Perfecting therapy dosing decisions and the writing of IEPs to maximize participation in students though effective data collection
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This course is part of Therapies in the School Online Conference 6
Learn the latest evidence to inform your decision on dosing and frequency of therapy as well as assessment and IEP writing to improve your effectiveness as a school-based therapist. Ecological assessments that focus on participation, functional goal writing, effective use of supplementary aids and services, and helpful ways to collect data to support your interventions will be covered. This course will teach you how to use the ICF as a guide for making informed decisions to effectively benefit your clients.
No Greater Challenge: Service Decision making in the School Setting
Use evidence to determine varying types of service delivery, effective therapy dosing, equipment dosing, services on behalf of a student (indirect service), and tools to maximize participation in the community.
The Art of the IEP: Data-Driven Decision Making and Using Data to Support Your Interventions
Methods of assessing children in order to write a comprehensive IEP that will support student success by effectively using Supplementary Aids and Services, writing collaborative, participation-based goals, and tracking progress using data. Effective methods of data collection, participation-based assessments, and how to support your practice legally, will be covered.
- Identify at least three evidence-based elements to support their service decision making regarding their students
- Apply the concepts aligned with the evidence to make service decisions for their students
- Explain how the participation framework supports a therapist’s contribution to the IEP process
- Organize their approach to each area of the IEP using the participation framework
- Apply participation framework concepts to identify educationally relevant strategies to support student access
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. Participant's License Number _________
This course meets the CO PT requirements for 4.5 Contact Hours (4.5 points) – Intermediate Level, CAT 1. Application has been made to NJ PT.
Approved by the FL Physical Therapy Association for 5 continuing education hours- #CE21-722688. Approved for FL Occupational Therapists for 5.4 continuing education hours – CE Broker # 20-722688.
This activity is provided by the Texas Board of PT Examiners accredited provider #1910017TX for 4.5 CCUs and meets continuing competence requirements for PTs and PTAs licensure renewal in Texas.
Education Resources is an approved agency by the PT Board of CA for 4.5 contact hours.
Approved provider by the New York State Board of Physical Therapy for 5.4 contact hours (.54 CEUs)
Approved sponsor by the State of Illinois Department of Financial and Professional Regulation for Physical Therapy for 5 contact hours.
Approved by the KY Physical Therapy Association for 4.5 Contact Hours. Approval #CS64-2010-KPTA.
The following state boards of physical therapy accept other states’ approval: AK, AR, AZ, DC, DE, GA, HI, ID, IN, KS, MI, MO, MS, NC, OR, PA, RI, SC, UT, VA, VT, WI, WY.
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
Education Resources is an AOTA Approved Provider for Live and Distance Learning-Independent Courses - 4.5 Contact Hours (.45 CEUs)
NBCOT Professional Development for 5.62 PDUs
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