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 
 
 
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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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
  passengers each year. In Windsor, the TRANSIT Centre is located at 300 Chatham St.
6.5 million
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
  please contact VIA Rail at 1-888-842-7245 or visit VIA Rail's website at www.viarail.ca For
in Canada,
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.
 
  
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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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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 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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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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 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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 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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 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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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.   

11 

 
  

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. 

12 

 
 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.  

13 

 
  

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 
 

14 

 
  

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! 
 
15 

 
  

 
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. 
 
16 

 
 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 

17 

 
 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. 

18 

 
 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:   
 
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Charge by phone/fax: Local/International: 519‐250‐1850 ext. 290;  
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Fax: 519‐948‐0330  Signature:           19  
Please See General Information Page for Cancellation Policy   
 
 

 
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

20 

 
 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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 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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 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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 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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