Event Phone: 646-269-9039
- The Well-Equipped Therapist Symposium - Michigan
April 11, 2019 - April 12, 2019
8:00 am - 3:30 pm
with Karen Tartick, PT, Peggy Morris, OTD, OTR/L, BCP and Carlo Vialu, PT, MBA
Seats are very limited due to the interactive nature of the course.
Click here for a brochure for that you can download, print and share.
“Best CE taken in 24 years as a PT!” – PT with 24 years experience
“All of the instructors were knowledgeable and displayed a great sense of humor and positively! At times, the shear amount of content was overwhelming, but I loved knowing that I could access resources online after the seminar.” – PT with 40+ years experiences
“First course I have attended with new and challenging information in a very long time!! Most courses are too basic and don’t challenge me to think differently – this did! Thanks!” – OT with 20 years experience
“I am used to moving around more during the day, but the information was so abundant and ‘salient’ that I was engrossed. You are all great presenters.” – OT with 17 years experience
“Can’t wait to go back to my district and bring them all I have learned. Awesome! Awesome! Awesome! Love the laughter you all brought to each workshop!” – PT with 21 years experience
“Thank you for being ‘coaches’ to facilitate my clinical reasoning skills” – OT with 35 years experience
This 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 – whether you’re new to the practice, or you’re an experienced therapist seeking more ideas!
The Symposium consists of multiple seminars including assessment, assistive technology for students with multiple disabilities, working with students with autism, embedded services, post-school transitions, handwriting, executive functions motor learning, and clinical decision-making. Come and learn from the leading experts in the field of school-based practice.
- 8:00 am – 9:45 am: Seminar 1: Start with the End in Mind! Prognostication & Backward Planning for School-based Therapists | Carlo Vialu, PT, MBA
- 9:45 am – 10:00 am: Break
- 10:00 am – 11:30 am: Seminar 2: Strengths-based Approach to Assessment & Interventions | Peggy Morris, OTD, OTR/L, BCP & Carlo Vialu, PT, MBA
- 11:30 am – 12:30 pm: Lunch (provided)
- 12:30 pm – 2:00 pm: Seminar 3: Effective Social Participation and Self-regulation Interventions for Children with Autism | Peggy Morris, OTD, OTR/L, BCP
- 2:00 pm – 2:15 pm: Break
- 2:15 pm – 3:30 pm: Determining a Student’s Needs for OT/PT Services: IDEA | Carlo Vialu, PT, MBA & Peggy Morris, OTD, OTR/L, BCP
- 8:00 am – 9:30 am: Seminar 5: Select One
- Systems Approach to Handwriting Interventions | Peggy Morris, OTD, OTR/L, BCP
- Embedding PT Services in General Education Classrooms | Karen Tartick, PT
- 9:30 am – 9:45 am: Break
- 9:45 am – 11:15 am: Seminar 6: Select One
- Executive Functions for School-based Therapists | Peggy Morris, OTD, OTR/L, BCP
- Implementing Assistive Technology for Students with Multiple Disabilities | Karen Tartick, PT
- 11:15 am – 12:15 pm: Lunch (provided)
- 12:15 pm – 1:45 pm: Seminar 7: Motor Learning Principles for School-based Therapists | Carlo Vialu, PT, MBA
- 1:45 pm – 2:00 pm: Break
- 2:00 pm – 3:30 pm: 18 Prognosticators for Successful Post-School Outcomes & What OTs & PTs Can Do Now! | Karen Tartick, PT & Carlo Vialu, PT, MBA
Morning Snack and Lunch are provided on both days. While we will have a variety of options, we may not be able to address all dietary needs – apologies in advance.
At the completion of this course, attendees will be able to:
- List 3 prognostication factors for post-school outcomes of students with disabilities
- Establish a measurable postsecondary goal for a given case study based on available evidence and child’s current function
- Describe the use of episodes of care in providing school-based related services
- Explain 2 benefits of a strengths-based approach in terms of student outcomes
- List 3 strength-based assessment tools that can yield the student/family’s strength’s and goals
- Describe 2 ways to incorporate strengths-based strategies into the OT or PT intervention
- Describe the efficacy of 3 interventions for social participation in individuals with ASD
- Describe the efficacy of 3 interventions for self-regulation in individuals with ASD
- Explain the application of at least 2 evidence-based strategies for social participation and/or self-regulation for students with ASD
- Explain 2 procedural requirements for determining need for related services under IDEA
- Describe 3 questions that the IEP team should discuss when determining need for related services under IDEA
- Explain the efficacy of 2 general education handwriting curricula
- Describe 2 assessment tools for handwriting
- List at least 3 evidence-based practices for a systems approach for handwriting instruction
- List 3 student goals that can be addressed via embedded services
- Identify 3 class location, routine or activity where embedding PT services would be appropriate on a given case study
- Describe 3 embedded PT interventions on a given case study
- List 4 skills that fall under the umbrella term of executive functions
- Describe 2 tools to assess executive functions
- Explain 4 executive function strategies that can be utilized in the classroom
- List 3 student goals that can be addressed using AT
- Describe the implementation of a specific AT within the classroom on a given case study
- Determine frequency and intensity of therapeutic services in implementing AT on a given case study
- Differentiate the 3 ways of assessing motor learning (acquisition, retention and transfer of skills)
- Describe the latest evidence with regards to at least 5 motor learning principles
- Explain how to incorporate 3 motor learning principles into the school environment
- List 5 predictors of postsecondary outcomes in the areas of employment, postsecondary education and/or independent living
- Explain 2 OT or PT interventions that can be implemented in elementary school to help optimize the predictors of postsecondary outcomes
- Explain 2 OT or PT interventions that can be implemented in middle and high schools to help optimize the predictors of postsecondary outcomes
OTs, COTAs, PTs and PTAs
CONTINUING EDUCATION CREDITS
The Well-Equipped Therapist qualifies for 12 hours of continuing education.
- Michigan OT: Participants will receive 12 hours of CE as per OT Rule R 338.1252 (activity approved for continuing education by “another state or provincial board of occupational therapy”)
- Michigan PT: Participants will receive 12 hours of CE as per PT Rule R 338.7163 (activity approved for continuing education by “another state board of physical therapy”)
- Mississippi PT: Approved for 12 continuing competence credit (CC) by the Mississippi Board of Physical Therapy.
- New York: OTs, COTAs, PTs and PTAs will receive 12 contact hours
- Ohio OT: Course approval is not required by the OT section if these 3 criteria are met: “(1) It contributes directly to professional competency; (2) It relates directly to the clinical practice, management, or education of occupational therapy practitioners; and (3) It is conducted by individuals who have demonstrated expertise in the subject matter of the program.” This symposium satisfies all 3 criteria. Upon requests, Ohio OTs & COTAs can be provided with detailed symposium description and speaker CVs for their records.
- Ohio PT: Apply EBP has submitted CEU approval application with the OPTA.
- NBCOT: You can use the certificate of completion handed at the end of the course and this brochure when submitting for NBCOT certification renewal.
If you would like to obtain CEUs for another state, please email firstname.lastname@example.org.
Full Price – Group: $469 – save $30/participant if 3 or more from the same organization, community group/network or study group. Register together or separately, indicating at least 2 of your co-therapists who are also registering. *AM Snack and Lunch provided for both days*
Full Price: $499 – available between March 9 – April 6, 2019. *AM Snack and Lunch provided for both days*
Early Bird – Group: $429 – save $70/participant if 3 or more from the same organization, community group/network or study group register by March 8, 2019. Register together or separately, indicating at least 2 of your co-therapists who are also registering. *AM Snack and Lunch provided for both days*
Early Bird – Individual: $469 – save $30 by registering by March 8, 2019. *AM Snack and Lunch provided for both days*
Click on the ticket type on top of this page. Enter required information. Select to pay via Credit Card, PayPal or by Check.
Pay via Credit Card or PayPal: You are registered instantly!
Pay via Check: You will receive instructions to send check via mail within 7 days to be registered.
Registrants may cancel up to 14 days prior to the course for a refund minus a $75 administration fee. There will be no refund for canceling less than 14 days prior to the course. Substitution is allowed with an email notification to email@example.com. ApplyEBP reserves the right to cancel a course up to 14 days prior to the course due to insufficient registration, with a full refund to registrants. Please do not arrange non-refundable travel arrangements until 13 days prior to the course, as ApplyEBP is not responsible for such expenses.
Email firstname.lastname@example.org if you have any questions.