About Early Childhood Partnerships

What is ECP?

The Early Childhood Partnerships (ECP) Collaborative represents a newly formed and innovative Early Childhood Intervention (ECI) partnership for integrated education and training among complementary UCEED and LEND programs (Leadership Education in Neurodevelopmental Disabilities) across five LEND sites.  

Who are the ECP Partners?

The LEND & UCEED Centers at the University of Pittsburgh, the University of Connecticut, Virginia Commonwealth University, Georgetown University & Children’s Hospital National Medical Center are the ECP Partners.  

These interdisciplinary professionals comprise the five site, interdisciplinary leadership team for Early Childhood Partnerships (ECP):

• Stefano J Bagnato, Ed., NCSP Professor of Psychology & Pediatrics LEND, University of Pittsburgh Schools of Education & Medicine bagnatos@pitt.edu 

• Tracy Larson, Ed.D., NCSP Director, HealthyCHILD program Adjunct Faculty, LEND Center Adjunct Faculty, School of Education Office of Child Development LEND, University of Pittsburgh Tracy.larson@pitt.edu

• Jackie Robinson Brock, MSW Program Specialist in Early Childhood and Health Partnership for People with Disabilities LEND & UCEDD at the Virginia Commonwealth University robinsonjb3@vcu.edu

• Mary Beth Bruder, Ph.D. Executive Director LEND & UCEDD at the University of Connecticut Health Center bruder@uchc.edu 

• Pamala Trivedi, Ph.D., NCSP LEND Georgetown University pat33@georgetown.edu

• Ellen Sullivan, BA LEND Georgetown University bes112@georgetown.edu

• Annie Inge, Ph.D. LEND Children’s Hospital National Medical Center (CHNMC) ainge@childrensnatiohal.org

What Is the Mission of ECP?

ECP is a unique 5 site partnership that will expand the collaborative reach and effect of interdisciplinary leadership training in neurodevelopmental disabilities; ECP will advance interdisciplinary practices for young children with disabilities through integrated specialty training in early childhood intervention philosophy, purposes, and professional practices.   

A unified and driving force for Early Childhood Partnerships (ECP) is the common interests of the leadership team in contributing knowledge and expertise to important and pressing issues surrounding interdisciplinary professional standards and “best practice” approaches in the larger field of early childhood intervention for interdisciplinary professionals, families and young children (0-8 years of age) who are at developmental risk (due to poverty and ACE), and/or with neurodevelopmental disabilities, behavioral and mental health disorders, and chronic medical conditions.

With this multi-site LEND collaboration, ECP will enable LEND trainees at all sites to engage in virtual and on-site interdisciplinary leadership activities (e.g. research, advocacy, and service). The following central issues emphasize interdisciplinary teamwork issues that have been highlighted by the Act 619 Coordinators Group in the US Department of Education as urgent priorities:

1. “Best practices” in interdisciplinary teamwork among parents and professionals for young children (0-8 years).

2. Racial equity and inclusion for services and supports.

3. Family engagement on interdisciplinary teams for young children.

4. Equity for remote and in-vivo access for assessments for eligibility determination and progress monitoring.

5. Equity for remote and in-vivo instruction, intervention, and access to the early childhood environments.

6. Infusion of mental/behavioral health supports into community early childhood education and intervention settings.  

What Is the Main Activity of ECP?

Each LEND/UCEED Center has their own unique set of activities and requirements for their own trainees in the neurodevelopmental disabilities field.  

• ECP offers a unique integration of the education and training component of all the LEND programs with a concentration in Early Childhood Intervention (ECI).  

• ECP offers a joint Zoom-based seminar series focused on crucial ECI issues, practices, and links between public policy and advocacy.

• ECP seminars are jointly taught and facilitated by faculty and staff from the 5 regional center partners and their teams.

• ECP seminars are accessible to trainees from each of the partner centers and select community partners, including parents.  

• ECP specialty seminars are offered 12 times throughout the academic year.  

• ECP specialty seminars will be recorded and accessible to those individuals with the Zoom link.  

Connect With Us!

Connect with our programs for various opportunities in Early Childhood. See below for more information and contact information for each program! 

Va-LEND and UCEDD is excited to provide a number of opportunities for LEND Early Childhood Trainees. Trainees are invited to participate in the Infant and Early Childhood Mental Health state initiative which involves working with the Workforce Collaboration Director and the Early Childhood Mental Health Coordinator to set and implement the 5 year Strategic plan, attend board meetings, and other state meetings. Early Childhood trainees have the opportunity to engage in a statewide environmental scan of prenatal to birth to 3 systems. Additional opportunities include participating in national and state early childhood ECHOs. State ECHOS include Social Emotional and Leadership ECHO designed for Early Intervention providers. Additional ECHO opportunities include a national ECHO designed for early childhood professionals in Ohio, Wyoming, and Virginia to encourage cross-state collaborations and resource sharing. Please contact Jackie R. Brock robinsonjb3@vcu.edu for more information about these opportunities. 

The Pittsburgh LEND is excited to provide a number of opportunities for LEND Early Childhood Partnership Trainees. Trainees are invited to participate in our local and state partnerships and intervention programs (HealthyCHILD, HealthyInfants, SPECS, COMET) to address current issues and needs. Opportunities include assisting Dr. Stephen Bagnato and Dr. Tracy Larson with: 

• Conducting field-validation research on the efficacy of tiered models of early childhood teamwork via virtual and on-site mentoring of teachers to support the inclusion & social-emotional needs of young children and families (0-8 years) with developmental delays/disabilities and challenging behaviors;

• Collaborating with early childhood partners to design and test practical, innovative approaches for improving early childhood education, mental health and wellness, and parent-professional partnerships/family engagement;

• Creating & field-validating virtual and observation-based forms of authentic assessment, clinical judgment & functional classification methods for use by interdisciplinary teams to document eligibility for early intervention services, plan individualized programs and monitor child progress;

• Advocating for enhanced trauma-sensitive care, early childhood mental health and education, family engagement and equitable services centered on the civil rights and educational rights of all young children and families. May include participating, or observing advisory boards, and other early childhood workgroups at the local and/or state level. 

For more information contact Dr. Tracy Larson tracy.larson@pitt.edu or Dr. Stephen Bagnatio bagnatos@pitt.edu  

Visit our website: https://www.ocd.pitt.edu/programs-services/early-childhood-partnerships 

Follow us on social media! www.facebook.com/healthychild.pitt 

https://www.instagram.com/healthychild.pitt/?hl=en

The Connecticut Leadership Education in Neurodevelopmental and Related Disabilities (CT LEND) is one of 60 LEND programs across the country that focuses on the training of future leaders from a wide variety of professional disciplines in order to improve the service delivery system for children with autism and other neurodevelopmental disabilities. The CT LEND provides long term training to graduate students from audiology, nursing, psychology, public health, school psychology, social work, special education, speech, language, and hearing science. Trainees participate in two semesters of course work delivered in an all-day weekly seminar with national, state and faculty speakers; two on-line courses; community based practicum/clinical assignments; family matches; advocacy projects; and research studies. The training program is 9 credits hours and over 300 contact hours during which graduate students receive a full time graduate assistantship with a tuition waiver. Self-advocates, family members, and community members participate in the full year program as long term, medium term and short term trainees and funding for participation is also provided to them.  UConn students from the any professional discipline, including dentistry and medicine, participate as medium and short term trainees in a variety of on campus trainings. Community trainings are also offered by LEND in collaboration with core faculty and state programs such as Act Early, and CT Medical Home. Family members and self-advocates participate in all aspects of CT LEND as faculty. Contact Mary Beth Bruder for more information: Bruder@uchc.edu 

Visit: https://ctlend.uconnucedd.org/ for more information.

The Georgetown University LEND program partners trainees and faculty who are professional, productive contributors to the process of learning. LEND trainees sharpen their interdisciplinary skills, focus on their future role as leaders in the fields of developmental disabilities, and take advantage of the range of opportunities presented to them as part of the curriculum. The purpose of GULEND is to train professionals to improve the health and well-being of diverse persons who have or are at risk for developing ASD/DD across the life course consistent with the MCH Leadership Competencies. GULEND early childhood trainees can opt to enroll on the GU Certificate in Early Intervention Program, https://bit.ly/3txp.

Visit: https://gucchd.georgetown.edu/gu-lend.php  for more information or contact pat33@georgetown.edu  or  rab9@georgetown.edu 

The GULEND  program is supported by the Maternal and Child Health Bureau, Grant # MCH 73MC42023‐01‐00

The Leadership Education in Neurodevelopmental and Related Disabilities Fellowship at Children’s National (LEND-CN) aims to develops the next generation of professionals from various disciplines and backgrounds that will impact people with developmental disabilities (DD) including Autism Spectrum Disorder (ASD). An overarching goal of our program is to strengthen public health systems by increasing the number of practitioners and policy makers with leadership skills necessary to deliver comprehensive, family-centered, community-based and culturally competent services to children with, or at risk for, DD and/or ASD and related disorders and their families. LEND-CN offers a number of opportunities for LEND trainees to enhance learning in early childhood including observation in multidisciplinary clinics within our hospital, workshops dedicated to training in autism-specific assessment tools, participation in applied/field activities in the community, participation in advocacy at district, state and federal levels, and learning through family mentorship. For more information about our program, see our website (https://childrensnational.org/healthcare-providers/healthcare-education/training-programs/lendcn) and/or contact our program coordinator, Carrie Bedard (CBEDARD@childrensnational.org).