Early childhood educators play a critical role in the lives of young children and their families around the world. As the administrator of the Child Development Associate® (CDA), the Council for Professional Recognition is at the forefront of ensuring that early childhood educators are aware of and trained in education best practices and the highest quality of care for young children. The Council does this by meeting with many experts in the field, as well as adjacent fields, to discuss, understand, and evaluate the latest research on topics impacting early childhood education. As part of these efforts, we are excited to bring you the first in our new series, Experts Speak, in which the Council sits down with experts to discuss topics that impact the field of early childhood education.
Autism impacts 1 in 36 children today1. For those tasked with caring and nurturing the minds of young children with a severe diagnosis, it can be a tumultuous journey for all involved as families, educators, and autistic children struggle desperately to communicate with one another. And for early childhood educators and parents, they are also presented with the responsibility of teaching autistic children and keeping them safe.
But without reliable communication, this can feel impossible. So how are early childhood educators supposed to care for and teach young children with complex communication difficulties, such as autism? Simply aim low? For Elizabeth Vosseller, this isn’t an option.
Director of Growing Kids Therapy Center, Elizabeth Vosseller, known as “EV” for short, attended Loyola College in Maryland, where she took a class in sign language, which led her to pursue a career in Speech-Language Pathology. Elizabeth tells us, “I didn’t intend to specialize in autism or complex communication disorders. But that’s sort of what fell in my lap. And as I saw clients with complex communication disorders, I loved trying to figure out the complexities and their needs.”
Elizabeth began to specialize in helping those with autism and other complex communication disabilities, both complex and genetic, such as Craniofacial anomalies (such as Cleft Palate), Down Syndrome, Phelan-McDermid Syndrome, Prader-Willi Syndrome, Pitt-Hopkins Syndrome, and Angelman Syndrome. Over the course of her career, Elizabeth has worked with children and adults using traditional speech-language intervention. According to Elizabeth, traditional perspectives “assumes that because people couldn’t say the words, they didn’t understand the words.”
However, she wasn’t seeing the desired progress, “There was not a complete lack of progress, but it wasn’t what I was expecting, given the intensity of the services I was doing and knowing that the kids were smart, because I’d been outsmarted by them too many times.”
The sentiment is reminiscent of the experience of Anne Sullivan, who worked with Helen Keller by helping her make a breakthrough in being able to communicate. With the same determination as Sullivan, Elizabeth disagreed with the idea that there wasn’t more that could be done. “I constantly saw that light in their eyes that told me they understood. I just had this burning feeling that there was something in there.”
Elizabeth wasn’t the only one who felt there had to be something more that she and other educators, therapists, and parents could do. Elizabeth and others, found that one answer to communication seems to be using spelling. For example, the book The Reason I Jump by Japanese author, Naoki Higashida2 helped to spread awareness of spelling as an alternative form of communication. The book contains an interview with Naoki, a 13-year-old boy with autism, where he spelled out his answers on what it was like to live with autism using a method of communication that incorporated spelling that he and his mother developed. Meanwhile around 2015 in the states, Vosseller began developing her own methodology called Spelling to Communicate (S2C), which in the last decade has been gaining traction and increased use across the United States as an augmentative and alternative communication (AAC).
“There’s been use of spelling and typing for some time in the disability field. We’ve done it with adults for some years. If you think about it, going back to Helen Keller and Anne Sullivan,” Elizabeth elaborates, “The first time I saw somebody using spelling as a way of communication, I was like ‘this is it.’”
S2C is designed to target and improve motor capabilities, not the level of intelligence. It operates based on the idea that those with complex communication difficulties have the condition apraxia, a neurological condition that makes it difficult or near impossible to make certain movements3. During Spelling to Communicate sessions, individuals with apraxia work to control their muscles to the point that they can confidently and accurately point to letters on a letter board or type letters on a keyboard. This gives them the capability to spell out what they want to say.
So, what does this new success Elizabeth has seen mean for early childhood educators and families struggling to communicate through speech? Does it mean completely switching treatment or therapies immediately to S2C? Not necessarily, Elizabeth cautions, “We don’t tend to start with spelling to communicate until about four. Partly because I really want early intervention to have a good chance.”
She advises that it’s best to see if traditional early intervention is the answer first, “I want good early intervention to have a chance, such as, special education, OT, PT and speech therapy.”
If one suspects that a young child struggling to communicate has apraxia, Elizabeth states the first thing one should do is presume competence, “If somebody walks through the door, I’m going to presume that they’re the age mentally of their chronological age. They must actually prove me wrong, and then I’ll adjust.”
What’s the next step? Should you practice the alphabet? Should you read out loud to them? Do physical therapy? Elizabeth says yes to all of these steps but talking is especially important. “If you have a child who is speech delayed, talk to them. In early childhood, it’s called parallel talk and self-talk.”
Parallel talk is when you narrate what a child is doing. Elizabeth provides one example, “If the child is playing with blocks, you can say ‘Oh, you’re reaching for the blue block. Oh, that’s a nice blue block, right?” Meanwhile, self-talk is indicating out loud what you’re doing and why. For example, Elizabeth says in the grocery store, you may say to a child, “Oh, Mommy’s going to make pasta tonight. So, I need to get some noodles. Now, I’m going to get some tomato sauce.’ You’re just talking out loud to your child”
Reading is also important, “Sometimes when people find out a child is having some delays, they stop reading books to them, because they think oh, my kid can’t understand,” Elizabeth laments. Rather, she advises exposure to many different words and photos, not just the same limited set. “The brain loves change. The brain responds to change, which is why we are startled when something unexpected happens.” So, if you just keep it limited to a small group of words, a small group of books, you’re limiting that knowledge going in”. Elizabeth reminds us just because folks are not speaking, doesn’t mean they don’t understand.
Early childhood educators may face other challenges aside from teaching children with complex communication challenges. Keeping children safe in the event of uncontrollable temper tantrums is also a concern for many. So how should one approach those scenarios? Keep those with apraxia separate?
“I believe in radical inclusivity,” Elizabeth states firmly, “I think if we start early, we could learn how to interact appropriately.”
The big key, she says, is to explain that people with apraxia do not always have control over their body. Knowing that impulsive actions can be the result of one being startled, scared, or excited can help educators and families avoid creating situations that may trigger dangerous or harmful actions. Family members and educators can also de-escalate these situations by guiding those with apraxia through the motions needed to prevent hurting themselves or others.
“When someone with apraxia pulls my hair, I know sometimes it’s because they’re overwhelmed meeting me or they’re in distress,” Elizabeth says, “I coach them through how to use the motor skills needed for them to open their hands. I say in a very calm voice, ‘Open your hands, open up your fingers, straighten out your fingers,’ and then I slowly pull my hair out.”
Elizabeth emphasized that many early childhood educators are uniquely qualified and well trained in recognizing early signs of struggle. However, she noted that it’s also vital to stay up to date with the latest research and educational methods to provide the best care for children, especially those with disabilities.
In 1887, Helen Keller had her “water” moment. In Anne Sullivan’s words, “A new light came into her face. Within hours, she had learned thirty new vocabulary words.” It wouldn’t have been possible without the hard work and dedication of Sullivan, who would not give up on Helen.
Most of all, Elizabeth encourages early childhood educators and families not to give up hope. “Hope is one of our most precious commodities.”
Doing the research and constantly seeking out new educational practices, such as those emphasized in Essentials for Working with Young Children is key to successful interactions with all children in early childhood education. This dedication is what has allowed educators and therapists around the world to make a difference in the lives of children. As a result, many children are able to live more fulfilled lives and can create meaningful connections with everyone around them, especially their loved ones.
And that’s why all the work in ECE and special education matters.
—
More information on Elizabeth Vosseler, Growing Kids Therapy Center, apraxia, and spelling to communicate therapy can be found at:
Growing Kids Therapy Center – https://growingkidstherapy.com/
I-ASC (The International Association for Spelling as Communication) – https://i-asc.org/
Jaswal, Vikram K., Allison Wayne, and Hudson Golino. “Eye-Tracking Reveals Agency in Assisted Autistic Communication.” Nature.com, May 12, 2020. https://www.nature.com/articles/s41598-020-64553-9.
Jaswal, Vikram K., Andrew J Lampi, and Kayden M Stockwell. “Literacy in Nonspeaking Autistic People.” Sage Journals, February 21, 2024. https://journals.sagepub.com/doi/10.1177/13623613241230709.
Sources:
1- Maenner, Matthew J, Zachary Warren, and Ashley Robinson Williams. “Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2020.” Centers for Disease Control and Prevention, March 24, 2023. http://dx.doi.org/10.15585/mmwr.ss7202a1.
2- Higashida, Naoki. The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism. New York, New York: Random House, 2016.
3- Rausch, Sarah Ludwig. “Apraxia: Symptoms, Causes, Tests, Treatments.” WebMD, October 12, 2008. https://www.webmd.com/brain/apraxia-symptoms-causes-tests-treatments.
The Child Development Associate® (CDA) Credential™, under the stewardship of the Council for Professional Recognition, has long been a cornerstone of the early childhood education sector. The Council is deeply committed to elevating the CDA®...
Introduction The Child Development Associate® (CDA) Credential™, awarded by the Council for Professional Recognition, is a foundational credential for early childhood educators across the United States. While the CDA® has long been recognized as a...
SPONSORED BLOG If you’re looking to boost your career and make a bigger impact in the lives of the little ones you teach, earning your Child Development Associate®(CDA) credential is a fantastic step forward. And...
As professionals dedicated to the advancement of early childhood education, we understand the critical role that a highly skilled and well-trained workforce plays in the development and success of young children. At the Council for...
The Council for Professional Recognition has long been a leader in quality in early childhood education, ensuring that educators meet the highest standards of competence and professionalism through the Child Development Associate® (CDA) credential. As...
The Council wants to give our early childhood teachers a chance to tell their stories. So does Usma Mohamed, the Council’s VP of Brand Experience and Marketing, and she conveys what they have to say...
SPONSORED BLOG As summer winds down and back-to-school season approaches, preschool teachers everywhere are gearing up for another exciting year of guiding littler learners! Amid the hustle and bustle of adorning bulletin boards with colorful...
What inspired you to launch the Reimagine project? Dr. Calvin E. Moore, Jr. (CM), Chief Executive Officer: I joined the Council when we were in the middle of the pandemic and needed to rebuild the...
Experts Speak Autism and Apraxia with Elizabeth Vosseller Early childhood educators play a critical role in the lives of young children and their families around the world. As the administrator of the Child Development Associate®...
Elisa Shepherd is the Vice President of Strategic Alliances at the Council, where she leads initiatives to advance the Council’s mission and strategic plan through designing, managing, and executing a comprehensive stakeholder relationship strategy.
With over 25 years of experience in early childhood education (ECE), Elisa has dedicated her career to developing impactful programs, professional development opportunities, and public policies that support working families, young children, and ECE staff. Before joining the Council, Elisa held numerous roles within the childcare industry. Most recently, she served as Associate Vice President at The Learning Experience and as Senior Manager at KinderCare Education, where she influenced government affairs and public policies across 40 states.
Elisa’s commitment to leadership is reflected in her external roles on the Early Care and Education Consortium Board of Directors, the Florida Chamber Foundation Board of Trustees, and as the DEI Caucus Leader for KinderCare Education. She has been recognized as an Emerging Leader in Early Childhood by Childcare Exchange’s Leadership Initiative.
Elisa earned a Bachelor of Science in Psychology with a focus on child development from Pennsylvania State University in State College, PA.
Andrew Davis
Chief Operations Officer (COO)
Andrew Davis serves as Chief Operating Officer at the Council. In this role, Andrew oversees the Programs Division, which includes the following operational functions: credentialing, growth and business development, marketing and communications, public policy and advocacy, research, innovation, and customer relations.
Andrew has over 20 years of experience in the early care and education field. Most recently, Andrew served as Senior Vice President of Partnership and Engagement with Acelero Learning and Shine Early Learning, where he led the expansion of state and community-based partnerships to produce more equitable systems of service delivery, improved programmatic quality, and greater outcomes for communities, children and families. Prior to that, he served as Director of Early Learning at Follett School Solutions.
Andrew earned his MBA from the University of Baltimore and Towson University and his bachelor’s degree from the University of Maryland – University College.
Janice Bigelow
Chief Financial Officer (CFO)
Jan Bigelow serves as Chief Financial Officer at the Council and has been with the organization since February of 2022.
Jan has more than 30 years in accounting and finance experience, including public accounting, for-profit and not-for-profit organizations. She has held management-level positions with BDO Seidman, Kiplinger Washington Editors, Pew Center for Global Climate Change, Communities In Schools, B’nai B’rith Youth Organization and American Humane. Since 2003, Jan has worked exclusively in the non-profit sector where she has been a passionate advocate in improving business operations in order to further the mission of her employers.
Jan holds a CPA from the State of Virginia and a Bachelor of Arts degree from Lycoming College. She resides in Alexandria VA with her husband and dog.
Janie Payne
Vice President of People and Culture
Janie Payne is the Vice President of People and Culture for the Council for Professional Recognition. Janie is responsible for envisioning, developing, and executing initiatives that strategically manage talent and culture to align people strategies with the overarching business vision of the Council. Janie is responsible for driving organizational excellence through strategic talent practices, orchestrating workforce planning, talent acquisition, performance management as well as a myriad of other Human Resources Programs. She is accountable for driving effectiveness by shaping organizational structure for optimal efficiency. Janie oversees strategies that foster a healthy culture to include embedding diversity, equity, and inclusion into all aspects of the organization.
In Janie’s prior role, she was the Vice President of Administration at Equal Justice Works, where she was responsible for leading human resources, financial operations, facilities management, and information technology. She was also accountable for developing and implementing Equal Justice Works Diversity, Equity, and Inclusion strategy focused on attracting diverse, mission-oriented talent and creating an inclusive and equitable workplace environment. With more than fifteen years of private, federal, and not-for-profit experience, Janie is known for her intuitive skill in administration management, human resources management, designing and leading complex system change, diversity and inclusion, and social justice reform efforts.
Before joining Equal Justice Works, Janie was the Vice President of Human Resources and Chief Diversity Officer for Global Communities, where she was responsible for the design, implementation, and management of integrated HR and diversity strategies. Her work impacted employees in over twenty-two countries. She was responsible for the effective management of different cultural, legal, regulatory, and economic systems for both domestic and international employees. Prior to Global Communities, Janie enjoyed a ten-year career with the federal government. As a member of the Senior Executive Service, she held key strategic human resources positions with multiple cabinet-level agencies and served as an advisor and senior coach to leaders across the federal sector. In these roles, she received recognition from management, industry publications, peers, and staff for driving the creation and execution of programs that created an engaged and productive workforce.
Janie began her career with Verizon Communications (formerly Bell Atlantic), where she held numerous roles of increasing responsibility, where she directed a diversity program that resulted in significant improvement in diversity profile measures. Janie was also a faculty member for the company’s Black Managers Workshop, a training program designed to provide managers of color with the skills needed to overcome barriers to their success that were encountered because of race. She initiated a company-wide effort to establish team-based systems and structures to impact corporate bottom line results which was recognized by the Department of Labor. Janie was one of the first African American women to be featured on the cover of Human Resources Executive magazine.
Janie received her M.A. in Organization Development from American University. She holds numerous professional development certificates in Human Capital Management and Change Management, including a Diversity and Inclusion in Human Resources certificate from Cornell University. She completed the year-long Maryland Equity and Inclusion Leadership Program sponsored by The Schaefer Center for Public Policy and The Maryland Commission on Civil Rights. She is a trained mediator and Certified Professional Coach. She is a graduate of Leadership America, former board chair of the NTL Institute and currently co-steward of the organization’s social justice community of practice, and a member of The Society for Human Resource Management. Additionally, Janie is the Board Chairperson for the Special Education Citizens Advisory Council for Prince Georges County where she is active in developing partnerships that facilitate discussion between parents, families, educators, community leaders, and the PG County school administration to enhance services for students with disabilities which is her passion. She and her husband Randolph reside in Fort Washington Maryland.
CounciLINK is Your Connection
Read our monthly e-newsletter and keep up to date on all Council programs and services, as well as the latest news in the world of early care and education. Subscribe today to stay connected with us. You’ll receive timely information on events, webinars, special promotions, and more.