This session is part of two comprehensive series:
26th Annual Therapies in the School Conference PROGRAM A – ON-DEMAND 12
and
26th Annual Therapies in the School Conference – ON-DEMAND 12
COURSE DESCRIPTION:
Whether you are new to practice or new to schools, this session will prepare you to perform the essentials with skill and confidence. School-based therapists encounter processes, requirements and challenges unique to the educational setting. A solid foundation of current evidence and best practice that aligns with federal regulations and school system expectations is essential to the school-based therapists’ success and role satisfaction. From evaluations that center educational needs to collaborative goals, all the way to a variety of appropriate interventions to support those goals, you’ll gain competence and confidence in the many parts of your role as a school-based therapist!
LEARNING OBJECTIVES:
- Choose an assessment tool or method that informs on a students’ educational access and participation
- Select collaborative, educational goals in place of stand-alone, discipline-specific goals.
- Determine best-practice recommendations for interventions, service minutes and location of services based on collaborative goals.
AUDIENCE:
School-based therapists including OTs, PTs, SLPs and Special Educators.
COURSE OUTLINE:
- School-based evaluation- How are these different than outpatient, clinic or home-based evaluations?
- Where do related service providers evaluations come from or begin in the school system? Best case scenarios for new referrals. How it’s “supposed” to work.
- Potentially tricky evaluation scenarios- How to recognize actions to take or avoid as school-based therapists and Related Service Providers
- The Top Down Evaluation procedure- starting with Participation and Access
- Naturalistic Observations, multiple sources of data, finding and using assessment tools to answer the team’s questions
- School Functional Assessments, Timed assessments, participation-based assessments.
- Making it Make Sense- Skillfully interpreting evaluation findings –
- Why students don’t “qualify” for related services based on scores
- How to use scores responsibly and skillfully in reports and team meetings
- Collaborative goal writing
- Outcomes that most benefit the student
- Case Studies- connecting evaluation findings with educationally relevant outcomes
- Goals Drive Services – what does the student need to make progress on their goals?
- Direct skill building? Where and When?
- Accommodations? What, where, when and who?
- Collaboration and consultation for ongoing progress assessment and response to intervention? When, who and how?
- Timing of therapy recommendations
- Intervention
- Some of the options- Push-in, embedded and context focused; goal-oriented training; CO-OP method; task-oriented training, movement-based interventions over sensory
- Case Study Applications and Video Demonstrations- evidence-based practices for youth with ASD
- When things aren’t working well- service delivery, intervention approach- how to recognize and course correct without waiting a full IEP year.
- Post-test
Erika has been a full-time school based physical therapist in Fargo Public Schools for over 20 years. In her role as a mentor for new school-based OT’s, PT’s and special education teachers. Mentoring new teachers in special education, she saw which areas special education teachers rely on related service providers skills to address the students’ needs. Mentoring OT’s and PT’s new to the school setting, as well as being a clinical instructor for physical therapy students and teaching continuing education courses to post professionals has allowed Erika to better understand and thus teach about components of school-based therapy that are most difficult to implement and perform for therapists. Erika is also an advanced trainer of the Nurtured Heart Approach ® and a coach for Catalyst Approach to classroom management. Both of these strategies help to connect with students, integrate into the school environment, and address behavioral concerns.
Erika and her husband, Chris, have lived and worked in Fargo for nearly 30 years, attending undergrad in Fargo as well. They have 4 children; Two in college and two at home. One of their children is neurodiverse and has struggled with behavioral issues throughout his school years. Unfortunately, one of their children also suffered from cancer in 2022. The child is currently doing well. But that experience certainly opened a new level of empathy for children, and their parents, who suffer from medical conditions. Erika’s hobbies include fostering unwanted dogs for a local rescue and connecting with their new adopters, and growing houseplants.
Erika Buckhouse Hanson receives an honorarium from Education Resources.
Erika Buckhouse Hanson 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: 2 contact hours (0.2 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 2 contact hours 0.2 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 2 units. Provider for the FL Occupational Therapy Association CE Broker for 2 CE Hours - approval #____. This course has been approved by the MD State Board of Physical Therapy Examiners for __ Continuing Education Hours. This session applies 2 CE hours toward approval but must be combined with entire Program A sessions to receive approval by the MN Board of PT, #___. Approval #___ by the NJ State Board of Physical Therapy Examiners for 2 CECs. Approved sponsor by the State of IL Department of Financial and Professional Regulation for Physical Therapy for 2 contact hours. Approved provider by the NY State Board of PT for 2.4 contact hours (0.24 CEUs). Education Resources is an approved agency by the PT Board of CA for 2 contact hours. This activity is provided by the TX Board of PT Examiners accredited provider #2810017TX for 2 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 2 CE Hours. 2 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
