Be equipped and energized this Spring!

This dynamic Symposium will provide you with practical application of the current evidence & hottest topics in school-based practice. This is the essential course for every school-based OT, PT, and SLP practitioner – whether you’re new to the practice, or you’re an experienced therapist seeking more ideas! The 8th Symposium consists of 16 seminar topics including AI for assessment & documentation, understanding behavior, toileting skills, embedding in pre-k and kindergarten, seating assessment, cortical visual impairment, caring for wheelchair and other devices, AAC for young learners, gait trainer use, motor learning principles for autistic students, puberty and sexual development in individuals with intellectual and developmental disabilities, executive function and academic skills for autistic learners, MTSS ideas for common OT referrals, supporting students with pediatric neuromuscular disorders across the school day, and addressing social (pragmatic) communication disorder. Come and learn from the leading experts in the fields of school-based and pediatric practice, and leave the course with elevated knowledge and skills, and your Bonus Practical Tools that you can use the very next day!

For a full description of each seminar, download the Course Brochure here. For a brief 2-page agenda, download the Seminar Topics At-A-Glance here.

Unable to attend all sessions? Don’t worry! All registrants will also have 1-year access to the on-demand versions of each session.*

The 8th Symposium is co-sponsored by…

APTA MI Pediatrics SIG’s sponsorship means that this course is deemed approved for PT/As in Michigan and other states that accept courses co-sponsored by an APTA chapter/section.

Visit Our Therapy Tools and Equipment Sponsors…

We’re grateful to our generous sponsors listed above for donating raffle prizes for attendees of the live symposium! All live participants will have the opportunity to enter the raffle on the day of the event for a chance to win exciting sponsor-donated prizes. Prizes to be announced. (Note that the sponsors were not involved in determining the symposium content.)

COURSE MATERIALS: By April 6, 2026, you will receive an email with links to the live course, as well as instructions for accessing handouts, toolkits, and on-demand webinars. It’s very important that you access the course materials as soon as you receive this email. Doing so confirms that you’ve successfully received our message and allows us to address any potential access issues before the course day. If the email does not appear in your inbox, please check your spam folder. To ensure you receive this email, add vicki@applyebp.com and carlo@applyebp.com to your Address Book or Safe Senders List.

*On-demand versions will be available for 1 year starting April 16, 2026. These on-demand versions are pre-recorded to ensure superior quality for a smooth learning experience. Pre-recording allows us to deliver clear content without the distractions or technical issues that can occur during live sessions. For those attending the live course, your privacy is a priority. The live sessions will not be recorded, allowing all to engage fully and share freely in a secure, interactive environment.

Adiaha Spinks-Franklin, MD, MPH, FAAP is a board certified Developmental-Behavioral Pediatrician. She has more than 20 years’ experience in caring for children and adolescents with developmental disabilities and behavior disorders, and in training pediatric health care professionals in the US and abroad. She holds leadership positions in many national pediatric professional organizations.

Beth Gardner, CCC-SLP has over 10 years of experience working in preschool, early intervention, and outpatient settings. She serves as an early intervention team lead, mentor for graduate students, and is a past President of the Ohio Division for Early Childhood.

Cathy Ripmaster, MSPT is a school-based PT working with students with complex disabilities in Kent County, MI. Cathy is a certified Mobility Opportunities Via Education (MOVE™) International Trainer since 2001, providing trainings to empower other therapists promote students’ movement throughout their school day.

Daniella Rutner, OD, MS, MBA, FAAO is the Chief of Vision Rehabilitation at the University Eye Center and an Associate Clinical Professor at the SUNY College of Optometry. Daniella loves improving the visual function of her clients to impact their lives in a meaningful way, such as via helping children to read and learn, and participate in ADLs.

Dawn Merth-Johnson, M.A., CCC-SLP is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on SLP and AT. She has 30 years of clinical and supervisory experience in the schools, long-term rehabilitation, and at the university level.

Elizabeth Cleveland, PhD, CCC-SLP is the CEO and Clinic Director of Fusion Center Network, and the Director of Training for the Arkansas Leadership Education in Neurodevelopmental Disabilities (LEND) program. She regularly trains professionals and families across sectors, like education, health care, and child welfare.

Erika Buckhouse Hanson, PT has worked in the schools for 20+ years. She is a clinical instructor, mentor therapist and special education teachers and course-captain. She is a co-author of North Dakota’s Guidelines for Occupational and Physical Therapy in Educational Settings.

Joanne Bundonis, PT, PCS, ATP/SMS, C/NDT is head of PT at 1st Cerebral Palsy of New Jersey. She is certified as a pediatric specialist from ABPTS since 2001, as Assistive Technology Practitioner from RESNA since 2003, and as a Seating and Mobility Specialist in 2024.

Karen Tartick, PT has been practicing for over 30 years in a variety of settings including outpatient orthopedics, early intervention, acute care, NICU, and school-based PT.  Karen has served as a member of the Autism subcommittee of the School Based Physical Therapy Special Interest Group. Karen is an APTA Advanced Clinical Instructor, and a mentor for school-based portion of the pediatric residency program at the University of North Carolina at Chapel Hill, where she serves as an adjunct faculty member.

Lara Collins Barros, OTD, OTR/L has been a school-based OT for over 25 years. She discovered the CO-OP Approach while completing her OTD at NYU and has never looked back. She had the privilege to develop “A Guide for Implementation: Using the Principles of CO-OP to Frame a Top-Down Approach with School-Aged Children” with the mentorship of Dr. Helene Polatajko of ICAN CO-OP.

Lou Ann Hintz, PhD, OTR is an Assistant Professor at Texas Woman’s University and PhD Program Co-Coordinator with over 15 years of school-based OT experience, including 10 years as an OT Team Lead in Plano ISD. She has presented widely at the state and national levels.

Michelle Silverman, OTD, OTR, ATP is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on OT, PT, and AT. She has 30 years of clinical and supervisory experience in schools, pediatric clinics, and at the university level.

Pamela Cummings, M.Ed., PT has over 30 years of experience in various areas of pediatric PT: school-based, home-based, perinatal care, NICU, PICU, inpatient, and clinic-based.   She is the Director and PT Consultant for the I-Team Early Intervention Project and the 24-Hour Postural Care Project.

Panagiota Tampakis, SLPD, CCC-SLP is an Assistant Professor of Teaching and the Program Advisor in the Communication Sciences and Disorders Program at Teachers College, Columbia University. She has worked as a speech-language pathologist in NYC schools.

Rebecca AA Wilson, PT, MS, C/NDT, PCS has over 20 years’ experience providing EI and school-based services in Iowa and Illinois. She is a clinical instructor for several DPT programs, guest lecturer, and author of concurrent validity study on the School Outcomes Measure (SOM) and the PEDI.

Disclosures:

• • • • Adiaha Spinks-Franklin, MD, MPH, FAAP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Beth Gardner, CCC-SLP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Cathy Ripmaster, MSPT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Daniella Rutner, OD, MS, MBA, FAAO receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Dawn Merth-Johnson, M.A., CCC-SLP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Elizabeth Cleveland, PhD, CCC-SLP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Erika Buckhouse Hanson, PT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Joanne Bundonis, PT, PCS, ATP/SMS, C/NDT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Karen Tartick, PT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Lara Collins Barros, OTD, OTR/L receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Lou Ann Hintz, PhD, OTR receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Michelle Silverman, OTD, OTR, ATP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Pamela Cummings, M.Ed., PT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Panagiota Tampakis, SLPD, CCC-SLP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Rebecca AA Wilson, PT, MS, C/NDT, PCS receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.

8:20 am – 9:50 am: Seminar 1: Using AI to Elevate Your School-based Assessment and Documentation: Plus, Best Practices and Other Applications for OT, PT, and SLP Practice with Michelle Silverman, OTD, OTR, ATP and Dawn Merth-Johnson, MA, CCC-SLP

Learning Objectives: At the completion of this course, the learner will be able to

1. 1. 1. 1. Identify 3 guidelines for ethical use of Artificial Intelligence (AI) for OT, PT, or SLP school-based practice
         2. Determine 3 ways to use AI as an efficient and ethical time-saving tool for department systems and documentation.
         3. Apply 3 strategies for using AI to support assessments on a given case study of a student with disabilities.

10:10 am – 11:40 am: Seminar 2: Understanding Behavior: Practical Strategies to Build Engagement In Therapy Sessions and in the Classrooms with Adiaha Spinks-Franklin, MD, MPH, FAAP

Learning Objectives: At the completion of this course, the learner will be able to

1. 1. 1. 1. Identify the 4 functions of behavior that influence student participation during sessions and in classroom routines
         2. Determine 4 key child, adult, task, and environmental factors that affect goodness-of-fit and behavioral responses.
         3. Apply 3 strategies for managing behaviors to support student participation and learning on given case studies.

12:10 pm – 1:40 pm: Seminar 3: Select One

3.1 Track 1 (Recommended for OT/As & PT/As): The 6 Steps of Teaching Toileting Skills Evidence-based Interventions within the Scopes of OT, PT , and SLP Practice with Erika Buckhouse Hanson, PT

Learning Objectives: At the completion of this course, the learner will be able to

1. 1. 1. 1. Determine the 2 fundamental goals in teaching toileting skills
         2. Identify 3 evidence-based behavioral interventions for teaching toileting skills
         3. Apply 3 strategies for teaching toileting skills on a given case study of a student with disabilities

3.2 Track 2 (Recommended for PT/As and OT/As): Supporting Students with Pediatric Neuromuscular Disorders across the School Day with Rebecca AA Wilson, PT, MS, C/NDT, ABPTS Board Certified Pediatric Clinical Specialist

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 appropriate accommodations, modifications, and interventions for ambulatory students with Pediatric Neuromuscular Disorders (PNDs) across various school routines
         2. Determine 3 appropriate accommodations, modifications, and interventions for non-ambulatory students with PNDs across various school routines
         3. Apply 3 evidence-informed strategies for promoting school participation in given case studies of students with PNDs

3.3 Track 3 (Recommended for SLP/As): Addressing Social (Pragmatic) Communication Disorder: From Identifying Symptoms to Inclusive Intervention with Elizabeth Cleveland, PhD, CCC-SLP

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 symptoms of social (pragmatic) communication impairments that can be observed in school.
         2. Identify 3 pragmatic profiles as seen in children with attention-deficit/hyperactivity disorder (ADHD), fetal alcohol spectrum disorder (FASD), and autism.
         3. Apply 3 strategies for supporting pragmatic language on given case studies of students with disabilities.

2:00 pm – 3:30 pm: Seminar 4: Select One

4.1 Track 1 (Recommended for OT/As): 3 Steps to Successful Embedding of OT Services in Pre-K and Kindergarten: Plus 6 Real-life Case Study Applications with Lara Collins Barros, OTD, OTR/L

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 reasons for providing embedded services to improve a student’s performance and participation in the preschool and kindergarten environment
         2. Identify the importance of each of the 3 steps of embedding: observing, hypothesizing, and intervening
         3. Apply 3 occupational therapy interventions in an embedded manner on given case studies of students with disabilities

4.2 Track 2 (Recommended for PT/As): Mastering 2 Critical Points of Control for Gait Trainer Use: Creative Problem-Solving for Children with Complex Disabilities with Cathy Ripmaster, MSPT

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 benefits of using gait trainers for children with complex disabilities (Gross Motor Functional Classification Levels of IV or V)
         2. Identify the 2 critical points of control for proper positioning in a gait trainer
         3. Apply 3 strategies for problem-solving pelvic and head alignment on a given case study of a child with complex disabilities who is using a gait trainer

 4.3 Track 3 (Recommended for SLP/As): Embedding SLP Supports in Pre-K and Kindergarten: 6 Case Study Applications Across the School Day with Beth Gardner, MA, CCC-SLP

Learning Objectives: At the completion of this course, the learner will be able to

1. 1. 1. 1. Identify 3 benefits of embedding speech and language services for pre-k and kindergarten students
         2. Determine 2 strategies to determine opportunities for embedding speech and language services within the school routine
         3. Apply 3 embedded interventions for addressing speech and language goals on given case studies of pre-k and kindergarten students

Day 2

8:20 am – 9:50 am: Seminar 5: Select One

5.1 Track 1 (Recommended for OT/As): MTSS Tier 1 Ideas for 2 Common OT Referrals: Proactive Strategies for Sensory-Friendly Learning and Handwriting Development with Lou Ann Hintz, PhD, OTR

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 benefits of OT practitioner’s participation in a Multi-Tiered System of Supports (MTSS).
         2. Determine 3 Tier 1 MTSS strategies for promoting sensory-friendly classrooms to support learning for all students.
         3. Apply 3 Tier 1 MTSS practices that OT practitioners can implement to support handwriting skills for whole-class or school-wide participation using provided case studies.

5.2 Track 2 (Recommended for PT/As): 3 Key Steps for a Comprehensive Seating Assessment: Guide to Optimal Positioning and Equipment Recommendation with Pamela Cummings, M.Ed., PT

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 impacts of proper positioning on a child or youth’s function and participation in school, at home, or in the community
         2. Differentiate between the role of a current seating assessment and a mat assessment in the comprehensive evaluation process
         3. Apply three strategies from the comprehensive seating assessment steps to a case study of a child or youth with complex disabilities.

5.3 Track 3 (Recommended for SLP/As): Executive Functions and Academic Success in Autistic Students: OT and SLP Strategies Aligned with the Common Core Standards | Panagiota Tampakis, SLPD, CCC-SLP

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 ways executive functioning (EF) skills may present in autistic students
         2. Determine how EF challenges in autistic students can impact progress toward common core standards
         3. Apply 3 EF strategies that OT and SLP practitioners can use collaboratively with the team to target common core standards in a given case study of an autistic student

10:10 am – 11:40 am: Seminar 6: Select One

6.1 Track 1 (Recommended for OT/As and PT/As): 7 Motor Learning Principles for Autistic Children and Youth: Evidence-based Strategies to ACHIEVE Function and Participation with Karen E. Tartick, PT

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify areas of fine and gross motor challenges common in autistic children
         2. Determine 3 evidence-informed strategies to promote motor skills in autistic children and youth
         3. Apply 3 motor learning principles to support function and participation in school, at home, or in the community on given case studies of autistic children and/or youth

6.2 Track 2 (Recommended for PT/As): Caring for Wheelchair and Other Seating Devices in the School: The Who’s Who and How-to of Maintain, Adjust, Replace, and Repair with Joanne Bundonis, PT, PCS, ATP/SMS, C/NDT

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 considerations when deciding whether it is appropriate to address an equipment issue or not
         2. Identify the 3 keys to equipment readiness for use when participating in school or in the community
         3. Apply 3 strategies for caring for the equipment on given case studies of children or adults with disabilities

6.3 Track 3 (Recommended for SLP/As): 4 Steps of Embedding Augmentative and Alternative Communication in Daily Routines Supporting Early Language Learners with Beth Gardner, MA, CCC-SLP

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 principles for embedding the use of AAC in daily routines in the child’s education, at home, and in the community
         2. Determine 3 considerations for assessing appropriate AAC options for children with disabilities
         3. Apply 3 strategies for successful implementation of AAC on a given case study of a child with disabilities

12:10 pm – 1:40 pm: Seminar 7: Understanding Cortical Visual Impairment (CVI): Integrating Vision-Informed Strategies into OT, PT, and SLP Practice with Daniella Rutner, OD, MS, MBA, FAAO

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 key visual behaviors indicative of cortical visual impairment (CVI) in school-aged children.
         2. Determine 3 ways CVI influences motor, sensory, communication, and learning outcomes.
         3. Apply 3 CVI-adapted strategies OT, PT, or SLP practitioners can integrate into their interventions to given case studies of children with CVI to improve participation and access in the schools.

2:00 pm – 3:30 pm: Seminar 8: Puberty and Sexual Development in People with Intellectual and Developmental Disabilities: Strategies for Body Awareness, Hygiene, and Healthy Boundaries with Adiaha Spinks-Franklin, MD, MPH, FAAP

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 differences in sexual development of youth with intellectual and developmental disabilities (IDD) versus peers without IDD
         2. Apply 2 strategies for teaching body awareness and healthy boundaries on a given case study of a child with IDD
         3. Apply 2 strategies for addressing puberty-related situations (e.g., menstruation, hygiene, self-stimulation) on a given case study of a youth with IDD

Note that the times below are in Eastern Time – please adjust for your time zone. Note that up to 10 minutes from each break may be used for Q&A overflow. Unable to attend all sessions? Don’t worry! All registrants will also have access to the on-demand versions of each session for 1 year. 

• • • • For a full description of each seminar, download the Course Brochure here.
      • For a brief 2-page agenda, download the Seminar Topics At-A-Glance here.

DAY 1

• • • • 7:45 am – 8:10 am: Registration
      • 8:10 am – 8:20 am: Welcome and Announcements
      • 8:20 am – 9:50 am: Seminar 1: Using AI to Elevate Your School-based Assessment and Documentation: Plus, Best Practices and Other Applications for OT, PT, and SLP Practice with Michelle Silverman, OTD, OTR, ATP and Dawn Merth-Johnson, MA, CCC-SLP
      • 9:50 am – 10:10 am: Break
      • 10:10 am – 11:40 am: Seminar 2: Understanding Behavior: Practical Strategies to Build Engagement In Therapy Sessions and in the Classrooms with Adiaha Spinks-Franklin, MD, MPH, FAAP
      • 11:40 am – 12:10 pm: Lunch (on your own)
      • 12:10 pm – 1:40 pm: Seminar 3: Attend 1 of 3 Tracks
        • 3.1 Track 1 (Recommended for OT/As, also suitable for PT/As and SLP/As): The 6 Steps of Teaching Toileting Skills: Evidence-based Interventions within the Scopes of OT and PT Practice with Erika Buckhouse Hanson, PT
        • 3.2 Track 2 (Recommended for PT/As, also suitable for OT/As): Supporting Students with Pediatric Neuromuscular Disorders across the School Day with Rebecca AA Wilson, PT, MS, C/NDT, ABPTS Board Certified Pediatric Clinical Specialist
        • 3.3 Track 3 (Recommended for SLP/As): Addressing Social (Pragmatic) Communication Disorder: From Identifying Symptoms to Inclusive Intervention with Elizabeth Cleveland, PhD, CCC-SLP
      • 1:40 pm – 2:00 pm: Break
      • 2:00 pm – 3:30 pm: Seminar 4: Attend 1 of 3 Tracks
        • 4.1 Track 1 (Recommended for OT/As): 3 Steps to Successful Embedding of OT Services in Pre-K and Kindergarten: Plus 6 Real-life Case Study Applications with Lara Collins Barros, OTD, OTR/L
        • 4.2 Track 2 (Recommended for PT/As): Mastering 2 Critical Points of Control for Gait Trainer Use: Creative Problem-Solving for Children with Complex Disabilities with Cathy Ripmaster, MSPT
        • 4.3 Track 3 (Recommended for SLP/As): Embedding SLP Supports in Pre-K and Kindergarten: 7 Case Study Applications Across the School Day with Beth Gardner, MA, CCC-SLP

DAY 2

• • • • 8:20 am – 9:50 am: Seminar 5: Attend 1 of 3 Tracks
        • 5.1 Track 1 (Recommended for OT/As): MTSS Tier 1 Ideas for 2 Common OT Referrals: Evidence-based Strategies to Support Handwriting and Sensory Needs with Lou Ann Hintz, PhD, OTR
        • 5.2 Track 2 (Recommended for PT/As, also suitable for OT/As): 3 Key Steps for a Comprehensive Seating Assessment: Guide to Optimal Positioning and Equipment Recommendation with Pamela Cummings, M.Ed., PT
        • 5.3 Track 3 (Recommended for SLP/As, also suitable for OT/As): Executive Functions and Academic Success in Autistic Students: OT and SLP Strategies Aligned with the Common Core Standards | Panagiota Tampakis, SLPD, CCC-SLP
      • 9:50 am – 10:10 am: Break
      • 10:10 am – 11:40 am: Seminar 6: Attend 1 of 3 Tracks
        • 6.1 Track 1 (Recommended for OT/As and PT/As): 7 Motor Learning Principles for Autistic Children and Youth: Evidence-based Strategies to ACHIEVE Function and Participation | Karen E. Tartick, PT
        • 6.2 Track 2 (Recommended for PT/As, also suitable for OT/As): Caring for Wheelchair and Other Seating Devices in the School: The Who’s Who and How-to of Maintain, Adjust, Replace, and Repair with Joanne Bundonis, PT, PCS, ATP/SMS, C/NDT
        • 6.3 Track 3 (Recommended for SLP/As, also suitable for OT/As & PT/As): 4 Steps of Embedding Augmentative and Alternative Communication in Daily Routines Supporting Early Language Learners with Beth Gardner, MA, CCC-SLP
      • 11:40 am – 12:10 pm: Lunch (on your own)
      • 12:10 pm – 1:40 pm: Seminar 7: Understanding Cortical Visual Impairment (CVI): Integrating Vision-Informed Strategies into OT, PT, and SLP Practice with Daniella Rutner, OD, MS, MBA, FAAO
      • 1:40 pm – 2:00 pm: Break
      • 2:00 pm – 3:30 pm: Seminar 8: Puberty and Sexual Development in People with Intellectual and Developmental Disabilities: Strategies for Body Awareness, Hygiene, and Healthy Boundaries with Adiaha Spinks-Franklin, MD, MPH, FAAP

*Unable to attend all sessions? Don’t worry! All registrants will also have access to the on-demand versions of each session for 1 year.

To help you apply what you learned the very next day you return to work, you will leave the course with your School-based OT, PT, and SLP Symposium Practical Toolkit, which may include Cheat Sheets, Clinical Reasoning Worksheets, Tools, and/or Resources for each seminar you complete, live or on-demand.

Attendees will receive a certificate for 12 hours of CE training after attending the course in full and submitting a course evaluation which includes a self-reflection on achievement of learning objectives.

(Additional CE hours are available with on-demand versions*)

For OTs and OTAs

• • • • Apply EBP, LLC is an AOTA-approved provider of CEUs. Attendees will receive 0.15 AOTA CEUs for each seminar completed live, for a total of 1.2 AOTA CEUs.
      • Note that you may receive up to a total of 21 AOTA CEUs if you complete the 14 seminars that are appropriate for OT/As, via any combination of live and/or on-demand format.

For PTs and PTAs

• • • • PT/As may receive up to a total of 16.5 CE hours of training by completing all 11 seminars that are appropriate for PT/As via any combination of live and/or on-demand format.* Please see your state’s approval below for live and on-demand seminars; some states have limitations.
      • Apply EBP, LLC is an approved provider of CEUs for PTs and PTAs in IL, NM, NY, OK, and TX (APS #: 2703055TX).
      • The symposium is approved for up to 16.5 CE hours in AR (APTA-AR 2806), CA, MD (#2025-1230), and in OH (OPTA #26S0516); and for up to 15 CE hours in NV (CE Broker Tracking #20-1347719).
      • The live symposium is approved for up to 12 hours in LA and in NJ (Approval #2512-96); and the on-demand version is approved for up to 10 hours in NJ (Approval #2512-97).
      • The symposium is considered approved in states that accept courses co-sponsored by an APTA section/chapter, by virtue of being co-sponsored by APTA Michigan: in MN per Rule 5601.2400, in MS per regulation Part 3103 Rule 5.4 (1) (b), and in SC per C. Code Regs. Ann. § 101-07(3).
      • We are applying for approval in other states. Email carlo@applyebp.com to obtain CEUs for your state.
      • These PT state boards accept approval by other states boards, associations, and AOTA: AK, AZ, DE, FL, HI, IN, KS, KY, MA, MI, MT, NC, ND, OR, PA, RI, SC, SD, UT, VT, VA, WI, WY, and DC.
      • These states do not require pre-approval of courses or have no CE requirements: AL, CO, CT, GA, IA, ID, ME, MO, NE, NH, and WA.

For ASHA CEUs

• • • 1.2 ASHA CEUs | Intermediate Level
      • Partial ASHA CEUs are provided if not all 8 seminars are completed. Each completed seminar counts for 0.15 ASHA CEUs.

• • • You can receive up to a total of 1.35 ASHA CE hours by completing all 9 seminars recommended or suitable for SLP/As via any combination of live and/or on-demand format.
    • ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical procedures

*To receive CE hours/credits for on-demand webinars, you will need to watch the full video, pass the post-test (with a score of 70% or higher), and complete the course evaluation.

Ticket Prices and Discounts

• • • • SLP Bestie Ticket: $349/person – save $100/person if an OT or PT Practitioner registers with 1 SLP by March 13, 2026. Register together or separately, indicating your Bestie’s name who is also registering.
      • Early Bird – Group: $349/person – save $100/person if 3 or more from the same organization, community group/network or study group register by March 13, 2026. Register together or separately, indicating at least 2 of your co-therapists who are also registering.
      • Early Bird – Individual: $399/person – save $50/person by registering by March 13, 2026.
      • Full Price – Group: $399/person – save $50/person if 3 or more from the same organization, community group/network or study group register starting on March 14, 2026. Register together or separately, indicating at least 2 of your co-therapists who are also registering.
      • Full Price: $449/person – available starting March 14, 2026.
      • Day 1 Only: $299/person – available through March 13, 2026 only.
      • Day 2 Only: $299/person – available through March 13, 2026 only.

Purchasing Tickets

Select on the ticket type below. Enter required information. Select to pay via Credit Card or by PO.

• • • • Pay via Credit Card: You are registered instantly!
      • Pay via Purchase Order: Register and select “Purchase Order” as form of payment. At the end of your registration, click on “View/Print Invoice” to download a copy of the invoice that you can share with your employer. Send your Purchase Order and/or request for Apply EBP’s W9 to vicki@applyebp.com.

Cancellation Policy

Registrants may cancel up to 21 days prior to the course for a refund minus a $75 administration fee. There is no cancellation less than 21 days prior to the course; you can find a substitute or use your registration to attend a future Apply EBP course. There is no cancellation or substitution after you have received any course material. Email applyebp@gmail.com to request to cancel. Apply EBP reserves the right to cancel a course up to 21 days prior to the course due to insufficient registration, with a full refund to registrants. Please do not arrange non-refundable travel arrangements until 20 days prior to the course, as Apply EBP is not responsible for such expenses.

Accommodation Request

Email or call 2 weeks prior to the course with requests for accommodation.

Complaints Resolution

We welcome all feedback. Please email applyebp@gmail.com if you have any complaints so that we may work with you towards a resolution.

Live online via Zoom

COURSE MATERIALS: By April 6, 2026, you will receive an email with links to the live course, as well as instructions for accessing handouts, toolkits, and on-demand webinars. It’s very important that you access the course materials as soon as you receive this email. Doing so confirms that you’ve successfully received our message and allows us to address any potential access issues before the course day. If the email does not appear in your inbox, please check your spam folder. To ensure you receive this email, add vicki@applyebp.com and carlo@applyebp.com to your Address Book or Safe Senders List.

On-demand versions will be available for 1 year starting April 16, 2026. These on-demand versions are pre-recorded to ensure superior quality for a smooth learning experience. Pre-recordings deliver clear content free from distractions or technical issues common in live sessions. As a result, the pre-recorded and live versions may differ slightly. For those attending the live course, your privacy is a priority. Feel confident in participating, knowing that no recordings will be made.