iPad® Interventions for Occupational Therapists

CPD

Handouts

Faculty

Lorelei Woerner-Eisner, OTR/L, C-IAYT, E-RYT500 Related seminars and products

Owner/Therapist

Integrative Wellness Therapy

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Lorelei Woerner- Eisner, OTR/L, C-IAYT, RYT500, a registered and licensed Occupational Therapist, Certified Yoga Therapist and a Yoga Alliance Registered Yoga Teacher has over 20 years of practice in working with infants to seniors from a whole-person perspective. Lorelei is a recognized international lecturer and author. She has spoken across the country on a wide variety of topics related to therapy from a holistic perspective. Throughout her career, she has been driven by a passion to research, discover and create the most highly effective therapy techniques and tools to support lasting change with her broad range of clients’ needs. She has worked in pediatrics/sensory integration, rehabilitation, psychiatrics, acute care, home health, and skilled nursing settings. Lorelei is certified in: the Sensory Integration and Praxis Test, Yoga Therapy, Yoga Ed sm (a school-based yoga program), Hippotherapy, and Myofascial Release. She and her specially trained therapy dog Toma, work in a variety of settings including her private practice, Integrative Wellness Therapy. Born and raised in the Los Angeles area, Lorelei received a B.A. in Occupational Therapy from USC in 1993, a B.A. in Communications from Pepperdine University in 1986 and her 2-year Yoga Therapy certificate from Loyola Marymount University in 2007.

Speaker Disclosure:

Financial: Lorelei Woerner-Eisner is the owner of Integrative Wellness Therapy. She has an employment relationship with Therapy in Action and the University of California Los Angeles. She is a compensated lecturer for the Bureau of Education and Research. She receives a speaking honorarium from PESI, Inc.

Non-financial: Lorelei Woerner-Eisner is a member of the International Association of Yoga Therapists.

Additional Info

Program Information

Access never expires for this product.

Objectives

• Demonstrate how you can use the iPad® to facilitate social skills to behavioral interventions, as well as sensory strategies such as proprioceptive, vestibular and tactile input.
• Identify a wide array of therapeutic and engaging apps to help children learn, process, and develop, and the keys to using them effectively.
• Assess ergonomics and positioning challenges in using the iPad® and identify methods ofadaption and equipment to assist with your therapeutic interventions.
• Describe how the iPad® can be used as a powerful daily resource in keeping you organized and informed.
• Discover techniques of using the iPad® to facilitate transitions and completion of tasks for attention, communication and many more.
• Identify methods of using the iPad® to increase carry over with your clients through practical methods of conferencing, consultation and communication.

Outline

Accessibility Features

• Universal tools, designated supports and accommodations to aid in learning
• Vision limitations
• Hearing challenges
• Physical and motor difficulties

Equipment Options

• Positioning and mounting systems
• Variety of stylus’
• Protective equipment/cases
• Keyboard and mouse applications
• Touch pads and switches
• Adaptations and modifications
• Intrinsic iPad® Functions
• What comes standard with the iPad®
• Cost-effective and creative ways to enhance therapy

Developmental Concerns

• Hand/brain phylogenic development
• Hand/brain (homonculous) connection
• The importance of iPad® as an integrative tool

Become an Expert

• Find the latest info on the best apps
• Apps and sites that will support your work

Apps and Creative Methods Beyond the Apps to Facilitate:

Motor skills

• Gross motor
• Fine motor
• Oral motor
• Bilateral integration and lateralization

Praxis

• Postural Praxis
• Praxis on verbal command
• Constructional Praxis
• Sequencing Praxis

Sensory Development

• Proprioceptive input
• Vestibular processing
• Tactile discrimination and defensiveness
• Auditory processing
• Visual perception
• Visual motor and timing

Executive Function and “Non-cognitive Skills”

• Managing transitions
• Social/emotional skills
• Attention and mindfulness
• Challenging behaviors (anxiety, noncompliance, anger)

Facilitate Long-Term Effects of Therapy

• Carryover of skill training
• Communicating with other professionals
• Therapeutic relationship

Target Audience

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