We are gearing up!
The SBP Summit is looking forward to its 8th year in Columbus, with another sensational year lined up as far as presenters, venue, and attendees!
EVENT DETAILS- Monday Aug. 3 - Tuesday Aug. 4 , 2026
- Two full days of sessions
- Attendees receive 12 CEU’s, fullfilling Ohio’s state requirements for the profession
- Located in Columbus, OH, at the Hilton Polaris-Columbus hotel
- Registration will open in March 2026
- Developmental Learning
- Regulatory / School Support
- Sensory / Sensory Motor
- Thinking Functionally
- Mental Health & Student Engagement
- AI & Technology
- Mobility
Agenda
08/03/2026 08:00 AM to 10:30 AM
Monday Keynote: Curiosity as the Catalyst: Understanding Behavior and Enhancing Participation in Schools
Monday Keynote: Curiosity as the Catalyst: Understanding Behavior and Enhancing Participation in Schools
Every child wants to do well in school. While school can be challenging, especially for neurodivergent children, neuroscience shows us that when kids feel safe, regulated and understood, they thrive. This keynote presentation will explore how curiosity about behavior, sensory processing and felt safety allows us to co-create environments where all students can fully participate and succeed.
Greg Santucci MS, OTR
Executive Director, Power Play Pediatric Therapy
Greg Santucci MS, OTR
Executive Director, Power Play Pediatric Therapy
Greg Santucci, MS, OTR. Greg has been a Pediatric OT for 26 years. He is a Supervisor of Occupational Therapy at Children’s Specialized Hospital (New Jersey), Executive Director of Power Play Pediatric Therapy, and Founder and Chief Occupational Therapist at ThinkSensory. He is certified in Sensory Integration and the creator of the Model of Child Engagement, a neuroscience-informed approach to improving regulation and engagement in children. Greg presents both nationally and internationally on topics related to sensory processing, regulation and behavior, and recently received the NJOTA Award of Merit for his advocacy work for neurodiversity-affirming care. The credential he is most proud of is “Dad”, as he he the father of two teenagers who he continues to learn from everyday.
08/03/2026 10:50 AM to 12:20 PM
The Path to Participation: The Importance of Connection, Felt Safety and Regulation to Promote Behavior and Learning
The Path to Participation: The Importance of Connection, Felt Safety and Regulation to Promote Behavior and Learning
This course will give participants a better understanding of the neuroscience of learning and behavior, emphasizing connection, felt safety and regulation as the foundation. Key elements of the Model of Child Engagement will be explored, and participants will understand how sensory processing can shape a child’s experience in the classroom. By re-framing behavior away from the rigid “four functions”, attendees will adopt a neuro-affirming lens, gaining practical strategies to help kids feel safe, connected, and fully able to participate and thrive at school.
Greg Santucci MS, OTR
Executive Director, Power Play Pediatric Therapy
Greg Santucci MS, OTR
Executive Director, Power Play Pediatric Therapy
Greg Santucci, MS, OTR. Greg has been a Pediatric OT for 26 years. He is a Supervisor of Occupational Therapy at Children’s Specialized Hospital (New Jersey), Executive Director of Power Play Pediatric Therapy, and Founder and Chief Occupational Therapist at ThinkSensory. He is certified in Sensory Integration and the creator of the Model of Child Engagement, a neuroscience-informed approach to improving regulation and engagement in children. Greg presents both nationally and internationally on topics related to sensory processing, regulation and behavior, and recently received the NJOTA Award of Merit for his advocacy work for neurodiversity-affirming care. The credential he is most proud of is “Dad”, as he he the father of two teenagers who he continues to learn from everyday.
08/03/2026 10:50 AM to 12:20 PM
A Deep Dive into the Paradigm Shift: Moving Beyond Handling to Participation for Non-Ambulatory Children
A Deep Dive into the Paradigm Shift: Moving Beyond Handling to Participation for Non-Ambulatory Children
This course examines the paradigm shift in pediatric rehabilitation away from therapist-driven handling approaches and toward participation-focused, child-active intervention for non-ambulatory children. Grounded in contemporary evidence and developmental science, participants will explore participation as a primary outcome—defined as a child’s involvement in meaningful life activities at home, school, and in the community—and its central role in shaping health, development, and quality of life.
Learners will critically review the evidence related to traditional handling approaches, including Bobath/Neurodevelopmental Treatment (NDT), and DMI to examine findings demonstrating that these methods are no more effective than no therapy at all for children with cerebral palsy. In contrast, the course highlights child-directed, child-active approaches that promote autonomy, agency, exploration, problem-solving, and motor learning through real-world experiences in daily routines.
The course also explores key developmental concepts that underpin this shift, including developmental cascades, emphasizing how early motor experiences can drive gains across domains such as language and cognition. Participants will revisit long-held assumptions about primitive reflexes, clarifying current understanding that reflexive movements do not transform into volitional, goal-directed action, and discussing the clinical implications of this distinction.
Through case examples, discussion, and application to practice, this course supports clinicians in re-aligning assessment, goal setting, and intervention toward participation, mobility, and meaningful engagement for non-ambulatory children—moving beyond handling to interventions that truly matter in children’s everyday lives.
Ginny Paleg PT, DScPT, MPT
Ginny Paleg PT, DScPT, MPT
Ginny Paleg, PT, DScPT, MPT, has over three decades of clinical, research, and teaching experience focused on evidence-based pediatric rehabilitation for children with complex motor disabilities, including those who are non-ambulatory. She is widely recognized for her expertise in participation-focused practice, assistive mobility, and translating research into functional, real-world outcomes through frameworks such as the F-words and the On-Time Mobility approach
08/03/2026 10:50 AM to 12:20 PM
Building Strong OT and OTA Collaborative Partnerships in School-Based Practice Settings
Building Strong OT and OTA Collaborative Partnerships in School-Based Practice Settings
This course will cover AOTA and OOTA rules and guidelines for OT and OTA supervision, delineation of roles, and responsibilities during the delivery of occupational therapy services. Practical strategies, ethical considerations, and resources for supervisors and supervisees working in school-based practice settings will also be provided.
Katie Rathers, M.S., OT/L
PSI Solutions
Katie Rathers, M.S., OT/L
PSI Solutions
Katie Rathers, M.S., OT/L is a graduate of Cleveland State University's Master of Occupational Therapy program and has spent the past 10 years providing school-based Occupational Therapy services for PSI, primarily serving urban charter schools throughout Cleveland, Ohio. She also serves as a Health Services Field Supervisor for the Occupational Therapy department at PSI. Katie promotes the expanded role of school-based occupational therapy and utilization of interdisciplinary teaming with a focus on emerging evidence-based practices. Katie is a proud mother and aunt of two outstanding differently abled young adults.
08/03/2026 10:50 AM to 12:20 PM
Part 1 Why Can't Johnny Jump? Why Can't Johnny Write? Total Motion Release
Part 1 Why Can't Johnny Jump? Why Can't Johnny Write? Total Motion Release
This TMR Tots course is an interactive workshop where participants will actively experience assessment and treatment of blocks in mobility on themselves. We will present how blocks in mobility and alignment can limit a student’s ability to achieve optimal educational outcomes in all areas of development. Prepare to move and have fun!
Because each part of the workshop builds on the information in the previous, each part is a prerequisite for the next. Be prepared to move and partner with a peer as you learn to assess and treat yourself and each other. A helpful option to visualize and feel blocks is to bring a flexible doll and roll of masking tape to the class.
In addition to learning the blocks in mobility we will be learning how they create a GPS for motor learning. Identification of the struggle becomes the strength. The scientific methodology of the TMR Session Note for documentation functional outcomes will be introduced.
The curriculum discusses 8 building blocks for optimal outcomes presented by Dr. Joni Redlich in her book “Turn Stumbling Blocks into Building Blocks” The TMR Tots ABC address 2 of those blocks: Equal Access (A. Release) & Sensational Sense (B.Activate & C. Organize)
The other building blocks are vital in comprehensive treatment for all disciplines and complement the work we do in TMR.
The instructor will share some of her experiences as a school PT. what she loved, what was challenging, and if she would do differently if given another 51 years to be a therapist. She will discuss application in a wide variety of issues will be discussed including: Autism, Neurological Diagnoses, Low Tone, Developmental Coordination Challenges, Terminal Diagnoses, ADAH & Developmental Delays
Note: This class is not the complete TMR Tots curriculum which is 32 hours of training, but a condensed version for the educational setting to appreciate what symmetrical mobility and optimal infrastructure offer for the therapist in the school setting.
Susan Blum PT, C/TMR
TMR Tots
Susan Blum PT, C/TMR
TMR Tots
Susan Blum obtained her degree in PT in 1975. She provides consultations for children and adults with complex developmental
challenges In Philadelphia, PA. She also mentors physical and occupational therapists world-wide as a member of wired on development CEO. In 2021 she was the recipient of the Pennsylvania Pediatric SIG Award of Excellence.
She developed the TMR Tots concept founded on traditional pediatric motor learning principles. Continuing education classes are streamed monthly to therapists internationally. Her workshops have been presented at numerous state APTA conferences and international therapy and scientific conferences.
Susan continues ongoing study of cutting-edge science supporting the TMR concept. Included in her research is a grading system to analyze patterns of postural asymmetry related to associated developmental issues in torticollis and cerebral palsy. A recent documentary on TMR Tots entitled “SoLucien” was presented at a national film festival. It is available for viewing both on the tmrtots.com website and on YouTube.
08/03/2026 10:50 AM to 12:20 PM
Start with Heart: Inclusive Clubs that make a Difference
Start with Heart: Inclusive Clubs that make a Difference
The Bike Club is an inclusive after-school program that brings together students of all abilities to build friendships, confidence, and physical fitness through use of adaptive bikes. The club emphasizes teamwork, accessibility, and the joy of movement, ensuring every student can participate meaningfully — regardless of ability level or adaptive needs.
The Basketball for All program is an inclusive initiative designed to bring together students with disabilities in a supportive, engaging environment. The program focuses on developing basketball skills through fun, interactive activities that promote teamwork, confidence, and physical fitness. By encouraging participation from all abilities, Basketball for All fosters a sense of belonging, friendship, and shared enjoyment of the game.
Both programs are designed and coordinated by Occupational and Physical Therapists, in collaboration with Intervention Specialists who support and teach students with a varying range of abilities. Responsibilities shared among adult and peer volunteers. Each program emphasizes inclusion, welcoming students of all abilities and, when possible, their siblings to participate and assist. The goal is to create supportive, engaging environments where all participants can build skills, confidence, and a sense of community through shared activities.
Goals:
Promote Inclusion: Create a welcoming space where students with and without disabilities can play, learn, and grow together.
Encourage Physical Activity: Develop coordination, strength, and endurance through accessible sports.
Foster Social Connection: Build peer relationships and teamwork skills through cooperative activities.
Empower Students: Boost self-esteem and independence by offering adaptive equipment and individualized
support.
To support implementation in other communities, program materials include:
Visuals: step-by-step visuals to assist kids with program participation.
Program Development Guides: detailed outlines on planning, organizing, and adapting activities to meet diverse needs.
Schedule of Events: sample timelines and session structures to help recreate and tailor the programs within your own community setting.
Taylor Ruef M. Ed
Mad River School District
Taylor Ruef M. Ed
Mad River School District
Taylor Ruef received her bachelor's degree in speech pathology from Eastern Kentucky University and her master's degree in special education from Wright State University. She is currently a licensed K-12 intervention specialist working with children ranging from kindergarten-fourth grade. For the last eight years Ruef has been the lead teacher in a cross-categorical multiple disabilities unit. She has worked with students with a wide variety of needs and is skilled at differentiating gross motor activities and breaks throughout the day to help regulate students.
Rylie Jarrett M.Ed, IS
Mad River School District
Rylie Jarrett M.Ed, IS
Mad River School District
Rylie Jarrett obtained her bachelor's degree from Bowling Green State University and is currently a licensed K-12 intervention specialist. For the past six years, Jarrett has been the lead teacher in an elementary cross categorical resource room servicing students in grades K4. In 2022, Jarrett received her master's degree from the University of Cincinnati in applied behavior analysis. She focuses daily on making motivating visuals tailored to her students' needs and interests that are reinforcing and engaging. She prides herself on embedding daily structured activities within her students individualized visual schedules to help her staff and students' carry out breaks with ease.
08/03/2026 10:50 AM to 12:20 PM
Human Expertise in an AI World: Preserving the Therapeutic Core & Keeping Humanity at the Center
Human Expertise in an AI World: Preserving the Therapeutic Core & Keeping Humanity at the Center
Artificial intelligence is rapidly entering educational environments, offering new tools that can assist with information organization, documentation, communication, and problem-solving. At the same time, these technologies raise important questions about professional judgment, ethics, and the human relationships that sit at the core of therapeutic and student support work. While AI can assist with certain tasks, it cannot replace the relational insight, contextual understanding, and ethical decision-making that trained professionals bring to their work with students and families.
This session explores how school psychologists, therapists, counselors, intervention specialists, and educators can thoughtfully navigate the growing presence of artificial intelligence while preserving the human elements that define effective practice.
Participants will examine practical examples of AI-supported tasks alongside scenarios where professional expertise must remain central. The session will also explore strategies for maintaining professional voice, safeguarding confidentiality, and ensuring that technology strengthens rather than diminishes the relational and therapeutic foundations of student support. Attendees will leave with practical guidance for maintaining human-centered practice in an increasingly AI-enabled educational landscape.
Candice Sears, CEO and Founder of ThinkBeyond EDU
CEO, Founder, ThinkBeyond EDU
Candice Sears, CEO and Founder of ThinkBeyond EDU
CEO, Founder, ThinkBeyond EDU
Candice Sears is a nationally recognized education leader with more than 22 years of experience in K–12 education, innovation strategy, and instructional transformation. She is the Founder and CEO of ThinkBeyond EDU, where she partners with school districts across the United States to design future-ready learning models that integrate artificial intelligence, personalized learning pathways, and human-centered instructional practices. Candice has led large-scale AI literacy and implementation initiatives with school districts, educational service centers, and state education partners, helping educators develop practical frameworks for integrating emerging technologies while maintaining strong instructional practice and student engagement.
Candice’s work focuses on ensuring that technological advancement strengthens the human elements of teaching and learning. She has facilitated numerous AI summits, educator workshops, and district leadership initiatives focused on responsible AI integration, instructional design, and preparing students for a rapidly evolving workforce. Through her work with schools, state education agencies, and innovation networks, she helps educators develop practical approaches for using AI as a tool to support thinking, feedback, and reflection while protecting the core role of teachers in the learning process.
08/03/2026 01:10 PM to 02:40 PM
Dyslexia and Dysgraphia OT Assessment for Academic Success
Dyslexia and Dysgraphia OT Assessment for Academic Success
Dyslexia and dysgraphia impact far more than reading and handwriting. They affect confidence, participation, and overall academic success. Occupational therapists are uniquely positioned to address the sensory-motor, cognitive, and executive functioning components that underlie these learning differences. This session explores how OTs can turn identified assessment red flags into targeted interventions that complement educational and therapeutic approaches. Attendees will learn practical strategies for supporting key foundations for reading and written expression. Through case examples and evidence-based practices, participants will leave empowered to collaborate with educators and families, transforming how students with literacy-based learning challenges experience success.
Kelli Fetter MS, OTR/L
Founder, Handwriting Solution LLC
Kelli Fetter MS, OTR/L
Founder, Handwriting Solution LLC
Kelli Fetter, MS, OTR/L is a Certified Handwriting Specialist and the founder of Handwriting Solutions, LLC, where she and her team provide world-class handwriting, reading, and spelling tutoring to students virtually across the globe. Beyond her direct work with families, Kelli is a recognized leader in teacher and therapist education, equipping professionals with evidence-based strategies that transform student outcomes. With a career rooted in occupational therapy, Kelli has practiced in pediatric outpatient clinics, early intervention programs, preschools, and private schools, and has also served as an adjunct professor in pediatrics and kinesiology. Her expertise spans handwriting, dysgraphia, and dyslexia, supported by extensive advanced training in these areas. Kelli’s passion is deeply personal, fueled by her own daughter’s journey with dyslexia and dysgraphia. This lived experience drives her mission to empower parents, educators, and therapists with the tools and confidence they need to unlock every child’s potential.
Penny Stack OTD, OTR/L, COTA, CLT, NBC-HWC
founder and owner, DyslexiaRx
Penny Stack OTD, OTR/L, COTA, CLT, NBC-HWC
founder and owner, DyslexiaRx
Penny Stack, OTD, OTR/L, COTA, CLT, NBC-HWC is the founder and owner of DyslexiaRx, founder of Dyslexia Center of Tulsa and The Educate to Advocate Podcast. With over 35 years of experience as an occupational therapist Penny is certified in Handwriting Without Tears, received her Master’s in Occupational Therapy at Samuel Merritt College, Oakland California and her Doctorate degree in Occupational Therapy at Loma Linda University. Penny has dedicated her current research to Dyslexia and its impact on Occupation: The lived experience. Dr. Stack has honed her expertise in supporting individuals and families with dyslexia across the lifespan. Currently, Penny is an assistant professor and Coordinator of Doctoral Capstone and Research at Wilson College.
08/03/2026 01:10 PM to 02:40 PM
The EBP Toolkit: Translating Evidence into Functional Outcomes for Non-Ambulatory Children
The EBP Toolkit: Translating Evidence into Functional Outcomes for Non-Ambulatory Children
This course equips pediatric rehabilitation professionals with practical tools for translating evidence into meaningful, functional outcomes for children who are non-ambulatory. Emphasizing participation as the primary outcome of therapy, the course defines functional outcomes as observable changes in a child’s ability to engage in everyday activities and life roles within their real environments—rather than isolated skill acquisition or impairment-level change.
Participants will explore the F-words Lens Tool as a framework for reframing assessment, goal writing, and intervention planning toward functioning, family, fitness, fun, friendships, and future participation. The course highlights how this lens supports alignment between evidence, child and family priorities, and real-world participation across home, school, and community contexts.
Through guided examples and case-based application, learners will differentiate participation-based goals from impairment-focused or clinic-based goals. The course provides a structured approach to writing high-quality participation goals that clearly specify meaningful activities, life situations, natural environments, child and family priorities, and observable indicators of participation such as engagement, independence, inclusion, or frequency. We will also explore the concept of performance versus capacity.
By integrating evidence-based practice with participation-focused goal setting, this course supports clinicians in moving beyond body structure change toward outcomes that genuinely matter in children’s daily lives—ensuring therapy for non-ambulatory children is relevant, accountable, and impactful.
Angela Brouhard, MA CCC-SLP
MCCESC
Angela Brouhard, MA CCC-SLP
MCCESC
Angela Brouhard, MA CCC-SLP is the Regional SLP Consultant for the Southwest Region of Ohio, working out of the Madison Champaign Educational Service Center, and bringing over three decades of experience as a dedicated speech-language pathologist. Her work centers on delivering practical, high-impact strategies to address the challenges of today's school environment, focusing on workload management and the measurable improvement of student outcomes. Angela is committed to empowering SLPs to effectively evolve
their clinical practices and collaborate across disciplines to meet the complex communication needs of all students.
Ginny Paleg PT, DScPT, MPT
Ginny Paleg PT, DScPT, MPT
Ginny Paleg, PT, DScPT, MPT, has over three decades of clinical, research, and teaching experience focused on evidence-based pediatric rehabilitation for children with complex motor disabilities, including those who are non-ambulatory. She is widely recognized for her expertise in participation-focused practice, assistive mobility, and translating research into functional, real-world outcomes through frameworks such as the F-words and the On-Time Mobility approach
08/03/2026 01:10 PM to 02:40 PM
Rolling Out The Motor Lab: Getting Elementary Students Ready To Learn Using a Mobile Motor Lab as a Tier 1 Support
Rolling Out The Motor Lab: Getting Elementary Students Ready To Learn Using a Mobile Motor Lab as a Tier 1 Support
Lake Elementary has rolled out a new program to get students moving! Our Mobile Motor lab helps create a space within the classroom environment where students practice activities that help their brains and bodies work together. The goal is to support skills needed for learning, attention, behavior, and emotional regulation. Research has shown that engaging the whole body helps prepare students for learning and paying attention throughout the school day. The activities curated at each station help fuel learning, strengthen coordination, and build classroom readiness skills that carryover to handwriting, reading, sitting for lessons and social participation. This presentation will include the identified need, process for implementation, and examples of how it is being used throughout the elementary school at Lake Local Schools.
Johanna Farris MOT, OTR/L, MHA
Lake Elementary
Johanna Farris MOT, OTR/L, MHA
Lake Elementary
Johanna Farris MOT, OTR/L, MHA and Melissa Queen, BS, COTA/L, are dedicated occupational therapy practitioners with extensive experience in pediatric school-based practice. Johanna holds a Master of Healthcare Administration and a Master of Occupational Therapy, specializing in evidence-based sensory interventions that bridge the gap between physical development and academic performance. Melissa brings a strong background in clinical application and collaborative education, focusing on practical, classroom-integrated strategies that support student self-regulation and engagement.
As experts in the implementation of school-wide sensory motor systems, they have successfully developed and launched the Mobile Motor Lab program at Lake Elementary in Hartville, Ohio. Their expertise lies in creating Tier 1 supports that address critical barriers such as space, funding, and staff buy-in to provide accessible sensory motor input for students of all abilities. By combining clinical research with a passion for student advocacy, they provide educators and administrators with the tools necessary to improve classroom focus, behavior, and emotional regulation through movement-based learning.
08/03/2026 01:10 PM to 02:40 PM
Part 2 Why Can't Johnny Jump? Why Can't Johnny Write? Total Motion Release
Part 2 Why Can't Johnny Jump? Why Can't Johnny Write? Total Motion Release
This TMR Tots course is an interactive workshop where participants will actively experience assessment and treatment of blocks in mobility on themselves. We will present how blocks in mobility and alignment can limit a student’s ability to achieve optimal educational outcomes in all areas of development. Prepare to move and have fun!
Because each part of the workshop builds on the information in the previous, each part is a prerequisite for the next. Be prepared to move and partner with a peer as you learn to assess and treat yourself and each other. A helpful option to visualize and feel blocks is to bring a flexible doll and roll of masking tape to the class.
In addition to learning the blocks in mobility we will be learning how they create a GPS for motor learning. Identification of the struggle becomes the strength. The scientific methodology of the TMR Session Note for documentation functional outcomes will be introduced.
The curriculum discusses 8 building blocks for optimal outcomes presented by Dr. Joni Redlich in her book “Turn Stumbling Blocks into Building Blocks” The TMR Tots ABC address 2 of those blocks: Equal Access (A. Release) & Sensational Sense (B.Activate & C. Organize)
The other building blocks are vital in comprehensive treatment for all disciplines and complement the work we do in TMR.
The instructor will share some of her experiences as a school PT. what she loved, what was challenging, and if she would do differently if given another 51 years to be a therapist. She will discuss application in a wide variety of issues will be discussed including: Autism, Neurological Diagnoses, Low Tone, Developmental Coordination Challenges, Terminal Diagnoses, ADAH & Developmental Delays
Note: This class is not the complete TMR Tots curriculum which is 32 hours of training, but a condensed version for the educational setting to appreciate what symmetrical mobility and optimal infrastructure offer for the therapist in the school setting.
Susan Blum PT, C/TMR
TMR Tots
Susan Blum PT, C/TMR
TMR Tots
Susan Blum obtained her degree in PT in 1975. She provides consultations for children and adults with complex developmental
challenges In Philadelphia, PA. She also mentors physical and occupational therapists world-wide as a member of wired on development CEO. In 2021 she was the recipient of the Pennsylvania Pediatric SIG Award of Excellence.
She developed the TMR Tots concept founded on traditional pediatric motor learning principles. Continuing education classes are streamed monthly to therapists internationally. Her workshops have been presented at numerous state APTA conferences and international therapy and scientific conferences.
Susan continues ongoing study of cutting-edge science supporting the TMR concept. Included in her research is a grading system to analyze patterns of postural asymmetry related to associated developmental issues in torticollis and cerebral palsy. A recent documentary on TMR Tots entitled “SoLucien” was presented at a national film festival. It is available for viewing both on the tmrtots.com website and on YouTube.
08/03/2026 01:10 PM to 02:40 PM
"Beyond Behaviorism: The Need for Trauma-Informed, Neuroscience-Aligned, Neurodiversity-Affirming, Relationship-Driven, and Collaborative Approaches"
"Beyond Behaviorism: The Need for Trauma-Informed, Neuroscience-Aligned, Neurodiversity-Affirming, Relationship-Driven, and Collaborative Approaches"
This presentation, “Beyond Behaviorism: The Need for Trauma-Informed, Neuroscience-Aligned, Neurodiversity-Affirming, Relationship-Driven, and Collaborative Approaches,” explores the understanding of behavior through the lens of biology and human connection. It challenges compliance-driven and punitive models, calling instead for trauma-informed, neuroscience-aligned, and neurodiversity-affirming practices that center relationships and collaboration. Drawing on both research and lived experience, the presenter examines how traditional behaviorist methods often oversimplify human behavior and can lead to harmful outcomes—particularly for neurodivergent students, students with disabilities, and those with trauma histories. Participants will consider how recognizing the biological foundations of behavior, fostering relational and collaborative approaches, and pursuing systemic change can promote inclusion, dignity, authentic communication, and genuine partnership with children.
Guy Stephens Founder of AASR
Founder, Executive Director, Alliance Against Seclusion and Restraint (AASR)
Guy Stephens Founder of AASR
Founder, Executive Director, Alliance Against Seclusion and Restraint (AASR)
Guy Stephens is the founder and executive director of the Alliance Against Seclusion and Restraint (AASR), a nationally recognized nonprofit with a community of over 35,000 stakeholders working to transform how children with complex needs are understood and supported in schools and other settings. He is widely regarded as a national expert on restraint, seclusion, and punitive and exclusionary discipline, with extensive experience promoting trauma-informed, neuroscience-aligned, neurodiversity-affirming, and collaborative approaches to behavior. Since 2019, he has led AASR’s advocacy, training, and policy work to reduce and eliminate harmful behavioral practices and end the school-to-prison pipeline.
Mr. Stephens has delivered presentations, keynotes, and trainings at more than 50 national and international conferences, universities, legislative hearings, and professional education events, and he partnered with the Crisis Prevention Institute to co-develop the Reframing Behavior schoolwide training program grounded in current neuroscience. His qualifications are further supported by specialized training in trauma-informed practice, self-regulation, crisis intervention, Collaborative and Proactive Solutions, and polyvagal theory, as well as numerous publications on behavior, trauma, and discipline reform.
08/03/2026 01:10 PM to 02:40 PM
Teaching Students to Use AI as a Learning Partner, Not a Shortcut
Teaching Students to Use AI as a Learning Partner, Not a Shortcut
Students are already experimenting with AI, often without guidance or guardrails. This session equips school-based practitioners and educators with strategies to help students use AI appropriately to support learning, self-regulation, communication, and problem-solving. Attendees will explore age-appropriate use cases, example prompts, and coaching strategies that promote skill-building rather than dependency—positioning AI as a learning partner that strengthens agency, reflection, and independence.
Candice Sears, CEO and Founder of ThinkBeyond EDU
CEO, Founder, ThinkBeyond EDU
Candice Sears, CEO and Founder of ThinkBeyond EDU
CEO, Founder, ThinkBeyond EDU
Candice Sears is a nationally recognized education leader with more than 22 years of experience in K–12 education, innovation strategy, and instructional transformation. She is the Founder and CEO of ThinkBeyond EDU, where she partners with school districts across the United States to design future-ready learning models that integrate artificial intelligence, personalized learning pathways, and human-centered instructional practices. Candice has led large-scale AI literacy and implementation initiatives with school districts, educational service centers, and state education partners, helping educators develop practical frameworks for integrating emerging technologies while maintaining strong instructional practice and student engagement.
Candice’s work focuses on ensuring that technological advancement strengthens the human elements of teaching and learning. She has facilitated numerous AI summits, educator workshops, and district leadership initiatives focused on responsible AI integration, instructional design, and preparing students for a rapidly evolving workforce. Through her work with schools, state education agencies, and innovation networks, she helps educators develop practical approaches for using AI as a tool to support thinking, feedback, and reflection while protecting the core role of teachers in the learning process.
08/03/2026 03:00 PM to 04:30 PM
Beyond Reading and Writing: The OT’s Role in Supporting Students with Dyslexia and Dysgraphia
Beyond Reading and Writing: The OT’s Role in Supporting Students with Dyslexia and Dysgraphia
Dyslexia and dysgraphia impact far more than reading and handwriting. They affect confidence, participation, and overall academic success. Occupational therapists are uniquely positioned to address the sensory-motor, cognitive, and executive functioning components that underlie these learning differences. This session explores how OTs can turn identified assessment red flags into targeted interventions that complement educational and therapeutic approaches. Attendees will learn practical strategies for supporting key foundations for reading and written expression. Through case examples and evidence-based practices, participants will leave empowered to collaborate with educators and families, transforming how students with literacy-based learning challenges experience success.
Kelli Fetter MS, OTR/L
Founder, Handwriting Solution LLC
Kelli Fetter MS, OTR/L
Founder, Handwriting Solution LLC
Kelli Fetter, MS, OTR/L is a Certified Handwriting Specialist and the founder of Handwriting Solutions, LLC, where she and her team provide world-class handwriting, reading, and spelling tutoring to students virtually across the globe. Beyond her direct work with families, Kelli is a recognized leader in teacher and therapist education, equipping professionals with evidence-based strategies that transform student outcomes. With a career rooted in occupational therapy, Kelli has practiced in pediatric outpatient clinics, early intervention programs, preschools, and private schools, and has also served as an adjunct professor in pediatrics and kinesiology. Her expertise spans handwriting, dysgraphia, and dyslexia, supported by extensive advanced training in these areas. Kelli’s passion is deeply personal, fueled by her own daughter’s journey with dyslexia and dysgraphia. This lived experience drives her mission to empower parents, educators, and therapists with the tools and confidence they need to unlock every child’s potential.
Penny Stack OTD, OTR/L, COTA, CLT, NBC-HWC
founder and owner, DyslexiaRx
Penny Stack OTD, OTR/L, COTA, CLT, NBC-HWC
founder and owner, DyslexiaRx
Penny Stack, OTD, OTR/L, COTA, CLT, NBC-HWC is the founder and owner of DyslexiaRx, founder of Dyslexia Center of Tulsa and The Educate to Advocate Podcast. With over 35 years of experience as an occupational therapist Penny is certified in Handwriting Without Tears, received her Master’s in Occupational Therapy at Samuel Merritt College, Oakland California and her Doctorate degree in Occupational Therapy at Loma Linda University. Penny has dedicated her current research to Dyslexia and its impact on Occupation: The lived experience. Dr. Stack has honed her expertise in supporting individuals and families with dyslexia across the lifespan. Currently, Penny is an assistant professor and Coordinator of Doctoral Capstone and Research at Wilson College.
08/03/2026 03:00 PM to 04:30 PM
Assistive Mobility Technology: Implementing Evidence and the On-Time Mobility Framework
Assistive Mobility Technology: Implementing Evidence and the On-Time Mobility Framework
This course provides an in-depth examination of the On-Time Mobility Framework and its application to assistive mobility technology for infants and young children with motor delays or cerebral palsy. Participants will explore the framework’s central premise: that mobility interventions and devices should be introduced at the time they are most needed to support participation, exploration, learning, and overall development, rather than being delayed until specific motor milestones are achieved.
Grounded in current evidence, the course addresses clinical decision-making related to early access to assistive mobility, including power mobility, power ride-on cars, supported stepping devices (gait trainers), walkers, and supported standing systems. Learners will review research supporting the initiation of mobility-augmenting technology as early as 9–12 months of age, aligning intervention timing with typical developmental opportunities for exploration and engagement.
The course also examines evidence-based benefits of supported stepping devices, including improvements in postural control, muscle strength, and opportunities for active participation, while dispelling common myths that powered mobility interferes with motor skill acquisition. Emphasis is placed on understanding that early powered mobility supports exploration, engagement, and learning without hindering the development of walking or standing.
Finally, participants will review current evidence regarding dosage parameters for supported standing programs, highlighting the benefits of consistent, moderate-duration standing on postural control, bone density, and participation. Through clinical examples and evidence synthesis, this course equips practitioners to implement assistive mobility technology confidently and effectively, ensuring children receive mobility “on time” to support meaningful participation in daily life.
Ginny Paleg PT, DScPT, MPT
Ginny Paleg PT, DScPT, MPT
Ginny Paleg, PT, DScPT, MPT, has over three decades of clinical, research, and teaching experience focused on evidence-based pediatric rehabilitation for children with complex motor disabilities, including those who are non-ambulatory. She is widely recognized for her expertise in participation-focused practice, assistive mobility, and translating research into functional, real-world outcomes through frameworks such as the F-words and the On-Time Mobility approach
08/03/2026 03:00 PM to 04:30 PM
A Transdisciplinary Approach to the Occupational Therapist and Speech-Language Pathologist Collaboration
A Transdisciplinary Approach to the Occupational Therapist and Speech-Language Pathologist Collaboration
In the United States, occupational therapy and speech-language pathology are two school-based therapeutic disciplines with clear guidelines and scopes of practice set forth by both federal and state regulatory boards. Although the scopes of practice are specific to each discipline, the boundaries often blend, requiring therapists to depend upon one another and be respectful of each other’s perspectives to transcend expected therapeutic outcomes. Multidisciplinary, interdisciplinary, and transdisciplinary are three levels of occupational therapy and speech-language pathology collaboration in the school environment. A transdisciplinary approach is the optimal level of collaboration occupational therapists and speech-language pathologists should strive for in order to improve student outcomes. SpOT Group provides a framework for occupational therapists and speech-language pathologists to incorporate differentiated lesson plans to meet the diverse needs of students while documenting services for billing and licensing purposes. SpOT Group also examines the common barriers to a transdisciplinary collaborative approach including funding, competency, and role release. Following the SpOT Group framework occupational therapists, speech-language pathologists, and their respective students can collectively support goals and support student outcomes.
Dr. DeeAnna D. Conley-Stemple PP-OTD, OTR/L
Dr. DeeAnna D. Conley-Stemple PP-OTD, OTR/L
Dr. DeeAnna D. Conley-Stemple PP-OTD, OTR/L is a school-based occupational therapist with over 25 years of experience. Dr.
Conley-Stemple is a graduate of Shenandoah University where she received both her Master of Science degree in 2000 and Post-
Professional Occupational Therapy Doctorate degree in 2023. While continuing her important work as a school-based occupational
therapist, Dr. Conley-Stemple has served as an adjunct professor at the University of Mount Union teaching Occupational
Performance and Health Conditions. Dr. Conley-Stemple has supervised occupational therapy doctoral capstone experiences as well
as both Level I and Level II occupational therapy fieldwork placements. Her capstone evidence-based project, A Transdisciplinary
Approach to the Occupational Therapist and Speech-Language Pathologist Collaboration provided a framework for creating
therapeutic alliances steeped in role release and creativity. Continuing the pursuit of optimal collaboration has been a priority of Dr.
Conley-Stemple’s as she has pursued additional research opportunities.
Dr. Kelly Campbell SLPD, CCC/SLP
Dr. Kelly Campbell SLPD, CCC/SLP
Dr. Kelly Campbell, SLPD, CCC/SLP has 28 years of pediatric experience in Public School and/or pediatric outpatient clinic
settings. She has shared sessions with Occupational Therapists, Physical Therapists, Social Workers, during both individual and
small group sessions. Dr. Campbell has also been a part-time co-teacher in an elementary school special education/communication
classroom, and regularly participated in co-teaching a middle school ELA class across a school year. Educating administrators along
with SLP students about the benefits and regulation/reimbursement truths of trans-disciplinary service provision is a priority for Dr.
Campbell, across service settings. Dr. Campbell received her Doctor of Speech-Language Pathology degree in 2026, at Northwestern
University.
08/03/2026 03:00 PM to 04:30 PM
Part 3 Why Can't Johnny Jump? Why Can't Johnny Write? Total Motion Release
Part 3 Why Can't Johnny Jump? Why Can't Johnny Write? Total Motion Release
This TMR Tots course is an interactive workshop where participants will actively experience assessment and treatment of blocks in mobility on themselves. We will present how blocks in mobility and alignment can limit a student’s ability to achieve optimal educational outcomes in all areas of development. Prepare to move and have fun!
Because each part of the workshop builds on the information in the previous, each part is a prerequisite for the next. Be prepared to move and partner with a peer as you learn to assess and treat yourself and each other. A helpful option to visualize and feel blocks is to bring a flexible doll and roll of masking tape to the class.
In addition to learning the blocks in mobility we will be learning how they create a GPS for motor learning. Identification of the struggle becomes the strength. The scientific methodology of the TMR Session Note for documentation functional outcomes will be introduced.
The curriculum discusses 8 building blocks for optimal outcomes presented by Dr. Joni Redlich in her book “Turn Stumbling Blocks into Building Blocks” The TMR Tots ABC address 2 of those blocks: Equal Access (A. Release) & Sensational Sense (B.Activate & C. Organize)
The other building blocks are vital in comprehensive treatment for all disciplines and complement the work we do in TMR.
The instructor will share some of her experiences as a school PT. what she loved, what was challenging, and if she would do differently if given another 51 years to be a therapist. She will discuss application in a wide variety of issues will be discussed including: Autism, Neurological Diagnoses, Low Tone, Developmental Coordination Challenges, Terminal Diagnoses, ADAH & Developmental Delays
Note: This class is not the complete TMR Tots curriculum which is 32 hours of training, but a condensed version for the educational setting to appreciate what symmetrical mobility and optimal infrastructure offer for the therapist in the school setting.
Susan Blum PT, C/TMR
TMR Tots
Susan Blum PT, C/TMR
TMR Tots
Susan Blum obtained her degree in PT in 1975. She provides consultations for children and adults with complex developmental
challenges In Philadelphia, PA. She also mentors physical and occupational therapists world-wide as a member of wired on development CEO. In 2021 she was the recipient of the Pennsylvania Pediatric SIG Award of Excellence.
She developed the TMR Tots concept founded on traditional pediatric motor learning principles. Continuing education classes are streamed monthly to therapists internationally. Her workshops have been presented at numerous state APTA conferences and international therapy and scientific conferences.
Susan continues ongoing study of cutting-edge science supporting the TMR concept. Included in her research is a grading system to analyze patterns of postural asymmetry related to associated developmental issues in torticollis and cerebral palsy. A recent documentary on TMR Tots entitled “SoLucien” was presented at a national film festival. It is available for viewing both on the tmrtots.com website and on YouTube.
08/03/2026 03:00 PM to 04:30 PM
Restraint and Seclusion: What OTs and PTs Need to Know
Restraint and Seclusion: What OTs and PTs Need to Know
This presentation, “Restraint and Seclusion: What OTs and PTs Need to Know,” provides an overview of how restraint and seclusion are used in schools and what occupational therapists (OTs) and physical therapists (PTs) need to understand to help create safer, trauma-informed environments. It outlines the historical context, legal landscape, and definitions of restraint and seclusion; examines their disproportionate impact on children with disabilities, neurodivergent youth, and other marginalized groups; and describes the significant physical and psychological risks—including trauma, injury, and death—associated with these practices. The session calls on OT and PT professionals to advocate for humane, neuroscience-aligned, neurodiversity-affirming alternatives and to champion evidence-based frameworks that center safety, relationship-building, and genuine inclusion.
Guy Stephens Founder of AASR
Founder, Executive Director, Alliance Against Seclusion and Restraint (AASR)
Guy Stephens Founder of AASR
Founder, Executive Director, Alliance Against Seclusion and Restraint (AASR)
Guy Stephens is the founder and executive director of the Alliance Against Seclusion and Restraint (AASR), a nationally recognized nonprofit with a community of over 35,000 stakeholders working to transform how children with complex needs are understood and supported in schools and other settings. He is widely regarded as a national expert on restraint, seclusion, and punitive and exclusionary discipline, with extensive experience promoting trauma-informed, neuroscience-aligned, neurodiversity-affirming, and collaborative approaches to behavior. Since 2019, he has led AASR’s advocacy, training, and policy work to reduce and eliminate harmful behavioral practices and end the school-to-prison pipeline.
Mr. Stephens has delivered presentations, keynotes, and trainings at more than 50 national and international conferences, universities, legislative hearings, and professional education events, and he partnered with the Crisis Prevention Institute to co-develop the Reframing Behavior schoolwide training program grounded in current neuroscience. His qualifications are further supported by specialized training in trauma-informed practice, self-regulation, crisis intervention, Collaborative and Proactive Solutions, and polyvagal theory, as well as numerous publications on behavior, trauma, and discipline reform.
08/03/2026 03:00 PM to 04:30 PM
Designing Smart AI Workflows: Saving Time While Strengthening Relationships
Designing Smart AI Workflows: Saving Time While Strengthening Relationships
Efficiency alone isn’t the goal~capacity is. This session helps practitioners design thoughtful AI-supported workflows that reduce friction while preserving relational practice. Participants will examine how AI can assist with planning, follow-up communication, and reflection, freeing time for direct student interaction. Emphasis will be placed on when not to use AI, how to maintain professional voice, and how to ensure technology strengthens, not replaces, human connection.
Candice Sears, CEO and Founder of ThinkBeyond EDU
CEO, Founder, ThinkBeyond EDU
Candice Sears, CEO and Founder of ThinkBeyond EDU
CEO, Founder, ThinkBeyond EDU
Candice Sears is a nationally recognized education leader with more than 22 years of experience in K–12 education, innovation strategy, and instructional transformation. She is the Founder and CEO of ThinkBeyond EDU, where she partners with school districts across the United States to design future-ready learning models that integrate artificial intelligence, personalized learning pathways, and human-centered instructional practices. Candice has led large-scale AI literacy and implementation initiatives with school districts, educational service centers, and state education partners, helping educators develop practical frameworks for integrating emerging technologies while maintaining strong instructional practice and student engagement.
Candice’s work focuses on ensuring that technological advancement strengthens the human elements of teaching and learning. She has facilitated numerous AI summits, educator workshops, and district leadership initiatives focused on responsible AI integration, instructional design, and preparing students for a rapidly evolving workforce. Through her work with schools, state education agencies, and innovation networks, she helps educators develop practical approaches for using AI as a tool to support thinking, feedback, and reflection while protecting the core role of teachers in the learning process.
08/04/2026 08:00 AM to 10:10 AM
Tuesday Morning Session & Keynote: ON Time Mobility- A Mobility Rights Perspective
Tuesday Morning Session & Keynote: ON Time Mobility- A Mobility Rights Perspective
Mobility is the foundation for active exploration, social interaction, and participation with family and friends. However, children with disabilities often experience delays in the onset of self-initiated mobility and thus experience passive mobility more frequently and for longer durations than their typically developing peers. This presentation introduces ON Time mobility- a novel framework for supporting the right of each child to hours of active mobility each day each day to explore, engage in relationships and develop agency to co-create their lives. Such a “mobility rights” perspective reimagines the therapist as ally, educator, and a key provider of both training and technology that advances mobility equity throughout childhood.
The five principles of this perspective- Timing, Urgency, Frequency, Multi-modality, and Sociability- will be applied to critically explore our fields’ current mobility practices and provide a roadmap for more equitable mobility interventions. These principles will be illustrated with the voices and lived mobility experience of self-advocates and caregivers from the disability community with the end goal of advancing pediatric mobility and participation outcomes and advocacy in our fields.
Andrina Sabet PT, ATP
Owner, Mobility Matters LLC
Andrina Sabet PT, ATP
Owner, Mobility Matters LLC
Andrina Sabet is a physical therapist of 30 years who is currently the owner of her private practice Mobility Matters, LLC and directs the Mobility and Seating Clinic at the Cleveland Clinic Children’s Hospital for Rehabilitation. Her clinical practice at CCCHR includes infants and toddlers through young adults in the Mobility and Seating Clinic, where independent mobility options are a focus for every client. She is actively involved with Go Baby Go, a grassroots, open source movement centered on social mobility opportunities and technological innovation as both National Projects Coordinator and as a clinical researcher. Her research has focused on the expansion and integration of augmented mobility for young children. Andrina has presented nationally and internationally on the intersection of development, mobility, and positioning in children, families and communities.
08/04/2026 10:30 AM to 12:00 PM
Empower Classrooms with MTSS: Unleash Student Potential with OT and PT Strategies
Empower Classrooms with MTSS: Unleash Student Potential with OT and PT Strategies
This course enhances your role as an occupational therapist (OT) and physical therapist (PT) to support teachers and students through Multi-Tiered System of Supports (MTSS). It focuses on equipping therapists with effective strategies to empower teachers in addressing students’ needs at Tier 1 and Tier 2 levels, ultimately improving student outcomes before considering referrals for specialized OT or PT services. The course includes:
- Introduction to MTSS: Understand the framework of MTSS (formerly RTI) and its importance in identifying and supporting student needs through a structured, tiered approach.
- Strategy Selection Method: Learn a practical method to assist teachers in selecting and implementing appropriate strategies for students at various levels of need.
- Collaborative Case Studies: Engage in hands-on discussions of real-world case studies focusing on challenges such as handwriting difficulties, sensory issues, and fine motor delays. Explore practical solutions and strategies that can be employed in the classroom.
- Action Plan Development: Gain insights into crafting effective action plans to address common classroom challenges. Learn how to integrate solutions seamlessly into existing academic tasks to support student success.
- Enhanced Collaboration: Discover techniques for collaborating with teachers to provide targeted support and enhance classroom strategies.
Kim Wiggins OTR/L
OTKimWiggins LLC
Kim Wiggins OTR/L
OTKimWiggins LLC
Kim Wiggins, OTR/L, is a highly skilled occupational therapist specializing in pediatric care, with over two decades of experience in public school, outpatient, and home-based settings. Throughout her extensive career, Kim currently serves as a dedicated full-time school-based therapist in an upstate NY district. She is also the owner of OTKimWiggins LLC, a company dedicated to providing tailored educational opportunities for parents and professionals in the field. Recognized for her proficiency in program development, Kim has successfully curated and presented training workshops and seminars on diverse topics. Kim has been a sought-after presenter, sharing her expertise both nationally and internationally for 14 years. Additionally, she co-authored "Just Right! A Sensory Modulation Curriculum for K-5," highlighting her commitment to advancing knowledge and support within the realm of occupational therapy.
08/04/2026 10:30 AM to 12:00 PM
Is Gait Assessment and Intervention Really Educationally Relevant? Session 1: Foundations of Pediatric Gait Development
Is Gait Assessment and Intervention Really Educationally Relevant? Session 1: Foundations of Pediatric Gait Development
This comprehensive three-session course is designed for school-based physical therapists and assistants seeking to refresh and strengthen their pediatric gait analysis skills. Participants will progress from foundational musculoskeletal development through advanced intervention strategies, with practical applications for students with diverse abilities. While we recommend attending the full-day session for maximum benefit, participants are welcome to select individual sessions that best align with their specific needs.
In Session 1 Reconnect with the fundamentals of musculoskeletal development and pediatric gait patterns. This foundational session provides essential knowledge for analyzing movement patterns in children from infancy through maturity, with application to school-based practice.
Toni Doty PT, PhD
Toni Doty PT, PhD
Dr. Doty brings over 35 years of clinical expertise working with children and adults with disabilities across NICU, outpatient, early intervention, and school settings. She earned her BS in Physical Therapy from Ohio State University, post-professional MS in Physical Therapy (Early Intervention and School-Based Therapy) from the University of Oklahoma, and PhD in Special Education/Transition Leadership from Kent State University.
As a Board-Certified Pediatric Clinical Specialist, Dr. Doty serves as Clinical Assistant Professor in the DPT program at Walsh University and Adjunct Faculty at Bowling Green State University. She maintains active clinical practice as a school-based PT for Portage Therapy Services at a school for autism.
Dr. Doty's leadership includes serving as chair of APTA's Task Force on the Continuum of Care for People with Lifelong Disabilities and both chair and vice-chair of the Adolescents and Adults with Diverse Abilities Special Interest Group of APTA's Academy of Pediatric Physical Therapy. Her research focuses on gross motor assessment environments, school-based PT roles under IDEA, interventions for adults with cerebral palsy, healthcare transition for individuals with lifelong disabilities, and measurement reliability studies. She serves as a reviewer for Pediatric Physical Therapy, Medicine & Science in Sports & Exercise, Developmental Medicine and Child Neurology, Physical Therapy & Rehabilitation Journal, and International Journal of Intellectual Disabilities.
08/04/2026 10:30 AM to 12:00 PM
Beyond the Classroom – Building Bridges Between School-Based and Medical Model Therapy
Beyond the Classroom – Building Bridges Between School-Based and Medical Model Therapy
This course examines how intentional collaboration between school-based and medical model occupational and physical therapists can improve continuity of care and functional outcomes for children with complex needs. Participants will explore similarities and differences in service delivery models, documentation requirements, and goal frameworks, and how these differences can either hinder or enhance coordinated care. Through case-based examples, the course highlights strategies for aligning educational and clinical priorities while maintaining compliance within each system. Practical tools for communication, shared planning, and family-centered collaboration are introduced to support smoother transitions across settings. Participants will leave with actionable strategies to strengthen interdisciplinary relationships and enhance participation across school, home, and community environments.
Bonnie Boenig MEd, OT/L, C/NDT
Founder, Owner, Wavecrest Pediatric Therapy
Bonnie Boenig MEd, OT/L, C/NDT
Founder, Owner, Wavecrest Pediatric Therapy
Bonnie Boenig, MEd, OT/L, C/NDT is an occupational therapist with over 40 years of experience working with children with complex developmental, neurological, and functional challenges across medical,
educational, and community-based settings. Her career has included extensive collaboration with school-based teams, medical providers, families, and educators, giving her a systems-level understanding of how therapy services intersect across environments. She is the founder of Wavecrest Pediatric Therapy, an integrative concierge practice designed to bridge clinical expertise with real-life application.
Bonnie’s work emphasizes coordination of care, functional participation, and family-centered decision- making. Her experience navigating both educational and medical frameworks positions her to offer practical,
compliant strategies for collaboration that respect system boundaries while prioritizing the child’s needs. She regularly mentors therapists on cross-setting communication and goal alignment and brings this applied
expertise directly into her teaching.
08/04/2026 10:30 AM to 12:00 PM
Mobility Bootcamp
Mobility Bootcamp
A key component of human life is our mobility within physical and social environments. This is perhaps best displayed in the day long activity of the toddler. The typically developing toddler enjoys or rather demands that their mobility be self-generated, socially nested, and co-creative across all available environments. Indeed, most cultures approve of toddler-mobility-reducing technology such as playpens, backpacks with leashes etc. In contrast, children with atypical mobility rely to a greater extent on mobility-enhancing technology and adult supports to achieve just a fraction, often less than an hour per day of those same opportunities.
So now what? None of this information is new. And because it is not new, we need to ask ourselves: How have we re-calibrated our clinical practice towards mobility equity? Or have the significant number of barriers resulted in accommodation and complacency? This presentation will explore conceptual elements such as embodied development, ON time mobility, ableism, enriched environments as well as practical strategies for elevating clinical and community mobility necessary to build hours rather than minutes of mobility per day. Participants will engage in small group discussions including case studies as well as hands on opportunities to trial both low and high tech mobility solutions. Let’s get moving!
Andrina Sabet PT, ATP
Owner, Mobility Matters LLC
Andrina Sabet PT, ATP
Owner, Mobility Matters LLC
Andrina Sabet is a physical therapist of 30 years who is currently the owner of her private practice Mobility Matters, LLC and directs the Mobility and Seating Clinic at the Cleveland Clinic Children’s Hospital for Rehabilitation. Her clinical practice at CCCHR includes infants and toddlers through young adults in the Mobility and Seating Clinic, where independent mobility options are a focus for every client. She is actively involved with Go Baby Go, a grassroots, open source movement centered on social mobility opportunities and technological innovation as both National Projects Coordinator and as a clinical researcher. Her research has focused on the expansion and integration of augmented mobility for young children. Andrina has presented nationally and internationally on the intersection of development, mobility, and positioning in children, families and communities.
08/04/2026 10:30 AM to 12:00 PM
The School-Based Toolkit: Hot Topics for Related Service Providers
The School-Based Toolkit: Hot Topics for Related Service Providers
School-based related service providers are continually balancing evolving standards with complex student needs. This session delivers a practical toolkit focused on timely, high-impact topics essential for efficient and effective practice. Participants will gain actionable strategies to develop strong intervention programs, make data-based decisions for entry and exit, enhance goal-writing and progress reporting, and use AI in practical and ethical manners. Mastering these hot topics ensures better outcomes for students and reduces burnout for practitioners. Walk away with immediate, usable strategies to streamline your daily workflow and elevate your clinical impact.
Allison Hoffmann, M.A., CCC-SLP
ECOESC
Allison Hoffmann, M.A., CCC-SLP
ECOESC
Allison Hoffmann, M.A., CCC-SLP is the East Region Speech-Language Pathology Consultant for the State of Ohio, serving her region through the East Central Ohio Educational Service Center. With over 16 years of
experience in speech-language pathology and special education, she provides support and professional development to her regional SLP community. Her experience centers on crucial areas of school-based
practice and assisting districts with workload calculations to promote balanced service delivery.
Kristy Hopkinson, MA, CCC-SLP
ESCEO
Kristy Hopkinson, MA, CCC-SLP
ESCEO
Kristy Hopkinson, MA, CCC-SLP is the Northeast Regional Speech-Language Pathology Consultant for the State of Ohio, serving districts through the Educational Service Center of Eastern Ohio. With over 20 years of experience in speech-language pathology and special education, she provides coaching, consultation, and professional learning to speech-language pathologists and other related service providers across the region.
She is committed to a collaborative, team-based approach, believing that shared problem-solving and ongoing support strengthen professional practice and lead to improved outcomes for students. Her work focuses on enhancing school-based practices, supporting compliance and evaluation processes, and assisting districts with workload considerations to promote effective and sustainable service delivery.
08/04/2026 10:30 AM to 12:00 PM
Implementing MSP Updates: Moving from Policy to Practice
Implementing MSP Updates: Moving from Policy to Practice
Presenters will provide a detailed explanation of the Medicaid School Program and best practices for implementing in a school-based setting. Presenters will learn about the MSP updates, including new services, plans of care and compliance requirements. A clinical expert will translate policy into practice through case studies, examples and participant interaction.
Brittany Miracle, M.P.A, ODM
Ohio Department of Medicaid
Brittany Miracle, M.P.A, ODM
Ohio Department of Medicaid
Brittany Miracle is the Ohio Department of Medicaid’s Medicaid School Program Administrator. Brittany leads Medicaid’s school-based services program and other school-based supports. Previous to her role at ODM, she worked at the Ohio Department of Education and Workforce in various capacities for 11 years. During her time at DEW as the assistant director in the Office of Whole Child Supports, she led the state’s development and implementation of Ohio’s Whole Child Framework, school-based health centers, and the Stay in the Game! Attendance Network. Network. Before Brittany’s time in state government, she worked as a school social worker in Athens County
08/04/2026 01:00 PM to 02:30 PM
Push-in to the Classroom! The Why and How for Related Service Providers
Push-in to the Classroom! The Why and How for Related Service Providers
Push-in to the classroom is an evidence-based and effective treatment strategy for OTs, PTs, and SLPs. Because of multiple barriers, therapists are often more comfortable providing pull-out therapy sessions. In this 2-hour course, the speaker includes a research review, push-in and distance-learning strategies, and a discussion of the benefits of carryover and collaboration strategies.
Kim Wiggins OTR/L
OTKimWiggins LLC
Kim Wiggins OTR/L
OTKimWiggins LLC
Kim Wiggins, OTR/L, is a highly skilled occupational therapist specializing in pediatric care, with over two decades of experience in public school, outpatient, and home-based settings. Throughout her extensive career, Kim currently serves as a dedicated full-time school-based therapist in an upstate NY district. She is also the owner of OTKimWiggins LLC, a company dedicated to providing tailored educational opportunities for parents and professionals in the field. Recognized for her proficiency in program development, Kim has successfully curated and presented training workshops and seminars on diverse topics. Kim has been a sought-after presenter, sharing her expertise both nationally and internationally for 14 years. Additionally, she co-authored "Just Right! A Sensory Modulation Curriculum for K-5," highlighting her commitment to advancing knowledge and support within the realm of occupational therapy.
08/04/2026 01:00 PM to 02:30 PM
Is Gait Assessment and Intervention Really Educationally Relevant? Session 2: Application of Typical Gait Parameters
Is Gait Assessment and Intervention Really Educationally Relevant? Session 2: Application of Typical Gait Parameters
In Session 2, Build your technical expertise in gait analysis through systematic examination of temporal, kinematic, and electromyographic components. This session bridges theoretical knowledge with clinical observation skills essential for accurate student assessment. This comprehensive three-session course is designed for school-based physical therapists and assistants seeking to refresh and strengthen their pediatric gait analysis skills. Participants will progress from foundational musculoskeletal development through advanced intervention strategies, with practical applications for students with diverse abilities. While we recommend attending the full-day session for maximum benefit, participants are welcome to select individual sessions that best align with their specific needs.
Toni Doty PT, PhD
Toni Doty PT, PhD
Dr. Doty brings over 35 years of clinical expertise working with children and adults with disabilities across NICU, outpatient, early intervention, and school settings. She earned her BS in Physical Therapy from Ohio State University, post-professional MS in Physical Therapy (Early Intervention and School-Based Therapy) from the University of Oklahoma, and PhD in Special Education/Transition Leadership from Kent State University.
As a Board-Certified Pediatric Clinical Specialist, Dr. Doty serves as Clinical Assistant Professor in the DPT program at Walsh University and Adjunct Faculty at Bowling Green State University. She maintains active clinical practice as a school-based PT for Portage Therapy Services at a school for autism.
Dr. Doty's leadership includes serving as chair of APTA's Task Force on the Continuum of Care for People with Lifelong Disabilities and both chair and vice-chair of the Adolescents and Adults with Diverse Abilities Special Interest Group of APTA's Academy of Pediatric Physical Therapy. Her research focuses on gross motor assessment environments, school-based PT roles under IDEA, interventions for adults with cerebral palsy, healthcare transition for individuals with lifelong disabilities, and measurement reliability studies. She serves as a reviewer for Pediatric Physical Therapy, Medicine & Science in Sports & Exercise, Developmental Medicine and Child Neurology, Physical Therapy & Rehabilitation Journal, and International Journal of Intellectual Disabilities.
08/04/2026 01:00 PM to 02:30 PM
The Functional Hand – Translating Clinical Principles into Classroom Practice
The Functional Hand – Translating Clinical Principles into Classroom Practice
This course focuses on the foundational role of posture, alignment, and sensory-motor integration in the development of functional hand use within the classroom. Participants will examine how proximal stability, proprioceptive input, and postural control influence grasp, manipulation, tool use, and endurance for academic tasks. Drawing from neurodevelopmental treatment principles, sensory integration, and task-based approaches, the course connects clinical reasoning to practical school-based strategies. Through demonstrations and applied activities, participants will explore simple, evidence-informed interventions and adaptations that can be implemented within classroom routines to support independence and participation. Emphasis is placed on translating clinical concepts into feasible strategies that align with educational demands.
Bonnie Boenig MEd, OT/L, C/NDT
Founder, Owner, Wavecrest Pediatric Therapy
Bonnie Boenig MEd, OT/L, C/NDT
Founder, Owner, Wavecrest Pediatric Therapy
Bonnie Boenig, MEd, OT/L, C/NDT is an occupational therapist with over 40 years of experience working with children with complex developmental, neurological, and functional challenges across medical,
educational, and community-based settings. Her career has included extensive collaboration with school-based teams, medical providers, families, and educators, giving her a systems-level understanding of how therapy services intersect across environments. She is the founder of Wavecrest Pediatric Therapy, an integrative concierge practice designed to bridge clinical expertise with real-life application.
Bonnie’s work emphasizes coordination of care, functional participation, and family-centered decision- making. Her experience navigating both educational and medical frameworks positions her to offer practical,
compliant strategies for collaboration that respect system boundaries while prioritizing the child’s needs. She regularly mentors therapists on cross-setting communication and goal alignment and brings this applied
expertise directly into her teaching.
08/04/2026 01:00 PM to 02:30 PM
From Vision to Action: Creating Ohio’s School-Based PT Guidelines
From Vision to Action: Creating Ohio’s School-Based PT Guidelines
This session provides an inside look at the collaborative development of the Ohio School-Based OT/PT Guidelines, led by members of the OPTA and OOTA. Participants will gain insight into how practitioner feedback, state educational expectations, and evidence-based school therapy practices shaped the creation of the guidelines. Key takeaways include understanding the rationale for establishing statewide OT/PT practice expectations, the structures and decision-making processes behind the guidelines, and how OTs/PTs can use the document to advocate for appropriate services, clarify professional responsibilities, and strengthen documentation and service delivery in educational settings.
Amy Schlessman, PT, DPT, DHSc
Director, ADEPT
Amy Schlessman, PT, DPT, DHSc
Director, ADEPT
Amy is the Director of ADEPT (Accelerated Development of Excellence in Physical Therapy), a student success program, at Tufts University and continues to practice as a school-based physical therapist, having over 24 years of experience as a school-based PT.
Her research is focused on embedding physical activity throughout the school day, school-based health promotion, collaborative school-based practices, and best practices in teaching. Amy has delivered over 65 professional presentations at national, state, and
regional conferences, and over 100 invited speaker presentations. Amy serve the Academy of Pediatric Physical Therapy as the Treasurer and the State Advocacy Liaison for Ohio. Amy serves on Ohio PT Associations' Pediatric Special Interest Group leadership team. In November 2024, Amy received the Ohio Department of Education Kathe Shelby Outstanding Special Education Leadership Award and in June 2025 she received the Tufts University David J. Kahle Leadership Award. Amy also will complete a year long UDL fellowship in 2026.
08/04/2026 01:00 PM to 02:30 PM
Enhancing ETR Compliance for Special Educators: A Practical Workshop
Enhancing ETR Compliance for Special Educators: A Practical Workshop
This essential workshop is designed for Speech-Language Pathologists, Intervention Specialists, Administrators, Occupational Therapists, Physical Therapists, and School Psychologists who want to ensure their special education documentation is not only compliant but also truly effective. This interactive session will provide practical strategies, real-world examples, and opportunities for hands-on application, leaving you with actionable skills to enhance your daily practice. Bring your own ETR to work through the process with your own case. Join us to elevate your ETR writing, ensuring better outcomes for your students and greater confidence in your work!
Angela Brouhard, MA CCC-SLP
MCCESC
Angela Brouhard, MA CCC-SLP
MCCESC
Angela Brouhard, MA CCC-SLP is the Regional SLP Consultant for the Southwest Region of Ohio, working out of the Madison Champaign Educational Service Center, and bringing over three decades of experience as a dedicated speech-language pathologist. Her work centers on delivering practical, high-impact strategies to address the challenges of today's school environment, focusing on workload management and the measurable improvement of student outcomes. Angela is committed to empowering SLPs to effectively evolve
their clinical practices and collaborate across disciplines to meet the complex communication needs of all students.
08/04/2026 01:00 PM to 02:30 PM
AI That Works in Real Life: Practical Tools for School-Based Therapists
AI That Works in Real Life: Practical Tools for School-Based Therapists
School-based practitioners are balancing growing caseloads, increasing documentation demands, and diverse student needs—often with limited time and support. AI is already showing up in schools, but most tools aren’t designed for the realities of related service work.
In this session, we’ll explore how MagicSchool supports school-based providers—speech-language pathologists, occupational therapists, physical therapists, and other specialists—by reducing time spent on paperwork, strengthening student-facing materials, and maintaining professional judgment and ethical standards.
Participants will see real examples of how AI can support session planning, documentation drafts, family communication, and individualized student supports—without replacing clinical expertise or compromising student privacy
Courtney Monaserta
MagicSchool AI
Courtney Monaserta
MagicSchool AI
Courtney Monastra brings more than 15 years of experience at the intersection of special education and educational technology. She holds an undergraduate degree in Intervention Specialist (Moderate to Intensive) from Bowling Green State University and a Master’s degree in Reading Intervention from Cleveland State University. Courtney began her career teaching in the Cleveland suburbs, working directly with students with significant and diverse learning needs.
For the past 15 years, she has partnered with districts across the United States to thoughtfully integrate technology in ways that improve academic performance and expand accessibility for students with disabilities. Her work centers on ensuring that instructional tools align to real classroom challenges—supporting educators in delivering equitable, standards-aligned instruction that meets the needs of every learner.
08/04/2026 02:45 PM to 04:15 PM
Visual Skills and Their Impact on Learning
Visual Skills and Their Impact on Learning
Research shows that 80% of all learning in school settings is acquired through vision, and unfortunately, there is an increase in focus and attention issues in the classroom that can be linked to visual challenges. If children have difficulty using their eyes, they will often give up or work twice as hard as other students, resulting in frustration and a lack of motivation. Children are often misdiagnosed with attention deficits without looking at possible visual insufficiencies. This course includes easy-to-understand explanations of the visual system, a variety of FREE resources, and examples of implementation strategies for clinicians to utilize in practice.
Kim Wiggins OTR/L
OTKimWiggins LLC
Kim Wiggins OTR/L
OTKimWiggins LLC
Kim Wiggins, OTR/L, is a highly skilled occupational therapist specializing in pediatric care, with over two decades of experience in public school, outpatient, and home-based settings. Throughout her extensive career, Kim currently serves as a dedicated full-time school-based therapist in an upstate NY district. She is also the owner of OTKimWiggins LLC, a company dedicated to providing tailored educational opportunities for parents and professionals in the field. Recognized for her proficiency in program development, Kim has successfully curated and presented training workshops and seminars on diverse topics. Kim has been a sought-after presenter, sharing her expertise both nationally and internationally for 14 years. Additionally, she co-authored "Just Right! A Sensory Modulation Curriculum for K-5," highlighting her commitment to advancing knowledge and support within the realm of occupational therapy.
08/04/2026 02:45 PM to 04:15 PM
Is Gait Assessment and Intervention Really Educationally Relevant? Session 3: Evidence-Based Gait Interventions for Students with Disabilities
Is Gait Assessment and Intervention Really Educationally Relevant? Session 3: Evidence-Based Gait Interventions for Students with Disabilities
In Session 3, Transform assessment into action with evidence-based intervention strategies applicable to your school setting. Explore current research supporting interventions for common pediatric conditions, with practical implementation strategies you can use immediately. This comprehensive three-session course is designed for school-based physical therapists and assistants seeking to refresh and strengthen their pediatric gait analysis skills. Participants will progress from foundational musculoskeletal development through advanced intervention strategies, with practical applications for students with diverse abilities. While we recommend attending the full-day session for maximum benefit, participants are welcome to select individual sessions that best align with their specific needs.
Toni Doty PT, PhD
Toni Doty PT, PhD
Dr. Doty brings over 35 years of clinical expertise working with children and adults with disabilities across NICU, outpatient, early intervention, and school settings. She earned her BS in Physical Therapy from Ohio State University, post-professional MS in Physical Therapy (Early Intervention and School-Based Therapy) from the University of Oklahoma, and PhD in Special Education/Transition Leadership from Kent State University.
As a Board-Certified Pediatric Clinical Specialist, Dr. Doty serves as Clinical Assistant Professor in the DPT program at Walsh University and Adjunct Faculty at Bowling Green State University. She maintains active clinical practice as a school-based PT for Portage Therapy Services at a school for autism.
Dr. Doty's leadership includes serving as chair of APTA's Task Force on the Continuum of Care for People with Lifelong Disabilities and both chair and vice-chair of the Adolescents and Adults with Diverse Abilities Special Interest Group of APTA's Academy of Pediatric Physical Therapy. Her research focuses on gross motor assessment environments, school-based PT roles under IDEA, interventions for adults with cerebral palsy, healthcare transition for individuals with lifelong disabilities, and measurement reliability studies. She serves as a reviewer for Pediatric Physical Therapy, Medicine & Science in Sports & Exercise, Developmental Medicine and Child Neurology, Physical Therapy & Rehabilitation Journal, and International Journal of Intellectual Disabilities.
08/04/2026 02:45 PM to 04:15 PM
Reconnecting with Your Why – Reflective Practices for Purposeful School-Based Therapy
Reconnecting with Your Why – Reflective Practices for Purposeful School-Based Therapy
This course provides a structured, reflective experience designed to support school-based therapists in reconnecting with their professional purpose amid the emotional and practical demands of practice. Participants will explore the role of values, strengths, and meaning in sustaining engagement and managing emotional investment in therapeutic work. Through guided journaling, reflection prompts, and facilitated discussion, the course introduces reflective practices that can be integrated into daily or weekly professional routines. Emphasis is placed on cultivating perspective, balance, and clarity to support ethical decision-making, resilience, and long-term professional fulfillment. Participants will leave with practical tools to embed reflection into their work life in sustainable and meaningful ways.
Bonnie Boenig MEd, OT/L, C/NDT
Founder, Owner, Wavecrest Pediatric Therapy
Bonnie Boenig MEd, OT/L, C/NDT
Founder, Owner, Wavecrest Pediatric Therapy
Bonnie Boenig, MEd, OT/L, C/NDT is an occupational therapist with over 40 years of experience working with children with complex developmental, neurological, and functional challenges across medical,
educational, and community-based settings. Her career has included extensive collaboration with school-based teams, medical providers, families, and educators, giving her a systems-level understanding of how therapy services intersect across environments. She is the founder of Wavecrest Pediatric Therapy, an integrative concierge practice designed to bridge clinical expertise with real-life application.
Bonnie’s work emphasizes coordination of care, functional participation, and family-centered decision- making. Her experience navigating both educational and medical frameworks positions her to offer practical,
compliant strategies for collaboration that respect system boundaries while prioritizing the child’s needs. She regularly mentors therapists on cross-setting communication and goal alignment and brings this applied
expertise directly into her teaching.
08/04/2026 02:45 PM to 04:15 PM
You and UDL, Designing for All: Integrating UDL with School-Based OT and PT to Empower Every Learner
You and UDL, Designing for All: Integrating UDL with School-Based OT and PT to Empower Every Learner
School-based therapists routinely create handouts, activity guides, and digital communication for students, teachers, and families; yet these materials may unintentionally exclude diverse learners. This interactive session demonstrates how Universal Design for Learning (UDL) principles can transform clinical communication and educational supports. Attendees will explore “Top 10 Tips” for making therapy materials more accessible and engaging, analyze “before and after” examples, and participate in hands-on stations to redesign sample resources using UDL best practices. By connecting UDL with core OT/PT roles and real-world school scenarios, this session empowers therapists to become leaders in inclusive design and helps ensure every learner can access, understand, and participate meaningfully.
Amy Schlessman, PT, DPT, DHSc
Director, ADEPT
Amy Schlessman, PT, DPT, DHSc
Director, ADEPT
Amy is the Director of ADEPT (Accelerated Development of Excellence in Physical Therapy), a student success program, at Tufts University and continues to practice as a school-based physical therapist, having over 24 years of experience as a school-based PT.
Her research is focused on embedding physical activity throughout the school day, school-based health promotion, collaborative school-based practices, and best practices in teaching. Amy has delivered over 65 professional presentations at national, state, and
regional conferences, and over 100 invited speaker presentations. Amy serve the Academy of Pediatric Physical Therapy as the Treasurer and the State Advocacy Liaison for Ohio. Amy serves on Ohio PT Associations' Pediatric Special Interest Group leadership team. In November 2024, Amy received the Ohio Department of Education Kathe Shelby Outstanding Special Education Leadership Award and in June 2025 she received the Tufts University David J. Kahle Leadership Award. Amy also will complete a year long UDL fellowship in 2026.
08/04/2026 02:45 PM to 04:15 PM
Enhancing IEP Compliance for Special Educators: A Practical Workshop
Enhancing IEP Compliance for Special Educators: A Practical Workshop
This essential workshop is designed for Speech-Language Pathologists, Intervention Specialists, Administrators, Occupational Therapists, Physical Therapists, and School Psychologists who want to ensure their special education documentation is not only compliant but also truly effective. This interactive session will provide practical strategies, real-world examples, and opportunities for hands-on application, leaving you with actionable skills to enhance your daily practice. Bring your own IEP to work through the process with your own case. Join us to elevate your IEP writing, ensuring better outcomes for your students and greater confidence in your work!
Angela Brouhard, MA CCC-SLP
MCCESC
Angela Brouhard, MA CCC-SLP
MCCESC
Angela Brouhard, MA CCC-SLP is the Regional SLP Consultant for the Southwest Region of Ohio, working out of the Madison Champaign Educational Service Center, and bringing over three decades of experience as a dedicated speech-language pathologist. Her work centers on delivering practical, high-impact strategies to address the challenges of today's school environment, focusing on workload management and the measurable improvement of student outcomes. Angela is committed to empowering SLPs to effectively evolve
their clinical practices and collaborate across disciplines to meet the complex communication needs of all students.
Allison Hoffmann, M.A., CCC-SLP
ECOESC
Allison Hoffmann, M.A., CCC-SLP
ECOESC
Allison Hoffmann, M.A., CCC-SLP is the East Region Speech-Language Pathology Consultant for the State of Ohio, serving her region through the East Central Ohio Educational Service Center. With over 16 years of
experience in speech-language pathology and special education, she provides support and professional development to her regional SLP community. Her experience centers on crucial areas of school-based
practice and assisting districts with workload calculations to promote balanced service delivery.
Kristy Hopkinson, MA, CCC-SLP
ESCEO
Kristy Hopkinson, MA, CCC-SLP
ESCEO
Kristy Hopkinson, MA, CCC-SLP is the Northeast Regional Speech-Language Pathology Consultant for the State of Ohio, serving districts through the Educational Service Center of Eastern Ohio. With over 20 years of experience in speech-language pathology and special education, she provides coaching, consultation, and professional learning to speech-language pathologists and other related service providers across the region.
She is committed to a collaborative, team-based approach, believing that shared problem-solving and ongoing support strengthen professional practice and lead to improved outcomes for students. Her work focuses on enhancing school-based practices, supporting compliance and evaluation processes, and assisting districts with workload considerations to promote effective and sustainable service delivery.
08/04/2026 02:45 PM to 04:15 PM
Implementing Adaptive Standing in the School-based Environment
Implementing Adaptive Standing in the School-based Environment
This session explores the latest evidence supporting adaptive standing for children and youth with disabilities, with a focus on its application in school-based practice. Beyond traditional benefits such as bone health and hip stability, the presentation highlights research on other health and participation outcomes. Emphasis will be placed on how standing directly impacts classroom engagement and peer interaction, thereby aligning with the IEP as an essential component of inclusive education. Case examples will illustrate real-world applications, and participants will leave with practical strategies to overcome barriers and optimize outcomes through evidence-based standing programs.
Phillip Blough, PT, DPT, Rifton
Rifton
Phillip Blough, PT, DPT, Rifton
Rifton
Phillip Blough PT, DPT is a physical therapist specializing in youth sports and pediatric rehabilitation. Alongside his clinical practice, he serves as a clinical educator for Rifton Equipment, contributing to the advancement of adaptive equipment and improved patient outcomes in the pediatric setting.
He earned his Doctor of Physical Therapy degree from the University of Pittsburgh in 2023, with a focus on pediatric physical therapy and a particular interest in adaptive equipment interventions. He is a member of the American Physical Therapy Association along with membership to the Academy of Pediatric physical therapy.
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FAQs
The SBP Summit will be live between the dates of August 3rd and 4th, 2026. The Summit will occur in Columbus Ohio at the Hilton Columbus at Polaris The Summit will be an in-person event this year. Cost for the Summit is $425 for 12 CEU hours (CEU applications are still pending).
Yes, you’ll need to fill out our registration form to gain access to the event. Please fill in the registration form with some basic information to get started.
The information you provide upon registration will only be used to establish you as a user on the platform and to create your login credentials. It will not be used for any other purposes.
Yes, the vFairs platform is compatible with any computer or mobile device and any browser.
It is helpful to have your PO number ahead of time, if not no big deal 1) When at the checkout option, choose "Pay by check" 2) Your receipt will be sent to the email you registered with, you can also forward your receipt to your treasurer 3) Take your receipt to your Treasurer for PO processing 4) If needed by your district, download a w-9 for OSHSA: CLICK HERE 5) Submit payment and send to: SBP Summit c/o Ryan Collins 250 E. Wilson Bridge Road, Suite 150 Worthington, OH 43085 Payment needs to be received before the Summit or CEU certificates may be held until payment is received.
The licensure boards require a way to verify attendance. In our live events, we use badge scans generally as a verification. You may need to have your badge scanned in for credit to be received. You need to have your badge scanned for EACH session you attend. We verify badge scans at the end of the event and distribute CEU certificates based off of badge scans for attendance.
Yes, you need to attend one session per time block! You need to attend the session you signed up for for record keeping purposes. Please get your badge scanned at the door!
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