Jodie Williams Professional Learning Conference

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 the first time I registered to attend this conference. 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 9 to your email address and a reminder email will go out the week of October 12.

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 webinar/meetings 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 30, 2026.

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 16, 2026. It is strongly 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 7, 2026, 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.

Greg Santucci, MS, OTR/L is a Pediatric Occupational Therapist and the Founding Director of Power Play Pediatric Therapy. Greg has been working with children and families for over 20 years, providing OT services in schools, homes and outpatient therapy centers throughout New Jersey. Greg is certified in Sensory Integration and the creator if the Model of Child Engagement, a clinical framework to help professionals and parents focus on a child's safety needs prior to addressing their regulation and sensory processing skills, with the goal of improving a child's participation in daily activities. Greg has been lecturing nationally for over a decade on topics related to sensory processing, child development and behavior, and consults with parents and educators around the world. Greg has dedicated his career to promoting neurodevelopmentally-informed, relationship-based interventions to help parents and teachers support children of all abilities and learning styles.

Rachel Smith, OD, FOVDR is a pediatric optometrist at the Children’s Hospital and Medical Center in Omaha, Nebraska, where she provides comprehensive eye care within a multidisciplinary ophthalmology and sports medicine setting. She earned her Doctor of Optometry degree from Indiana University School of Optometry and is a Fellow of the College of Optometrists in Vision Development (COVD). Her clinical expertise includes pediatric vision care, binocular vision disorders, vision therapy, and concussion management, with a strong focus on the role of vision in learning and development. She actively collaborates on pediatric eye disease research, mentors optometry students, and contributes to national clinical studies. A frequent presenter at state and regional conferences, she is passionate about advancing interdisciplinary understanding of visual function and its impact on pediatric development, motor skills, and academic performance.

M. Kristen Pfeil, OTD, OTR/L is a pediatric occupational therapist and owner of Connect Pediatric Therapy, where she provides clinic-, home-, and community-based services to children and families. With more than 20 years of experience, her clinical background includes outpatient pediatrics, school-based practice, early intervention, NICU developmental care, and low vision rehabilitation. She earned her Clinical Doctorate in Occupational Therapy from Creighton University and has advanced training in sensory processing, feeding, primitive reflex integration, vision, and nervous system regulation. A frequent presenter and educator, she has shared her expertise at state and national conferences on topics including child development, sensory processing, feeding, and the relationship between vision and motor skills. She is passionate about helping children and families achieve meaningful participation and success in everyday life.

Shelley Mannell, PT, BSc, BHSc is a knowledge seeker, problem solver and international speaker with deep interest in the science of movement. Her mission is to bring relevant research into compassionate practice. Shelley is recognized for her ability to synthesize complex concepts and present contemporary information on postural control and motor development with clarity and insight. Her courses engage a wide range of professionals and are delivered in-person, live online and on-demand.  

Shelley incorporates certifications in Neuro-Developmental Treatment and Sensory Integration into pediatric physiotherapy practice and is the co-creator of Dynamic Core for Kids, an evidence-based approach to central stability for children with motor and sensory differences. Through teaching, mentorship and clinical practice, Shelley has shared her knowledge and experience with clinicians and families internationally.

Presented by: Greg Santucci, MS, OTR/L

In this session, we'll reframe behavior as communication, encouraging curiosity rather than control. We'll explore how co-regulation and connection foster felt safety, which in turn supports regulation and participation. Workshop attendees will understand the role of sensory processing in behavior and learning, and gain new insights and ideas that move beyond traditional behavior management, creating a more neuro-affirming path to engagement.

Learning Objectives:

• Identify the 8 systems and analyze how they influence sensory-safe environments, behavior and learning outcomes
• Describe the 3 pillars of the Model of Child Engagement and explain their role in fostering meaningful engagement
• Differentiate between compliance-based behavior management and connection-based approaches, understanding how co-regulation and interoceptive awareness supports the development of self-regulation.

Presented by: M. Kristen Pfeil, OTD, OTR/L & Rachel Smith, OD, FOVDR

This dynamic session provides school-based occupational and physical therapy practitioners with a practical overview of visual and motor skill development and their critical role in student success. Participants will explore how these foundational skills support classroom performance, recognize the functional impact of deficits, and identify students who may benefit from intervention. Through real-world examples and evidence-informed strategies, attendees will gain actionable tools to support remediation and enhance participation in school-based tasks.

Learning Objectives:

• Discuss an overview of normal development of early motor skills, visual skills and their integration including indicators of underlying delays in motor and vision skills.
• Explain the link between visual motor skills and the often-hidden underlying deficits and how this affects learning.
• Identify strategies to implement in practice to assist in remediation of delays
• Describe how the partnership between occupational therapist and optometrists is an ideal match in promoting learning.

Presented by: Shelley Mannell, PT, BSc, BHSc

Postural control is widely recognized as the foundation for all functional motor skills — including gross motor, fine motor, and oral motor development. This session explores a contemporary, whole-child model of postural control grounded in dynamic systems theory. You'll be introduced to twelve components spanning sensory, motor, emotional, and cognitive domains, with an in-depth focus on how four of these systems develop and interconnect from birth to three years. These concepts are then brought to life through practical video analysis at each stage of neurotypical development, before expanding into a discussion of the systems and postural control in the context of neurodiversity. Video case applications demonstrate how careful observation of posture, movement, and emotional regulation can yield meaningful clinical insights — equipping therapists with practical tools to support development across a range of children.

Learning Objectives:

• Describe the twelve interconnected components of the contemporary
  postural control model.
• Explain how dynamic systems shape postural control in development from
  birth to 3 years.
• Analyze typical and neurodiverse patterns of postural control across early
  developmental stages using clinical examples.
• Apply the model to observe postural control and functional movement
  challenges in infants and toddlers within real-world clinical contexts.
• Integrate this framework into clinical reasoning to support postural control,
  regulation, participation and functional skill development in early
  intervention practice.