Online Store - Michigan Occupational Therapy Association
Welcome to the Michigan Occupational Therapy Association Continuing Education store!
ALL our videos are FREE to MiOTA members, and an affordable $9.99 for non members.
ALL our videos are FREE to MiOTA members, and an affordable $9.99 for non members.
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CE Videos
MiOTA is excited to introduce a new range of CE videos available to both members and non-members! Our collection covers a variety of essential topics, including trauma-informed care, vision, pediatrics, pain management, and more. With fresh content being released monthly, our CE store has something for everyone in the field. Stay tuned for new offerings and continue your professional development with MiOTA!
Note:- The majority of videos are 1 hr long = 1 contact hour = 1 PDU = .1 CEU
- MiOTA uses Google Classrooms to facilitate CE videos and certificates, users will need to use a free personal Gmail account (business & school accounts often do not permit use of Google Classrooms).
- Members receive a $10 discount. In order to receive a MiOTA member discount, you need to log into the member portal before entering the online store to purchase items**
1 contact hour= 1 Professional Development Unit (PDU)
The mission of NBCOT is to serve the public interest by advancing client care and professional practice through evidence-based certification standards and the validation of knowledge essential for effective practice in occupational therapy. In order to serve the public, certificants and exam applicants must abide by the NBCOT Code of Conduct and Practice Standards. This presentation provides an overview of the NBCOT Disciplinary Action Program including Procedures for Enforcement and sanctions that may take place.
The mission of NBCOT is to serve the public interest by advancing client care and professional practice through evidence-based certification standards and the validation of knowledge essential for effective practice in occupational therapy. In order to serve the public, certificants and exam applicants must abide by the NBCOT Code of Conduct and Practice Standards. This presentation provides an overview of the NBCOT Disciplinary Action Program including Procedures for Enforcement and sanctions that may take place.
1 contact hour= 1 Professional Development Unit (PDU)
What sensory ideas do I have to offer that blogs don’t?
Why can’t wall push-ups just be consistently alerting or consistently calming?
Is this SPD or did this student just play video games all night?
If you have asked yourself any questions like this, join us for reflections from a creative Upper Peninsula OT, shared to inspire conversation about what is and is not working for sensory supports in schools. This presentation is not going to share any life-changing, fix-all hacks, but is intended to get participants thinking. Emily has the ten main points which are based on her three years as a school-based OT. Pairing resources, research and humor, this presentation will present as part “work diary” entry and part literature review. Discussion will be an important part of this session. Emily has the ten main points, you all have experiences and training to share. Let’s learn together.
What sensory ideas do I have to offer that blogs don’t?
Why can’t wall push-ups just be consistently alerting or consistently calming?
Is this SPD or did this student just play video games all night?
If you have asked yourself any questions like this, join us for reflections from a creative Upper Peninsula OT, shared to inspire conversation about what is and is not working for sensory supports in schools. This presentation is not going to share any life-changing, fix-all hacks, but is intended to get participants thinking. Emily has the ten main points which are based on her three years as a school-based OT. Pairing resources, research and humor, this presentation will present as part “work diary” entry and part literature review. Discussion will be an important part of this session. Emily has the ten main points, you all have experiences and training to share. Let’s learn together.
1 contact hour= 1 Professional Development Unit (PDU)
This one-hour presentation will address Occupational Therapy's role in working with people with epilepsy. It will discuss the broad impact epilepsy creates including cognitive, psychosocial, and society barriers. As well as, barriers Occupational Therapist's face to working with individuals who have epilepsy as their primary or sole diagnosis. We will discuss examples of other states' and institutions' involvement of OT, PT, and SLP as part of a comprehensive team for people with epilepsy and ask what next steps we can take as a profession and state to ensure necessary services are provided to those in need. This course will also provide seizure first aid in a variety of settings.
Epilepsy's Foundation of Michigan's Director of Education Russ Derry will be co-presenting with Occupational Therapist and Epilepsy Advocate N.J. Phillips. This session will be recorded.
This one-hour presentation will address Occupational Therapy's role in working with people with epilepsy. It will discuss the broad impact epilepsy creates including cognitive, psychosocial, and society barriers. As well as, barriers Occupational Therapist's face to working with individuals who have epilepsy as their primary or sole diagnosis. We will discuss examples of other states' and institutions' involvement of OT, PT, and SLP as part of a comprehensive team for people with epilepsy and ask what next steps we can take as a profession and state to ensure necessary services are provided to those in need. This course will also provide seizure first aid in a variety of settings.
Epilepsy's Foundation of Michigan's Director of Education Russ Derry will be co-presenting with Occupational Therapist and Epilepsy Advocate N.J. Phillips. This session will be recorded.
1 contact hour= 1 Professional Development Unit (PDU)
In spite of the ongoing pandemic, Eastern Michigan University’s occupational therapy students were granted the invaluable opportunity to engage in live virtual level I pediatric fieldwork with an after school program designed to support children attending public school in the surrounding area. OT student groups of 3-4 students ran 45 minute telehealth intervention sessions for 8 weeks. Prior to starting fieldwork, students received 5 weeks of preparation including readings, demonstrations, discussions and reflections. Students then planned and implemented virtual therapy sessions including goal development, skilled observation, communication, core activities teaching or enhancing social-emotional skills, self-regulation/coping activities, documentation and reflection. The final two weeks of the semester included reflective presentations. In this session, you will learn how to create and establish a faculty led fieldwork experience such as this one; learn from our successes and challenges; and hear the student perspective regarding this style of programming.
In spite of the ongoing pandemic, Eastern Michigan University’s occupational therapy students were granted the invaluable opportunity to engage in live virtual level I pediatric fieldwork with an after school program designed to support children attending public school in the surrounding area. OT student groups of 3-4 students ran 45 minute telehealth intervention sessions for 8 weeks. Prior to starting fieldwork, students received 5 weeks of preparation including readings, demonstrations, discussions and reflections. Students then planned and implemented virtual therapy sessions including goal development, skilled observation, communication, core activities teaching or enhancing social-emotional skills, self-regulation/coping activities, documentation and reflection. The final two weeks of the semester included reflective presentations. In this session, you will learn how to create and establish a faculty led fieldwork experience such as this one; learn from our successes and challenges; and hear the student perspective regarding this style of programming.
$9.99 USD
1 contact hour= 1 Professional Development Unit (PDU)
Occupational Therapists (OT) provide sensory-based interventions to referred clients with sensory processing challenges that interfere with participation in occupation who possess payment options. Nevertheless, OT's can enhance the access to these services to a broader population of through focusing on changing actions within the profession and perception external to the profession. Examples of internal professional development can include: improving the quality of service provision through completing advanced training beyond the initial educational experience, keeping up to date with evidence-based practice and adhering to AOTA Choosing Wisely recommendations for sensory related intervention. An examination of our billing and documentation strategies for sensory-based intervention in light of ethical-based billing principles may also enhance access for clients who are experiencing financial barriers. Educating our target audience external to the profession such as clients, caregivers, referral sources, and legislative representative can correct and update sensory processing information and understanding, developing partners in advocacy efforts.
Occupational Therapists (OT) provide sensory-based interventions to referred clients with sensory processing challenges that interfere with participation in occupation who possess payment options. Nevertheless, OT's can enhance the access to these services to a broader population of through focusing on changing actions within the profession and perception external to the profession. Examples of internal professional development can include: improving the quality of service provision through completing advanced training beyond the initial educational experience, keeping up to date with evidence-based practice and adhering to AOTA Choosing Wisely recommendations for sensory related intervention. An examination of our billing and documentation strategies for sensory-based intervention in light of ethical-based billing principles may also enhance access for clients who are experiencing financial barriers. Educating our target audience external to the profession such as clients, caregivers, referral sources, and legislative representative can correct and update sensory processing information and understanding, developing partners in advocacy efforts.
1 contact hour= 1 Professional Development Unit (PDU)
If you are working with students (of any age) who struggle with reading, writing, or accessing classroom materials or the curriculum, join me to learn about tools & strategies to support student’s ability to be a more autonomous learner. This is an interactive and dynamic presentation. Be ready to explore tools and have some fun.
$9.99 USD
2 contact hours= 2 Professional Development Unit (PDU)
School based practice is changing rapidly as cost cutting and evidence-based demands intersect with school practice. School based occupational therapy practitioners straddle both the medical and educational model. Technology is changing and impacting student's means of expressing themselves in written and verbal communication. This session will be a come and share session where the presenter and participants can share some of their favorite treatment ideas and successes or problem areas that need a solution. Be prepared to share and problem solve.
School based practice is changing rapidly as cost cutting and evidence-based demands intersect with school practice. School based occupational therapy practitioners straddle both the medical and educational model. Technology is changing and impacting student's means of expressing themselves in written and verbal communication. This session will be a come and share session where the presenter and participants can share some of their favorite treatment ideas and successes or problem areas that need a solution. Be prepared to share and problem solve.
1 contact hour= 1 Professional Development Unit (PDU)
Treatment of food selectivity requires a holistic approach to address both the internal reasons for food avoidance and the food refusal behavior. This session outlines the theoretical foundations and treatment elements of the Just Right Challenge Feeding Protocol. In addition, a method for tracking progress will be discussed in the context of making treatment decisions. Single subject data provides information about how a group of children progress through treatment. Children in this study had 15 or less foods as part of their regular diets and profiles indicating the presence of sensory over-responsivity. Every 5-10 weeks, each child moved up one step in the Food Interaction Hierarchy (e.g. touch, taste, eat). Significant increases in vegetable and fruit acceptance and mealtime quality were obtained and parent compliance on home program assignments is outlined. This information is valuable for guiding clinical reasoning and future research of treatment for food selectivity.
Treatment of food selectivity requires a holistic approach to address both the internal reasons for food avoidance and the food refusal behavior. This session outlines the theoretical foundations and treatment elements of the Just Right Challenge Feeding Protocol. In addition, a method for tracking progress will be discussed in the context of making treatment decisions. Single subject data provides information about how a group of children progress through treatment. Children in this study had 15 or less foods as part of their regular diets and profiles indicating the presence of sensory over-responsivity. Every 5-10 weeks, each child moved up one step in the Food Interaction Hierarchy (e.g. touch, taste, eat). Significant increases in vegetable and fruit acceptance and mealtime quality were obtained and parent compliance on home program assignments is outlined. This information is valuable for guiding clinical reasoning and future research of treatment for food selectivity.
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