Videos

Concussion is widespread and prevailing injury in children and adolescents. The CDC estimates upwards of 4 million concussions occur each year. With estimates stating at least ¼ of students with concussion experience visual dysfunction; teachers, counselors, and educational administrators play an important role when making academic accommodations to ensure a proper road to recovery for the concussed student. Physical and occupational therapists have the potential to be gatekeepers in detection of visual dysfunction, as well as co-management of student therapy. Therapists treating vestibular deficits in persons following concussion must be familiar with screening, gross evaluation, and treatment techniques for common ocular motor and vestibular related pathology. This lecture will provide educators, therapists and counselors alike with the tools to better understand the role of the visual system when encountering students have persistent post-concussion syndrome.

The 2nd webinar in the BrainSTEPS: Return to Learn Fall 2014 Webinar Series: K-12 Students with Concussion Webinar Series focuses on managing concussions within the classroom setting. Returning to the full demands of school too soon following concussion can significantly increase and prolong symptoms. This period of recovery should be appropriately planned for and supported by school personnel until the concussion has resolved. Most concussions resolve within the first 3-4 weeks, but 80-90% can linger several months or more. If the student does not recover within 4 weeks, a referral to the local IU based BrainSTEPS team should occur. Teachers should be equipped with a solid understanding of what concussions are, how symptoms manifest in the classroom, and what accommodations should be implemented immediately to promote student recovery. Current Return to Learn/School Progression Steps will be discussed. Stressed throughout will be the importance of having concussed students return to the classroom setting as soon as possible, after several initial days of brain rest, as long as accommodations are in place. This webinar will also emphasize the importance of school districts joining the 670+ district based “Return to Learn Concussion Management Teams (CMTs)” currently in PA who have been trained by the BrainSTEPS Program (www.brainsteps.net). CMTs play a key role in the ongoing monitoring of symptoms and academics until recovery, as well immediate implementation of symptom based accommodations to lessen high levels of cognitive over exertion that can prolong student recovery.

This webinar will review evidence-based practices and guidelines for establishing professional learning communities in order to sustain a tiered system of support.

As part of the secondary transition process, youth and young adults learn to apply knowledge and skills in real life, real work, and real world situations. Work-based learning opportunities provide the gateway for post-secondary education and employment success. In this webinar offered in collaboration with the National Community of Practice on Secondary Transition, presenters from across the country will present examples of effective career preparation and work-based learning strategies, activities and resources.

The webinar features the five evidence-based practices of effective classroom management identified by Simonsen et al. (2008)that commonly serve as a cornerstone of preventative classroom behavioral management strategies that maximizes appropriate student conduct and sets the stage for instructional success. 1. Structure and predictability 2. Post, teach, and reinforce a small number of classroom rules 3. Actively engage students in observable ways 4. Using a continuum of responses to acknowledge appropriate behavior 5. Developing a continuum of responses to respond to inappropriate behavior During this webinar, participants will: · Consider how the five evidence-based classroom strategies may be incorporated into instructional routines · Examine existing electronic classroom management tools and how to access it via the PaTTAN Website · Highlight components of a Classroom Management PLC (Professional Learning Community) and how to conduct these meetings featuring evidence-based classroom management strategies

With a focus on grades 1-3, classwide intervention options will be described with emphasis on peer mediated activities. Participants will learn of the empirical and theoretical basis for using a peer-mediated approach to address advanced computation skills. Explicit steps for arranging peer mediated activities will be provided. Participants will have the opportunity to plan and practice with intervention materials and protocols. LINK TO HANDOUTS: https://drive.google.com/drive/folders/1BtYQmd5DydJ7fVPLac_5oi069ydbrBsB?usp=share_link

Link to handouts: https://drive.google.com/drive/folders/1Z4S1N33KIDtOiBQClXVwsMDlhzo2xd2GhtVxliG33sOUmsXcfYvds75MYt-AJhUJTkn7XDlD?usp=sharing Classwide intervention options will be described with emphasis on peer mediated activities. Participants will learn of the empirical and theoretical basis for using a peer-mediated approach to address advanced computation skills. Explicit steps for arranging peer mediated activities will be provided. Participants will have the opportunity to plan and practice with intervention materials and protocols.

Various math teams who participated in the session, Classwide Math Intervention, will prepare and share a brief presentation (30 minutes) describing and explaining their implementation experience and outcomes.

Link to handouts: https://drive.google.com/drive/folders/1JZG3ayN-7D4mJfl0u6zerOeFSvW9kky0?usp=sharing This training will address how to use literacy screening data to determine need for a classwide reading intervention. A peer-mediated intervention for addressing those needs will be explicitly shared that focuses on partner reading and paragraph shrinking. A fidelity tool will be provided to guide instruction to scaffold implementation and outcome data will be shared demonstrating the positive effects of classwide reading intervention.