AC21 - Baby Talk Sessions 7-9

Joy D. Osofsky, Ph.D. is a clinical and developmental psychologist, Ramsay Endowed  Chair and Barbara Lemann Professor of Child Welfare at Louisiana State University Health Sciences Center in New Orleans. She has published widely and authored or edited eight books on trauma in the lives of children. Currently, together with three colleagues, she is editing the two volume WAIMH Handbook of Infant and Early  Childhood Development. Dr. Osofsky is past president of ZERO to THREE and of the World  Association for Infant Mental Health. She has been awarded as an Honorary President of  WAIMH and currently serves on the Board of Zero to Three. She has had much experience  with response to disasters playing a leadership role as Clinical Director for Child and Adolescent Initiatives for Louisiana Spirit, the Crisis Counseling Program following Hurricane Katrina and  Co-Principal Investigator for the Mental Health Capacity  Program following the Deepwater Horizon Oil Spill. She has served as Co-Principal of Centers within the National Child Traumatic Stress Network since 2003 and in 2007 received the  Sarah Haley Award for Clinical Excellence in work with trauma by the International Society for Traumatic Stress Studies.  In 2010 she was recognized with the Reginald Lourie Award for leadership and outstanding contributions to the health and welfare of children and families. In 2020, she was awarded the Translational Research Award from the International Congress on Infant Studies. In 2021, she received the ZERO TO THREE Lifetime Achievement Award.    

Mark is an Associate Research Professor. in the Center for Persons with Disabilities, a University Center for Excellence in Developmental Disabilities, and in Psychology at Utah State University. Mark has 40 years of experience working with infants and young children at-risk and with disabilities and their families through multiple research and model demonstration projects. He has examined areas such as social interaction, child transition, naturalistic intervention, parent-child interaction, and service system effectiveness. More recently, he has focused on various aspects of home visiting and preschool intervention services. Mark is an author of Developmental Parenting: A Guide for Early Childhood Practitioners, the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes) parent-child interaction observation measure and the HOVRS (Home Visit Rating Scales) an observational measure of home visiting practices. Mark is a past-president of the Division for Early Childhood and a member of the Zero to Three Fellows Academy.

Karin is a member of the Motivational Interviewing Network of Trainers (MINT) since 2002, and the founder of Theory to Action, LLC. Karin also has significant research experience and has served as co-investigator on various multi-million dollar grants examining the efficacy of Motivational Interviewing in various settings. Karin has previously worked as a consultant with the Center on Alcoholism, Substance Abuse, and Addictions (CASAA) in New Mexico, the VA Hospital System in Alaska, the Office of the US Airforce Surgeon General in Falls Church, VA, and the University of Texas San Antonio, along with 10 years of working as a psychologist within the National Health System (NHS) in the United Kingdom.

Lori A. Roggman, Ph.D., Professor of Human Development at Utah State University, studies parenting support of early development and effective practices to promote parenting in home visiting programs. She works with programs in the US and internationally to improve the quality and impact of home visiting services for families with infants and young children. She was lead developer of the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes), an observational measure of developmental parenting, and the Home Visit Rating Scales (HOVRS), an observational measure of home visiting quality. She was lead author of Developmental Parenting, that describes effective culturally responsive ways to increase developmental parenting through home visiting.

Linda Gilkerson, Ph.D., LSW, is a professor at Erikson Institute where she oversees the graduate training programs in infancy, infant mental health, and trauma-informed early intervention. She founded Erikson’s Fussy Baby Network, a family support program for parents of infants under one year. Dr. Gilkerson is the developer of FAN, an approach that is used widely across the U.S. and abroad to facilitate parent engagement and reflective practice in services for young children and families. Prior to this, she worked in hospitals for 12 years, leading model developmental and family support programs in pediatrics and neonatal intensive care. Her research and publications focus on relationship-based approaches and reflective supervision in a range of settings. Linda is also a former long-time board member of ZERO TO THREE and led or served on many early childhood task forces in Illinois. 

Alison D. Peak LCSW has spent the majority of her career dedicated to two primary passions: integrated behavioral health services in primary care settings and Infant Mental Health. Alison has an MSW from the University of Michigan with an emphasis in Interpersonal Practice with Children and Youth and two post-graduate certificates: Integrated Behavioral Health in Primary Care Settings and Pediatric Integrated Behavioral Health. Alison is also privileged to be a member of the 2020-2022 class of ZERO TO THREE Fellows. Alison collaborates across Tennessee and nationally to build programs that are responsive to gaps within the infant and early childhood mental health service delivery system

Leanne Kallemeyn, Ph.D., is Associate Professor in the Research Methodology at Loyola University Chicago's School of Education. She has been the principal investigator of multiple evaluation projects in the field of education, which she also uses as opportunities to innovate evaluation practice. Her scholarship has focused on how practitioners, particularly teacher and school administrators, use (and do not use) data and evidence in their daily routines. She uses this knowledge to build evaluation capacity in early childhood initiatives, schools and non-profit organizations. She has 19 published articles in journals, including American Journal of Evaluation, Evaluation and Program Planning, and Canadian Journal of Program Evaluation. Leanne teaches courses in program evaluation, qualitative methodology, and mixed-methodology.