Developmental Language Disorder (DLD) is one of the most common, yet often under-identified, communication disorders in children. Children with DLD experience persistent difficulties in understanding and/or using language, and these challenges significantly impact learning, literacy, social-emotional development, and long-term academic outcomes. This session will begin with an overview of DLD, including key diagnostic features, prevalence, and points of overlap with other developmental and learning challenges, then take a deeper dive into the unique needs of elementary school–aged children with a focus on evidence-based strategies and interventions that speech-language pathologists and special education staff and educators can integrate into daily practice for children with DLD.

Dr Laurie Swineford Thompson CCC SLP 

Associate Professor WSU Elson S Floyd College of Medicine  Education 

PhD Communication Sciences and Disorders, Florida State University MA Communication Sciences and Disorders, Florida State University BS Speech Language and Hearing Sciences, Kean University 

Courses Taught SHS 545 Autism SHS 542 Infant and Toddler Language and Communication Research Interests Prelinguistic Communication Social Communication Language Development and Disorders Developmental Disorders Autism Spectrum Disorder Developmental Trajectories Assessment and Measurement 

Ready to close math gaps and boost student success? Join us for a powerful day of learning where you'll walk away with practical strategies, ready-to-use resources, and the confidence to deliver targeted math interventions that make a real difference! 

This full-day  training is designed to equip educators with practical, evidence-based strategies to support students in grades 3–6 who are performing below proficiency in mathematics. Grounded in the Multi-Tiered System of Supports (MTSS) framework, this session provides a deep dive into how to use data to inform instruction, implement Tier 2 and Tier 3 interventions, differentiate core instruction, and monitor progress consistently to ensure interventions are working. Educators will engage in hands-on learning, collaborative discussions, and resource exploration, all focused on building strong foundations in number sense, operations, fractions, and problem-solving. Teachers will leave with ready-to-use tools for small group instruction, progress monitoring templates, and actionable plans to accelerate math achievement for all learners.

Stephanie Lester has over 35 years in education including: teaching preschool and a Project-Based Learning Multiage K-1st program, professional development speaker, author, Assistant Principal, Early Childhood Education Director, and Director of Curriculum, Instruction & Assessment. Currently Stephanie partners with school communities as an Educational Consultant focusing on providing literacy support aligned with the science of reading, as well as professional development training on a variety of topics. Stephanie believes that children learn best when they are excited, engaged, and experiencing success in the learning environment. Stephanie has published two books: Year-Round Project-Based Activities for STEM and Science Through the Year. Stephanie is passionate about inspiring, educating, and motivating teachers to implement evidence-based instructional practices with the goal of developing the social, emotional, physical and cognitive skills that children will need to experience SUCCESS as 21st Century learners.

Stephanie Lester holds a MA degree in Education: Curriculum and Instruction, an Administrative Credential, a Multiple Subject Teaching Credential, a CLAD Certification, CLASS certification, and a Program Director Child Development permit. 

Differentiation is built on the belief that every student can succeed—with the right structure, targeted supports, and intentional design. Differentiated instruction is most effective when it is structured, intentional, and deeply rooted in data. This 6-hour interactive professional learning experience provides educators with a clear, actionable framework for designing and implementing differentiated small-group instruction aligned to students’ instructional needs.

Participants will explore how to use diagnostic and formative assessments to identify specific skill deficits, plan targeted instruction, and select research-validated interventions that directly address those needs (e.g., vocabulary, multisyllabic decoding, morphological awareness, comprehension processes, etc.). Throughout the session, educators will learn how to establish flexible small-group schedules, develop predictable instructional routines, and design differentiated progress-monitoring plans that ensure instructional decisions are purposeful, responsive, and student-centered.

By the end of this training, teachers will have the structure, tools, and protocols necessary to create small-group systems that support meaningful learning - helping every student experience success.

Stephanie Lester has over 35 years in education including: teaching preschool and a Project-Based Learning Multiage K-1st program, professional development speaker, author, Assistant Principal, Early Childhood Education Director, and Director of Curriculum, Instruction & Assessment.

Currently Stephanie partners with school communities as an Educational Consultant focusing on providing literacy support aligned with the science of reading, as well as professional development training on a variety of topics. She  has published two books: Year-Round Project-Based Activities for STEM and Science Through the Year. Stephanie is passionate about inspiring, educating, and motivating teachers to implement evidence-based instructional practices with the goal of developing the social, emotional, physical and cognitive skills that children will need to experience SUCCESS as 21st Century learners. Stephanie holds a MA degree in Education: Curriculum and Instruction, an Administrative Credential and Teaching Credentials. 

This session is designed to equip school personnel with the knowledge and practical tools necessary to support students with disabilities, particularly those with developmental disabilities (e.g., autism, intellectual disability) in their transition from school to successful employment. We will move beyond traditional academic preparation to focus on hard (e.g., technical) and soft (e.g., social) skills that are critical for obtaining and maintaining meaningful work. Participants will explore the unique strengths and challenges these individuals may experience in the workplace and learn how to effectively identify, assess, and foster the skills that lead to employment success and satisfaction. The session will emphasize a strengths-based approach to transition planning, providing actionable strategies that can be immediately implemented in the classroom and other educational settings.

Learning Objectives: 

• Define and differentiate between hard and soft skills required in today's workplace.

• Identify the common strengths and potential challenges of individuals with developmental disabilities related to employment skills.

• Utilize a variety of formal and informal assessment tools to create a comprehensive skills profile for individual students.

• Develop targeted intervention strategies and instructional methods to build critical hard and soft skills, with skill selection being informed by assessment.

Dr Keith Radley, Ph.D., BCBA-D, NCSP is the Dee Endowed Professor of School Psychology and  Chair, Department of Educational Psychology  University of Utah. He is also a licensed psychologist and behavior analyst. Dr. Radley’s research interests center on the application of behavioral interventions within academic settings, particularly for individuals with developmental disabilities. Further, his research focuses on data collection, visualization, and decision making in both research and applied contexts.

2024 – Professor, Department of Educational Psychology, University of Utah Director of Training, School Psychology Program, University of Utah

2023 – Associate Chair, Department of Educational Psychology, University of Utah

2018 – 2024 Associate Professor, Department of Educational Psychology, University of Utah, Director of Training, School Psychology Program, University of Utah

2012-2018  Assistant Professor, Department of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi

2012-2018 Director, Southern Miss Autism Research and Treatment (SMART) Lab, University of Southern Mississippi, Hattiesburg, Mississippi

A thorough presentation of positive behavioral supports and interventions in a variety of school environments will be presented to conference attendees. Discussion will center around types of behaviors; task avoidance, escape motivated, attention seeking, behaviors that produce sensory consequences, and the role motivation plays in behavioral success in many settings. Screen addiction consequences and behaviors.  The audience will be able to apply the information presented through videos, activities, and examples of how to set up positive plans for the students in a variety of environmental settings immediately in their respective situations. The training will also contain discussions about setting limits that work and the application of positive interventions in the regular education setting.  We will examine the common pitfalls that sabotage behavioral intervention plans and what to avoid when wanting to make significant behavioral changes. Discussions of how to implement 504 accommodations in a regular education setting will be discussed. 

Shawna M. Heiser, MS, BCBA

Founder, Special Learning 1-ON-1, LLC

Shawna Heiser, MS, BCBA, is the founder of Special Learning 1-ON-1, LLC, a family-centered practice dedicated to supporting individuals with diverse needs and their families since 1994. With extensive experience in behavioral counseling, Shawna specializes in working with children, adolescents, and young adults with behavioral, emotional, communication, and developmental challenges.

She has trained under five of the nation’s leading autism programs and methodologies and is both board-certified and licensed at the state and federal levels as a behavior analyst. In addition to maintaining a private practice in Bozeman, Shawna serves as a Senior Lecturer in the Department of Psychology at Montana State University, where she has been teaching since 2002. She is also a frequent presenter across the Northwest, sharing expertise in positive behavioral supports and interventions.

A proud Montana State alumna, Shawna earned both her undergraduate and graduate degrees at MSU in the 1990s and has remained deeply connected to the university ever since. Guided by the belief that “Every Child Deserves an Opportunity for Independence,” she is committed to empowering families and fostering lifelong skills for success.