This session is part of two comprehensive series:
Therapies in the School 25th Annual Conference PROGRAM B – ON-DEMAND 11
and
Therapies in the School 25th Annual Conference 2024 – ON-DEMAND 11
COURSE DESCRIPTION
Might neurodivergent students need PT in school? Can neurodivergent students be impacted by underdeveloped gross motor skills? Yes and yes! Better equip yourself to collaborate with IEP teams using a decision tree framework; develop goals that are neuro-affirming and design interventions that align with your student’s special interests, regulation, and readiness.
LEARNING OBJECTIVES
- Increase engagement during interventions (in a variety of school activities) using student led gross motor and mobility related activities.
- Relate gross motor skill development to student success in the classroom.
- Determine if physical therapy services are indicated using a decision tree model.
- Utilize strength-based neuro affirming language when creating goals and interventions.
AUDIENCE
School-Based Therapists
COURSE SCHEUDLE
Gross Motor Function in Children with ASD or Neurodivergent Tendencies
- Discussion as to why the limited services for our neuro-divergent students?
- Why physical therapists are so often left out of the conversation
- Ways to increase awareness with evidence based research
- How to encourage awareness of impacts of gross motor delays in neurodivergent populations (disengagement due to fear, embarrassment, lack of understanding, etc.)
How to Assess and Determine if Services are Indicated for the Neurodivergent Student
- What assessment tools should you consider?
- Considerations for determining if a student qualifies. What to consider when adding Physical therapy as a related service?
- Is the student ready?
Goals for the Neurodivergent Child in the School Setting
- Case study
- Brainstorm goal examples
Best Practice to Providing Neuro-Affirming Physical Therapy Interventions
- How to improve engagement both during one-on-one sessions and in the classroom/playground.
- COLLABORATION: why collaborating with other related service providers and teachers is the key to success.
My Student Requires Services, Now What?
- How to improve engagement in neurodivergent students in physical therapy sessions and beyond.
- Where to start:
- Is the student regulated and ready to participate?
- What are my students’ hobbies or special interests and how do I incorporate them into my sessions?
- How to get increased success in the classroom with gross motor activities, positioning, and functional mobility.
- Student is great one on one but disengages when in the classroom.
- How to generalize and improve carryover into the classroom and onto the playground.
- Case Study Review & Brainstorming Ideas & Concepts
Wrapping it Up – Including Favorite Things for Service Delivery
Post-Test
Lindsay McGlamery Hartsell is a physical therapist with over 23 years of experience. For the past 15 years, she has worked in the public, charter, and preparatory school settings with children from 5-22 years. During that time, she has had the privilege to work cohesively with teachers, occupational therapists, and speech therapists to build a neuro-affirming team-based approach to providing care to students. She believes all kids have purpose and potential and when you tap into their passions, you can see what is possible and help them thrive!
Lindsay McGlamery Hartsell receives an honorarium from Education Resources.
Lindsay McGlamery Hartsell has no relevant nonfinancial relationships to disclose.
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Once you purchase an online course, you will have the opportunity to take an exam to test your retention of the material. If you have purchased this course, please ensure you have logged in to your account in order to take the exam. The exam must be completed with a pass rate of 80% or more in order to receive your certificate of attendance.
