This session will focus on using relevant assessments to design collaborative goals with the IEP team and will focus on the use of the International Classification of Function (ICF) to support evidence-based school therapy practice. The participant will learn how to apply a broader assessment strategy to support collaborative goals and embedded interventions that maximize student participation in school activities and routines.
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This course is part of Therapies in the School Online Conference 3
Complex School Based Challenges: Collaborative Goals, Embedded Motor Interventions, Data Collection and Eligibility/Frequency/Intensity Decisions
This session will focus on using relevant assessments to design collaborative goals with the IEP team. The participant will learn how this approach facilitates the development of embedded interventions, data collection and frequency and intensity decisions.
- Discuss the importance of collaboration on assessment, goal writing and data collection
- Design strategies for embedding interventions into school routines using ecological assessment
- Apply the collaborative approach to the service decision making process
Assessment, Evaluation and Embedded Interventions to Overcome Barriers to Participation
This session will focus on the use of the International Classification of Function (ICF) to support evidence based school therapy practice. By using this framework, the participant will learn how to apply a broader assessment strategy to support collaborative goals and embedded interventions that maximize student participation in school activities and routines.
- Discuss the impact of the participation framework (ICF) on assessment, evaluation and establishing embedded intervention for an educational relevance
- Develop an ecological assessment and intervention plan using the participation framework (ICF) for meaningful student engagement in school routines and activities
- Apply the participation framework to your own practice in order to support students using embedded intervention in the least restrictive environment
Susan Cecere is the owner of Sequoia School Based Therapy Solutions, LLC a consulting company that supports districts, agencies and therapists in the practice of school-based therapy services by providing mentoring, professional development and administrative support. Sue’s career has spanned 25 years in the school based and early intervention practice settings both as a service provider and program administrator. Prior to that, she worked in a variety of settings, including acute care, outpatient rehabilitation, and home health care. She graduated from the University of Delaware with a bachelor’s degree in physical therapy, a master’s degree in health science from Towson University, and a graduate certificate in educational leadership from McDaniel College. Cecere is an experienced speaker on school practices and its administrative considerations. She is a former physical therapy chair of the Maryland State Department of Education Steering Committee for Occupational and Physical Therapy School-Based Programs, and coauthor of the Maryland State Guide to Early Intervention and School-based Practices. She is an active member of APTA’s Academy of Pediatric Physical Therapy, where she has co-authored several fact sheets on school practice issues and served as its vice president for 8 years. She has been a member of the APTA Media Corps for several years. In 2012, she received the Susan K. Effgen Award for her advocacy efforts at the state and federal levels in support of pediatrics.
Susan Cecere receives a speaking fee from Education Resources.
Susan Cecere has no non-financial relationships to disclose.
Once you purchase an online course you will have access to the course materials. If you have purchased this course, please ensure you have logged in to your account in order to take the exam.
Once you purhcase an online course, you will have the opportunity to take an exam to test your retention of the material. If you have purchased this course, please ensure you have logged in to your account in order to take the exam. The exam must be completed with a pass rate of 80% or more in order to receive your certificate of attendance.
Continuing Education Hours for disciplines not listed below: 4.5 Contact Hours (.45 CEUs) Intermediate Level.
Approved for FL Occupational Therapists for 5.4 continuing education hours - CE Broker # 20-553149.
Approved by the Florida Physical Therapy Association for 5 CE Hours - #CE20-553149.
Approved by the MD Board of Physical Therapy Examiners for ___ CEUs.
Approved by OK State Board of PT course #___ for __ CEUs, Category B.
Approved by the KY Physical Therapy Association for 4.5 contact hours. Approval #CS64-2010-KPTA thru 3/6/21.
Approved sponsor by the State of IL Department of Financial and Professional Regulation for Physical Therapy for 5 contact hours. Approved provider by the NY State Board of Physical Therapy for 5.4 contact hours (.54 CEUs).
Education Resources is an approved agency by the PT Board of CA for 4.5 contact hours. This continuing competence activity has been approved by the NC Physical Therapy Association #19-0722-021. This activity is provided by the TX Board of PT Examiners accredited provider #1910017TX for 4.5 CCUs and meets continuing competence requirements for PTs and PTAs licensure renewal in TX. Participant's License Number _________.
The following state boards of physical therapy accept other states’ approval: AK, AR, AZ, DC, DE, GA, HI, ID, IN, KS, MI, MO, MS, OR, PA, RI, SC, UT, VA, VT, WI, WY.
Education Resources is an AOTA Approved Provider for Live and Distance Learning-Independent Courses for 4.5 Contact Hours (.45 CEUs).
NBCOT Professional Development for 5.6 PDUs.
ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the CEU Participant Form from the ASHA. Approved CE Provider for up to .45 CEU’s
Please visit our website www.educationresourcesinc.com for approval in states not listed