Education Resources Blog

Seeking Your Input As We Revise Our Advanced Course for Neonatal Therapists

We are seeking your advice and input on revising our current course addressing advanced clinical practice for NICU therapists.  While the course is constantly updated by our distinguished faculty member, Beth McManus, to reflect current evidence based practice, Beth is seeking input on what you, the advanced practice NICU therapist, are challenged by.

For those of you who have taken and loved (everybody does!) Beth’s course, please do let us know what additional topics or issues you would like to see added to the course. For those of you who have not yet had the privilege of learning from Beth, please take a look at the outline and let us know if there are additional topics that you are struggling with and would like to see addressed.

When we designed this course in 2013, you, the NICU community, provided us with invaluable input so that Beth could design a course to meet your needs.  Please do let us how we can help you meet your next level of professional development.  Beth will be working on these revisions during this summer.

Please click here for the current outline for this workshop.

We want to be sure that it meets the needs of the advanced NICU therapist.  As a valued member of our community, we would greatly appreciate any feedback, (positive, negative, suggestions, comments) you may have for us.   


Thank you so very much

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Florida Continuing Education Courses for Therapists, Dietitians, Athletic Trainers

Education Resources is pleased to bring the following cutting-edge, evidence-based continuing education courses to Florida.
Let us help you meet your professional development needs for re-licensure. 

Our live courses are engaging, relevant, immediately applicable to your practice and are based on the latest clinical information and research available.

CEB-AutomaticallyReports-BadgeCourses for PT’s and OT’s are registered with CE Broker
Florida occupationaltherapy_seal
Education Resources is an approved provider by the Florida Board of Occupational Therapy

Florida Physical therapy associationWe apply to the Florida Physical Therapy Association for approval

The GA Board of Physical Therapy recognizes other state’s approvals Documentation is provided in accordance with the GA Board of Occupational Therapy for license renewal.

The American Occupational Therapy Association, inc.AOTA provider

Approved by BOC to offer CEUs for Athletic TrainersNATABOC LOGO 2012

Application is made to the Commission on Dietetic Registration for appropriate courses

Please do not hesitate to call/email for more information:
800-487-6530 ♦

Please Click Here to View all courses coming to Florida in 2016

Click Here to join our mailing/email list

Send us your comments, thoughts, clinical challenges, and topic/speaker suggetions

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NEW Pediatric Strength Training Course

Bobby Nabeyama picture resizedWe are excited to welcome a new member to our faculty: Bobby Nabeyama, PT, DPT, MS a well respected clinician and dynamic instructor received his BS in psychology from Queens College CUNY, an MS degree and DPT degree from Columbia University College of Physicians and Surgeons, Advanced Certificate in Applied Behavior Analysis from Queens College.  He currently serves as consultant and evaluator for numerous agencies contracted by the New York City Board of Education.  He served as senior physical therapist and coordinator of education at The Children’s Learning Center and United Cerebral Palsy of Nassau County.  He served as adjunct faculty at Stony Brook University Clinical Doctorate in Physical Therapy Program.  He has taught evidence-based practice and the scientific-practitioner model directly to clinicians and students for over a decade.  He also practices within an outpatient setting treating those with numerous disabilities including orthopedic and neurological involvement. 

Bobby will be presenting his acclaimed course:

Positive Functional Outcomes Through Strength Training in Children with Developmental Disabilities
August 26-27, 2016 – Rockford, IL
November 5-6, 2016 – Middletown, NY

Most children with disabilities and motor impairments have strength deficits and weakness-related impairments.  These strength deficits correlate or directly interfere with their functional level and participation across multiple environments including at home and school.  This seminar with focus on how to best apply available literature into clinical and educational practice for optimal outcomes.  Through practice, extensive case problem analysis and discussion, participants will learn best practices in data driven, scientific based interventions for strength, endurance, and function.  This seminar will encourage the success of children with special needs and set up high standards in outcomes.  

This course will help therapists set realistic goals, prioritize treatment and implement successful programs for children with disabilities including cerebral palsy, multiply handicapped, obesity, chronic orthopedic conditions, and autism from preschool through school age, adolescence, and towards adulthood.

Please click here for full details, CEU information, to download a brochure and to register

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ASHA Approved Courses For Audiologists

Education Resources Offers ASHA Approved Courses for Audiologists

We would like to highlight our Vestibular Rehabilitation courses that are relevant for Audiologists looking for their professional development hours.

Education Resources is thrilled to offer live continuing education courses that are evidence based, engaging, relevant, and immediately applicable to your practice.

We are at the forefront of continuing education with cutting edge, evidence based continuing education courses that are immediately applicable to your practice. Owned by two physical therapists, Education Resources has been highly respected for over 25 years and ensures that all CEU courses reflect the latest clinical information and research available.

ASHA Insignia

ASHA Approved CE Providers plan, conduct, evaluate, and continuously improve their continuing education (CE) courses using the standards and requirements established by the ASHA Continuing Education Board (CEB).

Please click on the following links for full course details, dates and venues, CEU information , to download a brochure or to register:

Vestibular Rehabilitation: Evaluation and Management of Individuals with Dizziness and Balance Disorders
Richard Clendaniel

Vestibular and Balance Rehabilitation in Post Concussion Syndrome (PCS) 
Gaye Cronin

Post-Concussion Syndrome: Rehab for Vestibular, Balance and Related Symptoms
Kim Fox

Vestibular Rehabilitation: Evaluation and Treatment of Dizziness and Balance
Jeffrey Walter

Please Click Here to Join our Mailing List

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Have a Seat!


Kathryn Biel

This is me, asking for help. You know when you have your favorite shade of lipstick or hair color, only to find out it’s been discontinued the next time you go to buy it? I’m there.

I knew it happened. Rifton stopped making their Toddler and Compass chairs. I knew it. But because their products are so durable, it didn’t bother me until now. I need a chair or two. Really, I need the Compass chair, but could make the Toddler work as well. While I love the Rifton Activity chair, it’s too much. I have some friends who simply need a heavier chair. One with a back and arms to define space. To give a little guidance as to where one should maintain his or her body.

I’ve been combing the internet looking for something comparable. It’s not going well. So, I’m turning this out to you (because I know I’m not the only one in this boat right now).

What chairs are you using now in place of the Rifton Compass and Toddler Chairs?

Any and all suggestions would be appreciated!

~Kathryn Biel, PT, DPT

Posted in Pediatrics, Professional Development, School Based Therapists | Tagged , , | Leave a comment

A Pep Talk for Clinicians. Restoring Focus – We Are Making A Difference!


Kathryn Biel

This isn’t about helping our kids who struggle to pay attention. This blog is a pep talk for us, the clinicians. I’m mostly coming from the stand point of the school-based clinician, but this can certainly apply to those in other settings, so keep reading.

I have 26 days left in the school year. Not that I’m counting or anything. 26 days is not a lot of time, especially when you consider that I have at least one meeting scheduled on 16 of those 26 days, and I’m taking one of those days off while my son graduates from elementary school (please pass the tissues). Then there’s the packing and cleaning and sorting. Not to mention all the reports I have left to write. I’m starting to—no, I’ve already got angina—thinking about it all.

And the worst part is, I don’t feel like doing anything. I’m rapidly approaching burn out. I don’t have time to finish my evals. To chase down prescriptions for summer school that the parents haven’t sent back yet. To deal with the parent demanding to know why we won’t evaluate at her child, even though no concern has been raised all year. I’m still trying to treat. To squeeze my kids in where I can. I do (HAHA) make-ups, especially if I chronically miss the same kids.

Then I look at the kids who either haven’t come as far as I’d hoped, or who are starting to fall apart. Why wouldn’t they fall apart—the adults are even having trouble keeping it together at this point. I write up the eval for the student with the progressive, terminal condition and try not to make it look too bad, even though we all know it is. I work with the child who I just cannot seem to get through to and wonder what kind of goals I can even write for him, because he ignores me the entire session as it is.

But then, I have a day like yesterday. A day that brings it all into focus. A day that reminds me why I’m here, and why I work so hard. A day where I made a difference in a child’s life. For this child and his family—a heartbreaking situation where nothing we’d tried made a difference. Watching the mom cry at meetings because her child was suffering. This mysterious condition that has been robbing him of his ability to communicate with the world. To make friends. To participate in life. And I said to her, “He doesn’t live inside the box, so we’ve got to think outside of it to help him.” And that’s what I did. And it may have changed his life. At least for yesterday, he had the ability to communicate. We’ll see what next week brings.

I am going way outside the box. I’m a physical therapist, but I’m trying to figure out what is going on in this kid’s brain. What is driving (or getting in the way) of his motor control. Way outside my comfort zone. But I stepped outside of my box and tried. And this one time, it was successful. Yesterday, my heart was full. I knew that all the paperwork, the bodily fluids, the tantrums (from students, parents, and coworkers alike), the running around, the exhaustion—it is all worth it.

For the rest of my 26 days this year, I will remember that. Why I do what I do. Why we all do what we do. When you’re approaching that burn out. When you don’t want to think. When you’re ready to just phone it in. Remember, what we do makes a difference. We may not be told that. Parents may not express their gratitude. Students may not realize that all that hard work has had results. Teachers may not realize what we’re doing. But we’re making a difference. We’re helping, each and every day.

And that is something on which we should stay focused.

~Kathryn Biel, PT, DPT

Posted in Dear ERI - Clinical Challenges and Gems, GUEST BLOGGER, Professional Development | Tagged | Leave a comment

Cancer Rehabilitation – There is a Need.

Great article from the New York Times in April related to Therapy in Cancer Rehabilitation

After Physical Therapy, Why Not Cancer Therapy? – The New York Times
By Susan Gubar April 7, 2016 12:30 pm

“Cancer patients like me would profit from supportive care aides who could spring us from this induced passivity and its accompanying fear. In my case, such a counselor would have allayed the bewilderment of treatment and also empowered me to exert a modicum of control over the broken rhythms of everyday existence.
Why not use the model of the occupational and physical therapist in orthopedics to create a central role for therapists in oncology, advisers who could help cancer patients help themselves in taking small, strengthening steps? After surgery and at the start of chemotherapy, my family and I would have given anything for the house calls of a creature we never imagined: an oncological therapist”.

Please click here for full article

We are excited to offer this course presented by Lisa VanHoose:
Evidence Based Cancer Rehabilitation Resources and Its Role in Cancer Survivorship
Advances in the medical management of cancer have steadily increased survival rates. Research shows that most cancer survivors will have at least one physical side effect of cancer treatment, including fatigue, neuropathy, muscle weakness, and balance deficits. This interactive course will provide evidence-based tools and strategies for the care of patients with diverse cancer types across the cancer continuum. The course will also address functional outcome measures and reimbursement concerns.

August 26-27, 2016 – Laguna Hills, CA
September 23-24, 2016 – White Plains, NY
October 28-29, 2016 – Framingham, MA
November 18-19, 2016 – Hollywood, FL

There is obviously a need for Cancer Rehab. Therapy.
What are your experiences and thoughts?

Posted in Adult and Geriatric Rehabilitation, Home Care | Tagged , , | 1 Comment

Another Winner – Celebrating OT Month Competition


We asked OT’s to share their thoughts about being an OT.
We received an outstanding number of responses, all so wonderful to read.
We struggled to come up with a winner so we decided to announce two winners!!

Congratulations Rachael, another winner!

This was Rachael’s patient clinical experience that transformed her professionally 

As an occupational therapist, we advocate. I have always advocated for my patients and I do so frequently working as a pediatric outpatient clinician. But one day I got a girl on my caseload who really changed the way I looked at advocacy. It became so much more than just a discussion or a well written letter of medical necessity.
B, was a 10 year old girl with a diagnosis of Autism. B had a very low frustration tolerance, often becoming aggressive and a danger to herself and her family, as a result of poor receptive language and no expressive language skills.
As I worked with B, I realized that something was really wrong with her school placement, a public school self-contained classroom. B’s mother told me; via interpreter phone as the household spoke only Spanish, that because of B’s aggression her mother was frequently called to take her home from school “sick”. B was not bussed into school because they couldn’t ensure she would stay seated, making her mother drive her. Additionally, I was told there was never an interpreter at IEP meetings and paperwork wasn’t provided to her in Spanish.
Things weren’t going well in B’s OT sessions either. She would urinate whenever I placed any demand, requiring her mother to change her underwear, pants, and socks, sometimes up to 2x within the hour. This happened often at school too, and at the school’s request B was brought to the doctor multiple times with no results. During one session, she became aggressive attempting to bite, hit, kick and pull hair resulting in the need for me to bring in security. When I told her mom she would have to be discharged, as she was inappropriate for our setting, her mother was in tears; but I assured her even though we were no longer going to treat B we were going to continue to help.
I needed to find a way to assist this family who was clearly struggling. Our clinic has a designated person who is employed as a resource. So I got her involved. This person actually went down to the school the next day with B’s mom to advocate for a bus with a 5 point harness and an aide. She provided her mother with bilingual child advocate services who went to IEP meetings. I spoke to the teacher at B’s school who was willing to talk to the child study team on behalf of B and her mother. B’s mother and I spoke every day on the phone to see how things were going, just to let her know that we were still there. In the end, B was finally moved to a private school that met her needs.
It was absolutely amazing what we were able to do for this child and family. Now every time I think about advocating for a child I think just what a small bit of time and care can do, and what a huge difference it can make.

Rachael wins a free 2 Day live course of her choosing: $435 value. 

Education Resources offers many relevant CEU courses for , Occupational Therapists and assistants. Join us to learn creative, effective, evidence-based strategies.



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Zones of Regulation and Learning


Kathryn Biel

I sat in a meeting recently with the entire team and a concerned parent. The student, a very young kindergartener, is struggling. And I mean struggling. He’s a hot mess. No matter what angle you look at, this child is not doing well. And his parents are concerned. Retention is an agreed-upon consensus, except for the team members who think he should be moved directly to a self-contained classroom. These are never the meetings you want to have.

I watched this parent on the verge of tears with frustration about his son’s difficulties. His explosive temper, his behavioral outbursts, his attention difficulties. They’re exploring some pretty serious things, including some pretty serious pharmacologics for a little guy.The parents just want to know, “What’s wrong with him?”

The truth is, none of us knows.

But here’s what I do know, and what I shared with the parent. The student can’t learn right now. His benchmarks indicate that, but there’s a reason for it. This student is so poorly regulated. He’s got all the classic signs—emotional outbursts, anxiety, shutting down, aggressive behavior, refusals, toe walking, inattention. This student, for whatever reason, is in a constant hightened state of arousal. He’s always in that fight or flight state. His body is ever on the lookout for that primitive threat—that saber-tooth tiger—to attack. Learning letters and decoding isn’t going to help him survive. Add to this sensory regulation difficulties and very poor motor planning, and this kid is at serious risk for being eaten by a dinosaur. Not really, but that’s probably how he feels. He’s a complex kiddo for sure.

The parent looked at me and said, “Of everything we’ve heard about our son, that makes the most sense.”

Kids today are presenting with an ever-challenging host of not only sensory but emotional regulatory needs. Many simply cannot regulate, because they don’t know how. They’re not being disruptive for the sake of being disruptive. They do not know how to modulate, how to regulate.

You can think about regulation in terms of a stop light. Red, yellow, green. We all know the red kids. Emotionally and physically volatile, that heightened state of alertness and arousal. Intense. No control over one’s self.

Yellow is working it’s way up to being worked up. When in the yellow state, emotions and arousal are heightened, but some self-control is still present.

Green is the state in which learning can occur. It’s the ready state, with optimal levels of arousal, attention, and regulation. This state is calm and focused.

There is also what can be called a blue level, which is understimulated. Again, this is a difficult state for learning to occur, as the appropriate level of attention and emotional connection is not present.

The next time you are struggling with a child, try to assess what color he or she may be functioning at.

If you’re interested in learning more about these Zones of Regulation and cognitive behavioral strategies to help children learn and regulate their own zones, check out the 17th Annual Therapies in the School PRE-CONFERENCE: The Zones of Regulation: A Framework to Foster Self-Regulation and Emotional Control.

Please Click Here for Course Information, To Download a Brochure, or to Register

~Kathryn Biel, PT, DPT


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Winner – Celebrating OT Month Competition


We asked OT’s to share their thoughts about being an OT. We received an outstanding number of responses, all so wonderful to read.We struggled to come up with a winner so we decided to announce two winners!!

Congratulations Michelle, our first winner!

This is her story on what inspired her to choose Occupational Therapy as a career and how it has been important to her:

My mother’s resilience and determination to fight unbelief and strive for independence inspired me to become an occupational therapist. She, along with two of her siblings acquired a retinal disorder that left them legally blind since childhood. Her experiences and inner strength inspired me to want to try to help others find ways to counter societal stereotypes and environmental barriers while facilitating inner strength, hope, and the ability to live life to the fullest. She helped me see the importance that independence and productivity play in a human’s physical, cognitive, and emotional health. I wanted to help others be able to live their life according to their dreams and aspirations no matter the barriers. I enjoy problem solving with my patients and families in finding solutions to barriers, success in daily activities, and self-esteem and belief in themselves to continue their life as they dream possible! It has been a gift to discover and participate in the occupation of occupational therapy. I am continually learning from my patients, co-workers, and mentors. from my experiences with my patients I have learned to look at possibilities over struggles, even in my own life struggles, which is truly a gift I attempt to give back. It has been an honor to be part of this incredible occupation and life passion and I thank my mother, patients, and all who have helped me along this journey thus far.

Michelle wins a free 2 Day live course of her choosing: $435 value. 

Education Resources offers many relevant CEU courses for , Occupational Therapists and assistants. Join us to learn creative, effective, evidence-based strategies.



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