SESSION DESCRIPTIONS
1A) Every Moment Counts: Promoting Participation and Health Throughout the School Day
by, Susan Bazyk, OTR/L
Every Moment Counts is a mental health promotion initiative developed to help all children/youth become healthy (mentally and physically) in order to succeed in school, at home and in the community. Participants will learn about a multi-tiered public health approach to mental health involving promotion, prevention and intervention. This session will provide an overview of how special and general education legislation (IDEA, ESSA) provides opportunities for OT & PT practitioners to contribute to student health (mental and physical) using multi-tiered systems of supports (MTSS). An overview of Every Moment Counts’ embedded strategies and programs focusing on participation and mental health will be shared along with practical examples of implementation. A brief overview of website resources will be provided as well as strategies for building capacity of school personnel to do this work. The building capacity process, involving knowledge translation within a community of practitioners, will also be described as a way to develop school-based change leaders - those with the knowledge and confidence empowered to change practice based on current evidence.
Learning Objectives:
Demonstrate an understanding of a multi-tiered, public health approach to mental health in schools at the universal, targeted, and individualized levels;
Describe evidence-based mental health promotion strategies grounded in positive psychology research;
Differentiate OT/PT services under IDEA and ESSA and describe how practitioners can advocate for multi-tiered services that address health promotion and prevention under ESSA;
Use the Every Moment Counts website (www.everymomentcounts.org) to implement model programs and embedded strategies in natural settings (Comfortable Cafeteria, Refreshing Recess, Calm Moments Cards, Making Leisure Matter) emphasizing participation for students with and without disabilities and/or mental health challenges;
Describe strategies for building capacity of school personnel to apply a multi-tiered approach to mental health involving shared learning and shared work over time.
Level: Introductory, Intermediate, Advanced
1B) The Creation of Sensory Spaces
by, Marlee K. Olson, OTR/L & Alexi M. Christensen, OTR/L
Join the SENSE-ational Spaces team to learn about what sensory processing is and the importance an environment has on an individual’s participation and success within the academic setting. Attendees will increase their knowledge of sensory processing, how sensory processing may impact daily participation, and learn how to modify an environment to meet a child’s movement and calming needs. Time will be provided at the end of the presentation for a follow up question and answer to ensure thorough comprehension and understanding.
Learning Objectives:
Identify the interconnection of sensory processing, regulation, and the relationship in early development and learning.
State how to create learning environments that help achieve optimal engagement and regulate the child's emotional arousal level.
Identify how to set up a movement, calming, and sensory trail within the academic setting.
List 3 ways these sensory focused spaces have positive impacts on kids
Level: Intermediate
1C) Powered Mobility Roadmap
by, Paula Vander Schaaf, OTR/L, ATP
Together we will learn the benefits of powered mobility for young children, including various powered bases and access methods. We will walk through the progression of powered mobility, from access methods, training resources, all the way to the referral and LMN process. We will also discuss the importance of family buy-in to powered mobility and benefits as they relate to development.
Learning Objectives:
Participants will be able to describe mobility development of young children and how it relates to the benefits of early powered mobility.
Participants will identify 3 powered mobility devices appropriate for young children
Participants will identify at least 4 types of alternative driver controls/access methods
Participants will describe Team members and referral process in order to pursue powered mobility devices
Level: Introductory, Intermediate
2A) Calm Moments Cards and Making Leisure Matter: Embedding Strategies to Reduce Stress and Promote Healthy Leisure Participation
by, Susan Bazyk, OTR/L
All adults serving youth need to be mental health promoters. The aim of this session is to provide detailed information on how to implement two Every Moment Counts’ initiatives. Participants will learn how to implement the Calm Moments Cards program aimed at embedding evidence-based strategies (thinking, calming & focusing, & sensory) to reduce anxiety and enhance emotional well-being. These information sheets provide activities to embed during 17 situational stressors (e.g. test taking, starting the day) to promote successful participation throughout the school day. Examples of activities will be shared such as: positive affirmations, yoga poses, deep breathing, and sensory strategies. In the second half of this session, participants will learn about Making Leisure Matter - a tiered approach for promoting inclusive leisure participation in youth with disabilities and/or mental health challenges. Participation in out-of-school leisure is a human right of all children/youth and contributes to social, mental, and physical well-being and quality of life. However, youth with disabilities and/or mental health challenges face barriers to participation in leisure limiting the development of healthy hobbies/interests. Learn creative strategies for helping youth explore and participate in inclusive leisure occupations (e.g. sports, arts, gardening) using individual coaching, small group, and whole school interventions. Success stories for promoting leisure participation in school and community settings will be shared.
Learning Objectives:
Describe a variety of situational stressors and the specific triggers that may cause anxiety in students throughout the day;
Embed activity-based strategies (thinking, focusing & calming, sensory) during 17 situational stressors that evoke anxiety in students;
Describe the personal and interpersonal benefits of participation in structured leisure activities;
Demonstrate an awareness of the sections of IDEA that describe the rights of students with disabilities to be provided the supports needed to participate in recess and extracurricular leisure activities;
Describe strategies for helping youth with disabilities and/or mental health challenges to participate in healthy leisure occupations at the universal (Tier 1), targeted (Tier 2), and individualized (Tier 3) levels;
Give examples of individual, small group, and whole school strategies for promoting leisure participation in youth with a variety of disabilities &/or mental health challenges.
Describe strategies for building capacity of school personnel to implement the Calm Moments Cards and Making Leisure Matter initiatives.
Level: Introductory, Intermediate, Advanced
2B) Sensory and Trauma Informed Care ** REPEAT of 3B**
by, Michelle Fyle, OTR/L & Michelle Mercado MA, OTD, OTR/L, BCP
In early childhood, children are learning to understand the world through their senses. Since young children are still learning about the world, trauma during this period can have significant impacts on a child’s ability to feel safe, regulate their emotions, and understand their surroundings. There are also specific challenges in early childhood as children do not have language to process big feelings and emotions; therefore, it is imperative for the adults in their world to follow their lead and provide safe sensory experiences as a protective factor to build resilience.
In this session we will examine sensory system development in early childhood and how trauma impacts regulation and learning. Sensory-based interventions grounded in evidence will be explored within the parent-child dyad.
Learning Objectives:
1. Participants will be able to define eight sensory systems: vision, hearing, taste, smell, touch, proprioception, vestibular, and interoception as they relate to early childhood.
2. Participants will be able to discuss how trauma impacts the nervous system in early childhood.
3. Participants will be able to use information about sensory systems to develop trauma informed sensory-based intervention strategies.
Level: Introductory, Intermediate
2C) Infant and Toddler Developmental Evaluation, Early Diagnosis and Intervention for Cerebral Palsy
by, Dr. Angela Sinner, Dr Supreet Deshpande, Candice Johnson OT, Therese O'Bright PT, Annelise Grabowski, SLP
Cerebral palsy (CP) is the most common disability in childhood, but often goes unrecognized until age 2 years. Watchful waiting and monitoring have historically been practiced. International guidelines set forth in 2017 have led to a change in basic assumptions towards early detection and intervention. Several institutions that are affiliates of United Cerebral Palsy (UCP) with support from the Cerebral palsy foundation (CPF) has been involved in establishing an early detection programs across the nation. The objective for this presentation is to review the clinical pathway for best practice in CP diagnosis and evidence-based assessment and intervention through presentation and interactive case review. This presentation will highlight the necessity for inter-disciplinary collaboration within the medical team, therapists, and community providers to enable optimal patient care and family support during this time of a potential new diagnosis or developmental support for patients 0-3 years old.
Learning Objectives:
Recognize early manifestations of cerebral palsy.
Understand evidence regarding early and accurate diagnosis in cerebral palsy screening tools
Understand current evidence and opportunities regarding early intervention programs in cerebral palsy through case presentation(s)
Level: Introductory, Intermediate
3A) Promoting Participation and Health During Lunch and Recess: Comfortable Cafeteria and Refreshing Recess Programs
by, Susan Bazyk, OTR/L
Non-academic times of the school day can be significant contributors to student mental and physical health. Conditions that promote positive mental health include participation in enjoyable activities within caring environments that foster positive emotions. When students enjoy lunch and recess, have good friends, and perceive school personnel to be supportive, they feel more connected to school which, in turn, enhances academic performance. The aim of this session is to provide detailed information about how to implement the Comfortable Cafeteria (CC) and Refreshing Recess (RR) programs emphasizing inclusive participation, friendship promotion, mealtime conversations, healthy eating, and active play. Each program is a 6-week, 1 day per week program that can be implemented in flexible ways based on the specific school context.
Learning Objectives:
Discuss the distinct value of occupational and physical therapy in promoting health (mental and physical) during lunch and recess as a part of IDEA and ESSA;
Recognize the importance of active supervision for promoting prosocial skills and health during lunch and recess;
Using the Every Moment Counts website, implement the Comfortable Cafeteria and Refreshing Recess programs focusing on inclusive participation, friendship promotion, mealtime conversations, healthy food choices, active play, and trauma informed care in order to foster mental and physical health and build capacity of supervisors;
Describe success stories for how to adapt implement the Comfortable Cafeteria and Refreshing Recess programs in order to meet the distinct needs of diverse school settings including urban, rural, and suburban.
Describe strategies for building capacity of school personnel to implement the Comfortable Cafeteria and Refreshing Recess programs.
Level: Introductory, Intermediate, Advanced
3B) Sensory and Trauma Informed Care ** REPEAT of 2B**
by, Michelle Fyle, OTR/L & Michelle Mercado MA, OTD, OTR/L, BCP
In early childhood, children are learning to understand the world through their senses. Since young children are still learning about the world, trauma during this period can have significant impacts on a child’s ability to feel safe, regulate their emotions, and understand their surroundings. There are also specific challenges in early childhood as children do not have language to process big feelings and emotions; therefore, it is imperative for the adults in their world to follow their lead and provide safe sensory experiences as a protective factor to build resilience.
In this session we will examine sensory system development in early childhood and how trauma impacts regulation and learning. Sensory-based interventions grounded in evidence will be explored within the parent-child dyad.
Learning Objectives:
1. Participants will be able to define eight sensory systems: vision, hearing, taste, smell, touch, proprioception, vestibular, and interoception as they relate
to early childhood.
2. Participants will be able to discuss how trauma impacts the nervous system in early childhood.
3. Participants will be able to use information about sensory systems to develop trauma informed sensory-based intervention strategies.
Level: Introductory, Intermediate
3C) The Importance of Standing on Early Development
by, Maryann Girardi PT, DPT, ATP
Children learn and develop skills through experiences with their environment. Children with neuromotor delays require assistance to enable them to have these varied experiences that foster growth and development. The introduction of a supported standing program as early as 9 months of age (the age when their typically developing peers start to stand) provides the child with the weight bearing and antigravity postures same as their typically developing peers are experiencing. This course will discuss the theories of motor learning and development of motor skills and how the early introduction of a supported standing program can facilitate these and skeletal development.
Learning Objectives:
Describe how supported standing facilitates skeletal development.
Discuss how supported standing can be used to assist in the development of postural control.
Discuss how supported standing can facilitate development of motor skills.
Level: Introductory
4A) How to Identify and Treat the Sensory Component of Pediatric Feeding Difficulties
by, Alisha Grogan MOT, OTR/L
Addressing the underlying cause of feeding difficulties is a crucial step for ensuring sustained feeding progress in the pediatric population that will continue throughout their lifetime. Attendees will learn why sensory processing is a factor for many pediatric clients and common signs that sensory processing is a factor or the dominant cause of feeding difficulties. Attendees will also learn what typical sensory development in childhood is and what it is not, as well as how utilizing 3 specific sensory based strategies as part of treatment can improve the acceptance and management of different foods. During this session attendees will also receive a framework for how often and when to utilize these activities as well as providing guidelines for caregivers to implement at home.
Learning Objectives:
1. Assess when sensory is an underlying cause of feeding difficulties
2. Identify 3 Intervention strategies to address feeding challenges caused by sensory processing difficulties
3. Develop a plan for utilizing sensory strategies in treatment and home settings
Level: Introductory, Intermediate
4B) An Introduction to a Neurodiversity-Affirming Toolkit and the EMPOWER Model to Challenge Ableism within Occupational Therapy Practice
by, Bryden Carlson-Giving OTD, OTR/L
The medical model of disability is the dominant model of viewing and supporting neurodivergent individuals within healthcare (Bottema-Beutel et al., 2020; Holler et al., 2021), including occupational therapy. Due to the proliferation of the medical model within the occupational therapy profession, neurodivergent occupational participation continues to not be explored or validated within the occupational therapy literature (Taylor, 2022). It has been reported OTPs conduct evaluations that do not align with the priorities of neurodivergent individuals, and OTPs utilize treatment approaches that have been denounced by neurodivergent individuals (Sterman et al., 2022).
This presentation will illustrate a neurodiversity-affirming toolkit, a knowledge translation tool emphasizing the lived experiences of neurodivergent individuals using community-defined evidence practices. Participants will be guided through a few components of the toolkit, including assessment tools that maximize the meaningfulness of evaluations, applying models of disablement within their practice, identifying interventions and supports that have a high grade of applying neurodiversity-affirming characteristics, and the EMPOWER model, a neurodiversity-focused occupational therapy model. By being introduced to the neurodiversity-affirming toolkit coupled with the toolkit's resources, practitioners will feel more confident in promoting neurodivergent well-being and support the profession's ability to be anti-ableist. The toolkit will provide the means to support OTPs to reflect on their practices, and illustrate applicable tools for amplifying their neurodivergent clients and empowering authentic neurodivergent ways of living in a disabling world.
Learning Objectives:
Participants will reflect on occupational marginalization and ableism that proliferates occupational therapy practice.
Participants will learn how to apply neurodiversity-affirming principles throughout the entire OT process, including assessment, intervention, neurodivergent outcomes, and advocacy to maximize neurodivergent occupational performance and well-being.
Participants will reflect on current practices and modify approaches to ensure they align with best practices as identified by neurodivergent individuals.
Level: Intermediate
4C) Professional Ethics: Exploring Beliefs and Biases
by, Kathleen Picard, PT
This session is designed for participants to explore and understand how their own beliefs and biases could impact the patient/client relationship. The barriers and facilitators to trust are discussed and participants will engage in group discussions to generate strategies toward elimination bias in practice and the resultant effects.
Learning Objectives:
Understand types of Biases
Explore your own beliefs and bias
Identify the impacts of bias on the patient/client relationship
Discuss barriors and facilitators to trust in the healthcare setting
Develop strategies to acknowledge and eliminate bias in practice
Level: Intermediate
5A) The RISE Steps: A Sensory Diet Tool to Improve Regulation
by, Alisha Grogan MOT, OTR/L
Learn how to use the 4 simple steps (RISE) to implement a sensory diet during treatment with a child in various settings. In this session
there will be a review of the 8 senses, and markers for overprocessing, underprocessing, and low registration. Attendees will learn how
to identify a sensory need, match it to an activity, and then evaluate its effectiveness on a child’s regulation. How to teach these to
parents so they can be used outside of treatment will also be discussed.
Learning Objectives:
1. Identify how and when to use the RISE steps
2. Assess which senses are involved and what sensory processing difficulties are present
3. Develop a plan for how to use the RISE steps in EI, school, and home settings (as well as how to teach this to parents to use independently)
Level: Introductory
5B) Top Topics/Common Questions in School-Based Practice
by, Lois Lillie, OTR/L & Michelle Schluender, PT, DPT
Review of the Occupational Therapy and Physical Therapy in Educational Settings: A Manual for Minnesota Practitioners, Third Edition, 2014. Discussion on common questions/concerns in school based practice. Review of the updates for the 2024 companion manual.
Learning Objectives:
Learn the importance of using the manual as a guide to 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.
Discuss Top Topics/Common Questions in School Based Practice.
Review updates for the 2024 companion manual.
Level: Introductory, Intermediate
5C) Video Modeling
by, Erika (Buckhouse) Hanson, PT
Use video modeling to help your students achieve meaningful life outcomes in ADL, mobility, social participation, communication, education, play and others. Learn the science and evidence behind video modeling as applied for various diagnoses, including children with autism. Learn all steps of video modeling, from selecting a skill to target, analyzing task, choosing the type of video modeling to use, how to safely share and playback videos
Learning Objectives:
Select 2 skills that can be targeted with video modeling to help a pediatric client participate in ADLs, social participation, play and leisure or other meaningful activities
Identify 3 strategies in creating a video to utilize for video modeling
Determine 2 strategies in implementing video modeling for a pediatric client
Level: Introductory, Intermediate, Advanced
6A) Addressing Sensory Processing Needs in the School Setting
by, Alisha Grogan MOT, OTR/L
This session will focus on how to provide sensory input or supports to children with various sensory difficulties throughout the school day. There will also be an emphasis on supporting school staff and teachers in implementing sensory strategies to improve regulation and attention in the classroom so that a child is receiving the support they need outside of treatment. Attendees will learn a variety of specific sensory activities that are appropriate for a classroom setting as well as teacher education of sensory processing difficulties and supports.
Learning Objectives:
1. Assess the types of sensory processing difficulties that may cause poor attention and learning in the classroom setting.
2. Identify specific examples of sensory activities to use in school based treatment.
3. Identify how to support teachers, and provide examples and support for teacher-led sensory activities and supports in the classroom, outside of direct treatment.
Level: Introductory, Intermediate
6B) Strengthening Families: Connecting With Community Supports & Using the Charting the LifeCourse Framework
by, Jamie O’Conner
Families who are raising students with disabilities can face a great deal of stress and often report feeling isolated. They do not have to feel alone. Family Voices of MN is MN’s Parent to Parent program. Peer support has a positive measurable impact on families. Parents connected to peer support learn valuable information, connect with community resources, and report increased confidence caring for their families. Learn more and understand how to refer families to the Parent to Parent program.
How can we keep their individual interests, family and community at the heart of planning, teaching and problem-solving? Charting the LifeCourse™ planning tools can help students, families and providers plan for the child’s best life at any age. Get an overview of Charting the LifeCourse and practice using two of the tools including the Trajectory and the Integrated Supports Star.
Learning Objectives:
Recognize the value of peer to peer support for parents and caregivers of MN students who have disabilities. Understand how to refer parents to MN’s Parent to Parent program.
Be aware of the Charting the LifeCourse Nexus, its core belief and the existing community of practice in MN.
Become familiar with two main tools and concepts from Charting the LifeCourse, the Trajectory Tool and the Integrated Supports Star. Understand how these tools can facilitate collaboration with students and their families.
Know where to find Charting the LifeCourse concepts and tools for use and for sharing with colleagues and families.
Level: Introductory, Intermediate, Advanced
6C) Best Practices for Physical Therapists in School-Based Practice
by, Erika (Buckhouse) Hanson, PT
Physical therapists: Do you have plenty of time to be reading the latest research in school-based practices? No? Then this session is for you! This session will review research to align your current knowledge to best school-based practices. The research will be presented with practical applications in the schools.
Learning Objectives:
Select 5 evidence-based practices to use with students with autism.
Identify 2 predictors of success for students after they leave school.
Create a goal targeting a child-identified need.
Level: Introductory, Intermediate, Advanced
Non-discrimination Policy: This conference does not discriminate based on gender, age, socioeconomic or ethnic background, sexual orientation or disability.