SCHOOL BASED RELATED SERVICES

SCHOOL BASED RELATED SERVICES

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OCCUPATIONALTHERAPY

OCCUPATIONALTHERAPY

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School-Based Occupational Therapy

School-Based Occupational Therapy

• What is School Based Occupational Therapy?

 • What is the purpose of OT in a

School Setting?

• What is School Based Occupational Therapy?

 • What is the purpose of OT in a

School Setting?

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Indicators of EligibilityIndicators of Eligibility

• Task Behavior • Pre-Handwriting/Handwriting • Fine Motor • Sensory Motor• Sensory Integration

• Task Behavior • Pre-Handwriting/Handwriting • Fine Motor • Sensory Motor• Sensory Integration

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 Indications of Possible

Sensory Deficits

 Indications of Possible

Sensory Deficits

• VESTIBULAR • TACTILE – Hyper-sensitivity (over

sensitive to tactile experiences) • TACTILE – Hypo-sensitivity (under

sensitive to tactile experiences)• PROPRIOCEPTIVE • VISUAL

• VESTIBULAR • TACTILE – Hyper-sensitivity (over

sensitive to tactile experiences) • TACTILE – Hypo-sensitivity (under

sensitive to tactile experiences)• PROPRIOCEPTIVE • VISUAL

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Types of Sensory Integrative Activities

Types of Sensory Integrative Activities

• VESTIBULAR ACTIVITIES • TACTILE ACTIVITIES • PROPRIOCEPTIVE ACTIVITIES • VISUAL ACTIVITIES

• VESTIBULAR ACTIVITIES • TACTILE ACTIVITIES • PROPRIOCEPTIVE ACTIVITIES • VISUAL ACTIVITIES

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School Based Disorders and Strategies for InterventionsSchool Based Disorders and Strategies for Interventions

Occupational Therapy in the school setting is defined as an intervention service to help the child achieve their educational goals.

Occupational Therapy in the school setting is defined as an intervention service to help the child achieve their educational goals.

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Primary difficulties seen in children in a school based setting

Primary difficulties seen in children in a school based setting

• Autistic Spectrum Disorder• Pervasive Developmental Disorder

(PDD)• Sensory Integration Deficits• General Developmental Delays• Other various genetic disabilities

and syndromes (cerebral palsy, muscular dystrophy)

• Autistic Spectrum Disorder• Pervasive Developmental Disorder

(PDD)• Sensory Integration Deficits• General Developmental Delays• Other various genetic disabilities

and syndromes (cerebral palsy, muscular dystrophy)

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Variety of strategies to help school aged children become functionalVariety of strategies to help school aged children become functional

• Fine Motor – eye-hand and arm skills

• Handwriting and pre-handwriting skills

• Visual Motor skills• Self-Help skills• Sensory Processing skills (as relates to

functional school based activities)

• Fine Motor – eye-hand and arm skills

• Handwriting and pre-handwriting skills

• Visual Motor skills• Self-Help skills• Sensory Processing skills (as relates to

functional school based activities)

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PHYSICALTHERAPYPHYSICALTHERAPY

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What is school-based Physical Therapy?

What is school-based Physical Therapy?

IDEA Part B defines physical therapy as, services provided by a qualified physical therapist. These RELATED services are implemented to optimize a child’s function and facilitate a child’s ability to benefit from their educational program.

IDEA Part B defines physical therapy as, services provided by a qualified physical therapist. These RELATED services are implemented to optimize a child’s function and facilitate a child’s ability to benefit from their educational program.

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School EnvironmentSchool Environment

• Bus• Classroom• Hallway• Bathroom • Cafeteria• Doors• Gym• Stairs• Playground

• Bus• Classroom• Hallway• Bathroom • Cafeteria• Doors• Gym• Stairs• Playground

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Considerations for Physical Therapy

Qualifications Considerations for Physical Therapy

Qualifications • Impact of clinical findings on student’s safety

and function in school– Decreased sitting balance

• Stability of student’s condition in relation to function in school

– Seizure disorder• Severity of student’s current condition

– Ability to communicate pain or discomfort • Developmental expectations in relation to

function in school– Based on current research in child’s

disability

• Impact of clinical findings on student’s safety and function in school

– Decreased sitting balance • Stability of student’s condition in relation to

function in school– Seizure disorder

• Severity of student’s current condition– Ability to communicate pain or discomfort

• Developmental expectations in relation to function in school

– Based on current research in child’s disability

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Considerations for Physical Therapy Qualifications

Considerations for Physical Therapy Qualifications

• Priorities of student, parents, staff– Child may lose interest in gross motor activities,

skills may plateau

• Current abilities and needs of child in relation to function in the school environment

– Help or hinder child’s achievements in educational program (less is more?)

• Physical environment in relation to student’s function

– Need to negotiate stairs, distance between classes, mobility within classroom, etc.

• Priorities of student, parents, staff– Child may lose interest in gross motor activities,

skills may plateau

• Current abilities and needs of child in relation to function in the school environment

– Help or hinder child’s achievements in educational program (less is more?)

• Physical environment in relation to student’s function

– Need to negotiate stairs, distance between classes, mobility within classroom, etc.

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Physical Therapy Interventions in the School-Based Environment

Physical Therapy Interventions in the School-Based Environment

therapeutic exercise• Balance, coordination, gait, and mobility

training;• Aerobic endurance activities; strengthening

exercises

therapeutic exercise• Balance, coordination, gait, and mobility

training;• Aerobic endurance activities; strengthening

exercises

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Physical Therapy Interventions in the School-Based Environment

Physical Therapy Interventions in the School-Based Environment

functional training in school

activities

• Up and down the stairs, getting up and down

from chair, negotiating playground equipment

functional training in school

activities

• Up and down the stairs, getting up and down

from chair, negotiating playground equipment

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Physical Therapy Interventions in the School-Based Environment

Physical Therapy Interventions in the School-Based Environment

prescription, training and use of adaptive equipment

• Assistive devices: crutches, canes, walkers, wheelchairs• Power devices: motorized wheelchairs• Adaptive devices: seating systems, raised toilet seats, grab

bars; supine, prone, or dynamic standers• Orthotic devices: braces, shoe inserts• Protective devices: cushions, helmets• Supportive devices: compression garments, collars

prescription, training and use of adaptive equipment

• Assistive devices: crutches, canes, walkers, wheelchairs• Power devices: motorized wheelchairs• Adaptive devices: seating systems, raised toilet seats, grab

bars; supine, prone, or dynamic standers• Orthotic devices: braces, shoe inserts• Protective devices: cushions, helmets• Supportive devices: compression garments, collars

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Physical Therapy Interventions in the School-Based Environment

Physical Therapy Interventions in the School-Based Environment

respiratory/rib cage exercises

• Breathing strategies, positioning, movement, and

exercises to improve function

respiratory/rib cage exercises

• Breathing strategies, positioning, movement, and

exercises to improve function

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Physical Therapy Interventions in the School-Based Environment

Physical Therapy Interventions in the School-Based Environment

manual therapy

• Hands-on techniques for joint and soft tissue

mobilization

manual therapy

• Hands-on techniques for joint and soft tissue

mobilization

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Physical Therapy Interventions in the School-Based Environment

Physical Therapy Interventions in the School-Based Environment

motor learning in the outside environment

• Ambulating on sidewalk

motor learning in the outside environment

• Ambulating on sidewalk

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Physical Therapy Interventions in the School-Based Environment

Physical Therapy Interventions in the School-Based Environment

compensation/ adaptation

• Energy conservation techniques for the day or specific task

compensation/ adaptation

• Energy conservation techniques for the day or specific task

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Physical Therapy Interventions in the School-Based Environment

Physical Therapy Interventions in the School-Based Environment

preventing further disability

• Education of student, family, and staff on specific helpful exercises or stretches

preventing further disability

• Education of student, family, and staff on specific helpful exercises or stretches

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Physical Therapy Interventions in the School-Based Environment

Physical Therapy Interventions in the School-Based Environment

promoting health

• The education of a student, family, and staff in the impact of daily routines on a student’s ability to be successful in educational program. For example: nutrition and sleep

promoting health

• The education of a student, family, and staff in the impact of daily routines on a student’s ability to be successful in educational program. For example: nutrition and sleep

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ReferencesReferences

http://www.pediatricapta.org/consumer-patient-information/pdfs/09%20ABCs%20of%20Ped%20PT.pdf

http://www.pediatricapta.org/consumer-patient-information/pdfs/Evidence-based%20Practice%20Fact%20Sheet.pdf

www.apta.org

http://dpi.wi.gov/sped/pdf/ot-pt-guide-2nd-edition.pdf

http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/PTGuidelines.pdf

http://www.pediatricapta.org/consumer-patient-information/pdfs/09%20ABCs%20of%20Ped%20PT.pdf

http://www.pediatricapta.org/consumer-patient-information/pdfs/Evidence-based%20Practice%20Fact%20Sheet.pdf

www.apta.org

http://dpi.wi.gov/sped/pdf/ot-pt-guide-2nd-edition.pdf

http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/PTGuidelines.pdf

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TEACHER OF THE DEAF

TEACHER OF THE DEAF

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Teacher of the DeafTeacher of the Deaf

A qualified teacher with the skills and knowledge required to provide quality teaching to students that are deaf/hard of hearing in the general education classroom.

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Educate and train staff regarding hearing loss, modifications and accommodations.

Use of equipment (personal FM and soundfield system)• Importance• Function• Care• Daily check on hearing aids/cochlear implants

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Two main types of servicesConsultation

– Provide information to staff – Instructional techniques to use– Ways to improve noise ratios in the classroom– Providing information to the student’s classmates on

hearing loss or devices– Participation in IEP– Observation of the student in class and other school

environments– Helping the student to advocate for his/her needs within

the school/environment– Monitor hearing aid/cochlear implants, both visually and

listening to them– Assist in the appropriate placement of students– Meet regularly with general education teacher to discuss

areas of concern and to ensure communication is effective

Two main types of servicesConsultation

– Provide information to staff – Instructional techniques to use– Ways to improve noise ratios in the classroom– Providing information to the student’s classmates on

hearing loss or devices– Participation in IEP– Observation of the student in class and other school

environments– Helping the student to advocate for his/her needs within

the school/environment– Monitor hearing aid/cochlear implants, both visually and

listening to them– Assist in the appropriate placement of students– Meet regularly with general education teacher to discuss

areas of concern and to ensure communication is effective28

Direct InstructionAssistance with language and auditory skills are provided within

the classroom environment or the student is pulled out into a quiet

environment.

Daily, weekly consult

Instruction in the use and care of hearing aids, cochlear implants and FM systems

Individual instruction in and out of the regular classroom

Language development

Auditory training

Social and emotional support.

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Working with students who are deaf/hard of hearing requires a team approach to determine the individual needs and to develop an appropriate educational plan.

The ultimate goal is teaching the students to self advocate and to become independent learners.

Working with students who are deaf/hard of hearing requires a team approach to determine the individual needs and to develop an appropriate educational plan.

The ultimate goal is teaching the students to self advocate and to become independent learners.

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SPEECH-LANGUAGE SPEECH-LANGUAGE

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The Individuals With DisabilitiesEducation Act (IDEA) ProvidesSpeech-Language Services For:

School-age children withcommunication disorders that adverselyaffect children’s educational performance

The Individuals With DisabilitiesEducation Act (IDEA) ProvidesSpeech-Language Services For:

School-age children withcommunication disorders that adverselyaffect children’s educational performance

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Good Communication SkillsLead to Successful:

Good Communication SkillsLead to Successful:

• Speaking• Thinking• Reading• Writing• Learning

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Poor Communication SkillsLead to Problems:Poor Communication SkillsLead to Problems:

• Understanding classroom instruction

• Participating in classroom instruction

• Developing and maintaining relationships

• Understanding classroom instruction

• Participating in classroom instruction

• Developing and maintaining relationships

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SLPs Work With Children Who Have a Variety of DisabilitiesSLPs Work With Children Who Have a Variety of Disabilities

• Language• Voice• Fluency or stuttering• Articulation• Swallowing , also

called dysphagia

• Language• Voice• Fluency or stuttering• Articulation• Swallowing , also

called dysphagia

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Language Disabilities Include:Language Disabilities Include:

• Slow development of vocabulary, concepts or grammar

• Inability to use different communication styles for different situations

• Poor building blocks of understanding/expressing ideas, social development, learning, reading, and

writing

• Slow development of vocabulary, concepts or grammar

• Inability to use different communication styles for different situations

• Poor building blocks of understanding/expressing ideas, social development, learning, reading, and

writing

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SLPs Have Many Roles in Schools

SLPs Have Many Roles in Schools

• Prevention of communication disorders• Identification of students at risk for later

problems• Assessment of students’ communication

skills• Evaluation of the results of

comprehensive assessments• Development and implementation of IEPs

• Prevention of communication disorders• Identification of students at risk for later

problems• Assessment of students’ communication

skills• Evaluation of the results of

comprehensive assessments• Development and implementation of IEPs

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SLPs Have Many Roles in Schools(continued)

SLPs Have Many Roles in Schools(continued)

• Documentation of outcomes• Collaboration with teachers and

other professionals• Advocacy for teaching practices• Participation in research projects

• Documentation of outcomes• Collaboration with teachers and

other professionals• Advocacy for teaching practices• Participation in research projects

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SLPs Work With Children in a Variety of Ways

SLPs Work With Children in a Variety of Ways

• Combine communication goals with academic and social goals• Integrate classroom objectives• Help students understand and use basic language concepts• Support reading and writing• Increase students’ understanding of texts and lessons

• Combine communication goals with academic and social goals• Integrate classroom objectives• Help students understand and use basic language concepts• Support reading and writing• Increase students’ understanding of texts and lessons

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SLPs Work With Children in aVariety of Ways (continued)

SLPs Work With Children in aVariety of Ways (continued)

• Services can vary depending on students’ needs• Monitoring or periodic screening• Collaborating and consulting• Classroom based services• Small group or individual sessions• Speech classrooms

• Services can vary depending on students’ needs• Monitoring or periodic screening• Collaborating and consulting• Classroom based services• Small group or individual sessions• Speech classrooms

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Signs of Communication Disorders (continued)

Signs of Communication Disorders (continued)

• Problems understanding others and following directions

• Doesn’t get along with others• Problems taking tests

• Problems understanding others and following directions

• Doesn’t get along with others• Problems taking tests

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How to Get HelpHow to Get Help

• Meet with classroom teacher• Request a screening

• Meet with classroom teacher• Request a screening

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Guidance CounselingGuidance Counseling

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School-Based Counseling provides support to our students in areas such

as:

School-Based Counseling provides support to our students in areas such

as:

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• Friendship/Social Skill• Enhancing Self-Esteem• Changing Families (Loss/Divorce)• Managing Anger and Stress• Coping and Anxiety• School Performance• Responsibility and Making Good Choices

Counseling services are offered through individual sessions and/or small groups

SCHOOLPSYCHOLOGY

SCHOOLPSYCHOLOGY

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What do School Psychologists

do?

What do School Psychologists

do?

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Whatever it Takes!

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Work With Students to:Work With Students to:

• provide counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems

• increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning

• promote wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self-regulation, self-determination, and optimism

• enhance understanding and acceptance of diverse cultures and backgrounds.

• provide counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems

• increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning

• promote wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self-regulation, self-determination, and optimism

• enhance understanding and acceptance of diverse cultures and backgrounds.

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Work With Students and Their Families to:Work With Students and Their Families to:

• identify and address learning and behavior problems that interfere with school success

• evaluate eligibility for special education services (within a multidisciplinary team)

• support students' social, emotional, and behavioral health

• teach parenting skills and enhance home–school collaboration

• make referrals and help coordinate community support services.

• identify and address learning and behavior problems that interfere with school success

• evaluate eligibility for special education services (within a multidisciplinary team)

• support students' social, emotional, and behavioral health

• teach parenting skills and enhance home–school collaboration

• make referrals and help coordinate community support services.

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Work With Teachers to:Work With Teachers to:

• Identify and resolve academic barriers to learning

• Design and implement student progress monitoring systems

• Design and implement academic and behavioral interventions

• Support effective individualized instruction • Create positive classroom environments • Motivate all students to engage in learning

• Identify and resolve academic barriers to learning

• Design and implement student progress monitoring systems

• Design and implement academic and behavioral interventions

• Support effective individualized instruction • Create positive classroom environments • Motivate all students to engage in learning

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