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 eight-session (Feb. 23, March 2, March 9, March 16, March 23, April 13, April 20, and April 27) 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 will be covered in depth. 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 an eight-week course. If you would like to register for the full eight weeks, please choose Administration and Interpretation of the Peabody Developmental Motor Scales-2 (PDMS-2) from the left hand column on this page.

Attendees will:

• Review the characteristics of the PDMS-2
• Identify the subtests for different age groups– zero to three, three to five, five to seven
• Practice the administration of the PDMS-2
• Calculate the scoring of test results
• Interpret findings of the Peabody Evaluation
• Translate the results into a therapeutic program

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 Four: March 16, 2010

5:00-5:30 PM-Registration/Hors d'oeuvres

5:30-8:30 PM-Test Administration and Practice: Ages Three to Five
Review of subtests for the 3-5 year old population using video, live demonstration and lecture format followed by practice sessions.

AOTA CEU’s

Therapeutic Resources is an approved provider of continuing education. This 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 by the AOTA.

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 eight-session (Feb. 23, March 2, March 9, March 16, March 23, April 13, April 20, and April 27) 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 will be covered in depth. 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 an eight-week course. If you would like to register for the full eight weeks, please choose Administration and Interpretation of the Peabody Developmental Motor Scales-2 (PDMS-2) from the left hand column on this page.

Attendees will:

• Review the characteristics of the PDMS-2
• Identify the subtests for different age groups– zero to three, three to five, five to seven
• Practice the administration of the PDMS-2
• Calculate the scoring of test results
• Interpret findings of the Peabody Evaluation
• Translate the results into a therapeutic program

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 Five: March 23, 2010

5:00-5:30 PM-Registration/Hors d'oeuvres

5:30-8:30 PM-Test Administration and Practice: Ages Five to Seven
Review subtests for the five to seven year old population, followed by practice sessions.

AOTA CEU’s

Therapeutic Resources is an approved provider of continuing education. This 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 by the AOTA.

**Please note you will be required to bring a therapy ball for the course.

This course will focus on the therapeutic value of therapy balls in the development of vestibular responses, balance, spatial orientation, body awareness, muscle strength, and tone.

As a foundation there will be a review of the normal development of the central nervous system and a discussion of what happens  in the child exhibiting delayed motor development. Participants will be shown how to develop  appropriate treatment strategies using handling techniques with the therapy ball.  Through videotaped treatment sessions of children, the speaker will demonstrate effective hand placement and how to use the ball for maximum treatment impact. Participants will be able to experience actual handling and ball activities via a lab demonstration, in the latter part of the workshop day.

Participants will:

• be able to identify the CNS structures that are utilized to develop vestibular balance, spatial orientation, body awareness, muscle strength, and tonal         responses.
• be able to choose the appropriate handling techniques for the developmentally delayed population.
• be able to experience proper hand placement during a treatment session and utilize appropriate ball activities for the delayed child.
• be able to assess treatment needs and appropriately demonstrate three  different strategies according to the child’s responses.

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 giving seminars to parents, teachers, and fellow clinicians on a regular basis since 1995.  Julianne is trained in Sensory Integration and Neurodevelopmental Treatment under master clinicians like Ingrid Tscharnuter and Reggie Boehme.  In addition to a number of pediatric consulting positions, she serves as the OT/PT supervisor at Therapeutic Resources.

8:00-8:30 am:      Registration/Breakfast

8:30-10:00 am:     Frames Of Reference
As a background for the techniques covered in today’s program, this segment will review the biomechanical structures that provide the foundation for central stability and the development         of functional skills in the pediatric population  The sensory integration frame of reference will also be reviewed as it pertains to the vestibular, proprioceptive, and tactile systems.

10:00-10:15 am:    Break

10:15-12:00 pm:     Handling Techniques for Treatment
 Discussion of the hands as a therapeutic tool will be the focus in this section. The speaker will demonstrate the power of handling techniques to elicit normal balance, stability, and movement  responses in the developmentally delayed child.

12:00-12:30pm:  Lunch

12:30-1:30 pm:   Therapy Ball Characteristics
 As a foundation for treatment planning using the therapy ball, this section  will delve into the characteristics of the ball and how  these characteristics impact on the treatment process.  Discussion  will include how firmness, size, and type of ball impacts on the child’s vestibular, balance, spatial orientation,         body awareness, muscle strength and tonal responses.

1:00-3:00 pm:    Treatment Activities Using The Therapy Ball
 This segment will focus on demonstrating the use of the ball as a therapeutic tool.  Positioning on the ball, key points of control, and gradation of activities will be shown while the therapist is progressing through the therapy session.

3:00-3:15 pm:    Break

3:15-5:00 pm:    Lab Session
Participants will be provided with  therapy balls and will be led through an experiential session to practice handling and ball techniques on each other. Problem cases that therapists typically encounter will be used as examples.


AOTA CEU's



Therapeutic Resources is an approved provider for continuing education.  This 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.

ABA is an approach that takes what we know about behavior and uses (or applies) it to bring about positive change in socially significant behaviors.  This advanced course reviews the principles of ABA—including preference assessments, discrete trial teaching, chaining, task analyses, graphing and data analysis, in an in depth and accessible format.  The course curriculum is appropriate for experienced behaviorists, lead teachers, supervisors and teachers who have participated in an entry level ABA course.  The course includes lectures, demonstrations, videos, and experiential sessions.  Participants will be able to apply their knowledge in a meaningful way to a variety of populations.

***This is a two week course.  By registering, you will be registered for both April 11th and April 18th

Participants will:

• Be able to identify key terms in applied behavior analysis.
• Be able to apply behavior strategies in therapy sessions.
• Apply methods of Discrete Trial Teaching.
• Apply chaining procedures and design a task analysis.

Deborah J. Gruber, Ph.d., is the President of Lotus Behavioral Consulting, LLC.  She has been working in the field of Applied Behavior Analysis and Special Education for over 20 years.  Deborah was the Director of Special Education Services for Therapeutic Resources.  She holds a doctoral degree in Psychology (Learning Processes and Behavior Analysis) and a Master’s in Special Education.

Agenda: Day One (April 11, 2010)

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

9:00-10:00 am:  Applied Behavior Analysis and Best Practice
A brief overview of the theory, practice, and efficacy of applied behavior analysis (ABA) in the treatment setting. The importance of environment and context of intervention will be discussed.  This section will focus on understanding  the instructional setting  and treatment implementation.

10:00-11:15 am: Conducting Preference Assessments
Establishing regular assessment of reinforcers for each individual is critical for successful and individualized intervention. The concept of motivation, and how motivators differ from one individual to the next will be discussed. Furthermore, procedures to determine these motivators will be demonstrated and practiced.

11:15-11:30 am: Break

11:30-12:45 pm: Stimulus Control
Stimulus control refers to the probability that a particular stimuli will prompt a response from an individual.   This process is relevant to everyday behavior, education  and treatment. In this section, stimulus control is defined, particularly how antecedent         stimuli come to acquire control over behavior. Furthermore, the development and transfer of stimulus control will be discussed,         demonstrated, and practiced with an emphasis on data collection.

12:45-1:15 pm:   Lunch at Therapeutic Resources

1:15-2:30 pm      Discrete Trial Teaching
Discrete trial teaching is a method of breaking skills down into components, then teaching the components through repetition and reinforcement.  Data collection and intervention procedures are important aspects of the strategy because ABA depends on data-based decisions. Discrete Trial Teaching will be discussed, demonstrated, and practiced.

2:30-2:45 pm:      Break

2:45-4:00 pm:       Graphing
Graphing is a process whereby data is collected, compiled and analyzed.   Participants will have the opportunity to graph, assess, analyze data and make programmatic changes. Supervised practice sessions will reinforce lecture.


ASHA



This course is offered for 1.2 CEU's  (Intermediate Level; Related 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 1.2 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures.

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 eight-session (Feb. 23, March 2, March 9, March 16, March 23, April 13, April 20, and April 27) 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 will be covered in depth. 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 an eight-week course. If you would like to register for the full eight weeks, please choose Administration and Interpretation of the Peabody Developmental Motor Scales-2 (PDMS-2) from the left hand column on this page.

Attendees will:

• Review the characteristics of the PDMS-2
• Identify the subtests for different age groups– zero to three, three to five, five to seven
• Practice the administration of the PDMS-2
• Calculate the scoring of test results
• Interpret findings of the Peabody Evaluation
• Translate the results into a therapeutic program

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 Six: April 13, 2010

5:00-5:30 PM-Registration/Hors d'oeuvres

5:30-8:30 PM-Practice Sessions
In this session, instructor will review participant skills administration of complete test.

AOTA CEU’s

Therapeutic Resources is an approved provider of continuing education. This 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 by the AOTA.

The mission of the Subacute & Long Term Care Council is to provide peer support and information on issues of importance to the long term care rehab manager.

Participants will:

• Describe the changes to MDS 3.0
• Interpret how the changes in the MDS 3.0 will impact management of the LTC Rehab Department
• Identify three ways administrative/clinical practices will change as a result of the change to the MDS 3.0

9:30-9:45 am: Introduction & Announcements

9:45-11:15 am: Meet The New MDS 3.0– Implications for Rehab Professionals– Speaker: Mojdeh Rutigliano, MSN, RN, RAC-CT, Director of Clinical Documentation and Reimbursement, Hebrew Home at Riverdale, Bronx, NY
The newly revised MDS 3.0 is set for Oct. 1, 2010 implementation. This represents the largest change for LTC since the implementation of PPS over a decade ago. Facilities will have to leave the old behind and embrace a new set of terms, policies, definitions and procedures. Get a sneak preview of the new tool, and find out how it will impact rehab practice.

11:15-12:30 pm: New and Noteworthy Issues, Facilitated by Alice Massa, MA, OTR/L
Share information and issues with your peers relating to reimbursement, government initiatives, surveys,
staffing, etc.

ASHA



This course is offered for 0.2 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.

*This is Week Two of a two-week course . If you would like to register for this event please choose Advanced ABA (Applied Behavior Analysis) Procedures (WEEK ONE)  from the left hand column on this page.

ABA is an approach that takes what we know about behavior and uses (or applies) it to bring about positive change in socially significant behaviors.  This advanced course reviews the principles of ABA—including preference assessments, discrete trial teaching, chaining, task analyses, graphing and data analysis, in an in depth and accessible format.  The course curriculum is appropriate for experienced behaviorists, lead teachers, supervisors and teachers who have participated in an entry level ABA course.  The course includes lectures, demonstrations, videos, and experiential sessions.  Participants will be able to apply their knowledge in a meaningful way to a variety of populations.

Participants will:

• Be able to identify key terms in applied behavior analysis.
• Be able to apply behavior strategies in therapy sessions.
• Apply methods of Discrete Trial Teaching.
• Apply chaining procedures and design a task analysis.

Deborah J. Gruber, Ph.d., is the President of Lotus Behavioral Consulting, LLC.  She has been working in the field of Applied Behavior Analysis and Special Education for over 20 years.  Deborah was the Director of Special Education Services for Therapeutic Resources.  She holds a doctoral degree in Psychology (Learning Processes and Behavior Analysis) and a Master’s in Special Education.

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

9:00-10:00 am:   Selecting Target Behavior
This section introduces the  importance of ongoing assessment  and special considerations used when selecting behavior to target for instruction. Topics include targeting behavior to increase developmentally appropriate responses as well as decreasing behavior that interferes with learning. Prioritizing target behaviors and goal-setting will be discussed.

10:00-11:15 am:  Review of Chaining Procedures and Designing a Task Analysis
Chaining procedures enable simple responses to be  combined into a longer series of complex responses.  Participants will have the opportunity to practice chaining and designing a task analysis for several complex responses including self help skills and play skills.

11:15-11:30 am:   Break

11:30-12:45 pm:   Imitation
This section will address how new behavior is elicited through imitation, how to develop an imitative repertoire and generalized imitation. Imitative learning will be discussed, demonstrated, and practiced.

12:45-1:15 pm:      Lunch at Therapeutic Resources

1:15-2:30 pm:        Decreasing Behavior
The importance of extinction and differential reinforcement will be addressed as a way of decreasing negative behaviors.  The role of the family and school participation in managing and carrying over of behavior programs will also be covered.

2:30-2:45 pm:         Break

2:45-4:00 pm:         Additional Considerations and Q & A
This final section will introduce such topics as using the child’s strengths to develop strategies for skill acquisition programs, the benefits of creativity, and family and school involvement. Time will be allotted for open discussion on all topics addressed at this training.


ASHA



This course is offered for 1.2 CEU's  (Intermediate Level; Related 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 1.2 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures.

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 eight-session (Feb. 23, March 2, March 9, March 16, March 23, April 13, April 20, and April 27) 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 will be covered in depth. 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 an eight-week course. If you would like to register for the full eight weeks, please choose Administration and Interpretation of the Peabody Developmental Motor Scales-2 (PDMS-2) from the left hand column on this page.

Attendees will:

• Review the characteristics of the PDMS-2
• Identify the subtests for different age groups– zero to three, three to five, five to seven
• Practice the administration of the PDMS-2
• Calculate the scoring of test results
• Interpret findings of the Peabody Evaluation
• Translate the results into a therapeutic program

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 Seven: April 20, 2010

5:00-5:30 PM-Registration/Hors d'oeuvres

5:30-8:30 PM-Scoring and Conversion
In depth instruction of scoring procedures. 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.

AOTA CEU’s

Therapeutic Resources is an approved provider of continuing education. This 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 by the AOTA.

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 eight-session (Feb. 23, March 2, March 9, March 16, March 23, April 13, April 20, and April 27) 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 will be covered in depth. 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 an eight-week course. If you would like to register for the full eight weeks, please choose Administration and Interpretation of the Peabody Developmental Motor Scales-2 (PDMS-2) from the left hand column on this page.

Attendees will:

• Review the characteristics of the PDMS-2
• Identify the subtests for different age groups– zero to three, three to five, five to seven
• Practice the administration of the PDMS-2
• Calculate the scoring of test results
• Interpret findings of the Peabody Evaluation
• Translate the results into a therapeutic program

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 Eight: April 27, 2010

5:00-5:30 PM-Registration/Hors d'oeuvres

5:30-8:30 PM-Interpretation of Results/ Report Writing
This final session will demonstrate 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 program will also be discussed.

AOTA CEU’s

Therapeutic Resources is an approved provider of continuing education. This 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 by the AOTA.

*This is Week One of a Two Week Course.  The registration fee reflects both weeks.
Through lecture, discussions, group participation, videos and case studies, participants will learn an interdisciplinary
developmental approach to assessing and  treating toddlers and preschoolers with language delays. This lecture will
focus on verbal and receptive language delays and how an underlying language delay can significantly affect speech development and pediatric learning. The course will incorporate The Vygotsky approach to pediatric learning which emphasizes  the child and adult interactions  rather  than the Piaget approach of  child directed learning. Participants will learn how to individualize therapy and use effective treatment techniques  to better achieve IFSP and IEP goals.

Participants will be able to:

• Describe toddler and preschool expressive and receptive language development and its delays.
• Construct authentic assessment skill set for use with
• toddlers /pre-schoolers using the Vygotsky ideology.
• Develop zones of learning through dynamic assessment.
• Plan for being  “in” or “outside” the zone of proximal
• development.
• Demonstrate how to appropriately use scaffolding during therapy and how to fade it out over time during
• treatment sessions.

Craig Selinger, M.S., CCC-SLP,  graduated with his Master’s in Communicative Disorders from the University of
Wisconsin, Madison. Craig’s clinical training included neuropsychological testing on Romanian children adopted in the Midwest and research on children that were physically abused and exhibited language impairments. Since 2003, Craig has worked in New York City, primarily with toddlers and preschoolers, with a variety of speech and language delays including children on the autism spectrum. For more information, please visit Craig’s website at: www.bigapplespeechguy.com

 

Agenda-Day One-6/5/10

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

9:00-9:45 AM:     Vygotsky and Pediatric Learning
This segment will introduce a brief biography of Lev Vygotsky and discuss how his
philosophy shifted developmental psychology away from a Piaget oriented view of child directed learning to a more balanced view of social interaction between the child and the adult.

9:45-11:00 AM:    Toddler and Preschooler Expressive and Receptive Language Development
This portion focuses on differentiating language delay vs. speech delay vs. oral motor delay and how addressing the underlying language and communication delays also facilitate speech and oral motor development.

11:00-12:00 PM:  Toddler and Preschooler Expressive and Receptive Language Development
This portion focuses on toddler and preschooler expressive and receptive language development of vocabulary, grammar, and social language use.

12:00-12:30 PM:   Lunch

12:30-1:30 PM:     Descriptive Approach to Pediatric Delays
This segment will include a descriptive approach to characterize the variety of language delays seen in toddlers and preschoolers.

1:30-2:30 PM:       Overview of Toddler and Preschooler Cognitive, Social/Emotional, Play and Attention Skills
This hour will emphasize the assessment of the toddler/preschooler multiple intelligences and observation  of the ‘whole’ child in order to facilitate expressive and receptive language goals.

2:30-3:30 PM:        Authentic Assessment
Using videos, participants will learn how to authentically assess children. Based on these 
observations and assessments, participants will begin to develop therapeutic goals.

ASHA



This entire course is offered for 1.2 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.  The entire course is offered for 1.2CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures.

This is week two of a two week course.  To register for the Vygotsly Approach, please choose The Vygotsky Approach to Pediatric Learning: Assessment and Treatment for Child with Language Delays-WEEK ONE

Through lecture, discussions, group participation, videos and case studies, participants will learn an interdisciplinary developmental approach to assessing and  treating toddlers and preschoolers with language delays. This lecture will focus on verbal and receptive language delays and how an underlying language delay can significantly affect speech development and pediatric learning. The course will incorporate The Vygotsky approach to pediatric learning which emphasizes  the child and adult interactions  rather  than the Piaget approach of  child directed learning. Participants will learn how to individualize therapy and use effective treatment techniques  to better achieve IFSP and IEP goals.

Participants will:

• Describe toddler and preschool expressive and receptive language development and its delays.
• Construct authentic assessment skill set for use with toddlers /pre-schoolers using the Vygotsky ideology.
• Develop zones of learning through dynamic assessment.
• Plan for being  “in” or “outside” the zone of proximal development.
• Demonstrate how to appropriately use scaffolding during therapy and how to fade it out over time during treatment sessions.

Craig Selinger, M.S., CCC-SLP, graduated with his Master’s in Communicative Disorders from the University of Wisconsin, Madison. Craig’s clinical training included neuropsychological testing on Romanian children adopted in the Midwest and research on children that were physically abused and exhibited language impairments. Since 2003, Craig has worked in New York City, primarily with toddlers and preschoolers, with a variety of speech and language
delays including children on the autism spectrum. For more information, please visit Craig’s website at: www.bigapplespeechguy.com

Agenda 6/12/10-WEEK TWO

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

9:00-10:00 AM:     Dynamic Assessment
Participants will learn the difference between traditional vs. dynamic assessment, assess independent performance and learn how assistance changes the child’s independent performance.

10:00-11:00 AM:   Zone of Proximal Development
Participants will learn how shared activities promote learning , tune into the child's educability and how to create zones of learning.

11:00-12:00 PM:   Scaffolding
Participants will learn  how to (1) define different types of scaffolds, (2) how to adjust scaffolding during therapy, and (3) how to scaffold around objects, play, and communication.

12:00-12:30 PM:   Lunch

12:30-2:00 PM:     Videotape Observation of Techniques Learned
The speaker  will illustrate dynamic assessment skills. Based on these observations, participants will create goals within the child's zone of proximal development. Demonstration of scaffolding with the child's zone of proximal development during language therapy will be presented.

2:00-3:00 PM:       Overview of Evidence Based Language Treatment Techniques
The speaker will present overviews of child directed therapy, clinician directed therapy, and a hybrid combination of the two.

3:00-3:30 PM:       Questions and Overall Recap


ASHA



This course is offered for 1.2 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 series is offered for 1.2 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures.