The Michigan Division for Early Childhood (MiDEC)

Your Michigan source for information, resources, and guidance related to young children with special needs and their families.

Michigan DEC’s 2011 Conference

Date: April 29, 2011 Agenda: 8:30AM - 9:00AM Registration
9:00AM - 10:15AM Keynote
Location: Central Michigan University
Education and Human Services Bldg. 10:30AM - 11:45AM Session 1
195 East Ojibwa Court 11:45AM - 1:00PM Lunch
Mt. Pleasant, MI 48859 12:30PM - 1:00PM Membership
Meeting
Cost: Members:
Before April 8: $50 1:00PM - 2:15PM Session 2
After April 8: $75 2:30PM - 3:45PM Session 3
Non-Members: Keynote: What We Know Today About
Before April 8: $65 Social Stories
After April 8: $75 Carol Gray, Director of the
Students: $25 Gray Center for Social Learning and
Understanding

Three-Step Registration Process

Step 1: Select your sessions. Step 2: Register online at Step 3: Mail checks or
See the following pages www.MichiganDEC.org purchase orders
for workshop session by April 16, 2011 payable to MCEC to:
descriptions. Colleen O’Connor
Michigan DEC
2807 Northwest Avenue
Lansing, MI 48906

Friday, April 29, 2011

Central Michigan University
President President-Elect Parent Representative Treasurer Secretar y
Deb Lively Noel Cole Victoria Meeder Colleen O’Connor Karen Olsen
dlively@svsu.edu colen@michigan.gov meeder_v@ccresa.org oconnorc1@michigan.gov kolsen@misd.net
Keynote: What We Know Today About Social Stories 9:00AM - 10:15AM
This year is the 20th anniversary of Social Stories. The first Social Story was written in 1991, when “Internet” was
barely a part of our vocabulary. Today, a Google search of the term “Social Stories” yields over 28,000,000 results;
Carol Gray works directly with one of those sites. Many of the others contain inaccurate and misleading information.
This makes Social Stories one of the most popular and at the same time misunderstood educational interventions in
the field of social communication challenges today. This presentation is a (at times surprising) summary of what we
do know about Social Stories, and directions for the future. This presentation is for participants working on behalf of
individuals with social communication challenges of all ages.
By the close of the presentation, participants will be able to:
1. Identify what is, and is not, a Social Story
2. Answer this question: Are Social Stories an evidence-based practice?
3. List at least 3 myths about Social Stories, and the corresponding accurate information.

Workshop Session 1 10:30AM - 11:45AM

A From ECSE to General Education
Kindergarten
Leanne Barton, Gratiot-Isabella RESD
Cathey Crooks, Gratiot-Isabella RESD
This session is geared toward administrators and teachers
who will transition students with special needs into
the general education kindergarten setting. During this
session, the participants will learn in detail a process that
has been successful at Gratiot Isabella RESD. The goals
of this presentation will be for the participants to know
1. the year round process that is used at GIRESD, 2. how
a transition teacher can support the general education
kindergarten teacher and 3. the details of each process
component and how it looks out in the field. (PreK-K)
D Broccoli is a Social Cue: Teaching
students with ASD to “read” and
interpret social context
Carol Gray, The Gray Center
It is well documented by research and practice that
children with social communication challenges have
difficulty “reading” and responding to the dynamic array
of social interactions that surround them each day. To
others, the responses of an individual with ASD may seem
“out of context” or “inappropriate”. The ability to gain
meaning from social context is highly complex, yet taken
for granted by typical peers, parents, and professionals.
They are able to quickly and accurately derive meaning
from a simultaneous consideration of the multitude of
social cues that lie within spoken words, pragmatics,

B Reducing Static: New strategies for

autism intervention
Amber Fante, Baker College
In October of this year at the Early On Conference, I
publicly shared the story of personal experiences with
autism for the first time. Since my presentation, I have
been contacted countless times with requests to share
more information about the strategies we used in Zeke’s
journey. The greatest interest expressed has been in the
strategy of reducing routine, embracing change, and
total elimination of screen time. This session will share
these strategies with the special needs community along
with recent research about the impact of static on the
developing brain. My goals are: 1.Give professionals a
deeper understanding of the impact of autism on a child’s
ability to communicate their desire for friendship; 2.
Encourage professionals to reduce the use of routine in
their work with autistic children; 3. Give professionals an
arsenal of research to share with parents about the benefit
of reducing static for autistic children. (B-8)
and context. This presentation breaks new instructional
ground, providing a working definition of social context
that supports effective intervention, and leads to practical,
inexpensive, instructional strategies. (B-8)
E Linking IEP Goals to Standards of Quality
for Pre-Kindergarten
Lydia Moore, Oakland Schools
With the introduction of the state model IEP form, the
need to align IEP goals and objectives with standards has
become clear. Further, IDEA 2004 requires that goals
be measurable and address the child’s participating and
progressing in daily routines and activities. This session
will focus on aligning IEP goals and objectives to the
Michigan Standards of Quality for Pre-Kindergarten.
In addition, a quality rating rubric addressing key
features of measurability, functionality, generality, and
instructional context will be introduced. (3-5)

F Preschool Special Education Update

C
Relationship-based Practices in Early
Intervention
Tierney Popp, Central Michigan University
This session will review the most current research related
to relationship-based practices in early intervention,
and provide professionals with tools in utilizing these
practices in a variety of settings. (B-3)
Noel Cole, Michigan Department of Education
Preschool Special Education, or Early Childhood Special
Education (ECSE) administrators, teachers and other
staff will have the opportunity to learn updates from the
State and Federal level for Part B/Section 619 of IDEA.
Participants will leave with an understanding of federal
initiatives related to ECSE, updates on those initiatives
from a state level and resources to support their work at a
local level. (3-5)
Workshop Session 2
A Recognition and Response: An RTI
Model for Early Childhood
Blanche Deren, Michigan Department of Education
Mischele McManus, Michigan Department of Education
Consultants from the Office of Early Childhood
Education and Family Services will describe how
R&R/RTI can be utilized in inclusive P-3 classrooms to
support the comprehensive growth and development of
each child. High quality curriculum, common screening
and assessment tools, and the tiered approach in relation
to early childhood outcomes and expectations will be
discussed. (3-5)
B Supporting Social Emotional Health:
Building Bright Futures
Julie Helmer, Michigan Department of Community Health
This training is geared towards home visitors and staff
working with families on a regular basis. Definition of
social emotional health will be discussed. Key social and
emotional milestones will be examined. The importance
of protective factors; relationships (attachment/
relationship), explore and learn (initiative), and emotions
(self-regulation) for all infants and toddlers will be
discussed. Ways to support and build social emotional
health and resiliency in infants, toddlers, preschoolers
and adults will be reviewed and explored. Practical
strategies to use in a home environment will be shared.
(B-3)
C Autism Anarchy: The Non-Traditional
Approach
Jennifer Nickel, Mom and Former ECSE Teacher
Have you ever wondered if there was something more
you could do to connect with those differently abled
learners under your care?
This engaging experience uses the amazing story of
one educator’s quest for treatment of her own child
and the discovery of an alternative approach to social
development of children with autism. You won’t want to
miss this remarkable story. (B-8)
D
The 3 R’s for Preschool Success:
Repetition, Routine, and Repetition,
Part 1
Laura Taylor, Michigan Integrated Technology Supports
Preschool teachers will have the opportunity to hear
about research based practices, combined with consistent
routines, to help preschool children with and without
disabilities progress in learning. Repetition of concepts,
language and motor skills along with consistent routines
will infuse learning into all areas of child development
across the preschool day. Preschool teachers will be
able to put routines and repetition practices into place
immediately upon the return to their classrooms, with
simple directions for universal supports for all children,
and simple do-it-yourself “work boxes”. (3-5)
1:00PM - 2:15PM
E A Model for Blending Programs and
Preschool Inclusion, Part 1
Michelle Houser, Haslett Public Schools
Laurie Linscott, Michigan State University Child
Development Laboratories
Participants will benefit from “lessons learned” over the
past 6 years of inclusion at the MSU Child Development
Laboratories. Strategies for blending programs to support
inclusion will be shared. Imbedded classroom strategies
for all areas of development with an emphasis on speech
therapy will be modeled with support in modifying
for target populations. Collaboration models will be
discussed to help determine what will work in a variety
of settings. Current resources will be shared to facilitate
continued support within inclusive environments. (3-5)
F Good Grief: Helping children and students
with social communication challenges
learn from their losses, Part 1
Carol Gray, The Gray Center
A child with autism spectrum disorders (ASD) may have
unique and/or intense emotional/behavioral reactions
to setbacks; setbacks that others may frequently view
as relatively minor or inconsequential. Children with
social communication challenges need systematic
and comprehensive assistance to learn how to handle
the unanticipated twists and turns that are a part of
each day (loss of a favorite item, a change in routine,
etc.). Using lecture, PowerPoint, case examples, and
activities, this interactive presentation shares a wealth
of practical, inexpensive, and easy-to-implement ideas
to prevent intense responses to loss, or lessen their
severity. This presentation is most applicable for early
childhood and school-age individuals. Based on the
article, “Gray’s Guide to Loss, Learning, and Students
with Autism Spectrum Disorders,” participants will learn
five guidelines and several visually-based strategies to
teach a child with ASD more effective responses to the
unexpected elements of life. (B-8)
G Using Music to Assist Persons with
Autism
Anita Gadberry, Mid-Michigan Music Therapy
This session is for persons who work with children
with autism spectrum disorders and sensory issues.
Participants will learn possible behaviors that may occur
in school or therapy settings due to autism or sensory
difficulties. In this experiential session, participants will
engage in strategies to adapt lesson and session plans to
facilitate learning from children with autism and other
disorders.
Music is profoundly helpful in structuring lessons and
sessions to meet the needs of persons with autism and
other disorders; participants will experience ways to use
music in their lessons/sessions. Participants will learn at
least three reasons why the therapeutic use of music is
so helpful for persons with autism. Though this session
is geared toward autism and sensory issues, much of the
information may be transferred to other children with
various developmental and learning disabilities. (B-8)
Workshop Session 3
A MBE in ECE: What’s that all about?
Jamie Fletcher, ACRDC Head Start
Attendees will gain an understanding of why and
how Mind, Brain, and Education (MBE) Science was
developed. The four categories of MBE information and
the 21 Principles for applying information to classroom
teaching will be presented and discussed. This will allow
attendees to gain an understanding of the criteria for
how research should be evaluated and provide practical
application strategies for classroom teaching. (3-8)
Strategies to Enhance Language in
B
Natural Environments
Debbie Lively, Saginaw Valley State University
Participants will examine major concepts regarding
language acquisition and dysfunction. In addition,
strategies supporting the development of language in
natural environments will be explored through lecture,
video, and group discussion. (B-5)
C Sharing Our Stories
Barb Schinderle, Michigan Department of Education
Laura Jensen Hunt, Michigan Interagency Coordinating
Council
‘Sharing Our Stories’ will help expand the understanding
of parenting a child with special needs and navigating the
system. The session will focus on strategies for making
inclusion work, the importance of good communication
with professionals, and ways to support families. Goals
are: to improve the knowledge and understanding
of parenting a child with special needs; to increase
the knowledge of the Early On system; and to share
strategies for supporting families of children with special
needs. (B-8)
The Michigan Division
for Early Childhood
(MiDEC)
2:30PM - 3:45PM
D The 3 R’s for Preschool Success:
Repetition, Routine, and Repetition,
Part 2
Laura Taylor, Michigan Integrated Technology Supports
Preschool teachers will have the opportunity to hear
about research based practices, combined with consistent
routines, to help preschool children with and without
disabilities progress in learning. Repetition of concepts,
language and motor skills along with consistent routines
will infuse learning into all areas of child development
across the preschool day. Preschool teachers will be
able to put routines and repetition practices into place
immediately upon the return to their classrooms, with
simple directions for universal supports for all children,
and simple do-it-yourself “work boxes”. (3-5)
E A Model for Blending Programs and
Preschool Inclusion, Part 2
Michelle Houser, Haslett Public Schools
Laurie Linscott, Michigan State University Child
Development Laboratories
Participants will benefit from “lessons learned” over the
past 6 years of inclusion at the MSU Child Development
Laboratories. Strategies for blending programs to support
inclusion will be shared. Imbedded classroom strategies
for all areas of development with an emphasis on speech
therapy will be modeled with support in modifying
for target populations. Collaboration models will be
discussed to help determine what will work in a variety
of settings. Current resources will be shared to facilitate
continued support within inclusive environments.
(3-5)
F Good Grief: Helping children and students
with social communication challenges
learn from their losses, Part 2
Carol Gray, The Gray Center
A child with autism spectrum disorders (ASD) may have
unique and/or intense emotional/behavioral reactions
to setbacks; setbacks that others may frequently view
as relatively minor or inconsequential. Children with
social communication challenges need systematic
and comprehensive assistance to learn how to handle
the unanticipated twists and turns that are a part of
each day (loss of a favorite item, a change in routine,
etc.). Using lecture, PowerPoint, case examples, and
activities, this interactive presentation shares a wealth
of practical, inexpensive, and easy-to-implement ideas
to prevent intense responses to loss, or lessen their
severity. This presentation is most applicable for early
childhood and school-age individuals. Based on the
article, “Gray’s Guide to Loss, Learning, and Students
with Autism Spectrum Disorders,” participants will learn
five guidelines and several visually-based strategies to
teach a child with ASD more effective responses to the
unexpected elements of life. (B-8)