Attendee Information


Choose Your Courses

Wednesday, May 12

  • The Neuropsychology of Stress and Trauma: How to Develop a Trauma-Informed School

    The Neuropsychology of Stress and Trauma: How to Develop a Trauma-Informed School

    Steven Feifer, DEd


  • Transforming the Learning Experience with Intrinsic Motivators

    Transforming the Learning Experience with Intrinsic Motivators

    Mike Anderson, MS


  • Utilizing Neuroeducation Principles in the Classroom for Better-Behaved Students and Higher Rates of Student Success - part 1

    Utilizing Neuroeducation Principles in the Classroom for Better-Behaved Students and Higher Rates of Student Success - part 1

    Angela Beyer, MSEd


  • Distance Learning with Disabilities: Using the Principles of UDL to Support Inclusive Classrooms

    Distance Learning with Disabilities: Using the Principles of UDL to Support Inclusive Classrooms

    Deborah Taub, PhD


  • The Role of Energy and Emotional Regulation in Engaging Learners and Reducing Problem Behavior

    The Role of Energy and Emotional Regulation in Engaging Learners and Reducing Problem Behavior

    Amy Laurent, PhD, OTR/L and Jacquelyn Fede, PhD


  • All Learning is Social and Emotional

    All Learning is Social and Emotional

    Dominique Smith, EdD



Thursday, May 13

  • What Is It About Me You Don’t Like? Practical Strategies that Help Minimize Challenging Behaviors

    What Is It About Me You Don’t Like? Practical Strategies that Help Minimize Challenging Behaviors

    Kathy Morris, MEd


  • Coping Skills for Big Feelings: Working with Students with Anxiety, Anger, ADHD, and Powerful Emotions

    Coping Skills for Big Feelings: Working with Students with Anxiety, Anger, ADHD, and Powerful Emotions

    Janine Halloran, MA, LMHC


  • The Role of Executive Functions in Reading, Writing and Math: Assessment and Intervention Strategies

    The Role of Executive Functions in Reading, Writing and Math: Assessment and Intervention Strategies

    George McCloskey, PhD


  • AT for All: Essential Tools to Support All Learners in Remote, Live Classroom, and Hybrid Settings

    AT for All: Essential Tools to Support All Learners in Remote, Live Classroom, and Hybrid Settings

    Diana Petschauer, MEd, ATP and Laurie McIntosh, MS, OTR/L, ATP


  • The Adversity Spectrum: Trauma-Informed SEL Strategies to Increase Resiliency in Students and Ourselves - part 1

    The Adversity Spectrum: Trauma-Informed SEL Strategies to Increase Resiliency in Students and Ourselves - part 1

    Lynne DeSousa, MS


  • Utilizing Neuroeducation Principles in the Classroom for Better-Behaved Students and Higher Rates of Student Success - part 2

    Utilizing Neuroeducation Principles in the Classroom for Better-Behaved Students and Higher Rates of Student Success - part 2

    Angela Beyer, MSEd



Friday, May 14

  • Achieve Success with “I DON’T CARE” Students: Inspiring the Unmotivated

    Achieve Success with “I DON’T CARE” Students: Inspiring the Unmotivated

    MaryAnn Brittingham, MS, Family and Child Counseling


  • Building Expert Learners with Universal Design for Learning

    Building Expert Learners with Universal Design for Learning

    Katie Novak EdD


  • Utilizing Neuroeducation Principles in the Classroom for Better-Behaved Students and Higher Rates of Student Success - part 3

    Utilizing Neuroeducation Principles in the Classroom for Better-Behaved Students and Higher Rates of Student Success - part 3

    Angela Beyer, MSEd


  • The Adversity Spectrum: Trauma-Informed SEL Strategies to Increase Resiliency in Students and Ourselves - part 2

    The Adversity Spectrum: Trauma-Informed SEL Strategies to Increase Resiliency in Students and Ourselves - part 2

    Lynne DeSousa, MS


  • Addressing the Invisible Deficits of Autism Spectrum Disorder

    Addressing the Invisible Deficits of Autism Spectrum Disorder

    Chris Abildgaard LPC, NCC, NCSP



Continuing Education and Graduate Credit

All participants will receive a certificate of completion. You can optionally choose to receive credit from one of the organizations below. If you are not sure, leave it blank. You can add this option later.  

If you are seeking graduate credit you must attend all three days of the conference.  If you are seeking credit from AOTA, NBCC, or APA please make sure to review which courses are available for credit on our CE page.

2 credits from Western Washington University


$0.00

Register 5 or more people at a time  to receive a group discount of $30/person (applied at checkout).  Group discount does not apply to single day registrations.  Registration less a 20% processing fee is refundable if cancellation occurs more than 30 days before conference start.  No refunds for cancellations 30 days or less before conference start.  Substitutions are always welcome.



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