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Live Webinar for Pediatric Therapists. Complete Both Sessions for 14 Contact Hours (1.4 CEUs)
December 1, 3, 8 and 10, 2026
TIME TBD
EARLY BIRD RATE!
Register by October 20, 2026 to receive $20 off your registration. Enter coupon code EARLYBIRD20 at checkout to receive the discount. Must be used at time of registration.
COURSE DESCRIPTION:
As pediatric therapists, we know that strong foundations matter. Primitive and postural reflexes are the building blocks that support the development of coordination, balance, motor control, and, importantly, learned visual skills. These learned visual skills, in turn, drive how children move, learn, and interact with their world.
This interactive and comprehensive course explores the powerful connection between primitive and postural reflexes and the development of efficient motor and functional vision skills. It is ideal for therapists who want to build skills from the ground up, reignite progress when development stalls, and discover fresh, evidence-based strategies to accelerate outcomes for children with sensory-motor deficits, dyspraxia, developmental coordination disorder, and other neurodevelopmental challenges. Through the presentation of evidence-based research, real-world case studies, and guided practice, participants will learn to:
- Functionally assess primitive and postural reflexes to identify neuromotor maturity.
- Screen for visual efficiency deficits
- Create effective, individualized treatment plans that support reflex integration and vision-based movement.
Best of all, this course is designed to energize your clinical toolbox with cost-effective, functional, and occupation-based intervention strategies that can be immediately applied in your treatment sessions, helping children to become more intentional, confident, and successful participants in their daily activities.
LEARNING OBJECTIVES:
- Recognize how Skeffington’s Model of Vision illustrates the development of motor coordination and vision skills and can be used to guide our interventions.
- Identify indicators of primitive and postural reflex development impacting a child’s motor development and functional participation in common daily activities.
- Correlate primitive and postural reflexes to the development of vision efficiency and visual information processing skills.
- Assess neuromotor maturity using clinical measures of primitive and postural reflex integration to inform intervention strategies.
- Choose functional interventions that integrate reflex maturity and visual skill development to improve performance and participation in daily activities.
- Apply grading strategies to create a just-right challenge tailored to each child’s needs.
AUDIENCE:
Professionals involved in vision rehabilitation including speech-language pathologists, occupational therapists, occupational therapy assistants, physical therapists, physical therapist assistants, educators, and vision therapists working in outpatient, school, birth-to-three, or early intervention settings.
Age and Patient Populations: Infants through age 21, including birth-to-three, early invention, pediatric, and school age.
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Amber Fessler, OTD, MS, OTR/L, is a highly experienced pediatric occupational therapist with two decades of expertise working with diverse pediatric populations. She is a contributing author to Dr. Scheiman’s Understanding and Managing Vision Deficits: A Guide for Occupational Therapists (4th Edition) and has published research no occupational therapy and optometry collaboration in pediatric care in the Vision Development and Rehabilitation Journal.
She earned her post-professional Doctorate in Occupational Therapy from Salus University in 2020, specializing in Remedial Vision Rehabilitation. Currently, she owns and operates a private practice dedicated to helping children with learning-related vision deficits, working closely with optometrists to provide comprehensive care. Amber’s extensive clinical background spans early intervention, public schools, outpatient care, and vision therapy clinics.
Financial Disclosure: Amber Fessler has no relevant financial relationships to disclose. She does receive an honorarium from Education Resources, Inc.
Non-Financial Disclosure: Amber Fessler has no relevant non-financial relationships to disclose.
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This course meets the criteria for 14 contact hours (1.4CEUs) Intermediate Level.
To receive a certificate of completion all registered attendees are required to attend and participate fully in all applicable course activities (i.e., labs, discussions, group work, polls, post-tests with passing grade of 80% or greater etc.) and complete the evaluation form.
Education Resources Inc. is an AOTA Approved Provider of professional development. This Distance Learning-Interactive course is offered at 14 contact hours 1.4 CEUs. Intermediate level, OT Service Delivery. AOTA does not endorse specific course content, products, or clinical procedures.
This course can be used toward your NBCOT renewal requirements.
Approved provider of the FL Board of Occupational Therapy-CE Broker. This course meets the approval of the TX Board of OT Examiners.
ASHA CE Provider (Intermediate level) 1.4 ASHA CEUs. ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures. SLPs that require ASHA must submit your ASHA participant form to ERI.
Application has been made to the FL Physical Therapy Association. Accreditation of this course does not necessarily imply the FPTA supports the views of the presenter or the sponsors.
Approved by the MD Board of Physical Therapy Examiners.
Application has been made to the MN Board of Physical Therapy.
Application has been made to the NJ Board of Physical Therapy Examiners.
Approved sponsor by the State of IL Department of Financial and Professional Regulation for Physical Therapy. Approved provider by the NY State Board of Physical Therapy.
Education Resources, Inc. is an approved provider for Physical Therapy CEUs in the following states: CA, NM, OK and TX; the assignment does not imply endorsement of specific course content, products, or clinical procedures for these.
The following state boards of physical therapy accept other states’ approval: AK, AR, AZ, DC, DE, GA, HI, ID, IN, KS, KY, 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.
Education Resources, Inc. 266 Main St, Medfield, MA 02052. Please contact us with any special needs requests: info@educationresourcesinc.com or 800-487-6530.
