All CEU Courses for OTs

Adults often view children's problems as silly or inconsequential. A lost crayon, a missed turn when playing games, a tug on a ponytail, or a therapist's firm words can make a typical child angry, oppositional and uncooperative. During this presentation we will learn how to increase our understanding of children's negative feelings. We will discuss six tools to help us accept, manage, and empathize with children's negative feelings in a therapy setting.

This course will explore the transitioning of individuals from adolescent to adulthood and highlight the psychosocial aspects of a disability for adolescents. Examination of independent living skills and intervention strategies to be discussed will include those specific to occupational therapy community-based practice.

Water is one of the most versatile tools in a therapist’s tool box. Aquatic therapy can be used for a variety of pediatric clients in all settings including community, school and outpatient centers to promote achieving goals of increased participation in life and daily activities.

Social-emotional development will be described with bases in research and models of emotional intelligence. Common causes for social-emotional deficits are introduced and brain-behavior relations defined. The Social Emotional Evaluation (SEE) will be reviewed for content and statistical features, case studies will be presented, and principles and methods for intervention will be discussed.

***For optimum viewing, please DO NOT pause or fast-forward during this course.*** This course will describe and discuss sensory-based thinking. Personal experiences and examples will be shared to demonstrate how sensory-based thinking occurs in individuals with ASD. Please Note: This live event will include an interview with Temple Grandin that was pre-recorded at Dr. Grandin's request.

Social Skills programs are increasingly becoming a widely used component of intervention for children with autism spectrum disorder (ASD) within school and clinical settings. This course is intended to highlight the importance and relevance of applying behaviorally-based techniques and goals within the context of a group-based social skills intervention program for students with ASD.

The course will offer considerations in the process of evaluation and assessment as part of the supervisory process. Specific strategies, as well as pitfalls to avoid, will be offered with application to the supervision of students and supervisees within the work setting.

The course will offer considerations in the process of evaluation and assessment as part of the supervisory process. Specific strategies, as well as pitfalls to avoid, will be offered with application to the supervision of students and supervisees within the work setting.

This short course will begin with a discussion on brain reorganization after TBI and will proceed to present an integrative theoretical model of cognition and rehabilitation. The model incorporates contemporary principles from cognitive neuroscience, neurobiology, and rehabilitation. The course will focus on the discussion of a systematic hierarchical model to cognitive rehabilitation. The presentation will conclude with research data that supports the use of systematic categorization training in patients with moderate to severe TBI.

This presentation will describe the defining features and symptomology of ADHD in children as well as common school-related difficulties associated with the disorder. The CEU presentation will also highlight evidence-based interventions typically used in schools for children with ADHD and discuss the potential use of stability balls as a means of enhancing student’s on-task and in-seat/ball behavior in the classroom.