Using a specific schedule of activities in order to help a child feel calm, alert and organized during the course of a day  is the goal of the sensory diet. This is achieved by providing the sensory input a child needs to support positive interactions and facilitate adaptive responses, i.e. communicating, maintaining attention, expressing appropriate emotional responses, engaging in work/play/school activities, and adjusting to the demands of a situation.

This course will focus on the implementation of sensory diets for children. Through lecture, videos, case studies, group problem solving and hands on examination attendees will learn what a sensory diet is, how to assess a child in order to implement a sensory diet and which techniques and modalites can be used to create optimal functional performance for a child. Both standardized and non-standardized methods for evaluation will be discussed.

Each participant should bring information (no names please) about one child for whom they  would like to plan a sensory diet and each  participant will leave with a plan to implement.

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

• Develop an understanding of  what a sensory diet is from a broad perspective, who might benefit from it, and how it differs from sensory integration therapy
• Be able to choose tools for assessing clients in  need of a
• sensory diet
• Interpret findings from sensory diet assessments.
• Identify the appropriate activities needed for a child’s sensory diet
• Demonstrate an understanding of a sensory diet by developing one for a client with whom they are already working.

Sue Seiler, OT/L,  has been practicing occupational therapy since 1979.Currently she is the owner/director of KidAbilities, LLC, a private practice in Hawthorne, NY which she began July 1998.  KidAbilities provides OT, PT and ST services for children birth through adolescence who have developmental, motor, sensory or behavioral challenges. Sue received her certificate in Pediatric Neurodevelopmental Therapy (NDT) in 1994 and is certified by Sensory Integration International to administer and interpret the SIPT. In 1998, she was awarded the New York State OT Award “Merit for Practice in Pediatrics”. Sue served as president of the NYSOTA from 1999 -2003. 

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

9:00-9:45 AM: What is a Sensory Diet?
Overview of sensory processing issues, how the disorder can impact behavior, indications for sensory diets and an explanation of how this approach differs from sensory integration therapy.

9:45-10:45 AM: Performing a Sensory Diet Assessment
Demonstration of how to assess a child’s sensory needs, which systems (vestibular, proprioceptive, tactile, auditory, visual,smell) are involved and identify which environmental elements can help or hinder the child’s performance in home, school and other natural environment settings.

10:45-11:00AM: Break

11:00-12:00 PM: Interpreting the Sensory Diet Assessment
This section will focus on interpreting the information gathered from formal and informal assessments, reports from home and school, and observations across a variety of environments. Interpretation of the findings are used to guide in the planning of the child’s individualized sensory diet.

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

12:30-2:30 PM: Developing a Customized  Sensory Diet
Once a child’s sensory deficits and needs are understood activity selection can be initiated. In this section  the instructor will discuss activity selection specific to sensory system needs. Video demonstration of activities will illustrate clinical applications. Materials and equipment will be reviewed and demonstrated.

2:30-2:45 PM: Break

2:45-3:15 PM: Small Group Process With a Case Study
Participants will break into small groups to analyze and plan for a child previously chosen by the presentor. Child’s history  and evaluation results will be provided . Participants  will interpret the findings and  develop an appropriate sensory diet. Groups will then share their findings.

3:15-4:15 PM: Planning a Sensory Diet for A Personal Client
This section will enable participants to  plan a sensory diet for a child already on their program with guidance from the presentor. Bring as much assessment information about your child as possibleobservations, test results, sensory profile results or any other formal/informal assessments.

4:15-4:30 PM Questions/Wrap-Up


ASHA

This course is offered for 0.6 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 0.6 CEU's.  The assignment of AOTA CEU's does not imply endorsement of specific course content, products, or clinical procedures

For professionals working with babies, a strong knowledge of normal growth and development is crucial in order to effectively evaluate and treat atypical developmental manifestations.  This first year is an incredible time, where the neonate develops into a toddler, going from total dependence into a mobile and cognitively aware toddler.  Observing the developmental progression exhibited in the first year is a privilege for those who understand its complexities and marvels.

While all the clinical programs teach human growth and development, nothing compares with live observations which demonstrate all of the subtleties and integrated processes which make the developmental progression possible.

This course combines lecture, observation, videos and case studies, to provide an in depth discussion of typical and atypical development in the first year.  While observing the motor, cognitive, sensory, adaptive and communication domains of live baby volunteers, a master clinician and teacher will narrate and guide the observation process in order to deepen knowledge and improve clinical observation skills of all participants.

No matter how experienced and seasoned the clinician, this is a not to be missed event which will enrich and improve clinical observation, evaluation, and treatment skills.

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

• Review typical growth and development milestones.
• Observe and analyze live babies movement patterns
• Identify development milestones in babies from one month to one year in age.
• Develop the clinical observation skills needed to differentiate between typical and atypical movements.
• Integrate the new observation skills gained to identify babies who are not reaching the proper milestones.

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.  Julianne is trained in Sensory Integration and Neurodevelopmental Treatment under master clinicians including  Ingrid Tscharnuter and Reggie Boehme.  In addition to a number of pediatric consulting positions, she serves as the OT/PT supervisor at Therapeutic Resources.

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

9:00-10:30 AM: A Comprehensive Review of Normal Growth and Development
Using videos and lecture format, we will review the first year and how learned skills integrate and build upon one another, resulting in the developmental progression.  Motor, cognitive, sensory, adaptive and communication domains will be discussed and illustrated.

10:00-12:00 PM : Comparing the Typical with the Atypical Baby
So, now that we all know what normal development looks like, what do we do about the baby that is developing atypically? This segment will focus on fine tuning your skills at observing babies who are not reaching their milestones, and preparing your justification for therapy intervention. Video format will be included in this segment.

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

12:30-2:00 PM: Baby Observation
Live babies, ages birth to one year, will be onsite for guided clinical observation session.  The observation process will focus on all domains (motor, cognitive, adaptive, sensory, and communication) domains will be illustrated). Baby volunteers will be free to roam on a carpeted space while participants observe for developmental milestones and movement patterns. The instructor and participants will identify typical behaviors and movement patterns and demonstrate how skills build and overlap over the first months of life.

2:00-4:00 PM: Clinical Observation Lab
Using observations seen in the “live” session, along with video and case studies, participants will discuss what they have seen and perform observations of subtle developmental processes in an integrative format. Typical and atypical patterns will be discussed and analyzed.

4:00-4:30 PM: Wrap Up and Questions


AOTA CEU's

Therapeutic Resources is an approved provider for continuing education. This course is offered for 0.7 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 course is offered for 0.8 CEU's

This Is A Green Seminar!
Following in the footsteps of such organizations as the AOTA, Therapeutic Resources is committed to reducing its carbon footprint on the environment as well as providing extra benefits for the participant. By registering for one of our  green seminars, you will receive your handouts electronically within 72 hours before the seminar.  If you register for this seminar after handouts have been emailed, a data CD will be provided for you the day of the event. Handouts for this event will be emailed on November 17, 2010.

What do you do when students refuse to comply with therapy programs, actively disrupt classrooms or act out aggressively toward staff or children?  Autism spectrum disorder and any accompanying developmental disabilities such as  attention deficit disorders create behavioral challenges for school staff.

This course will provide practitioners with a variety of assessment strategies and intervention techniques for working with these students in classrooms and clinics.  Working from a variety of therapeutic approaches participants will learn how to differentiate which models have the best success rate for specific behaviors and how to use proven assessments to develop effective intervention plans, with functional goals and achievable objectives.

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

• Identify common treatment models including  Applied Behavior Analysis (ABA), Developmental, Individual Differences-Relationship based (DIR/Floortime), and Model of Human Occupation (MOHO)
• Compare commonly used treatment models and differentiate which ones have the best evidence for successful intervention with specific diagnostic categories.
• Apply assessments and summarize their strengths and limitations for students with autism spectrum disorders.
• Recognize common behavioral patterns associated with students diagnosed with autism spectrum disorders.
• Generate functional educational goals and objectives for students with autism spectrum disorders.

Susan Roberts, M.Div., OTR/L is an award winning occupational therapist, writer, ritual designer and health coach.  She holds degrees from Harvard, Boston University and the Institute for Integrative Nutrition.  Susan has 25+ years of experience, in school-based pediatric occupational therapy including teaching pediatric courses in universities.  She co-authored two books: Biomechanics: Problem-Solving for Functional Activity and Kinesiology: Movement in the Context of Activity.  Susan lectures around the country on topics of self-care, spirituality & nutrition.

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

9:00-10:45 AM: Frameworks for Behavioral Interventions
This first segment will review commonly used models and frameworks that lay the foundation for behavior management interventions. ABA, DIR/Floortime and Model of Human Occupation (MOHO)  Participants will work in small groups applying  models to case studies and discussing which seem most likely to succeed.

10:45-12:30 PM: Assessments for Measuring Behavior
By choosing the right assessment, the practitioner can begin to develop effective treatment plans, with functional goals.  Practitioners will explore a variety of assessments and the practical nature of using the various assessments will be explored.

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

1:00-3:15 PM:  Designing Successful Interventions    
This segment will cover therapy interventions evolved from the therapeutic approaches presented in the morning session as these relate to the student’s developmental level and behavior assessment findings. Participants will work with case studies to recognize behavioral patterns and use specific strategies that have been effective for managing or changing the disruptive behavior of students and when to apply the strategies for successful therapy treatment sessions.

3:15-4:15 PM: Writing Functional Goals for Challenging Clients
Documenting the treatment you provide, and developing achievable objectives for challenging students  will be explained.  If it isn’t documented, it was never done...

4:15– 4:45 PM:  Summary and Conclusion

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


ASHA


This course is offered for 0.7 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 0.7 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 course is offered for 0.8 CEU's

This interactive seminar will teach the participant important aspects of documentation in a variety of adult clinical settings.  Principles of supportive and defensible documentation will be discussed  with guidelines and recommendations that apply to a variety of settings  (Subacute/Long Term Care; OPD; Hospital-based therapy). Elements of what to include in progress notes and discharge summaries will be discussed.  Tips to ensure compliance with various regulatory agency requirements (Medicare/CMS, JCAHO, etc.) will be provided.  Participants will engage in exercises to document video treatment sessions and  peer critique to improve their documentation skills.

Attendees will be able to:

• Describe reasons for documentation in the clinic.
• Identify the legal and ethical issues that arise from documentation.
• Identify the principles of defensive documentation that applies to various clinical settings.
• Document patients in actual treatment sessions and receive feedback on the quality of their  output.
• Sample other clinicians documentation and critique it for content and eligibility.

Dakshesh Sanghavi,  PT
Born and raised in Mumbai (Bombay), India, Dakshesh got his Bachelor’s Degree in Physiotherapy in 1983.  He immigrated to the US in 1990 and worked at Coler Memorial Hospital and Jamaica Hospital Medical Center as a Physical Therapy Supervisor. In 1996 he was promoted to supervise and develop the  Traumatic Brain Injury Unit at Jamaica Hospital.  He holds a post-graduate advanced  Master’s degree from Long Island University.  Currently, he manages the Rehab Departments of Flushing Hospital Medical Center and Brookdale Medical Center. Dakshesh has been lecturing to academic programs and conducting workshops and seminars for Therapeutic Resources for over eight years.

8:30-9:00 AM:  Registration/Breakfast

9:00-10:00 AM:  Why Document?
This section will discuss the reasons for documentation and the necessity to document accurately and correctly. Legal and ethical issues, including confidentiality, (HIPAA) requirements will be explored.

10:00-12:30 PM: Defensible Documentation and Compliance
Principles of creating skilled, defensible documentation will be discussed with guidelines and recommendations that apply to different settings, such as subacute, long term care, hospital based therapy and outpatient clinics.  Elements of what to include in progress notes and discharge summaries will be discussed.  Discussion includes using skilled vs unskilled terminalogy to strengthen notes, levels of assistance terminology, using task analysis to demonstrate progress and creating intervenetion approaches which support continuation of a skilled program. Elements of writing meaningful, effective discharge summaries will be covered. Tips to attain compliance with various regulatory agencies. (Medicare/CMS, JCAHO, etc.,) will be provided. Elements of the new MDS 3.0 and its impact on documentation will also be addressed for those in the long term care setting.

12:30-1:00 PM: Lunch (provided by Regal Heights)

1:00-3:30PM:    Experiential Lab Session:
Part 1: Writing Exercise
Participants will watch videos of actual treatment sessions and develop progress and intervention notes based on sessions observed. Participants will then review each other’s documentations and critique it and make suggestions for improvement, using criteria learned in the morning sessions.

Part 2: Thumbs UP/Thumbs DOWN
Documentation samples from different facilities will be shared with participants and critiqued using criteria learned in the morning sessions. By the end of these two experiential settings, participants will improve their skills and will be able to immediately apply them in the clinic setting.

3:30-4:00PM     Question and Answer/Discussion


AOTA CEU's

Therapeutic Resources is an approved provider for continuing education. This course is offered for 0.7 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 course is offered for 0.8 CEU's

Tai Chi for Kids© is an intervention which uses movement, breathing and internal focus to improve behavior, concentration, the ability to learn, as well as impacting balance, tone, mobility, and coordination.

The technique is applicable for children who exhibit Attention Deficit Disorders, ADHD and related issues as well as those with physical limitations.

This course will provide an introduction to Tai Chi and its benefits with children who exhibit hyperactivity, restlessness, ADHD, inattention as well as mobility issues. Tai Chi helps children to believe in themselves increasing their self-esteem. Participants will become familiar with Tai Chi techniques which are easy to learn and to teach.

This course is geared toward clinicians who want to expand their treatment “toolbox”. Participants will receive a “Tai Chi For Kids”© kit as part of their registration fee. This kit includes two instructional CD’s and flashcards. Training will encompass use of this kit.

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

1. Identify the basic concepts and benefits of Tai Chi for children.
2. Practice  the 12 simple and effective Tai Chi movements  for children.
3. Develop strategies to identify when a student needs a Tai Chi time out from a therapy activity and how to implement it.
4. Demonstrate how to use the Tai Chi for Kids kit during the lab practicum.
5. Develop treatment plans using “ Tai Chi for Kids”.

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

Cari Shurman, MAT received her BA from the University of Michigan, her MA from John Hopkins University and has Tai Chi and Qigong certification from the National Qigong Association, Integral Way Society, and The World Institute of Self-Healing. After teaching for 30 years she developed and created Tai Chi movements that can be used by parents, teachers, and therapists everywhere. She offers training workshops through the NYC Department of Education, the NYC Department of Health, and to teachers and therapists in schools and conferences all over the country.

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

9:00-10:30 AM: What is Tai Chi?
This introductory session will focus on the definition of Tai Chi, a brief introduction to the long history of Tai Chi and its basis in Traditional Chinese Medicine, along with its benefits with a pediatric population. The speaker will discuss how Tai Chi  impacts  the neurological system, coordination, calmness, focus and its application for students who display restlessness, hyperactivity, and ADHD.  Qigong ( the movement of energy) will also be discussed as it enhances the effects of Tai Chi. Studies on Tai Chi and other mindful exercises on children will be presented.

10:30-12:00 PM: Practice of Tai Chi Moves for Kids– Lab Practicum
As a group we will participate and learn the movements, feel the calmness, relaxation and focus. Participants will learn how each move affects the body, when and how to use with the child. Discussion will include how the movements impact balance, coordination and tonal issues in physically challenged children

12:00-12:30 PM: Lunch

12:30-1:15 PM: Application of Tai Chi in the Management of  Hyperactivity,  Restlessness and ADHD
This session will serve as a review for clinicians who work with children who present attention deficit disorders. Symptoms and pathology of ADHD will be covered along with a discussion of the impact of Tai Chi on these behaviors in the school aged child.

1:15-2:00 PM: Using Tai Chi in the School Setting
This session will focus on the application of the “Tai Chi for Kids” © program in a school setting. Specific materials will be distributed and explained along with the 12 Tai Chi exercises that are used in the program.

2:00-2:15 PM: Break

2:15-3:00 PM: Lab Practicum
The movements will be reviewed. Participants will be divided into small groups to practice the Tai Chi movies together. Instructor will provide targeted feedback throughout the practicum.

3:00-3:45 PM: Case Study Analysis
Each group will be given a case study to review. Groups will develop treatment programs using the Tai Chi concepts learned. Participants will be shown how to adapt Tai Chi moves for specific physical limitations and provided with ideas on how to make each Tai Chi session beneficial and effective.
   
3:45-4:00 PM: Question and Answer

AOTA CEU's

Therapeutic Resources is an approved provider for continuing education. This entire 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 entire course is offered for 0.7 CEU's.

This Is A Green Seminar!
Following in the footsteps of such organizations as the AOTA, Therapeutic Resources is committed to reducing its carbon footprint on the environment as well as providing extra benefits for the participant. By registering for one of our  green seminars, you will receive your handouts electronically within 72 hours before the seminar.  If you register for this seminar after handouts have been emailed, a data CD will be provided for you the day of the event. Handouts for this event will be emailed on December 1, 2010.

Handwriting is a skill that directly affects school success. Students who write slowly and illegibly fall behind in daily assignments, procrastinate over homework and turn in papers that teachers find difficult or impossible to grade.  Over the past few decades, teaching penmanship has taken up less and less school time, while demands for younger children to master this complex neuro-motor task means that more "typically” developing children get labeled “delayed” or “learning disabled.”  By the time these children get referrals for therapy they have no more interest in learning or practice.

This two-week course (December 4 and 11) will review typical development of handwriting grips, prewriting skills, & development of motor control.  We will discuss a variety of handwriting programs and techniques for encouraging students to learn this complex skill as well as the important role of collaboration with teachers and parents.

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

• Recognize typical handgrips and compare their relative efficiency.
• Summarize typical development of motor control.
• Describe typical development of pre-writing and handwriting skills.
• Differentiate the pros and cons of a variety of handwriting programs.
• Formulate a variety of techniques to motivate students at different developmental levels.

Susan L Roberts, M.Div, OTR, has 20+ years of experience, in school-based pediatric occupational therapy. She has taught in the O.T. Department of Eastern Kentucky University and New York Institute of Technology. She owned a pediatric clinic in Arizona and was named Occupational Therapist of the Year in 1993 by Arizona’s O.T. Association. She has clinical & research experience in the use of play, and healing rituals with both children and adults. Susan Roberts co-authored Biomechanics: Problem Solving for Functional Activity, and Kinesiology: Movement in the Context of Activity. 

WEEK ONE (DEC. 4)

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

9:00-10:00 AM : Development of Motor Control:
A review of the development of  fine and gross motor control and how it pertains to handwriting.

10:00-10:45 AM : Motivation: How it Affects Learning
Current research and models of practice with an emphasis on positive emotional contexts for  development, including the Model of Human Occupation and DIR/Floortime (Developmental, Individual Differences, Relationship based treatment formalized by Dr. Stanley Greenspan).

10:45-11:00 AM: Break

11:00-12:00 PM : Pre-Writing Skill Development
This hour will cover development of drawing, cutting and coloring skills in children with normal development. There will be a discussion of atypical aspects of pre writing skills.

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

12:30-2:00 PM: Use of Play-Doh for Developing Pre-Writing Skills
Play Doh provides a three dimensional medium for exploring problem solving, following directions and creating symbolic representations of real world experiences.  It also develops fine-motor skills with a resistive medium that builds strength and endurance for writing.

2:00-2:15 PM : Break

2:15-3:00 PM: More Play Doh   
Practicum on the use of play doh as a therapeutic tool.

3:00-3:45 PM : Cutting, Folding, and Coloring Tasks
Review of activities using paper and tools that motivate children whole developing  prerequisite handwriting skills.

3:45: 4:00 PM : Question and Answer


WEEK TWO (DEC. 11)

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

9:00-10:00 AM: Development of Handwriting
This segment will review ways to develop handwriting from the perspectives of several handwriting programs, including D’Nelian, Zaner-Bloser, Handwriting Without Tears, First Strokes, and Peterson Method




10:00-10:45 AM: Assessment of Handwriting & Pre-Writing Skills
Exploration of tools currently used to measure skill development for handwriting, as well as cutting, coloring and other writing skills.

10:45-11:00 AM : Break

11:00-12:00 PM: Pre-Writing Skill Development
This hour will cover development of drawing, cutting and coloring skills in children with normal development.  There will be a discussion of atypical aspects of pre writing skills.

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

12:30-2:00 PM: Motivating Students Who Can’t Yet Write
Motivating our students is the key to success.  We will go over a variety of ways to incorporate  “handwriting” into classroom and therapy experiences so that children who don’t yet have sufficient fine motor skills develop enthusiasm to write.

2:00-2:15 PM: Break

2:15-3:00 PM : Creating a Motivational Program for the Jaded Third Grader
During this session we will cover the Handwriting Warrior Program and how to use this program to develop a renewed interest in handwriting skills.

3:00 - 3:45 PM: Collaborating with Teachers and Parents
Brainstorming and sharing ideas about how to successfully implement sound developmental practices into current school standards, policies and programs as they pertain to handwriting.

3:45 - 4:00 PM: Question and Answer

4:00 PM: Summary and Conclusion


AOTA CEU's

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

This Is A Green Seminar!
Following in the footsteps of such organizations as the AOTA, Therapeutic Resources is committed to reducing its carbon footprint on the environment as well as providing extra benefits for the participant. By registering for one of our  green seminars, you will receive your handouts electronically within 72 hours before the seminar.  If you register for this seminar after handouts have been emailed, a data CD will be provided for you the day of the event. Handouts for this event will be emailed on December 1, 2010.

ABA or Applied Behavior Analysis refers to a systemic approach to interventions that alter behavior. ABA methods have been used for over 30 years, but are now considered to be at the forefront of therapeutic and educational interventions for children with autism. This behavioral framework utilizes manipulation of antecedents and consequences of behavior to teach new skills and eliminate maladaptive and excessive behavior. This course is being offered as a reaction to the lack of ABA trained professionals needed to service children with autism spectrum disorders. Both the Early Intervention Program of New York City and the Special Education Itinerant Teacher Program of the Department of Education recognize the value of ABA trained personnel and are requesting these services at break neck speeds.

This two-week series (December 5 and 12) will pave the way for you to become ABA trained. Sessions will provide the most current and comprehensive ABA methods via lecture, PowerPoint, video presentation and discussion.

By the conclusion of  week one, participants will be able to:

• Define social language deficits and maladaptive behavior in individuals with autism.
• Define ABA, behavior, response, environment, and stimulus.
• Describe the three-term contingency.
• Describe characteristics of rapport.
• Identify ways to maintain rapport.
• Identify “best practice” guidelines
• Plan for proper environmental arrangement for effective instruction.
• Explain the difference between reinforcer and preference.
• Explain the importance of making choices
• Conduct a preference assessment.
• Fill in a four-fold contingency table.
• Describe responding under different schedules of reinforcement.

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 degree in Special Education. 

WEEK ONE (DEC. 5):

• Introduction to ABA and Autism
• Building Rapport and Effective Management of the Child/Their Environment
• Identifying Reinforcers

WEEK TWO (DEC. 12):

• Introduction to Discrete Trial Teaching (baseline assessment, errorless instruction, prompting, shaping and fading).
• Discrete Trial II (stimulus control, generalization and maintenance, program management)
• Graphing and Data Analysis
• Activity Schedules, Natural Environment Teaching, Replacing Behavior.

ASHA


This entire course is offered for 1.2 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 1.2 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 1.6 CEU's.

This Is A Green Seminar!
Following in the footsteps of such organizations as the AOTA, Therapeutic Resources is committed to reducing its carbon footprint on the environment as well as providing extra benefits for the participant. By registering for one of our  green seminars, you will receive your handouts electronically within 72 hours before the seminar.  If you register for this seminar after handouts have been emailed, a data CD will be provided for you the day of the event. Handouts for this event will be emailed on December 1, 2010.

Handwriting is a skill that directly affects school success. Students who write slowly and illegibly fall behind in daily assignments, procrastinate over homework and turn in papers that teachers find difficult or impossible to grade. Over the past few decades, teaching penmanship has taken up less and less school time, while demands for younger children to master this complex neuro-motor task means that more "typically” developing children get labeled “delayed” or “learning disabled.” By the time these children get referrals for therapy they have no more interest in learning or practice.

This two-week course (December 4 and 11) will review typical development of handwriting grips, prewriting skills, & development of motor control.  We will discuss a variety of handwriting programs and techniques for encouraging students to learn this complex skill as well as the important role of collaboration with teachers and parents.

*Please register for this course under Handwriting Warriors & Princesses: Promoting Development of Handwriting Skills for Academic Success in the School Aged Child (DAY ONE) on the left-hand side of this page.

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

• Recognize typical handgrips and compare their relative efficiency.
• Summarize typical development of motor control.
• Describe typical development of pre-writing and handwriting skills.
• Differentiate the pros and cons of a variety of handwriting programs.
• Formulate a variety of techniques to motivate students at different developmental levels.

Susan L Roberts, M.Div, OTR, has 20+ years of experience, in school-based pediatric occupational therapy. She has taught in the O.T. Department of Eastern Kentucky University and New York Institute of Technology. She owned a pediatric clinic in Arizona and was named Occupational Therapist of the Year in 1993 by Arizona’s O.T. Association. She has clinical & research experience in the use of play, and healing rituals with both children and adults. Susan Roberts co-authored Biomechanics: Problem Solving for Functional Activity, and Kinesiology: Movement in the Context of Activity. 

WEEK TWO (DEC. 11)

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

9:00-10:00 AM: Development of Handwriting
This segment will review ways to develop handwriting from the perspectives of several handwriting programs, including D’Nelian, Zaner-Bloser, Handwriting Without Tears, First Strokes, and Peterson Method

10:00-10:45 AM: Assessment of Handwriting & Pre-Writing Skills
Exploration of tools currently used to measure skill development for handwriting, as well as cutting, coloring and other writing skills.

10:45-11:00 AM: Break

11:00-12:00 PM: Pre-Writing Skill Development
This hour will cover development of drawing, cutting and coloring skills in children with normal development.  There will be a discussion of atypical aspects of pre writing skills.

12:00-12:30 PM: Lunch at Therapeutic Resources

12:30-2:00 PM: Motivating Students Who Can’t Yet Write
Motivating our students is the key to success.  We will go over a variety of ways to incorporate  “handwriting” into classroom and therapy experiences so that children who don’t yet have sufficient fine motor skills develop enthusiasm to write.

2:00-2:15 PM: Break

2:15-3:00 PM: Creating a Motivational Program for the Jaded Third Grader
During this session we will cover the Handwriting Warrior Program and how to use this program to develop a renewed interest in handwriting skills.

3:00 - 3:45 PM : Collaborating with Teachers and Parents
Brainstorming and sharing ideas about how to successfully implement sound developmental practices into current school standards, policies and programs as they pertain to handwriting.

3:45 - 4:00 PM: Question and Answer

4:00 PM: Summary and Conclusion


AOTA CEU's

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

This Is A Green Seminar!
Following in the footsteps of such organizations as the AOTA, Therapeutic Resources is committed to reducing its carbon footprint on the environment as well as providing extra benefits for the participant. By registering for one of our  green seminars, you will receive your handouts electronically within 72 hours before the seminar.  If you register for this seminar after handouts have been emailed, a data CD will be provided for you the day of the event. Handouts for this event will be emailed on December 1, 2010.

ABA or Applied Behavior Analysis refers to a systemic approach to  interventions that alter behavior.  ABA methods have been used for over 30 years, but are now considered  to be at the forefront of therapeutic and educational interventions for children with autism.  This behavioral framework utilizes manipulation of antecedents and consequences of behavior to teach new skills and eliminate maladaptive and excessive behavior.This course is being offered as a reaction to the lack of ABA trained professionals needed to service children with autism spectrum disorders.  Both the Early Intervention Program of New York City and the Special Education Itinerant Teacher Program of the Department of Education recognize the value of ABA trained personnel and are requesting these services at break neck speeds.

This two-week series (December 5 and 12) will pave the way for you to become ABA trained.Sessions will provide the most current and comprehensive ABA methods via lecture, PowerPoint, video presentation and discussion.

*This is week-two of a two-week course. To register for this course, please select Applied Behavior Analysis (ABA) Training (WEEK ONE) from the menu on the left-hand side of this page.

By the conclusion of week two participants will be able to:

• Describe 3-term contingency in a discrete trial
• Explain the purpose of a baseline.
• Understand that control is transferred from a prompt to a natural antecedent.
• Define Sd (Discriminative stimulus)
• Define prompt and give examples of fading and shaping procedures.
• Define, develop, and transfer stimulus control
• Define generalization and maintenance and understand why they are important.
• Develop ways to program for generalization and maintenance.
• Read programs and implement programs (prompt levels, mastery criterion).
• Set up data sheets and record data.
• Describe the purpose of a graph,  graph data and identify graphing errors.
• Analyze data trends and make programmatic changes.
• Describe the importance of activity schedules and prompting procedures.
• Increase the difficulty of schedules
• Arrange environment for learning opportunities.
• Define extinction and explain its side effects.
• Determine function of behavior and how to treat.

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 degree in Special Education. 

WEEK TWO (December 12, 2010):

• Introduction to Discrete Trial Teaching (baseline assessment, errorless instruction, prompting, shaping and fading).
• Discrete Trial II (stimulus control, generalization and maintenance, program management)
• Graphing and Data Analysis
• Activity Schedules, Natural Environment Teaching, Replacing Behavior.

ASHA


This entore course is offered for 1.2 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 1.2 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 1.6 CEU's.