Meeting the Therapy Needs of Infants, Toddlers and ...



[pic]

Eighth Annual Conference on Meeting the Therapy Needs of

Infants, Toddlers and Children with Disabilities in Rural Communities

Saturday, March 11, 2017

6 Contact Hours

8:15- 8:45 Registration Outside Room 014

8:45- 9:00 Welcome Room 014

9:00- 10:30 Student Goals vs. Therapy Goals: How to get our work done in the classroom.

Laurie Ray, PT, PhD Room 014

This session is focused on practical aspects of developing student-centered IEP goals that incorporate the expertise of the parents, student, teachers, and related service providers. The ultimate goal of our work is to improve student achievement and function throughout the school day. Are we effectively using all aspects of school practice? Particular emphasis will be on data and collaboration necessary for the IEP team to identify priorities, delegate appropriately, and develop the student’s goals, service delivery, and data plan. We will review how least restrictive environments are determined and ensuring we utilize the full continuum of service delivery in our recommendations. This session is interactive with applied activities and discussion.

Participants will:

• Describe legally required and essential components of a Present Level of Educational Performance (PLEP) and critique an example

• Identify legally required and critical components of a student goal

• Define what makes an annual goal integrated

• Develop an example of an integrated goal

• List evidence-based benefits of providing services within school routines

10:30-10:45 Break

10:45- 12:15 Use of Telepractice to Deliver Therapy Services

Joneen Lowman, PhD, CCC-SP Room 014

This session will introduce the participant to telepractice, a service delivery model with the potential of ensuring all children have equal access to quality therapy. Key issues such as licensure, reimbursement, technology, and client selection will be discussed including barriers and facilitators to the adoption of a telepractice model. Basic competencies required of a service provider wishing to engage in telepractice will be highlighted. Examples illustrating potential uses of telepractice for delivering therapy services will be shown.

Participants will:

• State what telepractice is and is not

• Describe key issues related to the adoption of a telepractice model.

• Identify gaps between their current skill set and skills required for the implementation of a telepractice model.

12:15- 1:15  Lunch Room Outside 014 & 127

1:15 - 2:45 Select one of the two Breakout Sessions

Functional Assessment Focused on Student Participation

Laurie Ray, PT, PhD Room 014

We all have our favorite assessments. We will look at how we actually select assessment tools and consider a clinical reasoned approach to individualizing assessment with preference to participation. We will also review various assessment tools, their strengths and weaknesses. This will be discussion-based and an easy way to refresh your assessment ‘toolbox’.

Participants will:

• List and describe the appropriate influence of key aspects to guide assessment selection for school practice

• List specific examples of assessment tools for each level of the ICF model

• Outline clinical reasoning when considering standardized or non-standardized application of an assessment tool

• Describe how assessment selection is a shaping force for IEP development and service delivery

Social Skills Groups for those with ASD:  Transition to Young Adulthood Topics        

Shirley O’Brien, OTR/L, PhD and MyraBeth Bundy, PhD Room 127

This session will explore the needs of individuals with ASD moving into adult-type topics through participation in social skills groups.  Understanding the sensory needs of individuals with ASD and impact on expression of themselves as sexual beings will be explored in transition to adulthood. 

Participants will:

• Appreciate the implication of DSM-5 diagnosis and social skill functioning in exploring adult topics.

• Discuss social skill development needs of individuals with ASD across the lifespan related to adult functioning (in terms of sexuality, community access, independence).

• Create activities for practice for teaching young adult topics to individuals with autism

2:45-3:00 Break

3:00-4:30 Select one of the three Breakout Sessions

Enhancing Functional Performance in Children with Cortical Visual Impairment

Karen Harper, PhD, OTR/L and Patricia Gribben, OTR/L Room 014

Cortical visual impairment (CVI) impacts every aspect of a child’s life.  Children with CVI are not visually curious and have difficulty processing the world around them.  Without intervention, children with CVI avoid using their vision which negatively impacts their functional performance.  A recent study showed that 95% of the children who received intervention exhibited clinically significant changes in their visual abilities following treatment.  This talk will describe interventions that can be implemented to enhance visual attention and accordingly, improve functional performance in children with CVI.

Participants will:

• Upon completion, participants will understand the CVI Range, a common assessment tool used to evaluate functional vision.

• Upon completion, participants will be able to explain environmental and task adaptations that should be implemented for children with CVI to improve functional performance

• Upon completion, participants will be able to develop a treatment plan for individuals with CVI that promotes occupation-based functional skills.

Meeting the Needs of Children with Language Disorders via Telepractice

Joneen Lowman, PhD, CCC-SP Room 127

This session will expand on the issues discussed in the session entitled “Use of Telepractice to Deliver Therapy Services” with specific emphasis given to the use of telepractice for improving the communication outcomes of children. Demonstrations of hardware, software, and peripheral devices will occur. Examples of therapeutic plans deliverable via a telepractice format will be given and discussed. Participants are encouraged to bring a mobile device and or laptop to the session in order to engage with software that will be demonstrated. A few laptops will be available.

Participants will:

• Be able to select hardware, software, and peripheral devices necessary for delivering evidence-based practices in a telepractice environment.

• Be able to use at least 3 different features associated with video-conferencing software.

• Deliver a mock articulation session via telepractice.

Evolution and Progression of Therapy Needs of Older Teens and Young Adults with Physical Disabilities

Catherine Gohrband, PT, DPT, PCS 4th Floor

As children with physical disabilities age into their teen and early adult years, their needs for therapy changes and progresses. This session will provide an overview of the impact of aging from childhood to young adulthood on areas of body functions and structures; activity; and participation; and will provide some areas to consider when providing therapy services to this group of individuals entering the adventure of becoming adults.

Participants will:

• Define the changes that occur as children with physical disabilities age into adolescence/early adulthood.

• Describe the changes in activity and participation that occur during the adolescent and early adult years for individuals with physical disabilities.

• Integrate the status of physical abilities of older teens and young adults into appropriate expectations for therapy.

• Connect new expectations for therapy into meaningful therapeutic interventions and suggested resources to assist the older teen/young adult to successfully meet the challenges of adulthood.

Speakers

MyraBeth Bundy, PhD is a licensed psychologist in the state of Kentucky and a Professor in the Eastern Kentucky University Department of Psychology. Her specialty in both clinical practice and research relates to disabilities throughout the lifespan, especially the unique developmental differences associated with the autism spectrum.  She is a reviewer for the Journal of Autism and Developmental Disorders and for the Journal of Psychological Practice and a consultant to many schools and families related to autism and developmental disabilities.  She has been a governor appointed member of the Kentucky Commission on Autism Spectrum Disorders and has collaborated with the Kentucky Department of Education and the Kentucky Autism Training Center on autism-related grant writing and funded project consultation. 

Catherine Gohrband, PT, DPT, PCS is a Lecturer in the Division of Physical Therapy at the University of Kentucky. Dr. Gohrband is a Board Certified Clinical Specialist in Pediatrics through the American Board of Physical Therapy Specialties. She is currently pursuing a Doctoral degree in Rehabilitation Sciences at the University of Kentucky. Her dissertation topic is clinical transitions for persons with lifelong disabilities. Her clinical background has been in pediatrics and acute care which has included direct patient care and administrative duties in outpatient, private practice, hospital, and education settings.

Patricia Gribben, OTR/L has a Bachelor of Science in Occupational Therapy and Psychology from Eastern Kentucky University.   She is presently working at Cincinnati Children’s Hospital and has also worked in schools and early intervention. Her special focus is on cerebral palsy, cortical visual impairment (CVI) and visual perceptual disorders.  She has trained under Christina Roman Lantzy, PhD regarding CVI and is currently serving as a multidisciplinary evaluator for CVI along with Ophthalmology at Cincinnati Children’s Hospital.  She has extensive experience treating children with CVI and cerebral palsy, as well as treating children with needs requiring the use of assistive technology and communication devices. 

Karen Harper, PhD, OTR/L received her PhD at The Ohio State University.  Currently, she is a clinical researcher and occupational therapist at Cincinnati Children’s Hospital Medical Center.  Dr. Harper is also an assistant professor at the University of Cincinnati and a faculty member for the Leadership Education in Neurodevelopmental and Related Disability (LEND) Program. Clinically, she evaluates and treats children with neurodevelopmental disorders and devotes a time to program development and program evaluation.  Dr. Harper’s research focus is on intervention research involving children with neurodevelopmental disabilities such as cortical visual impairment, cerebral palsy, hydrocephalus and autism.  She has been involved in developing, implementing and measuring outcomes for several clinical practice guidelines.

Joneen Lowman, PhD, CCC-SP is an Assistant Professor in the Division of Communication Sciences and Disorders at UK.  She teaches graduate courses in the areas of assessment and treatment of language and speech sound disorders in school-age children. She also is responsible for clinical rotations in the school setting. Her research focuses on the use of mobile technology for delivering language intervention to school-age children.  She is PI on Linking Kids to Speech-Language Pathologists (LinKS), a personnel preparation grant funded by the U. S. Department of Education.  LinKS aims to provide training to 40 CSD graduate students in the effective use of telepractice. She also is a co-PI on PREPaRE, a personnel preparation grant designed to train speech-language pathologists, occupational therapists, and physical therapists to work collaboratively in the delivery of services to children. She has experience delivering speech and language services via telepractice.

Shirley O'Brien, PhD, OTR/L, FAOTA is a Professor of Occupational Therapy at Eastern Kentucky University. Her research, teaching and publications at state and national conferences are on topics related to pediatrics, sensory processing, online education and advocacy.   She has worked with children and families for over 30 years in various clinic, school, home and community settings.   Dr. O’Brien is recognized as a Fellow of the American Occupational Therapy Association, an EKU University Foundation Professor and received the Lindy Boggs Award for Advocacy from the American Occupational Therapy Association. 

Laurie Ray, PT, PhD, has 17 years of experience in school-based practice in North Carolina (NC). She worked as the only physical therapist serving a small, underserved, rural school district and as a contracted therapist serving a larger, more urban school district. Dr. Ray is an Associate Professor at UNC-Chapel Hill, Division of Physical Therapy and provides the NC Department of Public Instruction with consultative services in the areas of physical therapy, Medicaid cost recovery, and adapted physical education. She was appointed to the NC State Rehabilitation Council and the NC Office of Disability and Health Advisory Committee. She serves as Chair of the Research Committee for the National Alliance for Medicaid in Education. Dr. Ray is the chair of the School-Based Physical Therapy Special Interest Group for APTA’s Academy on Pediatrics and serves on the Section’s Payment, Policy and Advocacy Committee.

This conference is supported by a U.S. Department of Education Grant to Eastern Kentucky University and the University of Kentucky College of Health Sciences and under the Combined Personnel Preparation CFDA 84.325K initiative entitled: PREPaRE: Preparing RElated Services Personnel for Rural Employment. Grant # H325K130007.

Eighth Annual Conference on Meeting the Therapy Needs of

Infants, Toddlers and Children with Disabilities in Rural Communities

Saturday, March 11, 2017

8:15-8:45 Registration

College of Health Sciences

Charles Wethington Building Room 014

University of Kentucky

900 S. Limestone

Lexington, KY

REGISTER NOW!

REGISTRATION FEES: $70

NOTE: $15 for students, PREPaRE Advisory Board members, and PREPaRE Mentors

Register Online Now Through This Secure Website…



For step by step instructions on how to register please visit our website at

Registration Instructions 

Registration Deadline: March 3, 2017

NOTE: Attendance for this conference is limited and will be based on an equal distribution across disciplines with priority given to those who provide clinical education/fieldwork experiences to our students.

Cancellation/Refund Policy: If you wish to cancel a registration, you must notify us at least four working days prior to the workshop date to receive a refund. After that date a substitute may be sent, but no refund. If the offering is cancelled by EKU, the registration fee will be refunded in full.

Confirmation: Confirmation notifications will be sent via email when you register. Every effort will be made to contact participants in the case of cancellation and/or change in presenters.

QUESTIONS: Call 859-622-6301 or heather.foster@eku.edu

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download