2025 SESSION DESCRIPTIONS

1B)  Inclusive From Day One: Strategies for Conducting Neurodiversity-Affirming Evaluations with Neurodivergent Students 

by, Bryden Giving-Carlson OTD, OTR/L 

The neurodiversity movement is steadily shaping discussions within school-based occupational therapy, though integrating neurodiversity-affirming principles into everyday practice presents challenges for occupational therapy practitioners (OTPs). In schools, the evaluation phase is essential, not only for gathering and analyzing data for therapy services but also for shaping how practitioners perceive their students. The dominant medical model of disability heavily influences school-based evaluations to be deficit-oriented. This approach can result in data collection methods that don't resonate with students, goals focused on neuronormative standards, the use of ableist tools, and reports that invalidate the identities of neurodivergent students.

This session will guide participants through the essentials of conducting neurodiversity-affirming evaluations. Key components include analyzing assessment tools that emphasize lived experience and client collaboration, writing neurodiversity-affirming goals, creating strengths-based reports, and preliminary ideas for supporting neurodivergent participation in the school-setting. Participants will also learn about different types of ableism applied to the school setting to promote critical reflexivity, and overarching themes of affirming occupational therapy school services. By the end of the session, participants will feel more empowered and confident in implementing neurodiversity-affirming principles into their evaluations. By adopting these practices, OTPs can better support authentic neurodivergent development and well-being, and promote anti-ableist approaches within their practice. 

Learning Objectives: 

1. Participants will examine how the medical model and neurodiversity framework shape evaluation practices and influence understanding of neurodivergent students’ occupational participation.

2. Participants will describe neurodiversity-affirming assessment tools that prioritize collaboration, student voice, and assessing environmental supports and barriers.

3. Participants will reflect on their own practices and identify how to incorporate additional aspects of affirming evaluation approaches, such as strengths-based documentation and forming empowering goals.

Level:Introductory, Intermediate, Advanced  

2A) MTSS in Action: From Assessment to Implementation 

by, Miss Jamie Spencer, OT

Take your school-based MTSS practice to the next level! This hands-on 2-hour course dives deep into the practical applications of Multi-Tiered Systems of Support. Learn evidence-based strategies for assessment, progress monitoring, and data-based decision-making across visual-motor, visual-perceptual, fine motor, and literacy domains. Discover how to effectively integrate OT and PT interventions within your school's MTSS framework to maximize student outcomes. 

Learning Objectives: 

1. Apply appropriate assessment and progress monitoring tools within each tier of support to guide OT and PT intervention planning and implementation

2. Utilize data-based decision-making strategies to determine effectiveness of OT and PT interventions across visual-motor, fine motor, and literacy domains

Level: Introductory

2C) The F-Words in Action- Case Studies and Applications Part 1 

by, Ashley Schilling, PT, DPT, PCS  

A series of cases will be presented using the framework of the F-words for Childhood Development to illustrate real-world applications. 

Learning Objectives: 

1. Identify the various domains of the F-words framework within each case example. 

2. Compare and contrast the use of the ICF model applied to each case example. 

3. Reflect upon ways to apply concepts and applications demonstrated in cases to one’s own caseload.

Level: Introductory  

3B) Visual Schedules: FIRST Theory, THEN Make and Take. 
A Course About Recognizing the Need to Make and Use Visual Schedules. 

by, Laura Kleffman, OTR/L

*** Session limited to 40 attendees and additional $20 materials fee to be paid at the conference***

Learn the current research around why using visual activity schedules works for the people you and I support with developmental disabilities, in early childhood education and other needs as it relates to those with attention deficit and autism spectrum disorder.  All types of visual activity schedules will be reviewed (homemade and commercial) for the characteristics that support various learners. We will then transition into making a physical visual activity schedule with YOUR pictures in OUR EZ Slide Visual Schedule device that you get to keep.  You’ll need to BYOD (Bring your own Device with Wi-Fi capability) as it will be expected you will download and manipulate a google doc to create the paper pictures.  Overachievers are invited to save 4-8 pictures ahead of time with jpg or png format.  Average and underachievers come with an idea of 4-8 pictures to download from the internet, create with your camera, or log into your picture subscription library (i.e. LessonPix, Boardmaker, Symbolstix Prime) for your licensed images.  Paper, scissors, paper cutters, laminating pages, a color printer with Wi-Fi printing capabilities available for you to use!  The presenter is not liable for irresponsible scissor use during this session.  Choose wisely.  Directions for how to download pictures from subscription libraries are available on www.ezslideschedule.com. 

Learning Objectives: 

1. Review cognitive theory around visual and auditory learning.

2. Review current research and lit reviews on the effectiveness of visual activity schedules for individuals with developmental disabilities, early childhood, ADHD, and Autism.

Level: Introductory, Intermediate 

4A) Introduction to Supporting Regulation with 1-2-3 RESET™ 

by, Heather Schmidt, MS, OTR/L; Dawn Paulson, MFT, MS, OTR/L

Self-regulation and behavioral challenges are on the rise post-pandemic, leaving many teachers and therapists ill-equipped to support their students. This presentation will discuss the latest research on the effects of the pandemic and overall childhood trauma’s impact on school function and introduce participants to 1-2-3 RESETTM, a trauma-sensitive framework, and curriculum incorporating evidence-based strategies to help students effectively engage in classroom learning and build positive social connections. Participants will discover practical, easy-to-implement strategies while broadening their understanding of the five core principles of 1-2-3 RESETTM: Relationship, Environment, Self-Regulation, Empowerment, and Task.

Learning Objectives:

1. Participants will describe three areas in which childhood trauma impacts school functioning.

2. Participants will be able to identify the five components of the 1-2-3 RESETTM framework and how these support student success.

3. Participants will be able to identify three strategies to support students using the 1-2-3 RESETTM framework.
   
   

Level: Introductory, Intermediate 

4C) Exploring the Ethical Implications of Informed Consent in Pediatric Rehabilitation 

by,  Erin Simunds, PT, EdD 

 In rehabilitation services, informed consent ensures patients understand the risks and benefits of available treatment options, enabling them to choose their preferred interventions. Pediatric rehabilitation introduces specific challenges, such as obtaining consent from guardians and assent from minors (Katz et al., 2016). As children develop, the guardian/minor relationship evolves, impacting when and how children can express their autonomy (Coughlin, 2018). Best practices in shared decision-making and collaboration can facilitate and impede the process of obtaining guardian consent. Additionally, medical paternalism shapes how minor assent supports the principles of beneficence and justice. This presentation will examine how these factors intersect in the context of pediatric rehabilitation consent and assent. Participants will apply this model to relevant therapy scenarios, enhancing their skills in obtaining informed consent and minor assent (Cocanour, 2017; Kadam, 2017).

Learning Objectives: 

1. Compare and contrast obtaining guardian consent and minor assent across developmental ages

2. Interpret the principles of autonomy, beneficence, nonmaleficence, and justice when obtaining guardian consent and minor assent

3. Explore the influence of shared decision-making and collaboration on the process of guardian consent

4. Discuss the influence of medical paternalism on the integrity of minor consent

5. Analyze cases of informed consent in pediatric rehabilitation using the dialogic engagement process

Level: Introductory, Intermediate, Advanced   

5B) Supporting Traumatized Youth in Schools 

 by, Todd A. Savage, Ph.D., NCSP  &  Scott Woitaszewski, Ph.D., NCSP

The purpose of this session is to highlight strategies educators and other school personnel can employ to support students who have experienced various types of trauma. Building off a foundational understanding of the impact of childhood trauma on student performance in schools, the importance of positive school climate and attention to psychological safety will be presented. Finally, specific strategies focused on relationships and connected will be discussed. Learning will be supported through direct instruction, large- and small-group discussion, and videos to facilitate this process. 

Learning Objectives: 

1. To enhance participants’ awareness of childhood trauma on student performance in schools.

2. To enrich the participant's knowledge base or to assist the participant in constructing a knowledge base regarding the impact of positive school climate and psychological safety on all students, particularly students with a history of trauma.

3.  To highlight strategies participants can employ in the realm of relationship building and school connectedness to support students experiencing trauma in its various forms.

Level: Advanced 

6A) The Occupational Therapy Practice Framework (OTPF-4) and School Based Practice.  Following the OTPF-4 and the basic tenants of our profession, health, well-being, and participation: what our students and schools really need.

by, Jennifer Brady-Johnson, SIPT Certified, Fieldwork Coordinator Certified, OTD, OTR/L,  &  Paula Stommes, OTD, MA, OTR/L, ATP

This session will define the purpose of school-based occupational therapy using the OTPF-4’s basic tenets and vision of the profession. These tenets include health, well-being, and participation as the outcome of occupations at school. The OTPF-4 will be summarized using the practice area of school-based practice and how OTP can use all the domains of occupational therapy practice, namely:  occupations, contexts, performance patterns, performance skills, and client factors as ways to provide service, focusing on the whole student. Focus on the whole student challenges OTP to work collaborate with interdisciplary team members and sharing knowledge and activity that is unique to our profession. Evidence based practice in mental health promotion and prevention and self-regulation will be explored through group participation and discussion. 

Learning Objectives: 

1. Participants will be able to state the domains of occupational therapy.

2. Participants will identify three areas to collaborate with other disciplines at school.

3. Participants will be able to define mental health promotion.

4. Participants will describe regulation practices that are evidence based.

Level: Introductory, Intermediate, Advanced    

6C) Complex Case Management & Collaboration between Physical Therapists  &
Physical Literacy and Functional Mobility 

by,  Ann Hoffman, PT, DScPT  &  Rebecca Rouse PT, DPT

This session will include two different topics covered in the 2 hour long session. 

Complex Case Management & Collaboration between Physical Therapists will be an engaging discussion on managing complex cases both from a medical perspective and social perspective and how we can overlap between school based therapists and outpatient based therapists. 

Physical Literacy and Functional Mobility will introduce the concept of physical literacy and expand on the need for applying these principles to individuals with movement disorders and other disabilities in order to promote lifelong engagement in physical activity and improving functional mobility. 

Learning Objectives for Complex Case Management & Collaboration between Physical Therapists

1. Recognize the importance of collaboration among therapists for the optimization of student function

2. Understand how therapists can collaborate to insure safety and growth for patients

 
Learning Objectives for Physical Literacy and Functional Mobility: 

1. Verbalize understanding of the importance of physical literacy

2. Understand the strategies that can be implemented to help improve functional mobility and engagement in physical activity

Level: Introductory, Intermediate