"SUCCESS IS A CONTINUOUS JOURNEY"
ALL COURSES WILL PROVIDE NBCOT PDUs. FOR THE EXACT AMOUNT, PLEASE SEE EACH INDIVIDUAL COURSE
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Email info@theramoves for more information
**Please Note Change of Date** Course will be on Monday, January 8, 2018
You asked for a Vision Course and We Listened!! Here is a practical take home idea course that is sure to enhance your practice!
Each participant will leave with a bag of items that they can use the next day in their treatment sessions.
This presentation will demystify sensory processing difficulties in school-age children, emphasizing practical strategies and solutions in self-care, learning, and playing at home, at school, and in the community.
Janet will be joined by BRACHA BUCHOLZ, PT (private practice in New Jersey)
This course is designed to help the learner understand the importance of integrating primitive reflexes and the impact a non-integrated reflex has on neurodevelopment. Integrated reflexes anchor emotion and behavioral regulation, improve concentration, muscle tone, motor coordination and cognitive pathways for learning. RMT explores techniques to assess and integrate primary motor reflex patterns using brain-building movements for help with concerns related to: ADD/ADHD, Autism, Dyslexia, Anxiety, Speech, Learning and Developmental Delays, Social, Emotional, Sensory, Behavioral and Motor Challenges.
RMT 1 - Objectives: How rhythmic movements assist in integrating reflexes, why this it important, and how to stimulate brain connections for increased impulse control, attention, balance, coordination, stamina, and learning.
RMT 2 - Objectives: Learn effective RMT techniques for integrating developmental reflexes that are critically important for sensory integration as well as social and emotional maturity. Learn movements that release anxiety and stored emotional tension.
This is a one day, 2-module workshop that is specifically designed to help therapists and educators. Participants will gain key tenets where if implemented correctly will enrich their educational career experience.
Module 1 - Provides proven enhancements towards the development of a constructive relationship with each client in their care.
Upon completing the workshop, participants will take with them effective, practical tools and sensory strategies to incorporate into the daily setting, so they can do what they do best—Treat!
Module 2 - Provides proven strategies and interventions that therapists and educators will be able to use in order to maintain consistent rules and regulation within the classroom to predict and manage problematic behaviors and attitudes that are faced daily.
The learning objectives will be infused with real-life case studies in an effort to further the practicality of the course.
Both modules will provide a unique and in depth understanding of the critical facets of behavioral and social-emotional challenges that will provide participants with the appropriate tools for understanding the reasons behind specific behaviors and attitudes. After participants understand the source of the problem, they will then be taught how to tailor their approach towards the specific issue they are encountering. These unique approaches will positively affect changes in attitude, behavior, and academic performance of the students. The result will not only provide for a smooth running classroom and therapy sessions but also will mitigate and often eliminate the problem. Participants will learn the relationship between *Anxious Attachment and *Avoidant Attachment and strategies to overcome behavioral and social-emotional challenges
Miriam is an International Speaker and is the author of The Parent Child Dance
Please check out Miriam's Website
This seminar will focus on the evaluation and treatment of sensory processing disorders as it pertains to understanding praxis and motor learning. It will present the Practical neuroscience hierarchy of the of the SPD model and its correlates to behavior across different diagnoses with the most effective treatment strategies for schools and clinical settings.
This is a practical strategies seminar you don't want to miss!
° First you will learn how to clearly define what the executive function skills are for the purpose of determining the most effective treatment interventions.
° Understand the development of the executive function skills and what is meant by the term “executive dysfunction”.
° You will learn dozens of functional, ready-to-use strategies for teaching students how to develop the executive function skills.
° Teach students to develop a “memory for the future”, to devise plans to achieve their goal, to use self talk, to self-initiate, to transition to the next task of higher priority and to control their impulses and emotions to successfully complete a task.
° Improve a student’s awareness skills so that he/she can “read a room” then “stop, think and create” an appropriate action plan and infer possible outcomes.
° Teach students to see and sense the passage of time, accurately estimate how long tasks will take, change or maintain their pace, and carry out routines and tasks within allotted time frames.
° Learn methods to improve a student’s ability to cognitively shift and to be flexible in processing and accessing information.
° Learn how to use the Get Ready * Do* Done Model to turn the core curriculum and lesson/treatment plans into powerful tools to teach students executive control skills.
° Fresh approaches to help students develop automaticity for class routines and transitions.
To successfully execute, children need to be aware of task demands and set goals. Then they must access forethought and hindsight to think in an organized way and to sustain their focus on the relevant features of the task at hand. As students mature they learn how to organize their time, space, materials and develop the reasoning skills to consider multiple possible solutions to problems, recognize the "gray" in situations, and manage both expected and unexpected changes in plans, routines, rules and novel situations. Students must fluidly shift between changing task demands and carry out multiple complex steps to achieve expected goals.
Self-regulation is essential for task execution and involves: 1) any action that allows students to stop and direct themselves, 2) how this action results in a change in their behavior, and 3) how this behavior changes the likelihood of goal attainment. Termed mimetic ideational information processing(MIME), individuals mentally ‘mime the idea’ and do a ‘dry run’ of their impending actions to simulate possible future scenarios. In effect, it is mental ‘trial and error.’
**APPROVED FOR PHYSICAL THERAPIST'S IN NEW JERSEY FOR CONTINUING EDUCATION CREDITS!!
SUNDAY, MARCH 4, 2018
Location: Beth Shalom, 733 Passaic Avenue, Clifton, NJ
8:30 AM - 4:00 PM
NJBPTE Course Approval Number: 1708-61 .
SUNDAY, APRIL 22, 2018, (Application has been submitted to NJBPTE for approval)
Location: 250 Park Ave, Long Branch (DEAL), NJ 07764
8:30 AM - 3:30 PM
6 contact hours, 6 NBCOT PDUs/.6 CEUs, 6 CTLE hours
Application has been made to NJBPTE for CE credit approval.
Each participant will be receiving s'cool moves posters to start using the very next day!