WELCOME TO KIDS MASTER SKILLS!
Introducing a Professional Development
Online Course for School-Based OTs
Release Date:July 15, 2025
Available Until:Ongoing
In this introductory-level, pre-recorded professional development activity, speaker and course author Dr. Lisa Marnell will teach OT practitioners to understand and apply the neurodiversity paradigm into their school-based OT practice.
COURSE PLATFORM & CONTENT DELIVERY FORMAT:
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Hosted on the Thinkific learning platform, this course uses a distance learning, independent, on-demand format.
COURSE DESCRIPTION:
In this PD activity, Dr. Marnell presents eight pre-recorded modules to enable school-based OTPs to embrace evidence-based OT practice to support autistic children and teens in school. Topics will cover foundational knowledge, including current neuroscience, autistic development, social and sensory processing in autism, evidence regarding autistic lived experiences, as well as the commitment of AOTA to honor diversity, equity, and inclusion for marginalized populations of autistic students. OT learners will master strategies to shift their school-based service delivery to embrace neuroaffirming and strengths-based approaches. As presented below, learning material within the eight modules covered in this PD will enable OT participants to master research-based, practical knowledge as well as hone the confidence they need to develop professional expertise in supporting meaningful occupation for autistic students through a neurodiversity-affirming lens.
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This course is targeted to occupational therapy practitioners and set at an introductory learning level.
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No prerequisite coursework is required.
TARGET AUDIENCE:
TIME ORDERED AGENDA & LEARNING OUTCOMES:
INSTRUCTIONAL METHODS:
This professional development activity includes the following instructional methods to teach foundational knowledge and occupational therapy service delivery methods:
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Lecture
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PowerPoint presentation for each module
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Informational and instructional graphics
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Several case studies
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Learner pauses with active learner prompts
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Video modeling of the presenter implementing neuroaffirming OT practice
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Video animations (Toonly) combined with storytelling
Module 1:
TITLE: Why Adopt Neuroaffirming OT Practice in Schools?
(45 Minutes)
LEARNING OUTCOMES:
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List two official AOTA publications that highlight moral and/or ethical professional obligations within OT practice.
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Cite three negative mental health statistics in autistic students that have been reported by American health organizations within the last five years.
Module 2:
TITLE: Autistic Neurobiology Relates to Student Function and Learning
(45 Minutes)
LEARNING OUTCOMES:
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Describe three differences in autistic neurobiology that impact the processing and actions of autistic students.
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Use “gating theory” to explain the neurobiological process in which an autistic student is unable to tune out distressing sensory input.
Module 5:
TITLE: Collaborate and Create Neurodiversity-Affirming IEP Goals
(60 Minutes)
LEARNING OUTCOMES:
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Explain how “Lack of Fit” between an autistic student and their school environment negatively impacts their participation in academic and functional activities.
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State the two main categories of accommodations that can be integrated into IEP goals to improve the educational engagement of autistic students.
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Cite two peer-reviewed articles published in the last five years that report educational and functional benefits from writing strengths-based IEP goals for autistic students.
TITLE: Develop Neurodiversity-Affirming School-Based Accommodations
(45 Minutes)
LEARNING OUTCOMES:
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List five teaching accommodations that support individualized learning differences in autism.
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Describe four ways in which environmental accommodations within the classroom positively impact the learning and function of autistic students.
Module 6:
Module 7:
TITLE: Neurodiversity-Affirming Support and Data Collection
(65 Minutes)
LEARNING OUTCOMES:
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State three evidence-based strategies to develop therapeutic rapport with autistic students.
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List three ways in which OTPs can integrate an autistic student’s interests into therapeutic interventions.
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Explain how to use a one-page data collection checklist to measure the effects of a specific intervention on an autistic student’s academic engagement.
TITLE: Lead Your Organization Through the Process of Change
(60 Minutes)
LEARNING OUTCOMES:
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State one main assumption for each of the three OT leadership theories presented.
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Identify two reasons to listen to the opinions and concerns of staff as a school explores neuroaffirming practice.
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Cite two peer-reviewed articles from the past five years that can be presented to administrators as evidence that neuroaffirming practice improves autistic student engagement in learning.
Module 8:
Module 3:
TITLE: Establish a Neurodiversity-Affirming School-Based OT Practice
(30 minutes)
LEARNING OUTCOMES:
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State four responsibilities of school-based OTPs as defined by current, official AOTA publications.
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State three occupational therapy approaches commonly used by school-based OTPs that do not align with current neuroscientific evidence.
TITLE: Neurodiversity-Affirming Evaluation and Report Writing
(70 minutes)
LEARNING OUTCOMES:
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List three occupational therapy assessments that are occupation-based and suitable for use with autistic elementary school students.
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Describe how an occupational therapist can complete an unstructured classroom observation to assess motor skills and praxis of a non-speaking autistic student.
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When reviewing a page from a school-based OT evaluation report, identify three phrases that are deficit-based rather than strengths-based.
Module 4:
Professional Development Activity Completion Requirements:
In order to receive a certificate of completion, learners must follow these instructions:
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Watch the 8 recorded modules in their entirety.
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Complete the two-question to four-question quizes at the end of each module, achieving a passing score of 80%. Multiple passing attempts are permitted.
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A final course survey must be completed to ensure this PD is continually improved and the learning delivery platform, course content, and/or instructional methods are optimal to support learners.
Special Needs Accommodation Requests:
PD activity participants with special learning needs are invited to reach out to Dr. Lisa Marnell by e-mail in order to request accommodations at KidsMasterSkills@gmail.com. Dr. Marnell will respond to the learner within 24 hours of receiving the request and will seek clarification as needed.
Complaint Resolution:
Complaints related to any professional development at Kids Master Skills may be submitted by e-mail to Dr. Lisa Marnell at KidsMasterSkills@gmail.com. Upon complaint receipt, Kids Master Skills will follow its formal policy on complaint resolution, which is available in full upon request.
AOTA Continuing Education Units (CEUs) and Contact Hours:
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At this time, AOTA approval for CEUs or Contact Hours for this PD activity is pending.
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If approval is granted then this proposed PD activity, Insight to Autism for School-Based OTs, will be eligible for 0.7 AOTA CEUs and 7 AOTA Contact Hours.
HOW TO REGISTER FOR THIS PROFESSIONAL DEVELOPMENT COURSE?
Complete the FORM located in the top right corner of this webpage!
FINANCIAL & NON-FINANCIAL DISCLOSURE:
Neither speaker, Lisa Marnell, nor the professional development provider, Kids Master Skills, have financial or non-financial interests or relationships to disclose in regard to this PD activity.
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Cancellation by the PD provider, Kids Master Skills, will entitle all registered learners to receive a full course refund within 3 days of written notice.
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Learners may cancel registration prior to starting the second course module on any Kids Master Skills' PD course and will be eligible for a full refund, which will be sent within 3 days.
CONTACT LISA MARNELL AT
KIDS MASTER SKILLS
STANDARD CANCELLATION POLICY: