Intervention for Adolescents with Acquired Brain Injury (OT, PT, AT, CSN, F, TBI, SLP)
8:45 a.m.–noon
Act 48; Social Work; ACVREP: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
This session will provide specific intervention strategies to maximize cognitive and communication function in adolescents with acquired brain injury, based on benchmarks in adolescent brain and behavior development and common cognitive and communication impairments in adolescents with Traumatic Brain Injury (TBI), as well as other types of acquired brain injuries (injuries occurring after birth).
Outcomes
- Review benchmarks in adolescent brain and behavior development
- Identify common cognitive, communication, and psychosocial outcomes for adolescents with acquired brain injury
- Discuss principles of intervention to maximize cognitive and communication function in adolescents with TBI
Lyn Turkstra, PhD, is a professor in the Department of Communication Sciences and Disorders at the University of Wisconsin-Madison, and a member of the UW-Madison Neuroscience Training Program. Her research focuses on the relation of cognition to communication, particularly in the context of social communication in adolescents and young adults with traumatic brain injury. Dr. Turkstra has published extensively on cognitive and communication function after TBI, and has worked clinically with survivors of TBI for more than 20 years.
Blockbuster Braille: Creating Reading Superstars, Part 2 (AT, Fam, VI, TBI, DB)
(continued from Tuesday afternoon)
Session 2: 8:45 a.m.–4:15 p.m.
Session 3: Thursday, 8:45 a.m.–4:15 p.m.
Act 48; Social Work; ACVREP: 6 hours; ASHA: 0.6 CEU; Psych: 6.5 CE hours
In this session we will share best practices for reading instruction for students with visual impairments that will lead to successful reading and writing in Braille, such as the importance of progress monitoring and strategies to increase fluency and comprehension. Consideration for students who are using both braille and print will be discussed. We will also discuss strategies for striving readers who need more intensive instruction, and continue that discussion on Thursday, August 8.
Outcomes
- Describe considerations for instruction of dual media learners
- Describe why assessment and monitoring of reading and writing progress is an essential part of teaching
- List various approaches to instruction in braille, and considerations for each approach that will build a strong foundation for achievement in literacy skills
- Describe considerations for instruction of dual media learners
Frances Mary D’Andrea (see bio from Tuesday’s Great Start session)
Opening the Door to Classroom Success: Addressing Access Needs (DHH, SLP)
Wednesday: 8:45 a.m.–4:15 p.m.
Thursday: 8:45 a.m.–4:15 p.m.
Act 48; Social Work; ACVREP: 12 hours; ASHA: 1.2 CEU; Psych: 13 CE hours
The achievement of students with hearing loss is impacted regularly by the barriers related to that hearing loss, in particular that of access to the educational environment. By addressing the access needs secondary to hearing loss, students are more likely to experience success. This two-day presentation will review the various aspects of access and present materials and techniques to use to determine a student’s level of access. IEP development and improving student skills will also be addressed.
Outcomes
- Explain a student’s access to verbal instruction ability
- Explore the effects of inappropriate classroom acoustics on learning
- Describe how to identify baseline communication repair ability and implement practical training steps
- Determine baseline self-advocacy skills and implement activities to improve skills
- Examine the core content standards that are most vulnerable to the effects of hearing loss
- Describe how to gather objective data during a classroom observation
- Define typical barriers to access, how to evaluate impact and address
- Discuss strategies to improve student social skills
- Describe the psychosocial reasons why a student may reject hearing devices and strategies to prevent
Karen Anderson (see bio from Monday’s Great Start session)
Orientation and Mobility for Children with Visual Impairments and Additional Disabilities (DHH, VI, DB, Fam)
8:45 a.m.–4:15 p.m.
Act 48; Social Work; ACVREP; Infant/Toddler: 6 hours; ASHA: 0.6 CEU; Psych: 6.5 CE hours
The value of orientation and mobility instruction (O+M) is now more widely recognized for children with vision loss and additional disabilities. Making O+M instruction successful and meaningful for this population requires a broad view of the discipline, integration with other areas of development and instruction, and careful planning. This session will cover a number of areas that are critical in supporting children in developing functional O+M skills through purposeful movement and instruction and will include, lecture, video, and group work and experience.
Outcomes
- Explain how to support concept and cognitive development through O+M instruction
- Explore the use of communication systems (including literacy) within and in support of O+M instruction
- Examine Instruction in route travel and other O+M skills
- Describe how to develop functional and meaningful routines and activities that support the students use and growth of O+M skills
- Develop skills in assessing the environment and student skills
- Increase their knowledge of O+M as part of a collaborative team
Sam Morgan EdD, is currently the project director of the New York Deaf-Blind Collaborative, the federally funded deaf-blind technical assistance project for New York State. He has worked as a teacher of the visually impaired, an orientation and mobility instructor, a principal, and in a range of capacities on various deaf-blind projects. He has been working with children who have sensory impairments and multiple disabilities for more than 20 years.
Focus on Strengths: Imagine the Possibilities
(continued from Tuesday)
Wednesday, 8:45 a.m.–2:15 p.m.
Act 48; Social Work; ACVREP; Infant/Toddler: 11 hours; ASHA: 1.1 CEU; Psych: 11.5 CE hours (you must attend both Tuesday and Wednesday sessions to receive credit)
The Use of Antecedent Strategies to Promote Skill Acquisition and to Manage Problematic Behaviors in Individuals with Multiple Disabilities (OT, PT, APE, AT, CSN, F, TBI, SLP)
1:00–4:15 p.m.
Act 48; Social Work; ACVREP: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
This interactive session reviews behavioral theory as it relates to the use of antecedent strategies to promote the acquisition of independent living skills and to manage the reduction of problematic behaviors of individuals with multiple disabilities, including cognitive impairments from traumatic brain injury. The presentation will review the relevant literature base as well as present case studies illustrating the step-by-step procedure for assessing, designing, implementing, and evaluating two different antecedent-based interventions.
Outcomes
- Describe the behavioral principles undergirding antecedent-based interventions for both skill instruction and the management of problem behaviors
- Explain how to assess for design, implement, and assess the efficacy of antecedent-based interventions for both skills instruction and the management of problematic behaviors
- Explore the literature base supporting the use of antecedent interventions to address the skill and behavioral needs of diverse populations
Philip Kanfush, OSB, EdD, BCBA-D, teaches at Saint Vincent College in Latrobe, Pennsylvania. His course offerings cover such topics as the teaching of individuals with severe disabilities, teaching of individuals with behavior disorders, Inclusionary Education, Teaching Composition and Language Arts for grades 4–8, and Applied Statistics and Research Design. His research interests, though varied, include the management of problematic behaviors and instruction of individuals with multiple disabilities. He is also a Certified Brain Injury Specialist through the Academy of Certified Brain Injury Specialists.
Getting Started: Using a Strengths-Based Model in OT and PT — A Roundtable Discussion (OT, PT)
2:30–3:30 p.m.
Act 48; Social Work; ACVREP: 1 hour; ASHA: 0.1 CEU; Psych: 1 CE hour
Following Dr. Winnie Dunn’s presentation on this topic, this roundtable will help occupational and physical therapists operationalize the practical steps necessary to incorporate strengths-based methods into their assessment and intervention in school settings.
Facilitator: Tammy Sarracino, MEd, OTR/L (see bio from Monday’s Low Incidence session)
Sport Opportunities for Individuals with Disabilities: Providing Accessibility, Modifications/Adaptations, and Resources to Live a Healthier Life! (OT, PT, APE, CSN, F DHH, VI, DB)
8:15 a.m.–4:15 p.m.
Act 48; Social Work; ACVREP: 6 hours; ASHA: 0.6; Psych:6.5 CE hours
We all know the adrenaline and rush we get from participating in a sport — not to mention the pride and increased self-esteem. This same feeling should not just be a dream for individuals with disabilities, but a reality. Please join me in exploring the sport opportunities for individuals with disabilities. This session will examine the new United States Department of Education, Office of Civil Rights, disability sport guidelines. We will look into implementation of adaptive sport in schools and the benefits that students with disabilities will experience. This will be an action-packed session that will examine assessments, resources, adapted sport skill/drill video clips, and adaptations and modifications for students with mild through severe disabilities.
Outcomes
- Knowledge of the Office of Civil Rights document
- Recognize the need for implementation of adaptive (disability) sport in schools
- Identify resources to gain more information about participation in sports
- Describe simple modification and adaptations to skills/sports
Beth Foster, BA, CAPE, is currently working on her master’s degree from Texas Woman’s University (TWU) in adapted physical education. After completing her master’s degree, she will be applying for the PhD program at TWU for adapted physical education/activity. Prior to going back to school she taught adapted physical education at the School District of Lancaster for six years. Beth was the 2012 Pennsylvania State Association for Health, Physical Education, Recreation and Dance Adapted Physical Education Teacher of the Year.