Come learn about the birth of Canadian Club and the history of Hiram Walker. You will
Program
experience a guided tour through the original 1894 office building, highlighting the periods of
1920‐1932. We’ll visit the Speakeasy and see where the rumrunner’s meetings took place, the
boardroom that now features group of seven paintings, and the sampling room that outlines
Canadian Club’s key markets. The tour ends with a formal whisky tasting of the Canadian Club
portfolio.
After our tour, we will head to the dining room for a delicious meal catered by Koolini, a local
Italian eatery. Guest will enjoy a full dinner, sure to delight even the most discriminating
appetite.
Cost: Tour, tasting, dinner and transportation is $60.00. (Includes taxes & gratuity)
This activity is not included in the conference registration fee. Participation is limited to the
first 45 interested registrants. Please indicate on your registration form if you would like to
participate.
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6. Conference Day 1
Key Note Speakers
9:15­10:30 am:
Dr. Clyde Hertzman, Director, Human Early Learning
Partnership and Professor, School of Population and Public Health
at UBC
Focus: The Power of Relationships in Infant and Child Development ‐ current research and
knowledge of social determinants of child development at all levels of society and community.
1:00­2:30 pm:
Dr. Deborah Weatherston, Executive Director of Michigan
Association for Infant Mental Health
Awakening within the Context of Relationship:
Reflective Supervision Content, Practice & Process
1. What is at the heart of reflective supervision and consultation?
2. Let's take a look at reflective supervision practice: nuts & bolts.
3. Let's consider the process: observing, listening, wondering & responding.
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7.
Series A
10:45 am – Concurrent Workshops
Concurrent Workshops Series A
12:15 pm
Family Centred Outcomes
OAICD Best Practices state that family centred service ensures that families are in control and
A1 that the families use and expand their own capabilities. Families have the right to informed
decisions including developing their own outcomes, priorities and the level of their involvement
with services. Supporting the family’s outcomes requires that services establish direct
connections between resources, processes, and program goals.
Services are facing added pressures in this era of declining resources. The use of personal and
family outcome orientation focuses organizations on what matters most in supporting families
to achieve outcomes for themselves and for their children. As a program within Simcoe
Community Services, Simcoe County Infant Development Program has incorporated OAICD Best
Practices and Personal Outcome Measures for Families with Young Children into service
delivery. We believe it is crucial to ensure that intervention services look beyond the needs of
the child and consider the family as a whole. Outcomes focus attention on the whole child and
his/her family. There are no boundaries between the family’s needs and those of the child.
Using personal and family outcomes presents challenges and rewards for services. The family’s
own experiences, preferences, challenges, and personality can guide the learning format.
This presentation will encourage participants to explore the value of adopting an outcome
based approach to service delivery. Discussion will focus on research and best practices, case
studies, as well as tools to assist staff in supporting families to identify outcomes.
Presenters:
Jo Lovering – Developmental Services Diploma, BA Sociology, Infant Mental Health Certificate
Jo is currently a front line staff member with the Simcoe County Infant Development Program,
Simcoe Community Services, in their Orillia office. Jo has worked in the Simcoe County Infant
Development Program for the past 25 years as both front line staff and supervisor.
Melanie Enwright – Developmental Services Diploma
Melanie has been a front line staff member with the Simcoe County Infant Development
Program, Simcoe Community Services, for the past 5 years. Prior to that, Melanie was a
program facilitator with the Ontario Early Years Centre in Innisfil and Barrie, also with Simcoe
Community Services.
Dianne McLean – BA Psychology, Infant Mental Health Certificate
Dianne has been a front line staff member with the Simcoe County Infant Development
Program, Simcoe Community Services, for the past 10 years. Prior to that, Dianne worked in a
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8. group home setting for adults with intellectual disabilities, also with Simcoe Community
Services. Dianne also volunteers at Season’s Centre for Grieving Children and is a relief foster
parent.
Patricia Kneeshaw – BASc. Child and Family Studies, Infant Mental Health Certificate
Patricia has worked in the Simcoe County Infant Development Program, Simcoe Community
Services, for the past 22 years as both front line staff and supervisor. She is currently
supervising the program. Patricia has been certified through the Council on Quality and
Leadership as a Certified Interviewer for Families with Young Children using the Personal
Outcomes Measures within Simcoe Community Services.
The Right People Providing the Right Service at the Right Time ­ Community
Guidelines for Infant & Young Child Mental Health Service in Halton
A2
Do you every wonder whether you are the right provider to be providing service to a family? Do
you ever question your role and whether the intervention you are using is appropriate? Do you
ever wonder who else you can consult and work with to figure things out? If you have these
questions you are not alone.
We are getting better at defining infant mental health interventions within our own agencies and
scope of practice. However, in order for infants, children and families to receive the right
services at the right time, we need to work collaboratively across agencies. Our experience in
Halton has shown that by using a collaborative community approach, infants, children and
families receive more timely and suitable services; providers have increased role clarity and;
overall, we strengthen community relationships.
This presentation will share how a community model and a tool for planning services has helped
providers to begin to identify types and levels of intervention required and who best to provide
the service. Staff from children’s developmental services, children’s health services and
children’s mental health services has piloted the use of this model and tool in Halton, and
outcomes will be shared.
Participants who attend this workshop should come away with:
• Awareness of a collaborative community model for mapping infant mental health
services across a Region.
• Awareness of a tool to assist providers in identifying types and levels of intervention
that may be appropriate for infants, children and families in the field of infant and young
child mental health
• An understanding of how working collaboratively benefits infants, children, families and
service providers.
Presenters:
Diane Randall, B.A.Sc; M.A., Clinical Manager, Zero to Six Team, R.O.C.K. Reach out Centre for
Kids, an accredited children’s mental health agency.
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9. Certification in Infant Mental Health (2004), 20 years plus experience in children’s mental health
settings, current focus: infant led psychotherapy and parent‐child psychotherapy
Jean Gresham, R.N., B.Sc.N., Public Health Nurse with Regional Municipality of Halton since
1984
Focus of her work has included Maternal‐Child Nursing, Parenting, Healthy Babies Healthy
Children and Service Coordination. She is currently a supervisor with Halton Region Health
Department Baby & Parent/Healthy Babies Healthy Children Program (since 2000.)
Bonnie Hewitt, R.N., B.Sc.N., M.S.W., Halton Region Social and Community Services
Bonnie has been in Public Health as a PH.N. and now a supervisor for 22 years. She has worked
in a variety of positions, including one as a policy analyst, across the ages and stages, though
continues to have a passion for families with young children.
Lee Demerling, Developmental Consultant, Halton Region Social and Community Services
Lee has been involved in working with families and in supporting healthy relationships for over
25 years. Her work experience includes child development and resource consultation, intensive
child and family services work and community college continuing education instruction.
Preterm Pathways: Updates, Review and Networking
A3 This workshop is a full day workshop. Please select B3 for your afternoon series when
registering.
*Please note: this session is only for people who have previously attended the 2­day
Preterm Pathways training.
Infant and Child Development Consultants from over 30 programs in Ontario have been trained
to use the Preterm (PT) Pathways over the last 5 years. In an effort to maintain consistency and
to ensure that everyone is following the most up‐to‐date procedures, we are offering a 3‐hour
session that will outline changes to pathway criteria, family history and psychosocial variables.
We will also review the most common scoring questions, use of the ASQ‐3 as a replacement to
the ASQ‐2, and parts of the PHQ‐9 to determine whether further screening for depression is
necessary. Time will also be set aside for networking and addressing issues that have arisen as
programs have implemented and used the preterm pathways.
Presenters:
Philippa Bodolai, Psychometrist, Infant and Child Development Services Peel: Philippa has
worked as a Psychometrist at Peel Infant Development since 1992. Since the inception of the
Care Pathways for Premature Children, she has been primarily responsible for the co‐ordination
of services for premature children at Infant & Child Development Services Peel. Philippa has also
taught a fourth year assessment and intervention course at the University of Guelph‐Humber,
Early Childhood Education Program.
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10. Rosanna McCarney, Psychometrist, Infant and Child Development Services Durham: Rosanna
has worked as a Psychometrist at Infant and Child Development Services Durham for the last 10
years. She is a Certified Child Psychotherapist and Play Therapist. Since 2005 she has been an
OAICD Board Executive and has worked on a variety of initiatives including the implementation
of the Second Edition of Best Practices, 2006 “Maintaining Excellence” and development of the
Standards for Infant and Child Development Services in Ontario.
Dr. Virginia Frisk, Consulting Psychologist, Central West Region and Durham: Dr. Virginia Frisk
was a psychologist in the Hospital for Sick Children Neonatal Follow‐up Program from 1990 –
2008. In 2008 she joined the Dufferin‐Peel Catholic District School Board and is one of two
psychologists who provide neuropsychological assessments for the school board. Since 2002,
she has been the consulting psychologist for the Central West Region and Durham Initiative.
The Role of an Early Intervention Consultant in a Diverse Community: Role
Definition and Challenges
A4
Early intervention for children with special needs has undergone tremendous change in the last
two or more decades. There has been a paradigm shift in the approach of service delivery from
direct service, expert/medical model to indirect, mediator /consultant model.
Current workshop will identify and define roles and responsibilities of an itinerant consultant in
early intervention in an interactive workshop. Presenter will share the theoretical framework as
well as some research in the emerging role of an itinerant early interventionist from clinician to
consultant.
This shift from clinician to a consultant role has had its challenges both for the consultant and
the consultee. During the workshop the challenges and issues specific to early intervention and
education will be discussed.
Due to transnational migration, the cultural fabric of North American society brought
demographic changes which have introduced new values, beliefs, understanding and practices to
the human service providers. How ethnic culture is embedded in each stage of consultation
process will be discussed. During group activities and discussion, the focus will also be on the
approaches and strategies that a consultant might consider in order to engage in effective and
productive consultation.
This presentation will help the service providers in early intervention services to understand
their role and responsibilities through interactive workshop. In addition, they will be able to
introspect how culture is embedded in their day to day living and how their clients are
submerged in their cultural world. Assessing the families through micro and macro‐vision will
also be discussed. Concept of ‘Intersectionality’ of diversity factor will be introduced.
Presenter:
Rita Bagai Ph.D., Full Time consultant with Early Intervention Services, Region of York. Part
time faculty, School of ECE Ryerson University. Educational background: Child Development and
Family Relations. Applied Psychology and Special Needs. Dr. Bagai teaches a variety of courses
including ‘Inclusion and Consultation’ and ‘Diversity in Canadian Families’ and is currently the
Chair of the Planning Committee, OAICD Conference 2010.
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11.
Series B
2:45 –
4:15 pm
Concurrent Workshops
Grassroots inter­collegial relationships: a foundation for service integration for
"hard to engage" families.
B1
In order to reach, serve and maintain participation of ‘hard to reach’ families with very young
children, it is crucial for community agencies to ‘work’ together. Through innovative and
informal relationship development, the beginnings of an emerging system of integration can take
root. Creating strong, trusting and reciprocal relationships of cooperation, and information
sharing and acquired experience has been shown to lead to prevention, early identification and
facilitated referrals and intervention In this cooperative environment, families invest in
programmes where services work well together, thus providing the potential of improved
access to a variety of services for their children.
The presenters will share aspects of their process of inter‐collegial work, in which building
relationships initially with each other laid the foundation for future partnership development in
two high needs communities in the region of Peel. Ample time for round table discussion and
scenarios will be provided.
Audience: This interactive workshop is intended for front line and management workers who
are called to work collaboratively with colleagues from difference disciplines and agencies to
enhance outcomes for the families with whom they work.
Presenters:
Anaar Shariff is an Infant and Child Development Consultant in Peel (ICDSP) partners with
community agencies in high risk neighbourhoods and runs Infant Massage Groups for families
with special needs babies. Anaar, a Public Health Nurse, (B.Sc.N.), has extensive experience in
outreach work both in Ontario and the United Kingdom.
Judy Cantwell de Macz is currently the Facilitator for 4 school‐based family programs,
promoting early learning, parenting and family literacy. Judy's previous work includes outreach,
coordination, neighbourhood organization, refugee settlement, child welfare, family resources,
early identification/intervention, and training in cultural competence. Judy holds a M.S.W.
(Community Development).
Cleo Rios is a Program Facilitator at Malton Neighbourhood Service/Ontario Early Years. She
has worked many years as Parent Relief and Outreach Worker in Family Resources Programs
with isolated and low income families/caregivers. She has graduated with honor as Early
Childhood Educator at Seneca College. She speaks Portuguese and thrives when working in
multicultural settings.
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12.
Outcomes for Families of Children with Autism Spectrum Disorder Involved in
Early Intervention
B2
This session will present findings from a randomized control study that used both qualitative
and quantitative methods to document family outcomes. The experimental group consisted of
families who received DIR (Developmental, Individual Difference, Relationship Based) and the
control group received a variety of autism interventions (including Intensive Behavioural
Intervention). The Autism Spectrum Disorder Family Outcomes Questionnaire (Mastrangelo,
2009) was developed to measure family outcomes in families whose children are receiving
autism intervention services. The areas of family outcome measurement contained in the
questionnaire include: a) Understanding the child’s strengths, abilities, and needs; b) Helping the
child develop and learn, c) Family well‐being/resiliency, d) Family Support Systems, and e)
Impact of intervention on the family.
A secondary component of the research involved a qualitative analysis of parent perceptions
(pre intervention) of having a child with autism spectrum disorder and the impact on both the
personal and family life in order to ascertain which families demonstrated qualities associated
with resiliency. Responses were coded (negative and positive) and categorized into themes. On
the post questionnaire, the qualitative questions required parents to describe the impact of
intervention on the families’ relationship with the child, to document positive and negative
effects of Early Intervention on the family, and to list the most important things learned from
involvement in the early intervention program. The purpose of the qualitative analysis was to
determine if there was evidence of resiliency in the families post treatment and to uncover
family outcomes attained as a result of their participation in the study.
Participants in this session will: develop an understanding of how to measure family
outcomes, familiarize themselves with a new web based tool to measure family outcomes called
the Autism Spectrum Disorder Family Outcomes Questionnaire, learn about the research on
family outcomes as it relates to autism intervention in this specific study and develop an
understanding of the challenges inherent in doing this type of work. In addition, attendees will
be invited to participate in an ongoing research study on family outcomes and early intervention
for those raising a child on the autism spectrum. Practitioners will hear about the parent
perspective in early intervention and what families are looking for in a quality program. They
will also be exposed to concepts such as family resiliency and discover ways to empower the
families they are currently servicing. The session will also provide practitioners with important
baseline data for future comparison with other groups of families. The ASDFOQ to be presented
is a useful tool and others can begin to norm it by using it with larger samples. In addition the
ASDFOQ can be used for program evaluation and as a family satisfaction measure in a variety of
early intervention settings. Lastly, this session will be useful for families looking to choose an
intervention model that demonstrates positive family (as well as child) outcomes.
Dr. Sonia Mastrangelo, Assistant Professor, Department of Education, Lakehead University
Dr. Sonia Mastrangelo’s research is focused on the education and treatment of children with
autism spectrum disorders, cognitive developmental systems theory, family outcomes, and
special/inclusive education. An Assistant Professor in Education at Lakehead Orillia, she is a
former special education teacher for the Dufferin Peel CDSB and is currently working on the
development of a family outcomes instrument to be piloted for families whose children are
receiving a variety of autism interventions in Ontario.
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13. Preterm Pathways: Updates, Review and Networking
B3
**Continuation of Morning Series A3**
Early Referrals in York Region – using E.R.I.K.
(The Early Referral Identification Kit)
B4
Early identification, referral and intervention for children with communication and/or
developmental delays is critical to their optimal development and long term success and is the
aim of developmental surveillance. In 2007, York Region Preschool Speech and Language
Program and York Region Early Intervention Services, which share a Central Referral Intake,
developed E.R.I.K., (Early Referral Identification Kit), a screening and referral tool for
preschoolers to be used by medical and community professionals. The speech and language
norms used in E.R.I.K. were taken from those developed by the Ministry of Children and Youth
Services in 2007, which are currently being validated as part of the revised Nipissing District
Developmental Screening Tool.
E.R.I.K. is a one‐step referral form including age‐appropriate checklists and “red flags” for
children aged 6, 12, 18, 24, 30, 36 and 48 months with a focus on identification of risk for
cognitive delays, autism spectrum disorders, stuttering, language delays, motor speech
disorders, articulation delays, voice disorders, feeding/sensory difficulties, motor, social or other
developmental delays. E.R.I.K referrals are faxed to the shared Central Intake line, which allows
children to access simultaneous referrals to assessment, intervention and family support
services offered by both these programs (a situation which is unique to York Region).
In 2009 a parent friendly Growth Chart was developed and distributed to parents to encourage
early referrals.
This paper will detail E.R.I.K.’s development, it’s marketing, use and the training of doctors and
early years professionals in York Region. E.R.I.K. has been adapted by Simcoe County for use in a
system where services for preschoolers are managed by separate agencies. These adaptations
will be described and a discussion about adaptations initiated with attendees. Lessons learned
from marketing this new tool to doctors and early years professionals will be shared.
Presenters:
Marlene Green (Speech Language Pathologist) works as community educator for the York
Region Preschool Speech & Language Program, educating Early Childhood Educators in
identifying and supporting children with communication delays. She often collaborates with
Early Intervention Services in service delivery and joint projects including developing E.R.I.K.
She co‐edited York Region’s revised Red Flags Guide (2009).
Melanie Tsironikos (Early Interventionist) has been supporting children with Special Needs,
their families and community programs for 15 years. She has presented at conferences across
North America on the importance of early identification and early referrals to ensure early
intervention. Melanie has taught E.C.E. students at the College and University level.
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14.
Conference Day 2
Friday, October 22, 2010
At a glance:
7:45 am: Breakfast
8:30 am‐ 1:45 pm: Key Note Concurrent sessions ‐ Series C: Dr. Wendy Roberts/
(15 min. break) Dr. Peter Lévesque
11:45am‐ 12:30pm: Lunch
12:00‐ 12:30 pm: Poster Session
12:30‐ 2:00 pm: Concurrent Workshops ‐ Series D
2:00‐ 2:15 pm: Break
2:15‐ 3:45 pm: Dr. Jean Clinton
3:45 pm: Wrap up and Closing Remarks
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15.
Series C
8:30 am‐
Key Note Speakers
1:45 pm
C1
Dr. Wendy Roberts, Developmental Paediatrician, Director of
Autism Research, with her team from Autism Research at Hospital
for Sick Children
Focus: Early identification, diagnostic markers at early stages of life, monitoring of siblings’
development as well as strategies for intervention.
C2
Dr. Peter Lévesque, Knowledge exchange specialist of the
Knowledge Exchange Centre of the Provincial Centre of Excellence
for Child and Youth Mental Health at the Children’s Hospital of
Eastern Ontario.
Focus: More information to come!
2:15­ 3:45 pm:
Dr. Jean Clinton, Child Psychiatrist, Associate Professor
McMaster University and Associate member of the Offord Centre
for Child Studies.
Focus: More information to come!
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16.
Series D
12:30‐ Concurrent Workshops
2:00 pm:
Early intervention with multi­risk families: Putting an integrative approach into
practice.
D1
Research and clinical practice now suggest that an integration of various intervention strategies
is essential for work with multi‐risk families because, very high risk families have various risks
and needs and multi‐system approaches adapted to these needs is crucial. In this workshop
participants will be introduced to an integrative approach to early intervention with multi‐risk
families. Participants will first learn to consider a variety of theoretical perspectives in order to
understand major issues, risks and strengths of a family and use this approach to conduct an
assessment and to choose and provide appropriate intervention for the child and family.
Participants will then consider ways to engage and support families and to coordinate available
services.
Presenter:
Rosanne Menna, Associate Professor and Director of Clinical Training, University of
Windsor
Dr. Rosanne Menna is Associate Professor and Director of Clinical Training in the Department of
Psychology at the University of Windsor. Her research interests include development of
competence and coping in at risk young children and adolescents, and the development and
evaluation of intervention efforts. She has co‐authored a book on Early intervention with multi‐
risk families: An integrative approach.
Parents as Consultants: An innovative model for family leadership within
organizations
D2
Adopting a family‐centered care philosophy requires a shift in organizational practices and in
the attitudes and behaviours of individual providers from a model in which professionals are
seen as the only people in possession of expert knowledge to a model that is based on knowledge
exchange and partnership.
For 10 years, Community Living Essex County and Ensemble, a parent‐directed aspect of the
organization have worked together and have put the philosophy of family‐centered care into
practice. Parent consultants are hired to offer expertise from a family’s perspective. The results
of this partnership have seen a marked improvement in the balance of support between families
and professionals; has enhanced the quality of support and service, and fostered a true value for
family leadership within the community.
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17. This model:
• Empowers families to help to drive the vision forward with the Board of Directors
• Facilitates a true partnership and working relationship between families and staff.
• Fosters recognition of a clearer understanding of family issues and family dynamics
• Increases overall family involvement in all areas
• Ensures a family voice in planning and decision‐making.
The presentation is intended to assist staff with identifying strategies for enhancing strengths
and strategies for the involvement of families in treatment and support planning, decision‐
making and in the planning, monitoring and evaluating of services for families. The following
questions will be explored:
• What are best practices for a family philosophy?
• What are best practices for involving families in the delivery of supports and services?
• What are best practices for designing and delivering professional mental health and
support services to families?
• What are best practices for facilitating families helping families?
Participants will be offered a concrete model for family leadership and family‐centered care to
implement within their organization and community.
Presenters:
Lisa Raffoul , Consultant, Ensemble
For over 10 years Lisa has provided leadership and guidance to families, professionals and to the
broader community toward improving the lives of people who have disabilities. She is a certified
teacher (OCT) and as the co‐founder of Ensemble. Lisa has been a catalyst developing a model of
family leadership and partnership with organizations to strengthen families and professionals
alike.
Nancy Wallace­Gero , Executive Director, Community Living Essex County
For over 20 years Nancy Wallace‐Gero has been the Executive Director for Community Living
Essex County. She was instrumental in the development of Safeguards Training for Children and
Adult Services and is a past Chairperson of the Board of Directors. At the start of her career,
Nancy was a program supervisor for the Ministry of Community and Social Services in the
Kingston area.
Lights, Camera, Interaction!
D3
This presentation will provide an overview of the basic tenets of Interaction Guidance and how
videotaping can be used as a tool to promote positive parent child interactions. By underscoring
parental involvement and removing the interventionist from the role of the “expert”, parents are
able to further develop their ability to understand child development and increase their level of
sensitivity to their child’s cues by observing a videotaped play session with the provider’s
guidance. We will explore how this relationship based intervention can increase a parent’s
ability to be self reflective and the resulting impact on their relationship with their child.
Participants will have an opportunity to observe parent child interactions and identify the
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18. strengths and struggles that may be highlighted while reviewing the video with the family.
Videotapes and case examples will be used extensively throughout this training to demonstrate
various aspects of the intervention and how it is being used by an early intervention program
with parents who have children with special needs. Group work and activities will be used to
practice and apply these skills.
Presenters:
Rosario Dizon , ECE, RT
Rosario has over 12 years experience directly working with children from ages 0‐12 in various
community programs. Extensive experience planning and facilitating workshops and programs
for parents as it relates to general parenting and specific to strengthening parent‐child
relationships with families of diverse backgrounds. Successfully implementing Interaction
Guidance in a variety of her clients with York Region Early Intervention Services.
Michelle La Fontaine, ECE, B.A.A., CLStDipl.
Michelle has been working in the community with children and families for 10 years,
incorporating Child Life philosophies and principles to support family centred practice.
Interaction Guidance is a natural fit with Michelle’s passion of working with families to
strengthen relationships. Michelle is an experienced presenter, including workshops in the
community and teaching in the Child Life Studies programme at McMaster University.
Sandra Cronin, B.A.Sc.
Sandra has been working with children with special needs and their families for 15 years. She is
a specialist in child development and atypical skills. Sandra is a presenter and facilitator of
Interaction Guidance as well as a mentor to colleagues on this strength based tool. Portfolio
items include presentations to community partners on topics related to children with special
needs.
Managers and Supervisors’ Networking Session
D4
Facilitator:
Mark Donlon, M.S.W., R.S.W., Executive Director of Children First.
Mark has been in the children’s mental health fields for more than 30 years. Prior to joining
Children First as Executive Director, he held the position of Executive Director at Glengarda Child
& Family Services.
For the past 11 years, Mark has been a Clinical Investigator for the Office of The Children’s Lawyer.
This work involves completing court ordered custody & access assessments when parents have
gone to court to resolve their differences. He also has a private practice where he completes
assessments & family mediation around the same questions where families have not yet
proceeded to court.
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19. Registration Form
PLEASE WRITE IN BLOCK LETTERS: Please refer to the program for session descriptions.
One registration form per person. Please photocopy more if You must enter your 2 choices or YOU WILL NOT BE
REGISTERED. Example shown below:
needed.
1st Choice 2nd Choice
Last Name First Name Example: ___ A1___ ___ A4___
Please chose your first and second choices from the
Organization Name Concurrent sessions:
Thursday Day 1: 1st Choice 2nd Choice
Mailing Address
Series A
Series B
City Province Postal Code
Dinner & Tour Yes No
Daytime Telephone Number/Extension Fax Number
Friday Day 2: 1st Choice 2nd Choice
E‐Mail
Key Note (C)
Please Inform Us of Any Dietary Requirements
Series D
Registration Fees:
Pre‐registration prior to August 31, 2010 is strongly recommended. All rates are quoted in CAD and include HST. Please use one
registration form per person. A copy of valid student photo ID must be sent with registration in order to secure the student
rate. The registration fee includes conference material, lunches, coffee breaks, a conference bag & and certificate of attendance.
Member Non­Member Student
Pre­Conference
Preconference only $125 $185 $125
With main conference $90 $150 $90
2 Day Main Conferece
Early Bird (by Aug. 31/10) $300 $395 $175
Late Registration (Sept. 1/10) $395 $495 $175
Dinner & Tour Thursday October 21, 2010 $60 TOTAL $
Method of Payment: Please fill out this section if you are paying with a
We are unable to register anyone without one of the following: credit card:
1. Payment by Visa, MasterCard or Cheque received at the time of
the registration
VISA MasterCard
2. Letter of Authorization from the manager on the organization’s
letterhead stating that they will be paying the registration fees.
The letter should include the amount of registration fees, name
Credit Card Number
and contact information of the manager
3. Signed cheque requisition form
Mailing Address & Payment by Cheque: Expiry Date
Please make your cheque payable to Children First and send to:
Children First, 3295 Quality Way, Suite 102, Windsor, ON, N8T 3R9
Charge by phone/fax: Local/International: 519‐250‐1850 ext. 290;
Name of Card Holder (Please Print)
Toll free within Canada/USA: 1‐877‐396‐3052 ext. 290 Register by
Fax: 519‐948‐0330 Signature:
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Please See General Information Page for Cancellation Policy

20.
Poster Presentations
Unity ABA Training for Parents of Preschoolers with ASD: Children’s Progress and
Parents’ Experiences.
Background: Research supports the effectiveness of Applied Behaviour Analysis (ABA) for improving the
functioning of children with Autism Spectrum Disorders (ASD). Although early intervention is important for
positive outcomes, wait-lists for ABA are long, as demand is high. Thus, finding alternative ways for parents to
access earlier treatment is critical, including training for parents to implement ABA in their homes. Research
findings, however, have been mixed, with some studies finding that parents experience higher stress, and others
reporting improved parental outcomes in empowerment, self-esteem, and social support. Unfortunately, many
studies have measured parental experiences at only one time point.
Rationale: To investigate the effectiveness of Unity parent training for children’s progress and parents’
experiences during intensive ABA training.
Methods: Twenty parents of preschool children with ASD were selected for high social support, motivation and
learning skills. Parents learned to apply ABA with their children during 180 hours of centre-based ABA training
across 12 weeks. Children’s cognitive and adaptive development was assessed before and after Unity. Parents
completed weekly surveys rating their perceptions of training. Each month, they also completed individual
interviews, and measures of stress, empowerment, social support, and belief in ABA.
Results: Major progress in children’s cognitive and adaptive development was found. Parents’ stress
significantly decreased between the initial workshop and the end of Month 1, and between the initial workshop
and the end of training. Family empowerment, perceived social support, and belief in the efficacy of ABA
remained high throughout training. Overall, parents’ perceptions of their experiences and competencies became
more positive over the course of Unity.
Discussion: These highly selected parents found intensive ABA training to be a challenging but positive
experience. Parents were effective in improving their children’s functioning. Data collection is ongoing.
Presenters:
Debra Barrie, B.A., Doctoral Student, University of Windsor Department of Psychology; Graduate Practicum
Student, Summit Centre Preschool Children with Autism
Marcia Gragg, Ph.D., C. Psych, Assistant Professor University of Windsor Department of Psychology; Clinical
Director, Summit Centre Preschool Children with Autism
Vanessa Bruce, M.A., Doctoral Student, University of Windsor Department of Psychology; Graduate Practicum
Student, Summit Centre Preschool Children with Autism
Hellena Herbert, M.S., Executive Director, Summit Centre for Preschool Children with Autism
Jennifer Scammel, B.A., Doctoral Student, University of Windsor Department of Psychology; Research
Assistant, Summit Centre Preschool Children with Autism
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21. Car Seat Safety and Car Seat Testing In Low Birth Weight and At-Risk Infants
Many premature infants are either just above or below the recommended 5 lbs. for use of car seats when they
are to be discharged from hospital. Other infants have health issues that put them at risk of breathing problems
in car seats. While the car seat test is one way many hospitals assess whether babies are positioned safely, the
methods by which this test is conducted can vary widely. Furthermore, improper car seat use may pose
additional safety risks for vulnerable infants.
This poster presentation will review the current research knowledge of car seat safety for low birth weight and
medically at-risk infants and the variability of car seat testing protocols and legislation. What are the risks, and
what are the implications of car seats and car seat testing for infants in our programs? What is ‘best practice’
and what knowledge is lacking that would aid in decision-making? Is there a role for front-line staff in educating
parents?
A review of a current research study that explores the clinical issues related to car seat testing will be shared. As
well, eight car seat tests were videotaped at McMaster Children’s Hospital in order to evaluate the strategies,
approaches, and problem solving that occur in mandatory car seat testing for high risk infants prior to discharge
from hospital. Knowledge and new issues arising from this initial phase of the study will be reviewed. This study
is being conducted as part of a larger research project examining car seat safety and education for families and
young children, as well as the development of a car seat insert to improve positioning of infants for discharge
from hospital. This study is also an example of collaboration between researchers, front-line staff, and the auto
industry in improving infant safety while in motor vehicles.
Presenter:
Heather Boyd, Clinical Specialist, McMaster Children’s Hospital.
Heather formerly worked at Infant and Child Development Services Peel and Trillium Health Centre’s Neonatal
Follow-up Program as an Occupational Therapist. She completed research measuring family-centred service in
Infant Development Programs for her Master of Science in 2008. Heather now incorporates research in her new
role as clinical specialist of the Neonatal Follow-up Clinic at McMaster Children’s Hospital in Hamilton.
Parent-Child Interactional Synchrony, Limit Setting, and Preschoolers’ Physical
Aggression: A Mediation Model
Previous research has found links between the quality of the parent-child relationship and childhood aggression.
Specifically, interactional synchrony, which is a measure of the quality of the parent-child relationship, predicts
physical aggression levels in preschool-aged children. Interactional synchrony is the degree to which two
individuals are engaged in a balanced and coordinated interaction characterized by joint focus, reciprocity,
mutual engagement, and shared affect. The current study aimed to determine if the relation between synchrony
and aggression could be explained by mothers’ limit setting. Mothers’ ability to establish clear rules (i.e., limit
setting) was tested as a mediator of the relation between synchrony and physical aggression. It was
hypothesized that higher levels of synchrony would predict better limit setting, which would in turn predict lower
levels of aggression in children. The level of synchrony displayed by the mother-child dyads was assessed by
observing them during an unstructured play task. Limit setting and aggression were measured with
questionnaires. Participants were 3-6 year old children and their mothers (N=67). Consistent with the
hypothesized meditation model, both the level of synchrony exhibited by mother-child dyads and the mothers’
limit setting significantly predicted children’s physical aggression levels, but interactional synchrony’s predictive
ability was reduced when limit setting was accounted for in the equation. The results suggest that limit setting
may be the mechanism through which interactional synchrony levels affect children’s physical aggression levels.
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22. These results add to our understanding of interactional synchrony’s affects on children’s outcomes and
emphasize the importance of limit setting. The findings suggest that parents’ limit setting techniques are most
beneficial when parents feel in control, have set firm guidelines for their children, and follow through with
predictable consequences for misbehaviour.
Presenters:
Holly N. Ambrose, M.A., University of Windsor
Holly is a PhD candidate in the University of Windsor’s Child Clinical Psychology program. Her research
interests include aggression in children, parent-child interactions, parenting styles and beliefs, and prevention
and intervention programs for at-risk children and families.
Dr. Rosanne Menna, Ph.D., C. Psych., University of Windsor
Dr. Menna is a registered clinical psychologist and a professor at the University of Windsor. Her research
interests include early intervention with at-risk children and families, aggression in preschoolers, parenting and
parent-child interactions, adolescent help-seeking and intervention efforts, and competence and coping in early
childhood and adolescence.
I Can Play Too!
Typically developing children naturally build relationship with those around them – adults and children alike –
through play. Even though play is the language of children it is often the most difficult thing to teach. Since
children with autism and other developmental disabilities have communication & social weaknesses, they do not
naturally realize the potential of play. Teaching parents and professionals how to play with these special children
gives them the foundation to begin to create a bond that lasts a lifetime.
This poster is designed based on the scientifically proven method of Applied Behavioural Analysis – breaking
down the play into smaller steps and using items which motivate each child. Emphasis is given on how to teach
the beginning level skills, how to expand a child’s play who has limited interests, and the beginning of
socialization and game playing.
Presenters:
Laurie Leeming has been Senior Therapist at the Summit Centre for Preschool Children with Autism for nine
years. In addition to supervising staff and volunteers, developing programs and working with the children she
also trains parents to create and run their own ABA program. She makes presentations throughout the
community and enjoys educating everyone on how special these kids are!
Cheryl Abbott has worked as a Behavioural Therapist at The Summit Centre for Preschool Children with Autism
for six years. She has also taken on a new position within the centre as a Unity Behavioural Therapist training
parents to create and run their own ABA program.
The Ontario Association for Infant and Child Development (OAICD)
Best Practices and Standards Development Project
This poster presentation outlines the multi-year, multi-phase project that moved the first edition of OAICD Best
Practices document from revision to implementation across the 49 Infant and Child Development Services
(ICDS) in Ontario and then to the development of Program Standards. The Best Practices are grounded
technically in the most up to date research and knowledge available in the field and laid the foundation for the
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23. development of Program Standards. The Standards promote consistency and quality in service delivery across
ICDS.
ICDS professionals fundamentally believe in working collaboratively with families, professionals and policy
makers to ensure that every child has access to evidence-based best practices and quality services. The
development of the Program Standards supports this belief and aligns with Ontario’s vision of …”a province
where every infant and child has the opportunity to achieve his or her full potential…” This project demonstrates
a unique collaborative process that included the support of the Provincial Ministry of Finance and the Ministry for
Children and Youth Services, ICDS, OAICD and families.
Conference registrants will be left with a framework that can be replicated to assist in the development of
standards that support collaborative relationships with families, professionals and policy makers.
Presenters:
Ellen Boychyn, B. Sc. Phys. Ther., PT Reg. (Ont.), Manager, Infant and Child Development Services Durham,
Region of Durham, Whitby, ON., Ontario Association for Infant and Child Development
Lorna Montgomery, B.Sc.,Dip.P.&O.T.,Reg.Pht.(ON), Manager, Infant & Child Development Services Peel, and
Service Resolution Peel, Trillium Health Centre, Mississauga, ON
Wendy Perry, B.A. (Psychology), Project Coordinator, Ontario Association for Infant and Child Development,
Mississauga ON
Cathie Smith, Family Worker, Early Intervention Program Children's Centre, Thunder Bay, Schreiber Office, ON
Roxanne Young - BASc, E.C.E.C., Manager of Early Intervention Services, Region of Halton, Ontario
Association for Infant and Child Development, Oakville, ON
Powerful Relationships: Unity Intensive Training for Parents of Preschool Children with
Autism
Powerful relationships develop when parents participate in intensive training in implementing Applied Behaviour
Analysis (ABA) interventions with their preschool children with Autism Spectrum Disorders (ASD). In the Unity
program, parents and their young children with ASD attend an ABA preschool for 180 hours over 12 weeks.
Parents learn to apply ABA with their children in structured and unstructured settings, to develop short and long-
term goals, and to train support people to implement ABA.
Parents of children with ASD in general report higher levels of stress, compared to parents of children with
developmental disabilities or typical development. Social support for parents is built into the training program on
multiple levels. A Parent Advisor (a Unity graduate) is involved in planning the Unity program, to ensure that
parents’ needs are always considered. Parents complete the training in pairs to provide a buddy system. An
experienced behaviour therapist provides initial one-on-one, and later one-on-two coaching. Parents are trained
alongside professional behaviour therapists working with other children with ASD to provide modeling. A
Psychology doctoral student provides instrumental and social support to the parents, children and staff. Monthly
parent support groups and follow-up consultation groups are held.
As of April 2010, twenty parents have completed the 3-month training program. Our research has found that the
12-week process of training helps to reduce overall parent stress levels.
An accompanying research poster will provide data on the effectiveness of Unity parent training for the
children’s progress, as well as for the parents’ stress, empowerment, social support, self-efficacy as therapists,
and belief in ABA.
Presenters:
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24. Vanessa Bruce, Doctoral Student, University of Windsor Department of Psychology; Graduate Practicum
Student, Summit Centre Preschool Children with Autism
Tracey Garrant, Unity Parent Graduate, Summit Centre Preschool Children with Autism
Dr. Marcia Gragg, Assistant Professor University of Windsor Department of Psychology; Clinical Director,
Summit Centre Preschool Children with Autism
Hellena Hebert, M.S., Executive Director, Summit Centre Preschool Children with Autism
Heather Jones, Unity Parent Graduate, Summit Centre Preschool Children with Autism
Further Poster Presentation to be posted as they become available.
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