THERAMOVES

• Monday, May 7, 2018
• 8:30 AM - 3:30 PM
• Location:  391 Oakland Avenue, Cedarhurst, NY (Long Island) 
• 5.5 contact hours - 5.5 NBCOT PDUs/.55 CEUs
• 5.5 CTLE hours
• Beginner level course

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.

• Establish a theoretical and practical grasp of the sensory motor correlates of motor learning and recognize and differentiate the effects of behavior
• Recognize and differentiate the effects of SPD as it may manifest throughout the life-span and other diagnoses 
• Interpret standardized and observational assessment of SPD
• Plan and implement insightful intervention techniques which can be applied in one's worksetting

APPROVED FOR SOCIAL WORK CREDITS BY NEW YORK STATE EDUCATION DEPARTMENT FOR LMSWs & LCSWs

• Wednesday, May 9, 2018
• 8:30 AM - 4:00 PM
• NEW LOCATION: 1580 Coney Island Avenue, Brooklyn, NY (between ave L & M) 
• 6 contact hours - 6 NBCOT PDUs/.6 CEU's
• Approved for .6 ASHA  CEUs (Intermediate level, Professional area)

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.’  

• Brooklyn - Monday, October 15, 2018 
• Staten Island - (TBD) 
• Long Island - October 2018 (TBD)
• 8:30- AM 3:45 PM
• Location: TBD New York 
• 6 Contact hours, 6 NBCOT/.6 CEUS
• Please refer to the registration tab (on the next page) for more information i.e. cost and early bird discounts

Each participant will be receiving a tote bag full of s'cool moves posters to start using the very next day!  

LEARNING OBJECTIVES:

· Provide a school culture that supports children who learn differently, need sensory support, or struggle keeping up with their peers 

· Teach self regulation techniques through various sensory motor activities in order to stimulate the parasympathetic nervous system with the goal of decreasing stress and anxiety and giving students the appropriate sensory input to facilitate improved motor output and learning.

· Integrate essential developmental skills with academic curricula;

· Learn techniques to improve student's overall coordination, motor planning skills, body awareness, and visual tracking skills.

· Integrate essential developmental skills with academic curricula;

· Understand and explain how movement and developmental skills impact academic success;

· Integrate occupational and physical therapy theory and techniques where appropriate into S’cool Moves routines