Distinguished Fellow and RTI International Director, RTI Center for Newborn Screening, Ethics, and Disability Studies, USA
Don Bailey, PhD
Don Bailey, Ph.D., is a Distinguished Fellow at RTI International (www.rti.org), where he directs RTI’s Center for Newborn Screening, Ethics, and Disability Studies. For 27 years, he was on the faculty of the University of North Carolina at Chapel Hill (UNC-CH), where he was a W.R. Kenan, Jr. Distinguished Professor and for 14 years Director of the Frank Porter Graham Child Development Institute. His research addresses early identification and early intervention for children with disabilities, as well as family adaptation to disability. For the past 20 years, much of his work has focused on children with fragile X syndrome (FXS), the leading inherited cause of intellectual impairment, and their families. He has published more than 240 peer-reviewed articles, chapters, and books on a variety of topics related to newborn screening, early intervention, disability, and family support. Currently, he directs several projects on newborn screening and broader issues surrounding the ethical, legal, and social consequences of genetic discoveries and the disclosure of genetic information to families. He has also developed a partnership with the Altino Ventura Foundation in Recife, Brazil to conduct a longitudinal study of children with congenital Zika syndrome and their families.
Honorary Fellow, Macquarie University Sydney, Australia
Coral Kemp, PhD
Coral Kemp, Ph.D., is currently an honorary postdoctoral fellow with the Department of Educational Studies, Macquarie University and a member of the Coordinating Committee of the International Society on Early Intervention. She is an experienced practitioner, consultant, program director, teacher educator, and researcher in the field of early childhood intervention. Her practical experience has included: special educator on a community-based early intervention team, preschool special education consultant for the NSW Department of Education, and academic team leader of the Early Years programs at Macquarie University.
Dr. Kemp co-wrote the application to establish the first Department of Education early intervention programs in NSW and supported the pilot programs in their first year of operation. She also established two early childhood inclusion models: reverse inclusion at Macquarie University and a cluster program in a private childcare centre. Dr. Kemp won a federal grant to establish an inclusion support program for children with disabilities in childcare centres in predominately disadvantaged areas of Sydney. This project was externally evaluated and accepted by the Australian Institute of Family Studies as a promising practice. She is also on the editorial board of Infants and Young Children and has reviewed articles for several other journals. Her research on early childhood inclusion has been published in Australian and international peer-reviewed journals.
Associate Professor, London School of Hygiene & Tropical Medicine, United Kingdom
Cally Tann, DTMH, PhD
Cally Tann, DTMH, Ph.D., is an Associate Professor at the London School of Hygiene & Tropical Medicine (LSHTM) and a Neonatologist at University College London Hospital (UCLH). Her research interests focus on global newborn health and early childhood outcomes and interventions in low resource settings and specifically on early detection and intervention for developmental disabilities. Dr Tann has worked on newborn and child health research in Uganda for the past 15 years. In Uganda she leads on studies examining the feasibility and impact of early intervention programmes to support young children with developmental disability and their families in collaboration with the International Centre for Evidence in Disability, LSHTM. She is the UCLH neonatal unit Training Director and lectures on clinical newborn care in low resource settings across the UK and East Africa.
Constantiner School of Education Tel Aviv University, Israel
Dorit Aram, PhD
Dorit Aram, PhD, is Professor and Head of the School Counseling program at Tel Aviv University. She also serves as the Head of the Quality Assessment Committee for Early Education in Israel. Professor Aram is a board member of the Israeli branch of the World Organization for Early Childhood Education, and the Israel Literacy and Language Society. She is on the Literacy Research Panel of the International Literacy Association and a member of the European Literacy Network. Her research focuses on adult-child interactions and their implications for early development. Professor Aram has conducted interventions aimed at improving support for preschool teachers and parents and improving children's early literacy and socio-emotional development. In her presentation, Professor Aram will review studies on the nature of adult-child book-reading in the early years and their relationship to children's development. She will describe and discuss a series of shared book reading interventions, both at home and in preschools, with pre-school age at-risk children.
Community Medicine and Health Promotion, Pediatrics, and Educational Psychology at the University of Connecticut
Mary Beth Bruder, PhD
Mary Beth Bruder, Ph.D., is professor in Community Medicine and Health Promotion, Pediatrics, and Educational Psychology at the University of Connecticut where she directs the A.J. Pappanikou Center for Excellence in Developmental Disabilities Education, Research, and Service. She has directed more than 75 federal and state research demonstration and training grants and contracts, and is on the editorial board of several peer-reviewed journals in the field of developmental disabilities. Dr. Bruder is also the editor of Infants & Young Children and is a board member of the Board of the International Society on Early Intervention. Her primary research interests focus on capacity building at both the individual and systems level. In particular, she is involved with interdisciplinary personnel preparation and ongoing development for inclusive early childhood settings and systems and strength based family engagement practices.
Professor of Mental Health in Education at Oxford Brookes University, UK
Barry Carpenter, CBE, OBE, PhD
Barry Carpenter, Ph.D., is Professor of Mental Health in Education at Oxford Brookes University, UK. He is also Honorary Professor at universities in the UK, Ireland, Germany and Australia. He has been a Fellow of the University of Oxford. In a career spanning more than 30 years, Dr Carpenter has held the leadership positions of Academic Director, Chief Executive, Principal, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed Director of the Children with Complex Learning Difficulties and Disabilities Research Project by the Secretary of State for Education. Dr. Carpenter is the co-founder of the National Forum for Neuroscience in Special Education and chaired the National Inquiry into the Mental Health of Young People with Learning Disabilities. He is currently chairing a working group looking at the needs of Girls with Autism. Dr. Carpenter lectures nationally and internationally and is the author of over 150 articles and many texts on a range of learning disability/special needs topics.
Professor of Special Education, University of Kansas, USA
Judith Carta, PhD
Dr. Carta is a Senior Scientist in the Institute for Life Span Studies, Professor of Special Education, and the Interim Director of the Juniper Gardens Children’s Project at the University of Kansas. Her science focuses on developing strategies to minimize the effects of poverty on children’s language and social outcomes and developing practices that teachers and parents can use to promote children’s early learningparticularly in vulnerable populations. Her key research and policy interests include advancing the quality of children’s caregiving environments, methods for monitoring the progress of young children, and strategies for promoting family engagement in early intervention programs. She has been the Principal Investigator of several multi-site research projects and centers funded by the National Institutes of Health, the Institute of Educational Sciences, and the Administration on Children and Families. She currently co-directs the Bridging the Word Gap Research Network, a collaborative of over 150 researchers, program implementers, civic leaders and policymakers seeking to find better ways to enhance young children’s language learning environments. She was a member of the Federal Advisory Panel on Head Start Research and Evaluation, Division of Early Childhood’s Commission on Recommended Practices, and served as the Editor of Topics in Early Childhood Special Education as well as the boards of numerous scientific journals.
Ibrahim Diken, Ph.D., is a professor at Anadolu University, Eskisehir, Turkey working in the area of early childhood intervention/early childhood special education and is the Director of the Research Institute for Individuals with Disabilities, the first and only early intervention institute in Turkey. He holds an MA degree in special education (intellectual disabilities) and PhD degree in early childhood intervention/early childhood special education from Arizona State University. Professor Diken initiated an open-access, peer-reviewed, scholarly journal, the International Journal of Early Childhood Special Education (www.int-jecse.net). He also initiated a master degree program, which is the first and only program in Turkey for early childhood intervention/early childhood special education. Dr. Diken has directed and contributed to several national and international projects and has published and presented nationally and internationally on early childhood intervention. Professor Diken's interest areas include parent-child interaction, relationship-based approaches and practices (Responsive Teaching), naturalistic teaching processes, development and adaptation of assessment tools, and curricula for young children with developmental disabilities.
Senior Research Scientist, Orelena Hawks Puckett Institute Asheville and Morganton, North Carolina, USA
Carl Dunst, PhD
Carl Dunst, PhD, is a Senior Research Scientist at the Orelena Hawks Puckett Institute, Asheville and Morganton, North Carolina, USA. His research has been conducted using social systems and ecological frameworks and has focused on the influences of social and nonsocial environmental factors on child, parent-child, parent, and family development and functioning. This research has included but has not been limited to, early child contingency learning, parent-child interactions, social support, family-centered practices, family capacity-building practices, and early childhood intervention practitioner professional development. In addition to his applied research, he has been an early childhood intervention practitioner in home-based and center-based intervention programs, an early childhood intervention program director, and has held a number of faculty positions in psychology and early childhood-special education.
Distinguished Professor in Paediatrics and Child Health in the Sydney University Medical School, Australia
Elizabeth Elliott AM, M.D.
Elizabeth Elliott AM, M.D., is a Distinguished Professor in Paediatrics and Child Health in the Sydney University Medical School; Consultant Paediatrician at the Sydney Children’s Hospitals Network at Westmead; a National Health and Medical Council of Australia (NHMRC) Practitioner Fellow; and Chair of the National Fetal Alcohol Spectrum Disorders (FASD) Technical Network, convened by the Australian Government Department of Health. She has been involved in clinical services, research, advocacy and policy development regarding FASD in children and alcohol use in pregnancy for over 20 years, is Head of the NSW FASD clinic and Co-Director of a Centre for Research Excellence on harms from alcohol in pregnancy. Dr. Elliott leads the development of a national FASD website and a national FASD Registry. She was also a Deputy Chair of the Intergovernmental Committee on Drugs Working Party on FASD; a Member of the NHMRC committee to develop Australian Alcohol guidelines; a Member of the group to develop World Health Organisation guidelines for identification and management of alcohol misuse during pregnancy; and a Member of the group to develop an International Charter for the Prevention of FASD.
Professor Emerita, College of Education and Behavioural Sciences, University of Northern Colorado, USA
Kay Alicyn Ferrell, PhD
Kay Alicyn Ferrell, Ph.D., is Professor Emerita at the College of Education and Behavioral Sciences, University of Northern Colorado (UNC), currently appointed as Research Professor to direct a study investigating independent mealtime skills for infants with visual impairment and their families. Dr. Ferrell has taught individuals of all ages with visual and multiple disabilities and has written extensively for both parents and professionals. Her areas of specialization include the development and education of individuals with visual disabilities, particularly infants and preschoolers; personnel preparation; and distance education methodologies. She has authored articles, books, and monographs and has coordinated graduate programs in visual impairment, early childhood special education, and the doctoral program in special education at both UNC and at Teachers College, Columbia University. She is North American/Caribbean Chair of the International Council for Education of People with Visual Impairment. Dr Ferrell is the recipient of many awards, from the University of Northern Colorado, professional associations, advocacy groups, and alumni organizations.
Associate Professor in Developmental Psychology, RMIT University, Australia
Susana Gavidia-Payne, B.Psy., M.Sc., PhD
Susana Gavidia-Payne, B.Psy., M.Sc., Ph.D is an Associate Professor in Developmental Psychology at RMIT University, and member of the Victorian Children’s Council In Victoria, Australia. She has been involved for over thirty years in working with children with disabilities and their families as researcher, practising psychologist, and program manager. Her research is centered on the assessment of factors that promote and/or hinder child and family resilience, particularly in disadvantaged and vulnerable populations who also experience disability and developmental delays. Dr. Gavidia-Payne’s expertise in the development, delivery, and evaluation of programs has led her to form close research collaborations with early childhood intervention agencies. More recently, this work has involved the joint development of conceptual models and methodologies with service agencies to guide the implementation of evidence-based practices. Dr. Gavidia- Payne’s Master Lecture will focus on the research underpinning the development of a research-practice link model and the essential role of early childhood intervention practitioners in this enterprise.
Professor of Special Education, Vanderbilt University, USA
Mary Louise Hemmeter, PhD
Mary Louise Hemmeter, PhDis a professor of Special Education at Vanderbilt University. Her research focuses on effective instruction, social emotional development, challenging behavior, and coaching of teachers. Dr. Hemmeter has been the Principal Investigator on numerous research and training projects funded by the US Departments of Education and Health and Human Services. She directed the National Center on the Social Emotional Foundations for Early Learning for ten years. During this time, she co-led the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children. As Principal Investigator of funded research projects as well as the National Center for Quality Teaching and Learning, Dr. Hemmeter was instrumental in the development of an evidenced-based coaching model. She recently served as the faculty director of the Susan Gray School for Children, an inclusive early childhood program, was co-editor of the Journal of Early Intervention, and President of the Council for Exceptional Children’s Division for Early Childhood. Dr. Hemmeter received the Merle B. Karnes Service to the Division Award and the Mary McEvoy Service to the Field Award.
Professor of Occupational Therapy, Australian Catholic University, Australia
Christine Imms, BAppSc (OT), MSc (Rehab Sc), PhD
Christine Imms BAppSc(OT); MSc(Rehab Sc); PhD is a Professor of Occupational Therapy, National Head of School of Allied Health and Director of the Centre for Disability and Development Research at the Australian Catholic University. DrImms’ research has focused on understanding how to intervene to support the participation of those with childhood-onset disability in daily life. Her track record includes 80+ peer-reviewed publications and $7.5Million AUD in research grants. Recent research into the conceptualisation and measurement of participation of children has provided an important framework for the design of interventions and practices to support the development and engagement of all children.
Director, Research and Evaluation Division Center for Persons with Disabilities, USA
Mark Innocenti, PhD
Dr Innocenti is Director of the Research and Evaluation Division at the Center for Persons with Disabilities, a University Center for Excellence in Developmental Disabilities, and an Associate Professor in Psychology at Utah State University. Dr Innocenti has 40 years of experience working with infants and young children at-risk and with disabilities and their families through multiple research and model demonstration projects. He has examined areas such as social interaction, child transition, naturalistic intervention, parent-child interaction, and service system effectiveness. More recently, he has focused on various aspects of home visiting and preschool intervention services. Mark is an author of Developmental Parenting: A Guide for Early Childhood Practitioners, the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes) parent-child interaction observation measure and the HOVRS (Home Visit Rating Scales) an observational measure of home visiting practices. Dr Innocenti’s master lecture will explore the challenges of moving research to not just information for the field but to daily practice.
Assistant Professor of Special Education, Vanderbilt University, USA
Jennifer Ledford, PhD, BCBA-D
Jennifer R. Ledford, PhD , BCBA-D, is an Assistant Professor of Special Education at Vanderbilt University in Nashville, Tennessee. She has taught young children with autism and other disabilities in inclusive and self-contained classrooms in public and private preschool and elementary settings. Dr Ledford’s research interests include identifying evidence-based practices to improve social and academic behaviors and reduce the likelihood of problematic behaviors for young children with disabilities; helping teachers and paraprofessionals use evidence based practices, especially in small group arrangements; increasing physical activity in early childhood settings; and the use of single case research methods. Dr Ledford's Master lecture will focus on the utility and benefits of using single case design studies in early childhood settings to make data-based decisions about student learning and adult implementation.
Professor of Families and Community, Case Western Reserve University, USA
Gerald Mahoney, PhD
Gerald Mahoney, Ph.D. is a Professor of Families and Community and Director of the Mandel School of Applied Social Sciences at Case Western Reserve University. He received his doctoral degree from Peabody College of Vanderbilt University in intellectual disability research. From 1991 through 2001, Dr. Mahoney was the director of the Family Child Learning Center, an early intervention research and training center sponsored by Children’s Hospital of Akron. He has published numerous studies on parent influences on the development of children at-risk or with disabilities, as well as on the application of research findings from the parent-child literature to early intervention practice. Dr. Mahoney is the co-developer of the Responsive Teaching Curriculum, a relationship based developmental intervention. He is currently conducting clinical intervention research projects focused on evaluating the effectiveness of Responsive Teaching with various populations of children and families, including children with autism, Down syndrome and other conditions associated with early developmental delays.
professor and chair of the Department of Special Education and Multiple Abilities at The University of Alabama, USA
Robin McWilliam, PhD
Robin McWilliam, PhD, is a Professor and Chair of the Department of Special Education and Multiple Abilities at The University of Alabama, USA. He is also the founder and director of the Evidence-based International Early Intervention Office (EIEIO) at the University. One of the activities of the EIEIO is coordinating The RAM Group, a collection of international experts on the Routines-Based Model, which Dr McWilliam and his colleagues have developed and implemented in 10 countries. This model consists of practices for assessing needs and developing an intervention plan, practices for providing consultative home and classroom visits, and the Engagement Classroom Model for organizing classrooms for young children. His research interests are child engagement, family-centred practices, measurement properties of instruments, measurement of child functioning, family quality of life, caregiver-mediated interventions, consultative service delivery to families and classroom staff, and implementation.
Professor and Head of Research, Cerebral Palsy Alliance Research Institute, University of Sydney, Australia
Iona Novak, PhD, MSc (Hons), BAppSc
Dr. Iona Novak, PhD, MSc (Hons), BAppSc is the Head of Research at the Cerebral Palsy Alliance Research Institute, located within the Brain Mind Centre, at the University of Sydney, Australia. Professor Novak co-founded the Cerebral Palsy Alliance Research Institute for the purpose of prevention, cure, and best management of cerebral palsy. She also supports the Australian Cerebral Palsy Register. Her research interests include evidence-based practice, knowledge translation, and neuroplasticity. Dr. Novak’s work includes major clinical trials of cord blood stem cells and the efficacy of erythropoietin in preventing cerebral palsy and other neurodevelopmental disorders.
Aboriginal and Torres Strait Islander Social Justice Commissioner, Australia
June Oscar, AO
June Oscar AO, a proud Bunuba woman, has been appointed the first Aboriginal and Torres Strait Islander Social Justice Commissioner. She has a Bachelor's Degree in Business from the University of Notre Dame and was awarded an honorary doctorate from Edith Cowan University for her contribution to Indigenous health and social welfare programs. June is the former CEO of Marninwarntikura Women’s Resource Centre in Fitzroy Crossing, the Deputy Director of the Kimberley Land Council, chair of the Kimberley Language Resource Centre and the Kimberley Interpreting Service and a Chief Investigator with the Lililwan Project, which addressed Fetal Alcohol Spectrum Disorder (FASD) among the people of the Fitzroy Valley in Western Australia. She was a winner of the 100 Women of Influence 2013 in the Social Enterprise and Not-For-Profit category. In 2015 she received the Menzies School of Health Research Medallion for her work with FASD. June is a co-founder of the Yiramalay Wesley Studio School and is a Community member of the Fitzroy Valley Futures Governing Committee.
Professorial Fellow, Department of Paediatrics, Melbourne University, Australia
Dinah Reddihough, MD, BSc, FRACP, FAFRM, AO
Dinah Reddihough MD BSc FRACP FAFRM AO is a paediatrician at The Royal Children’s Hospital, a Professorial Fellow in the Department of Paediatrics, University of Melbourne and a Research Fellow in the Developmental Disability and Rehabilitation Research Group at the Murdoch Childrens Research Institute. She has been involved in the clinical care of children with disabilities, particularly cerebral palsy, for over 30 years. Her research program has focused on gaining an improved understanding of the causes and outcomes of disabilities in childhood. Currently, she leads an NHMRC funded Centre of Research Excellence in Cerebral Palsy. Dinah will speak about Australia’s first clinical trial of stem cell infusion of cord blood for children with cerebral palsy. This is a small safety study for children who have a sibling’s cord blood in storage and is the first step in determining if stem cells have a role in cerebral palsy.
Associate Professor at the Institute of Education (IE), Portugal
Ana Serrano, PhD
Ana Serrano, Ph.D., is an Associate Professor at the Institute of Education (IE) and a researcher in the Center for Research in Education at the University of Minho, Portugal. She graduated in Psychology from the University of Coimbra and, as a Fulbright Scholar, completed a Master’s degree in Early Intervention from the University of Cincinnati, USA. Dr. Serrano completed her Ph.D. in Special Education at the University of Minho. She has taught in the area of Special Education/Early Intervention at the IE since 1994 where she designed and coordinates a Master Program in Early Intervention. Dr. Serrano is also Head of the Department of Psychology of Education and Special Education. She has participated in numerous conferences and seminars both in Portugal and abroad and has published in the area of Early Intervention. Dr. Serrano has participated in 6 European Projects, is part of the board of the National Association of Early Intervention (ANIP) in Portugal, and has been chair of the European Association of Early Childhood Intervention since 2012. Developing EI systems in Europe and the shift towards a capacity-building family-centered paradigm will be the topic addressed in her Master Lecture at the 2019 ISEI conference.
Associate Professor, Department of Physical Therapy of China Medical University, Taiwan
Shih-Heng (Luke) Sun, EdD, MA, BS
Shih-Heng Sun, PhD, is the Chair of the Department of Physical Therapy of China Medical University. His research focuses on motor development and early intervention, with current efforts investigating the development of family outcome indicators of early intervention in Taiwan. Dr. Sun received the Best Teacher Award from China Medical University and SUPER Teacher Award of Taichung City by the National Federation of Teacher Unions in 2014 as a result of successfully applying the flipped classroom model to improve learning outcomes. Due to his sustained contribution to early intervention, Dr. Sun was granted the “Early Intervention Palm Award” by the Taiwan Association of Child Development and Early Intervention (TACDEI) in 2007. He was elected President of TACDEI in 2014 and continuously promotes the implementation of family centered early intervention in Taiwan.