2026 SESSION DESCRIPTIONS
2026 SESSION DESCRIPTIONS
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1A) MOVEMENT, MUSIC and RHYTHM: A Powerful Research-Based, Highly Structured Program for
Positive Impact on Children’s Learning
by, Bridgette Nicholson, OTR/L, ATS, ASCS, ADHS-CEO
The research is extensive and conclusive. Many peer-reviewed studies show the significant positive impact of rhythm and movement on many areas of children’s physical, cognitive, academic, social, and emotional functioning.
The session will review the research and present a highly structured, graded rhythmic movement program that can be adapted for use with students in many different environments. The program can be used with individual students, small groups, or implemented across an entire school with students of all ages and grade levels.
This will be a fast-moving session with a lot of information. Participants will try out some of the activities and will leave with access to the full structured program, extensive resources, links to the research, and tools that can be used immediately. Come ready to move and participate—this is not a sit-look-listen-and-learn session. (If you can, please bring noise-canceling earbuds if you are sensitive to sound).
Learning Objectives:
Identify (Remembering/Understanding): Identify at least three specific research-based benefits of highly structured rhythmic movement for a child's neurological development, sensory regulation, and learning.
Plan (Creating/Applying): Plan a strategy to implement a program of five-minute rhythmic movement activities prior to academic writing tasks over a period of three weeks, to improve a student's sensory regulation, focus, and productivity.
Analyze (Analyzing): Analyze the four structured and graded movement and sound complexity levels of the rhythmic movement program to create scaffolded rhythmic movement programs for diverse student groups.
Design (Creating/Synthesizing): Design a dynamic, rhythmic brainstorming activity (such as a "rhythm and rap" beat circle) that allows a group of children to physically march or tap to a structured beat while formulating and recording their ideas, as an effective and motivating prewriting activity.
Level: Introductory, Intermediate, Advanced
1B) Parent-Infant Relationships in the Transition from the NICU to Home
by, Corri Stuyvenberg, PT, DPT, PhD
The transition from the NICU to Home is a challenging time for both preterm infants and their parents. Parent-infant relationship difficulties contribute to infant developmental delays and barriers in developing parent-infant relationships. In this presentation, attendees will be introduced to early attachment relationship development in parent-term born infant dyads and parent-preterm infant dyads. Emotional Availability will be introduced as a construct for measuring parent-infant relationship qualities. Research supporting Emotional Availability as a developmental resilience factor will be explored. Finally, strategies to support Emotional Availability for parents and infants in Part C, Early Intervention will be introduced.
Learning Objectives:
Participants will understand the impact of the NICU on preterm infant brain development.
Participants will understand both parent and preterm infant factors contributing to parent-infant relationship challenges.
Participants will be guided in the application of strategies to support developing parent-child relationships.
Level: Intermediate
1C) Foundations in Pediatric Adaptive Seating: Therapeutic Applications for School-Aged Children
with Neurodevelopmental Disorders
by, Allison Weissman, PT, DPT
The aim of adaptive seating is to create perpendicular upright alternative seating to enable the child with developmental and physical disabilities to participate in the school, home, and community settings. This course examines the etiology of impaired trunk control in children with cerebral palsy, and how therapists can use adaptive seating as a therapeutic tool to increase access and improve function, social access and overall greater participation in the school setting.
Learning Objectives:
1. Describe 3 applications of how adaptive seating differs from wheelchair seating
2. Provide 3 examples of how adaptive seating can be utilized in the school, community and home settings
3. Communicate 3 therapeutic benefits that adaptive seating can provide to the child with postural challenges
Level: Introductory, Intermediate
2A) DYNAMIC LEARNING: A Research-Based, Highly Effective Approach for Improving Engagement and Learning
by, Bridgette Nicholson, OTR/L, ATS, ASCS, ADHS-CEO
Every child has their own unique learning abilities, personalities, interests, ideas, and potential. The Universal Design for Learning (UDL) framework has been around for a very long time. This approach can truly help children thrive when we implement it effectively. However, creating modified learning environments and approaches has historically been time-consuming and challenging.
In this presentation, we will discuss essential UDL strategies and show how AI can dramatically help us implement UDL for individuals, groups of students, and whole school buildings. You will learn about the unique Things to Thrive program, a concrete and practical approach built on the core concepts of Less Tech, Move More, Real People, and Add Fun, and how these align closely with Universal Design for Learning.
Come to this session expecting to have fun and laugh (and be a little silly - if you want), while also learning about these important, research-based, effective strategies that can truly work for YOU and YOUR CHILDREN.
Learning Objectives:
Identify (Remembering/Understanding): Identify the three core concepts of the Dynamic Learning Program (Change the Space, Change Your Body, Move More Everywhere) and describe at least two specific research findings supporting their positive impact on motivation, learning, and engagement.
Apply (Applying): Implement at least two practical tools or checklists from the Dynamic Learning Toolkit to intentionally design environments and routines that counteract sedentary behavior and promote active engagement for children and adults.
Analyze (Analyzing): Analyze a traditional, seated learning or working environment to evaluate and list at least three effective ways to incorporate movement and postural variation across individual, small group, or school-wide settings.
Design (Creating/Synthesizing): Design a specific, documented plan for an active, dynamic learning activity or physical space that successfully integrates both the "Change the Space" and "Change Your Body" principles to measurably improve a learner's focus and reduce sedentary screen time.
Level: Introductory, Intermediate, Advanced
2B) From Page to Practice: Your Basic Guide to School-Based OT/PT
by, Kaley Czech, OTD, OTR/L, BCP, Sarah Edberg, PT, DPT, Amy Johnson, OTD, OTR/L, Lois Lillie OTR/L,
Michelle Schluender, PT, DPT, Betsy Schultz, BA, PTA,Jennifer Thorsland, OTR/L
This session is designed to help newer school-based therapists confidently use the “2014 Occupational Therapy and Physical Therapy in Educational Settings: A Manual for Minnesota Practitioners” in their everyday practice. Participants will learn how to navigate the manual, understand key concepts, and apply its guidance to real-life school scenarios. The focus will be on the role of OT/PT school based staff in reference to collaboration, assessment, service delivery, and documentation. Attendees will leave with tools and strategies to integrate the manual into daily work and strengthen their school-based practice.
Attendees will be expected to have read the “2014 Occupational Therapy and Physical Therapy in Educational Settings: A Manual for Minnesota Practitioners” prior to this session.
Learning Objectives:
Learn the importance of referring to the manual as a guide to their school-based practice.
Recognize the theoretical, philosophical, and legal/legislative foundations of the manual.
Gain an understanding of the importance of collaborative practices across the due process continuum.
Distinguish between Direct, Indirect, and Supplementary Aids/Services types of service provision.
Identify at least one area of desired personal improvement in the role of a school-based therapist.
Level: Introductory
2C) Outcomes Following Intrauterine Repair of Myelomeningocele
by, Kelly Cho, MD, Pediatric Rehabilitation Medicine, Pediatric Spina Bifida Medical Director & Kyleen Kriha, DPT
This presentation will review the increasing number of individuals undergoing intrauterine surgical repair of myelomeningocele and outcomes associated with this procedure as compared to traditional post-natal surgical repair.
Learning Objectives:
Understand the difference between pre and post-natal repair of myelomeningocele and general trends in frequency of intrauterine repair over the past 10 years.
Identify 3 positive outcomes observed in children who undergo intra-uterine repair compared to traditional post-natal repair.
Explain how improvements in neurosurgical and developmental outcomes influence school participation.
Level: Introductory, Intermediate
3A) EXECUTIVE FUNCTIONING for Children with Special Learning Needs: Developing Essential Skills with
Technology and Real-Life Tools
by, Bridgette Nicholson, OTR/L, ATS, ASCS, ADHS-CEO
Executive functioning is an essential life skill and has become increasingly important as digital complexity and real-life demands continue to grow.
This session will briefly examine the neurological basis of executive functioning and the importance of a developmental, bottom-up approach to helping children build their own executive functioning skills.
Participants will receive a workbook and online resources with practical strategies and tools for everyday executive functioning. We will also explore technology options, including AI-supported tools, that can assist with digital work, organization, managing information, routines, responsibilities, and time management.
This will be a fast-moving session with many practical ideas. Participants will leave with strategies and tools they can use with their students as well as resources to support their own executive functioning.
Learning Objectives:
1. Identify (Remembering/Understanding): List at least three specific neurological factors that impact executive functioning and describe two examples of how a developmental, bottom-up approach can be used to build these skills in children.
2. Apply (Applying): Demonstrate the use of at least two real-life tools or checklist strategies from the provided workbook to successfully establish a measurable daily routine or manage specific responsibilities for a targeted student.
3. Analyze (Analyzing): Compare and contrast three different visual or technological options (such as AI-supported organizers, timelines, or Gantt charts) to evaluate their relative effectiveness in supporting a student's specific time-management, planning, and executive functioning needs.
4. Design (Creating/Synthesizing): Develop a customized, written executive functioning support plan for a specific learner that integrates two AI-supported digital tools and two environmental strategies to independently manage their daily schedule and environmental / learning demands.
Level: Introductory, Intermediate, Advanced
3B) Refresh, Refine, Apply: The New School-Based OT/PT Companion Manual
by, Kaley Czech, OTD, OTR/L, BCP, Sarah Edberg, PT, DPT, Amy Johnson, OTD, OTR/L, Lois Lillie OTR/L,
Michelle Schluender, PT, DPT, Betsy Schultz, BA, PTA,Jennifer Thorsland, OTR/L
This session will introduce the “2026 Companion Manual of Updates for Minnesota Practitioners”, highlighting key revisions, expanded descriptions, and new practical examples. Participants will gain a clear understanding of how the updates support consistent, effective practice across settings and will explore ways to apply the guidance in their daily work.
Attendees will be expected to:
1) Be familiar with the “2014 Occupational Therapy and Physical Therapy in Educational Settings: A Manual for Minnesota Practitioners”
2) Review the “2026 Companion Manual of Updates for Minnesota Practitioners” prior to this session
3) Submit questions about the Manuals prior to the session
Learning Objectives:
Reinforce the importance of using the “2014 Occupational Therapy and Physical Therapy in Educational Settings: A Manual for Minnesota Practitioners” and the “2026 Companion Manual of Updates for Minnesota Practitioners” as foundational guides for consistent, effective service delivery.
Examine the “2026 Companion Manual of Updates for Minnesota Practitioners” and analyze the impact on school-based practice.
Level: Introductory, Intermediate, Advanced
3C) Building Firm Foundations in Early Intervention: Adaptive Standing as AT
by, Wendy Harris Altizer, PT, ATP
This course highlights the critical importance of early diagnosis and the timely use of assistive technology to support children from birth to age five. Participants will examine research on participation-based practices and learn how equipment such as standers can promote postural management and enhance engagement in daily routines. Content will include an overview of commonly used assessments for early diagnosis as well as a review of key laws under IDEA that provide funding for children in early intervention. Attendees will explore strategies for strengthening communication among providers, families, and the early intervention team.
Learning Objectives:
Identify four evidence-based assessments used in early diagnosis for infants and toddlers.
Describe the five domains of the F-words framework and the five tenants of on-time mobility as the basis of intervention to implement postural support and improve participation.
Provide the legal definition of AT for access to funding under IDEA legislation
Level: Introductory, Intermediate
4A) A Developmental Approach to Teaching WRITING and TYPING Using the Research-Based Buddy Beats Program
by, Bridgette Nicholson, OTR/L, ATS, ASCS, ADHS-CEO
Traditional handwriting and typing skills are more important than ever. In our current era of unprecedented technology growth and AI-generated writing, it is essential for us to support children’s development of handwriting and typing through intentional and structured training.
In this session, we present the Buddy Beats for Writing program, a highly structured, graded, research-based program. The program uses rhythmic movement, music, and a developmental approach to support the development of handwriting and typing skills and can be used with a wide variety of ages and grade levels. The program also has a strong focus on buddies, social collaboration, teamwork, and working with other children.
We will discuss the research, demonstrate the program, and also talk about options for data collection and progress monitoring.
This will be a fun session, and you will get to try some of the activities yourself. You will leave with practical tools and materials that you can begin using with your students immediately.
Learning Objectives:
Identify (Remembering/Understanding): Identify at least two specific research findings demonstrating the effectiveness of using rhythmic movement and a developmental approach to teach traditional handwriting and typing skills.
Apply (Applying): Implement at least two specific, practical activities from the Buddy Beats program to successfully facilitate social collaboration, teamwork, and foundational motor planning prior to traditional handwriting or typing tasks.
Analyze (Analyzing): Analyze a student's ongoing handwriting and typing progress by accurately utilizing one specific data collection or progress monitoring option discussed in the session to evaluate the effectiveness of the structured training.
Design (Creating/Synthesizing): Design a specific, documented instructional plan for a targeted learner or group that successfully integrates a developmental approach and at least two graded rhythmic movement strategies to measurably improve handwriting or typing skills over time.
Level: Introductory, Intermediate, Advanced
4B) Building independence, fostering engagement, and ensuring curriculum access by overcoming barriers for students with physical disabilities using assistive technology
by, Jennifer Thorsland, OTR/L
This session highlights the critical role of assistive technology (AT) in supporting students with physical disabilities. Participants will explore practical ideas, tools, and strategies that help bridge the gap between the mainstream curriculum and meaningful access, while promoting student independence and autonomy. The session will also address common barriers faced by students and therapists when implementing AT, including funding limitations, training, lack of equipment, and time constraints. Participants will leave with practical resources, implementation strategies, and renewed motivation to support student independence through effective use of assistive technology.
Learning Objectives:
Learn how to bypass barriers for students to demonstrate knowledge, increase autonomy, and ensure full participation in the general education curriculum.
Learn assistive technology tools and community resources to support AT exploration needs, finding the right tool, and building capacity through training.
Learn how to provide equitable access to the general education curriculum.
Level: Introductory, Intermediate, Advanced
4C) From Diagnosis to Daily Life: Down Syndrome Clinical Essentials and Therapy Tips
by, Peter Ladner, MD, Jill Larson PT, Amanda Jacobus M.A., CCC-SLP
Children with Down syndrome benefit from early, coordinated, and informed clinical care that bridges medical understanding with practical, everyday strategies. This session provides a concise, clinically focused overview of Down syndrome from diagnosis through daily functional needs. Attendees will explore hallmark medical and developmental considerations, common motor and communication profiles, and evidence‑informed therapy approaches that support participation at home, in school, and in the community. Practical tips, case examples, and referral guidance will help clinicians translate knowledge into meaningful action for families.
Learning Objectives:
Identify key medical and developmental characteristics of Down syndrome that influence motor, cognitive, and functional outcomes across infancy, childhood, and adolescence.
Recognize common motor, communication, and sensory processing patterns associated with Down syndrome and understand how these patterns impact daily routines and participation.
Determine appropriate timing for specialty referrals (e.g., PT/OT/SLP, PM&R, cardiology, ENT, feeding specialists) based on clinical presentation and family needs.
Level: Introductory, Intermediate
5A) UNIVERSAL DESIGN for Learning in the Age of AI: Practical Strategies to Help Every Child Thrive
by, Bridgette Nicholson, OTR/L, ATS, ASCS, ADHS-CEO
Every child has their own unique learning abilities, personalities, interests, ideas, and potential.
The Universal Design for Learning (UDL) framework has been around for a very long time. This approach can truly help children thrive when we implement it effectively. However, creating modified learning environments and approaches has historically been time-consuming and challenging.
In this presentation, we will discuss essential UDL strategies and also show how AI can dramatically help us implement UDL for individuals, groups of students, and whole school buildings.
You will learn about the unique Three Things to Thrive program, a concrete and practical approach built on the three core concepts of Less Tech, Move More, and Add Fun, and how these align closely with Universal Design for Learning while addressing core needs shared by most children and adults.
Come to this session expecting to have fun and laugh (and be a little silly - if you want), while also learning about these important, research-based, effective strategies that can truly work for YOU and YOUR CHILDREN.
Learning Objectives:
Identify (Remembering/Understanding): Identify at least two specific research findings that demonstrate the benefits of Universal Design for Learning (UDL) principles for diverse learners.
Apply (Applying): Implement at least two practical strategies discussed in the session to efficiently modify a lesson or activity, directly demonstrating how to provide accessible materials and multiple means of expression for students.
Analyze (Analyzing): Analyze a traditional learning environment or lesson plan to evaluate and list at least three specific ways AI tools can be utilized to rapidly adapt content for the unique learning abilities and interests of an individual student, a small group, or a whole school building.
Design (Creating/Synthesizing): Design a specific, documented learning activity that successfully integrates the "Three Things to Thrive" principles (Less Tech, Move More, Add Fun) to measurably improve a targeted learner's engagement and overall success.
Level: Introductory, Intermediate, Advanced
5B) When Moral Distress Becomes a Part of Your Day
*PT Ethics*
by, Kathleen Picard, PT, DPT, FAPTA
Unpack the NEW OT and PT Codes of Ethics and discuss ethical challenges in the practice environment, specifically focusing on moral distress, professional values and standards for physical and occupational therapists, and ethical decision-making using the RIPS model. The course also emphasizes the importance of understanding diverse ethical perspectives among stakeholders to foster thoughtful and empathetic viewpoints.
Learning Objectives:
Define moral distress and its causes in the practice environment
Understand the core values and standards of conduct for the PT and OT professions
Apply the RIPS model for ethical decision-making
Appreciate the varying ethical lens that stakeholders might have to better understand the viewpoints of others
Level: Intermediate
5C) 6 Steps of Teaching Toileting
by, Erika (Buckhouse) Hanson, PT
Toileting is one of the most essential self-care skills for independence, dignity, and participation. Delays in this area can limit inclusion, increase vulnerability, and impact quality of life for students with physical and intellectual disabilities alike. OT’s and PT’s in the school can address both the motor and behavioral components of toileting. This session will teach you the 6 Steps of Teaching Toileting Skills, an evidence-based framework that covers developmental milestones, behavioral interventions, and motor supports. You will learn how to break down the task into manageable components, and incorporate 12 evidence- supported toileting strategies, such as environmental modifications and scheduled sittings. This session will also share how to clarify assistance needs with staff, review progress, and adapt the plan over time. Real life examples will allow you to see how to apply the 6 Steps in school settings, collaborate effectively with teachers and families, and address barriers such as encopresis, regression, or medical conditions. You will also learn how teaching privacy and independence during toileting fosters safety and self-advocacy for vulnerable students. The course will end with strategies that you can use immediately to help your students build independence, reduce stigma, and participate more fully in school and community life.
Learning Objectives:
Determine the 2 fundamental goals in teaching toileting skills
Identify 3 evidence-based behavioral interventions for teaching toileting skills
Apply 3 strategies for teaching toileting skills on a given case study of a student with disabilities
Level: Intermediate, Advanced
6A) BEYOND FUNCTIONAL VISION: The Science, Research, and Diagnosis of Pediatric Visual Needs—
Practical, Powerful Strategies Transforming Visual Access in IRL (In Real Life) and IVL (In Virtual Life)
by, Bridgette Nicholson, OTR/L, ATS, ASCS, ADHS-CEO
This presentation explores pediatric vision beyond functional vision, emphasizing that visual challenges are often overlooked or unidentified in many children—not only those with special education needs.
Vision and visual function has become so much more complex now in our world of constant access to screens, visual distractions, and fast moving lives.
We will focus on research, data-informed approaches, and identifying and addressing individual student needs. Participants will explore how visual demands, attentional load, and processing requirements affect children in both IRL (In Real Life) and IVL (In Virtual Life) environments, and how physical and visual environments, materials, and technology can be set up to support success. The discussion will look at vision needs not only in relation to educational access and academic performance, but also participation, communication, confidence, and everyday functioning. Emphasis will be placed on understanding how visual barriers can affect engagement and how thoughtful environmental setup and practical strategies can improve visual access in both real-world and virtual contexts. This session provides the research foundation and practical framework for understanding these issues, along with many real-world, effective strategies and tools that can be used immediately.
This will not be a sit-look-listen-and-learn session. Instead, it will be a fast-moving, fun, interactive session with a lot of information and real-time experience trying out these ideas.
Learning Objectives:
Identify (Remembering/Understanding): Identify at least two specific research-based factors demonstrating how complex visual demands and attentional load affect a child's everyday functioning and educational access in both IRL (In Real Life) and IVL (In Virtual Life) environments.
Apply (Applying): Implement at least two practical strategies experienced during the interactive session to effectively adapt physical materials or provide adapted access to technology, directly improving a student's visual access and overall participation.
Analyze (Analyzing): Analyze a student's current learning environment to evaluate and list at least three specific visual barriers or distractions, determining exactly how they impact the child's academic performance, communication, and confidence.
Design (Creating/Synthesizing): Design a specific, documented environmental setup that successfully integrates both physical and technological modifications to measurably reduce a targeted learner's attentional load and transform their visual access.
Level: Introductory, Intermediate, Advanced
6B) Universal Sensory Rooms in Schools: A Standardized Approach
by, Kaley Czech, OTD, OTR/L, BCP
This course bridges concept and application, moving teams from informal sensory spaces to structured standardized environments. Participants will learn how to define purpose, establish protocols, create visual supports and implement consistent expectations. This course focuses on creating consistent, accessible sensory spaces that serve diverse student populations. Participants will learn how standardization supports equity, reduces variability in practice and promotes clear expectations for staff and students.
Learning Objectives:
Participance will learn the importance of the following creating and designing sensory rooms in the educational setting:
Evaluate existing sensory spaces to identify areas of variability, accessibility challenges, or inconsistencies in practice.
Develop standardized protocols for the setup, use, and maintenance of sensory spaces to ensure clarity and consistency across settings.
Create and implement visual supports that reinforce expectations, promote independence, and enhance accessibility for diverse learners.
Apply consistent expectations and routines within sensory spaces to support predictable, equitable experiences for all students.
Design a standardized sensory space plan that aligns with school or district goals and meets the needs of diverse student populations.
Explain how standardization promotes equity by reducing variability, supporting shared understanding, and improving staff confidence and fidelity.
Collaborate with team members to implement and sustain structured sensory environments using evidence based strategies.
Level: Introductory
6C) Evidence Based Treatment for School Based OT/PT’s
by, Erika (Buckhouse) Hanson, PT
Do you have time to read the latest research articles regarding best practice recommendations? No? This session’s presenter read those articles and condensed them into this presentation. This session will review the latest evidence in treatment recommendations. 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. Learn a variety of appropriate interventions to support goals, and you’ll gain competence and confidence in the many parts of your role as a school-based therapist. The course will end with take-aways of tools/techniques/treatments to implement immediately when you return back to work, based on the reviewed research.
Learning Objectives:
Determine best-practice recommendations for interventions, service minutes and location of services based on collaborative goals.
Choose an intervention strategy appropriate to school-based regulations and evidence-based research.
Level: Introductory, Intermediate, Advanced
Non-discrimination Policy: This conference does not discriminate based on gender, age, socioeconomic or ethnic background, sexual orientation or disability.
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