Dr. Debra Lively

Dr. Debra Lively

Professor at Saginaw Valley State University

[email protected]

Lessons Learned

• Communication access is fundamental to child safety. I have learned that children with disabilities must have reliable and accessible ways to communicate their experiences. When communication barriers exist, abuse and neglect may go undetected. Providing appropriate communication supports is an essential component of protecting children. In addition, every child, regardless of communication ability, deserves the right to be heard.
• Protecting children requires multidisciplinary collaboration. Effective responses to suspected maltreatment/trauma depend on partnerships among educators, healthcare providers, child protective services, law enforcement, and families. Collaborative decision-making ensures that children's needs are addressed comprehensively and consistently. Having positive connections between agencies is critical to ensuring the health, safety and well-being of children.
• Disability should never overshadow concerns about maltreatment. It is important to be able to distinguish behaviors associated with a child's disability from potential indicators of abuse or neglect. Remaining observant, using trauma-informed practices, and understanding each child's typical patterns of functioning help ensure that concerns are appropriately recognized and addressed.
• Prevention is more effective than intervention alone. Early identification of family stressors, access to services, and coordinated supports can reduce the likelihood of maltreatment/trauma before it happens. Families caring for children with disabilities often experience increased stress and require access to resources, respite care, and education. Supporting families can help reduce the risk of maltreatment/trauma.

Resources Developed

• I have developed and delivered numerous presentations at national, state, and local conferences focused on supporting young children and families. In addition, I have participated in extensive professional development and training that has strengthened my knowledge of child maltreatment prevention, family engagement, and trauma-informed practices. My professional training includes evidence-based frameworks and programs such as T. Berry Brazelton's Touchpoints, Stephen J. Bavolek's Nurturing Parenting Program, Healthy Families America, SKI HI Parent Infant Programs (SKI HI, Insight, AHEAD, VISA) and Parents as Teachers. These experiences have informed my work with families by emphasizing strengths-based, relationship-centered approaches that promote healthy child development, positive parenting practices, and the prevention of child maltreatment/trauma.
• My collaborations with organizations and leaders dedicated to improving outcomes for children and families have provided invaluable opportunities to advance my understanding of child maltreatment prevention and trauma-informed practices. Through partnerships with the Council for Exceptional Children's (CEC) Bright Spots Initiative, Dr. Harold Johnson, the Children's Trust Fund, the Great Lakes Child Abuse and Neglect Council, Hands & Voices, and nationally recognized leaders including Dr. Catherine Coor and Dr. Jamie Hopkins, I have gained meaningful insights into evidence-based strategies that promote child safety, strengthen family supports, and improve outcomes for children with disabilities. These collaborations have broadened my perspective and reinforced the importance of interdisciplinary partnerships in preventing and addressing child maltreatment and trauma. Working alongside professionals from education, healthcare, family support, and child advocacy has strengthened my commitment to developing systems that are responsive to the unique needs of children with disabilities and their families.
• I have dedicated 27 years to working directly with families as a home interventionist and as the developer and coordinator of a Birth-to-Three program serving infants and toddlers in both general and special education. Throughout my work, I emphasized family-centered practices by providing comprehensive supports, including playgroups, family meetings, weekly home visits, ongoing developmental monitoring, and the implementation of evidence-based resources addressing child maltreatment, trauma, and family resilience. In addition to my direct service experience, I have contributed to the preparation of future educators as a university faculty member. I played a key role in the development of TE 302: Sociocultural Contexts of Learners, a required course for Elementary Education, Early Childhood Education, and Special Education majors. The course integrates content on child maltreatment, trauma-informed practices, and the impact of adverse childhood experiences on learning and development. TE 302 continues to be a core component of our teacher preparation curriculum, ensuring that future educators are equipped to recognize, respond to, and support children and families affected by trauma.

Suggested Resources

Collectively, the following resources provide a network of expertise that supports prevention, early identification, family engagement, interdisciplinary collaboration, and trauma-informed practices. They have been instrumental in informing my work with children, families, educators, and community partners and continue to serve as trusted sources of knowledge and professional guidance. Together, they provide expertise at the national, state, and local levels and support a comprehensive approach to preventing maltreatment and promoting the well-being of children, particularly those with disabilities.

• Dr. Harold Johnson, [email protected]
  • Harold Johnson is a nationally recognized leader in deaf education and child advocacy. His expertise in supporting children with disabilities, combined with his commitment to increasing awareness of the heightened risk of maltreatment among children with disabilities, provides valuable guidance for developing educational resources, fostering interdisciplinary collaboration, and advancing prevention efforts.
• Suzanne Greenberg, Executive Director of Michigan Children’s Trust Fund: https://www.michigan.gov/ctf
  • The Michigan Children's Trust Fund is Michigan's leading organization dedicated to the prevention of child abuse and neglect through education, community engagement, and evidence-based prevention initiatives. Suzanne Greenberg's leadership and expertise provide access to statewide prevention strategies, family support resources, and collaborative partnerships that strengthen trauma-informed practices across education and community systems.
• Hands and Voices: https://www.handsandvoices.org/
  • Hands & Voices is a nationally recognized parent-driven organization dedicated to supporting families of children who are deaf or hard of hearing. The organization provides family-centered resources, advocacy, and peer support that empower families to make informed decisions while promoting healthy child development, effective communication, and strong family relationships. These protective factors contribute to reducing family stress and supporting positive outcomes for ch
• Prevent Child Abuse America: https://preventchildabuse.org/
  • Prevent Child Abuse America is a national leader in child abuse prevention, offering research, policy guidance, educational materials, and evidence-based strategies that promote safe, stable, and nurturing environments for children. The organization emphasizes prevention through strengthening families, building protective factors, and fostering community partnerships, making it an essential resource for professionals committed to trauma-informed practice.
• Local resources: Great Lakes Bay CAN: https://www.cancouncil.org/
  • The Great Lakes Bay Children's Advocacy Center serves as a vital local resource by providing prevention education, multidisciplinary collaboration, forensic services, victim advocacy, and community training related to child abuse and neglect. Their work strengthens the capacity of educators, healthcare professionals, law enforcement, and social service agencies to recognize, respond to, and prevent child maltreatment while ensuring coordinated, child-centered services for children and families.

Collaborative Areas of Interest

• Prevention and Trauma
• Family/parental understanding of maltreatment/trauma
• Preparing pre-service teachers to understand the importance of awareness, reporting, and prevention of maltreatment/trauma for children with disabilities.