Download the Course Brochure for complete course details.
This on-demand course was recorded at a recent live webinar and will teach you how to use the participation lens to support student outcomes and align your school-based practice with the evidence. You will walk through assessment processes that foster interprofessional practice and participation-based goals to positively impact student outcomes. Strategies to embed intervention and progress monitor will be shared. Dosing concepts along with a model to support your decision making in those difficult IEP meeting will be discussed.
- Select two elements that support writing participation-based goals.
- Identify 3 concepts that can support a school-based dosing decision.
- Apply the 5-step process for resolving IEP meeting challenges.
- Choose 2 evidence-based intervention strategies that support student participation.
This on-demand course is appropriate for OTs, OTAs, PTs, PTAs and SLPs working in a school setting with students aged 3-21 years.
2 Hours, 13 Minutes
Utilizing the Participation Lens
- The Collaboration Framework
- What are “best-practices”?
- Assessing students using a participation lens
- CASE ANALYSIS
- ACTIVITY: Objective tests and measures for assessing participation for school-based practice
Writing Participation Based and Collaborative Goals
- Using your assessment to guide your goal writing process
- ACTIVITY: Collaborative goal writing
- Progress monitoring
- Strategies for progress monitoring
- ACTIVITY: Changing Course: When a student is not progressing
2 Hours, 35 Minutes
- Embedding services to optimize participation
- ACTIVITY: Service delivery strategies
Participation-Based “Dosing” Strategies – What to consider and why
- Dosing Considerations
- ACTIVITY: Dosing examples
Challenges to Participation-Based Practice
- Why the challenges?
- Tools to support your participation-based practice
- GROUP DISCUSSION: A Model For Team Negotiation
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.
Susan Cecere receives a speaking fee from Education Resources.
Susan Cecere has no non-financial 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 purhcase 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: 5 contact hours (0.5 CEUs). Intermediate level. License #______________.
Education Resources Inc. is an AOTA Approved Provider of professional development. Course approval ID# 06476. This Distance Learning-Independent course is offered at 5 contact hours 0.5 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 for 5 units. Provider for the FL Occupational Therapy Association CE Broker for 6 CE Hours - approval #20-1093634. Course meets the basic criteria of the MD Board of Physical Therapy Examiners for ____ CEU's, __ contact hours. Approval #____ by the NJ State Board of Physical Therapy Examiners for 5 CEC's. Approved sponsor by the State of IL Department of Financial and Professional Regulation for Physical Therapy for 6 contact hours. Approved provider by the NY State Board of Physical Therapy for 6 contact hours (0.6 CEUs). Education Resources is an approved agency by the PT Board of CA for 5 contact hours. Approved by the APTA Kentucky, A Chapter of the American Physical Therapy Association, for 5 Category 1 contact hour(s). Expiration Date: 3/6/25, approval # CS61-2023-APTAKY. This activity is provided by the TX Board of PT Examiners accredited provider #2210017TX for 5 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. 5 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