Since 1997, I have presented over 160 workshops, seminars and presentations on various topics throughout the US and in Europe. Check here often as I will update this page regularly (or better yet, click on 'Subscribe via Email' and you will get updates via email).
I will be giving two presentations at the American Occupational Therapy Association Conference in Indianapolis in April 2012; both are listed below.
Spring 2012
“There’s an App for That!”®
Creating Apps for Your Clients and Students
Session Time: Thursday, April 26, 2012, 12:30 PM-Thursday, April 26, 2012, 3:30 PM
Session No: WS 114
Speakers: DeLana Honaker, PhD, OTR
AND
Practicalities and Perks of Establishing a
Family-Centered Private Practice
Session Time: Saturday, April 28, 2012, 9:30 AM-Saturday, April 28, 2012, 11:00 AM
Session No: SC 308
Speakers: DeLana Honaker, PhD, OTR, Stacy Sue Rosello, MA, OTR/L
Customized Workshops for Your Facility
If your facility would like to contract with me to give a workshop, please contact me and I will be happy to customize a presentation for you and your facility!
Best Practice Interventions for Sensory Processing Disorder
6.5 Contact Hours
Abstract:
With increasing referrals for students with autism spectrum disabilities, language delays, ADD/ADHD, learning differences and sensory processing difficulties each year, effective sensory-based intervention techniques and programming to address sensory issues in the classroom and home environments should be included in every therapist’s and educator’s repertoire. Weekly pull-out interventions by therapists provide limited success for the student with sensory issues, however, daily sensory processing programming in the classroom and/or home can significantly support or facilitate the child’s participation and engagement in educational and family occupations.
This workshop introduces sensory integration concepts, briefl y reviews evaluation tools used to determine sensory processing difficulties and discusses in depth sensory programming in the school and home environments. Participants will be provided an opportunity to develop measurable draft objectives to address curriculum or behavioral expectations that are affected by the child’s sensory processing difficulties and progress monitoring of these goals will be discussed. Through interactive discussions, participants will have an opportunity to develop a sensory program for a child on their caseload, for the classroom and/or home environments.
Learning Objectives
- Participants will learn how to administer and interpret the new Sensory Processing Measure (SPM) and/or the Sensory Profile and School Companion for the classroom and home environments.
- Participants will identify and link assessment results with behaviors and functional performance.
- Participants will identify at least three sensory readiness skills and corresponding activities.
- Participants will formulate and develop an effective sensory diet plan for one student on their personal caseload or in their classroom.
Appropriate Audiences in early intervention, pre-school, school-based, home-based, and pediatric out-patient settings.:
- Occupational Therapists/Occupational Therapy Assistants
- Psychologists/School Psychologists
- Counselors/social workers
- Speech-language Pathologists
- Physical Therapists/Physical Therapy Assistants
- Teachers
- Paraprofessionals
- Parents/Caregivers
Sensory Processing Disorder Functioning & Assessment
3.5 Contact Hours
Abstract:
With increasing incidences of autism spectrum disorders, language delays, learning differences, ADHD/ADD, and sensory processing difficulties each year, an assessment grounded in evidence and sound clinical reasoning is the essential element to developing effective interventions for the home, classroom and/or community settings. This workshop introduces basic principles of sensory processing disorder and discusses the implications of sensory processing on behaviors in children and their functional performance at home, in the classroom and in the community. Several standardized and non-standardized assessment tools as well as structured observations to determine sensory processing functioning in children will be introduced and discussed. Through interactive discussions and guided clinical reasoning, assessment results of several case studies will be presented. Participants will also be provided an opportunity to discuss and link assessment results with behaviors and functional performance of children on their caseloads.. Learning Objectives
- Participants will learn how to administer and interpret the new Sensory Processing Measure (SPM) and/or the Sensory Profile and School Companion for the classroom and home environments.
- Participants will learn how to structure observations to elicit sensory processing difficulties in children
- Participants will identify and link assessment results with behaviors and functional performance.
Appropriate Audiences in early intervention, pre-school, school-based, home-based, and pediatric out-patient settings.:
- Occupational Therapists/Occupational Therapy Assistants
- Psychologists/School Psychologists
- Counselors/social workers
- Speech-language Pathologists
- Physical Therapists/Physical Therapy Assistants
- Teachers
Ready, Set, Jump! A Balanced Sensory Diet Approach
3.5 Contact Hours
Abstract:
With increasing referrals for students with autism spectrum disabilities, language delays, ADD/ADHD, learning differences, and sensory processing difficulties each year, effective sensory based intervention techniques and programming to address sensory issues in the classroom and home environments should be included in every therapist’s and educator’s repertoire. Weekly pull-out interventions by therapists provide limited success for the student with sensory issues; however, daily readiness skills programming in the classroom and/or home can significantly support or facilitate the child’s participation and engagement in educational and family occupations. This workshop introduces sensory integration concepts, briefly reviews evaluation tools used to determine sensory processing difficulties, and discusses in-depth sensory diet programming in the home and school environments. Participants will be provided an opportunity to develop measurable draft objectives to address curriculum or behavioral expectations that are affected by the child’s sensory processing difficulties and progress monitoring of these goals will be discussed. Finally, through interactive discussions, participants will have an opportunity to develop a sensory diet program for a child on their caseload for the home and/or classroom environments.. Learning Objectives
- Participants will identify at least three sensory readiness skills and corresponding activities.
- Participants will identify at least two environmental adaptations to facilitate home or classroom performance for the child with sensory differences.
- Participants will formulate and develop an effective sensory diet plan for one student on their personal caseload or in their classroom.
Appropriate Audiences in early intervention, pre-school, school-based, home-based, and pediatric out-patient settings.:
- Occupational Therapists/Occupational Therapy Assistants
- Psychologists/School Psychologists
- Counselors/social workers
- Speech-language Pathologists
- Physical Therapists/Physical Therapy Assistants
- Teachers
- Paraprofessionals
- Parents/Caregivers
Family Playtime, Routines, and Holiday Dinners: Defining and Assessing Family Occupations
2.0 Contact Hours
Abstract:
Therapeutic and educational interventions for children with special needs typically focus solely on the child, resulting in activities that may interfere with the family’s ability to participate in their necessary or desired family occupations such as eating dinner as a family, completing household chores, or just spending time being a family. Although the referral for assessment and intervention may be for an individual child, the child cannot be separated from his/her family and the child’s occupations must be considered within the context of the family’s occupations. The first step in family-centered services is to define and understand the occupations important to the functioning and well-being of the family as a whole. This workshop will present recent evidence regarding the occupations family find important as well as present a new assessment tool, Family L.I.F.E. (Looking Into Family Experiences), developed by the presenter, for evaluating and intervention planning for families with children with special needs.. Abstract:
Learning Objectives
- Participants will discuss perspectives and value of family occupations by family and society.
- Participants will distinguish the difference between the occupations of children and the occupations of families.
- Participants will learn how to use the new Family L.I.F.E. (Looking Into Family Experiences) assessment tool for evaluation and intervention planning.
Appropriate Audiences in early intervention, pre-school, school-based, home-based, and pediatric out-patient settings.:
- Occupational Therapists
- Psychologists/School Psychologists
- Counselors/social workers
- Speech-language Pathologists
- Physical Therapists
The WRITE Test: A Holistic Handwriting Assessment
2.0 Contact Hours
Abstract:
Occupational therapists and other educational professionals over the past several decades have examined multiple aspects of handwriting, including legibility, speed, grasp or grip patterns, assessment tools, and teacher perceptions (Ziviani, 1984; Graham, 1986; Schneck & Henderson, 1990; Tseng, 1998; Hammerschmidt & Sudsawad, 2004; Sudsawad, Trombly, Henderson, & Tickle-Degnen, 2001). Although many handwriting assessment tools examine individual components (i.e. speed, legibility, and grasp patterns) of handwriting, few assessment tools evaluate children’s handwriting functionally and holistically. The WRITE Test incorporates the observations and quality ratings of written samples by classroom teachers, child's perception of the functionality of his/her handwriting, and the systematic objective data collected by the therapist.
This workshop will present similarities and differences of the WRITE Test with other current handwriting assessment tools and will present the results of a pilot study to collect normative data for kindergarten to fifth grade students for The WRITE Test . Normative scores for handwriting speed, word legibility, grasp patterns, and tentative differences across genders will be presented as will perceptions of teachers and students. Participants will learn how to administer, score and interpret the results of the WRITE Test.. Learning Objectives
- Identify the various components of handwriting and how these impact handwriting function for elementary school-aged children.
- Understand trends and patterns of handwriting typically found within an elementary school-aged population.
- Participants will identify current normative data on handwriting speed and legibility from various handwriting assessment tools.
- Participants will learn how to administer, score and interpret the results of the WRITE Test.
Appropriate Audiences in school-based, home-based, and pediatric out-patient settings.:
- Occupational Therapists/Occupational Therapy Assistants
- Psychologists/School Psychologists
- Teachers
- Parents/Caregivers
Ready, Set, Write! A Handwriting Development Approach
3.5 Contact Hours
Abstract:
With increasing referrals for written communication concerns each year and the demand for research-based interventions, occupational therapists working in schools must be aware of the current evidence related to written communication issues and be competent in offering a variety of service delivery options including direct services, consultation models and trainings on handwriting skill development and handwriting curriculums for educational staff. This presentation will include a theoretically-grounded Handwriting Development Model developed by the presenter which illustrates readiness skills as part of the developmental sequence of written communication as well as aspects of memory, cognition, encoding/decoding and automaticity required for success in educational occupations. Issues related to the evaluation process, determining educational need, and determining the need for assistive as an alternative for written communication will be discussed as will effective, team-oriented intervention planning. A curriculum for in-service on written communication by occupational therapists to educational staff will also be presented.. Learning Objectives
- Participants will identify the five stages of handwriting development.
- Participants will identify the role of occupational therapy and appropriate service delivery models consistent with the tenets of the No Child Left Behind Act and Individuals with Disabilities Education Act of 2004.
- Participants will identify two research-based assessment tools to facilitate decision-making regarding remediation or adaptations for written communication.
Appropriate Audiences in early intervention, pre-school, school-based, home-based, and pediatric out-patient settings.:
- Occupational Therapists
- Occupational Therapy Assistants
- Teachers
- Paraprofessionals
- Parents/Caregivers
Down-to-One-Bag Thematic Planning
3.5 Contact Hours
Abstract:
OStudents are in school 6-7 hrs per day; many related services are provided for 30 to 60 minutes a week, which means that related services consume 3% of a student’s time at school. A concerned related services provider may wonder “Just how effective is that 3% going to be in making substantial changes for this student?” This course presents strategies that enable related service providers to combine the needs of the students with the reality of school-based practice into an effective intervention plan. This presentation will introduce a service delivery model that includes readiness programming and occupation-based activities. Readiness programming combines activities supervised by classroom staff and consultations by the therapist for the child’s continued participation in his educational activities. Through thematic planning, therapists efficiently plan occupation-based activities that are meaningful for the child and specifically address the child’s IEP goals and objectives.
Learning Objectives
- Participants will identify at least three occupational activities and related readiness skills.
- Participants will develop a thematically based intervention plan for one grading period to meet the needs of all students on a caseload.
Appropriate Audiences in school-based, home-based, and pediatric out-patient settings.:
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapy Assistants
Sitting on Air and Other Strategies to Improve Reading and Writing
3.5 Contact Hours
Abstract:
In order to succeed in school, students must develop and maintain proficient handwriting and reading skills. Current government initiatives such as No Child Left Behind (NCLB, 2001; Public Law 107-110) and the Individuals with Disabilities Education Improvement Act (IDEIA, 2004; Public Law 108-446) mandate accountability by public school systems to demonstrate progress in literacy throughout the educational spectrum. Although multiple curriculums are available to address reading and handwriting skills, modifications/accommodations, supplemental aids, and assistive technology can also improve academic performance. Specific interventions presented in this workshop will include techniques (e.g. visual tracking exercises, weighted vests, social stories), strategies (e.g. visuals, organizers, concept mapping), adaptations (e.g. visual blocking, classroom seating, colored overlays), and assistive technology (e.g. software, pencil grips, therapy balls) to improve performance in reading and written communication skills. Through interactive discussions and demonstrations, participants will critically analyze the appropriate interventions to address specific reading and handwriting needs of students in their classrooms or on their caseloads. Learning Objectives
- Participants will learn distinctions between techniques, strategies, adaptations and assistive technology.
- Participants will identify and link various interventions to improve reading and handwriting performance.
Appropriate Audiences in early intervention, pre-school, school-based, home-based, and pediatric out-patient settings.
- Occupational Therapists/Occupational Therapy Assistants
- Speech-language Pathologists
- Physical Therapists/Physical Therapy Assistants
- Teachers
- Paraprofessionals
- Parents/Caregivers
Evidence on Five Common Pediatric Interventions: Just the Facts, Ma'am
3.5 Contact Hours
Abstract:
IWith increasing demands for accountability in school-based settings by NCLB and IDEA '04, school-based therapists must be prepared, with current evidence, to support intervention recommendations. Ideally, a therapist should appraise all levels of available evidence for an intervention approach but this can be an overwhelming task. This presentation will briefly discuss how to conduct an search of current evidence and how to appraise the evidence found. In addition, this presentation will present current evidence on five common pediatric interventions: weighted vests, brushing protocols, classroom adaptations, sensory diet programming, and handwriting interventions. Finally, participants will interactively discuss how to clinically reason through the use of these interventions to meet a specific child's needs. Learning Objectives
- Participants will identify the five levels of evidence.
- Participants will critically appraise the evidence found on five common interventions in school-based practice.
- Participants will clinically reason through the applicability of the evidence to children on their caseloads.
- Occupational Therapists/Occupational Therapy Assistants
- Speech-language Pathologists
- Physical Therapists/Physical Therapy Assistants
- Teachers
- Paraprofessionals
- Parents/Caregivers
Making the Grade: Data Collection in School-based Settings
3.5 Contact Hours
Abstract:
Accountability is the new watchword in general and special education legislation (Individuals with Disabilities Education Act 2004; No Child Left Behind Act) and educators and related service providers are being called to document response to intervention of children with special needs or who need additional assistance in order to meet their educational objectives. This presentation will discuss the response-to-intervention model and formulating measurable goals and benchmarks. In addition, this presentation will link applicable data collection procedures in order to determine the efficacy of the educational programming and therapeutic interventions.
Learning Objectives:
- Participants will identify current competencies of three children on their caseload.
- Participants will write three measurable goals.
- Participants will develop a data collection process to measure efficacy of the educational programming and/or therapeutic interventions
Appropriate Audiences in early intervention, pre-school, school-based, home-based, and pediatric out-patient settings.
- Occupational Therapists/Occupational Therapy Assistants
- Speech-language Pathologists
- Physical Therapists/Physical Therapy Assistants
- Teachers
- Paraprofessionals
- Parents/Caregivers
The ABCs of Single Subject Research Designs
3.5 Contact Hours
Abstract:
With increasing demands for accountability in school-based settings by No Child Left Behind and the Individuals with Disabilities Education Act legislation, school-based therapists must be prepared, with current evidence, to support recommendations to facilitate children’s participation in their educational programs. Unfortunately, many common interventions used by occupational therapists are not well-supported by rigorous research and when pressed for the evidence related to the efficacy of an intervention, most therapists will cite personal anecdotes or will seek expert advice from co-workers and workshop presenters. One highly rigorous form of data collection to determine the efficacy of the educational programming and therapeutic interventions is single subject research design, also known as ABAB design; the use of this type of research design can objectively and causally determine the effectiveness of the intervention for a child.
Participants will be introduced to single subject research design. Appropriate assessment tools/methods to measure outcomes will be discussed as well as procedural steps to implementing a single subject research study within a school-based or pediatric setting. Through break-out sessions, participants will identify an intervention commonly used in their practice or for a child on their caseload, identify literature review keywords/phrases to guide a search, and then design a simple single subject design study to determine efficacy of the intervention. The clinical reasoning process and actual examples of school-based single subject research studies conducted by this presenter as well as a discussion of the processes and limitations of the research design will also be presented.
Learning Objectives:
- Participants will identify the components of a single subject design study.
- Participants will design a simple research plan that includes procedures that meet standards set by the participant’s work setting.
- Participants will design a simple single subject design study for a child on their caseload.
Appropriate Audiences in early intervention, pre-school, school-based, home-based, and pediatric out-patient settings.
- Occupational Therapists
- Speech-language Pathologists
- Physical Therapists
3.0 Contact Hours
Abstract:
The current technology evolution is changing, almost daily, how practitioners, academics, clients and students engage and participate in all their varied and meaningful occupations. Today, 25% of families in the United States are using only cell phones as opposed to using landlines in their homes (Blumberg & Luke, 2009) and how we communicate with others has moved to a variety of virtual realms such as texting, tweets, social networking sites such as Facebook® and LinkedIn®. How we read and learn is also evolving; electronic books are available to read on various devices such as e-readers, slate computers, and smartphones. Few campus-based courses in occupational therapy entry-level education do not have an electronic component such as Blackboard® or WebCT® and the majority of occupational therapy post-professional programs are offered exclusively online. The publishing world is also experiencing a strong upheaval in how books are written, published, distributed, sold and read. Few publishers today can afford to publish books for small markets such as occupational therapy much less for specific client audiences or for specialty knowledge advancement for practitioners.
Yet, occupational therapy is a small world with big ideas and with the extreme and rapid pace of today’s technology evolution, a new venue emerges for sharing these ideas beyond, or instead of, traditional books. “The old world of typesetting, printing, shipping, wholesaling, warehousing, distributing and retailing books is giving way to ePublishing.” (Weber, 2009) The definition of ePublishing evolves with each new technology evolutionary jump but in its current form, ePublishing includes print-on-demand books, electronic books and magazines, text and presentations on CD or DVD, and multi-media books which include not only text, photos and illustrations but also video and audio components, surveys, tests, links, worksheets, and reader tracking. ePublishing authors are creating, marketing and selling their works directly on Amazon, Barnes & Nobles’ online store, iTunes among other e-book stores. Most e-publications are available within a few months or even a few weeks allowing for quick dissemination of information as opposed to the one to two year publishing time line for traditional books (AOTA, 2003; Elsevier, Inc., 2010).
With the history and core foundation of occupational therapy rooted deeply in occupation-based principles and creativity (Wood, 1998), practitioners and academics are masters in adapting, adjusting, accommodating and creating active participation opportunities for their clients and students and for the profession (Grady, A., 1995). Yet many of these adaptations, adjustments, accommodations and ways of active participation such as activity cards, study guides, adaptive cookbooks, patterns for equipment or clothing, course materials, client education materials, games, forms, technique demonstrations, intervention strategies and ideas along with many other possibilities, are only known (and available) locally - in the practitioner’s clinic, classroom, car or closet. This workshop presents basic and intermediate information to existing and potential authors about several ePublishing venues for specialty publications, the process of ePublishing, ethical issues, establishing credibility via peer reviews and critiques, marketing strategies, and a step-by-step plan to move from ‘idea’ stage to ‘published and sales’ stage. Learning Objectives:
- Participants will identify the best ePublshing venue for his/her idea
- Participants will identify at least 2 marketing strategies for his/her publication
- Participants will delineate at least the first three steps to ePublishing his/her idea..
Appropriate Audiences in ALL settings.
- Occupational Therapists
- Occupational Therapy Assistants
- Speech-language Pathologists
- Physical Therapists
- Physical Therapy Assistants
- Psychologists/School Psychologists
- Counselors/Social Workers
- Teachers
- Parents/Caregivers
