Elective Session Details & Order Information
Occupational Therapy in School-Based Practice: Contemporary Issues and Trends Elective Sessions
Session 1: Addressing Transition and School-to-Work in School Settings
Jayne Shepherd, MS, OTR/L
Assessment, intervention, and outcomes for occupational therapy services that address high school transition and moving from school to work.
Earn .2 AOTA CEUs (2 NBCOT PDUs/2 contact hours)
Note: An additional .1 AOTA CEU (1 NBCOT PDU/1 contact hour) is awarded due to the length of this course, at no additional charge.
Order #OLSB1
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Learning Objectives
This session has been classified for AOTA Continuing Education as Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
On completing this session, you will be able to:
- Identify the range of behaviors commonly seen in a child diagnosed with autism.
- Recognize how the behaviors of a child with autism might impact influence evaluation and intervention strategies within the school setting.
- Select a variety of intervention strategies for use with a child diagnosed with autism.
- Choose specific strategies that may be helpful for a child with autism in the school setting
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NEW! Session 2(2009): Occupational Therapy for Infants and Toddlers With Disabilities Under IDEA 2004, Part C
Important: This new Elective Session 2 replaces the previous ES2 Early Intervention: Service Delivery Under the IDEA.
The Core Course Occupational Therapy in School-Based Practice: Contemporary Issues and Trends is not required as a prerequisite for this new elective session.
Mary Muhlenhaupt, OTR/L, FAOTA
Earn .1AOTA CEU (1 NBCOT PDU/1 contact hour)
Order # OLSB2A
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Course Description
This elective session is focused on the provision of occupational therapy services under Part C of federal education legislation, the Individuals with Disabilities Education Improvement Act of 2004. The course reviews current regulatory influences on early intervention along with recommended practices for working with families and their infants and toddlers. In addition, this session defines and emphasizes the significance of young children’s learning in natural environments and highlights the application of family-centered approaches in early intervention. Research evidence related to specific topics is included in concise summaries throughout the session. Content is relevant to occupational therapists who have experience in early intervention and need to stay updated about how the 2004 reauthorization of IDEA and emerging promising practices impact their work with families. The session includes additional recommendations and resources for self-study to meet the needs of therapists who are new to early intervention practice. These optional activities are designed to help learners increase knowledge and develop their competence in working with families and their very young children.
Learning Objectives
On completing this session, you will be able to
- Identify the following key terminology in Part C of the Individuals With Disabilities Education Improvement Act of 2004: early intervention services, infant or toddler with disability, natural environments, developmental delay, individualized family service plan (IFSP), and transition;
- Recognize the characteristics of family-centered practices;
- Identify evidence-based practices and approaches to guide occupational therapy services for families and their infants and toddlers with disabilities;
- Delineate components of occupational therapy service delivery in infant and toddler early intervention programs under IDEA 2004, Part C; and
- Identify assessment and planning strategies implemented when family activities and routines represent the context for intervention.
Content Focus
Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
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Session 3: Autism and Related Disabilities: Considerations for Occupational Therapy the in School Setting
Heather Miller-Kuhaneck, MS, OTR/L, BCP
Given the increasing incidence of autism in public schools, occupational therapists who work in school settings are struggling with appropriate assessment and intervention strategies. Explore issues unique to students with autism and the role of occupational therapists in meeting these needs.
Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour)
Order #OLSB3
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Learning Objectives
This session has been classified for AOTA Continuing Education as Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
At the end of this session, you will be able to:
- Identify the range of behaviors commonly seen in a child diagnosed with autism.
- Recognize how the behaviors of a child with autism might impact influence evaluation and intervention strategies within the school setting.
- Select a variety of intervention strategies for use with a child diagnosed with autism.
- Choose specific strategies that may be helpful for a child with autism in the school setting.
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Session 4: Assistive Technology: Unique Considerations for School-Based Therapy
Yvonne Swinth, PhD, OTR/L
The 1997 reauthorization of IDEA added the need to consider AT for all students eligible for special education and provide AT devices and services when needed. Examine the role of the occupational therapist as a member of a team that considers and addresses AT for students with disabilities.
Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour)
Order #OLSB4
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Learning Objectives
This session has been classified for AOTA Continuing Education as Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
At the end of this session, you will be able to:
- Differentiate assistive technology devices and assistive technology services.
- Recognize components of the consideration process with assistive technology.
- Recognize the principles of effective evaluation to support AT decision making.
- Recognize the legislation related to AT devices and services.
- Differentiate the domain and process of occupational therapy related to AT decision making and service delivery.
- Select AT hardware and software options to support student participation in school and community settings.
- Recognize the school-based occupational therapist's responsibilities in the areas of AT funding and documenting outcomes.
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Session 5: Sensory Integration and Sensory Processing in School-Based Practice
Heather Miller-Kuhaneck, MS, OTR/L, BCP and Gloria Frolek Clark, MS, OTR/L, FAOTA
Gain insights into strategies for supporting the sensory integration and sensory-processing needs of students in school settings.
Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour)
Order #OLSB5
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Learning Objectives
This session has been classified for AOTA Continuing Education as Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
At the end of this session, you will be able to:
- Accurately apply basic terminology related to sensory integration theory.
- Recognize sensory integrative function and dysfunction in relation to observable behaviors noted in school-based practice.
- Demonstrate an awareness of methods of assessing sensory processing and sensory integration appropriate for the school setting and apply appropriate assessment methods in the evaluation process recommended for occupational therapists working in school settings.
- Choose appropriate intervention strategies for the classroom based on the type of dysfunction observed.
- Recognize the controversy surrounding the use of sensory integration.
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Session 6: Creating Positive Learning Environments: Addressing Behavior, Social Participation, and Psychosocial Issues in School-Based Practice
Gloria Frolek Clark, MS, OTR/L, FAOTA
In school, behavior and social participation can be a concern for many students. Explore the role of occupational therapists in supporting student performance when the student has difficulty with psychosocial development.
Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour)
Order #OLSB6
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Learning Objective
This session has been classified for AOTA Continuing Education as Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
At the end of this session, you will be able to:
- Recognize the link between behavior concerns and legislative mandates.
- Identify three different strategies commonly used to address social and behavioral concerns.
- Recognize the purpose of a functional behavior assessment and a behavior intervention plan.
- Describe the role of the occupational therapist in behavior and social competence.
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Session 7: Moving Out of the "Therapy Room"
Jean E. Polichino, MS, OTR
Learn a structure and strategies for moving therapy into the mainstream school environment.
Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour)
Order #OLSB7
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Learning Objectives
This session has been classified for AOTA Continuing Education as Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
At the end of this session, you will be able to:
- Identify recent legislative and professional changes influencing the move to contextual practice for related service providers.
- Identify the skill set needed to support learning and participation in a school context.
- Identify strategies for making contextual practice work in school settings.
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Session 8: Handwriting, Keyboarding, and Literacy: What Is the Role of Occupational Therapy?
Yvonne Swinth, PhD, OTR/L, and Dorothy "Dottie" Handley-More, MS, OTR/L
With the increased emphasis on literacy for all students, some occupational therapists are being asked to help address handwriting, keyboarding, and literacy for students with disabilities. Gain tools for addressing these skill areas in the school environment.
Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour)
Order #OLSB8
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Learning Objectives
This session has been classified for AOTA Continuing Education as Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
At the end of this session, you will be able to:
- Describe how occupational therapists can support the acquisition of handwriting, keyboarding, and literacy of students in school-based settings.
- Recognize how occupational therapists can use state and district standards to help define student needs in the areas of handwriting, keyboarding, and literacy.
- Recognize the difference between a handwriting curriculum and a handwriting method.
- Recognize the difference between generating text and completing a writing assignment.
- Identify assessment methods and tools that the occupational therapist and the educational team can use to evaluate a student's needs.
- Differentiate intervention strategies specific to the acquisition of handwriting, keyboarding, and literacy skills.
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Session 9: Play and Leisure Skill Development in School-Based Practice
Kari Couch Tanta, PhD, OTR/L, and Yvonne Swinth, PhD, OTR/L
Play and leisure are areas of occupation that need to be addressed for all students. Examine strategies for assessment and providing intervention that addresses play and leisure development as part of the curriculum.
Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour)
Order #OLSB9
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Learning Objectives
This session has been classified for AOTA Continuing Education as Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
At the end of this session, you will be able to:
- Recognize how the Occupational Therapy Practice Framework: Domain and Process (Framework) and the Individuals with Disabilities Education Act (IDEA) support occupational therapy evaluation and intervention that addresses play, leisure, and social participation
- Identify assessment tools that can be used by occupational therapists to include play and leisure as part of the evaluation.
- Identify when play and leisure is a “means” versus an “end”
- Recognize the importance of addressing play and leisure skills as part of the early intervention and special education process.
- Identify strategies for addressing play and leisure as part of your practice.
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Session 10: Addressing ADLs and IADLs Within the School-Based Practice
Winifred Schultz-Krohn, PhD, OTR/L, BCP, FAOTA
Learn to assess and support a student's ADL and IADL environment in a variety of school environments (e.g., lunchroom, PE, classroom).
Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour)
Order #OLSB10
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Learning Objectives
This session has been classified for AOTA Continuing Education as Category 1: Domain of Occupational Therapy: Areas of Occupation and Context(s)
At the end of this session, you will be able to:
- Identify the difference between ADLs and IADLs.
- Recognize the impact of problematic ADLs and IADLs on a student’s educational program.
- Identify how the IDEA supports intervention that addresses ADLs and IADLs and their role in self-determination.
- Select an intervention plan addressing ADLs and IADLs within a student’s educational program using anticipatory problem-solving techniques.
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Additional Information
Ways to order: Call 877-404-AOTA (2682) Mon.-Fri., 8:30 a.m. -5:00 p.m. EST, Fax 301-206-9789, or order online by clicking the Order Now link above.
An e-mail address is required for ordering an online course. Once your order has been placed, you will receive an e-mail confirmation within 2 business days granting you access to the course. Expedited ordering is available by calling 877-404-AOTA. An additional $15 processing fee will be charged.
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Please call 877-404-AOTA for group registration.
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Payment Questions
Call: 877-404-AOTA
E-mail: cecustomerservice@aota.org
Access Questions
Members: 1-800-SAY-AOTA ext. 2837
Nonmembers and Local: 301-652-AOTA ext. 2837
TDD: 1-800-377-8555
E-mail: cedept@aota.org