Therapies in the School 25th Annual Conference PROGRAM A – ON-DEMAND 11
and
Therapies in the School 25th Annual Conference 2024 – ON-DEMAND 11
COURSE DESCRIPTION
Improve your school-based evaluations to more competently and confidently answer the question of whether or not a student has needs that may require your specialized services. Understand the difference between an assessment vs evaluation and what a top-down approach means. Better articulate and embrace the differences between the educational and medical models of therapy. Learn to find and utilize the assessment tools that best match your students’ needs and contribute to a comprehensive participation-focused evaluation report.
LEARNING OBJECTIVES
- Determine the difference between assessment vs evaluation in school-based therapy
- Choose the appropriate assessment tools using a top-down evaluation process based on a child’s profile and areas of suspected disability.
- Assimilate the evaluation data to determine services based on the student’s needs.
AUDIENCE
School-Based Therapists
COURSE OUTLINE
- 20 min Evaluation and Assessment
- What is the difference between assessment & evaluation
- How do Assessments fit into a Top-Down Evaluation Process?
- 20 min Evaluation and Assessment in school-based physical
- Where you work matters- School-based vs Clinic-based; Educational Model vs. Medical Model.
- What does IDEA say about the evaluation process?
- 30 min Assessment Tools
- From the traditional and familiar to the newer tools available. How to find and use the right tools for the student’s needs.
- Assessment tools based on the ICF Model
- Participation-focused assessment tools
- When to choose a tool for specific diagnoses to gather meaningful data
- 20min Pulling it All Together
- Explore practical issues related to implementation for evidence-informed practices across school settings.
- Case scenarios.
Denise Swensen, DPT, has over 30 years of experience working in Maryland public schools, in Early Intervention and with school-aged children. As a clinical leader, she has been a Part C to Part B Transition Specialist at the county level, an APTA CCI, and chairperson of APTA Pediatric Section work groups that developed the Part C to Part B Discipline-Free Guidelines for Providers & Families and the Part C to Part B transition form for PT providers. Denise serves as the Maryland State Pediatric Advocate Liaison and is a member of both the EI and School-Based SIGS of the Academy of Pediatrics of the APTA. She has presented on various pediatric topics at the local and national levels. Denise graduated first from New York University and next with her DPT from University of Texas Medical Branch, where she earned a certificate in Specialized Training for Occupational and Physical Therapists in Early Intervention and Related Services (STAIRS). Outside of her professional role, Denise enjoys fly fishing, camping, hiking and sailing and has traveled all over in pursuit of beautiful trout which are lovingly admired and then released back to their home.
Denise Swensen receives a honorarium from Education Resources.
Denise Swensen 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.
