This on-demand course features five (5) sessions (11.5 contact hours – 1.15 CEUs) recorded from Therapies in the School 25th Annual Conference 2024. See the sessions offered below, download the Brochure for full details HERE.
Group Rates (3 or more people, must register at same time):
Purchase one $399 Program B, register up to 9 additional participants (CEU certificates) for $95/person. Contact info@educationresourcesinc.com for group rates. Please share this offer with your colleagues and staff!
Embracing the Future: AI Application and Ethical Considerations in School-Based Practice
Addie Segal. OT
Discover the potential for Artificial Intelligence (AI) to enhance your practice. Learn about the development and types of AI while considering possible applications, benefits, and challenges in implementing AI in school-based therapy services. Examine ethical and legal considerations involved in implementing these technologies, such as data privacy, bias, and the overall impact on student well-being. Expand your knowledge to utilize AI effectively in your school-based practice!
Re-Framing Behavior in School: Helping School Personnel Shift From “Managing” Student Behavior to Understanding Students’ Needs So They Can Support Learning
Greg Santucci, OT
Observable behavior is a signal. When behavior is “good,” it signals the child is regulated and ready to learn. If the observable behavior is concerning, it means there’s a problem on the inside and we have to problem solve to help kids meet the expectations of school. Improve behavior with actionable strategies that focus on validation, sensory safety, co-regulation, meeting kids where they are.
The Power of PT: Empowering Participation for Neurodivergent Students
Lindsay Hartsell, PT
Might neurodivergent students need PT in school? Can neurodivergent students be impacted by
underdeveloped gross motor skills? Yes and yes! Better equip yourself to collaborate with IEP teams using a decision tree framework; develop goals that are neuro-affirming and design interventions that align with your student’s special interests, regulation, and readiness.
Sensory Health in the School Setting: Supporting Engagement and Participation Through a Sensory Lens
Mim Ochsenbein, OT
We all know the importance of a student’s physical and mental wellness for school success, but what about their sensory health? Learn to assess for sensory “goodness of fit” across a student’s individual sensory capacities, sensory-based task demands, and environmental sensory features. Discover sensory supportive strategies you can apply immediately in both consultation and direct intervention models.
Getting Around: Supporting Participation in Transportation Throughout the Education Program
Sarah Scow, PT and Tim Dokken, PT
Transportation is a related service under IDEA where therapists’ expertise is often overlooked. Discover how to effectively support student transportation needs by understanding barriers and current legislative mandates. Learn to utilize a tool recently published for school-based PTs, leverage additional transportation resources and the importance of collaborating with all transportation stakeholders from the early elementary to the post secondary transition years.
Sarah Scow has over 10 years of experience working in a variety of pediatric settings including school-based practice in NC and PA and hospital-based outpatient setting at the Children’s Hospital of Pittsburgh. Sarah’s passion for school-based practice led her to contribute to PA’s Guidelines for the Practice of OT and PT in Educational Settings and the APTA Pediatrics fact sheet on School Transportation for Children with Special Needs in addition to presenting nationally on the role of PTs in school transportation. She was a LEND fellow and has a certificate in Public Health. Her teaching experience includes positions as an affiliate assistant professor on Wheeling University DPT Program’s international service-learning trips, an adjunct professor and guest lecturer at Campbell University, and a teaching assistant at Elon University.
Sarah Scow receives an honorarium from Education Resources.
Sarah Scow has no relevant nonfinancial relationships to disclose.
Tim Dokken has over 24 years of experience working in the Fairfax County Public Schools FCPS). He helps coordinate the PTOT support for Extended School Year, and through his role as the PTOT Transportation Liaison, works with FCPS Transportation in supporting students with unique transportation needs and advocating for student’s rights and independence while always stressing student and staff safety. Tim served as a member of the workgroup that developed the APTA Pediatrics fact sheet on School Transportation for Children with Special Needs and has presented nationally on the role of PTs in school transportation.
Tim Dokken receives an honorarium from Education Resources.
Tim Dokken has no relevant nonfinancial relationships to disclose.
Addie Segal, OTD, OTR/L, has practiced in clinical settings ranging from a rehabilitation center for veterans with traumatic brain injuries to home-health OT. Dr. Segal’s current research addresses technology trends among occupational therapists. She is an adjunct faculty member in Kean University’s Occupational Therapy Community Cares Clinic and previously served as a mentor for students from underrepresented groups in Duke University’s entry-level OTD program. Prior to her OT career, she served in the military as a tank instructor, managing courses for combat soldiers and training courses for instructors. She graduated from both the Hebrew University of Jerusalem and Boston University for her OT training.
Addie Segal receives an honorarium from Education Resources.
Addie Segal has no relevant nonfinancial relationships to disclose.
Greg Santucci has been a Pediatric Occupational Therapist for 25 years and is currently a Supervisor of Occupational Therapy at Children’s Specialized Hospital in New Jersey. In addition to his work at CSH, Greg is also the Founding Director of Power Play Pediatric Therapy. He is certified in Sensory Integration and the creator of the Model of Child Engagement, a neurodevelopmentally informed approach to improving felt safety, regulation and participation in children of all levels of ability. Greg presents both nationally and internationally on topics related to sensorimotor development, sensory processing, regulation and behavior. He recently received the Award of Merit from the NJ Occupational Therapy Association for his advocacy work related to neurodiversity-affirming care. He is a proud Penn State and Thomas Jefferson University graduate, but his most cherished title is that of “Dad” to two amazing teenage children.
Greg Santucci receives an honorarium from Education Resources.
Greg Santucci has no relevant nonfinancial relationships to disclose.
Lindsay McGlamery Hartsell is a physical therapist with over 23 years of experience. For the past 15 years, she has worked in the public, charter, and preparatory school settings with children from 5-22 years. During that time, she has had the privilege to work cohesively with teachers, occupational therapists, and speech therapists to build a neuro-affirming team-based approach to providing care to students. She believes all kids have purpose and potential and when you tap into their passions, you can see what is possible and help them thrive!
Lindsay McGlamery Hartsell receives an honorarium from Education Resources.
Lindsay McGlamery Hartsell has no relevant nonfinancial relationships to disclose.
Mim Ochsenbein, MSW, OTR/L has been a practicing pediatric occupational therapist for over 28 years. She received her BSc in Occupational Therapy from the University of Southern California (USC) in 1996 and her MSW from the University of California-Los Angeles (UCLA) in 2012. She has received advanced training in sensory integration (SIPT certification, STAR ProCert1, STAR ProCert2), listening therapy (Therapeutic Listening, iLs), feeding therapy (SOS), DIR, mental health (DC:0-5 Diagnostic Classification of Mental Health Disorders of Infancy and Early Childhood), and infant massage (CIMI). Her work in occupational therapy with children and youth has occurred in a variety of settings including early intervention, school based, clinic based, mental health and private practice. As a social worker, she provided case management, program development, and program management for the Junior Blind of America. Mim has taught both university level (California State-Dominguez Hills) and professional continuing education courses since 2013, spoken internationally, and has co-authored works for professional publications. She held director positions at STAR Institute from 2017-2024 at the invitation of Dr. Lucy Jane Miller, PhD, FAOTA, OTR.
Mim Ochsenbein receives an honorarium from Education Resources.
Mim Ochsenbein 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.
