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DTSTART;TZID=America/Phoenix:20250220T180000
DTEND;TZID=America/Phoenix:20250220T200000
DTSTAMP:20260407T035550
CREATED:20241230T222946Z
LAST-MODIFIED:20241230T222946Z
UID:15692-1740074400-1740081600@studenttherapy.com
SUMMARY:#7306 Pediatric Brain Part 1: Neurobiology of the Sensory-Motor Systems and their Application to Treatment - Webinar
DESCRIPTION:This course will teach clinicians about the neurobiology of the different regions of the brain and how the function/dysfunction within each region applies to the evaluation of\, and creative treatment planning for your pediatric client. Therapists will learn the role neurotransmitters play in regulation\, attention\, play\, and function. They will receive a thorough review of the developing brain in utero\, and the function of the sub-cortical (brain stem\, cerebellum\, basal ganglia\, and thalamus) and cortical (cerebral cortex including insula) areas of the brain. Treatment activities are discussed to strengthen the individual regions within the brain and support a whole-brain connection to the body for improved body awareness and sensory-motor development. Many ideas for play-based activities are provided to add to the therapist’s toolbox. When we understand how the brain works\, we can determine why behaviors and deficits exist\, and ultimately create endless treatment activities to support our pediatric client. \n  \nThis course has been modified from the original 14-hour Pediatric Brain Course taught for the past 15 years. It can be viewed individually and will also work well as a series with Parts 2 and 3\, as well as in conjunction with the Primitive Reflex Integration Course.  Course instruction methods include lecture\, demonstration\, videos\, case studies and question/answers. (Intermediate Level) \n  \nInstructor: Janine Wiskind\, MS\, OTR/L \n  \nLive Webinar Dates and Times: \n#7306 on Thursday\, February 20\, 2025 from 8:00 pm – 10:00 pm EST \n#7306 Thursday\, July 31\, 2025 on from 8:00 pm – 10:00 pm EST \n  \nSelf Study Available Anytime for Purchase \n  \nThe Pediatric Brain 4 Part Series including #7306\, #7307\, #7308\, #7326.\nPackage Price: $250 
URL:https://studenttherapy.com/continuing-education/7306-pediatric-brain-part-1-neurobiology-of-the-sensory-motor-systems-and-their-application-to-treatment-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250220T130000
DTEND;TZID=America/Phoenix:20250220T150000
DTSTAMP:20260407T035550
CREATED:20250203T171524Z
LAST-MODIFIED:20250203T171524Z
UID:15841-1740056400-1740063600@studenttherapy.com
SUMMARY:Spring Maker Workshop - Live Phoenix
DESCRIPTION:ADE and the ADE Loan Library invite you to join us for our First Spring AT Maker Workshop of 2025!  \nIn this workshop\, participants will: \n\nSwitch-adapt an Electric Bead Spinner\nAssemble a Bracelet Bead Organizer\nAssemble a 3-D printed soft switchDate:             Thursday\, February 20\, 2025\nTime:            1:00PM – 3:00PM \nLocation:       AzTAP (office)  \n  300 W. Clarendon Avenue\, Suite 475 \n  Phoenix\, Arizona 85013 \nCost:             $25* (includes all materials and supplies) \n  \nArizona Department of Education professional development certificates will be provided to participants. \n  \nPlease register here.  (Once you have registered\, you will be contacted with information about how to submit your payment.) \nWe hope to see you there! \n*NOTE: Space is limited to 15 people working in a school district\, and payment of $25 is due prior to the workshop to hold your slot.
URL:https://studenttherapy.com/continuing-education/spring-maker-workshop-live-phoenix/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250220T130000
DTEND;TZID=America/Phoenix:20250220T140000
DTSTAMP:20260407T035550
CREATED:20241217T165509Z
LAST-MODIFIED:20241217T165509Z
UID:15627-1740056400-1740060000@studenttherapy.com
SUMMARY:School-Based Occupational Therapy For Post-Concussed Youth: An Occupation-Based Framework - Live Webinar
DESCRIPTION:This course is designed for school-based occupational therapy (OT) practitioners who service post-concussed youth within the educational setting. The course describes a holistic and strengths-based approach to OT service provision for students experiencing occupational imbalance due to lingering post-concussion symptoms. It describes an occupation-based framework that promotes post-concussed youth recovery. \nPresented By\n\n\n\n\nJennifer Morgan\n OTD-PP\, OTR/L\n\nDr. Jennifer Morgan graduated with a Bachelor’s degree in Occupational Therapy from Penn State Month Alto\, a Master’s degree in Occupational Therapy from Misericordia University\, and a Post-Professional Doctorate in Occupational Therapy from Shenandoah University. She has practiced as a pediatric therapist for 19 years\, functioning primarily within the school and early intervention settings. During her Doctoral Studies\, Dr. Morgan developed an interest in concussion management. Her research helped her to gain an awareness of holistic and occupation-based approaches that can hasten post-concussed youth recovery and the development of a framework that can be applied to school-based OT practice. She presented this framework at AOTA Inspire 2024 and the Brain Injury Association of Pennsylvania’s Annual Conference 2024. She holds a micro-credential in pediatric post-concussion care and is a\nmember of the BrainSTEPS Brain Injury School Consulting Program in South Central Pennsylvania. She is an adjunct professor at Shenandoah University and continues to work in the school setting as a pediatric OT. \nLearning Outcomes\n\n\nAfter this course\, participants will be able to identify a holistic\, client-centered\, occupation-based framework that school-based OTPs can apply to service provision for post-concussed youth within the educational setting.\n\nAfter this course\, participants will be able to recognize 5 physical\, cognitive\, and emotional attributes of lingering post-concussion syndrome that often leads to occupational withdrawal and occupational imbalance with educational activities.\n\n\n\n\nAfter this course\, participants will be able to list two occupation-based assessments and two occupation-based interventions that school-based OTPs can apply to service provision.\n\n\nAgenda\n\n\n\n\n0-10 Minutes\nIntroduction: Concussion Symptoms & Overview of Updated Concussion Protocols\n\n\n10-20 Minutes\nPost-Concussion Syndrome: A Concussed Student’s Personal Experience\n\n\n20-25 Minutes\nReview of Evidence: School-based OT Service Provision for Post-concussed Youth\n\n\n25-30 Minutes\nService Delivery Framework: Using a Multi-tiered Systems Model of Support\n\n\n30-35 Minutes\nAssessment: Using the Canadian Occupational Performance Measure (COPM) and Dove Hawk Model of Allostatic Load for Youth With Persistent Concussion Symptoms\n\n\n35-40 Minutes\nIntervention: Using the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach\n\n\n40-45 Minutes\nOutcome Measures: Using the COPM and Goal Attainment Scaling\n\n\n45-55 Minutes\nApplication to School-Based Practice\n\n\n55-60 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/school-based-occupational-therapy-for-post-concussed-youth-an-occupation-based-framework-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250220T070000
DTEND;TZID=America/Phoenix:20250220T150000
DTSTAMP:20260407T035550
CREATED:20241107T204940Z
LAST-MODIFIED:20241107T204940Z
UID:15511-1740034800-1740063600@studenttherapy.com
SUMMARY:Kids in Foster Care: Transformative Tools to Treat the Trauma of Abandonment\, Abuse\, Grief\, and Loss - Live WEbinar
DESCRIPTION:Children in foster care are up against some of the most difficult situations a child can ever face. They’ve lost their homes and been plucked from their families — sometimes permanently. \nLearning how to meet the needs of these vulnerable and traumatized children can quite literally change their lives. Surrounded by chaos\, you can be the therapist who changes everything for these kids. \nBut it starts with learning exactly what they need and how to help. \nThat’s why Jeanette Yoffe\, a child psychotherapist\, author\, and expert in the areas of adoption & foster care\, used her own experience of moving through the system as a child in creating this groundbreaking course! You will walk away with: \n\nA start-to-finish roadmap for therapy with kids and teens in foster care\nProven strategies for building trust\, creating emotional safety\, and establishing rapport beginning in the first session\nTools to treat abandonment wounds\, mitigate shame\, increase self-esteem\, and construct a coherent life narrative\nA complete foster care toolkit with TONS of handouts and ready-touse interventions\n\nRegister now for this life-changing journey into the world of these hurting kids to become foster care competent and meet the needs of this vulnerable population.
URL:https://studenttherapy.com/continuing-education/kids-in-foster-care-transformative-tools-to-treat-the-trauma-of-abandonment-abuse-grief-and-loss-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250218T130000
DTEND;TZID=America/Phoenix:20250218T150000
DTSTAMP:20260407T035550
CREATED:20250203T171245Z
LAST-MODIFIED:20250203T171245Z
UID:15839-1739883600-1739890800@studenttherapy.com
SUMMARY:Spring Maker Workshop - Live Tucson
DESCRIPTION:ADE and the ADE Loan Library invite you to join us for our First Spring AT Maker Workshop of 2025!  \nIn this workshop\, participants will: \n\nSwitch-adapt an Electric Bead Spinner\nAssemble a Bracelet Bead Organizer\nAssemble a 3-D printed soft switch\n\nDate:             Monday\, February 18\, 2025 \nTime:            1:00PM – 3:00PM  \nLocation:       Tucson ADE Office \n   416 W. Congress Street\, Room 105 \n   Tucson\, AZ 85701 \nCost:             $25* (includes all materials and supplies) \n  \nArizona Department of Education professional development certificates will be provided to participants. \n  \nPlease register here.  (Once you have registered\, you will be contacted with information about how to submit your payment.) \nWe hope to see you there! \n*NOTE: Space is limited to 15 people working in a school district\, and payment of $25 is due prior to the workshop to hold your slot. \n  \n 
URL:https://studenttherapy.com/continuing-education/spring-maker-workshop-live-tucson/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250218T100000
DTEND;TZID=America/Phoenix:20250218T110000
DTSTAMP:20260407T035550
CREATED:20241230T180008Z
LAST-MODIFIED:20241230T180008Z
UID:15663-1739872800-1739876400@studenttherapy.com
SUMMARY:Time Blindness: A Critical Executive Function In Adults With ADHD - Live Webinar
DESCRIPTION:The current science behind ADHD\, time blindness\, “high time preference\,” and how time blindness affects occupational participation and major life choices\, which may result in shorter life expectancy\, will be explored in this course. This webinar will focus on how to recognize these deficits and describe practical tips and tools to use to help clients make time “real” and “manageable.” \nLearning Outcomes\n\n\nAfter this course\, participants will be able to recognize and describe time blindness as it relates to adults with ADHD.\n\nAfter this course\, participants will be able to distinguish the science behind “high time preference” and the connection with shorter life expectancy.\n\n\n\n\nAfter this course\, participants will be able to apply the tools and strategies that help clients make time “real” and “manageable.”\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nIntroduction\n\n\n5-15 Minutes\nADHD in Adults\n\n\n15-20 Minutes\nExecutive Function/Time Blindness\n\n\n20-25 Minutes\nChoice Behavior and Time Preference\n\n\n25-30 Minutes\nRole of Occupational Therapy\n\n\n30-40 Minutes\nOccupational Performance\n\n\n40-55 Minutes\nMaking Time Real and Managing Time\n\n\n55-60 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/time-blindness-a-critical-executive-function-in-adults-with-adhd-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250215T070000
DTEND;TZID=America/Phoenix:20250215T170000
DTSTAMP:20260407T035550
CREATED:20241216T190821Z
LAST-MODIFIED:20241216T190821Z
UID:15607-1739602800-1739638800@studenttherapy.com
SUMMARY:Aerodigestive and Swallowing Disorders: Beyond the Oropharynx - Live or Virtual
DESCRIPTION:Course Description\nJoin us for a one-day course exploring the function of the aerodigestive continuum. This course will allow attendees to explore aerodigestive function\, dysfunction\, and the state of rehabilitation for aerodigestive disorders. The basics of anatomy and physiology of the oropharyngeal and esophageal aspects of swallowing\, as well as the interconnections with the pulmonary system\, will be explored through an interdisciplinary lens. \nSessions will be dedicated to esophageal function\, dysfunction\, and testing with a focus on the role of the Speech-Language Pathologist in primary esophageal disorders. The current and future state of interventions\, including rehabilitation\, for aerodigestive disorders will be reviewed. This exciting and interactive event will provide attendees with a comprehensive educational experience with direct applicability to clinical practice! \nBrochure\nCourse Learning Objectives\n\nLearners will be able to define the aerodigestive continuum in both basic anatomy and physiology.\nLearners will be able to describe four types of esophageal assessments.\nLearners will be able to list at least three types of esophageal dysfunction/disorder.\nLearners will be able to enact at least one evidence-based intervention into their clinical practice.\n\nRegistration Information\n\n\n\n\nAttendee Type\nprice\n\n\n\n\nEarly Registration\n(On or Before 2/1/25)\n$175.00\n\n\nLate Registration\n(After 2/1/25)\n$200.00\n\n\nStudent\n$90.00\n\n\nRegistration fee includes: Symposium\, program materials\, and continuing education credits.\nRefund and cancellation policy: Barrow reserves the right to cancel or change any program for due causes. Cancellation of this program by Barrow or by the participant prior to the start of the conference will result in a full refund of tuition.\nCME Information and Disclosures\nTo Receive ASHA Credit \n\nSatisfactory completion of this course includes full participation/attendance as well as completion of the post course evaluation. The post course evaluation with provision of your ASHA number must be completed in order to receive your CEU’s. Following the closing of the course  you will receive the evaluation via the email you used to register.
URL:https://studenttherapy.com/continuing-education/aerodigestive-and-swallowing-disorders-beyond-the-oropharynx-live-or-virtual/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250214T080000
DTEND;TZID=America/Phoenix:20250214T153000
DTSTAMP:20260407T035550
CREATED:20241216T190236Z
LAST-MODIFIED:20241216T190236Z
UID:15605-1739520000-1739547000@studenttherapy.com
SUMMARY:AT+AEM = UDL4Ever: The Perfect Marriage with Hillary Goldthwait-Fowles - Live in person
DESCRIPTION:The ADE/ESS Assistive Technology (AT) Team is pleased to announce the third presentation in our 2024—2025 AT National Presenter Series AT + AEM = UDL4Ever: The Perfect Marriage\, with Hillary Goldthwait-Fowles\, Ph.D.\, ATP. This presentation is intended for Assistive Technology (AT) specialists\, special education administrators\, special education teachers\, general education teachers\, reading specialists/coaches\, and related service providers. \nDate/Time:               Friday\, February 14\, 2025 \n8:00 AM – 3:30 PM (Seats are limited; register now!) \nFee:                            $25 – lunch on your own \nWhere:                      Rio Vista Recreation Center (Lakeview room) \nAddress:                    8866 W Thunderbird Rd\, Peoria\, AZ 85381 \nHillary Goldthwait-Fowles\, Ph.D.\, ATP\, is a nationally certified Assistive Technology Professional who provides consultation\, training\, and evaluation services to educational and other institutions in Assistive Technology (AT)\, Accessible Educational Materials (AEM) and Universal Design for Learning (UDL) through her private practice. She proudly serves as an Instructional Design Specialist on the Learning and Design Technology Team at the Kennedy Krieger Institute in Baltimore\, MD. Additionally\, she is an adjunct faculty member and subject matter expert in Inclusion\, AT\, and UDL at the University of New England’s Graduate Programs in Online Learning and the University of Maine at Farmington. \nDr. Goldthwait-Fowles has presented nationwide on various topics\, including accessibility\, AT\, AEM\, UDL\, iPads and apps\, and Chromebooks and apps. With 25 years of teaching experience\, she has previously served as an Intervention Specialist and Special Educator. She is passionate about educating others on the importance of ensuring that the curriculum is accessible to all students from the outset. Home is where her heart truly is- empty nesting with her husband in Saco\, Maine\, and is most proud of her son and stepson. \n\nSession Description: \nJoin us for an immersive\, hands-on professional development session designed for Assistive Technology (AT) specialists\, special education administrators\, teachers\, reading specialists/coaches\, and related service providers. In this interactive workshop\, participants will explore the dynamic interplay between Assistive Technology (AT) and Accessible Educational Materials (AEM)\, highlighting how they intersect to enhance Universal Design for Learning (UDL). Through collaborative activities\, case studies\, and practical applications\, participants will gain a deeper understanding of how integrating AT and AEM can support diverse learners\, enhance student engagement\, and promote inclusive educational environments. By the end of this session\, participants will be equipped with innovative strategies\, tools\, and resources to effectively advocate for AT and AEM and implement UDL principles\, ensuring all learners have access to meaningful\, high-quality educational experiences. \n\nLearning Objectives: \n\nAnalyze and Apply the UDL Framework: Participants will explore the principles of Universal Design for Learning (UDL) and apply them to real-world situations. They will identify how integrating Assistive Technology (AT) and Accessible Educational Materials (AEM) can strategically remove barriers\, helping all learners access and engage with the curriculum more effectively.\nDevelop and Implement Inclusive and Personalized AT Solutions: Participants will learn to advocate for creating accessible content from the beginning. They will also gain skills in evaluating and selecting the right AT tools and AEM resources for individual student needs\, using data-driven decision-making and collaboration to design personalized learning experiences that align with UDL principles.\nAdvocate for Inclusive Practices: Participants will learn how to advocate for the use of accessible content and the integration of Assistive Technology (AT) and Accessible Educational Materials (AEM) within a universally designed framework. They will develop strategies to empower colleagues\, administrators\, and stakeholders to adopt inclusive practices that accommodate diverse learner needs and ensure equitable access to educational opportunities.\n\n 
URL:https://studenttherapy.com/continuing-education/ataem-udl4ever-the-perfect-marriage-with-hillary-goldthwait-fowles-live-in-person/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250214T080000
DTEND;TZID=America/Phoenix:20250214T090000
DTSTAMP:20260407T035550
CREATED:20241217T165146Z
LAST-MODIFIED:20241217T165146Z
UID:15625-1739520000-1739523600@studenttherapy.com
SUMMARY:Enhancing Occupational Performance Through Motor Learning - Live Webinar
DESCRIPTION:Motor learning principles through the lens of occupational therapy\, emphasizing their application in diverse contexts\, will be explored in this course. Participants will compare and contrast motor learning approaches with occupational analysis\, examine the role of fundamental movements in developing integrative functional motor skills\, and evaluate strategies to generalize motor skills within therapeutic settings. Special focus is placed on tailoring interventions for clients with ADHD and ASD\, ensuring practical\, evidence-based solutions for enhancing occupational engagement. \nPresented By\n\n\n\n\nNicole Quint\n PhD\, Dr.OT\, OTR/L\n\nNicole Quint\, PhD\, Dr.OT\, OTR/L\, is a licensed occupational therapist with more than 20 years of experience in pediatric practice\, specializing in sensory processing\, executive functioning skills\, behavioral strategies\, and social-emotional learning to optimize occupational participation and performance. She is a professor and program director for the post-professional DrOT at Nova Southeastern University and serves as an international continuing education provider for CAOT\, PESI\, OccupationalTherapy.com\, and has presented at AOTA\, CAOT\, FOTA\, and SoPAC (Section on Pediatrics Annual Conference). She currently serves as the Southeast Regional Coordinator for the SP3D assessment tool data collection process with STAR Institute and WPS (Western Psychological Services). \nLearning Outcomes\n\n\nAfter this course\, participants will be able to compare and contrast motor learning approaches in context with occupational analysis.\n\nAfter this course\, participants will be able to distinguish the role of fundamental movements within motor learning of integrative functional motor skills within occupation.\n\n\n\n\nAfter this course\, participants will be able to evaluate the concepts of generalization of motor skills to promote application within occupational therapy practice\, including specific approaches for clients diagnosed with ADHD and ASD.\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nIntroduction\n\n\n5-45 Minutes\nMotor learning theories\n\n\n45-60 Minutes\nFundamental movement patterns and relationship with fundamental motor skills and skill acquisition\n\n\n60-80 Minutes\nClinical reasoning for motor learning application\n\n\n80-100 Minutes\nGeneralizing motor learning: Evidence-based practice for ADHD/ ASD\n\n\n100-115 Minutes\nApplication of generalization\n\n\n115-120 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/enhancing-occupational-performance-through-motor-learning-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250213T180000
DTEND;TZID=America/Phoenix:20250213T200000
DTSTAMP:20260407T035550
CREATED:20241025T161941Z
LAST-MODIFIED:20241025T162833Z
UID:15449-1739469600-1739476800@studenttherapy.com
SUMMARY:#7329 Assessment and Intervention for Tethered Oral Tissues (TOTs) in Feeding Therapy - Live Webinar
DESCRIPTION:Tethered Oral Tissues (TOTs) are the frenulum attachments within the mouth\, there are typically 7 locations\, and the restrictions that can be observed can impact growth and development\, feeding\, and speech. This course provides participations with functional and structural assessment of TOTs with specific focus on intervention and treatment related to feeding deficits. The course will cover topics including foundational anatomy and physiology and provide case studies and education for assessment and intervention to increase food acceptance and oral motor sensory skills related to feeding. The importance and dynamic of a professional team and related scopes of practice will also be discussed. \n  \nInstructor: Samantha Heidenreich\, OTD\, OTR/L\, OMT
URL:https://studenttherapy.com/continuing-education/7329-assessment-and-intervention-for-tethered-oral-tissues-tots-in-feeding-therapy-live-webinar-4/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250213T130000
DTEND;TZID=America/Phoenix:20250213T140000
DTSTAMP:20260407T035550
CREATED:20241217T164841Z
LAST-MODIFIED:20241217T164841Z
UID:15623-1739451600-1739455200@studenttherapy.com
SUMMARY:Let’s Not Overlook Mood Disorders In Our Youth Population - Live Webinar
DESCRIPTION:The diagnoses of mood disorders\, especially bipolar disorder\, can be overlooked. Many students end up with the diagnosis of Oppositional Defiant Disorder attached to a comorbid diagnosis such as Autism Spectrum Disorder\, ADHD\, and Depression. Let’s take the time to sort this out. Knowing the difference can mean so much to the student\, their treatment\, and your interventions. \nPresented By\n\n\n\n\nTere Bowen-Irish\n OTR/L\n\nTere Bowen- Irish has practiced Occupational Therapy in pediatrics and psychiatry for over 40 years. Through her business\, All the Possibilities\, she continues to provide treatment\, assessment\, and consultation for clients. Workshops for therapists\, educators\, and parents are offered privately or publicly on a variety of topics such as inclusion\, child development\, classroom management\, behavioral challenges\, executive function\, and other topics relevant to the 21st-century educational system. The focus is on common sense and a practical approach toward empowering educators and students to create a climate of learning\, understanding\, and inclusiveness for all abilities. \nTere is also the creator/author of The Drive Thru Menu Suite of Exercises\, which is an initiative to bring movement and mindfulness into today’s classrooms. She is a certified YogaKids teacher and a Certified Mindful Schools Instructor. She is the author of Yoga and Me\, Come be a Tree and co-authored My Mindful Music with Mary Ann Harman. Feel free to contact Tere at tereirish@gmail.com \nLearning Outcomes\n\n\nAfter this course\, participants will be able to differentiate the diagnoses that are considered mood disorders.\n\nAfter this course\, participants will be able to evaluate modifications\, accommodations\, observations\, data gathering\, and treatment to help this individual access daily life demands.\n\n\n\n\nAfter this course\, participants will be able to examine the specific signs of bipolar disorder in children based on the DSM-5.\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nIntroduction\n\n\n5-20 Minutes\nReview of all mood disorders and their specific signs and symptoms\n\n\n20-30 Minutes\nFocus on new research shedding light on signs and symptoms for bipolar disorder in youth\n\n\n30-55 Minutes\nFocus on screening\, interventions and observations critical for success in everyday environment\n\n\n55-60 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/lets-not-overlook-mood-disorders-in-our-youth-population-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250212T170000
DTEND;TZID=America/Phoenix:20250212T190000
DTSTAMP:20260407T035550
CREATED:20241029T225832Z
LAST-MODIFIED:20241029T225832Z
UID:15466-1739379600-1739386800@studenttherapy.com
SUMMARY:Pediatric Sleep Dysfunction - Webinar
DESCRIPTION:Good sleep is the foundation of health\, development\, and success for all of us. Research tells us that children with sleep issues struggle with self-regulation\, learning\, social skills and are more likely to be obese. The power of sleep has been neglected as an important part of one’s overall well- being. Sleep problems are very common in children. Up to 80% of children with neuro development disorders have impaired sleep. The absolute necessity of good quality sleep for a child’s well-being and development is often overlooked. Clinicians with the ability to identify sleep issues will be able to support children and families with education\, strategies\, and referrals to specialists when needed. \nThe content of this program is germane to children\, students and clients ages 0- 18. \nHighlights\n\nExamine the physiology of sleep and its importance in all aspects of growth\, development\, and learning through our lifespan\nAssessment of a child’s sleep habits with practical strategies\, family education\, and interventions for improvement
URL:https://studenttherapy.com/continuing-education/pediatric-sleep-dysfunction-webinar-2/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250211T100000
DTEND;TZID=America/Phoenix:20250211T110000
DTSTAMP:20260407T035550
CREATED:20241217T164549Z
LAST-MODIFIED:20241217T164549Z
UID:15621-1739268000-1739271600@studenttherapy.com
SUMMARY:OT And Dyslexia - Live Webinar
DESCRIPTION:Identifying the common childhood disorder of dyslexia and the role of occupational therapy practitioners will be explored in this course. \nLearning Outcomes\n\n\nAfter this course\, participants will be able to identify dyslexia in school-aged children who could benefit from occupational therapy.\n\nAfter this course\, participants will be able to recognize the difference between dyslexia\, executive functioning\, and other common childhood disorders such as ADHD.\n\n\n\n\nAfter this course\, participants will be able to list interventions that will increase occupational well-being in children with dyslexia.\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nIntroduction\n\n\n5-10 Minutes\nMyth or Truth?\n\n\n10-15 Minutes\nDefinition/What is it?\n\n\n15-20 Minutes\nHow does it present?\n\n\n20-25 Minutes\nfMRI Studies\n\n\n25-30 Minutes\nDyslexia\, ADHD\, EF\n\n\n30-35 Minutes\nDyslexia Superpowers\n\n\n35-40 Minutes\nWhy It Matters\n\n\n40-45 Minutes\nOT Scope & EF\n\n\n45-50 Minutes\nOT Interventions\n\n\n50-55 Minutes\nStrategies for OTPs\n\n\n55-60 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/ot-and-dyslexia-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250210T070000
DTEND;TZID=America/Phoenix:20250210T150000
DTSTAMP:20260407T035550
CREATED:20241107T200015Z
LAST-MODIFIED:20241107T200015Z
UID:15499-1739170800-1739199600@studenttherapy.com
SUMMARY:Autism: De-Escalate Meltdowns and Diffuse Explosive Behaviors in Children and Adolescents - Live Webinar
DESCRIPTION:Do you work with children and adolescents with autism who exhibit explosive behaviors that interfere with their ability to effectively and efficiently navigate their environment? They appear willful\, obnoxious\, over reactive\, and unfeeling. They lose control of their ability to cope or regulate their behavior\, which can send them spiraling into a gut wrenching meltdown. \nJoin autism expert Joe’l Farrar\, M.Ed.\, CCC-SLP\, BCBA\, for this live webcast and learn proven strategies and techniques to help children and adolescents with autism de-escalate before a full blown meltdown ensues\, develop self-control and self-management skills to prevent future meltdowns and learn appropriate/replacement behaviors. Dozens of strategies will be taught through dynamic video case examples and demonstrations. “Teach them in the way they learn” will be a mantra throughout the program. \nWalk away with these interventions and more: \n\nBreathe card and emotions chart to develop self-control and self-management skills\nSurprise cards\, change of schedule cues\, and transition markers to alleviate anxiety\nVideo modeling and role playing to improve social/emotional communication\nFirst person stories and visual cues to promote positive behavior\nVisual cues\, music\, and software designed to increase attention and focus\nSocial stories\, social scripts\, and emotions charts to develop self-regulation\nSOCCSS\, keychain rules\, and t-charts to target challenging behaviors
URL:https://studenttherapy.com/continuing-education/autism-de-escalate-meltdowns-and-diffuse-explosive-behaviors-in-children-and-adolescents-live-webinar-7/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250207T080000
DTEND;TZID=America/Phoenix:20250207T090000
DTSTAMP:20260407T035550
CREATED:20241217T164145Z
LAST-MODIFIED:20241217T164145Z
UID:15619-1738915200-1738918800@studenttherapy.com
SUMMARY:Motor Supports For Handwriting Development - Live Webinar
DESCRIPTION:Underlying motor issues that impact fine motor development are needed for the acquisition of efficient and effective handwriting skills will be examined in this course. Treatment strategies will be provided for therapist use\, whether in direct therapy sessions or in consultation with parents and teachers. \nPresented By\n\n\n\n\nKristen Tompkins\n OTR/L\n\nWith over 25 years of experience as a school-based occupational therapist in Las Vegas\, NV\, Kristen has developed a high skill level to navigate this unique and often challenging practice setting. She graduated with her bachelor’s degree in occupational therapy in 1996 from Loma Linda University and worked as a traveling therapist in adult settings for the first 2 ½ years of her career. Ultimately\, she settled on school-based practice in Nevada. Throughout her career\, she has regularly provided in-service training on various topics that impact therapy outcomes in the school setting. Based on her extensive experience with handwriting development issues\, she is the author of the Construct>>Draw>>Write program\, and she has also created HOUSE/mouse Adapted Writing Paper with a supporting flashcard activity to aid students in developing letter sizing and placement skills. \nLearning Outcomes\n\n\nAfter this course\, participants will be able to identify the underlying core control issues that can impact handwriting development.\n\nAfter this course\, participants will be able to recognize the difference between efficient vs. inefficient pencil grasp patterns.\n\n\n\n\nAfter this course\, participants will be able to list 3 exercises that support motor requirements for handwriting success that could be done at home or in the classroom setting.\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nIntroduction\n\n\n5-20 Minutes\nCore Control and Impact on Fine Motor Development\n\n\n20-35 Minutes\nPencil Grasp and Control\n\n\n35-55 Minutes\nStrategies/Adapted Equipment for Handwriting Support\n\n\n55-60 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/motor-supports-for-handwriting-development-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250205T150000
DTEND;TZID=America/Phoenix:20250205T170000
DTSTAMP:20260407T035550
CREATED:20241230T184821Z
LAST-MODIFIED:20241230T184821Z
UID:15679-1738767600-1738774800@studenttherapy.com
SUMMARY:Differential Diagnosis of Headaches Post Concussion - Webinar
DESCRIPTION:Concussion is a common injury that is often poorly identified and poorly managed. It can occur with a variety of mechanisms and affects all ages. These injuries can recover on their own but often (10-30%) of individuals will have persistent symptoms. There are a variety of symptoms that can be present after a concussive injury and often headache is one of the most common. Research has shown that individualized treatment results in the best outcomes secondary to the multiple systems that are impacted after these injuries.1 A challenge to concussion management is that none of the symptoms that are often reported are unique to the injury itself. It is essential that clinicians who work with client’s post-concussion have a clear understanding of the variety of possible contributing factors to the symptom presentation so that they can create a targeted plan of intervention. This individualized plan and understanding will ensure optimal patient outcomes. \nThis course will highlight the variety of physiological impairments and systems that can contribute to headache presentation. We will review differential diagnosis as well as targeted interventions to achieve optimal outcomes and patient recovery. The course will present a variety of strategies as well as case studies to help support differential diagnosis strategy. There will also be objective measures including questionnaires\, assessments of the cervical spine\,vestibular/oculomotor systems\, and evaluation of the autonomic nervous system. Participants will be able to take these strategies and a targeted approach and be able to apply them the next day in the clinic. \nHighlights\n\nQuickly improve your clients’ outcomes and recovery by analyzing the potential causes of headache after a concussive event.\nObjective measures including questionnaires\, assessments of the cervical spine\, vestibular/oculomotor systems\, and evaluation of the autonomic nervous system.\nDifferential diagnosis as well as targeted interventions to achieve optimal functional outcomes and patient recovery.
URL:https://studenttherapy.com/continuing-education/differential-diagnosis-of-headaches-post-concussion-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250204T170000
DTEND;TZID=America/Phoenix:20250204T190000
DTSTAMP:20260407T035550
CREATED:20241230T175327Z
LAST-MODIFIED:20241230T175327Z
UID:15661-1738688400-1738695600@studenttherapy.com
SUMMARY:Optimizing Core Retraining\, Part 2 - Live Webinar
DESCRIPTION:Rehab providers talk about “the core” frequently\, especially for their patients with spine and lower extremity dysfunction. However\, there is a wide range of practice patterns and little consensus regarding optimally training the core. This two-part course overviews current evidence and evidence-supported practices to optimize core retraining. \n\n\nThis is part 2 of a two-part course. This course includes manual therapy to reset neuromotor patterns\, motor control retraining\, diastasis rectus\, and case studies. \nLearning Outcomes\n\n\nAfter this course\, participants will be able to analyze the diastasis rectus abdominus.\n\nAfter this course\, participants will be able to apply at least three options for the use of manual therapy to provide a neuromotor reset to the core to support occupations.\n\n\n\n\nAfter this course\, participants will be able to evaluate at least three examples of motor control retraining for patients\, including optimal methods to progress motor control for various patient types and activities.\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nBackground\, review of learning outcomes\n\n\n5-35 Minutes\nManual therapy to reset neuromotor patterns\n\n\n35-75 Minutes\nMotor control retraining\n\n\n75-100 Minutes\nDiastasis rectus\n\n\n100-115 Minutes\nCase studies\n\n\n115-120 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/optimizing-core-retraining-part-2-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250130T160000
DTEND;TZID=America/Phoenix:20250130T180000
DTSTAMP:20260407T035550
CREATED:20241029T225525Z
LAST-MODIFIED:20241029T225525Z
UID:15464-1738252800-1738260000@studenttherapy.com
SUMMARY:Practical Tools for Addressing Executive Functioning in Children - Webinar
DESCRIPTION:Executive function skills are cognitive processes that coordinate our abilities to learn\, perform tasks\, and handle everyday responsibilities. Children aren’t born with executive functioning skills\, but they can develop them. Providing practice and opportunities to build executive functioning skills at home and school is an important part of development. Allied health and other professionals can influence these skills for students using evidence-based interventions and strategies. This course will summarize the most up-to-date evidence related to executive functioning interventions. Attendees will learn how to choose and implement effective interventions to help children with executive functioning skills.Resources and tools that can be used immediately for interventions with your clients will be provided. Each participant will be challenged to identify a client with whom they can implement at least one strategy or intervention and develop an action plan. \nThe content of this program is germane to children\, students and clients ages 5- 18. \nHighlights\n\nEffective\, evidence-based strategies for improving executive functioning skills for school-aged children\nResources and tools for planning and implementation of interventions that address executive functioning skills
URL:https://studenttherapy.com/continuing-education/practical-tools-for-addressing-executive-functioning-in-children-webinar-2/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250130T060000
DTEND;TZID=America/Phoenix:20250130T140000
DTSTAMP:20260407T035550
CREATED:20241107T205150Z
LAST-MODIFIED:20241107T205150Z
UID:15513-1738216800-1738245600@studenttherapy.com
SUMMARY:Mental Health Issues in the Classroom: Practical Strategies for Helping Children and Adolescents Succeed - Live Webinar
DESCRIPTION:Join child/adolescent behavioral expert\, R. Nicolle Carr\, Ph.D.\, and learn how to best manage the students at your school diagnosed with Oppositional Defiant Disorder (ODD)\, Attention Deficit Hyperactivity Disorder (ADHD)\, Autism Spectrum Disorder (ASD)\, mood disorders\, anxiety\, and depression. You will walk away with concrete\, yet practical\, strategies to successfully intervene with their serious behavioral issues\, such as: \n\nAnger and outbursts\nCutting and self-injury\nDefiance\nImpulsivity\nSensory Issues\nMeltdowns and tantrums\nObsessive compulsive\nTruancy\nRigidity\nElectronic addiction\n\nThrough case studies\, video clips and dynamic class discussion you will learn: \n\n30-second teacher strategies to manage challenging and disruptive behaviors\nNew ways to reduce the costs of out-of-district placements\nHow to engage students in class\, increase productivity\, and reduce truancy\nBehavioral assessments and strategies for the IEP team\nSide-effects of common psychotropic medications\nHow skill deficits from mental health conditions create behavioral difficulties\nCharacteristics of at-risk students’ mental health problems\nStrategies to gain collaboration with clinicians\n\nLeave the day with the “magic dust” you have been looking for to expedite rapid and effective changes in these children and adolescents!
URL:https://studenttherapy.com/continuing-education/mental-health-issues-in-the-classroom-practical-strategies-for-helping-children-and-adolescents-succeed-live-webinar-6/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250129T140000
DTEND;TZID=America/Phoenix:20250129T160000
DTSTAMP:20260407T035550
CREATED:20241230T184430Z
LAST-MODIFIED:20241230T184430Z
UID:15677-1738159200-1738166400@studenttherapy.com
SUMMARY:Pressure Ulcers: Therapist Strategies for Assessment\, Treatment\, and Prevention - Webinar
DESCRIPTION:“Pressure injuries of the skin and soft tissues affect an estimated 1 to 3 million people in the United States each year. The incidence differs based on the clinical setting.” (Mondragon N\, Zito PM) Pressure ulcers are a preventable event in a lot of cases\, and we as therapists play an integral part in prevention for our patients. If we take proper steps\, document accordingly and educate our coworkers and staff we can make a big impact as therapists on prevention. \nThis course will increase the clinician’s knowledge base in prevention and recognition of pressure ulcers as well as guide their plan of care. Subsequently\, apt recognition will lead to strategies to target the prevention\, offloading pressure with appropriate devices. This will improve both wound outcomes and the quality of life for the patient as it directs treatment to reduce pressure\, promotes therapist and patient awareness in self-care\, and assists therapists in development of appropriate long-term plans for patient pressure ulcer prevention and wound treatment. \nHighlights\n\nImprove your understanding of pressure ulcer development\, assessment\, prevention\, and pathophysiology\nBest practices and guidelines for treatments of pressure ulcers
URL:https://studenttherapy.com/continuing-education/pressure-ulcers-therapist-strategies-for-assessment-treatment-and-prevention-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250127T150000
DTEND;TZID=America/Phoenix:20250127T170000
DTSTAMP:20260407T035550
CREATED:20241230T183920Z
LAST-MODIFIED:20241230T183920Z
UID:15675-1737990000-1737997200@studenttherapy.com
SUMMARY:Upper Extremity Nerve Mobilization & Flossing - Webinar
DESCRIPTION:Physical and occupational therapists regularly evaluate and treat patients with upper extremity neuromusculoskeletal pathologies. This course will review indications and benefits of integrating nerve mobilization/flossing techniques with a variety of patient conditions. Participants will learn how to integrate these intervention strategies with their clients/patients to improve outcomes. Current evidence will be incorporated during discussion. \nHighlights\n\nImmediately improve your ability to treat your client’s upper extremity conditions\nIntegrate treatments with visual demonstrations and easy-to-follow instruction\nImprove ADL’s involving tasks such as gripping and fine motor skills\nTechniques to reduce pain\, restore function\, and further supplement a patient’s progression towards functional goals
URL:https://studenttherapy.com/continuing-education/upper-extremity-nerve-mobilization-flossing-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250124T080000
DTEND;TZID=America/Phoenix:20250124T160000
DTSTAMP:20260407T035550
CREATED:20241107T205317Z
LAST-MODIFIED:20241107T205317Z
UID:15515-1737705600-1737734400@studenttherapy.com
SUMMARY:Over 75 Quick "On the Spot" Techniques for Children and Adolescents with Emotional and Behavioral Problems - Live Webinar
DESCRIPTION:Leaving nothing to the abstract\, “75 Quick\, ‘On-the-Spot’ Techniques for Children and Adolescents with Emotional and Behavioral Problems” will guide you through focused\, clear and successful methods for treating children. Every professional who seeks to fill their toolbox with tested methods will leave this seminar with a wealth of fresh ideas and rejuvenated spirits. \nIf you do not have a lot of experience working with children and teens\, you will leave with a defined strategy for success. If you are a seasoned professional\, you will learn new tricks and techniques to re-energize and revitalize your practice!
URL:https://studenttherapy.com/continuing-education/over-75-quick-on-the-spot-techniques-for-children-and-adolescents-with-emotional-and-behavioral-problems-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250124T080000
DTEND;TZID=America/Phoenix:20250124T100000
DTSTAMP:20260407T035550
CREATED:20241230T175030Z
LAST-MODIFIED:20241230T175030Z
UID:15659-1737705600-1737712800@studenttherapy.com
SUMMARY:Integrating Incontinence Into Occupational Therapy Treatment Plans - Live Webinar
DESCRIPTION:Incontinence limits occupational performance for many of the individuals we see in therapy\, and OTPs will walk away from this course understanding how to address it in their treatments. This course will empower OTPs to address incontinence with patients across treatment settings. \nLearning Outcomes\n\n\nAfter this course\, participants will be able to identify three different types of incontinence OTPs can address in treatment.\n\nAfter this course\, participants will be able to recognize high-risk conditions in patients requiring advanced interventions.\n\n\n\n\nAfter this course\, participants will be able to list 5 potential treatment interventions for incontinence.\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nIntroduction\n\n\n5-10 Minutes\nOT’s role in incontinence\n\n\n10-20 Minutes\nAnatomical review and movement\n\n\n20-25 Minutes\nBowel incontinence and constipation\n\n\n25-40 Minutes\nTreatments for BI\n\n\n40-65 Minutes\nUrinary incontinence\n\n\n65-70 Minutes\nTreatments for UI\n\n\n70-80 Minutes\nHow OTPs address incontinence across different settings\, including primary care\n\n\n80-90 Minutes\nGoal writing to promote function\n\n\n90-100 Minutes\nComplex conditions\n\n\n100-115 Minutes\nIntro to biofeedback and when to use it\n\n\n115-120 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/integrating-incontinence-into-occupational-therapy-treatment-plans-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250124T060000
DTEND;TZID=America/Phoenix:20250124T140000
DTSTAMP:20260407T035550
CREATED:20241107T195522Z
LAST-MODIFIED:20241107T195522Z
UID:15495-1737698400-1737727200@studenttherapy.com
SUMMARY:Animal-Assisted Therapy: Meeting Clients’ Therapeutic Goals One Paw at a Time! - Live Webinar
DESCRIPTION:Animal-Assisted Therapy (AAT) is a unique and powerful therapeutic approach that harnesses the positive effect of human-animal interactions. \nHowever\, it is more than bringing your pet to work. It requires a complex set of skills\, knowledge\, and considerations to ensure the safe and effective integration of animals into therapy – ultimately to achieve successful client outcomes. \nJoin Tara Moser\, LCSW\, and Certified Animal Assisted Intervention Specialist\, as she teaches you how to confidently integrate AAT interventions that produce results even at the very first session! You’ll learn how to: \n\nBuild positive attachment and trust with clients\nReduce anxiety levels and induce a sense of relaxation\nSupport co-regulation between client and animal\nPromote self-control and impulse management\nDevelop self-awareness\, compassion\, and empathy\nCreate strong social-emotional communication skills\n\nBut that’s not all\, you’ll also learn to keep everyone safe\, including how to: \n\nDetect signs of stress in animal’s and client’s body language\nSelect animals that are well-suited for the client’s specific situation\nAlign your client’s therapy goals to appropriate AAT interventions\nIntegrate AAT with modalities you already use\nKnow when to and when not to include animals in therapy\nDetermine best practices for in-person vs telehealth\nAnd so much more!\n\nThrough case studies\, video demonstration and dynamic discussion you will leave this program with the skills and confidence to integrate dogs\, cats and various other animals into your practice!
URL:https://studenttherapy.com/continuing-education/animal-assisted-therapy-meeting-clients-therapeutic-goals-one-paw-at-a-time-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250123T130000
DTEND;TZID=America/Phoenix:20250123T140000
DTSTAMP:20260407T035550
CREATED:20241230T174420Z
LAST-MODIFIED:20241230T174420Z
UID:15657-1737637200-1737640800@studenttherapy.com
SUMMARY:Proactive Well-Being Strategies For Healthcare Professionals - Live Webinar
DESCRIPTION:Clinicians and healthcare professionals provide tremendous support to patients and clients. However\, the often ongoing roles\, responsibilities\, and demands common in these professions can result in burnout and exhaustion. This webinar will provide a framework to understand risk factors associated with burnout and strategies to support one’s overall health and well-being. \nLearning Outcomes\n\n\nAfter this course\, participants will be able to identify risk factors for burnout\, fatigue\, and stress.\n\nAfter this course\, participants will be able to recognize strategies to support their overall health and well-being.\n\n\n\n\nAfter this course\, participants will be able to identify what professionals can do to prevent these conditions and promote work-life balance.\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nIntroduction\n\n\n5-15 Minutes\nRisk factors for burnout\, fatigue\, stress\n\n\n15-25 Minutes\nIdentifying personal risk factors\n\n\n25-35 Minutes\nStrategies to support health and well-being\n\n\n35-45 Minutes\nExamples of self-care and making self-care a practice behavior\n\n\n45-55 Minutes\nPreventing burnout and promoting well-being\n\n\n55-60 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/proactive-well-being-strategies-for-healthcare-professionals-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250122T150000
DTEND;TZID=America/Phoenix:20250122T170000
DTSTAMP:20260407T035550
CREATED:20241230T183525Z
LAST-MODIFIED:20241230T183525Z
UID:15673-1737558000-1737565200@studenttherapy.com
SUMMARY:Differential Diagnosis of Dizziness after a Concussion - Webinar
DESCRIPTION:Concussion is a common injury that is often poorly identified and poorly managed. It can occur with a variety of mechanisms and affects all ages. These injuries can recover on their own but often (10-30%) of individuals will have persistent symptoms. There are a variety of symptoms that can be present after a concussive injury and often dizziness is one of the most common. There is also research that states that dizziness at the time of injury will have an impact on overall recovery timeline. Research has shown that individualized treatment results in the best outcomes secondary to the multiple systems that are impacted after these injuries. A challenge to concussion management is that none of the symptoms that are often reported are unique to the injury itself. It is essential that clinicians who work with client’s post-concussion have a clear understanding of the variety of possible contributing factors to the symptom presentation so that they can create a targeted plan of intervention. This individualized plan and understanding will ensure optimal patient outcomes. \nThis course will highlight the variety of impairments and systems that can contribute to dizziness presentation. We will review differential diagnosis as well as targeted interventions to achieve optimal outcomes and patient recovery. The course will present a variety of strategies as well as case studies to help support differential diagnosis strategy. There will also be objective measures including questionnaires\, assessments of the cervical spine\, vestibular/oculomotor systems and evaluation of the autonomic nervous system.The learner will be able to take these strategies and targeted approach and be able to apply them the next day in the clinic. \nHighlights\n\nPractical assessment and re-assessment strategies as well as interventions for functional deficits\, underlying conditions\, and co- morbidities\nImprove your client’s outcomes and recovery by identifying the potential causes of dizziness after a concussive event\nBest practices to target the appropriate intervention for most successful outcome
URL:https://studenttherapy.com/continuing-education/differential-diagnosis-of-dizziness-after-a-concussion-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250121T100000
DTEND;TZID=America/Phoenix:20250121T110000
DTSTAMP:20260407T035550
CREATED:20241217T163649Z
LAST-MODIFIED:20241217T163649Z
UID:15617-1737453600-1737457200@studenttherapy.com
SUMMARY:Cognitive Disengagement Syndrome: The Opposite Of ADHD - Live Webinar
DESCRIPTION:We have all heard about ADD without the H. This diagnosis is called CDS (Cognitive Disengagement Syndrome). The signs and symptoms are apparent. These clients are easily confused\, daydream\, have decreased processing time\, and are spacey\, lethargic\, and sluggish. This seminar will help you to better understand this individual and how best to facilitate success in their lives. \nPresented By\n\n\n\n\nTere Bowen-Irish\n OTR/L\n\nTere Bowen- Irish has practiced Occupational Therapy in pediatrics and psychiatry for over 40 years. Through her business\, All the Possibilities\, she continues to provide treatment\, assessment\, and consultation for clients. Workshops for therapists\, educators\, and parents are offered privately or publicly on a variety of topics such as inclusion\, child development\, classroom management\, behavioral challenges\, executive function\, and other topics relevant to the 21st-century educational system. The focus is on common sense and a practical approach toward empowering educators and students to create a climate of learning\, understanding\, and inclusiveness for all abilities. \nTere is also the creator/author of The Drive Thru Menu Suite of Exercises\, which is an initiative to bring movement and mindfulness into today’s classrooms. She is a certified YogaKids teacher and a Certified Mindful Schools Instructor. She is the author of Yoga and Me\, Come be a Tree and co-authored My Mindful Music with Mary Ann Harman. Feel free to contact Tere at tereirish@gmail.com \nLearning Outcomes\n\n\nAfter this course\, participants will be able to differentiate between a diagnosis of ADHD and cognitive disengagement.\n\nAfter this course\, participants will be able to analyze the daily impact that the characteristics of this diagnosis have on overall functioning at school\, home\, and community.\n\n\n\n\nAfter this course\, participants will be able to evaluate interventions and treatment based on signs\, symptoms and challenges with daily life skills.\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nIntroduction\n\n\n5-20 Minutes\nOverview of this condition\n\n\n20-40 Minutes\nConsideration of co-morbidity\, prognosis\, and environmental demands\n\n\n40-55 Minutes\nInterventions to promote success\n\n\n55-60 Minutes\nSummary; Q&A
URL:https://studenttherapy.com/continuing-education/cognitive-disengagement-syndrome-the-opposite-of-adhd-live-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Phoenix:20250120T070000
DTEND;TZID=America/Phoenix:20250120T150000
DTSTAMP:20260407T035550
CREATED:20241107T204050Z
LAST-MODIFIED:20241107T204050Z
UID:15503-1737356400-1737385200@studenttherapy.com
SUMMARY:Changing the ADHD Brain: Moving Beyond Medication - Live Webinar
DESCRIPTION:Many of our clients diagnosed with ADHD prefer not to take medication. There are various reasons for this including side effects and concerns with long-term use. In this seminar\, you’ll learn more about these concerns\, as well as alternative interventions for ADHD. \nViewing ADHD from a developmental perspective\, we will consider the apparent increase in ADHD diagnoses over the past two decades. By understanding the way brains with and without ADHD function\, you’ll be able to better identify a variety of neurodivergent-affirming strategies to significantly impact the nervous system and better manage ADHD symptoms in your clients. \nNot only will you walk away with updates about evidence-based non-medication interventions for ADHD such as computerized cognitive training\, mindfulness meditation\, and neurofeedback\, you’ll also learn a variety of practical strategies that you and your clients can implement immediately and at low cost. \nWe’ll navigate the vast research on exercise\, movement\, diet\, sleep\, disruptive technologies\, supplements\, and the impact of the environment on ADHD\, summarizing the findings and applying the information to “real life”. You will leave this seminar with the tools and knowledge to develop a holistic approach to working with adults and children with ADHD.
URL:https://studenttherapy.com/continuing-education/changing-the-adhd-brain-moving-beyond-medication-live-webinar-28/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Denver:20250119T060000
DTEND;TZID=America/Denver:20250120T140000
DTSTAMP:20260407T035550
CREATED:20241122T173754Z
LAST-MODIFIED:20241122T173754Z
UID:15570-1737266400-1737381600@studenttherapy.com
SUMMARY:# 306 CAN-EAT Approach …Using medical\, motor\, & therapy strategies in pediatric feeding - Live Webinar
DESCRIPTION:Pediatric feeding and swallowing problems that effect infants and children may be complex and often involve a combination of factors including issues that can make eating painful or difficult. In order to successfully remediate feeding problems\, clinicians must understand how medical and nutritional issues can contribute to feeding disorders and use a comprehensive approach to intervention. The CAN-EAT Approach© is a 2-day workshop focusing on medical\, nutritional\, and therapeutic strategies for children with pediatric feeding disorders. \n  \nThis course will allow participants to describe how pediatric feeding disorders are defined in the literature\, what the contributing factors include\, and how this relates to clinical practice. Identify primary gastrointestinal issues (gastroesophageal reflux\, constipation\, motility disorders\, eosinophilic esophagitis\, and visceral hyperalgesia) during a feeding evaluation and explain how these issues affect a child’s feeding skill development and ability to progress. Participants will analyze a child’s oral motor function and apply the knowledge in treatment making recommendations for appropriate diet\, utensil use\, and development of a therapy plan for skill development. Identify signs and symptoms of pharyngeal dysphagia or risk for pharyngeal dysphagia in a child and make appropriate recommendations for further assessment or treatment. Analyze moderate and complex pediatric feeding cases identifying barriers to feeding progression and apply principles to prioritize treatment strategies and write appropriate goals. Describe and apply examples of therapeutic techniques to reduce gagging\, improve liquid and food acceptance\, improve chewing skill\, and wean from a feeding tube. \n  \nIn the CAN-EAT Approach© “CAN” stands for comfort and nutrition which come first. Day one will focus on strategies to build GI comfort and good growth as well as explore other medical issues that interfere with feeding progression. Day two will focus on therapeutic strategies from a variety of philosophies. “EA” represents establishing acceptance of the spoon\, easy textures or mealtime routine. Then “T” stands for therapy for skill development and feeding progression. Therapeutic strategies for common feeding problems will be explored in depth through lecture and video demonstration. \n  \nInformation is applicable to infants and children from birth to 21 (class will discuss infants but is not focused on infant feeding issues) \n  \nInstructor: Krisi Brackett PhD\, CCC-SLP\, C/NDT
URL:https://studenttherapy.com/continuing-education/306-can-eat-approach-using-medical-motor-therapy-strategies-in-pediatric-feeding-live-webinar/
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DTSTART;TZID=America/Phoenix:20250117T080000
DTEND;TZID=America/Phoenix:20250117T090000
DTSTAMP:20260407T035550
CREATED:20241230T173955Z
LAST-MODIFIED:20241230T173955Z
UID:15655-1737100800-1737104400@studenttherapy.com
SUMMARY:Supporting Adults With IDD In The Workplace: How OTPs Can Play An Integral Role - Live Webinar
DESCRIPTION:Learn how to best support individuals with IDDs within the workplace through thorough and functional evaluations\, adaptive and restorative interventions\, staff education\, and a guided-discovery approach to learning. \nLearning Outcomes\n\n\nAfter this course\, participants will be able to identify three ways the CO-OP approach can foster learning in individuals with intellectual and developmental disabilities (IDD).\n\nAfter this course\, participants will be able to recognize two evaluation tools that can be used within the vocational setting to best capture client’s current level of function and best plan of care.\n\n\n\n\n\nAfter this course\, participants will be able to list three interventions or supports that can be utilized within the vocational setting for individuals with IDD.\n\n\nAgenda\n\n\n\n\n0-5 Minutes\nIntroduction\n\n\n5-10 Minutes\nDefinition of IDD with examples and current need to help increase their employment\n\n\n10-20 Minutes\nIdentification and discussion on available evaluation tools\n\n\n20-30 Minutes\nDefinition of CO-OP approach and examples of evidenced-based practice\n\n\n30-45 Minutes\nCreating plans of care and implementing them using CO-OP\n\n\n45-55 Minutes\nEducating management and advocating for this population\, and for OT\n\n\n55-60 Minutes\nSummary; Q&A\n\n\n\n\n\n\n\nPresented By\n\n\n\n\nBridgette Pepmeyer\n MOT\, OTR/L\n\nBridgette Pepmeyer has been working as an OT for 12 years in various settings\, with a background focusing mainly on neuro-rehabilitation. For the past three years\, Bridgette has been helping to run a Café that employs adults with Intellectual and Developmental Disabilities and has found that OTs can play a major role in helping these individuals engage meaningfully in employment. Through both adaptive and restorative lenses\, and with a strategy-training guided discovery approach like CO-OP\, Bridgette has worked to help adults with IDD soar past functional plateaus and gain vocational independence and a heightened sense of self-accomplishment. \n  \n\n\n\n\nMore
URL:https://studenttherapy.com/continuing-education/supporting-adults-with-idd-in-the-workplace-how-otps-can-play-an-integral-role-live-webinar/
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