Download SESSION ONE A - OT/PT Institute

Session Descriptions
MONDAY, AUGUST 8, 2016
WELCOME:
8:15-8:30
Welcome and Update from the Office for Exceptional Children by Sue Zake PhD; Director, Office
for Exceptional Children, Ohio Department of Education
The director of the Office for Exceptional Children will share highlights and updates regarding
changes and information that are pertinent to OTs and PTs working in the educational environment
with special education students.
Learning Objectives
1. Be updated on highlights from OEC that are pertinent to OTs and PTs
KEYNOTE:
8:30-9:30
Don’t Teach Social Skills by Danny Raede CEO
Teaching social skills to someone with Asperger’s is as effective as teaching a soldier in an active
combat situation how to knit: First you need to help them feel safe & secure… THEN (and only then)
can you start by teaching them how to regulate their emotions, learn to focus… and eventually learn
social skills.
Learning Objectives
1. Learn how to identify when someone with Asperger’s is in Defense Mode vs. a receptive,
ready to learn state
2. Identify when to teach executive function, and when to allow time for emotional processing
3. Understand the “Asperger’s Sensory Funnel” and the order of priorities when helping someone
with Asperger’s
4. Clear understanding of what to focus on when helping people with Asperger’s in any area of
life
SESSION ONE
9:45-11:45
A
Steppin Up Ur Game and Standing Up 4 Students who aren’t Walking by Ginny Paleg PT, DScPT
Systematic Review and Clinical Guidelines for choosing standers and gait trainers.
Learning Objectives
1. Choose and justify dosage for standing programs
2. Choose and justify amount of abduction and external rotation for a stander
3. Be able to assess progress with a valid reliable outcome measure for stander and gait trainers
4. Be able to describe the differences between common models of gait trainers
B
From the Inside Out: Expanding the Mind-Body Connection for Children with ADHD and SelfRegulation Challenges by Colleen Williams PT
This course addresses the many challenges children face in today’s new culture. These challenges
affect all aspects of their development, ability to focus, learn and self-regulate. There is a strong
connection between the brain and the body. Through movement and mindfulness practices, the
neurochemistry of the brain can be changed for the most effective learning, improved attention and
success.
Learning Objectives
1. Describe basic brain anatomy and function
2. Explain the challenges children face today
3. Improve awareness of the importance of play as it relates to brain function
4. Define ADHD, and identify structural brain differences in children with ADHD
5. Define mindfulness and carry out mindfulness activities with children
6. Integrate movement and mindfulness activities into a classroom setting
C
Exploring Auditory Defensiveness: A Comprehensive Approach to Assessment & Treatment
by Sheila M. Frick OTR/L
Do you truly understand the impact of the auditory system on function? What happens to our arousal
level when there are disruptions in the way we process the sounds from our environment? How would
it feel to be constantly bombarded by the sounds in your life? More importantly do you know how to
treat from a whole body perspective when these challenges occur?
Signs and symptoms of auditory defensiveness may present themselves as classic sensory defensive
behaviors. However, that is not the only manner in which disruptions in the auditory system and
audition leave someone vulnerable to becoming defensive. These defensive processes start early in
life and if not addressed will continue to impact an individual’s level of participation and overall quality
of life.
In this workshop, participants will explore the functional implications of auditory defensiveness (and
misophonia) and the direct link between the auditory system and primary movement patterns. This
workshop will delve into the orienting-defensive continuum and the physiologic impact of a defensive
response on movement patterns, arousal levels, and function.
Participants will begin to understand how auditory defensiveness and gravitational insecurity often
present together and may represent an emerging sub-type of sensory defensiveness centered around
spatial difficulties.
Video and case presentations will highlight simple auditory and movement treatment strategies
essential for fostering fluid orienting and adaptability within the environment. This workshop is
appropriate for individuals in private practice, schools, and community settings looking for new and
innovative ways to address auditory defensiveness through both sound and movement approaches.
No prior experience with auditory interventions is required to participate in this workshop.
Learning Objectives
1. Differentiate between auditory defensiveness and auditory defensiveness originating from
spatial difficulties
D
2. Identify the impact of a defensive response on an individual’s movement and holding patterns
3. Select three treatment strategies essential to address auditory defensiveness from a whole
body perspective
4. Understand when to precisely implement each of the three different types of auditory treatment
tools depending on client’s clinical picture
What is Defense Mode? by Danny Raede CEO
People with Asperger’s are often in “Defense Mode” a state of extreme fight of flight where everything
seems threatening. In this talk, you’ll learn how to get someone with Asperger’s beyond Defense
Mode, as well as understand the biological, psychological and social drivers that contribute to a
constant state of Defense Mode.
Learning Objectives
1. Identify the stages of Defense Mode
2. Understand the complete Defense Mode cycle, when to intervene, and when to stay back
3. Know the complete effects of Defense Mode, from vagus nerve shutdown to lack of motivation
4. At the conclusion of the talk, participants will have a deep understanding of Defense Mode and
the effects it has on someone with Asperger’s
E
The ICF to Support Student Participation and Overcome Barriers: Ecological Assessment in
Schools by Sue Cecere PT, MHS
This presentation will provide a brief description of the ICF and how the ecological assessment fits
into this framework by providing a first step as part of educationally relevant decision making. We will
explore ecological assessments as they relate toward developing plans of care that will promote
participation in school activities in the least restrictive environment using a case study. With the
ecological assessment as the starting point in the assessment process, the use of various other
assessment tools targeted at specific barriers identified through ecological assessment will be
discussed.
Learning Objectives
1. Understand the participation framework (ICF) and its relationship to ecological assessment
2. Conduct an ecological assessment
3. Create an ecological assessment
4. Analyze the results of an ecological assessment to develop educationally relevant plans of
care for students
5. Evaluate the need for additional school based testing following an ecological assessment
6. Apply the participation framework including ecological assessment to your own practice
F
ASD and Assistive Technology: Organization by Jan Rogers MS, OTR/L, ATP and Amy Bixler
Coffin MS
Most students with ASD struggle with executive function skills. Organizational skills are a component
of executive functioning. Students with ASD often struggle with a variety of organization skills
including time management, materials management, information management, and self
management. This session will discuss common organizational challenges and assistive technologies
to support those challenges. Learn how to select assistive technologies to support organization skills
for students with ASD based upon feature matching, as well as products that contain the identified
technology features.
Learning Objectives
1. Participants will gain an understanding of the common organizational challenges for individuals
with ASD
2. Participants will gain an understanding of features of technology that may support the common
organizational challenges of ASD
3. Participants will gain an understanding of the need and process to feature matching student
needs to technology features
4. Participants will become informed of assistive technology tools that may contain features to
support organizational challenges in individuals with ASD
SESSION TWO
1:15 - 2:45
G
(CONTINUED from Session A)
H
(CONTINUED from Session B)
I
(CONTINUED from Session C)
J
How it Feels to have Asperger’s by Danny Raede CEO
Asperger’s can be complex if you are looking in, but rarely does it get described from the inside, out.
In this talk, Danny will explain what it feels like to grow up having Asperger’s.
Learning Objectives
1. Have greater empathy for persons going through the experience of having Asperger’s/Autism
2. Learn effective communication strategies to get through to people with Asperger’s
3. At the conclusion of this talk, participants will have a greater understanding of the struggles &
gift that come from having Asperger’s
K
Complex School-based Challenges: Frequency and Duration Decision-making by Sue Cecere
PT, MHS
This session will discuss historical practices in service determination, as well as the accepted
contemporary practices that support evidenced based decision making regarding frequency and
duration of school based services. Tools created to assist with the clinical reasoning process aligned
with service determination will be shared and discussed.
Learning Objectives
1. Recall historical practices and compare to the contemporary practices of service determination
2. Understand different elements for consideration when making decisions regarding frequency
and duration
3. Evaluate some of the tools available to assist school based therapists in making frequency and
duration decisions
L
ASD and Assistive Technology: Writing by Jan Rogers MS, OTR/L, ATP and Amy Bixler Coffin
MS
Research shows that students with autism spectrum disorder often struggle with various components
of writing. Are you struggling with the implementation of assistive technologies that support students’
access to writing activities? Do you know how to match the specific needs of students with ASD with
technology features to improve curriculum access? Join us as we discuss common barriers to writing
for individuals with ASD, how to select assistive technology based upon feature matching, and
products that contain the identified technology features.
Learning Objectives
1. Participants will gain an understanding of the common writing barriers for individuals with ASD
2. Participants will gain an understanding of features of technology that may support the common
writing barriers of ASD
3. Participants will gain an understanding of the need and process to feature matching student
needs to technology features
4. Participants will become informed of assistive technology tools that may contain features to
support writing access in individuals with ASD
SESSION THREE
3:00 - 4:30
M
(CONTINUED from Sessions A and G)
N
(CONTINUED from Sessions B and H)
O
(CONTINUED from Sessions C and I)
P
Workshop: Experiential Tools to get People with Asperger’s Unstuck by Danny Raede CEO
This will be an experiential workshop to show you what it feels like to use specific tools & strategies to
help people with Asperger’s get unstuck. We’ll be working together to understand several coaching &
conversation modalities under the overall framework of “Capacity & Understanding”
Learning Objectives
1. Understand how to use “Being with it” and “Belief Busting” to help someone with Asperger’s
get unstuck in their life
2. Experience the sensations that people with Asperger’s experience on a daily basis
3. At the conclusion of this workshop, participants will come away with new tools & techniques to
help them help people with Asperger’s move forward in their life
Q
School-Based OT/PT Practice Basics: Support for Beginning Practice in Schools by Jennifer
Wissinger PT, DPT, PCS and Molly Dodge OTR/L
Whether you are a new professional or just new to the school setting, this session will introduce you
to the laws, rules, and regulations for therapists who practice in the educational setting as well as give
strategies for scheduling, managing paperwork, and meeting general documentation requirements for
schools. You will receive an overview of how a student is identified for services, made eligible for
special education services, and best practices for implementing a therapy plan of care in the
educational environment. Though this presentation will primarily focus on the needs of the licensed
therapist in schools, assistants may benefit from the overview and understanding of the process in
which the assistant practices as part of the educational Team.
Learning Objectives
1. Implement practical strategies for scheduling, documentation and collaboration within an
educational practice setting
2. Explain service delivery styles and elements of team collaboration used in the educational
setting
3. Provide an overview of laws and regulations that govern school-based therapy practice
4. Relate Practice Act requirements to practice requirements of the educational setting
5. Describe elements of an evaluation/re-evaluation
6. Understand how to implement a plan of care/treatment in the educational setting
7. Identify resources to develop an appropriate work load
8. Review the current state of the Medicaid School Program in Ohio
R
ASD and Assistive Technology: Social Skills by Jan Rogers MS, OTR/L, ATP and Amy Bixler
Coffin MS
Social competence is the ability to interact successfully with peers and adults in a variety of situations
and environments. Individuals with autism spectrum disorder (ASD) may find this to be a significant
challenge.
Assistive technologies can support students’ social competence skills. Join us as we discuss
common barriers to social competence for individuals with ASD, how to select assistive technology
based upon feature matching, and products that contain the identified technology features.
Learning Objectives
1. Participants will gain an understanding of the common social barriers for individuals with ASD
2. Participants will gain an understanding of features of technology that may support the common
social barriers of ASD
3. Participants will gain an understanding of the need and process to feature matching student
needs to technology features
4. Participants will become informed of assistive technology tools that may contain features to
support social competence in individuals with ASD
TUESDAY, AUGUST 9, 2016
SESSION FOUR
8:00-10:00
S
Core Connections: Exploring the Core’s Developmental Roots by Sheila M. Frick OTR/L
Core is a popular topic among therapists, Pilates and yoga instructions, and exercise enthusiasts;
however, it is often poorly defined. This course will provide a clear description of the core based on
current research and discuss the neurophysiological rationale for evaluating core development and
function in individuals with sensory processing difficulties. Core function will be explored from its
developmental roots in the unfolding of the primary movement patterns (innate reflex development).
Two key patterns (Moro and Tonic Labyrinthine) and their connections to core development and selfregulation will be discussed. The lecture will come to life through clinical videos and labs of both
assessment and treatment strategies.
Learning Objectives
1. Describe the anatomical components of the inner and outer core
2. Discuss the significance of vestibular visual and auditory input for core development
3. Demonstrate three strategies that activate inner core for the purpose of stability and selfregulation
4. Discuss the importance of complete expression and integration of the Moro and Tonic
Labyrinthine reflex for core development and self-regulation
5. Discuss the importance of respiratory patterns and their relationship to core activation
T
Ethics for OT’s by Beth Ann Ball MS, OTR/L, Member OT Section, Ohio OTPTAT Board and Tony
Tanner Executive Director Ohio OTPTAT Board
This session will cover the Ethics CE requirement for licensure and present updates regarding
licensure.
Learning Objectives
1. Participants will understand the Ohio OT Practice Act 4755-7-08 Code of Ethical Conduct
which describes the ethical integrity and professionalism of the OT practitioners in Ohio
2. Participants will be able to relate to others the Ohio OT Practice Act 4755-7-08 Code of
Ethical Conduct which describes the ethical integrity and professionalism of the OT
practitioners in Ohio.
3. They will receive information regarding any updates or changes in the Practice Act.
U
Working 9 to 5: Practical Application of New ODE/OEC Workload Rules and Guidance by
Cheryl VanHoose MHS, PT and Charles H. Carlin PhD, CCC/SLP
This session will cover the workload approach for school based therapists and therapy assistants as
well as provide an overview of the current guidance from the Ohio Department of Education (ODE).
This includes a workload calculator and webinars. While the rules themselves have not changed,
participants will learn about ODE’s renewed focus on the workload approach, the waiver process, and
their plans for monitoring service providers’ workload.
An integrative approach will be utilized that incorporates the standards from ODE/OEC, the Ohio
Revised Code (4755) as it relates to OT and PT licensure and Ohio School Medicaid Programs rules.
Discussion about the importance of communication as it relates to caseload distribution and workload
will be reviewed. Consistent with the recommendations of the caseload- ratios studies, the workload
determination is based upon an interactive process among therapist, assistants, administrators and
remaining stakeholders. Special attention will be paid to the issue of ensuring adequate time for
assistant supervision. This is true with the initial annual determination as well its evaluation during
the course of the school year. The district process must consider variables such alignment with ODE
workload approach, the time needed to complete the workload, quality of work, student outcomes, the
provision of FAPE in the LRE, adequate supervision of assistants, and stakeholder perceptions.
Learning Objectives
1. Demonstrate knowledge of the workload approach as identified by Ohio Operating Standards
for Serving Students with Disabilities
2. Implement mechanisms to improve productivity and manage caseload fluidity throughout the
school year
3. Manage therapy caseload efficiently and effectively based upon current Ohio workload
guidelines
4. Articulate an understanding of the “ODE/ OEC Workload Calculator”- currently on the ODE
website
5. Understand school district and therapist options for the workload calculation process
6. Integrate principals from state licensure rules (ORC- 4755) and ODE Operating Standards and
Guidance
7. Integrate knowledge of the use of workload data, as well as a broad spectrum of variables, to
ensure proper workload management to ensure the delivery of FAPE in children’s LRE
V
Making AT in Minutes ™ with Corrugated Plastic- a "Make and Take" Workshop by Therese
Willkomm PhD, ATP
This workshop will explore over 50 different assistive technology solutions that can be made in
minutes using corrugated plastic. In addition, each person will fabricate three solutions using
corrugated plastic.
*additional supply fee $7.00*
Learning Objectives
1. Identify at least 20 different assistive technology solutions that can be fabricated in five
minutes using corrugated plastics
2. Know how to score, bend and assemble corrugated plastic using a utility knife, coroclaw and
doublesided foam mounting tape
3. Fabricate a portable adjustable iPAD holder; multi-use spring clip; and document/book holder
W
Sensory AND Behavior: A Comprehensive Approach to Addressing Challenging Behaviors by
Gwen Wild MOT, OTR/L
When difficult behaviors arise in children with sensory processing disorders, we often ask ourselves if
the behaviors are sensory OR behavioral in nature. However, experience shows us that the answer is
usually both – sensory AND behavioral. This intermediate level course presents a wholistic approach
to addressing challenging behaviors using a combination of sensory, cognitive and behavioral
strategies.
Learning Objectives
1. Discuss the ABC method of behavior analysis from a sensory perspective
2. Delineate proactive and reactive strategies to address difficult behaviors
3. List a minimum of three environmental adaptations to minimize antecedents for behaviors
4. Select cognitive strategies to address certain behaviors
5. Recognize the role of sensory strategies in minimizing maladaptive behaviors
X
Understanding Autism: The Role of the School-based Physical Therapist in Assessment by
Karen Greeley PT, DScPT
This course will provide participants with a brief overview of the neuropathology and possible causes
of autism spectrum disorders (ASD). Motor characteristics associated with ASD will be identified.
Participants will also review early detection strategies used in the medical setting and physical
therapy assessment guidelines for students with ASD in the school setting.
Learning Objectives
1. Describe current theories on which CNS structures are affected in individuals with ASD
2. Identify possible contributing factors causing autism
3. Describe common motor characteristics seen in ASD
4. Describe early detection strategies in identifying children with ASD
5. Complete a school-based physical therapy assessment of a student with ASD
6. Identify areas of need to be addressed within the school setting
SESSION FIVE
Y
10:15-12:15
(CONTINUED from Session S)
Z
What’s My Role? The School- Based Therapists’ Contributions to the Pre-Referral Process
and ETR Development by Cheryl VanHoose MHS, PT and Christine Urig OTR/L
The school-based therapist continues to be a valuable part of the educational team. Their role in
areas of evaluation, screening, documentation, compliance, and the MTSS (multi- tiered support
system) are essential elements to successful delivery of FAPE for many students. Therapists must
integrate concepts from IDEA, ODE/OEC, Ohio Revised Code related to OT and PT licensure, and
MSP in a manner that ensures compliance and enhances the potential for cost reimbursement for
school districts. The focus of this session will be on the collaborative role of OTs and PTs related to
their provision of an effective evaluation. This leads to the determination of eligibility and ensures
awareness of the multiple roles that a therapist has in different areas of pre- IEP evaluation and
service delivery.
There will be information provided related to therapists’ utilization of the multi-tiered support system
and their role for assisting students in each category, from Rtl to ETR/IEP. The role of appropriate
data collection within the tier process and in the evaluation process will be discussed as well as the
collaboration required at each level.
The session will assist with the delineation of the selection of specific evaluation tools and
mechanisms to ensure compliant and meaningful assessments. Guidelines for the consideration of
items to include within the summary of assessment, the description of educational needs, and
implications for instruction will be provided
Learning Objectives
1. Understand the therapist’s role within the multi-tiered system of supports (i.e., RtI, IAT, and
screening).
2. List mechanisms of the student’s entry into the ETR process.
3. Verbalize common IDEA terminology and the completion of mandated ETR documentation
forms (i.e. PR06, planning forms etc.)
4. Identify strategies for student assessment options and the collection of meaningful data.
5. Have an understanding of the variables utilized within the team process when determining
student eligibility
6. Be able to integrate concepts from various regulatory bodies, such as licensure board, IDEA,
ODE/OCE (operating standards), and Medicaid
7. Have an awareness of potential new Medicaid (MSP) processes and be able to determine
appropriate priorities to provide FAPE.
AA
Bowel and Bladder Training for the School Aged Child: Strategies for the School Therapist by
Carina Siracusa PT, DPT, WCS
Bowel and bladder issues can plague both the neurologically involved child and the typically
developing child. Often bowel and bladder leakage or difficulties can result in missed or delayed
school. These children will normally benefit from pelvic floor physical therapy, but that may not be
available in the school district or area that the child lives. This session will explore the development
of the lower urinary tract system, the motor control of the pelvic floor and how bladder and bowel
control develops. The school therapist will leave with strategies for toilet training the typically
developing child as well as toileting strategies for the neurologically involved child to improve bowel
and bladder control.
Learning Objectives
1. Participants will understand and be able to describe the development of the lower urinary tract
and the development of bowel and bladder control
2. Participants will be able to identify poor toileting strategies of the school aged child
3. Participants will be able to interpret a bowel and bladder diary for a child and create strategies
for better toileting habits during the school day
4. Participants will be able to identify proper equipment that may enhance toileting strategies
BB
Make AT in Minutes ™ with Velcro Brand Hook and Loop – A Make and Take Workshopby
Therese Willkomm PhD, ATP
Discover over 25 different solutions that can be created using various types of hook and loop
products. In addition each person will fabricate a universal cuff that can be used in five different ways
to support individuals who experience grasping impairments.
*additional supply fee $7.00*
Learning Objectives
1. Identify at least 20 different assistive technology solutions that can be fabricated in minutes
using Velcro Brand hook and loop materials
2. Identify key differences between four different types of hook and loop and know when and
where to use each type
3. Fabricate one universal cuff using two different types of hook and loop
CC
Meeting Sensory Needs in the General Education Classroom by Gwen Wild MOT, OTR/L
Can students’ sensory needs be met in the general education classroom without frequent trips to the
hallway or needing one-on-one time with an aide? Our research shows that a classroom-based
approach is not only possible, but highly effective! In this intermediate level course, you will find out
how to easily implement this approach in your own classroom or in the classrooms of the schools you
serve as a therapist.
Learning Objectives
1. Identify the roles of “brain breaks” and “sensory breaks”
2. Determine appropriate modifications based on assessment results for individual students
3. Delineate teacher role vs. therapist role
4. Identify resources for teaching self-modulation to students
5. Select target behaviors most likely to be impacted through this form of intervention based on
research results
DD
Understanding Autism: The Role of the School-based Physical Therapist in Intervention by
Karen Greeley PT, DScPT
This course will explore a variety of intervention strategies for students with ASD from preschool age
through high school. Direct services provided on an individual basis and in a group setting will be
discussed. Strategies for successful consultation and collaboration with classroom teachers will also
be reviewed.
Learning Objectives
1. Describe motor learning patterns in children with ASD
2. Determine when individual services vs. a group setting may be indicated
3. Develop group activities that address the needs of students with autism
4. Identify strategies for effective consultation and collaboration with other school team members
SESSION SIX
1:45-3:45
EE
(CONTINUED from Sessions S and Y)
FF
What’s My Role? The School-Based Therapist and IEP Development by Christine Urig OTR/L
and Cheryl VanHoose MHS, PT
School based therapists are always striving to improve aspects of service delivery and their
effectiveness in the educational environment. This session will place emphasis on various aspects of
the IEP process and ways to enhance therapy effectiveness in terms of team collaboration and
service provision. There will be discussion related to mechanisms to delineate the appropriate
placement of therapy information within the IEP. Appropriate IEP composition, including the student
profile and present level of performance will be discussed. There will be information provided related
to the development of appropriate and measureable baseline data and annual goals and objectives.
All discussion related to IEP development and therapy services will attempt to integrate concepts
from IDEA, Ohio Operating Standards, Ohio Revised Code for OT and PT licensure, and MSP
(Medicaid School Program). There will be opportunities for discussion related to Ohio School
Medicaid changes and the potential impact on school- based therapy.
Special attention will be placed on Section 7 of the IEP as well as delineation of direct services from
support for school personnel. Therapist/therapist assistant interaction and supervision will be
discussed and related to IEP development and regulatory guidelines. Information will be provided
related to the collaborative process to address the needs of student and contribute to student
success. Guidance will be provided regarding therapy services that are provided as “specially
designed instruction” versus those provided as “related services”. There will be discussion about
ways to ensure that the therapist treatment plan correlates well with the student’s individualized
education plan as well as the importance of student progress monitoring.
Learning Objectives
1. Identify and utilize appropriate Ohio ODE/ OEC documentation forms that are required for the
IEP process such as Section 7 of the IEP (Related Services).
2. Delineate and compose elements of the IEP, including the student profile and present level of
performance.
3. Develop appropriate and measurable annual goals and objectives and data collection
mechanisms to ensure student progress.
4. Verbalize service delivery options such as direct services, consultation, and support for school
personnel.
5. Integrate concepts from IDEA, State Operating Standards, OT/PT licensure per Ohio Revised
Code, and MSP into the development and delivery of IEP services.
6. Understand and integrate elements such as treatment plans, transfer of care in the educational
environment, documentation of assistant supervision.
7. Be aware of recent changes for MSP (School Medicaid) and their potential impact upon
student Medicaid eligibility.
GG
Vestibular Considerations for the School Therapist by Lori Grisez PT, DPT and Catie Christensen
PT, DPT
5.3% or 3.3 million children in the United States present with dizziness and balance problems (Li
2016). Vestibular dysfunction is often a contributing factor to these symptoms (Anoh-Tanon 2000).
When present, vestibular dysfunction may not only affect a child’s functional mobility but can also
impact academic performance as it can impair reading (Braswell 2006). Therefore, it is important that
physical and occupational therapists be able to identify and treat vestibular impairments. This
presentation will review diagnoses that commonly present with vestibular dysfunction, screening tools
to identify vestibular impairments, and treatment strategies that can be utilized if dysfunction is
present.
Learning Objectives
1. Participants will be able to identify 5 diagnoses that place children at increased risk of having
vestibular dysfunction
2. Participant will be able to describe 3 screening tools that can be utilized in the school setting to
identify a vestibular dysfunction
3. Participating will be able to demonstrate 3 treatment strategies that can be utilized to improve
balance, reading acuity, or functional mobility in children with vestibular dysfunction
HH
Make AT in Minutes ™ with Instamorph – A Make and Take Workshop by Therese Willkomm
PhD, ATP
Discover over 25 different assistive technology solutions that can be made in minutes using
Instamorph. In addition, each person will receive an Instamorph kit and will create one assistive
technology solution using Instamorph.
*additional supply fee $7.00*
Learning Objectives
1. Identify at least 20 different solutions that can be created in minutes using Instamorph
2. Learn 3 basic principle in how to use the product
3. Fabricate one solution using Instamorph
II
Developing and Implementing Effective Individualized Sensory Diets for School by Gwen Wild
MOT, OTR/L
What’s the purpose of a sensory diet? Who needs a sensory diet? How do sensory activities effect
the neurochemicals in the brain? How often should sensory breaks be provided? What sensory
activities will be beneficial for this child? Which behaviors are most likely to be impacted through the
use of a sensory diet? Are sensory diets research-based? These are the questions this introductory
to intermediate level course seeks to answer!
Learning Objectives
1. Identify four neurochemicals impacted by sensory activities
2. Recognize the three primary types of sensory modulation disorder
3. Discuss the recommended frequency and duration of sensory breaks
4. Select target behaviors most likely to be impacted by a sensory diet based on research
available
5. Differentiate the use of calming, alerting, and “just right” activities
JJ
(Repeat of Session DD)