Course Title: Executive Function in the School Setting: Practical Tools for OT/PTs Supporting Real Kids with Real Needs

Presenter: Jamie Ruffner, M.Ed., Founder of Balanced Minds

Course Objectives:

1. Describe realistic, age-appropriate expectations for executive function development in school-aged children.

2. Recognize signs of executive function challenges and differentiate them from behavioral concerns.

3. Use practical strategies to adjust classroom or task demands to better support students with EF needs.

4. Incorporate simple, evidence-informed activities that build executive functioning skills like initiation, flexibility, and regulation

5. Communicate more clearly with families and educators about executive function needs — especially when supporting students who learn and process differently, including those with ASD or who are non-speaking.

Speaker Bio: “I'm a former classroom teacher, a mom of two boys, and the founder of Balanced Minds — an organization devoted to helping kids thrive emotionally and equipping the adults who support them. After more than a decade in education, I’ve seen firsthand how executive function challenges can show up in ways that are often misunderstood. I’m passionate about bridging the gap between what the research says and what actually works in real-life school settings. My approach is rooted in trauma-informed practices, real-world experience, and a deep belief that when we support emotional regulation and executive functioning, we create space for kids — and the adults around them— to truly succeed.”

Course Title: Dyspraxia & Developmental Coordination Disorder: Clinical Insight Beyond Clumsiness

Presenter: Marga J Grey, Founder CoordiKids, Pediatric OT

Course Objectives:

1. Differentiate Dyspraxia, Developmental Coordination Disorder (DCD), and sensory processing differences, clearly distinguishing motor planning, coordination, and sensory modulation challenges, while understanding areas of overlap.

2. Analyze the role of postural control and balance as foundational components underlying praxis, coordination, movement efficiency, and physical participation.

3. Recognize how Dyspraxia and DCD present within Autism, ADHD, Anxiety, and Sensory Processing Disorder (SPD), identifying overlapping features and distinguishing primary motor and sensory challenges from behavioral or attentional concerns.

4. Develop a refined clinical eye to observe, assess, and interpret movement quality, postural stability, motor planning, and sensory responses during functional daily activities and physical participation, and relate these observations to participation in self-care, classroom tasks, play, and sport.

5. Select appropriate assessments and apply clinical reasoning to guide goal setting and evidence-informed intervention planning, including practical strategies and supports for home and classroom environments.

Speaker Bio: “Hello, I’m Marga Grey, a pediatric occupational therapist with over 40 years of experience in sensory integration, motor development, and learning differences. I hold a Bachelor of Occupational Therapy and a Master of Science in Occupational Therapy (research), with postgraduate training in Sensory Integration.

I have a particular clinical interest in Dyspraxia and Developmental Coordination Disorder (DCD), as these conditions are frequently misunderstood or misidentified, often leading to intervention plans that miss the underlying motor and postural challenges and result in poor functional outcomes. My work focuses on strengthening clinical reasoning to support meaningful participation across home, school, and community settings”

Course Title: Dyslexia & Dysgraphia: 101

Presenter: Marla Migdal, M.Ed., C-SLDS

Course Objectives: Upon completion of this course, participants will be able to:

1. Demonstrate a comprehensive understanding of the characteristics of dyslexia and dysgraphia.

2. Compare and contrast dyslexia and dysgraphia, including similarities and differences cognitive processing and the academic impact.

3. Identify common comorbidities that may affect students with dyslexia and dysgraphia, such as ADHD and language disorders.

4. Visualize and explain the Reading Brain, including the role of the phonological processing system in skilled and impaired reading.

5. Understand the challenges and limitations of identifying dyslexia and dysgraphia within a school system.

6. Analyze student data and work samples to recognize patterns and characteristics commonly associated with dyslexia and dysgraphia.

Speaker Bio: Versatile and successful consultant with expertise in dyslexia, dyscalculia, and dysgraphia with 15+ years as an educator with a Master’s Degree in Special Education. APL from MSDE with endorsement in Elementary Education 1-6 and Infant through Adult Generic Special Education.. Dedicated volunteer and advocate at the state and local level serving students with dyslexia, dyscalculia, and dysgraphia in Maryland.

Course Title: Coming Soon!

Presenter: Nancy Datino, Ed.M., AuD, CCC-A/SLP

Course Objectives: Coming Soon!

Speaker Bio: Coming Soon!