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Live webinar for Pediatric Therapists. Complete both days for 6 Contact Hours (0.6 CEUs)
November 20, 2026
8:40 am EST • 7:40 am CST • 6:40 am MST• 5:40 am PST (US)
EARLY BIRD RATE!
Register by October 9, 2026 to receive $15 off your registration. Enter coupon code EARLYBIRD15 at checkout to receive the discount. Must be used at time of registration.
COURSE DESCRIPTION:
This comprehensive, three-part series provides pediatric therapists (OT, PT, SLP) with a unified, evidence-informed approach to supporting children with complex needs from infancy through the school years. Centered on interdisciplinary collaboration, this course bridges task analysis, functional goal setting, and task-specific intervention to promote meaningful participation in daily life.
Participants will learn to analyze complex activities—including mobility, communication, ADLs, and iADLs—to identify performance barriers and inform collaborative, child- and family-centered goals. Evidence-based frameworks such as the ICF, the F-words for Child Development, and Goal Attainment Scaling (GAS) guide the development of goals that are functional, measurable, and relevant across settings.
Building on these foundations, the course translates planning into practice by incorporating principles of neuroplasticity, motor learning, and task-specific training. Through lecture, clinical photos, videos, and case-based discussion, participants gain practical strategies to design purposeful, coordinated interventions that promote function, autonomy, and participation in real-world environments.
LEARNING OBJECTIVES:
- Apply principles of task analysis to identify the motor, sensory, and communication demands of daily activities such as walking, feeding, and expressive/receptive language tasks in pediatric populations.
- Analyze clinical case examples to determine how specific impairments contribute to atypical movement or communication patterns observed during functional tasks.
- Evaluate the potential role of AI-assisted tools in supporting task analysis of ADLs (including feeding), iADLs, and functional communication while maintaining the therapist’s responsibility for clinical reasoning and individualized decision-making.
- Analyze case studies and video scenarios to identify key functional needs and interdisciplinary considerations for children with complex medical conditions.
- Develop measurable Goal Attainment Scaling (GAS) goals tailored to provided clinical cases that focus on ADLs (including feeding), iADLs and/or functional communication.
- Apply evidence-based frameworks such as the ICF and F-words to guide the creation of meaningful, participation-focused goals that align with family priorities and clinical expertise.
- Apply motor learning principles and concepts of neuroplasticity to design interdisciplinary, task-specific interventions that support functional mobility and communication in early intervention and school-aged children.
- Analyze real-world case studies to identify how ADLs, iADLs, and daily routines can be used as meaningful contexts for collaborative intervention strategies across PT, OT, and SLP disciplines.
- Evaluate the effectiveness of interdisciplinary intervention plans by integrating task analysis and goal alignment to ensure outcomes that promote participation, peer interaction, functional communication and progress.
AUDIENCE:
Designed for pediatric OTs, PTs and SLPs working across settings.
Leslie Paparsenos, PT, MS, C/NDT is an independent, pediatric therapy provider, licensed Physiotherapist in Australia, and licensed Physical Therapist in the United States of America. She specializes in evidenced based, pediatric rehabilitation, serving babies, children and adolescents across a spectrum of neurological and developmental disabilities, and their families. Leslie is a certified Pediatric NDTATM (USA) Instructor, certified in NeuroDevelopmental Treatment (NDTATM (USA), and a certified clinical instructor by the APTA (USA). She has been teaching both internationally and nationally since 2007. Leslie is committed both to supporting therapists in their clinical development and assisting families and children in their journey to independence.
Financial Disclosure: Leslie Paparsenos receives an honorarium from Education Resources, Inc.
Non-Financial Disclosure: Leslie Paparsenos has no relevant non-financial relationships to disclose.
Bethanne N. Mazurczak MS, CCC-SLP, C/NDT has been a practicing clinician since 1990, specializing in the pediatric rehabilitation of infants, children and adolescents. Bethanne has a wide range of experience in working with children of all ages with neurological and developmental disabilities. She is certified in Neuro-Developmental Treatment, SOS Feeding and is currently completing the process as an NDT Candidate Instructor for the NDTA. Bethanne continues to serve the pediatric population with oral- motor/feeding and swallowing as well as communication disorders through her practice as a Speech Pathologist and is a Clinical Assistant Professor in the Department of Communication Sciences and Disorders at the University of Wisconsin – Milwaukee. She has presented at the local, national and international level on various topics.
Financial Disclosure: Bethanne Mazurczak has a financial relationship with the University of Wisconsin-Milwaukee (employment) and receives an honorarium from Education Resources, Inc.
Non-Financial Disclosure: Bethanne Mazurczak has a non-financial relationship with NDTA as a volunteer Instructor.
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