This session is part of two comprehensive series:
26th Annual Therapies in the School Conference PROGRAM B – ON-DEMAND 12
and
26th Annual Therapies in the School Conference – ON-DEMAND 12
COURSE DESCRIPTION:
Nobody wants to be the “handwriting teacher” when they become an OT — but it’s somehow everybody’s expectations in the schools. IEP meetings are a panel of multiple adults sitting around and deciding that children need to keep grinding away at something they feel bad at and bad about. How on earth do we combine that with play-based, authentic, child-led OT?
In this comprehensive workshop, Kelsie Olds will break down the barriers between the “adults’ goals” and the “child’s goals” when it comes to written expression, handwriting, and all kinds of paper-pencil work. Bring the occupational meaning back into occupational therapy and bring in the child as an authority on their own life through the magic of utilizing children’s native language—play—as the vehicle for authentic therapy practice. Help your students find and embrace the unique purpose for their writing through play!
LEARNING OBJECTIVES:
- Adapt an intervention session to enhance the child’s therapeutic takeaway and authentic joy during writing participation.
- Relate the value of child-led, play-based occupational therapy practice to handwriting objectives in school-based documentation.
- Correlate themes in children’s play to interventions that support playful, authentic engagement in writing.
AUDIENCE:
School-based therapists including OTs, PTs, SLPs and Special Educators.
COURSE OUTLINE:
- Starting with Play
- Agreeing on a working definition of “play”
- What is the importance of play for children?
- Play and what it means for occupation — and by extension, occupational therapy
- Why do we write?
- What are the 3 types of writing?
- As itself — i.e., filling out forms
- As a vehicle — i.e., taking notes in class
- For human joy and delight
- What are the components required for successful writing?
- Physical (e.g., fine motor)
- Linguistic (the purview of speech, literacy, etc)
- Motivation/meaning — often disguised as “behavior”
- Why is writing a common school goal?
- Discovering that play is at the root of many outcomes — 45mins
- Physical (e.g., fine motor)
- Sensory processing
- Social/emotional
- Behavioral
- Intrinsic motivation
- “Drawing a bridge” from adults’ goals to child’s goals — they are the ones whose occupational therapy has to be occupationally meaningful!
- Defending this type of therapy
- To yourself, first and foremost
- In documentation
- Daily notes
- Evaluations
- How to write goals
- To others
- Practical tips and tools for child-led, play-based therapy
- What does your space look like?
- What’s your toolbox — not a metaphor, your literal bag, car, room, etc…
- Some default ideas if you feel “stuck”
- How to let the kids make the plan
- “Strewing” ideas/prompts
- Modeling writing everywhere
- Post-test
Kelsie Olds, "The Occuplaytional Therapist", shares passionately every day online with thousands of parents, teachers, professionals--and adults simply seeking to heal childhood wounds in their own selves--about the healing and power in play as the core meaningful occupation that underlies childhood. Kelsie has worked on an Air Force base in England; in rural Oklahoma, USA; and currently in Geelong, Australia. This gives them a unique perspective on various Western systems of healthcare and education, and the ways those intersect and affect the children they work with every day.
Kelsie Olds receives an honorarium from Education Resources.
Kelsie Olds has no relevant nonfinancial relationships to disclose.
Once you purchase an online course you will have access to the course materials. If you have purchased this course, please ensure you have logged in to your account in order to take the exam.
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.
Continuing Education Hours for disciplines not listed below: 3 contact hours (0.3 CEUs). Intermediate level. License #______________.
Education Resources Inc. is an AOTA Approved Provider of professional development. Course approval ID# 13946. This Distance Learning-Independent Course is offered at 3 contact hours 0.3 CEUs (Intermediate Level, OT Service Delivery, Foundational Knowledge & Professional Issues). AOTA does not endorse specific course content, products or clinical procedures. This course can be used toward your NBCOT renewal requirements for 3 units. Provider for the FL Occupational Therapy Association CE Broker for 3.5 CE Hours - approval #____. This course has been approved by the MD State Board of Physical Therapy Examiners for __ Continuing Education Hours. This session applies 3 CE hours toward approval but must be combined with entire course to receive approval by the MN Board of PT, #___. Approval #___ by the NJ State Board of Physical Therapy Examiners for 3 CECs. Approved sponsor by the State of IL Department of Financial and Professional Regulation for Physical Therapy for 3.5 contact hours. Approved provider by the NY State Board of PT for 3.5 contact hours (0.35 CEUs). Education Resources is an approved agency by the PT Board of CA for 3 contact hours. This activity is provided by the TX Board of PT Examiners accredited provider #2810017TX for 3 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. Approved Provider by the NM Board of Physical Therapy for 3 CE Hours. 3 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.
Education Resources Inc., 266 Main Street, Suite 12, Medfield, MA 02052 508-359-6533
