2026 Conference

Presenters:  Parish Smith, IFA, Parent/Advocate and Cheri Vogt, EdD, ECFS, ERS, Anne Arundel County Public Schools

In early intervention, the most meaningful progress begins with a relationship - an intricate collaboration between provider and caregiver. While building trust, communicating openly, and finding a shared rhythm, they create the conditions for a successful partnership and also the child's healthy development. Like dance partners, caregivers and providers must learn to listen, adjust, and move together, even when they begin with two left feet.

Presented from the unique dual perspective of both a caregiver advocate and an early intervention provider, this session explores the ceremonial dance of relationship-building throughout the early intervention journey. Designed to be a supportive space for both caregivers and professionals, this session emphasizes mutual respect over rigid expertise.

Participants will explore communication breakdowns, differing expectations, missed cues, role confusion, and balancing professional and family expertise—while discovering practical, relationship-based strategies that help partners regain their rhythm when they find themselves out of step. Together, we will demonstrate how attunement, reflective practice, shared decision-making, and authentic collaboration create stronger caregiver-provider relationships that ultimately enhance developmental outcomes for young children.

Attendees will leave with tailored resources, conversation guides and checklists designed for both caregivers and providers to foster meaningful communication, shared goal-setting, and confident collaboration before, during, and after early intervention visits. Whether you are a caregiver finding your footing or a provider refining your practice, you will leave prepared to embrace a partnership where every step, every pivot, and every shared decision, furthers a harmonious partnership.

Presenters:  Lili Gray, LCSW, RYT and Jessica Lertora, LCSW-C, PMH-C, IMH-E, Zero to Three

Supporting infants, young children, families, and multidisciplinary teams requires compassion, resilience, and authentic connection. Yet the emotional demands of this work can make sustaining genuine kindness increasingly difficult. This interactive session explores how professionals can maintain an authentic stance of kindness by cultivating self-compassion, emotional awareness, and reflective practice. Participants will examine the relationship between self-compassion and outward compassion, explore the impact of emotional labor on burnout, and learn practical strategies for fostering benevolence, establishing healthy boundaries, recognizing dysregulation, and avoiding toxic positivity. Through guided reflection, attendees will identify actionable approaches to strengthen relationships with families and colleagues while supporting their own well-being. Participants will leave with concrete tools to sustain compassionate, trauma-informed practice, enhance interdisciplinary collaboration, and promote healthier, more resilient systems of care for infants, young children, and their families.

Presenters: Melissa Rock, JD, University of Maryland, School of Social Work and Antonia Girard, PsyD, BCBA, LBA, University of Maryland 

Combining advocacy expertise with direct service behavioral health experts has led to significant improvements in Maryland’s Infant and Early Childhood Mental Health (IECMH) landscape. Specifically, this collaboration led to Medicaid creating a new billing code to make HealthySteps a sustainable model (after implementation costs are covered). This partnership has also led to the creation of the Behavioral Health Advisory Council and Commission on Behavioral Health Care Treatment and Access Workgroup to develop a plan to implement Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) requirements in Maryland, including several additional expansions of IECMH in Maryland. This group delivered several recommendations to the Maryland Department of Health, which then presented their formal recommendations to the Maryland Senate and House of Delegates, including formal recognition of the DC:0-5 as the recommended diagnostic classification system for children under the age of 6, reviewing the possible allowance of up to 5 appointments prior to rendering a behavioral health diagnosis, and clarifying guidance on the acceptable use of the Collaborative Care Model (CoCM) in pediatrics for children aged 0-12. Building on these policy milestones, we will discuss leveraging parity requirements, utilizing the Legislative Session, and administrative advocacy tools.

Presenters: Rony Ngamliya-Ndam, Mental Health Association of Maryland,  Kay Connors, LCSW-C, IMH-E,  University of Maryland Baltimore Center for Infant Study, and Krista Respass, Maryland Public Television

Between 10% and 16% of young children experience mental health conditions, yet the systems supporting young children and families often operate in silos, limiting access to coordinated care. Advancing infant and early childhood mental health (IECMH) requires intentional partnerships across sectors. This session showcases a collaborative model uniting the Mental Health Association of Maryland's Healthy New Moms program, the University of Maryland Center for Infant Study, PBS KIDS, and Maryland's Project LAUNCH Council to strengthen early childhood systems and expand access to evidence-informed resources.

Using these initiatives as case studies, presenters will share lessons learned from developing an IECMH Resource Kit and fostering sustainable partnerships across public health, behavioral health, education, and community organizations. Participants will leave with practical strategies for building cross-sector collaborations, leveraging community assets, engaging stakeholders, and advancing infant and early childhood mental health in their own communities.

Presenters:  Renee Stewart, LCSW-C, ECMH-E Lourie Center Head Start and Marianela Rodousakis, LCSW-C, Lourie Center Circle of Security Program

Children thrive when the important adults in their lives share a common understanding of their emotional and developmental needs. This presentation explores how Circle of Security (COS) Parenting and COS Classroom principles can be implemented within school systems to strengthen relationships among educators, caregivers, and children.

Through a school-based model that integrates caregiver education with attachment-informed classroom practices, participants will learn how a shared language of security supports emotional regulation, behavior, engagement, and learning readiness. The presentation will highlight strategies for partnering with families, increasing educator reflective capacity, and creating consistent responses to children's attachment and relational needs across home and school environments.

Using case examples and lessons learned from implementation, participants will explore opportunities and challenges in bringing COS Parenting and COS Classroom together as a comprehensive, multi-system approach that promotes resilience, belonging, and positive developmental outcomes for young children.