2012 David E. Yoder Symposium

Registration is now under way for the 2012 David E. Yoder Symposium, scheduled for Friday, March 16. This year's symposium will feature Dr. Juliann Woods, a Professor in the School of Communication Science and Disorders at Florida State University and the Director of the Communication and Early Childhood Research and Practice Center.

2012 David E. Yoder Symposium click to enlarge Juliann Woods, PhD, CCC-SLP
2012 David E. Yoder Symposium click to enlarge Professor Emeritus David E. Yoder

The UNC Chapel Hill Division of Speech of Hearing Sciences hosts this symposium every two years to honor Professor Emeritus David E. Yoder.

Dr. Woods’ presentation, Supporting the Families’ Role in Family Guided Routines Based Intervention, is intended for practitioners, families, and students interested in serving infants, toddlers, and young children. The symposium will be held at Extraordinary Ventures in Chapel Hill and will include a full day of activities.

Registration discounts are available for professional teams, students, and those who register before February 28, 2012. Participants can earn 0.7 ASHA CEUs (Intermediate level, Professional area).  Visit www.med.unc.edu/ahs/sphs/yoder-symposium for more information and instructions for registering.

Description of Session: By definition, routines are part of daily life and are the meaningful events, common chores, and the work associated with living.  Routines are appropriate for embedding intervention because they provide a context in which the family is being a family first and a support to their child’s special needs second. Instead of scheduling the family activities around the child’s therapy sessions and at home lessons, in a routines based approach, the family activities become the child’s therapy and practice.

This paradigm shift changes many of the roles and common practices for early interventionists.  This workshop will present strategies that service providers can use to enhance the family role during the assessment process as a foundation for their active participation in assessment and intervention.  Developing routines with the family that are flexible and dynamic and yet intentionally embed intervention to promote maximum child learning will be illustrated with video examples.  The use of adult learning principles and problem solving practices will be discussed and modeled throughout the training to increase the familiarity of the participants’ knowledge and application of these theories to enhance the involvement of diverse caregivers.  Finally, a model of consultation that focuses on the interaction between the caregiver and the child will be illustrated for use in routine based assessment and interventions.

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