Range of Motion (ROM) is the potential movement a joint can move in various directions or planes.
It can be active (AROM): Movement is performed by the individual. It can be passive (PROM): Movement is applied outside of the individual. For the purpose of adapting Alive Activities, it will be assumed that the OT will use clinical judgement in the type of ROM. Unless otherwise stated, the activity can be implemented using both AROM and PROM.
Range of Motion (ROM) is the potential movement a joint can move in various directions or planes.
It can be active (AROM): Movement is performed by the individual. It can be passive (PROM): Movement is applied outside of the individual. For the purpose of adapting Alive Activities, it will be assumed that the OT will use clinical judgement in the type of ROM. Unless otherwise stated, the activity can be implemented using both AROM and PROM.
Range of Motion (ROM) is the potential movement a joint can move in various directions or planes.
It can be active (AROM): Movement is performed by the individual. It can be passive (PROM): Movement is applied outside of the individual. For the purpose of adapting Alive Activities, it will be assumed that the OT will use clinical judgement in the type of ROM. Unless otherwise stated, the activity can be implemented using both AROM and PROM.
Range of Motion (ROM) is the potential movement a joint can move in various directions or planes.
It can be active (AROM): Movement is performed by the individual. It can be passive (PROM): Movement is applied outside of the individual. For the purpose of adapting Alive Activities, it will be assumed that the OT will use clinical judgement in the type of ROM. Unless otherwise stated, the activity can be implemented using both AROM and PROM.
Muscle strength is a muscle’s capacity to exert force against resistance. Endurance refers to the ability to perform a specific muscular action for a prolonged period of time.
Muscle strength is a muscle’s capacity to exert force against resistance. Endurance refers to the ability to perform a specific muscular action for a prolonged period of time.
Effectively navigating the RTI process will allow support for students, teachers, and families and impact the appropriateness of related service referrals. Increase your knowledge of the RTI process through the history, federal and state law, and tiered components. Learn to incorporate specific, increasing intensity of instruction with evidence-based interventions to match a student’s needs within each tier. These supports may increase a student's success within the general education curriculum and the need for referrals to a specialized instructional service. Incorporating successful strategies for communication and advocacy with leadership, time management, and resources for therapeutic interventions may break down barriers. The result is a win-win for the administration, therapist, teacher, and student.
Learning Objectives:
1. Define response to intervention and the multi-tiered system of support instructional model.
2. Identify an evidence-based intervention within each Tier.
3. List 2 benefits of integrating therapeutic interventions into RTI/MTSS .
4. Describe potential barriers that may be challenging with your participation in Tiered Intervention.
5. Describe potential strategies to increase your success (cost-effective and appropriate referrals) in participating in Tiered Intervention.
Agenda
History and Legislation of MTSS and RTI
Components of Tiered Interventions and evidence-based intervention in each Tier
Benefits and Barriers to participating in the RTI/MTSS process
Strategies to increase the success of participation in the RTI/MTSS process
All courses above include the Instructional methods of lecture, collaborative group learning, and case studies while incorporating kinesthetic, visual, and auditory learning styles. The delivery format will be Live, Distance Learning through the Zoom Platform.
​
Continuing education credit (certificate) is presented with full course attendance, 70% passing grade for learning assessments, and completion of course evaluation.
​
Kareen Robbins & Associates, LLC declares that there are no non-financial or financial interests that relate to the presentation of this topic or mention of materials. Professional development is primarily focused on evidence-based and occupation-centered practice and not product or service promotion.
Kareen Robbins MS OTR/L is compensated as the sole proprietor of Kareen Robbins and Associates, LLC. She is the creator of The Sensory Processing Clinical Observations©2021. This is not a product that is sold to the public or the creator receives any financial compensation for. It has been developed on the intention to develop clinical reasoning skills of OTs in the assessment of children with sensory processing challenges.