Getting to Know You: Early Communication Development from Birth to Three Years

To receive CE credit please complete the evaluation and post-test using this link: https://vte.co1.qualtrics.com/jfe/form/SV_bD7RUN0DeEibTRH

Infants share their needs and interests, as well as learn from social interactions within their everyday routines and activities. Recognizing children’s early communication signals is key to supporting their future development.  Children learn about language and how it is used in their environment even prior to understanding and using words themselves.  Join us as we explore the importance of early communication development and the initial stages of language expansion.  We will share milestones that identify typical and atypical development along with resources which provide a deeper exploration of this topic.

Objectives:

• Identify at least 12 early developing gestures that are used by young children to share and gather information
  
• Describe early sound development milestones and identify red flags for atypical speech sound development
  
• Provide strategies for explaining how vocabulary and word combinations develop to families
  
• Discuss similarities and differences in communication development for Dual Language Learners
  

How to obtain CECs:

• This FD Early Intervention webinar offers CE credits through the Early Intervention Training Program (EITP) at the University of Illinois for providers in Illinois. To learn more about EITP, go to https://eitp.education.illinois.edu/
  
• The following states have agreed to recognize the CE credits we offer:  Georgia, Kentucky, Maryland, North Carolina, Ohio, Texas, and Virginia.
  
• Our team is actively pursuing CE credits from other states.  Please check back periodically for updates.
  

Speaker

Juliann J. Woods, PhD, CCC-SLP is a Professor in the School of Communication Science and Disorders, Associate Dean of Research for the College of Communication and Information, and Associate Director of Research to Practice at the Autism Institute. She has over 40 years of clinical experience, research and teaching in early communication intervention for young children and their families, is an ASHA Fellow and past-president of the Division of Early Childhood. She has more than 50 externally funded research, training and demonstration grants with many using professional development and implementation science frameworks and technology to integrate practice change in community settings. Dr. Woods publishes and presents at national conferences on early communication and intervention for young children and their families and the use of technology for coaching and professional development. She is the director of the Communication and Early Childhood- Research to Practice Center which is designed to facilitate access of resources for early childhood educators, program administrators, and interdisciplinary teams and is associate director for research to practice with the FSU Autism Institute.

Mollie Romano, PhD., CCC-SLP is the Assistant Director of the Communication in Early Childhood Research and Practice Center (CEC-RAP) in the College of Communication and Information at Florida State University. She is the Principal Investigator of the Iowa Distance Mentoring Model (IA-DMM), a statewide initiative to support the implementation of Family Guided Routines Based Intervention in Iowa’s Part C Program by providing systematic, evidence-based professional development. Dr. Romano has worked as a speech-language pathologist in home and community settings, and she conducts research on embedded interventions for infants and toddlers and their families. She also teaches Clinical Phonetics and Normal Communication Development in the School of Communication Science and Disorders at Florida State University. Dr. Romano has a particular interest in supporting the communication needs of children at risk for language delays due to poverty and in interventions that encourage the development of children with significant disabilities.  

https://youtu.be/755HdTO6t3s