Thank you for transferring into ERI’s LIVE Webinar

Please choose one of the following courses as your complementary gift. Please email your course choice to or call 800-487-6530.

Visit each course page for complete details including CEUs.

Lines, Tubes, Ventilators and Diagnostic Screening For Stability vs Instability
Course Faculty – Steven Sadowsky
Course Description – This course covers the various functions of common lines, tubes and drains seen in the ICU and acute care setting. Emphasis is on when to initiate and progress activity in these patients, and how to work with this equipment based on the patient’s responses.

Clinical Physiological Monitoring – Lab Values, Case Study, Tests
Course Faculty – Steven Sadowsky
Course Description – This course covers physiological monitoring in the acute care and ICU setting, taking into account routine blood lab values. The symptoms and signs to watch for as well as the impact of these changes on exercise tolerance will be explored.

Clinical Decision Making in Acute Care – Focus on Cardiopulmonary Issues
Course Faculty – Steven Sadowsky
Course Description – This dynamic course will help clinicians sharpen their decision-making skills using the International Classification of Function and Expanded Disablement Model Frameworks as applied to the acute care and ICU setting.

Auscultation LAB: Heart and Breath Sounds: Practicum
Course Faculty – Steven Sadowsky
Course Description – This online practicum/lab course will teach you the various characteristics of cardiac and pulmonary sounds: frequency, intensity, duration, and quality and their meanings.

Acute Care and ICU Pharmacology: Implications for Early Mobilization
Course Faculty – Steven Sadowsky
Course Description – This online course covers common cardiovascular, sedation drugs, and glycosides seen in the acute care setting. You will learn the dose response relationship and the definition of the therapeutic index of a drug, and be able to discuss the symptoms and side effects of various kinds of diuretics, anticoagulants and BP medications as they relate to early mobilization and intervention.

Practical Treatment Techniques to Improve Function and Participation for the Child with Vestibular Symptoms (Includes lab)
Course Faculty – Inger Brueckner
Course Description – Learn effective, evidence-based treatment strategies and symptom relief techniques, with functional outcomes and school considerations in mind.

Pediatric Vestibular Screening and Assessment: Evaluation and Testing
Course Faculty – Inger Brueckner
Course Description – Learn comprehensive yet quick vestibular assessments with modifications for the pediatric population as well as fun treatment strategies to apply the next day at work.

Pathophysiology of Vestibular Symptoms in Children
Course Faculty – Inger Brueckner
Course Description – Participants will learn about the most common causes of vestibular dysfunction in children including concussion, migraines, and BPPV.

Understanding the Unique Aspects of the Vestibular System in Children and Adolescents
Course Faculty – Inger Brueckner
Course Description – Effectively understand the unique signs of dysfunction as well as development of vestibular function in children to apply to treatment strategies

Toe Walking – Utilizing the ACT (Assessment Criteria for Toe Walking) and Footwear Modification to Improve Outcomes
Course Faculty – Liesa Ritchie-Persaud
|Course Description – Dr. Persaud presents her new tool, the ACT (Assessment Criteria for Toe Walking) that will assist you in determining whether a particular child’s toe walking is due to musculoskeletal, neurological, sensory issues, or a combination of these three issues.

Toe Walking: The Role of Vision and Reflexes
Course Faculty – Liesa Ritchie-Persaud
Course Description – Vision is intimately connected to posture, gait, and movement through connections with the vestibular system. You will learn to evaluate and remediate visual problems as they relate to toe walking. During the lab portion of this course, you will learn to test for the presence of primitive reflexes, evaluate their postural responses, and apply techniques to assist with reflex integration and remediation in order to avoid the long term consequences of retained primitive reflexes.

Toe Walking: Red Flags for Referral and Intervention Strategies
Course Faculty – Liesa Ritchie-Persaud
Course Description – Learn how to recognize Red Flags that would require you to refer a child with idiopathic toe walking for further evaluation.

School-Based Online Courses

Applying Motor Learning, Motor Control and Neuroplasticity to Evidence-Based School Practice
Course Faculty – Arsenio Paez
Course Description – Inform your practice with the latest evidence on neuroplasticity and motor learning to design more effective treatment programs. Utilize the knowledge of how to best provide helpful feedback, incorporate varied practice into sessions, and harness the benefits of mental practice to improve outcomes for your caseload.

New Strategies for Developing Pre-Writing Skills AND Using Technology as a Compensatory Tool for Students Who Can’t Write
Course Faculty – Kim Wiggins
Course Description – This practical, activity-focused course is packed with inexpensive DIY (do it yourself) methods and creative activities to improve your client’s handwriting. You will work through a systematic method to target the origin of handwriting difficulties. Participants are provided with numerous activities to target areas of difficulties for varying levels of students. The second part of the course provides information on assistive technology, new apps, chrome extensions, and other alternative methods to help your children read, write, and type.

Best Practices for Collaboration: What’s the Evidence?
Course Faculty – Kim Wiggins
Course Description – Find creative ways to build collaboration with teachers and administrators to reach improved student outcomes on classroom and school-wide programs based on the latest evidence in the field. You will learn evidence-based, concrete methods of determining the least restrictive environment, including therapy dosing decisions and service delivery. Creative ideas to effectively push into classrooms for both individual and group sessions are highlighted.

Praxis is More Than Coordination: Sensory Interventions to Improve Academics, Executive Functioning, and Student Success
Course Faculty – Judith Kimball
Course Description – Learn practical activities to improve praxis for inside as well as outside the classroom with additional chances to brainstorm based on your caseload. Sensory integration strategies are given to improve executive functioning and increase student success. Data collection techniques to show the effectiveness of interventions will be emphasized.

School-Based Therapy 101: Building Blocks for Success
Course Faculty – Nicole Barmen, Kathryn Biel
Course Description – Learn the necessities of school-based practice including tips for success, collecting data, writing an effective IEP and formulating clear goals to most effectively help your students thrive. The differences between IEPs, 504 plans, and Non-classified/RTI/AIS students will be made clear. Emphasis will be on ways to educate members of the team on related services and how to effectively work with parents to ensure that your year runs smoothly.

Using Evidence to Support Your Recommendations: Service Delivery, Dosing, IEPs
Course Faculty – Susan Cecere
Course Description – Learn the latest evidence to inform your decision on dosing and frequency of therapy as well as assessment and IEP writing to improve your effectiveness as a school-based therapist.

The Preschooler Who Isn’t Keeping Up
Course Faculty – Anne Buckley-Reen
Course Description – Learn a multitude of practical strategies and tools to improve children’s functioning in the preschool population.

Mindfulness: Implementation of a School-Wide Program
Course Faculty – Anne Buckley-Reen
Course Description – See the incredible evidence that supports a highly effective, school-wide mindfulness and yoga program that improves children’s regulation, attention, and ability to learn.

Access for Students with Moderate to Severe Physical Challenges: What is Relevant
Course Faculty – Maureen McCabe, Christopher Marotta

Visual Processing/Visual Deficits Treat, Remediate, Compensate, Refer?
Course Faculty – Melissa Gerber
Course Description – This session will highlight visual processing skills and how they impact the student in the classroom. It will discuss when it’s appropriate to treat, remediate or compensate and when its time to refer the student for further testing.

Therapists Supporting Students Through Effective Collaboration – Focus on the Child with Mild Motor Challenges
Course Faculty – Sara Harvey
Course Description – Learn how to effectively communicate instructional strategies, partner to create accommodations, and demonstrate students supports to empower teachers to create classrooms that support all types of learners. AND Learn interventions across grade levels to improve student efficiency, participation, and engagement while balancing the need for the student to remain in the least restrictive environment.

Improve Sensory, Motor, Behavior and Learning Outcomes
Course Faculty – John Pagano
Course Description – Mindfulness, movement and music activities improve student attention, behavior and learning. Learn strategies for individual, small group, and classroom intervention through group practicum exercises. Learn sensory-based interventions and multi-sensory active learning tasks for use in small group and classroom-wide therapy sessions.

Access for Students with Moderate to Severe Physical Challenges: What is Relevant?
Course Faculty – Maureen McCabe, Christopher Marotta
Course Description – This session will discuss access and participation for students with complex physical needs in the school setting. Students with orthopedic and neuromotor challenges will be discussed.

Strategies to Improve Mental Health, Reduce Problematic Reflexes/Habits, Increase Stability and Bilateral Coordination for Enhanced School Functioning
Course Faculty – John Pagano
Course Description – This fun, interactive workshop will teach you strategies that improve cooperation and behavior during individual and group therapy sessions, as well as address IEP goals related to improving classroom attention and reducing verbal and physical aggression. We will address dysfunctional habits related to primitive reflexes, postural stability, and/or bilateral coordination.

Gaining Postural Control for Successful Participation – School Based Therapy Applications
Course Faculty – Barbara Hodge
Course Description – This session will highlight school applications of the relevant theory behind postural and movement systems. How can we utilize this information with minimal handling positioning and equipment to promote best possible functional activities and participation in school?

Facilitating Success in Handwriting Using Sensory Motor Integration and Visual Spatial Strategies
Course Faculty – Carrie Davis
Course Description – This creative curriculum will discuss research and practical ways to engage students using affective relationships, sensory-motor integration, and visual spatial concepts to facilitate learning of letter formation and supporting early literacy.

Evidence Based Strategies to Support Students with Sensory and/or Motor Challenges
Course Faculty – Doriet Bialer
Course Description – Learn practical applications and research support of this new intervention approach; A SECRET, to help prevent meltdowns and frustrations when children with sensory and motor challenges engage in difficult and demanding tasks either at home or in the school environment. Evidence-based strategies that enhance attention and arousal states essential for participation and learning.

Complex School Based Challenges – Collaborative Goals, Embedded Motor Interventions, Data Collection and More
Course Faculty – Susan Cecere
Course Description – This session will focus on using relevant assessments to design collaborative goals with the IEP team and will focus on the use of the International Classification of Function (ICF) to support evidence-based school therapy practice. The participant will learn how to apply a broader assessment strategy to support collaborative goals and embedded interventions that maximize student participation in school activities and routines.

Visual Thinking; A New Paradigm to Maximize Outcomes
Course Faculty – Cathy Stern, Donna McCrorey
Course Description – Visual Thinking involves seeing clearly and processing visual information in the brain for accurate motor action. This session will demonstrate techniques used by developmental optometrists to help a student better use visual thinking for participation at school and in the natural environment.

Visual Strategies and Creative Collaborative Tools AND Goals that Drive Intervention: What is Relevant and Realistic?
Course Faculty – June Smith, Agnes McConlogue, Lori Quinn
Course Description – During case study presentations, you will observe the extensive impact of strategies that support visual attention, engagement, and refinement of ocular motor control and learn tools for creative team collaboration. We will also look closely at the interplay of goal setting, intervention, and outcomes within the school environment.

Visual and Motor Tools for Integrative Learning and Teacher Collaboration
Course Faculty – June Smith
Course Description – During this interactive workshop, you will learn and experience visual and movement strategies that enhance the integration of the brain/body system. You will learn strategies to assess the effectiveness of treatment to promote enhanced carryover of skills with teachers.

The Neurodevelopmental Classroom. Behavior, Attention and Learning Skills in Children, and Strategies for Success
Course Faculty – Debra Dickson
Course Description – This session will highlight physical and environmental strategies that can make it or break it for many students. This workshop will discuss how to share this information with school staff, and create the buy in, to provide the needed interventions on a regular basis that will create permanent changes for students.

Team Strategies to Make Limited Therapy Contact Have Lasting Impact – A Physical Therapy Perspective
Course Faculty – Sara Harvey
Course Description – Therapists are constantly challenged by scheduling, lack of space and time constraints to deliver intervention that translates into improved school participation. This session will present creative team strategies designed to improve student participation.

Practical Tools to Address Sensory vs. Behavioral Issues AND Smart But Scattered: Helping Children Get Organized, Stay Focused and Control Emotions
Course Faculty – Debra Dickson, Peg Dawson
Course Description – This two part session will discuss the overlap of sensory and behavioral challenges and will describe strategies that can be used to help children with weak executive skills be more efficient and productive at school and at home.

Using Evidence to Help Guide Decisions on Goals, Dosage, Frequency, Priorities and Interventions for Motor Issues in Autism
Course Faculty – Julie Goff, Jennifer School
Course Description – The presentation discusses evidence-based approaches in motor learning for children with ASD, highlighting treatment plans that are focused on participation in the school environment. Measurement approaches and goal development, dosing and frequency will also be discussed.

Aligning Strategies to Support Motor Needs with Curriculum Goals
Course Faculty – Melissa Gerber, Josephine Bardabelias
Course Description – This 2 part session will provide therapists with tools to incorporate therapy for optimal motor outcomes into the educational model, and will discuss sensory and motor systems and their impact on a student’s ability to focus and enhance memory while being able to process information.

Strategies to Promote Integration of Primitive Reflexes
Course Faculty – Janine Wiskind
Course Description – The term “primitive reflex integration” has grown in popularity over the past 5 years. In this two-part course learn how reflex integration applies to school performance, participation, and stress and learn how to evaluate primitive reflexes and provide individual, group-based, and consultation strategies to support your child’s success at school.

How To Assist Children with Executive Function Dysfunction as a Related Service Provider
Course Faculty – Jocelynn Wallach, Nancy Williamson
Course Description – Learn to discriminate between components of self-regulation and executive function skills. Learn strategies, modifications and technology applications to address deficits. Learn to collect data to support your intervention plans.