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Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 134 of the OT Schoolhouse Podcast. Have you ever felt overwhelmed by Medicaid billing and unsure of how to navigate the funding process? In this episode of the OT Schoolhouse Podcast, Elizabeth & Jason will dive into the world of Medicaid billing. You'll have a basic understanding of Medicaid billing and be equipped with the knowledge and confidence to navigate this vital aspect of our profession and have the knowledge to be able to advocate for more support from your supervisors. Listen now to learn the following objectives: Learners will understand the process of Medicaid billing in schools. Learners will identify how to advocate for support with their supervisors. Learners will identify the importance of completing random moment time studies. Guest(s) Bio Elizabeth Duncan, OTR/L is a school-based occupational therapist in Louisiana and started coordinating to help her peers understand Medicaid. She is now the Education Program Consultant of Health Communities for the Louisiana Department of Education. Jason Coker, Certified Internal Auditor, has extensive experience providing monitoring and agreed-upon procedures (AUP) services to the Louisiana Department of Health (LDH), focusing primarily on time study administration and cost report review for the Louisiana School-Based Medicaid Claiming program. Leveraging his internal audit experience and training, he manages P&N’s involvement in this program, providing support through quarterly random moment participant sampling, desk review of claims and cost reports, and monitoring of the records supporting the claims for a selected sample. Jason provided critical input in the development of the State Plan and Time Study methodology for CMS approval. Through his work with LDH, Jason has developed a deep knowledge of numerous Medicaid programs, their requirements, and the various reimbursement methodologies used by CMS, and has experience in the design, development, and implementation of monitoring and compliance initiatives. Quotes “We're skilled service providers, and we're also trained to document, so we are providing medically necessary services...when we're evaluating our students and we are treating them based on our plan of care." -Elizabeth Duncan, OTR/L "Advocate for your profession, advocate for your services and advocate for your state if they have not already expanded." -Elizabeth Duncan, OTR/L "Medicaid does not require documentation. The service that you're providing requires you to document that service." — Jason Coker, Certified Internal Auditor "School districts are not allowed to use federal funding to draw down federal funding. It's called double dipping." — Jason Coker, Certified Internal Auditor "Medicaid does not require documentation. The service that you're providing requires you to document that service." — Jason Coker, Certified Internal Auditor "I think that's important, just from within your own district to make sure that you're doing these right. Make sure you're filling out those random moment time studies because people do see them." — Jayson Davies, MA, OTR/L Resources Centers for Medicare and Medicaid Services CMS Guidance/Regulations AOTA Medicaid Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 148 of the OT Schoolhouse Podcast. How do children’s brains manage the interplay between self-regulation and executive functioning tasks? In this episode, join Lindy Joffe, OTD, OTR/L as she discusses the interconnectedness between sensory and executive function. She will offer insight into the clinical observations that can unlock a better understanding of student behaviors and learn actionable strategies to empower our children as co-learners in their educational journey. Tune in to understand the connection with executive functions and sensory regulation within school-based occupational therapy! Listen now to learn the following objectives: Learners will identify the relationship between child behavior, environment, and factors contributing to executive functioning Learners will understand how to empower the children as co learners and use interventions to reflect their unique needs Learners will identify practical assessment tools to use for executive functioning Guest Bio Lindy Joffe is a pediatric occupational therapist with 24 years of experience specializing in the integration of executive function and sensory regulation. She is fascinated by how the motor, sensory, perceptual, and reflex systems interact with executive functioning to propel resilience in problem-solving. Lindy received her OTD from Boston University in 2022 and MSOT from Columbia University in 1999. She is committed to translating complex concepts to people from different backgrounds and has taught CE courses locally and nationally. When not working, Lindy spends time with her partner, children, dog, and friends. She loves running, hiking, biking, and tai chi, and is learning to play the bassoon. Quotes “There's lots of different components that people talk about as the executive functions, but the three primary ones that everybody agrees are a part of it are working memory, inhibition…and shift, which is the ability to move from one thing to another.” -Lindy Joffe OTD, OTR/L “I come in as, essentially a mirror to them and as a co-regulator and as a co-learner. And so they are essentially in the driver's seat in terms of the problem solving challenges that I give them.” -Lindy Joffe OTD, OTR/L “Jack of all trades, master of none. And I think that kind of encompasses what our society does… As OTs, we are the master of putting all these things together and understanding what's happening in these kids' systems.” -Lindy Joffe OTD, OTR/L “We need to notice the errors to fix the errors to build executive function, they are the ones who really need to notice what's going on, and fix it, and reflect back on the challenges.” -Lindy Joffe OTD, OTR/L “The second primary construct is, the idea of them having productive struggles.” -Lindy Joffe OTD, OTR/L “Best analogy that I've ever heard for executive function…is that it is the air traffic controller of the brain.” -Lindy Joffe OTD, OTR/L “I think everyone needs to be working on executive functioning. They need to have an idea and an understanding of what it is so that we can all address it from our own angle. But I think as OTs, we can't be scared of it.” -Jayson Davies, MA, OTR/L Resources 👉BRIEF 👉BRIEF P 👉LINDY JOFFE Linkedin 👉Astronaut Training 👉QUEST 👉Multisensory Integration Article 👉Executive Function: Implications for Education Article Additional References Barbas, H., Zikopoulos, B., & Timbie, C. (2011). Sensory pathways and emotional context for action in primate prefrontal cortex. Biological psychiatry, 69(12), 1133–1139. https://doi.org/10.1016/j.biopsych.2010.08.008 Funahashi, S., & Andreau, J. M. (2013). Prefrontal cortex and neural mechanisms of executive function. Journal of Physiology-Paris, 107(6), 471-482. https://doi.org/10.1016/j.jphysparis.2013.05.001 Gilbert, C., Li, W. Top-down influences on visual processing. Nat Rev Neurosci 14, 350–363 (2013). https://doi.org/10.1038/nrn3476 McCarthy, B., Datta, S., Sesa-Ashton, G., Wong, R., Henderson, L. A., Dawood, T., & Macefield, V. G. (2023). Top-down control of vestibular inputs by the dorsolateral prefrontal cortex. Experimental brain research, 241(11-12), 2845–2853. https://doi.org/10.1007/s00221-023-06722-6 Nakajima, M., Schmitt, L. I., & Halassa, M. M. (2019). Prefrontal Cortex Regulates Sensory Filtering through a Basal Ganglia-to-Thalamus Pathway. Neuron, 103(3), 445–458.e10. https://doi.org/10.1016/j.neuron.2019.05.026 Romo, R., & de Lafuente, V. (2013). Conversion of sensory signals into perceptual decisions. Progress in neurobiology, 103, 41–75. https://doi.org/10.1016/j.pneurobio.2012.03.007 Skirzewski M., Molotchnikoff S., Hernandez L.F.., Maya-Vetencourt J.F.. (2022). Multisensory integration: Is medial prefrontal cortex signaling relevant for the treatment of higher-order visual dysfunctions?  . Frontiers in Molecular Neuroscience, 14https://doi.org/10.3389/fnmol.2021.806376 Takeuchi, H., Taki, Y., Sassa, Y., Hashizume, H., Sekiguchi, A., Fukushima, A., & Kawashima, R. (2013). Brain structures associated with executive functions during everyday events in a non-clinical sample. Brain structure & function, 218(4), 1017–1032. https://doi.org/10.1007/s00429-012-0444-z Zelazo, P. D. (2015). Executive function: Reflection, iterative reprocessing, complexity, and the developing brain. Developmental Review, 38, 55-68. https://doi.org/10.1016/j.dr.2015.07.001 Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 136 of the OT Schoolhouse Podcast. Do you ever walk away from IEP meetings with a plan in mind, only to forget it later? In this episode, Jayson Davies, MA, OTR/L, discusses why the IEP is not your treatment plan and the crucial differences between the two. With actionable tips and insights from the OTPF-4, Jayson explains why creating a treatment plan is essential and how it provides support, protection, and clear direction for OTPs. Tune in now to learn more! Listen now to learn the following objectives: Learners will identify how the treatment plan is different than the IEP document Learners will understand what specific information is on a treatment plan Learners will identify ways to protect themselves legally Quotes “What the IEP doesn't include is that 'how' component, how we are actually going to help the student meet those goals.” — Jayson Davies, MA, OTR/L “The IEP is the who, what, when, where and why, then the treatment plan is the detailed how, to getting that student from where they are now to the goal that we want them to achieve a year from now”. — Jayson Davies, MA, OTR/L “Plans to discharge or graduate a student from occupational therapy services needs to start from day one from that very first evaluation or the very first time that you are having discussions with the IEP team about a student”. — Jayson Davies, MA, OTR/L “A treatment plan can be a form of protection for both you and your counterpart to ensure that there is communication between the both of you”. — Jayson Davies, MA, OTR/L Resources OTPF- 4 Taylor Swift Pencil Grasp Article OT Schoolhouse Collaborative Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Hey there! As OT practitioners, we understand IEPs. I mean, we have to. You can't get through a school-based OT job interview without knowing at least the basics of an IEP. But 504s are different. I don’t think I knew what a 504 plan was until my second year in the schools, and it was probably an additional year or two before I was actually included on a 504 team. While IEPs follow a pretty standardized structure outlined by federal law, the landscape of 504 plans is notably varied. Across the country, districts seem to interpret what constitutes 504 plan interventions very differently, resulting in a wide range of approaches and practices. In this article, we’ll address the similarities and differences between these plans. I’ll also share insights and strategies from my experiences providing OT services under both an IEP and a 504 plan. Overview of 504 Plans and IEPs 504 plans and IEPs both serve as guiding documents that delineate the unique needs and accommodations for students with disabilities. And while both aim to ensure equitable access to education, they operate under distinct legal frameworks. A 504 plan, governed by Section 504 of the Rehabilitation Act of 1973, caters to students whose disabilities “substantially limits one or more major life activities” but do not necessitate specialized instruction. On the other hand, an IEP is mandated by the Individuals with Disabilities Education Act (IDEA) and must be tailored for students with specific disabilities who require specialized educational services. OT Significance: OT practitioners can support students under both a 504 plan and an IEP. Eligibility Criteria Understanding the eligibility criteria for these plans is muddy, even on the best of days. For a student to qualify for a 504 plan, their disability must significantly impede major life activities such as learning, walking, or concentrating. This definition lacks the specificity outlined by IDEA, leaving the idea of who can benefit from a 504 plan ambiguous, at best. In contrast, eligibility for an IEP (not just OT services on an IEP) is well documented in IDEA and requires that a student must be identified as meeting one (or more) of 13 different disability criteria. In addition to meeting the disability criteria, the student must also be identified as needing specialized instruction to access and benefit from their educational curriculum. Eligibility for school-based OT services is not explicitly outlined by IDEA or Section 504. Scope of Services The scope of services offered under 504 plans and IEPs are often very different. Whereas IEPs usually include accommodations, modifications, specialized instructional supports, and related services, 504 plans will frequently only include accommodations for a student. While uncommon, it is not unheard of for districts to provide services (in addition to accommodations) to students on a 504 plan. As an OT practitioner, you may be asked to limit your 504 plan recommendations to accommodations and reserve services for students who qualify for an IEP. This is one of the many situations in which you might learn a lot about your personal ethical boundaries OT Assessment Process In the assessment realm, OT practitioners play a role in evaluating students' functional abilities and determining the most appropriate interventions. To understand the OT assessment process as it relates to IEPs and Section 504, you need to consider several factors, including: IDEA Section 504 provisions your State OT Practice Act The OT Practice Framework (OTPF-4) Regarding IDEA and 504 Plans, the statutes have similar requirements for what an evaluation must look like. Information must “draw from a variety of sources” and “all significant factors related to the student's learning process must be considered.” Likewise, sources may include “aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior” (“Protecting Students with Disabilities,” 2023) I obviously cannot discuss every state practice act, but by looking at the OTPF-4 we’ll get a good sense of what is required of an OT evaluation. The OTPF-4 notes that prior to providing OT services, OT practitioners need to have a solid evaluation to guide the intervention process. It also outlines the three primary aspects of an OT evaluation. Those are: The development of an occupational profile An analysis of occupational performance, and A synthesis of the evaluation data So, to answer the question of how 504 plan OT assessments differ from IEP OT assessments, my answer is that they don’t - or at least the process should be the same. Sure, the outcomes of a 504 plan assessment may be different from those of an IEP assessment, but that doesn’t mean that you need less data to come to your conclusions. There will likely be some occasions when you are asked to evaluate a very specific area of need for a 504 plan. In that case, your evaluation may be more targeted than others, but the process and how you arrive at your recommendations will remain the same. You can learn more about what school-based OT evaluations should look like here. Want to learn more about OT Evaluations? Sign up for the A-Z School-Based OT Course to help you better understand how to complete an OT evaluation. You'll get access to my evaluation document template to improve your evaluation write-ups! Intervention Process Traditionally, interventions for students with a 504 plan revolve around providing accommodations such as preferential seating, extended time on tests, assistive technology to facilitate equal access to educational opportunities, etc. In addition to the accommodation(s) put in place, consultations with team members may be required to ensure they are implemented with fidelity. In contrast, an IEP frequently includes weekly, monthly, and/or less frequent consultative services in addition to accommodations. However, as I noted above, 504 plans can include consultative or direct services. Likewise, OT practitioners can suggest accommodations to an IEP team without implementing any service—although I recommend at least a consultative service when first implementing accommodations. I hope you are starting to see how entangled and gray 504 plans and IEPs genuinely are. It is because of this that I see more and more districts bypassing 504 plans and going straight to an IEP. Documentation I’ll keep this section short and sweet. When it comes to documentation, the answer is to ALWAYS DOCUMENT!!! Whether the student has an IEP, 504, is on MTSS, or any other program with an acronym that only educators know, document everything - Evals, notes, progress, sessions… everything! Conclusion As I hope you have gleaned from this article, IEPs and 504 plans intersect in complex ways. 504 plans are not “accommodation only” plans. And IEPs do not always have to include OT services. When it comes to the OT assessment and intervention pieces, I have come to acknowledge that there are more similarities than there are differences. What really seems to separate them out are the pieces that OT practitioners have less say in - such as how the student qualifies for one or the other and details in the paperwork. No matter what kind of plan you are supporting, I know OT practitioners are always going to be on the side of supporting the student. And so long as you do that, you’ll just about always do the right thing. What are your experiences like with 504 plans and how do they compare to IEPs? Please share this article on LinkedIn and share your thoughts. I would love to hear what you think. Thanks for having a read, 👋 Jayson Resources Occupational Therapy Practice Framework: Domain and Process—Fourth Edition. Am J Occup Ther August 2020, Vol. 74(Supplement_2), 7412410010p1–7412410010p87. doi: https://doi.org/10.5014/ajot.2020.74S2001 Protecting Students With Disabilities. (2023). Ed.gov. http://www.ed.gov/about/offices/list/ocr/504faq.html Sec. 300.8 Child with a disability - Individuals with Disabilities Education Act. (2018, May 25). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 144 of the OT Schoolhouse Podcast. Dive into the OT Schoolhouse Podcast's latest episode, where Jayson welcomes Amy Crosby, whose innovative application of the Kawa Model in education is cultivating an oasis of calm for educators amidst the tempest of school day chaos. Join us as Amy reveals how a simple yet profound shift in supporting teachers can ripple into improved classroom dynamics and personal well-being, backed by her engaging workshop results. Don't miss out on this insightful journey through the lens of the Kawa Model to cultivate professional and personal fulfillment for you and the teachers you serve. Tune in, and let's navigate the turbulent waters of education together! Listen now to learn the following objectives: Identify and describe the core concepts of using the Kawa model to support teachers as introduced by Amy Crosby in school-based occupational therapy. Recognize the environmental and personal stress factors in educational settings that were highlighted during the workshop. Recall the strategies for stress reduction taught in the workshop, including deep breathing and thought reframing. Guest Bio Amy Crosby received her Master's degree in 2003 and her Post-Professional OTD in 2023 from the Medical University of South Carolina. She has spent most of that time working with children in a variety of settings, such as school systems, acute care, private preschools/day cares, and homes. One of her favorite things professionally to do is "share the good news" by educating caregivers, teachers, and school administrators about topics within the OT scope in order to help them serve the children. Her company, Crosby Coastal Therapy LLC, has offered staff trainings and consultative services to schools and day cares for over a decade on a multitude of topics related to children. Amy has a heart for teachers and used her doctoral capstone project to pour into their social-emotional health so that they may continue pouring into their students. Resources 👉 View Amy's Capstone Project 👉 Get in touch with Amy 👉 The Kawa Model Website Highlights from the episode "As occupational therapists, it's not just about the students; we need to serve and support our teachers as well." - Amy Crosby, OTD, OTR/L "Educators are under so much pressure. It's not just about the curriculum; it's about creating an environment where both they and the children can thrive." - Amy Crosby, OTD, OTR/L "Implementing the Kawa model within a school setting was a novel idea, but it has shown that we can have a real impact on educators' lives." - Amy Crosby, OTD, OTR/L "Understanding the environmental factors that cause stress at work can empower us to create more positive and productive learning spaces." - Amy Crosby, OTD, OTR/L "Seeing a 10% reduction in stress levels among participants affirms that the intervention we are applying has a tangible positive impact. - Amy Crosby, OTD, OTR/L "The classroom is a microcosm of the larger world, and if we can improve flow and engagement there, we can make ripples that extend far beyond its walls." - Amy Crosby, OTD, OTR/L When we teach strategies like rainbow breathing, we're not only helping teachers with stress management but also enhancing the classroom atmosphere for the children." - Jayson Davies, MA, OTR/L "We're not just occupational therapists, we are educators and advocates, and sometimes that means adapting our role to meet the needs of those we serve." - Jayson Davies, MA, OTR/L Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 146 of the OT Schoolhouse Podcast. Imagine a school environment where every student, regardless of their abilities, can actively participate in physical education. How can we, as occupational therapists and educators, work together to turn this into reality? In today's episode, we are joined by Faith Newton, an occupational therapist based in England, who is passionate about inclusive physical education (PE) for students with special educational needs and disabilities. In this episode, Faith will discuss the school-based occupational therapy system in the UK and how it compares to models in the US. She will also explore universal design principles and strategies for making PE more inclusive for all students. Tune in to learn more! Listen now to learn the following objectives: Learners will Identify the key components of an inclusive PE program for children with special educational needs and disabilities (SEND). Learners will understand the role of occupational therapy in supporting neurodivergent students in physical education settings. Learners will understand how to conduct an activity analysis for common PE games like dodgeball to identify sensory, physical, cognitive, and emotional demands. Guest Bio Faith Newton is a Children's Occupational Therapist and founder of School OT. She has worked with schools, parents and children since 2013. She is also the author of 'Inclusive PE for SEND Children' and has two neurodivergent children. She is passionate about making schools more inclusive. Quotes “People talk about the positive emotions that come with sport and that's definitely the case. But there's also can be a lot of negative emotions” -Faith Newton, Occupational Therapy MSc (pre-reg) "My approach, really with universal strategies is things for the whole class and it's not changing the person, it's changing the environment and the occupation." -Faith Newton, Occupational Therapy MSc (pre-reg) "My approach is what's good for kids with SEND is good for all kids." -Faith Newton, Occupational Therapy MSc (pre-reg) "How can you make it better for everybody? The kids with no diagnosis, the kid that’s struggling, and the kids that do really well, it can just maximize their chances, if they have choice and enjoyment." -Faith Newton, Occupational Therapy MSc (pre-reg) “For so many of our kids, there's so much else going on. It's not automatic, it's really challenging. So awareness is really key.” -Faith Newton, Occupational Therapy MSc (pre-reg) “Inclusion is a Journey…none of us are perfect…making it manageable, the just right level of challenge for them.” -Faith Newton, Occupational Therapy MSc (pre-reg) “I think the schools don't ask, and we don't ask them. So it's kind of like nobody's thinking about it.” -Faith Newton, Occupational Therapy MSc (pre-reg) “If we're going to help these students be included into general education, physical education, then we should probably also be supporting the people that are gonna make that possible, like the teachers and the aids.” -Jayson Davies, MA, OTR/L “We're all part of a team together and we all need to support one another.” -Jayson Davies, MA, OTR/L Resources X @FaithSchoolOT Faith's Website Susan Bazyk Initiatives Mim Project Amazon- Inclusive PE for SEND Children: A Practical Guide for Teachers Faith Media Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 147 of the OT Schoolhouse Podcast. Do you think AI can revolutionize school-based OT? In this episode, join expert guest Teresa Fair-Field as she explores innovative uses of artificial intelligence that are reshaping the way OTP's support students and clinical decision making. Discover the collaborative efforts between clinicians and tech experts in developing predictive AI, and learn how these advancements can generate treatment plans and improve communication. This episode is great for any school-based OT who wants to stay up to date, and utilize technology to enhance evidence-based practice and ultimately enrich student outcomes. Listen now to learn the following objectives: Learners will recognize the ethical considerations of AI use. Learners will understand the role of occupational therapy in supporting neurodivergent students in physical education settings. Learners will identify strategies for integrating AI into clinical decision-making, IEP development, and treatment planning. Guest Bio Teresa Fair-Field, OTD, OTR/L Clinical Assistant Professor of Occupational Therapy Baylor University Teresa Fair-Field, OTD, OTR/L, Clinical Assistant Professor of Occupational Therapy at Baylor University since 2021, affiliated with Early Markers, a Seattle-based startup focusing on machine learning and infant motor development. Their NIH-funded work aims to create an app for AI-supported early screening, parent coaching, and education. Teresa specializes in neurological development across the lifespan, including early intervention, infant motor skills, and neuromotor conditions. Quotes "AI is a family of computer systems... aimed at solving problems that could include learning, problem solving, decision making, pattern recognition." – Teresa Fair-Field, OTD, OTR/L “All of the ethical responsibility is on the user to sort of normalize. I use this tool in the same way that you would have used Microsoft Word embedded grammar checks.” –Teresa Fair-Field, OTD, OTR/L “You kind of have to assume if you are entering details, that they are going on a computer somewhere that you don't have control over. So that's why it's really important that you're sort of cutting and pasting things and that those things don't have explicit information in them.” –Teresa Fair-Field, OTD, OTR/L “That's the biggest hurdle. It's not the integration. It's connecting the existing systems we already have.” –Teresa Fair-Field, OTD, OTR/L “Evidence based practice is reading the research, learning about the research, taking what you know about the patient, what you know about the environment, the school…and deciding for yourself whether or not that research actually makes sense for your case.” – Jayson Davies, MA, OTR/L Resources 👉 Chat GPT 👉Hippocratic AI 👉Early Markers 👉Consensus AI 👉Magic School AI 👉Copilot AI 👉Gemini AI 👉Occupational therapy in the Fourth Industrial Revolution 👉https://www.youtube.com/watch?v=7l5Fjl8dilI&t=1 Event replay Link 👉Get in touch with Teresa Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 138 of the OT Schoolhouse Podcast. As a school-based Practitioner, have you ever thought about exploring alternatives to traditional pull-out sessions? If you're looking to expand your scope of practice, increase work efficiency, and provide more individualized services in the least restrictive environment, tune into this episode. Jayson dives into the benefits of working with students in their natural context, the different service models available, and how to implement them effectively. He discusses many areas from individual and group sessions, to collaboration and consultation with teachers and aides. Listen to learn more! Listen now to learn the following objectives: Learners will identify ways to support students in the general education and least restrictive environment Learners will identify ways to build rapport with teachers Learners will understand the importance of natural context Learners will understand how to transition to different service models Host Bio In 2017, Jayson founded the OT Schoolhouse website and now supports school-based OT practitioners via courses, conferences, and the OTS Collaborative community. With experience as both a contracted therapist and an "in-house" employee for two distinctly different districts, Jayson has had the opportunity to appreciate the differences between both small-rural and large-suburban districts. Recently, Jayson has put forth his efforts toward supporting therapists interested in tiered intervention, collaborative programming, and managing their workloads. Quotes "Although it's difficult to collaborate, it makes it even more difficult to collaborate when we are constantly using pull out services." — Jayson Davies, MA, OTR/L “Teachers appreciated, when occupational therapy practitioners modeled sensory and behavioral support strategies for the teachers and aides." — Jayson Davies, MA, OTR/L “It gives you some flexibility, to work on those skills, that you may need to do in a group or a pull out setting and then it gives you the other two sessions to generalize them into the classroom.” — Jayson Davies, MA, OTR/L “If we are sharing our knowledge with a student, and the teacher and or the aide, then they can work together when we are not in the room, and that is what leads to consistency.” — Jayson Davies, MA, OTR/L Resources Therapists’ perceptions of the 3:1 Service Delivery Model Article Caseload and Workload: Current Trends Article Toward Participation-Focused School-Based OT Article A Sensory Integration Intervention in the Schools Article Sisti, Mary K. MA and Robledo, Jodi A. Ph.D. (2021) "Interdisciplinary Collaboration Practices between Education Specialists and Related Service Providers," The Journal of Special Education Apprenticeship: Vol. 10: No. 1, Article 5. Available at: https://scholarworks.lib.csusb.edu/josea/vol10/iss1/5 Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 137 of the OT Schoolhouse Podcast. Are you aware of the hidden traumas that adolescents face daily, that can sometimes go unnoticed? In this episode Dr. Park sheds light on the subtle negative experiences that may go unnoticed but have a long-term impact on these young lives. The discussion also takes us beyond traditional understandings of trauma to recognize the broader spectrum that encompasses a sense of not belonging and exclusion due to identity-based micro aggressions. Join us as we uncover the impact of trauma on adolescents, discuss the importance of inclusive education, and foster a greater understanding of how OTPs can support those dealing with trauma in meaningful ways. Listen now to learn the following objectives: Learners will gain an understanding of the different types of trauma experienced by adolescents and how these experiences impact their daily lives. Learners will explore practical strategies to create trauma-informed classrooms and inclusive environments that promote healing, growth, and resilience. Learners will develop a toolkit of evidence-based interventions and approaches that can be used to address the effects of trauma in school-based settings. Guest Bio Dr. Karen Park has extensive experience in pediatric practice in a variety of service settings including early intervention, clinic, school, hospital and outpatient children’s mental health. She is Board Certified in Pediatrics by the American Occupational Therapy Association and holds Advanced Practice certification in swallowing assessment, evaluation and intervention in California. Prior to joining the faculty at the University of St. Augustine for Health Sciences, Dr. Park was an assistant professor of clinical occupational therapy and the director of academic fieldwork education at the University of Southern California (USC), Chan Division of Occupational Science and Therapy. Her expertise in fieldwork education focuses on role-emerging fieldwork experiences in children’s mental health settings; specifically mentoring occupational therapy (OT) students in identifying and establishing the role of OT in addressing the occupational needs of underserved children and families with a history of complex trauma. Dr. Park has lectured nationally and internationally on topics around interdisciplinary approaches to feeding assessment and intervention, the intersection of trauma and mental health factors on mealtime engagement and enjoyment, healthy weight for children with special healthcare needs, as well as developing and sustaining role-emerging experiences. Quotes “Psychological safety really paves the way for belonging." — Karen Park, OTD, OTR/L “Every experience positive and negative is going to change the trajectory of that brain development slightly.” — Karen Park, OTD, OTR/L “We want cortisol, to help us respond to stress, that's a good thing. But when we have children that are experiencing…ongoing, traumatic experiences, what happens with the HPA axis, is that the cortisol is being consistently released over and over. And that can create a sense of hyper vigilance for our kids.” — Karen Park, OTD, OTR/L “We want to have some awareness of the issues in the world that may be impacting our students and the pain and the grief that they may be carrying, so that we don't ask them to leave their humanity at the door.” — Karen Park, OTD, OTR/L “It just makes it a little bit more real sometimes to better understand how the brain is processing, the trauma and how the limbic system is working, and how the HPA is all working.” — Jayson Davies, MA, OTR/L Resources University of St. Augustine for Health Sciences Website Karen Park Linked-in Karen Park Instagram AAPIOT -Instagram Association of Asian Americans and Pacific Islanders in OT Unconditional Learning Polyvagal Institute PACEs Every Moment Counts -Susan Bazyk OT Schoolhouse Episode- Susan Bazyk Jeffrey Arnett -Emerging Adulthood Articles ACES- Kaiser Permanente The Body keeps the Score Book Deb Dana Website Ann Wilcox Article Johnson et al. Article - Microaggressions Solomon and O’Brien’s Pediatric Skills for Occupational Therapy Assistants 5th Edition (6th Edition with Dr. Parks written chapter will be releasing in 2024- Adolescent Development: Being an Adolescent, Becoming an Adult) Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 139 of the OT Schoolhouse Podcast. Ever wondered about the transformative power of child-led methods in creating inclusive and empowered learning environments for students with special needs? Dr. Amy Coopersmith is here to share with us how students receiving special education experience occupation deprivation and the important role of child-led decision-making and planning in occupational therapy. Through her own personal examples and strategies she shows how these approaches can help foster independence and self-advocacy ultimately unleashing these students' potential. Tune in to hear more about many strategies such as the use of choice boards, self-monitoring, and the "Captain Me" program. Listen now to learn the following objectives: Learners will understand the significance of establishing a least restrictive environment for children with disabilities to enhance their autonomy and learning opportunities. Learners will identify the importance of educators and occupational therapists actively listening to children, aiding them in formulating personal goals, and distinguishing between internally-driven and externally-imposed objectives to foster independence and empowerment. Learners will explore practical strategies for engaging children in decision-making, planning, and goal-setting within occupational therapy sessions, aiming to cultivate self-determination and independence. Guest(s) Bio Dr. Amy Coopersmith, OTD, OTR/L; MA Ed, is a self-determination advocate with over 30 years of experience as a pediatric occupational therapist and teacher. As a school-based therapist in New York City, she worked as a clinician, evaluator and supervisor serving over 100 schools. Amy noticed that the child-led teaching methods she used during her years as an educator made a big difference in children’s lives. She implemented those ideas as an occupational therapist and found that children made faster progress and demonstrated greater motivation and engagement using these methods. Author of the Self-Determination Strategies Toolkit and the Captain Me program for young children, Amy strives to teach practitioners and educators how to implement evidence-informed strategies to promote children’s autonomy. Amy earned her doctorate from Temple University in 2022, and she continues to present at national conferences, mentor practitioners, and develop new materials to translate research into effective practice Quotes “IEP goals are important, but what's most important is that they understand goals that are important for themselves." -Amy Coopersmith, OTD, OTR/L, MA, Ed “We need to be aware of ways we can help boost their confidence and help them achieve some level of competence at things they're good at, so that they have a positive experience with learning.” -Amy Coopersmith, OTD, OTR/L, MA, Ed “When they create today's plan. It's their plan, they own it. And so I think that's a very powerful message to the child.” -Amy Coopersmith, OTD, OTR/L, MA, Ed "Boredom allows students to become more advanced in their imagination, and their imaginative play.” -Jayson Davies, MA, OTR/L Resources COSA Captain Me Self-Determination Strategies Toolkit Canadian Occupational Performance Measure (COPM) Captain Me Music on Spotify Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 140 of the OT Schoolhouse Podcast. In this episode, Lori Flynn is delving into multiple different aspects of understanding ADHD, creating personalized teaching plans, developing visual schedules, and fostering a supportive environment for every child. She also discusses the challenges and the practical strategies that can assist. You'll be equipped with some tools to create a positive and inclusive learning environment. Join us as we explore these valuable insights and work towards making a real difference in the lives of these students! Listen now to learn the following objectives: Learners will understand the environmental Impact on ADHD Symptoms Learners will identify the pivotal role of individualized interventions in addressing the unique needs of students with ADHD. Learners will identify the overlap between sensory processing difficulties and ADHD, and distinguish between sensory interventions and breaks for children with ADHD. Learners will identify the need for collaborative support and individualized teaching plans for children with ADHD, and understand the importance of integrating visual aids, recognizing strengths, and providing clear accommodations for optimal support. Guest Bio Lori Flynn is a practicing school-based occupational therapist, certified ADHD practitioner, and parent coach. She is the founder of OT4ADHD.com, a website dedicated to providing school-based professionals with effective, evidenced-based strategies that facilitate improved classroom participation and performance for children with ADHD. Her knowledge and passion surrounding ADHD is shaped by extensive ongoing continuing education and lived experience. Quotes “Teachers do well when they can.” -Lori Flynn, OTR/L “The children who do not have the hyperactivity piece… they're not being identified.” -Lori Flynn, OTR/L “I am not focusing on automating writing when they're older, because the speed in which the class is moving is so much faster than any type of game that I can ever build for that child.” -Lori Flynn, OTR/L “No, he doesn't need to try harder. He needs to try differently, because that's not going to work for him.” -Lori Flynn, OTR/L “For any accommodation that I am going to put on to that page, I'm going to make sure that there's a plan to actually incorporate that accommodation.” -Jayson Davies, MA, OTR/L Resources BRIEF checklist WISC-V Conners 4th Edition Chadd Visit Lori's website for QR codes to support the most common classroom issues. OT4ADHD website Episode Transcript Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast

Click on your preferred podcast player link to listen wherever you enjoy podcasts. Welcome to the show notes for Episode 145 of the OT Schoolhouse Podcast. Have you thought that optimizing your practice with efficient goal banking strategies might be helpful? In this episode, we explore a range of goal banking options, from simple PDFs to advanced spreadsheets, to help you streamline your process. Join us as Jayson shares his journey and a practical six-step plan to create and utilize your personalized goals. Jayson also introduces the concept of templating goals and even offers a glimpse into the AI-powered solutions for creating reusable, searchable goals. Don't miss out on this insightful episode to help you in your daily school-based practice! Listen now to learn the following objectives: Learners will identify the purpose and benefits of creating and using a goal bank for school-based OT Learners will understand the process of templatizing goals and customizing criteria and accommodations Learners will be able to apply strategies for organizing and categorizing goals to create their own goal templates. Guest Bio In 2017, Jayson founded the OT Schoolhouse website and now supports school-based OT practitioners via courses, conferences, and the OTS Collaborative community. With experience as both a contracted therapist and an "in-house" employee for two distinctly different districts, Jayson has had the opportunity to appreciate the differences between both small-rural and large-suburban districts. For over five years, he has been helping therapists implement proactive tiered interventions, support IEP teams with goals and services, and feel more satisfied with the job they are doing as school-based OT practitioners. Quotes "I want to help you either, overcome that stopping point of yourself creating a gold bank that you can actually use and/ or help you find a gold bank that you can use." -Jayson Davies, MA, OTR/L "I also wanted the goals to be ready to plug and play. AKA, I wanted them to be a template, easy to copy those goals really quickly." -Jayson Davies, MA, OTR/L "if you're looking for a reason to become familiar with using artificial intelligence, AI, this may be the perfect opportunity." -Jayson Davies, MA, OTR/L “Using that filter button can definitely make your life much easier, once it actually comes time to use this goal bank. -Jayson Davies, MA, OTR/L “After building and beginning to use your goal bank, you may find that some goals lend themselves to other factors that you commonly use.” -Jayson Davies, MA, OTR/L Resources 👉 OTS Collab- Goal Bank 👉 ChatGPT- AI 👉 TeachersPayTeachers Episode Transcript Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts, Google Podcast, Spotify, or wherever you listen to podcasts Click here to view more episodes of the OT Schoolhouse Podcast