COURSE DESCRIPTION:
Learn to approach your practice using the participation lens and how transitioning to the workload model can enhance student outcomes. Participants will be provided with strategies and tools to advocate for change to provide more effective therapy in the schools. Learn how laws and professional codes provide guidance on decision making. In addition, we will discuss how to capitalize on team collaboration and learn “a new way of doing business” including evidence-based interventions and dosing considerations that will ultimately increase therapist workplace satisfaction.
LEARNING OBJECTIVES:
- Identify an occupation/participation focused assessment process.
- Choose an occupation/ participation focused goal.
- Select two high leverage practices to support student outcomes.
- Apply three concepts to apply to a dosing decision.
- Identify three steps to use for resolving conflict in IEP decision making.
AUDIENCE:
School based therapists
COURSE OUTLINE:
- Current Practice: What Is and Isn’t Working
- Assessment: Tools to Use and Changes to Implement
- Using a research supported approach to assessment to determine student strength and needs
- Goal Writing: Focusing on Student Function
- Writing Participation based goals and objectives and determining supplementary aids and services
- Evidenced Based Interventions – High Leverage Practices
- Collaboration and team building
- Location and manner of delivery
- Dosing Considerations: Who Delivers and How?
- Dosing considerations – concepts and tools
- Conflict resolution – how to problem solve solutions with administration
- Tools to help navigate conflict
- Advocating for change
- Leveraging the law
- In support of workload vs. caseload
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.
Financial Disclosures:
Susan Cecere receives a speaking fee from Education Resources.
Non-Financial Disclosures:
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.
