Take DOE cases with Therapeutic Resources and you can attend this course for free! Registration fee will be reimbursed upon acceptance of a caseload and completion of one month of service.

Working as a therapist in a school based setting presents opportunities for practitioners who enjoy autonomy and the benefits of independent practice.  Yet this setting presents a number of challenges to the uninitiated.  This evening seminar will provide orientation to the realities of a school based practice and provide the information needed to ensure satisfaction and effectiveness in this setting.  Topics include navigating the bureaucracy, securing treatment space, developing equipment resources, and  learning the most effective techniques to develop rapport and communicate with teachers, administrators and parents.  Guides for creating your therapy tool bag, and the use of these tools in a classroom setting to reach academic goals will all be included. Documentation including quarterly reports, attendance records and IEP’s will also be reviewed.

By the conclusion of this course, participants will be able to:

• Develop and implement a treatment plan based on class observation and IEP goals.
• Identify appropriate school based materials
• Identify core team members based on a child’s IEP
• Assess and acquire appropriate treatment tools for your school based practice.
• Manage required school based documentation such as quarterly reports and attendance booklets.

Aida Colon, OTR received her BS in Occupational Therapy and MA in Acupuncture/Science. She has worked in pediatrics for over 14 years, and  has recently been teaching at the Bronx UFT and LaGuardia Community College. Ms. Colon has been providing seminars on a variety of topics to parents, clients, teachers and fellow clinicians since 1990, and currently works in the NYC Department of Education, as well as supervising upcoming graduates from Columbia University and Mercy College.

4:30-5:00 PM:    Registration and Light Refreshments

5:00-8:00 PM:    Topics to be Covered Include:

• Discussion of what to expect when you take a school based case
• Case studies: Observing and evaluating the child
• Working with an interdisciplinary team for best IEP outcomes
• Equipment, supplies, and resources
• Documentation Considerations
• Treatment strategies in  the school based setting

AOTA CEU's



Therapeutic Resources is an approved provider for continuing education. This entire course is offered for .3 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures

For New York Licensed Physical Therapists and Physical Therapy Assistants

Therapeutic Resources is recognized by the New York State Education Department's State Board for Physical Therapy as an approved provider of physical therapy and physical therapy assistant education.  This entire course is offered for .3 CEU's.

Additional sponsorship provided by:

This is a must attend conference for everyone working in the long term care rehab arena.  After a decade of RUGS III and the MDS 2.0, a new assessment and reimbursement system is being implemented on October 1, 2010.  The revised SNF, PPS classification system RUGS IV (which determines payment) and the MDS 3.0 (which calculates the RUGS IV classification) will impact reimbursement weights for rehab, reduce the profitability of providing rehab services, significantly change the delivery of concurrent therapy, revise qualifiers for extensive services, eliminate projections into rehab categories for new admissions, along with many other changes.  These changes are shifting the “benefit” of providing resources to residents and patients, which in turn shifts reimbursement incentives.  Adapting to the changes will require a total overhaul of how our rehab departments are managed. 

This seminar will review the changes, demonstrate how they impact on the facility’s revenue capture, and identify strategies to help manage the department for efficiency, productivity and reimbursement.

By the conclusion of this course participants will be able to:

• Summarize changes in the MDS which will impact rehab management and care delivery
• Identify changes in RUGS IV 
• Understand how the changes to MDS 3.0 and RUGS IV will impact rehab practice
• Identify  how to adapt management  under MDS 3.0/RUGS practices  to ensure staffing efficacy and revenue capture.
• Construct strategies to integrate all payment systems and audit  initiatives into a united department. 

Katy O’ Connor, MSPT received her Master’s of Science in Physical Therapy from the University of Colorado Health Sciences Center in Denver, Colorado.  She has dedicated her career to the field of geriatrics, specifically in the Long Term Care Industry.  Most recently, Katy has worked as a health care consultant, traveling nationally, providing strategic consulting and trainings on healthcare policy, regulatory compliance and reimbursement capture for skilled nursing facilities, inpatient rehabilitation hospitals and long term care acute care hospitals.  In November she joined the Centers of Specialty Care, a Bronx based long term care organization that owns/manages 13 NY facilities, she is the Director of Corporate Therapy Services.

Steven Littlehale, is the Executive Vice President/Chief Clinical Officer at PointRight, formerly LTCQ a company that provides innovative analytical solutions - through a combination of advanced technology, comprehensive data resources and subject matter expertise - to help providers make decisions that increase profitability, reduce risk, and improve quality of service. He is a graduate of Georgetown University, Washington, D.C. and the University of Vermont, Burlington, V.T. and currently resides in Massachusetts. He has over 20 years experience in long-term care as a clinician, researcher, educator, and consultant. During this time he was a nurse assistant, charge nurse, researcher, educator and executive. Steven has developed and implemented several nursing home interventions for various nationally funded studies and has published on these and other long-term care issues. Steven is an Advanced Practice Nurse, Certified as a Clinical Specialist in Gerontological Nursing and Continuing Education & Staff Development. Steven is an invited speaker at several national conferences and association meetings including ACHCA, AHCA, AHLA, AJAS,AMDA, AANAC, AAHSA and NADONA.

8:30-9:00 AM      Registration/Breakfast

MORNING SESSION
9:00-11:15 AM    The Big Picture: Understanding  the MDS 3.0 And Its Impact on Rehab Management and Care Delivery  
Presented by: Steven Littlehale, MS, GCNS-BC
The MDS 3.0 is not a revision of MDS 2.0 but a complete rethinking of resident assessment. While 2.0 relied on observation and chart review, 3.0 relies more heavily on resident interview. Formal interviews and hands on testing are paramount to accurate MDS 3.0 assessment. The changes present new opportunities for the therapist to creatively reinterpret their role and make valuable contributions to residential assessments. This presentation addresses the organizational implementation of the new tool to ensure accurate reimbursement and quality of care specifically related to the role of the therapist.  Areas covered will include (1) an overview of the new tool with discussion of key changes from the MDS 2.0, (2) review of the MDS 3.0- based internal assessment scales and how they pertain to the provision and evaluation of rehab (BIMS, CAM, Pain Scales, ADL scale, etcetera), (3) development of systems to ensure integration of documentation between disciplines to support consistency and avoid audit risks.

11:15-11:30 AM    Break

11:30-12:30 PM    Introduction to RUGS IV and Its Impact on Rehab Programming
Presented by: Katy O' Connor, MSPT
While much of the RUGS IV classification system remains unchanged (from RUGS III), there are many important subtleties which will impact revenue and require changes in management strategies for the rehab department.  In this section we will review the changes from RUGS III to RUGS IV, including the weighting of categories, clinical drivers, ADL qualifiers and increased payment for non rehab RUGS.

12:30-1:30 PM    Lunch

AFTERNOON SESSION
1:30-3:45 PM    Managing Your Rehab Department Under MDS and SNF PPS Changes
Presented by: Katy O' Connor, MSPT
With massive changes come a need to reengineer rehab department management practices. Issues such as increased therapy costs (due to changes in concurrent therapy), shifts in reimbursement weights and many other challenges, require us to be more proactive and creative to manage costs of providing therapy and ensure that all allowable reimbursement is being captured. This section outlines a comprehensive management strategy designed to deal with these changes addressing issues such as staffing and caseload management, care delivery issues, scheduling, coordination with nursing and other disciplines, etc.

3:45– 4:00 PM    Break

4:00-5:00 PM    Audits, Medicaid Case Mix and Part B—Integrating Change with Current Systems
Presented by: Katy O' Connor, MSPT
While adapting management systems to accommodate to the MDS 3.0 and RUGS IV, we must also consider and integrate other payer systems, audit initiatives and survey issues in the design of our rehab departments. Here we will integrate what remains the same with what is coming, to ensure compliance, efficiency and integration of our programs.

ASHA



This entire course is offered for .7 CEU's (Introductory Level; Professional Area)
Please let us know if there are any special needs accommodations we can assist you with.

AOTA CEU's



Therapeutic Resources is an approved provider for continuing education. This entire course is offered for .7 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures

For New York Licensed Physical Therapists and Physical Therapy Assistants
Therapeutic Resources is recognized by the New York State Education Department's State Board for Physical Therapy as an approved provider of physical therapy and physical therapy assistant education.  This entire course is offered for .8 CEU's.

If you’re thinking of working with babies, or you want fresh ideas and ways to organize your early intervention practice, then this is the workshop for you!!!  Our speaker will cover creative and effective treatment activities for children ages 0-3.  The best treatment tools and toys, adapting the home environment for the treatment session, appropriate activities to use and helpful documentation tips will be presented using case studies demonstration, video, and lectures to illustrate concepts.  This practical course will cover every aspect of early intervention; preparing the attendee to develop a new practice area or deepen their current knowledge base.  A complete manual accompanies this course that can be used the moment you take your first EI case.

By the conclusion of this course participants will be able to:

• Provide treatment activities using toys, gross motor equipment, sensory tools, natural environment activities, pre academic crafts, graphomotor activities
• Work with parents by providing key handouts such as calendar activities, month by month milestone charts, toy suggestions and behavioral treatment interventions.
• Organize your practice
• Document progress quickly and effectively on session notes, progress notes, requests for change and additional service
• Create treatment plans for children with specific diagnoses

Virginia Kim, MS, OTR,  is a licensed occupational therapist with more than 30 years of experience in many settings including   psychiatry, rehabilitation, and pediatrics.  She began her career at St. Vincent’s Hospital in NY and Staten Island University Hospital.  Currently, she works with children from newborn to elementary school age. She has devoted her practice to designing activities that children love.  Ginny has taught in the NYU Occupational Therapy program and has lectured at various other universities in the NY area.  In addition to her clinical work, Ginny trains students, lectures widely, and mentors professionals.  Ginny received her MA in Occupational Therapy from SUNY Buffalo.  She is a member of the AOTA.

8:30-9:00 AM: Registration/Breakfast

9:00-10:00 AM:Organizing Your Practice
Starting a practice in early intervention can be a challenging process.  How do I get assigned cases?  What forms do I complete?  What do I do with a baby that is crying?  What if a parent asks me to explain my methodology?  What toys should I bring?  These are only a few of the questions that may come up in an EI practice. In this first hour, the presenter covers a number of issues specific to the EI world.

10:00-11:00 AM:Surefire Treatment Activities That Babies Love
An overview of motivating, toys and their applications to enhance motor development and encourage sensory experiences.  Ideas for preacademic crafts,  engaging graphomotor activities, and creative uses of the natural environment will be discussed.

11:00-12:00 PM: Documentation Made Easy
This section of the course will outline the required NYC/NYS documentation for the EI provider and the most efficient way to document daily notes as well as required progress reports.  Tips and worksheets to capture all interventions and required data along with specifics on requesting change of service and additional services will be covered.

12:00-12:30 PM: Lunch (provided by Therapeutic Resources)

12:30-1:30 PM: Working With Parents/Key Handouts for Family Training
Since Early Intervention focuses on the importance of the family’s role in the child’s treatment, this hour will review family strategies such as calendar activities, toy suggestions by age and ability, interventions for families, and behavioral treatment techniques.

1:30– 3:30 PM: Specific Case Studies
This last segment will concentrate on specific case studies  that include a two year old  with PDD, a newborn baby with multiple delays, a child with torticolis, and a baby  with  hemiplegia.  Groups will problem solve together and discuss specific treatment goals, individualized treatment plans, and appropriate toy selection. 

ASHA



This course is offered for 0.6 CEU's (Introductory Level; Professional Area)
Please let us know if there are any special needs accommodations we can assist you with.

AOTA CEU's


Therapeutic Resources is an approved provider for continuing education. This course is offered for 0.6 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures


For New York Licensed Physical Therapists and Physical Therapy Assistants
Therapeutic Resources is recognized by the New York State Education Department's State Board for Physical Therapy as an approved provider of physical therapy and physical therapy assistant education.  This course is offered for .7 CEU's.

This course will examine the developmental and clinical relationship among language, literacy, and academic achievement.  Specific developmental stages will be considered in order to understand how children make the transition from speaking and listening to reading and writing in order to attain academic success.  Formal standardized tests and informal discourse analysis procedures will be explored so as to design the most effective assessment approaches for the school-aged child.  Treatment strategies will be considered to address deficits in decoding and word recognition, listening and reading comprehension, as well as oral and written expression.

By the conclusion of this course, participants will be able to:

• Identify specific interactions between language and academic performance, including reading, spelling, writing, math and text comprehension.
• Describe the characteristics of later language learning involved in the transition to literacy, including the development of metalinguistic awareness, and the comprehension and formulation of narrative and expository discourse structures.
• Compare the relative usefulness of traditional as well as discourse and curriculum based approaches to assessment and treatment of language deficits in relation to academic achievement.
• Identify appropriate standardized tests as well as discourse and curriculum based formats for assessing language deficits in relationship to academic performance.
• Identify appropriate approaches to facilitate the development of decoding, word recognition, listening and reading comprehension, and oral written expression.

Dr. Gail B. Gurland, is Professor and Director of the Program in Speech-Language Pathology at Brooklyn College of CUNY.  She received her Ph.D in speech and hearing sciences from the Graduate School of CUNY and has over 35 years experience working with school-age children with language and learning disabilities. Dr. Gurland has published several articles and presented extensively on the topic of language based learning disabilities.  Her most recent publication, co-authored with Dr. Klara Marton, Assessment of Language Disorders in School-Age Children, will appear in The Guide to Diagnostic Assessment and Clinical Report Writing in Speech-Language Pathology, to be published Fall 2010, Cengage Learning.

8:30-9:00 AM:Registration and Breakfast

9:00-10:45 AM: Exploring the Interactions Between Language and Academic Performance...
Including reading, spelling, writing, math, and text comprehension.  Examining the characteristics of later language learning involved in the transition to literacy, including the development of metalinguistic awareness, and the comprehension and formulation of narrative and expository discourse structures.

10:45-12:30 PM: Comparing Traditional, Discourse, and C urriculum Based Assessment Approaches...
Examining the relative usefulness of traditional as well as discourse and curriculum based approaches to assessment of language deficits.  Consideration of appropriate standardized tests as well as discourse and curriculum based formats for assessing language deficits in relationship to academic performance.

12:30-1:15 PM: Lunch (provided by Therapeutic Resources)

1:15-3:15 PM: Consideration of Treatment Approaches...
Exploring appropriate approaches to facilitate the development of decoding and comprehension.  A range of clinical approaches will be considered including specific examples of materials to be used to enhance phonological awareness, word recognition, listening, and reading comprehension.

3:15-4:15 PM: Consideration of Treatment Approaches (cont.)...
Exploring appropriate approaches to facilitate the development of oral and written expression.  A range of clinical approaches will be considered including specific examples of materials used to enhance organization and formulation of oral and written narrative and expository discourse.

4:30– 5:00 PM: Case Presentations, Summary, and Conclusions
Specific case histories will be presented, providing examples of assessment procedures, diagnostic conclusions, and recommendations for treatment.

* Certificates of  Attendance are given at conclusion of the course.

ASHA



This course is offered for 0.7 CEU's (Intermediate Level; Professional Area)
Please let us know if there are any special needs accommodations we can assist you with.

Early diagnosis of motor skill delays is crucial in helping children with special needs. The Peabody Developmental Motor Scales (PDMS-2) is one of the most reliable assessment tools for determining the gross and fine motor skills of preschool and school age children. Results derived from the PDMS-2 contribute to a responsive learning and remediation program for the child with special needs. This three-week (October 9, 16 and 23) in-depth training course is designed for clinicians who wish to administer the PDMS-2. The program will review the rationales underlying the PDMS-2, describe the test components, and the subtests, test administration skills with supervised practice sessions. At the completion of this intensive, the participant will have the skills to successfully administer the PDMS-2 with populations which range from zero to seven years old. They will also become familiar with the Motor Activities Program, an
instructional and treatment program for the PDMS-2 organized around the six skill units.

*This is week one of a three-week course. To register for the entire three weeks, choose Administration and Interpretation of the Peabody Developmental Motor Scales-2 (PDMS-2): A Comprehensive Training (FULL COURSE) on the left-hand side of this page.

By the conclusion of this course, participants will:

• Understand the characteristics of the PDMS-2
• Identify the subtests for different age groups– zero to three, three to five, five to six
• Practice the administration of the PDMS-2
• Calculate the scoring of test results
• Interpret findings of the PDMS-2
• Translate the results into a therapeutic treatment-plan

Julianne Costa, OTR, PT, DPT received her BS in Occupational Therapy and MS in Physical Therapy from Boston University Sargent College.  She has worked in pediatrics for the past 20 years.  Julianne has taught at the University of Maryland, Washington University, Columbia University, and New York University.  She has been providing seminars to parents, teachers, and fellow clinicians on a regular basis since 1995.  In addition to a number of pediatric consulting positions, she serves as the OT/PT Supervisor at Therapeutic Resources.

Week 1:  October 9, 2010
8:00-8:30AM:  Registration and Breakfast; 8:30-5:00PM: Course (with 1/2 hour lunch)
Overview of PDMS-2
This introductory session will review the characteristics of the PDMS-2, the rationale for choosing the tool, the subtests, (Reflexes, Stationary, Locomotion, Object Manipulation, Grasping, and Visual Motor Integration) test manipulatives, scoring issues, motor activities program and the Peabody Motor Development Chart, along with video demonstration of subtests.


AOTA CEU's


Therapeutic Resources is an approved provider for continuing education. This course is offered for 0.8 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures


For New York Licensed Physical Therapists and Physical Therapy Assistants
Therapeutic Resources is recognized by the New York State Education Department's State Board for Physical Therapy as an approved provider of physical therapy and physical therapy assistant education.  This course is offered for 0.9 CEU's.

Early diagnosis of motor skill delays is crucial in helping children with special needs. The Peabody Developmental Motor Scales (PDMS-2) is one of the most reliable assessment tools for determining the gross and fine motor skills of preschool and school age children. Results derived from the PDMS-2 contribute to a responsive learning and remediation program for the child with special needs. This three-week (October 9, 16 and 23) in-depth training course is designed for clinicians who wish to administer the PDMS-2. The program will review the rationales underlying the PDMS-2, describe the test components, and the subtests, test administration skills with supervised practice sessions. At the completion of this intensive, the participant will have the skills to successfully administer the PDMS-2 with populations which range from zero to seven years old. They will also become familiar with the Motor Activities Program, an instructional and treatment program for the PDMS-2 organized around the six skill units.

*This is a three-week course. To register for individual weeks, choose Administration and Interpretation of the Peabody Developmental Motor Scales-2 (PDMS-2): A Comprehensive Training (WEEK ONE, WEEK TWO, or WEEK THREE)) on the left-hand side of this page.

By the conclusion of this course, participants will:

• Understand the characteristics of the PDMS-2
• Identify the subtests for different age groups– zero to three, three to five, five to six
• Practice the administration of the PDMS-2
• Calculate the scoring of test results 
• Interpret findings of the PDMS-2
• Translate the results into a therapeutic treatment-plan

Julianne Costa, OTR, PT, DPT received her BS in Occupational Therapy and MS in Physical Therapy from Boston University Sargent College.  She has worked in pediatrics for the past 20 years.  Julianne has taught at the University of Maryland, Washington University, Columbia University, and New York University.  She has been providing seminars to parents, teachers, and fellow clinicians on a regular basis since 1995.  In addition to a number of pediatric consulting positions, she serves as the OT/PT Supervisor at Therapeutic Resources.

Week 1:  October 9, 2010
8:00-8:30AM Registration/Breakfast   8:30-5:00PM Lecture  (with 1/2 hour lunch)
Overview of PDMS-2
This introductory session will review the characteristics of the PDMS-2, the rationale for choosing the tool, the subtests, (Reflexes, Stationary, Locomotion, Object Manipulation, Grasping, and Visual Motor Integration) test manipulatives, scoring issues, motor activities program and the Peabody Motor Development Chart, along with video demonstration of subtests.

Week 2: October 16th, 2010
8:00-8:30AM Registration/Breakfast    8:30-5:00PM Lecture    (with 1/2 hour lunch)
Test Administration with Child Volunteers
Participants will learn how to administer the test for children ages 0-6 years old.  Specific details of the test’s nuances will be discussed, and participants will practice administration on  child volunteers. How to adapt the test for children with special needs will be presented. The instructor will give feedback on each participants’ performance.

Week 3: October 23, 2010
8:00-8:30AM Registration/Breakfast     8:30-5:00PM Lecture    (with 1/2 hour lunch)
Scoring and Conversion
Instruction of scoring procedures, including brief review of statistical concepts and demonstration of how to derive raw scores, percentiles, age equivalents, and composite quotients used to identify the child’s strengths and weaknesses.
Interpretation of Results/ Report Writing
Demonstrating  the integration of test results into meaningful reports in a manner that all team and family members will understand. Translation of results into a therapeutic treatment plan will also be discussed.


AOTA CEU's

Therapeutic Resources is an approved provider for continuing education. This course is offered for 2.4 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures


For New York Licensed Physical Therapists and Physical Therapy Assistants
Therapeutic Resources is recognized by the New York State Education Department's State Board for Physical Therapy as an approved provider of physical therapy and physical therapy assistant education.  This course is offered for 2.7 CEU's.

Early diagnosis of motor skill delays is crucial in helping children with special needs. The Peabody Developmental Motor Scales (PDMS-2) is one of the most reliable assessment tools for determining the gross and fine motor skills of preschool and school age children. Results derived from the PDMS-2 contribute to a responsive learning and remediation program for the child with special needs. This three-week (October 9, 16 and 23) in-depth training course is designed for clinicians who wish to administer the PDMS-2. The program will review the rationales underlying the PDMS-2, describe the test components, and the subtests, test administration skills with supervised practice sessions. At the completion of this intensive, the participant will have the skills to successfully administer the PDMS-2 with populations which range from zero to seven years old. They will also become familiar with the Motor Activities Program, an
instructional and treatment program for the PDMS-2 organized around the six skill units.

*This is week two of a three-week course. To register for the entire three weeks, choose Administration and Interpretation of the Peabody Developmental Motor Scales-2 (PDMS-2): A Comprehensive Training (FULL COURSE) on the left-hand side of this page. 

By the conclusion of this course, participants will:

• Understand the characteristics of the PDMS-2
• Identify the subtests for different age groups– zero to three, three to five, five to six
• Practice the administration of the PDMS-2
• Calculate the scoring of test results
• Interpret findings of the PDMS-2
• Translate the results into a therapeutic treatment-plan

Julianne Costa, OTR, PT, DPT received her BS in Occupational Therapy and MS in Physical Therapy from Boston University Sargent College.  She has worked in pediatrics for the past 20 years.  Julianne has taught at the University of Maryland, Washington University, Columbia University, and New York University.  She has been providing seminars to parents, teachers, and fellow clinicians on a regular basis since 1995.  In addition to a number of pediatric consulting positions, she serves as the OT/PT Supervisor at Therapeutic Resources.

Week 2: October 16th, 2010
8:00-8:30AM Registration and Breakfast; 8:30-5:00PM: Course (with 1/2 hour lunch)
Test Administration with Child Volunteers
Participants will learn how to administer the test for children ages 0-6 years old.  Specific details of the test’s nuances will be discussed, and participants will practice administration on  child volunteers. How to adapt the test for children with special needs will be presented. The instructor will give feedback on each participants’ performance.


AOTA CEU's

Therapeutic Resources is an approved provider for continuing education. This course is offered for 0.8 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures


For New York Licensed Physical Therapists and Physical Therapy Assistants
Therapeutic Resources is recognized by the New York State Education Department's State Board for Physical Therapy as an approved provider of physical therapy and physical therapy assistant education.  This course is offered for 0.9 CEU's.

It  is often difficult to differentially diagnose a child who is not talking, has difficulty speaking, has unusual sound patterns and appears to be developing speech atypically.  Many children are often mislabeled as “apraxic” when in fact they may have other speech production issues.  It is often difficult to determine which techniques and strategies are the most appropriate for this child.  This two-week course (October 17 and 24) will provide information about the various speech production disorders, their differential diagnosis, therapeutic strategies and techniques, developing appropriate treatment plans, and providing interactive opportunities to apply the course materials.

*This is a two-week course. To register for individual weeks, choose Putting the 'Speech' Back Into Speech Therapy: Evaluation & Treatment of Speech Production Disorders (WEEK ONE or WEEK TWO) on the left-hand side of this page.

By the conclusion of this course, participants will be able to:

• Determine what is the overriding element that is disrupting the child’s speech
• Identify the characteristics of motor planning disorder (CAS), motor/muscular dysfunction (dysarthria), or phonological delay (Phonological processing disorder) or functional disorders.
• Be familiar with current assessment tools for speech disorders
• Identify the key principals of treatment for each of the disorders
• Identify specific techniques/strategies for speech production
• Apply these principles and strategies to develop effective treatment plans and lessons.

Janet London, MS, CCC/SLP, has extensive experience as a practicing Speech Pathologist for over 40 years.  She served as a Staff Developer for the NYC Department of Education where she trained speech therapists on how to better serve severely handicapped students with multiple and cognitive deficits. 

Eileen Schuler, MS, CCC/SLP, worked as a speech pathologist and staff developer for 31 years with Citywide Speech Services of the NYC Department of Education.  She developed and conducted trainings on speech production, language development, and AAC to therapists and caregivers.  She is currently in private practice providing consultations.

WEEK ONE (OCT. 17)
Differential Diagnosis and Assessment Techniques

8:00-8:30 AM: Registration and Breakfast

8:30-10:00 AM: Differential Diagnosis of Functional Articulation, Phonological Disorder,  Motor/Muscular Dysfunction, Childhood Apraxia of Speech
Participants will learn how to diagnose the child’s overriding disability among these disorders.

10:00-11:15 AM: Brush up your Phonemes-Review of Phoneme Production
The presenters will review phoneme production and relate them to specific disorders.

11:15-12:30 PM: Assessment Overview/Issues
A discussion of informal assessment techniques which identify causes for observed disorders. Oral tactile sensitivity issues will be addressed

12:30-1:00 PM: Lunch (provided by Therapeutic Resources)

1:00-3:45 PM: Formal Assessment Protocols
Demonstration of sample protocols for  formal assessments including Verbal Motor Production Assessment (VMPAC) ,Kaufman Speech Praxis Test for Children (KSPT), Goldman Fristoe Kahn-Lewis,  Clinical Assessment of Articulation and Phonology  (CAAP).

3:45-4:45 PM:I Have a Kid Who…
Participants share clinical challenges they have experienced relating to production disorders. for group problem solving.

4:45-5:00 PM: Summary and Conclusion
Summary of Day 1, including review of assessment skills learned and suggested activities to apply to their caseloads.


WEEK TWO (OCT.24)
Therapeutic Decision Making For Speech Production Disorders

8:00-8:30 AM : Registration and Breakfast

8:30-9:15 AM: Quick Review of Day One
Attendees share how they assessed a child from information learned in day one.

9:15-10:30 AM: Therapy Focus
Comparing and contrasting various therapy models as targets for speech production disorders.

10:30-12:00 PM:Techniques for Treating Functional Articulation and Phonological Processing Disorders
Demonstrations and/or video of covered techniques.  Opportunity to practice.  Sample therapy material and activities will be included.

12:00-12:30 PM: Lunch (provided by Therapeutic Resources)

12:30-2:00 PM: Techniques for Treating  Oral Apraxia
Therapy techniques will be demonstrated and opportunities for practice will be provided

2:00-3:30 PM: Techniques for Treating Motor/Muscular Dysfunction (Dysarthia)
Therapy techniques will be demonstrated and practice provided.

3:30-4:30 PM: Developing Effective Treatment Plans
How to develop long range and short term plans for the different speech production disorders will be emphasized in this segment.

4:30-5:00 PM: Summary and Conclusion and Evaluation


ASHA


This entire course is offered for 1.6 CEU's (Intermediate Level; Professional Area)
Please let us know if there are any special needs accommodations we can assist you with.

It  is often difficult to differentially diagnose a child who is not talking, has difficulty speaking, has unusual sound patterns and appears to be developing speech atypically.  Many children are often mislabeled as “apraxic” when in fact they may have other speech production issues.  It is often difficult to determine which techniques and strategies are the most appropriate for this child.  This two-week course (October 17 and 24) will provide information about the various speech production disorders, their differential diagnosis, therapeutic strategies and techniques, developing appropriate treatment plans, and providing interactive opportunities to apply the course materials.

*This is week one of a two-week course. To register for both weeks, choose Putting the 'Speech' Back Into Speech Therapy: Evaluation & Treatment of Speech Production Disorders (FULL COURSE) on the left-hand side of this page.

By the conclusion of this course, participants will be able to:

• Determine what is the overriding element that is disrupting the child’s speech
• Identify the characteristics of motor planning disorder (CAS), motor/muscular dysfunction (dysarthria), or phonological delay (Phonological processing disorder) or functional disorders.
• Be familiar with current assessment tools for speech disorders
• Identify the key principals of treatment for each of the disorders
• Identify specific techniques/strategies for speech production
• Apply these principles and strategies to develop effective treatment plans and lessons.

Janet London, MS, CCC/SLP, has extensive experience as a practicing Speech Pathologist for over 40 years.  She served as a Staff Developer for the NYC Department of Education where she trained speech therapists on how to better serve severely handicapped students with multiple and cognitive deficits. 

Eileen Schuler, MS, CCC/SLP, worked as a speech pathologist and staff developer for 31 years with Citywide Speech Services of the NYC Department of Education.  She developed and conducted trainings on speech production, language development, and AAC to therapists and caregivers.  She is currently in private practice providing consultations.

WEEK ONE (OCT. 17)
Differential Diagnosis and Assessment Techniques

8:00-8:30 AM: Registration and Breakfast

8:30-10:00 AM: Differential Diagnosis of Functional Articulation, Phonological Disorder,  Motor/Muscular Dysfunction, Childhood Apraxia of Speech
Participants will learn how to diagnose the child’s overriding disability among these disorders.

10:00-11:15 AM: Brush up your Phonemes-Review of Phoneme Production
The presenters will review phoneme production and relate them to specific disorders.

11:15-12:30 PM: Assessment Overview/Issues
A discussion of informal assessment techniques which identify causes for observed disorders. Oral tactile sensitivity issues will be addressed

12:30-1:00 PM: Lunch (provided by Therapeutic Resources)

1:00-3:45 PM: Formal Assessment Protocols
Demonstration of sample protocols for  formal assessments including Verbal Motor Production Assessment (VMPAC) ,Kaufman Speech Praxis Test for Children (KSPT), Goldman Fristoe Kahn-Lewis,  Clinical Assessment of Articulation and Phonology  (CAAP).

3:45-4:45 PM: I Have a Kid Who…
Participants share clinical challenges they have experienced relating to production disorders. for group problem solving.

4:45-5:00 PM: Summary and Conclusion
Summary of Day 1, including review of assessment skills learned and suggested activities to apply to their caseloads.



ASHA



This course is offered for 0.8 CEU's (Intermediate Level; Professional Area)
Please let us know if there are any special needs accommodations we can assist you with.

Early diagnosis of motor skill delays is crucial in helping children with special needs. The Peabody Developmental Motor Scales (PDMS-2) is one of the most reliable assessment tools for determining the gross and fine motor skills of preschool and school age children. Results derived from the PDMS-2 contribute to a responsive learning and remediation program for the child with special needs. This three-week (October 9, 16 and 23) in-depth training course is designed for clinicians who wish to administer the PDMS-2. The program will review the rationales underlying the PDMS-2, describe the test components, and the subtests, test administration skills with supervised practice sessions. At the completion of this intensive, the participant will have the skills to successfully administer the PDMS-2 with populations which range from zero to seven years old. They will also become familiar with the Motor Activities Program, an
instructional and treatment program for the PDMS-2 organized around the six skill units.

*This is week three of a three-week course. To register for the entire three weeks, choose Administration and Interpretation of the Peabody Developmental Motor Scales-2 (PDMS-2): A Comprehensive Training (FULL COURSE) on the left-hand side of this page.

By the conclusion of this course, participants will:

• Understand the characteristics of the PDMS-2
• Identify the subtests for different age groups– zero to three, three to five, five to six
• Practice the administration of the PDMS-2
• Calculate the scoring of test results
• Interpret findings of the PDMS-2
• Translate the results into a therapeutic treatment-plan

Julianne Costa, OTR, PT, DPT received her BS in Occupational Therapy and MS in Physical Therapy from Boston University Sargent College.  She has worked in pediatrics for the past 20 years.  Julianne has taught at the University of Maryland, Washington University, Columbia University, and New York University.  She has been providing seminars to parents, teachers, and fellow clinicians on a regular basis since 1995.  In addition to a number of pediatric consulting positions, she serves as the OT/PT Supervisor at Therapeutic Resources.

Week 3: October 23, 2010
8:00-8:30AM: Registration and Breakfast; 8:30-5:00PM: Course (with 1/2 hour lunch)
Scoring and Conversion
Instruction of scoring procedures, including brief review of statistical concepts and demonstration of how to derive raw scores, percentiles, age equivalents, and composite quotients used to identify the child’s strengths and weaknesses.

Interpretation of Results/ Report Writing
Demonstrating  the integration of test results into meaningful reports in a manner that all team and family members will understand. Translation of results into a therapeutic treatment plan will also be discussed.


AOTA CEU's

Therapeutic Resources is an approved provider for continuing education. This course is offered for 0.8 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures


For New York Licensed Physical Therapists and Physical Therapy Assistants
Therapeutic Resources is recognized by the New York State Education Department's State Board for Physical Therapy as an approved provider of physical therapy and physical therapy assistant education.  This course is offered for 0.9 CEU's

It  is often difficult to differentially diagnose a child who is not talking, has difficulty speaking, has unusual sound patterns and appears to be developing speech atypically.  Many children are often mislabeled as “apraxic” when in fact they may have other speech production issues.  It is often difficult to determine which techniques and strategies are the most appropriate for this child.  This two-week course (October 17 and 24) will provide information about the various speech production disorders, their differential diagnosis, therapeutic strategies and techniques, developing appropriate treatment plans, and providing interactive opportunities to apply the course materials.

*This is week two of a two-week course. To register for both weeks, choose Putting the 'Speech' Back Into Speech Therapy: Evaluation & Treatment of Speech Production Disorders (FULL COURSE) on the left-hand side of this page.

By the conclusion of this course, participants will be able to:

• Determine what is the overriding element that is disrupting the child’s speech
• Identify the characteristics of motor planning disorder (CAS), motor/muscular dysfunction (dysarthria), or phonological delay (Phonological processing disorder) or functional disorders.
• Be familiar with current assessment tools for speech disorders
• Identify the key principals of treatment for each of the disorders
• Identify specific techniques/strategies for speech production
• Apply these principles and strategies to develop effective treatment plans and lessons.

Janet London, MS, CCC/SLP, has extensive experience as a practicing Speech Pathologist for over 40 years.  She served as a Staff Developer for the NYC Department of Education where she trained speech therapists on how to better serve severely handicapped students with multiple and cognitive deficits. 

Eileen Schuler, MS, CCC/SLP, worked as a speech pathologist and staff developer for 31 years with Citywide Speech Services of the NYC Department of Education.  She developed and conducted trainings on speech production, language development, and AAC to therapists and caregivers.  She is currently in private practice providing consultations.

WEEK TWO (OCT.24)
Therapeutic Decision Making For Speech Production Disorders

8:00-8:30 AM: Registration and Breakfast

8:30-9:15 AM: Quick Review of Day One
Attendees share how they assessed a child from information learned in day one.

9:15-10:30 AM:  Therapy Focus
Comparing and contrasting various therapy models as targets for speech production disorders.

10:30-12:00 PM: Techniques for Treating Functional Articulation and Phonological Processing Disorders
Demonstrations and/or video of covered techniques.  Opportunity to practice.  Sample therapy material and activities will be included.

12:00-12:30 PM: Lunch (provided by Therapeutic Resources)

12:30-2:00 PM: Techniques for Treating  Oral Apraxia
Therapy techniques will be demonstrated and opportunities for practice will be provided

2:00-3:30 PM: Techniques for Treating Motor/Muscular Dysfunction (Dysarthia)
Therapy techniques will be demonstrated and practice provided.

3:30-4:30 PM: Developing Effective Treatment Plans
How to develop long range and short term plans for the different speech production disorders will be emphasized in this segment.

4:30-5:00 PM: Summary and Conclusion and Evaluation


ASHA

This course is offered for 0.8 CEU's (Intermediate Level; Professional Area)
Please let us know if there are any special needs accommodations we can assist you with.

This introductory course is intended for new clinicians or those about to re-enter pediatric practice. Participants will receive “real-world” information needed while working in the field by providing the clinician with a toolbox to respond to a child and family having difficulty with eating. We will address the inherent complexities of managing feeding difficulties of young children in a home based environment. We'll cover the important issues of best practice when confronted with a myriad of challenges such as oppositional behavior, sensory disturbances, cultural nuances regarding foods and rituals, and family dynamics. Clinicians will learn how to sharpen their observation skills, and how to implement treatment using strategies that will work in the home setting. Clinical liability issues will also be addressed.

By the conclusion of this course, participants will be able to:

• Understand the use of typical development to guide treatment decisions.
• Develop the observational skills to evaluate feeding difficulties
• Identify critical interdisciplinary team members necessary for initiating home-based feeding therapy.
• Manage clinical liability by working within scope of practice guidelines established by ASHA 
• Apply the knowledge gained, to establish treatment targets.

Adam J. Kolesar MSP., CCC-SLP, BRS-S, CLC
Adam, a 1990 graduate of the University of South Carolina is celebrating his twentieth year as a speech/language pathologist specializing in Pediatric feeding and swallowing disorders. He chaired the speech and Hearing department of a local pediatric sub-acute hospital until recently when he decided to pursue building a private practice in Brooklyn. Adam earned Board recognition in swallowing disorders from ASHA in 2009. He is an experienced pediatric endoscopist, having participated in Columbia Presbyterian’s training program for speech language pathologists. Most recently Adam became a Certified Lactation Councilor, tackling the “final frontier” of feeding practice. In addition to decades of experience in the diagnosis and treatment of childhood feeding and swallowing disorders, Adam is NDT certified, allowing him the opportunity to collaborate with our counterparts in the motor domains. In the realm of clinical education, Adam is an adjunct professor at Hofstra University and a member of the Inter-Agency Council’s training collaborative. Adam relishes any opportunity to share his wealth of knowledge with fellow clinicians!

4:30-5:00:    Registration/Refreshments

5:00-8:00:    Topics Covered Include:

• Developmental feeding milestones
• Observation methods for mealtime evaluation
• Determining cause of referral
• Discussion of eating and meal time challenges
• Basic treatment strategies
• Liability issues in the home environment

 
ASHA


This course is offered for 0.3 CEU's (Intermediate Level; Professional Area)
Please let us know if there are any special needs accommodations we can assist you with.

AOTA CEU's

Therapeutic Resources is an approved provider for continuing education. This course is offered for 0.3 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures