Jodie Williams Professional Learning Conference

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Current Topics for Early Intervention and School-Based Occupational and Physical Therapists

The 32^nd School-Based OT/PT Conference is co-sponsored by the Maryland State Steering Committee for Occupational Therapy and Physical Therapy School-based Programs and Howard Community College.

Date

Friday, October 17, 2025, 8:00 AM - 4:00 PM

Location

Online Conference via Zoom. Registrants will receive the Zoom link and conference materials one week prior to conference via email.

Overview

This one-day virtual conference will provide occupational and physical therapists with essential information on current topics related to early intervention and school-based occupational and physical therapy. The conference will feature two breakout sessions in the morning and two breakout sessions in the afternoon. 

8:00 - 8:30 AM | Announcements and Pre-Test
8:30 - 11:45 AM | Morning Breakout Sessions (attendees will choose one of the following sessions)
• • • • Navigating School-based Practice Challenges: Facilitating and Resolving Difficult Conversations with IEP Teams by Sue Cecere
      • Lying in Balance: Forgotten Developmental Milestone? by Tamara Kittelson
11:45 AM - 12:30 PM | LUNCH
12:30 - 12:35 PM | Announcements
12:35 - 3:50 PM | Afternoon Breakout Sessions (attendees will choose one of the following sessions)
• • • • De-escalation with Dignity...Points to Ponder, While Attempting to Respond to Challenging Behavior Demonstrations that Interfere with Learning/Teaching by Jo Mascorro
      • S'cool Moves: Therapy-based Movement Strategies for Improving Regulation, Behavior, and Academics by Deb Wilson
3:50 - 4:00 PM | Announcements, Wrap-up, Post-Test, Course Feedback

 

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Registration Information

Registration Opens: August 20, 2025

• Fee: $65.00
• Deadline: October 8, 2025 at 11:59 PM. (No exceptions to permitting registration after the deadline.)
• Cancellations: Cancellations made on or before October 8 will receive a 100% refund. No refunds will be issued after the deadline.
• For registration or cancellation assistance, contact Tiffany Goins at tgoins@howardcc.edu or by phone at 443-518-4658.
• The conference link will be emailed to registered attendees on Friday, October 10. Due to the volume of registrants, the email will be sent in batches that day; we appreciate your patience. A reminder email will be sent the week of October 13

REGISTRATION IS CLOSED as of 11:59 PM on OCTOBER 8, 2025.

 

 

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General Information

• Who Should Attend?

  Occupational Therapists and Physical Therapists practicing in schools and early intervention in Maryland.

• Conference Format
  • The entirety of the conference will be held on the Zoom Meeting platform.
  • There will be a waiting room for each session. Attendees will be admitted at about 8:00 AM in the morning, and at about 12:25 PM in the afternoon.
  • Attendees will not need to monitor their video or microphones.
  • Questions to the presenter should be submitted via the Q&A button.
• Attendance Requirements

  Attendees must be logged on for the entire conference and must complete, at the designated times, the required pre- and post-tests in order to receive a CEU certificate.

• Certificates

  This course has been approved by the Maryland Board of Occupational Therapy Practice for approval for 6.0 contact hours.

  This course has been approved by the Maryland Board of Physical Therapy Examiners for 6 Continuing Education Hours.

  Attendees who successfully complete the conference will receive their certificates via email on Friday, October 31, 2025.

 

Frequently Asked Questions

• Frequently Asked Questions

  The registration system won’t accept my information: What should I do?

  Ensure that you have filled out the necessary fields on the online form. If the submission is not successful, please email Tiffany Goins at tgoins@howardcc.edu for assistance.

  My personal information (email, last name, phone) has changed since I last registered. How can I update my record with the college?

  To update your information, please complete the WCCE Change of Information Form.

  I can’t locate my registration receipt: Who should I contact?

  If you need to request a copy of your registration receipt, you may email cashiersoffice@howardcc.edu. In the email, include the title of the conference and the date so the office knows the information to pull.

  When and how will I receive the Zoom link and conference handouts?

  The Zoom webinar link will be sent Friday, October 10 to your email address and a reminder email will go out on Wednesday, October 15.

  I can’t locate my Zoom link: Who should I contact?

  If you do not receive an email, please email tgoins@howardcc.edu. Attendees should not share the link with others.

  Do I need to monitor my audio and camera?

  No, the Zoom meeting will be pre-set for attendees to listen and view only. If the Q&A sessions call for audience verbal engagement, the host or co-host will assist participants with unmuting their microphones.

  I attended the conference: When will I get my certificate?

  Certificates will be issued by email on Friday, October 31, 2025.

  How long will the conference materials be available?

  The conference materials will be available one month after the conference concludes. Access will close on November 18, 2025. It is advised that you download the materials in the event you want to review them at a future time.

  I’m having connectivity issues during the webinar: What should I do?

  Notify one of the session moderators via chat or send an email to tgoins@howardcc.edu. The zoom moderators will do their best to support you to remedy your technical issues.

  I registered but can no longer attend: Can I transfer my registration/seat to another person?

  Unfortunately, we cannot transfer registrations between individuals. Individuals wishing to attend must register for the conference before the deadline. Individuals who need to withdraw from the conference by October 8, 2025, to receive a refund.

  I registered but can only attend a portion of the conference: Can I receive partial credit/CEUs?

  Unfortunately, we cannot issue partial credit for attending. The conference has been approved by the Maryland Boards and the college for a specific amount of hours and CEUs. We appreciate your understanding in this matter.

 

Speaker Bios

• Susan Cecere, PT, MHS

  Sue has over 25 years of experience in schools, both as a provider and an administrator. After retiring from full-time work, she started Sequoia School-based Therapy Solutions, LLC., which offers individual mentoring and professional development to therapy staff, districts and system administrators. She is a frequent speaker on various school-based topics and a faculty member of Apply EBP, LLC. and Education Resources, Inc. Sue is a founding member of the Maryland State OT/PT Steering Committee and an active member of the Academy of Pediatric Physical Therapy, APTA, where she previously served as Vice President. Sue has co-authored two state practice guides, numerous APTA, Academy of Pediatric Physical Therapy fact sheets, and a book chapter on IDEA Under Parts B & C in “Guide to Pediatric Physical Therapy: A Clinical Approach.” She resides in Cape Charles, Virginia.

• Tamara Kittelson, M.S., OTR/L, ATP/SMS

  Tamara Lee Kittelson, M.S., OTR/L, ATP/SMS, is a highly regarded seating and positioning specialist with 50 years of experience in the field of occupational therapy. As a dedicated posture care management consultant and educator, Tamara has developed a deep expertise in seating and wheeled mobility, assistive technology, and 24-hour posture care management. Her work focuses on empowering caregivers and families of individuals with complex needs, and she has successfully led workshops, webinars, and in-service presentations both nationally and internationally. Tamara's diverse experience spans various settings including clinics, homes, communities, and schools, and she has held leadership roles in cross-cultural, multi-disciplinary teams that address the unique needs of each environment.

  Tamara is also the founder and director of two impactful non-profit organizations: Eleanore's Project, Inc. and Posture 24/7. Eleanore's Project collaborates with therapy providers in Lima, Peru, to support a comprehensive wheelchair and posture care management program. Through Posture 24/7, she secured grant funding for a statewide pilot program in Montana, aimed at advancing postural care practices. Her contributions to the field have been recognized through numerous certifications and memberships, including her role as a member of the Rehabilitation Engineering Society of North America (RESNA) and her leadership positions within several professional organizations. With a solid educational foundation in rehabilitation medicine and occupational therapy, Tamara continues to be a vital force in advancing posture care management and improving the quality of life for individuals with disabilities.

• Jo Mascorro, M.Ed.

  Jo Mascorro, M.Ed., is an Independent Consultant who provides training throughout the nation in areas specific to pro-active behavior intervention and communication practices, parenting skills, and programming for students who experience severe/profound disabilities (birth-adult). In addition to requests for speaking engagements as a keynote and/or breakout presenter, Jo is frequently called upon to write FBA’s (Functional Behavior Assessments), BIP’s (Behavior Intervention Plans), and provide information that assist administrators with creating proactive interventions and/or crisis management teams, for students whose behaviors are extreme and highly disruptive to the learning/teaching environment. 

  She has over 46 years of experience in the field of Education and received both her Bachelor of Science (Education and Education of the Hearing Impaired) and Master of Education (Special Education and Education of the Visually Impaired) degrees from Texas Tech University.  Author of the three-part, audio CD/MP3 series, “Don’t Look Now.  YOUR Behavior is Showing!”, Jo is a native Texan and resides in San Antonio.

• Deb Wilson, DPST

  Debra Em Wilson, DPST is a dedicated educator and author with over two decades of experience in the field of education. Since 2003, she has made significant strides as an author and educational consultant, with her notable work, "The Polyvagal Path to Joyful Learning: Transforming Classrooms One Nervous System at a Time," published by W.W. Norton. A leader in professional development, Debra focuses on fostering collaboration between educators and support staff. She is the founder of S'cool Moves, Inc., a 100% woman-owned business committed to promoting equity for all students through evidence-based strategies rooted in cognitive and relational neuroscience.

  Before her role as an author and consultant, Debra served as an educator in various school districts from 1987 to 2003, holding positions such as Director of the GAIN Program for ESL adult populations and Adjunct Professor of health and kinesiology courses. She holds a Doctorate in Professional Studies from the University of Southern Queensland and has authored several works in peer-reviewed journals. Beyond her professional achievements, Debra is passionate about charitable work, donating therapy materials for occupational therapists in underprivileged regions and creating job opportunities for neurodiverse adults through her business. Her commitment to education and advocacy continues to impact the lives of many students and educators alike.

 

Sessions and Objectives

• AM Session: Navigating School-based Practice Challenges: Facilitating and Resolving Difficult Conversations with IEP Teams

  Presented by: Susan W. Cecere, PT, MHS

  The session will review current best practices for school-based OTs and PTs to assist with discussing entry, exit and services as part of the IEP process. This information will set the stage for participants to address challenges as they arise with IEP teams including parents/caregivers. Information on IEP team dynamics, conflict types and parental red flags within the IEP process will be shared. A conflict resolution model will be discussed, along with effective negotiating strategies and personal emotional traps when dealing with difficult conversations. Participants will use a case study in small groups to apply the information learned followed by a larger group discussion. Tools created by Sequoia School-based Therapy Solutions will be used to assist the participants in their decision making and discussions.

  Learning Objectives:

  • Describe OT/PT school-based best practices to IEP teams, including parents.
  • Use exit, entry and dosing concepts to assist with difficult conversations.
  • Identify the types of challenges that can influence IEP team dynamics.
  • Learn effective negotiating strategies when difficult conversations arise.
  • List the personal triggers that may arise with difficult conversations.
• AM Session: Lying in Balance: Forgotten Developmental Milestone?

  Presented by: Tamara Kittelson, M.S., OTR/L, ATP/SMS

  Studies have demonstrated improved focus and function when students have appropriate postural stability and support in a learning environment, and this becomes crucial for those with limited movement repertoire who use assistive technology for mobility, learning and communication. These students are usually born with typical, symmetrical bodies; yet they frequently develop altered body shapes and posture problems that become more evident over time and impact their function as they advance in age. The three human postural orientations of lying, sitting and standing are very closely linked; recent retrospective studies have demonstrated these correlations in adults with cerebral palsy. Habitual postures in lying combined with gravitational forces over time, can lead to the development of contractures, pelvic asymmetries and scoliosis that eventually become evident in sitting and will impact upright function. As a child's body shape changes these secondary complications can lead to or worsen pain, respiratory/digestive issues, skin integrity problems and poor sleep quality - with the latter contributing to daytime sleepiness in the classroom. All these challenges make development and learning more difficult than it needs to be - could fostering a developmental milestone that is overlooked in North America make a difference?

  Asymmetrical posture in lying may be contributing to daytime challenges, but positioning interventions also offer a potential solution by adding extra hours of gentle, non-invasive "therapy" during times separate from activity demands in the classroom. This course provides background and theory for understanding the importance of 24-hour posture care management as support for success in educational settings. Practical methods for recognizing and addressing beneficial vs destructive postures early on and enhancing daytime function in the classroom through use of targeted posture interventions around the clock will be discussed.

  Learning Objectives:

  • Identify two supine lying developmental accomplishments that underlie upright posture.
  • Compare and contrast potentially destructive and healthy postures.
  • Discuss the interaction of 3 forces impacting the development of complex posture problems that affect focus and function.
  • Identify 2 advantages of posture interventions that take place outside high activity demand times.
• PM Session: De-escalation with Dignity...Points to Ponder, While Attempting to Respond to Challenging Behavior Demonstrations that Interfere with Learning/Teaching

  Presented by: Jo Mascorro, M.Ed.

  This presentation will provide "Points to Ponder" when preparing specific, goal-oriented sensory interventions as well as selecting adaptive equipment for responding to challenging behavior demonstrations. Strategies will focus on looking beyond the 4 primary functions of difficult behavior as we explore alternate possibilities as to why behaviors that appear as noncompliance, may, in fact, be telling us so much more! Emphasis will be placed on integrity, ownership, and accountability, while respectfully preserving one's dignity by attempting to de­ escalate with proactive, "outside the box", brain-based, intervention practices.

  Learning Objectives:

  • Through discussion and observation, participants will be able to identify three specific "points to ponder" (SELF ~ EXPECTATIONS~ENVIRONMENT), as well as dos and don'ts to consider for each, when preparing to gather data and planning for the development of a pro-active, behavior intervention plan.
  • Participants will be able to discuss, practice and eventually implement the use of specific replacement vocabulary that will encourage the enhancement of ownership and accountability of personal behavior.
  • Participants will be able to enhance their behavior intervention practices by acquiring and implementing specific skills regarding hands on/off and proximity challenges (that will be taught and modeled) to assist them in responding to students who present as nonverbal and/or cognitively delayed.
• S'cool Moves: Therapy-based Movement Strategies for Improving Regulation, Behavior, and Academics

  Presented by: Dr. Deb Wilson

  S'cool Moves is a therapeutic movement program that helps improve regulation, behavior, and academics.

  Learning Objectives:

  Participants will understand the Energy Expenditure Model, a dynamic five systems approach to intervention. Using the Energy Expenditure Model, participants will learn specific routines and activities designed to improve each of the five systems including the support, focusing, sensory, auditory, and visual systems. The routines and activities are integrated into academics and designed to flow seamlessly into busy classrooms and clinics. The application of neuroscience, neurodevelopmental theory, Polyvagal Theory, and extended mind science underpins all the activities with a focus on evidence-based intervention that is effective, ready-to-use, and engaging for students.