This session is part of two comprehensive series:
Therapies in the School 24th Annual Conference PROGRAM A – ON-DEMAND 10
and
Therapies in the School 24th Annual Conference 2023 – ON-DEMAND 10
COURSE DESCRIPTION:
This session, led by an autistic OT, will provide evidence-informed reasons to incorporate autistic students’ strengths into school-based therapy. Master assessment tools and learn practical strategies to develop strengths-based remedial goals as well as neurodiversity-affirming goals and accommodations. Acquire leadership strategies to steer schools through the process of change, reframing deficit-based assumptions and language of IEP documents and embrace approaches of active listening and a growth mindset to counter natural pushback from staff.
LEARNING OBJECTIVES:
- Identify a difference between medical and social models of disability when providing therapy intervention to an autistic student.
- Choose an assessment method to identify the strengths of an autistic child.
- Determine a goal which incorporates the child’s strengths in order to promote function using the provided case study.
- Update a current IEP goal to align with neurodiversity-affirming and strengths-based practices.
AUDIENCE:
School-Based Therapists
COURSE OUTLINE:
Why Embrace Strengths in School-Based Therapy? (1 Hour)
- Why are Strengths-Based Approaches Important?
- Research that supports embracing strengths ins intervention) (5 minutes)
- What are General Strengths in Autism?
- What are Specific Strengths in Autism?
- How to Evaluate General and Specific Strengths in Autism
- The TAP into Strengths Parent Questionnaire) (10 minutes)
- Assessing your Traits, Abilities, and Passions (TAP)
- BREAKOUT/CASE STUDY: Assess the Traits, Abilities, and Passions of a student
Develop Strengths-Based Goals and Accommodations (1 Hour)
- 5 Strategies to Develop Strengths-Based Remedial Goals Based on General and Specific Strengths (with examples for each strategy)
- BREAKOUT: Develop 3 strengths-based goals
- Creating Neurodiversity-Affirming Goals for Self-Awareness, Self-Insight, and Self-Acceptance
- Creating Neurodiversity-Affirming Accommodations to Cultivate Autonomy and a Sense of Agency
Leading the Team from Deficit-Based to Strengths-Based IEPs (1 Hour)
- Three Leadership Theories to Learn to Promote Change in an Organization
- Case study applications of theories
- The Current State of the IEP Document
- Examples of deficit-based language, deficit-based goals, and deficit-based accommodations
- BREAKOUT: Rewrite a deficit-based present level of performance
- Whole Group Activity: Rewriting 3-5 deficit-based accommodations
- Managing Push-Back
- Addressing conflict from teachers, behaviorists, parents, and admin through embracing active listening and a positive growth mindset
Kristin Jones has been an Occupational Therapist for 23 years. She has worked in multiple pediatric settings including early intervention, outpatient clinic, respectful feeding, and school based. The past 14 years she has been at the Community School of Davidson where she has taken the lead in guiding the administration and staff to become a trauma informed and neurodiversity affirming organization. Kristin has a passion for the latest research in brain development and translating this information for teachers to apply in the classroom. Her favorite quote is “if they could, they would”. It is our responsibility as educators to figure out the “why” to provide the most effective strategies for student success and to ensure the student feels understood.
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: 3 Contact Hours (0.3 CEUs). Intermediate Level. License #_________. Education Resources Inc. is an AOTA Approved Provider of professional development. Course approval ID#08243. This Distance Learning-Independent course is offered at 3 contact hours 0.3 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 3 units. Approved for FL OT's for 3.5 continuing education hours CE Broker #20-11864421. Approval #2403-98 by NJ State Board of Physical Therapy Examiners for 2 CEC's. This course has been approved by the MD State Board of Physical Therapy Examiners for 2 Continuing Education Hours. Approved sponsor by the State of IL Department of Financial and Professional Regulation for PT for 3.5 contact hours. This session applies 3 contact hours (0.3 CEUs) toward approval but this must combined with another session of this series to receive CEUs and approval number by KY Physical Therapy Association. This activity is provided by the TX Board of PT Examiners accredited provider #1910017TX for 3 CCUs and meets continuing, competence requirements for PT's and PTA's licensure renewal in TX. Education Resources is an approved agency by the PT Board of CA for 3 contact hours. Approved provider by the NY State Board of PT for 3.5 contact hours (0.35 CEUs). Approved Provider for OK State Board of Medical Licensure & Supervision #BAP202310003. The following state boards of physical therapy accept other states’ approval: AK, AR, AZ, DC, DE, GA, HI, ID, IN, KS, MA, MI, MN, 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.
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