1A) MTSS Foundations: Building Your School's Success Framework
by, Miss Jamie Spencer, OT
Transform your school-based practice with a comprehensive understanding of Multi-Tiered Systems of Support (MTSS). This foundational 2-hour course equips occupational and physical therapy practitioners with the knowledge and tools to effectively implement and advocate for MTSS in educational settings. Learn how to align OT and PT services across all tiers while fostering collaboration with educational teams to support student success.
Learning Objectives:
Define the key components of Multi-Tiered Systems of Support (MTSS) and articulate OT's & PT’s role within each tier
Develop practical strategies for implementing MTSS principles and advocating for OT and PT services across the educational environment
Level: Introductory
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 short course 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 how to navigate insurance and reimbursement agencies when attempting to conduct neurodiversity-affirming evaluations (e.g., the need for a standardized measure). 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:
Participants will analyze and apply equitable evaluation methods to their evaluation process.
Participants will reflect and discuss how to navigate insurance reimbursement coverage of affirming and strengths-based evaluations.
Level:Introductory, Intermediate, Advanced
1C) Swearing by the F-Words of Childhood Development in Practice. - From EI to Transition to Adulthood.
by, Ashley Schilling, PT, DPT, PCS
Therapists will be introduced to the F-words of Childhood Development as a framework for assessment and intervention as a departure from medical model of care.
Learning Objectives:
Describe the child and family-centered lens of the F-Words for Child Development framework.
Match key components of the F-Words for Child Development framework to the tenants of clinical decision making.
Analyze clinic and community resource and policy successes and barriers to supporting children with disabilities in all focus areas of the F-Words for Child Development framework.
Discuss communication and measurement tools to assess and track progress to meaningful, child and family-centered goals using the F-Words for Child Development framework.
Level: Introductory
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:
Apply appropriate assessment and progress monitoring tools within each tier of support to guide OT and PT intervention planning and implementation
Utilize data-based decision-making strategies to determine effectiveness of OT and PT interventions across visual-motor, fine motor, and literacy domains
Level: Introductory
2B) Putting Home Back into Home Visiting (Early Intervention)
by, Michelle Fyle, OTR/L
This session will describe the primary service model (PSP) and home visiting in early intervention including core concepts, benefits of a PSP model, and choosing the appropriate PSP. This session will also address the flow of a home visit and using items already in the home as items for intervention. We will discuss the importance of coaching as an interactive model to build on parent capacity and child needs.
Learning Objectives:
1. Define the primary service provider model
2. Describe the flow of a home visit
3. Intervention stategies using coaching
Level: Intermediate
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:
Identify the various domains of the F-words framework within each case example.
Compare and contrast the use of the ICF model applied to each case example.
Reflect upon ways to apply concepts and applications demonstrated in cases to one’s own caseload.
Level: Introductory
3A) School Mental Health Advocacy: Open doors to meet the needs of ALL students
by, Sarah S. Greene, OTD, OTR/L
Occupational therapy practitioners play an important role in school mental health, Through ESSA, utilizing MTSS, practitioners should feel empowered to advocate, address barriers, and open doors to address the needs of ALL students through our unique role in mental health promotion initiatives.
Learning Objectives:
Explore OTPs unique role in school-based practice through a mental health promotion and prevention lens, including identifying and overcoming barriers
Discuss opportunities in advocacy and interventions to practice within the OT scope of practice and address the needs of ALL students through MTSS
Level: Introductory, Intermediate, Advanced
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:
Review cognitive theory around visual and auditory learning.
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
3C) The F-Words in Action- Case Studies and Applications Part 2- Incorporating Coaching and
Environmental Enrichment to Address Participation
by, Ashley Schilling, PT, DPT, PCS
Applications of the F-words to the coaching model, environmental adaptation and enrichment will be explored and discussed using evidence and case examples.
Learning Objectives:
Connect the F-Words of Childhood Development and coaching models in rehabilitation across the lifespan
Identify ways in which environmental enrichment serves as the primary intervention to address a family-centered goal
Reflect upon ways to address environmental barriers to family-centered goals using the F-words Framework and Coaching models within rehabilitation
Level: Introductory
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:
Participants will describe three areas in which childhood trauma impacts school functioning.
Participants will be able to identify the five components of the 1-2-3 RESETTM framework and how these support student success.
Participants will be able to identify three strategies to support students using the 1-2-3 RESETTM framework.
Level: Introductory, Intermediate
4B) Introduction to Psychological Trauma in Youth for Educators
by, Todd A. Savage, Ph.D., NCSP & Scott Woitaszewski, Ph.D., NCSP
Trauma is relatively common in children and youth. The purpose of this session is to provide the participant with increased awareness and knowledge about trauma, in general, and its expression and prevalence in school-aged individuals, specifically. The impact trauma can have on the educational process is also discussed. Learning will be supported through direct instruction, large- and small-group discussion, and videos to facilitate this process.
Learning Objectives:
To enhance participant awareness of different types of trauma and how they impact child development;
To increase participant insight into the prevalence of trauma in childhood and adolescence;
To enrich the participant’s foundational knowledge base or to assist the participant in beginning to construct this knowledge base regarding the impact of trauma on student performance in school, specifically.
Level: 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:
Compare and contrast obtaining guardian consent and minor assent across developmental ages
Interpret the principles of autonomy, beneficence, nonmaleficence, and justice when obtaining guardian consent and minor assent
Explore the influence of shared decision-making and collaboration on the process of guardian consent
Discuss the influence of medical paternalism on the integrity of minor consent
Analyze cases of informed consent in pediatric rehabilitation using the dialogic engagement process
Level: Introductory, Intermediate, Advanced
5A) Work Smarter: AI and Technology Tools to Reclaim Your Time
by, Miss Jamie Spencer, OT
Feeling overwhelmed by documentation, scheduling, and administrative tasks? This practical 2-hour course empowers occupational therapy and physical therapy practitioners to effectively leverage artificial intelligence and technology tools to streamline their daily workflow. Learn how to ethically incorporate AI assistance while maintaining clinical excellence and compliance. Discover time-saving strategies for documentation, report writing, and resource creation that will help you focus more on what matters most – your students.
Learning Objectives:
Apply appropriate AI and technology tools to streamline educational documentation and administrative tasks while maintaining ethical practice and FERPA compliance
Implement time-saving strategies using AI assistance to reduce practitioner burnout and increase direct student support time
Level: Intermediate
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:
To enhance participants’ awareness of childhood trauma on student performance in schools.
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.
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
5C) Complex Orthotic and Standing Management for Children with Hypertonicity
by, Kelsey Gustner, PT, DPT & Britta Schwartzhoff, PT, DPT, ATP/SMS
This course will review common gait patterns and standing characteristics in individuals with hypertonicity, as well as optimal orthotic interventions and standing frame programs for long term protection of a child’s movement system through a biomechanical lens. By integrating evidence-based strategies, attendees will enhance their ability to optimize mobility.
Learning Objectives:
Describe how use of orthotics can influence ground reaction forces and musculoskeletal response
Assess common gait characteristics in a child with hypertonicity
Identify clinical rationale for selecting appropriate bracing interventions for individuals with hypertonicity to facilitate function across the lifespan
Summarize the therapeutic benefits and clinical decision-making process for the use of supported standing for individuals with hypertonicity
Level: Introductory, Intermediate
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:
Participants will be able to state the domains of occupational therapy.
Participants will identify three areas to collaborate with other disciplines at school.
Participants will be able to define mental health promotion.
Participants will describe regulation practices that are evidence based.
Level: Introductory, Intermediate, Advanced
6B) Safe School Bus Transportation
by, Megan Shepherd, PT
Learn safe wheelchair and safety vest procedures for correct positioning on the school bus. Course will cover procedures on the wheelchair lift, with wheelchair transit tie downs, 3-point seat belt use and how to adjust for optimal positioning. Participants will learn how to set and adjust safety vests. Course will also review positioning of wheelchairs in adapted vans as well as federal laws and state rules and regulations that guide safe school bus transportation.
Learning Objectives:
Participants will learn proper positioning of students in wheelchairs and wheelchairs on the school bus.
Participants will learn proper positioning of students in safety vests and safety vests on bus seats.
Participants will know federal laws and state rules and regulations regarding safe bus transportation.
Participants will learn IEP and documentation requirements that reflect safe bus transportation.
Participants will problem solve unique medical and sensory issues affecting safe bus transportation.
Level: Introductory
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
Recognize the importance of collaboration among therapists for the optimization of student function
Understand how therapists can collaborate to insure safety and growth for patients
Learning Objectives for Physical Literacy and Functional Mobility:
Verbalize understanding of the importance of physical literacy
Understand the strategies that can be implemented to help improve functional mobility and engagement in physical activity
Level: Introductory, Intermediate
Non-discrimination Policy: This conference does not discriminate based on gender, age, socioeconomic or ethnic background, sexual orientation or disability.