Be equipped and energized this Spring!

This dynamic Symposium will provide you with practical application of the current evidence & hottest topics in school-based practice. This is the essential course for every school-based OT & PT practitioner – whether you’re new to the practice, or you’re an experienced therapist seeking more ideas! The 7th Symposium consists of multiple seminar topics including fading adult assistance, dysgraphia, recess & leisure, adapting PE activities, strengths-based application of sensory assessment tools, embedding movement & motor skills in ELA, ADHD, transportation for students with wheeled mobility, using CO-OP’s Goal-Plan-Do-Check framework, integrating power mobility in schools, and navigating discontinuation of school-based OT and PT services. Come and learn from the leading experts in the fields of school-based and pediatric practice, and leave the course with elevated knowledge and skills, and your Bonus Practical Tools that you can use the very next day! For a full description of each seminar download the Brochure here.

Unable to attend all sessions? Don’t worry! All registrants will also have access to the on-demand versions of each session through August 31, 2025.*

Symposium Sponsor

Click here to visit Rifton

COURSE MATERIALS: By March 20, 2025, you will receive an email with links to the live course, as well as instructions for accessing handouts, toolkits, and on-demand webinars. You need to access the course materials as soon as you receive the email so that we receive automatic confirmation that you’ve received our message. This also allows us to assist you with any potential access issues before the day of the course. If the email does not appear in your inbox, please check your spam folder. To ensure you receive this email, add vicki@applyebp.com and carlo@applyebp.com to your Address Book or Safe Senders List.

*On-demand versions will be available starting March 27, 2025, through August 31, 2025. These on-demand versions are pre-recorded to ensure superior quality for a smooth learning experience. Pre-recordings deliver clear content free from distractions or technical issues common in live sessions. As a result, the pre-recorded and live versions may differ slightly. For those attending the live course, your privacy is a priority. Feel confident in participating, knowing that no recordings will be made.

Susan Bazyk, PhD, OTR/L, FAOTA has devoted her career to addressing child & youth participation and mental health in schools, home, and community. She is Professor Emerita of the OT Program at Cleveland State University, and project director of Every Moment Counts.

Adiaha Spinks-Franklin, MD, MPH, FAAP is a board certified Developmental-Behavioral Pediatrician. She has more than 20 years’ experience in caring for children and adolescents with developmental disabilities and behavior disorders, and in training pediatric health care professionals in the US and abroad. She holds leadership positions in many national pediatric professional organizations. She identifies as Wonder Woman.

Erika Buckhouse Hanson, PT has worked in the schools for 20+ years. She is a clinical instructor, mentor therapist and special education teachers and course-captain. She is a co-author of North Dakota’s Guidelines for Occupational and Physical Therapy in Educational Settings.

Peggy Morris, OTD, OTR/L, BCP is an occupational therapist with 30+ years of experience in pediatric practice. She has worked in early intervention, private practice, and out-patient pediatric rehabilitation services, but most of her experience and passion is in school-based practice. She is Board Certified in Pediatrics (BCP) through the American Occupational Therapy Association (AOTA), and reviews initial and renewal applications in the BCP for AOTA. She currently teaches graduate students in the occupational therapy department at Tufts University.

Carlo Vialu, PT, MBA served as Director of Physical Therapy for the NYC Department of Education, where he oversaw a program with over 700 PTs working in more than 1,500 schools. He is project manager of research on normative data for five mobility tests for school-aged children, & co-founder of www.SeekFreaks.com.

Karen Tartick, PT has been practicing for over 30 years in a variety of settings including outpatient orthopedics, early intervention, acute care, NICU, and school-based physical therapy. She currently practices as a physical therapy consultant for autistic adults.

Lara Collins Barros, OTD, OTR/L has been a school-based OT for over 25 years. She discovered the CO-OP Approach while completing her OTD at NYU and has never looked back. She had the privilege to develop “A Guide for Implementation: Using the Principles of CO-OP to Frame a Top-Down Approach with School-Aged Children” with the mentorship of Dr. Helene Polatajko of ICAN CO-OP.

Amy M. Schlessman, PT, DPT, DHSc works for over 20 years primarily in the school-based setting, promoting physical activity and interdisciplinary collaboration. She is an assistant professor in the DPT program at Tufts University and presents regionally and nationally.

Carly Matichak Stock, PT, DPT works at the Harford County Public Schools in Bel Air, Maryland. Carly was a faculty mentor in the pediatric residency program at Kennedy Krieger Institute responsible for the school-based and muscular dystrophy components

Matt Barker, M.Ed. is a passionate Adapted PE Teacher. He is the creative mind behind JustAdaptIt.com and NetflexKids.com where he shares ideas for promoting physical activities via adaptations and video modeling. He presents nationally on inclusive PE practices.

Disclosures: Erika, Peggy, Carlo, Karen, Adiaha, Lara, Susan, Matt, Carly, and Amy receive speaking fees from Apply EBP, LLC. They have no relevant nonfinancial relationships to disclose. Carlo is the co-owner of Apply EBP, LLC.

At the completion of each seminar, you will be able to:*

1. 1. 1. Select 3 strategies to promote a student’s inclusion in general education
      2. Determine 3 opportunities for fading adult assistance in the school environment
      3. Apply 3 strategies for fading adult assistance in a case scenario of a student with disabilities
      4. Determine 3 benefits of promoting recess and leisure on a students’ motor skills, fitness, social participation, and well-being
      5. Apply 3 strategies for effective implementation of the Refreshing Recess program in a given case scenario
      6. Identify 3 strategies to promote leisure skills in students with and without disabilities
      7. Determine 3 occupational, physical, and speech therapy interventions that have also been shown to be effective in reducing stress and enhancing emotional well-being
      8. Identify 3 evidence-based mental health promotion strategies for Tier 1 of the Multi-tiered System of Supports (MTSS)
      9. Apply 3 strategies from the Calm Moments Cards program to enhance emotional well-being and support school function of students in a given case example
      10. Identify 2 recommendations from the physical activity guidelines for children and youth
      11. Determine the 3 benefits of interprofessional collaboration for students with disabilities, for educators, and/or for related service providers
      12. Apply 3 strategies for adapting PE activities to promote participation of a student with disabilities in a given case scenario
      13. Identify 3 features of Specific Learning Disorder (SLD) in Written Expression
      14. Determine 3 domains of executive functions that are often impacted in Specific Learning Disorder (SLD) in Written Expression
      15. Apply 3 evidence-informed strategies to promote successful school participation of a student with SLD in Written Expression in a given case scenario
      16. Identify the role of related services in decision-making and implementation of safe transportation for students
      17. Determine 3 features of current safety standards for wheelchair transportation on buses
      18. Apply 3 strategies when making decisions for safe transportation of a student with wheeled mobility in a given case scenario
      19. Identify 2 best practices for a strengths-based administration of sensory assessments
      20. Determine 2 strategies for a strengths-based interpretation of sensory assessment results
      21. Apply 3 strengths-based strategies for using sensory assessment results to plan interventions that support home, school, and/or community participation on a given case scenario
      22. Identify at least 2 benefits of physical activity on English Language Arts (ELA) achievement
      23. Determine 3 English Language Arts (ELA) concepts where a related service provider can collaborate with a teacher to integrate physical activities that enhance student learning and engagement
      24. Apply 3 strategies for embedding physical activity to promote motor skills, learning, and engagement during ELA class on a given case example
      25. Identify 3 core symptoms of ADHD
      26. Determine 3 evidence-based strategies for managing core ADHD symptoms in the classroom
      27. Apply 3 strategies to help a student with ADHD engage in and be productive in various school activities and routines on a given case scenario
      28. Distinguish children who may benefit from early introduction of powered mobility from those who may require powered mobility at a later time.
      29. Identify 3 types or features of powered mobility devices and their benefits.
      30. Apply 3 strategies for successful integration of powered mobility in the school routines and activities of a student in a given case scenario.
      31. Distinguish the CO-OP approach from traditional bottom-up interventions
      32. Determine 3 goal areas in the school setting that can be addressed using CO-OP’s Goal-Plan-Do-Check framework
      33. Apply 3 strategies in implementing CO-OP’s Goal-Plan-Do-Check framework on a given case example of a student who is learning a skill in the school setting
      34. Identify 3 factors that influence parents’ level of satisfaction in the IEP process and meeting
      35. Determine 3 reasons for recommending graduation from related services for a student with disabilities
      36. Apply 3 best practices that can get buy-in from the IEP team when recommending a student’s graduation from related services on a case scenario

*Depending on the seminars you complete

Note that the times below are in Eastern Time. Note that you may be in a different time zone. Contact Carlo at carlo@applyebp.com if you have any questions, need assistance, or are unable to attend* all seminars.  For a full description of each seminar download the Brochure here. Note that up to 10 minutes from each break may be used for Q&A overflow.

DAY 1

• • • 8:10 am – 8:20 am: Welcome and Announcements
    • 8:20 am – 9:50 am: Seminar 1: 6 Effective Strategies for Fading Adult Assistance: Increasing Responsibility, Decreasing Reliance | Erika Buckhouse Hanson, PT
    • 9:50 am – 10:10 am: Break
    • 10:10 am – 11:40 am: Seminar 2: Making Recess and Leisure Matter! Concrete Strategies to Enhance Play Skills, Social Participation, and Carryover | Susan Bazyk, PhD, OTR/L, FAOTA
    • 11:40 am – 12:10 pm: Lunch (on your own)
    • 12:10 pm – 1:40 pm: Seminar 3: Select one:
      • OT Track: Using Calm Moments Cards: A Program to Reduce Stress, Enhance Emotional Well-being, and Support School Function| Susan Bazyk, PhD, OTR/L, FAOTA
      • PT Track: Adapting PE Activities for Students with Diverse Disabilities: Ideas to Promote Participation from an APE Specialist | Matthew J. Barker, M.Ed.
    • 1:40 pm – 2:00 pm: Break
    • 2:00 pm – 3:30 pm: Seminar 4: Select One
      • OT Track: Why Calling Dysgraphia “SLD in Written Expression” Matters! Addressing the Complexities of Writing Challenges | Adiaha Spinks-Franklin, MD, MPH, FAAP
      • PT Track: 3 Steps to Safe Transportation for Students with Wheeled Mobility: Role of Related Services and Practical Solutions | Carly Matichak Stock PT, DPT

DAY 2

• • • 8:20 am – 9:50 am: Seminar 5: Select One
      • OT Track: Strengths-based Application of Sensory Processing Assessments: A Positive Lens for Administering, Interpreting, and Intervening Using the SP-2 and SPM-2 | Peggy Morris, OTD, OTR/L, BCP
      • PT Track: Embedding Movement and Motor Skills in ELA: Ideas for Teacher-Therapist Collaboration in English Language Arts | Amy M. Schlessman, PT, DPT, DHSc
    • 9:50 am – 10:10 am: Break
    • 10:10 am – 11:40 am: Seminar 6: Select One
      • OT Track: Classroom Behavior Management Strategies for Students with ADHD: Promoting School Performance and Productivity | Adiaha Spinks-Franklin, MD, MPH, FAAP
      • PT Track: 5 Strategies for Successful Integration of Powered Mobility in Schools: Promoting Student Independence and Participation | Karen E. Tartick, PT
    • 11:40 am – 12:10 pm: Lunch (on your own)
    • 12:10 pm – 1:40 pm: Seminar 7: Using CO-OP’s Goal-Plan-Do-Check in the Schools: A Step-by-Step Guide and Case Studies| Lara Collins Barros, OTD, OTR/L
    • 1:40 pm – 2:00 pm: Break
    • 2:00 pm – 3:30 pm: Seminar 8: Navigating Discontinuation of OT, or PT Services: What to Know, Do and Discuss to Build Buy-In with Parents and Educators | Carlo Vialu, PT, MBA

*Unable to attend all sessions? Don’t worry! All registrants will also have access to the on-demand versions of each session through August 31, 2025.

To help you apply what you learned the very next day you return to work, you will leave the course with your School-based OT and PT Symposium Practical Toolkit, which may include Cheat Sheets, Clinical Reasoning Worksheets, Tools, and/or Resources for each seminar you complete, live or on-demand.

Attendees who complete the live course will receive a certificate for 12 hours of continuing education training

(additional CE hours available with on-demand versions)

For OTs and OTAs

• • • • Apply EBP, LLC is an AOTA-approved provider of CEUs. Attendees will receive 0.15 AOTA CEUs for each seminar completed live, for a total of 1.2 AOTA CEUs. (You may receive up to a total of 1.8 AOTA CEUs if you complete all 12 seminars, via any combination of live and/or on-demand format.)

For PTs and PTAs

• • • • Apply EBP, LLC is an approved provider of CEUs for PTs and PTAs in IL, NM, NY, OK, and TX (APS #: 2703055TX).
      • The Live Online Symposium – PT Track is approved in  CA.
      • These PT state boards accept approval by other states or AOTA: AK, AZ, DC, DE, FL, HI, IN, KS, KY, MA, MI, MT, NC, ND, OR, PA, RI, SD, TN, UT, VT, VA, WI and WY.
      • These states do not require pre-approval of courses or have no CE requirements for PTs and PTAs: AL, CO, CT, GA, IA, ME, MO, NE, NH, and WA.

If you would like to obtain CEUs for another state, please email carlo@applyebp.com

We recommend purchasing early! This symposium sold out in 2024.

Ticket Prices and Discounts

• • Early Bird – Group: $349/person – save $100/person if 3 or more from the same organization, community group/network or study group register by February 21, 2025. Register together or separately, indicating at least 2 of your co-therapists who are also registering.
  • Early Bird – Individual: $399/person – save $50/person by registering by February 21, 2025.
  • Full Price – Group: $399/person – save $50/person if 3 or more from the same organization, community group/network or study group register starting on February 22, 2025. Register together or separately, indicating at least 2 of your co-therapists who are also registering.
  • Full Price: $449/person – available starting February 22, 2025.
  • 1 Day Only: $249

Purchasing Tickets

Select on the ticket type below. Enter required information. Select to pay via Credit Card, PayPal or by PO.

• • Pay via Credit Card or PayPal: You are registered instantly!
  • Pay via Purchase Order: Register and select “Purchase Order” as form of payment. At the end of your registration, click on “View/Print Invoice” to download a copy of the invoice that you can share with your employer. Send your Purchase Order and/or request for Apply EBP’s W9 to vicki@applyebp.com.

Cancellation Policy

Registrants may cancel up to 21 days prior to the course for a refund minus a $75 administration fee. There is no cancellation less than 21 days prior to the course; you can find a substitute or use your registration to attend a future Apply EBP course. There is no cancellation or substitution after you have received any course material. Email applyebp@gmail.com to request to cancel. Apply EBP reserves the right to cancel a course up to 21 days prior to the course due to insufficient registration, with a full refund to registrants. Please do not arrange non-refundable travel arrangements until 20 days prior to the course, as Apply EBP is not responsible for such expenses.

Accommodation Request

Email or call 2 weeks prior to the course with requests for accommodation.

Complaints Resolution

We welcome all feedback. Please email applyebp@gmail.com if you have any complaints so that we may work with you towards a resolution.

Live online via Zoom

COURSE MATERIALS: By March 20, 2025, you will receive an email with links to the live course, as well as instructions for accessing handouts, toolkits, and on-demand webinars. You need to access the course materials as soon as you receive the email so that we receive automatic confirmation that you’ve received our message. This also allows us to assist you with any potential access issues before the day of the course. If the email does not appear in your inbox, please check your spam folder. To ensure you receive this email, add vicki@applyebp.com and carlo@applyebp.com to your Address Book or Safe Senders List.

On-demand versions will be available starting March 27, 2025, through August 31, 2025. These on-demand versions are pre-recorded to ensure superior quality for a smooth learning experience. Pre-recordings deliver clear content free from distractions or technical issues common in live sessions. As a result, the pre-recorded and live versions may differ slightly. For those attending the live course, your privacy is a priority. Feel confident in participating, knowing that no recordings will be made.

*On-demand versions will be available starting March 27, 2025 until August 31, 2025. These on-demand versions are pre-recorded to ensure superior quality for a smooth learning experience. Pre-recordings deliver clear content free from distractions or technical issues common in live sessions. Please note that as a result, the pre-recorded and live versions may differ slightly. For those attending the live course, your privacy is a priority. Feel confident in participating, knowing that no recordings will be made.