Offering 31 hours of on-demand learning for you, the school therapist. Click on each session below for the full description, objectives and outline. Download the brochure here.
This on-demand series features all sessions recorded at Therapies in the School 23rd Annual Conference – 2022.
Group rates are available ($129/person up to 9 additional participants [CEU certificates] when you purchase one full conference/$749). Contact info@educationresourcesinc.com to register a group. Please share this offer with your colleagues and staff!
By taking this on-demand series of dynamic sessions, you will invigorate your practice with easily applicable tools and evidence-based interventions.
Conference highlights include: the latest research regarding strategies for addressing dysregulation, updates in trauma informed care, how interoception can be used as a building block for executive function skills, how to reduce referrals using RTI and create consistency using an evidenced based approach when evaluating students with autism, how to address vestibular impairments in the classroom, why every school based therapist should be addressing reflexes, how to use UDL to help develop accessible lessons for all students, and how to improve outcomes for the medically complex student.
Sessions are:
Using a Trauma-Responsive, Sensory-Informed Approach in Your School-Based Practice
Colleen Whiting
Why Evaluating and Integrating Reflexes Through Neuroplasticity is Important for Every School Based Therapist
Karen Pryor
Shifting to a Workload Model to Support Student Outcomes
Susan Cecere
Embedding PT Services in the School Environments
Please download these (2) course related documents: Embed Strategies & Case of Alex
Valerie Clevenger
Changing the Brain – Learning to Integrate Reflexes Through Neuroplasticity
Karen Pryor
Feeling Frustrated with Dysregulated Students and Staff? Learn to Use the Neurobiology of Connection to Address Challenging Behaviors
Amy Lewis
Includes this bonus session:
Creative Approaches using RTI (Response to Intervention) to Support Students While Reducing the Need for Referrals
Kareen Robbins
Executive Function and Interoception: Using Interoception as a Building Block for Theory of Mind and Executive Function Skills
Cara Koscinski
How to Address Vestibular Impairments in the Classroom: Bridging Teachers and Therapists
Kay de Veer
Executive Function and Interoception: Diving Deeper into Theory of Mind and its Relation to Interoception and Executive Function
Cara Koscinski
Evaluating Medically Complex Students to Improve Outcomes and Guide Intervention Strategies
Cynthia Dodds
Collaborative Evaluation and Goal Development for Children with Autism Spectrum Disorder
Christy Hupka and Amy Barr
Using Universal Design for Learning (UDL) to Help Teachers Develop Lessons Accessible for All Students
Elissa Wern
These sessions provide a multitude of thought-provoking interventions and tools to help the children on your caseload and offer more efficient ways to interact with other professionals in the school system.
Colleen Cameron Whiting, OTD, OTR/L has worked as a pediatric occupational therapist for over 20 years, primarily in the public schools. Her expertise lies in holistically supporting children, particularly children with sensory processing differences, autism, and those that have experienced trauma. Colleen is passionate about the integration of sensory and relational-based support for children. As a clinician, she prides herself on being grounded in engagement with a focus on fun and the goal of improving the quality of life for her clients. Colleen has published numerous articles and chapters. She is SIPT and DIR/Floortime certified as well as trained in the use of Integrated Listening Systems. Colleen is a cofacilitator of the AOTA School Mental Health workgroup and has led multiple professional development trainings for occupational therapists, parents, and educators. Colleen is also the owner of a private practice called The SPARK Sensory Clinic, on the faculty for the STAR Institute, and a lecturer for the post-professional OTD program at Boston University
Financial Disclosures: Colleen receives a speaking fee from ERI
Non Financial Disclosure: Colleen has no non-financial relationships to disclose.
Karen Pryor PhD, PT, DPT, ND, CH, CPRCS specializes in neuroplasticity. With a firm belief, when you change the mind the body follows. She is a physical therapist with 42 years of experience as well as a Naturopathic Doctor. Integration of multiple educational avenues has helped her design advance- programs for rewiring the brain. She received the “Outstanding Volunteer Service Award” from President Obama in 2010 for her work in advancing treatments in children. In addition, she received an appointment from Governor Bill Haslam to the Leadership Interagency Coordinating Council for birth to three-year old children in Tennessee. Dr. Pryor has achieved great success in helping children reach their potential through neuroplasticity techniques and innovations that change the way the brain functions in children with challenges all over the world.
Susan Cecere is the owner of Sequoia School Based Therapy Solutions, LLC a consulting company that supports districts, agencies and therapists in the practice of school-based therapy services by providing mentoring, professional development and administrative support. Sue’s career has spanned 25 years in the school based and early intervention practice settings both as a service provider and program administrator. Prior to that, she worked in a variety of settings, including acute care, outpatient rehabilitation, and home health care. She graduated from the University of Delaware with a bachelor’s degree in physical therapy, a master’s degree in health science from Towson University, and a graduate certificate in educational leadership from McDaniel College. Cecere is an experienced speaker on school practices and its administrative considerations. She is a former physical therapy chair of the Maryland State Department of Education Steering Committee for Occupational and Physical Therapy School-Based Programs, and coauthor of the Maryland State Guide to Early Intervention and School-based Practices. She is an active member of APTA’s Academy of Pediatric Physical Therapy, where she has co-authored several fact sheets on school practice issues and served as its vice president for 8 years. She has been a member of the APTA Media Corps for several years. In 2012, she received the Susan K. Effgen Award for her advocacy efforts at the state and federal levels in support of pediatrics.
Financial Disclosures:
Susan Cecere receives a speaking fee from Education Resources.
Non-Financial Disclosures:
Susan Cecere has no non-financial relationships to disclose.
Valerie D. Clevenger, PT, DSc is a pediatric physical therapist and former board-certified specialist in pediatric physical therapy. During her doctoral work, Dr. Clevenger channeled her interest for embedding services in the schools into research specifically on “predictors of embedding PT services in schools”. Her work with children in different environments along with her consulting and education increased her knowledge, ability, and desire to embed services. Previously, Dr. Clevenger was a consultant to the Wisconsin Department of Instruction for the “Occupational Therapy and Physical Therapy: A Resource and Planning Guide” (2nd, ed.). Dr. Clevenger has experience providing physical therapy services in many environments including inpatient settings, outpatient settings, camps, school, families’ home and more.
Kareen Robbins MS OTR/L Robbins has over 32 years of pediatric experience where she primarily worked in the school setting. She is passionate about bridging the gap between knowledge and clinical practice to allow therapists to be confident in serving others and providing therapy services. She is the owner of Kareen Robbins & Associates, LLC., and provides professional development, consulting, and mentoring services. She is also certified to administer and interpret the Sensory Integration and Praxis Test. Recently, she assumed the role of an educational administrator of a rapidly growing related service program in Ohio.
Cara Nicole Koscinski, OTD, MOT, OTR/L, CAS brings passion and excitement while providing OT to children with special needs. Being a mother of two autistic sons, not only does she understand OT, but she is able to appreciate the unique perspective of the caregiver as well. This is evident in her additional training and drive to seek new and fun ways to help children to achieve their goals. When she could not find comprehensive books to help guide her, Cara decided to write her own! She has published six books for caregivers and therapists and wrote a chapter for the Autism in Lockdown book. Her books sell worldwide and have won multiple awards. Book seven about the Train Model for Executive Function is being released this fall. Service to the special needs community invigorates Cara. She is the OT advisor and regular columnist for Autism, Asperger’s, and Sensory Digest; is an advisor for the Real OT Solutions cursive handwriting program; and has completed volunteer work with multiple organizations such as Future Horizons and the Autism Society of America. As an Autism Specialist she provides OT services, advocacy, and consultations as The Pocket Occupational Therapist. Her website www.PocketOT.com contains products designed to support the busy OT and to help caregivers learn strengths-based approaches for their children.
Kay de Veer M.Ed., ET/P has been an educator for 13 years. During her graduate work, Kay studied neuropsychology, the brain and its relationship to learning, research-based remediation strategies, academic assessment, social-emotional learning as well as child development. After focusing her master's thesis work on the vestibular system and its relationship to learning, Kay makes it a priority to integrate research-based movement, multi-sensory activities, and visualization into all of her work. She is currently an educational therapist in private practice where she consults families and schools and also works with students privately.
Cynthia Dodds PT, PhD, PCS is an Associate Professor within the Division of Physical Therapy, College of Health Professions at the Medical University of South Carolina. She is responsible for the pediatric content within the program, which includes pediatric experiential learning opportunities in South Carolina and Africa for physical therapy students. Cindy is also Director of the MUSC Physical Therapy Pediatric Residency. Her clinical and research interest focuses on children with medical complexity, including examination of heart rate variability and development of the Pediatric Awareness and Sensory Motor Assessment. She is a co-principal investigator for the MUSC site of the I-Acquire study and was recently awarded research funding from the National Endowment of the Arts.
Christy Hupka, PT, DPT, PCS is a board-certified specialist in pediatric physical therapy currently practicing in Cherry Creek School District in Denver. She has 23 years of experience as a physical therapist and has spent the last 13 years working in schools with children between preschool and transition age. Christy leads a GoBabyGo program, providing powered mobility for young students. Currently, she serves as the pediatric representative on the professional development committee for the Colorado chapter of the APTA.
AMY BARR, PT, DPT is a school-based therapist and Physical Therapy Coordinator for Cherry Creek School District in suburban Denver. She has 24 years of experience working with adults and children and has spent the last 18 years serving preschool through transition age students in school-based practice. Amy has a passion for providing quality continuing education for school-based physical therapists and co-founded an annual education day for therapists in Colorado. She is a member of the PT/OT Advisory Team for Colorado Department of Education. Amy currently serves as the Chair of the APPT School-Based Special Interest Group.
Elisa Wern, OTR/L, M.Ed., ATP is an OT with a master’s degree in Special Education and is also a RESNA Certified Assistive Technology Professional (ATP). She has over 20 years of experience in pediatric therapy and presents on a variety of topics including literacy, universal design, related services, AAC, and assistive technology. She is the Local Assistive Technology Specialist for Alachua County Schools in Gainesville, Florida, where she coordinates AT services for the district, and serves as the Lead Occupational Therapist. She also has a private practice, AT & OT Consulting and Coaching, supporting students and families primarily through teletherapy evaluations, consultations, and interventions.
AMY LEWIS OTR/L pediatric OT in Charleston, SC. Amy has a particular interest in psychology, sensory integration, auditory interventions, relational neuroscience, and light touch body work. She recently completed a 2-year mentorship in Tensegrity Medicine, an approach that treats the whole person from an integrated mind and body perspective, focused on the fascial system. Her OT career began in the birth to three population, affording the opportunity to hone her focus on foundational skills like postural control and regulation. Certifications include SIPT, Therapeutic Listening, Rhythmic Entrainment Intervention, iLs, and Safe and Sound Protocol. When transitioning to work with older children and adults, Amy maintained a focus on foundational skills and how they support regulatory capacity, while also bringing in her studies of mindfulness, and the practice of self-compassion. Amy currently works at Powerfully You, teaching and supporting therapists, and lectures as Affiliate Faculty at The Medical University of South Carolina. Powerfully You is a culmination of 20 years working as an OT, combined with life experiences and learnings and a passion for being with others on their journey in a way that comes alongside and offers information and tools.
Continuing Education Hours for disciplines not listed below: 31 contact hours (3.1 CEUs). Intermediate level. License #______________.
Education Resources Inc. is an AOTA Approved Provider of professional development. Course approval ID#05439. This Distance Learning-Independent course is offered at 31 contact hours 3.1 CEUs, Intermediate Level, OT Service Delivery & Foundational Knowledge. AOTA does not endorse specific course content, products or clinical procedures. This course can be used toward your NBCOT renewal requirements for 31 units. This course meets the approval of the TX Board of OT Examiners.
Approved for FL Occupational Therapists for 35 continuing education hours, #20-1007224. Approved by the Kentucky Physical Therapy Association for 31 Category 1 contact hours, expiration Date: 3/6/25, approval # CS61-2023-APTAKY. This course has been approved by the MD State Board of Physical Therapy Examiners for 31 Continuing Education Hours. Approval #2304-02 by the NJ State Board of Physical Therapy Examiners for 31 CEC's. Approved sponsor by the State of IL Department of Financial and Professional Regulation for Physical Therapy for 35 contact hours. Approved provider by the NY State Board of Physical Therapy for 35 contact hours (3.5 CEUs). Education Resources is an approved agency by the PT Board of CA for 31 contact hours. This activity is provided by the TX Board of PT Examiners accredited provider #1910017TX for 31 CCUs and meets continuing competence requirements for PTs and PTAs licensure renewal in TX. Approved Provider for OK State Board of Medical Licensure & Supervision #BAP202310003.
Most Physical Therapy State Boards accept webinars as a live offering. Please check with your state board to confirm. The following state boards of physical therapy accept other states’ approval: AK, AR, AZ, DC, DE, GA, HI, ID, IN, KS, MA, MI, MO, MS, NC, OR, PA, RI, SC, UT, VA, VT, WI, WY. The following state boards of physical therapy either do not require course pre-approval or do not require CEUs for re-licensure: AL, CO, CT, IA, ME, MT, NE, ND, NH, SD, WA. 12 hours of this course qualify towards the discipline-specific hours for the 20-hour requirement for NDTA re-certification. They do NOT qualify towards the 8-hour NDTA Instructor requirement for re-certification.
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