Learn practical tools to improve the effectiveness of your school practice in 4 dynamic modules, including tools to improve executive functioning, strategies to integrate primitive reflexes, guides for dosing and frequency of interventions in children with autism, as well as strategies to improve motor functioning in alignment with curriculum goals.
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Recorded live from the 2017 Therapies in the School Conference.
This course focuses on the latest advances in school-based practice for therapists. It covers aligning motor needs with educational needs, and how to improve executive function in children who are receiving therapy services in the school setting. How primitive reflexes can be relevant to school-based practice, as well as strategies to integrate these primitive reflexes are discussed. Using evidence to help guide decisions on goals, dosage, and frequency are covered for motor needs in children with autism.
Four Dynamic Online Sessions:
Aligning Strategies to Support Motor Needs with Curriculum Goals
Josephine Bardabelias and Melissa K. Gerber
How to Assist Children with Executive Function Dysfunction as a Related Service Provider
Jocelynn B. Wallach and Nancy L. Williamson
Strategies to Promote Integration of Primitive Reflexes
Using Evidence to Help Guide Decisions on Goals, Dosage, Frequency, Priorities and Interventions for Motor Issues in Autism
Julie Goff and Jennifer A Colebourn
Melissa K. Gerber, OTD, OTR/L is a seasoned and respected clinician with extensive experience in pediatrics. She began her career in inpatient/outpatient rehabilitation and acute care. Currently, she has been working for the Great Neck Public Schools for the past 19 years.
She is president of 4MYKIDSOT, a private practice where she provides therapy and evaluations. Dr. Gerber has presented at Education Resources, Therapies in the Schools on Visual Processing: Treat, Remediate, Refer. She is enthusiastic to share her experiences and provide strategies that can be incorporated immediately. She completed her masters and doctorate degrees from Quinnipiac University while working full time in the schools.
Josephine Bardabelias, PT is a Graduate of Hunter College's Physical Therapy program, having over 30 years experience working in a variety of settings, with a focus in pediatrics. Throughout her career she have treated children in acute care, N.I.C.U., early intervention and school based facilities.
Over the past 40 years, she has worked in a variety of settings developing pediatric occupational therapy departments for the Brockton Visiting Nurses Association, Braintree Rehabilitation Hospital, and the New England Sinai Hospital. She taught at Boston University, The Education Cooperative, Westwood Public Schools and lectured nationwide on sensory processing and executive functioning. For the past 20 years she has worked in the Westwood Public Schools and maintained her private practice “Capable Hands and Associates”.
Nancy L. Williamson, M.Ed. CCC/SLP, has specialized in educational settings, preschool through middle school, for more than 25 years. She has presented lectures, training seminars and professional development sessions for teachers, instructional assistants and parents, in a variety of venues including The Braintree Rehabilitation Hospital Pediatric Conference, the Westwood Public Schools, and the Dedham Parents’ Group. She is currently employed in the Westwood Public Schools and has maintained her private practice.
Janine Wiskind engages her audience with her dynamic teaching style and makes intense information easy to understand and apply. As a pediatric occupational therapist, beginning her career in brain injury, Janine cultivated her specific concentration in vision, which has, in turn, led her to specialize in primitive reflex integration. Janine published articles relating to dysfunction in the pediatric population and has been involved in research on the pediatric brain injury unit. Working for inpatient rehab, outpatient, home health, the school system, and now within her own clinic has provided Janine with an extensive opportunity to work with a variety of pediatric populations and has led to her diverse array of expertise. Her clinic, On Solid Ground, focuses on primitive reflex integration, sensory integration, and, also focuses on the family unit to tie clinic gains to functional changes within the home and family system. The goal of her teaching and class work is to provide effective concepts that will be pertinent in your everyday practice.
Jennifer A Colebourn, MS PT, DPT is a pediatric physical therapist for Hudson Public Schools. Her research focuses on motor interventions for Autism Spectrum Disorders, with particular emphasis on collaborative team approaches.
Julie Goff, MSPT, DPT is a pediatric physical therapist currently working in the Lexington Public Schools.Julie has practiced in an outpatient clinic, early intervention and multiple public school settings. She was honored with Northeastern University’s RISE award in 2016 for her research in improving gross motor skills in children with Autism Spectrum Disorders.
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.
This course is offered for 14 Contact Hours, 1.4 CEUs (Intermediate Level) Please visit our CEU page for further details
This course is offered for up to 1.45 ASHA CEUs (Intermediate level, Professional area).
To receive ASHA CEUs, you must submit your ASHA participant form, along with your CEU certificate(s) for each completed online session, within 14 days of taking and passing the post-test(s).
Please submit these forms electronically: firstname.lastname@example.org Please put “ASHA CEUs” in the subject line of your email.
Online course completions are reported to ASHA Quarterly following the below schedule:
Quarter 1: Online course Completions 1/1 – 3/31 will be reported to ASHA no later than 5/15
Quarter 2: Online course Completions 4/1 – 6/30 will be reported to ASHA no later than 8/14
Quarter 3: Online course Completions 7/1 – 9/30 will be reported to ASHA no later than 11/14
Quarter 4: Online course Completions 10/1 – 12/31 will be reported to ASHA no later than 2/14
For Group Pricing and Group Registration:
Please call the office for further information, to register and receive login information for each individual.
Fee: $599 + $44 for each additional registrant (CEU certificate) up to 19.