Owner / Speech-Language Pathologist Grove Communication Therapy. LLC Chicago, Illinois, United States
Disclosure(s):
Cortney Grove, MA, CCC-SLP, I/ECMH-C: No financial or non-financial relationships to disclose
Abstract: This session serves as an introduction to the field of Infant/Early Childhood Mental Health (I/ECMH) for Speech-Language Pathologists. It will include a brief history and description of key features of I/ECMH, a review of principles related to attachment and trauma-informed care, and a description of how psychosocial protective and risk factors interact in development with a focus on the SLP's scope of practice. Following this foundational discussion, we will explore specific ways of using key I/ECMH principles in the evaluation and treatment of feeding and communication disorders.
Summary of Presentation : When feeding or early communication milestones are missed, speech-language pathologists are tasked with providing timely intervention. As therapy begins, however, we often notice that the child seems to have other vulnerabilities which were previously unidentified or unaddressed. These vulnerabilities may even challenge us as clinicians working on discipline-specific outcomes in feeding, language, and social communication. It can be difficult to know when and how other developmental challenges should be addressed in both our own clinical practice and in providing timely and appropriate referrals.
The field of Infant / Early Childhood Mental Health (I/ECMH) offers rich context for thinking about the wider developmental landscape for our young clients and their families. As both a practicing speech-language pathologist and credentialed I/ECMH consultant, the presenter will provide information on the history of I/ECMH and its foundations before translating those components into actionable steps SLPs can take to facilitate progress in feeding, language, and social communication. Evidence-based concepts related to attachment, co-regulation, developmental fears, psychosocial risk and protective factors, resilience, and neurobiological responses to threat will be tied to developmental outcomes.
The presentation will include an interweaving of background knowledge, research findings, and case examples to provide attendees a robust understanding of concepts, rationales, and specific therapeutic strategies. As a result, attendees will leave with an increased awareness of I/ECMH as its own field and as a foundational body of work that serves to inform other clinical disciplines. Participants can use this information to tailor intervention plans, educate families, and communicate more fluently on transdisciplinary teams. Participants will be able to describe how to integrate the components of I/ECMH-informed care moment-by-moment in direct treatment and parent coaching. This session is appropriate for graduate students and newer clinicians but will also offer insights to experienced SLPs seeking to add to their understanding of how early experiences influence life-long development, learning, and social interaction.
Learning Objectives:
At the completion of this activity, participants should be able to:
Upon completion, participants will be able to list at least 4 key characteristics of the field of Infant/Early Childhood Mental Health (I/ECMH).
Upon completion, participants will be able to explain the impact of the interaction between psychosocial factors and attachment on development in infancy and early childhood.
Upon completion, participants will be able to list at least five IECMH-informed care principles that can be used to enhance treatment of feeding and/or communication.