| More Continuing Education Courses |
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courses. Fill out our form to list your course for FREE!
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Source, Inc does not endorse
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courses listed on this website.
This is simply a service to our
readers.
Source, Inc does not endorse
any continuing education
courses listed on this website.
This is simply a service to our
readers.
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| Online resource for special education, pediatric occupational therapy and pediatric physical therapy |
| Your Therapy Source |
| The CEU Group Dates = Year-round location = Nationwide description = The CEU Group is a brand new twist on an old idea in continuing education. The idea is that a professional can get a discount on a course by registering as a group. But what if said professional does not have the resources or contacts to get a group together? In the past, this situation has meant that the professional has to pay 10-35% more to attend the event. This result is no longer necessary! The CEU Group is working with many providers of continuing education to get group rates, and even better to hundreds of courses nationwide. We then pass those discounts down to you, the licensed professional, so you can get the great continuing education you need at a price you want. To come see how this works, please come visit us at www.theceugroup.com and join our fast-growing database to keep abreast on new partnerships and new participating events in your area. contact = www.theceugroup.com email = justin@theceugroup.com |
From Sensory Processing to Executive Functioning
Dates = May 17-18, 2013, May 24-25, 2013
location = Henderson, NV
description = 14 Contact Hours (1.4 AOTA and ASHA CEUs)
Maude Le Roux, OTR/L, SIPT, RCTC, IMC, CBIS
Intermediate Level Course
Description:
This course is important for any therapist that is interested in the occupational function of children as students. Sensory
Processing is the foundation on which skills are built in the early developmental years and executive functioning is the skill set
needed to see the child through his school career, preparing him/her to go to university / college / vocation of choice. Executive
Functioning goes beyond intelligence and speaks to the ability to organize, to write what you are thinking, to adhere to timelines,
to be disciplined in study methods. This course will provide the therapist with the building blocks necessary as well as discuss
tools to support clients.
This course is offered for 1.4 AOTA CEUs
This course is offered for 1.4 ASHA CEUs (Intermediate Level; Professional Area)
Objectives: Participants will be able to:
1. Explain different components of executive functions and its implications on school/academic performance.
2. Describe how executive functions develop in the brain, while also gaining additional understanding of brain function
3. Identify how reading, writing and math fit in the developmental continuum and functional occupation.
4. Demonstrate an intervention that will both look at bottom-up as well as top-down approaches.
contact = Professional Development Programs; www.pdppro.com; P:877-439-8865; programs@pdppro.com
email = corrine@pdppro.com
Dates = May 17-18, 2013, May 24-25, 2013
location = Henderson, NV
description = 14 Contact Hours (1.4 AOTA and ASHA CEUs)
Maude Le Roux, OTR/L, SIPT, RCTC, IMC, CBIS
Intermediate Level Course
Description:
This course is important for any therapist that is interested in the occupational function of children as students. Sensory
Processing is the foundation on which skills are built in the early developmental years and executive functioning is the skill set
needed to see the child through his school career, preparing him/her to go to university / college / vocation of choice. Executive
Functioning goes beyond intelligence and speaks to the ability to organize, to write what you are thinking, to adhere to timelines,
to be disciplined in study methods. This course will provide the therapist with the building blocks necessary as well as discuss
tools to support clients.
This course is offered for 1.4 AOTA CEUs
This course is offered for 1.4 ASHA CEUs (Intermediate Level; Professional Area)
Objectives: Participants will be able to:
1. Explain different components of executive functions and its implications on school/academic performance.
2. Describe how executive functions develop in the brain, while also gaining additional understanding of brain function
3. Identify how reading, writing and math fit in the developmental continuum and functional occupation.
4. Demonstrate an intervention that will both look at bottom-up as well as top-down approaches.
contact = Professional Development Programs; www.pdppro.com; P:877-439-8865; programs@pdppro.com
email = corrine@pdppro.com
Essentials of Praxis Intervention for Children with Autism
Dates = May 3, 2013
location = Hartford, CT
description = Teresa A. May-Benson, ScD, OTR/L, FAOTA
6 Contact Hours (.6 AOTA & ASHA CEUs)
Intro Level Course
Description:
Children with autism present particular challenges for therapists. Facilitating praxis, imitation, and play skills in this population can be
difficult and confusing. This course will present an overview of the key aspects needed for effective intervention for practic problems in
children with autism. A clinical reasoning framework for intervention of ideation, motor planning, sequencing, bilateral coordination,
and projected action sequence problems within a sensory integration treatment model will be presented. The important role of
imitation and play in facilitating praxis in children with autism will be highlighted. Key intervention strategies using both top-down and
bottom up approaches will be highlighted through videotapes, case studies, and lecture formats.
This course is offered for .6 AOTA CEUs; Intervention & Outcomes
This course is offered for .6 ASHA CEUs (Introductory Level; Professional Area)
Objectives: Participants will be able to:
1. Delineate the essential components of praxis.
2. Identify key intervention strategies for practic dysfunction in children with autism.
3. Apply essential top-down and bottom up treatment principles appropriately to different practic problems.
4. Explain how various praxis problems impact functional performance and identify strategies for improving performance.
contact = Professional Development Programs; www.pdppro.com; P:877-439-8865; programs@pdppro.com
email = corrine@pdppro.com
Dates = May 3, 2013
location = Hartford, CT
description = Teresa A. May-Benson, ScD, OTR/L, FAOTA
6 Contact Hours (.6 AOTA & ASHA CEUs)
Intro Level Course
Description:
Children with autism present particular challenges for therapists. Facilitating praxis, imitation, and play skills in this population can be
difficult and confusing. This course will present an overview of the key aspects needed for effective intervention for practic problems in
children with autism. A clinical reasoning framework for intervention of ideation, motor planning, sequencing, bilateral coordination,
and projected action sequence problems within a sensory integration treatment model will be presented. The important role of
imitation and play in facilitating praxis in children with autism will be highlighted. Key intervention strategies using both top-down and
bottom up approaches will be highlighted through videotapes, case studies, and lecture formats.
This course is offered for .6 AOTA CEUs; Intervention & Outcomes
This course is offered for .6 ASHA CEUs (Introductory Level; Professional Area)
Objectives: Participants will be able to:
1. Delineate the essential components of praxis.
2. Identify key intervention strategies for practic dysfunction in children with autism.
3. Apply essential top-down and bottom up treatment principles appropriately to different practic problems.
4. Explain how various praxis problems impact functional performance and identify strategies for improving performance.
contact = Professional Development Programs; www.pdppro.com; P:877-439-8865; programs@pdppro.com
email = corrine@pdppro.com
Introduction to Pediatric Vestibular Rehabilitation
Dates = online
location = Cyprus
description = This interactive, video-based course provides training for advanced practice. Included is an overview of
evidence based
practice addressing vestibular related impairments in children
contact = 0035799400388
email = kchristou_ergo@hotmail.com
Dates = online
location = Cyprus
description = This interactive, video-based course provides training for advanced practice. Included is an overview of
evidence based
practice addressing vestibular related impairments in children
contact = 0035799400388
email = kchristou_ergo@hotmail.com
CranioSacral Applications for Pediatric Populations
Dates = April 27-28, 2013 - Portland, OR;
description = 12 Contact Hours (1.2 AOTA CEUS)
Speaker: Nancy Lawton-Shirley, OTR/L
Intro Level Course
Description:
The course is designed to promote understanding of the power of personal touch to heal and to train the participant with specific
techniques applicable to the pediatric population. The presentation will explore the use of fascial and craniosacral techniques and
discuss how they impact modulation, postural alignment and sensory processing. Through lab experiences, participants will learn
‘hands on’ techniques while getting a boost in their own energy. All techniques taught are usable in clinic and home programs.
Applications to the pediatric population and how to integrate these techniques with current practice will be discussed. Presentation
of ‘self help’ techniques for healing the healer are included. Dress comfortably for practical experiences and leave with skills that can
be put to immediate use. Be sure to bring a pillow and blanket to use in this session.
This course is offered for 1.2 AOTA CEUs (Intervention & Assessment)
Objectives: Participants will be able to:
1. Describe and demonstrate three self-help techniques for clients and therapists.
2. Apply several practical techniques with the pediatric population.
3. Discuss the impact of these techniques on posture, modulation, health and sensory processing.
contact = Professional Development Programs; www.pdppro.com; P:877-439-8865; programs@pdppro.com
email = corrine@pdppro.com
Dates = April 27-28, 2013 - Portland, OR;
description = 12 Contact Hours (1.2 AOTA CEUS)
Speaker: Nancy Lawton-Shirley, OTR/L
Intro Level Course
Description:
The course is designed to promote understanding of the power of personal touch to heal and to train the participant with specific
techniques applicable to the pediatric population. The presentation will explore the use of fascial and craniosacral techniques and
discuss how they impact modulation, postural alignment and sensory processing. Through lab experiences, participants will learn
‘hands on’ techniques while getting a boost in their own energy. All techniques taught are usable in clinic and home programs.
Applications to the pediatric population and how to integrate these techniques with current practice will be discussed. Presentation
of ‘self help’ techniques for healing the healer are included. Dress comfortably for practical experiences and leave with skills that can
be put to immediate use. Be sure to bring a pillow and blanket to use in this session.
This course is offered for 1.2 AOTA CEUs (Intervention & Assessment)
Objectives: Participants will be able to:
1. Describe and demonstrate three self-help techniques for clients and therapists.
2. Apply several practical techniques with the pediatric population.
3. Discuss the impact of these techniques on posture, modulation, health and sensory processing.
contact = Professional Development Programs; www.pdppro.com; P:877-439-8865; programs@pdppro.com
email = corrine@pdppro.com
MORE: Integrating the Mouth with Sensory & Postural Functions
Dates = August 9-10, 2013 - Rockford, IL; May 18-19, 2013 - Mount Vernon, WA;
description = 14 Contact Hours (1.4 AOTA CEUs)
Patricia Oetter, MA, OTR/L, FAOTA and Eileen W. Richter, MPH, OTR/L, FAOTA
Intermediate Level Course
While oral-motor treatment approaches for neurologically impaired children have focused on severe feeding dysfunction, clinical work
with children who have sensory processing/developmental dysfunction has revealed a strong association between subtle oral-motor
and respiratory dysfunction and many sensory integrative and sensorimotor problems.A theoretical framework for understanding how
and why many aspects of development are significantly influenced by oral functions will be presented. This discussion will include the
relationship of the suck/swallow/breathe synchrony to behavior, learning, postural development, feeding, communication, arousal,
self-regulation, psychosocial development, visual/auditory perception and even common health issues in children. The relevance of
this information to treatment principles with children who have sensory processing/developmental dysfunction will then be shared
using slides, case examples and participant lab activities. Documentation st!
rategies for identifying abnormal function and demonstrating change through treatment will be provided. This information is particularly
useful for occupational and physical therapists and speech pathologists working with children, but may be applied across the age
span.
This course is offered for 1.4 AOTA CEUs; Areas of Occupation, Performance Skills, Intervention
Objectives: Participants will be able to:
1. Outline and discuss the relationship of the suck/swallow/breathe synchrony to critical aspects of development.
2. Identify and document subtle, abnormal SSB processes in children who have sensory processing/developmental dysfunction.
3. Implement treatment strategies designed to improve respiration patterns, self-regulation, postural control, visual motor skills,
feeding and communication skills.
4. Demonstrate and apply techniques designed to enhance oral/respiratoryfunction.
contact = Professional Development Programs; www.pdppro.com; P:877-439-8865; programs@pdppro.com
email = corrine@pdppro.com
Dates = August 9-10, 2013 - Rockford, IL; May 18-19, 2013 - Mount Vernon, WA;
description = 14 Contact Hours (1.4 AOTA CEUs)
Patricia Oetter, MA, OTR/L, FAOTA and Eileen W. Richter, MPH, OTR/L, FAOTA
Intermediate Level Course
While oral-motor treatment approaches for neurologically impaired children have focused on severe feeding dysfunction, clinical work
with children who have sensory processing/developmental dysfunction has revealed a strong association between subtle oral-motor
and respiratory dysfunction and many sensory integrative and sensorimotor problems.A theoretical framework for understanding how
and why many aspects of development are significantly influenced by oral functions will be presented. This discussion will include the
relationship of the suck/swallow/breathe synchrony to behavior, learning, postural development, feeding, communication, arousal,
self-regulation, psychosocial development, visual/auditory perception and even common health issues in children. The relevance of
this information to treatment principles with children who have sensory processing/developmental dysfunction will then be shared
using slides, case examples and participant lab activities. Documentation st!
rategies for identifying abnormal function and demonstrating change through treatment will be provided. This information is particularly
useful for occupational and physical therapists and speech pathologists working with children, but may be applied across the age
span.
This course is offered for 1.4 AOTA CEUs; Areas of Occupation, Performance Skills, Intervention
Objectives: Participants will be able to:
1. Outline and discuss the relationship of the suck/swallow/breathe synchrony to critical aspects of development.
2. Identify and document subtle, abnormal SSB processes in children who have sensory processing/developmental dysfunction.
3. Implement treatment strategies designed to improve respiration patterns, self-regulation, postural control, visual motor skills,
feeding and communication skills.
4. Demonstrate and apply techniques designed to enhance oral/respiratoryfunction.
contact = Professional Development Programs; www.pdppro.com; P:877-439-8865; programs@pdppro.com
email = corrine@pdppro.com
Neuro-Developmental Treatment Approach for Infants and Toddlers
Dates = Dates = June 14 & 15, 2013
location = location = Philadelphia, PA
description = Learn to identify and treat the challenges that infants and toddlers must overcome when faced with a neurological deficit or
simply a developmental delay. Typical and atypical development will be reviewed as they relate to one another and how the infant/toddler
develops functional movement behaviors.
Current philosophy and principles of the Neuro-Developmental Treatment approach will be presented as it relates to treatment of the
infant and toddler. Slides, video and observation of infant movement will reinforce typical development. Movement labs will be used to
facilitate one another through movement transitions and to learn handling techniques on an infant-sized doll. Observation of an
assessment and treatment session will show treatment and handling techniques on a client.
contact = P.O. Box 3-30100,Eldoret.Kenya
email = patinda2002@yahoo.com
Dates = Dates = June 14 & 15, 2013
location = location = Philadelphia, PA
description = Learn to identify and treat the challenges that infants and toddlers must overcome when faced with a neurological deficit or
simply a developmental delay. Typical and atypical development will be reviewed as they relate to one another and how the infant/toddler
develops functional movement behaviors.
Current philosophy and principles of the Neuro-Developmental Treatment approach will be presented as it relates to treatment of the
infant and toddler. Slides, video and observation of infant movement will reinforce typical development. Movement labs will be used to
facilitate one another through movement transitions and to learn handling techniques on an infant-sized doll. Observation of an
assessment and treatment session will show treatment and handling techniques on a client.
contact = P.O. Box 3-30100,Eldoret.Kenya
email = patinda2002@yahoo.com
Sensory Processing Disorder and the Trauma Continuum
Dates = June 21-22, 2013
location = Houston, TX
description = Professional Development programs presents:
13 Contact Hours (1.3 AOTA & ASHA CEUs)
Ana do Valle, OTR, SEP
Intermediate Level Course
There has been an increased need for training and developing intervention plans that include sensory approaches (sensory learning, ASI®),
developing sensory supportive modifications to physical environments, and interdisciplinary training involving sensory processing
interventions.
This course will explore the basic knowledge and foundation for fostering autonomic regulation, therefore creating stabilization and
homeostasis in the nervous system. The emphasis will be in using play, following the Polyvagal Theory of Social Engagement (Porges) to
foster safety and healing.
By introducing the bottom to top approach using sensory input to organize the matrix of the self (somatic markers) the participants will review
case studies and learn exercises to facilitate regulation, embodiment, and empowerment. The theoretical model and applications of
Somatic Experiencing (SE®) will be described in this course as the primary model for a body centered trauma informed recovery model.
Objectives: Participants will be able to:
1. Compare the clinical finds of attachment, sensory systems and its application in arousal and autonomic regulation.
2. Identify the correlation in between Sensory Processing Disorder and Trauma.
3. Differentiate among Sensory Processing Disorders.
4. Discuss the correlation in between SPD, trauma, and disease.
5. Demonstrate specific activities / strategies for implementing a sensory motor based approach in trauma informed interventions.
contact = www.pdppro.com; 877-439-8865
email = corrine@pdppro.com
Dates = June 21-22, 2013
location = Houston, TX
description = Professional Development programs presents:
13 Contact Hours (1.3 AOTA & ASHA CEUs)
Ana do Valle, OTR, SEP
Intermediate Level Course
There has been an increased need for training and developing intervention plans that include sensory approaches (sensory learning, ASI®),
developing sensory supportive modifications to physical environments, and interdisciplinary training involving sensory processing
interventions.
This course will explore the basic knowledge and foundation for fostering autonomic regulation, therefore creating stabilization and
homeostasis in the nervous system. The emphasis will be in using play, following the Polyvagal Theory of Social Engagement (Porges) to
foster safety and healing.
By introducing the bottom to top approach using sensory input to organize the matrix of the self (somatic markers) the participants will review
case studies and learn exercises to facilitate regulation, embodiment, and empowerment. The theoretical model and applications of
Somatic Experiencing (SE®) will be described in this course as the primary model for a body centered trauma informed recovery model.
Objectives: Participants will be able to:
1. Compare the clinical finds of attachment, sensory systems and its application in arousal and autonomic regulation.
2. Identify the correlation in between Sensory Processing Disorder and Trauma.
3. Differentiate among Sensory Processing Disorders.
4. Discuss the correlation in between SPD, trauma, and disease.
5. Demonstrate specific activities / strategies for implementing a sensory motor based approach in trauma informed interventions.
contact = www.pdppro.com; 877-439-8865
email = corrine@pdppro.com
Emotion to Motion: Firing and Wiring Productive Relationships Between Senses, Motor Skills, and
Function
Dates = June 14-15, 2013
location = Shelton, CT
description = Professional Development programs presents:
Speaker: Irene Ingram, OTR/L
12 Contact Hours (1.2 AOTA CEUs)
Intermediate Level Course
Description:
The course focuses on developmental foundational systems of basic movement patterns that will provide therapists with a toolbox of
techniques for treatment. These tools include tissue release techniques; suck, swallow, breathe program; Rhythmic Release and
Restoration (RRR); and the Stepping Forward Program. Development of this course emerged from an effort to remove barriers caused
by our autonomic nervous system’s perception of safe versus unsafe state of arousal and that impact on movement, thought, and
coordination. It will provide the therapist with hands on experience with these techniques and allow quick integration into their own
therapy skills for evaluation and treatment. It uses recent research findings with a new twist to establish motor efficiency in all planes of
movement. This program presents evaluation of movement components and their tie to the autonomic nervous system and primitive
reflex system. Please bring a yoga mat to this workshop.
Objectives: Participants will be able to:
1. Present a background of the autonomic nervous system’s effect on the muscular skeletal system and sensory systems in reference
to recruited patterns.
2. Develop clinical reasoning skills for evaluation of patterns of movement and
progression of more mature patterns with reference to reflex development and
emotion.
3. Develop efficiency in techniques for integrating suck-swallow-breathe with rhythm and movement patterns.
4. Develop efficiency in Rhythmic Release and Restoration (RRR) techniques for release of stress, and improved use of whole body.
5. Establishment of new treatment protocols for children by using movement to effect change with arousal issues, developmental
problems, learning difficulties, sensory, reflex immaturity, and motor control issues.
6. Develop diagnosis-specific movement programs to support the child’s development in clinic sessions, home programs, and the
classroom.
contact = www.pdppro.com; 877-439-8865
email = corrine@pdppro.com
Function
Dates = June 14-15, 2013
location = Shelton, CT
description = Professional Development programs presents:
Speaker: Irene Ingram, OTR/L
12 Contact Hours (1.2 AOTA CEUs)
Intermediate Level Course
Description:
The course focuses on developmental foundational systems of basic movement patterns that will provide therapists with a toolbox of
techniques for treatment. These tools include tissue release techniques; suck, swallow, breathe program; Rhythmic Release and
Restoration (RRR); and the Stepping Forward Program. Development of this course emerged from an effort to remove barriers caused
by our autonomic nervous system’s perception of safe versus unsafe state of arousal and that impact on movement, thought, and
coordination. It will provide the therapist with hands on experience with these techniques and allow quick integration into their own
therapy skills for evaluation and treatment. It uses recent research findings with a new twist to establish motor efficiency in all planes of
movement. This program presents evaluation of movement components and their tie to the autonomic nervous system and primitive
reflex system. Please bring a yoga mat to this workshop.
Objectives: Participants will be able to:
1. Present a background of the autonomic nervous system’s effect on the muscular skeletal system and sensory systems in reference
to recruited patterns.
2. Develop clinical reasoning skills for evaluation of patterns of movement and
progression of more mature patterns with reference to reflex development and
emotion.
3. Develop efficiency in techniques for integrating suck-swallow-breathe with rhythm and movement patterns.
4. Develop efficiency in Rhythmic Release and Restoration (RRR) techniques for release of stress, and improved use of whole body.
5. Establishment of new treatment protocols for children by using movement to effect change with arousal issues, developmental
problems, learning difficulties, sensory, reflex immaturity, and motor control issues.
6. Develop diagnosis-specific movement programs to support the child’s development in clinic sessions, home programs, and the
classroom.
contact = www.pdppro.com; 877-439-8865
email = corrine@pdppro.com
From Processing to Perception: The Foundations of Problem Solving
Dates = June 14-15, 2013
location = Albuquerque, NM
description = Professional Development programs presents:
13 Contact Hours (1.3 AOTA CEUs)
Lindy Joffe, MS, OTR/L
Intermediate Level Course
Description:
A key part of learning is making mistakes. A baby won’t walk if he never falls. Yet so many of our children experience these mistakes as
trauma and then fall into inflexible thinking patterns. This two-day workshop explores why this occurs, then teaches you skills to help
your clients develop more adaptive problem solving. Over the course of the two days, participants will learn a practical framework for
providing cognitive perceptual treatment to clients that is developmentally appropriate and is guided by well-established learning
taxonomies. This framework will help your clients expand both their foundational perceptual abilities and their overriding executive
functioning skills such that they can become more adaptive thinkers across environments.
In order to help participants better understand cognitive perceptual capabilities, this course will review the neurosensorimotor
underpinnings of problem solving under different environmental and task demands. Participants will learn how to assess the
roadblocks to an individual’s capacity for problem solving, while developing therapeutic interventions to enhance the person’s ability to
flexibly engage with his or her world. They will take the concept of “therapeutic use of self” to a new level, learning to become partners
in problem solving rather than therapists-teachers. In doing so, participants will leave with a deeper understanding of their own
problem solving capabilities and how those abilities interrelate with the challenges seen in their clients.
Objectives: Participants will be able to:
1. Describe the neurosensorimotor underpinnings of problem solving.
2. Characterize the interrelationship between problem solving challenges during tabletop activities and three-dimensional space.
3. Use a combination of newly learned assessment strategies and clinical reasoning skills to identify the roadblocks to problem
solving.
4. Apply a treatment model based on an understanding of the developmental progression of learning.
5. Demonstrate expanded therapeutic problem solving skills in their own practices.
contact = www.pdppro.com; 877-439-8865
email = corrine@pdppro.com
Dates = June 14-15, 2013
location = Albuquerque, NM
description = Professional Development programs presents:
13 Contact Hours (1.3 AOTA CEUs)
Lindy Joffe, MS, OTR/L
Intermediate Level Course
Description:
A key part of learning is making mistakes. A baby won’t walk if he never falls. Yet so many of our children experience these mistakes as
trauma and then fall into inflexible thinking patterns. This two-day workshop explores why this occurs, then teaches you skills to help
your clients develop more adaptive problem solving. Over the course of the two days, participants will learn a practical framework for
providing cognitive perceptual treatment to clients that is developmentally appropriate and is guided by well-established learning
taxonomies. This framework will help your clients expand both their foundational perceptual abilities and their overriding executive
functioning skills such that they can become more adaptive thinkers across environments.
In order to help participants better understand cognitive perceptual capabilities, this course will review the neurosensorimotor
underpinnings of problem solving under different environmental and task demands. Participants will learn how to assess the
roadblocks to an individual’s capacity for problem solving, while developing therapeutic interventions to enhance the person’s ability to
flexibly engage with his or her world. They will take the concept of “therapeutic use of self” to a new level, learning to become partners
in problem solving rather than therapists-teachers. In doing so, participants will leave with a deeper understanding of their own
problem solving capabilities and how those abilities interrelate with the challenges seen in their clients.
Objectives: Participants will be able to:
1. Describe the neurosensorimotor underpinnings of problem solving.
2. Characterize the interrelationship between problem solving challenges during tabletop activities and three-dimensional space.
3. Use a combination of newly learned assessment strategies and clinical reasoning skills to identify the roadblocks to problem
solving.
4. Apply a treatment model based on an understanding of the developmental progression of learning.
5. Demonstrate expanded therapeutic problem solving skills in their own practices.
contact = www.pdppro.com; 877-439-8865
email = corrine@pdppro.com