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.

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 October 13, 2010.

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

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 October 13, 2010.

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 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 October 22, 2010.

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

Among stroke survivors, 55%-75% will continue to have impairments in the upper extremity despite intensive rehabilitation.  Recent developments in neurorehabilitation has lead to renewed optimism for stroke survivors with chronic upper extremity impairments.  What has become known as constraint induced therapy (CIT) or constraint induced movement therapy (CIMT) has altered the landscape of neurorehabilitation.                               

A CIMT program typically requires that a client wears a restraint in the less involved limb for 90% of the time that they are awake; and that client practices a series of “shaping” activities for 6 hours over a span of 2 weeks.  To a clinician, this set of procedures poses a major challenge given the pragmatic realities of clinical practice including insurance coverage, productivity expectations, and scheduling.  In addition, not all patients with plegic upper extremity may qualify in a standard CIMT program due to residual musculoskeletal impairments such as tone related soft tissue contractures and imbalances of the hand, as well as shoulder subluxation.  Given these considerations, a number of modifications to the original CIMT program have been made to make forced use therapy more clinically suitable with comparatively satisfactory outcomes. 

This program will provide an overview of the nature and process  of implementing a CIMT protocol for the hemiplegic upper extremity. Examples of how the program can be modified to suit standard clinical practices will be highlighted.  In addition, this program will present intervention strategies that address muscoskeletal impairments so that forced use intervention becomes more feasible for clients who would otherwise not qualify in standard CIMT protocol.

Participants will be able to:

• Define and explain the theoretical and scientific underpinnings of the forced use paradigm. 
• Describe the components of the ‘classic’ constraint induced therapy (CIT) program. 
• List various ways in which CIT has been adapted and modified to cater to a broader spectrum of neuromotor abilities for clients with stroke. 
• State the evidence to support classic CIT and its modifications.
• Describe various muscoskeletal impairments that may pose a challenge to participation in a CIT program. 
• Describe a variety of  intervention approaches to address and circumvent the effects of muscoskeletal (secondary) impairments on upper extremity function.

Salvador Bondoc, OTD, OTR/L, BCPR, CHT, is currently an Associate Professor of Occupational Therapy at Quinnipiac University and is currently the Chairman of AOTA’s Physical Disabilities Special Interest Section and a Board Member for the Connecticut Occupational Therapy Association.  He is affiliated with Griffin Hospital in Derby CT, and Hartford Hospital’s Eastern Rehabilitation Network.

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

9:00-10:45am:     Components of Constraint Induced Therapy I
This segment will introduce the Forced Use Paradigm and the state of current evidence for Stroke.  The first components of CIMT will be covered including Constraint vs. Restraint, Shaping and Behavioral Strategies.

10:45-12:30pm:   Components of Constraint Induced Therapy II
This segment continues to provide the audience with other components of CIMT including Task Practice, Transfer Package, and Behavioral Contracts. The procedures of this intervention pose some very practical challenges. Will insurance cover this, will the patient comply with the protocols, the role of caregivers or family members  or, will this be approved as 1:1 treatment under Medicare guidelines, what if the impairments don’t fall under the protocol guidelines. These challenges will be addressed, and have already been adjusted and modified so that many more patients are displaying successful outcomes  This section will be concluded with case illustrations and questions and answers.

12:30-1:00pm:    Lunch

1:00-2:45pm:     Biomechanical Solutions for the Neurologically Impaired Hand
This segment will provide a biomechanical explanation of the problems associated with a neurologically impaired hand due to stroke.  Splinting and positioning options will be  discussed. Specific focus will be given to tone abnormalities, musculoskeletal imbalances and other muscle disuses. Techniques will be demonstrated and explained.

2:45-4:30 pm:   Shoulder Subluxation-Pathomehanics and Evidence-Based Management
This segment will provide a biomechanical overview of the shoulder complex as it relates to subluxation. Evidence-based treatment options including electrical stimulation, taping and forced use therapies will be covered.
 

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


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.