ECB Education
E-mail: [javascript protected email address]
Start date March 31, 2025
Time 6:20 AM - 10:30 AM EST
Price 195.00 USD
Register before March 31, 2025
By offering targeted support as early as possible for both the child and their parents, various (psychological) problems later in life can be prevented. In this webinar, four global experts discuss this fascinating and rapidly evolving topic.
The webinar will focus on the possibilities and limitations of early detection, the dynamics of early childhood learning processes, attention, and the social development of (very) young children with (suspected) autism.
Speakers from Australia, the Netherlands, the United Kingdom, and the United States will share their knowledge and practical insights with participants. During the livestream, AI-generated subtitles in a multitude of languages will be available.
Can't attend the livestream? Register anyway and watch the webinar on-demand for seven days starting April 2nd.
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This webinar is intended for psychologists, other university educated professionals who work in the mental health field, (special) education professionals, and social workers.
After following this webinar, you will be able to:
This webinar will start at:
11.20am BST (London)
6.20am EST (New York)
12.20pm CEST (Berlin, Paris, Amsterdam)
9.20pm AEDT (Canberra)
Program
Welcome by Host Dr. Guido van de Luitgaarden [ECB-education, Netherlands] (10 minutes)
Dr. Patrick Dwyer [La Trobe University, Melbourne, Australia] - Autism in Early Years from a Neurodiversity Perspective (50 minutes)
Short Break (10 minutes)
Dr. Mijna Hadders [University of Groningen, Netherlands] - The (Im)possibilities of Early Detection of Autism in Young Children (50 minutes)
Short Break (10 minutes)
Dr. Jonathan Green [University of Manchester, UK] - Social Development of Young Children with Autism: Early Interventions to Prevent Mental Health Issues (50 minutes)
Short Break (10 minutes)
Dr. Giacomo Vivanti [Drexel University, Philadelphia, USA] - Approaches to Early Learning Challenges in Autism within Clinical Settings and Early Childhood Education Environments (50 minutes
Closing comments by the Host (10 minutes)
End and evaluation
Dr. Patrick Dwyer is a Canadian autistic researcher affiliated with the Olga Tennison Autism Research Centre (OTARC) at La Trobe University in Melbourne, Australia. Patrick's research primarily focuses on how autistic individuals experience and perceive the world around them throughout their lives, with particular attention to autistic experiences of sensory stress and discomfort. Additionally, Patrick has a strong interest in key current issues within the autism community, such as the politics of intervention, diagnosis/identity, and neurodiversity.
Patrick is also a member of the Australasian Autism Research Council (AARC) and serves on the membership committee of the International Society for Autism Research (INSAR). Furthermore, Patrick is part of the ANSWER leadership group of the Autism Intervention Research Network for Physical Health (AIR-P).
Traditionally, autism has been conceptualized through the lens of deficit and disorder. The neurodiversity movement challenges this narrow view, recognizing that autism can be disabling, but that autistic traits can often give rise to strengths. This presentation will provide a neurodiversity-affirming definition of autism, recognizing how autistic traits - and common aspects of autistic profiles, such as "monotropic" attention - can associated with both (1) challenges and (2) opportunities for learning within the context of early supports for autism. As common ABA-based approaches to providing support for autism in early life are intensely controversial, this presentation will briefly highlight some key controversies and discuss ways that supports and intervention can be made more acceptable to neurodiversity advocates and community members.
Mijna Hadders-Algra is a professor of developmental neurology at the University Medical Center Groningen (UMCG), The Netherlands. She is a medical doctor and has been working in the field of developmental neurology since 1981.
Autism spectrum disorder (ASD) is characterized by altered development of the social brain with prominent atypical features in the fronto-temporo-parietal cortex and cerebellum. Laboratory studies show that early signs of ASD emerge between 6 and 12 months: reduced social communication, slightly less advanced motor development, and repetitive behaviour. The fronto-temporo-parietal cortex and cerebellum play a prominent role in the development of social communication, whereas fronto-parietal-cerebellar networks are involved in the planning of movements, that is, movement selection. Atypical sensory responsivity, a core feature of ASD, may result in impaired development of social communication and motor skills and/or selection of atypical repetitive behaviour.
In the first postnatal year, the brain areas involved are characterized by gradual dissolution of temporary structures: the fronto-temporo-parietal cortical subplate and cerebellar external granular layer. It is hypothesized that altered dissolution of the transient structures opens the window for the expression of early signs of ASD arising in the impaired developing permanent networks. This explains why clinical instruments, such as parental interviews and questionnaires, first get predictive value from the age of 12 months onwards.
Professor Jonathan Green is a Professor of Child and Adolescent Psychiatry at the University of Manchester and an Honorary Consultant Child and Adolescent Psychiatrist.
He specialized in pediatrics and psychiatry and has a long-standing clinical and research focus on autism and social development in children. He leads the specialist Social Development Clinic at the Royal Manchester Children's Hospital, which focuses on the diagnosis and innovative treatments for ASD and other social developmental disorders.
Jonathan Green co-led the first UK study on Asperger syndrome and has published extensively on social and language development in autism, comorbidity, treatments, and attachment disorders. He heads the Social Development Research Group within the Faculty of Biology, Medicine, and Health.
Jonathan Green will speak about the social development of young children with autism.
Dr. Giacomo Vivanti is an Associate Professor and leader of the Early Detection and Intervention Research Program at the A.J. Drexel Autism Institute.
His work focuses on understanding and addressing social learning challenges in young children with autism, inspired by his experience with two brothers on the autism spectrum. He holds a PhD in Cognitive Sciences (University of Siena, Italy), completed a postdoctoral fellowship at the MIND Institute (University of California, Davis), and held a research position at the Olga Tennison Autism Research Center (Australia).
Dr. Vivanti's research employs eye-tracking and behavioral studies to understand early learning processes in autism, alongside clinical trials and participatory research to optimize interventions. He has published over 50 scientific articles and authored manuals on early interventions for autism.
He serves as an Associate Editor of the Journal of Autism and Developmental Disorders and is actively involved in international organizations and advisory boards related to autism. Additionally, Dr. Vivanti is a certified therapist and trainer in the Early Start Denver Model, an evidence-based intervention for young children with autism.
With the continued rise in diagnoses of Autism Spectrum Disorder (ASD), there is a growing need for early intervention to maximize learning opportunities during the period of peak brain plasticity. This presentation will cover recent research on evidence-based methods to promote early learning and socialization in young children with autism, both in clinical and educational settings during the toddler and preschool years.
The focus will be on Naturalistic Developmental Behavioral Interventions (NDBIs). This approach leverages scientific insights into early childhood learning to improve cognitive, adaptive, and social outcomes by building on children's interests and strengths, enhancing the affective and communicative dimensions of social interactions, and embedding learning opportunities into meaningful and motivating daily routines.
ECB Education is approved by the American Psychological Association to sponsor continuing education for psychologists. ECB Education maintains responsibility for this program and its content. For those who would like to earn APA CE-credits, a post-test constitutes part of the course. Upon successful completion and answering at least 70% of the post-test questions correctly, 3 credits will be awarded.
The attendance fee is 195.00 USD and includes:
Sigbn up for this webinar for only 195 USD. You will get:
ECB Education is approved by the American Psychological Association to sponsor continuing education for psychologists. ECB Education maintains responsibility for this program and its content.
You can register via our registration form.
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