• Morning session (part 1)
     October 9, 2020
     9:00 am - 11:00 am
  • Afternoon session (part 2)
     October 9, 2020
     1:00 pm - 3:00 pm

Embedding Structured Teaching in the Inclusive Early Childhood Classroom (webinar)

Learning Level 2: Intermediate/Application

Intended Audience: Administrators, ECSE and General Educators, Teacher Assistants

The purpose of this presentation is to describe instructional strategies for supporting young children with disabilities in inclusive early childhood settings. Dr. Barton will provide an overview of effective practices based on research and principles of applied behavior analysis. She will provide examples to illustrate high quality early childhood inclusive environments. She will outline strategies for embedding into ongoing activities in inclusive early childhood classrooms. Participants will have opportunities to identify practices and plan classroom implementation.

Continuing Education – This training will provide 5 contact hours for the following:

  • Educator License Renewal
  • CDA (Child Development Associate) credit in area(s) 2
  • CE credit for SLP, SW, LCPC, PT, and OT professionals
  • Gateways to Opportunity credit in area D (Org. ID# B40093, Event ID# )

Full attendance is required to receive a certificate.


  • Erin Barton
    Erin E. Barton, PhD, BCBA-D, is an Associate Professor in the Department of Special Education at Vanderbilt University. She is a former special education teacher with several years experience teaching children with autism. She currently teaches courses on evidence-based assessment and intervention practices for young children with disabilities and single case research design. She is a Board Certified Behavior Analyst and directs research projects related to evidence-based practices for young children, policies and practices that support high quality inclusion, and effective professional development systems. Dr. Barton is an active scholar with over 85 publications in major journals, multiple chapters, and three textbooks related to evidence-based practices. Dr. Barton serves on several editorial boards and is the Editor-in-Chief of Topics in Early Childhood Special Education and an Associate Editor for the Journal of Early Intervention. She has received many honors and most recently was honored with the Distinguished Early Career Research Award from the Division for Research of the Council for Exceptional Children.
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