Warner Pediatric
Continuing Education for Occupational Therapists
Building the Foundation of Transitioning from Co-regulation to Self-Regulation.
Description
Self-regulation intervention is the foundation for improved self-awareness and functional attentional skills. In this 2.5-hour evidence-based webinar, attendees will explore the sequential steps of moving from co-regulation to self-regulation. Participants will gain knowledge of self-regulation by analyzing the neurobiology of regulation and comparing and contrasting the differences between emotional regulation and attentional regulation. Also, attendees will utilize various methods of therapeutic intervention to provide improved sensory self-awareness for clients and connect their 8 sensory systems to self-regulation. This webinar will summarize the information using multiple case studies to help develop clinical reasoning and therapeutic decision-making.
Learning Objectives:
Delineate the differences between self-regulation and emotional regulation.
Identify the 4 steps of co-regulation.
Apply the five steps of self-regulation to your clinical or school-based practice.
Explore the 8 sensory systems and various methods of providing sensory awareness instruction.
Hand Development: Functional Hand Skills for Handwriting and Typing.
About
How an infant moves in their environment and the toys they play with impact hand develop. This course will look at hand development from birth to school age. Use of videos and photos will be used to identify functional hand grasp movement patterns and the balance of the hand. Research and clinical experience will be shared to provide specific clinical observations of the hand for typing and handwriting. Average typing rate and necessary typing skills for the classroom will also be covered.
*1.5 contact hours
Learning Objectives:
*Learn hand development for age 0-60 months.
*Identify functional hand grasp movement patterns.
*Learn 4 clinical observations to assess a hand grasp.
*Learn 5 fine motor tasks to promote a functional hand grasp.
*Learn how to identify the balance of the hand.
*Identify 2 functional hand skills needed for typing.
Occupational therapists are not always comfortable with evaluating and reporting on functional oculomotor skills. This course will provide necessary knowledge of how the vestibulo-ocular reflex (VOR) impacts functional ocular motor skills in the school setting. Confidently evaluating the VOR helps to ease report writing and treatment planning when addressing visual deficits. Use of videos, pictures and case studies will help create a well-rounded understanding of the VOR and ocular motility. Occupational therapists will improve the way they gather and assess for visual information in this information-packed course.
Learning Objectives:
Learn how the vestibular ocular reflex relates to ocular motor and head control.
Learn 3 clinical observations to assess vestibular ocular deficits.
Learn 3 skills to observe when assessing ocular motor function in the classroom.
Identify 4 areas of ocular motor deficits that impact students' in the school setting.
Learn 2 treatment strategies to improve VOR function.
Course Outline
The Vestibular System
The Vestibular Apparatus
Vestibular Behaviors
Hypo-responsiveness
Hyper-responsiveness
The Vestibular-Ocular Reflex
Defining the vestibular-Ocular Reflex
Impact on eye and head control.
How body position/ head position impacts the position of the eyes.
The importance of the VOR when completing a functional oculomotor
Optokinetic Reflex
The VOR and Nystagmus
Motor learning theory
The role of the cerebellum and eye control.
Vision
Eyes Muscles.
Visual diagram of the eye muscles.
Movement of the eye muscles.
Visual Fields and hemispheric connection
Visual midline
Visual midline shift
Extraocular Motor Screening and Intervention
Observe for functional skills
Fixations
Tracking
Video of functional and dysfunctional pursuits
Smooth pursuits
Saccade
Video of dysfunctional VOR/motor planning skills
Vergence
Case Studies and Report overview
Student with mild needs
Students with moderate-severe needs.
Impact of visual deficits in the school setting
Functional Outcomes
Goals dos and don'ts
Solving The Handwriting Puzzle: Improving Handwriting and Building Students' Self Esteem.
The Solving the Handwriting Puzzle program is unique, as it not only follows AOTA's best practices, it also empowers students to evaluate handwriting with what is called the "I am the teacher" step. Further, this program utilizes cognitive engagement to change negative motor patterns and create new functional motor patterns. Using this step-by-step approach provides clear expectations for the student so they can make the changes they need to improve their handwriting.
The second half of this class will address common issues associated with handwriting, such as copying from the board, directionality, pressure, and hand dominance. In this section you be provided with common underlying deficits that effect these areas and treatment strategies to help improve these areas.
Learning Objectives:
1. Identify 4 ways to cognitively engage students in the handwriting process.
2. Employ 5 steps to improve handwriting quality.
3. Practice at least 2 treatment strategies to improve letter reversals.
4. Recognize how to address handwriting pressure.
5. List at least 2 treatment strategies to address lack of hand dominance.