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Synopsis

Therapy Nursing and Teaching Conference

Brisbane Convention and Exhibition Centre, 19–20 September 2016

THERAPY, NURSING AND TEACHING CONFERENCE

“Collaboration, Challenge and Change: All in a Day’s Work”

Monday and Tuesday 19-20 September 2016

Brisbane Convention and Exhibition Centre, South Bank

PROGRAM SYNOPSIS

DAY ONE: MONDAY 19th SEPTEMBER 2016

8:00 – 8:30 Registration and trade displays – tea and coffee available

8:30 - 8:40 Introduction and House Keeping

8:40 - 8:50 Welcome to Country

8:50-9:30 Welcome: Patrea Walton Deputy-Director General, Office of the Director-General Education and Training

9:30-10:00 PLENARY ADDRESS: “Working with the NDIS” Anna Brazier Director Disability (NDIS Implementation)

The National Disability Insurance Scheme (NDIA) is the biggest social and economic reform to be implemented across Australia since the introduction of Medicare in the 1970s. The NDIA is providing a new model of disability services and support where people with disability and families are in control. Market forces will change the way support is provided and innovative long term approaches will be rewarded. What does this mean for our students, our workforce and our school communities? This presentation will consider how education and the NDIS can come together to deliver even greater outcomes for children and students with a disability within a learning context.

10:00-10:30 am MORNING TEA and TRADE DISPLAYS

10:30-11:30 PLENARY ADDRESS: ‘Empowering up through challenges and embracing change!‘ Julie Cross

Synopsis



Julie invites delegates to embrace personal responsibility and self –leadership because now more than ever it is time to let our light shine and lead the way. It is time for laughter, fun and fearlessness. It is time to allow ourselves joy despite the challenges that we face, in both our personal and professional lives. It is time to face our fears, move out of our comfort zone, embrace change and grow through the discomfort that change can bring! It is about empowering up and living our best life! You will be entertained… you will laugh and you will feel the message, you will be challenged and you will have many moments that you see yourself in, you will be taken on a lively, feeling, thinking, soul nurturing and sometimes confronting journey that will rouse your senses, stir your emotions and challenge you to take action... it's not just a 'seminar'... It's a SHOW!!

11:30-12:30 FIRST CONCURRENT SESSION M1

M1a An Introduction to Professional Conversations (Maximum 40 participants) (60 mins) Garry Day

This introductory workshop positions the power of professional conversations and explores some of the key conversation techniques that build trust, collaboration and an enhanced workplace culture. In this session you will:

• Develop knowledge and skills in holding a range of professional conversations • Develop understandings of the Coaching Continuum • Explore conversation skills including questioning, listening, summarising, clarifying and giving

feedback • View and practice quality conversations • Learn how to identify when to use different conversation types

M1b NDIS Our Journey… Are we there yet? (30 mins) Trudy Peddler (PT) & Hannah Nixon (PT)

From January 2016 the NDIS has been available in the early transition sites of Townsville and Charters Towers for children and young people 0-17 years, and all eligible people from Palm Island. From 1st July 2016 the NDIS will become available for remaining children and young people in these and surrounding areas. From 1st October 2016 all remaining eligible people in Townsville will be able to access the scheme. (NDIS, 2016) The purpose of this presentation is to provide the audience with a snapshot of the occupational therapy (OT) and physiotherapy (PT) experience of the transition to the NDIS in Townsville throughout the various stages of the roll out. The presentation will include discussion of:

- The impact on OT and PT services of increased involvement by providers (external agencies) - School management in relation to NDIS and providers - Early Childhood Development Programs and NDIS early intervention - Personal care in schools

Synopsis



- Provision of information to DET staff around the transition to the NDIS - Ongoing changes experienced by DET therapists throughout the various phases

How much physical activity and sedentary behaviour is healthy? (30mins) Vanessa Parle (PT) & Cheryl Brown (OT) The incidence of childhood obesity and Type 2 Diabetes continues to rise. The Australian Government Department of Health responded to these alarming figures with the 2014 Australia's Physical Activity and Sedentary Behaviour Guidelines. This series of documents for children, youth and adults explicitly outlines healthy levels of physical activity, sedentary behaviour and screen time, as well as providing advice on the specific type and intensity of physical activity to sustain health. The presenters will review the Guidelines and discuss how school staff can collaborate with Parents, Carers and community groups to promote healthy activity and participate in sport and physical education. During discussion time, the presenters seek to gather the views of professionals working in schools so we can contribute to positive change and promote healthy physical activity in children. Healthy physical activity should be all in a day’s work!

M1c

Integrating sensory and attachment theories in school settings (60 mins) Dr Pamela Meredith (Senior Lecturer Occupational Therapy University of Queensland)

Attachment theory has been acclaimed as one of the most influential and well-validated theories of social and emotional developmental. Although originating in the mid-twentieth century, it continues to grow in popularity as our understanding of the underlying neuroscience and psychophysiology improves. This growth in understanding has led to a burgeoning of clinical approaches that are either directly or indirectly informed by attachment theory. Attachment theory now informs clinical reasoning and interventions in a range of fields. It is also increasingly being combined with other theoretical frameworks, such as sensory processing theory and polyvagal theory. The use of sensory processing theory in combination with attachment theory leads to interesting options for intervention, especially when relational difficulties within the therapeutic relationship are considered. Sensory processing theory offers ways to understand behaviour, and suggests strategies to support the therapeutic alliance, especially when emotional dysregulation occurs. These strategies can, in turn, be applied in other situations, offering improved capacity to deal with distress.

This presentation will provide an insight into this area and will provide an overview of the origins of attachment theory and sensory modulation theory. The implications of sensory and attachment patterns for development and functioning throughout infancy, childhood and adolescence will be discussed as well as different sensory/attachment-informed interventions that have been developed.

M1d Tic Tic BOOM! Tourette’s syndrome and associated challenges for the classroom (60mins) Dr Shannon Morton (Child & Adolescent Psychiatrist in private practice)

Synopsis



This workshop will bring you up to speed on the latest innovative classroom tips, research, and treatments available for this complex impulse-control disorder. Commonly misunderstood by the public as the “swearing disease”, there is much more to this neuropsychiatric condition than many realise, with only 10-15% suffering involuntary obscenities, and the majority suffering significant, and often more disabling, comorbidities, including Attention Deficit Hyperactivity Disorder (ADHD) (60-90%), Obsessive Compulsive Disorder (40-60%), Autistic Spectrum Disorder, Oppositional Defiant Disorder, Learning Disorders, Sleep Disorders, and Emotional Dysregulation (including episodic rage attacks). Tics are just the tip of the iceberg! 1 in 5 people, and 65% of children in special education unit (SEU) settings, will experience a transient motor or vocal tic in their lifetime. Up to 1% of boys, and 24% of those in SEUs will suffer from clinical Tourette Syndrome (TS), often undiagnosed. There is currently little recognition or funding support for the children suffering “Tourette’s Plus” disabilities, requiring teachers, clinicians, and school staff to up-skill and think creatively to support the educational, emotional, and social development of these children. The role of schools is vitally important, as the symptoms tend to peak in severity around the pubertal years, at a time when social stigma and exclusion are at their most detrimental to a young person’s developing sense of self and identity.

M1e 1800 SPEECH- Sorry your call cannot be connected. Please check your bandwidth and try again (30mins) Jayne Henshall (SLP) & Natasha Hart (SLP)

Therapists within the Department of Education and Training (DET) are committed to ongoing evaluation of evidence based practices and encouraging innovation to improve outcomes for students. Queensland has a large number of schools based in rural and remote areas, many of these schools face the challenges of limited allied health support, including speech therapy. Demographic data indicates very remote areas have as little as 1/8th the number of allied health workers compared to major capitals. These geographical factors contribute to isolation and disadvantage for students and schools in rural and remote areas. DET services in the western portion of North Queensland region are based in Mount Isa. They service the region in a hub and spoke model. This team includes two speech pathologists (SLP), one physiotherapist and one occupational therapist. Out of town travel for the SLP team each term is 50 hours, equating to seven days of driving alone! This means 4, 000km of driving, plus six hours of flights to cover a service district twice the size of Tasmania. This is also assuming we don’t hit any cows, camels, kangaroos and heaven forbid it rains and the roads are closed! Evidently, this makes it more difficult for DET therapists to deliver evidence based practice (i.e. frequency, intensity). Currently, schools based in rural and remote locations often receive their services in a block of time. For example, the SLP visits once per term for a number of days, with follow up support provided via programming, email and phone. However, schools in rural and remote areas also experience numerous barriers that impact their ability to receive this follow up support. For example, one phone line for the whole school and low bandwidth allocation resulting in poor audio and video quality. This is in contrast

Synopsis



to schools located in metropolitan regions, where services and follow up can be more frequent and responsive to school’s emergent needs. Therefore, a project was initiated to trial the use of telepractice as an innovative way to deliver speech-language therapy services to students enrolled in rural and remote schools in North Queensland Region. Services for students included direct therapy assessment, intervention and parent or teacher consultation. A number of videoconferencing platforms and data-boosting options were evaluated. Data collected indicated that the major barrier to providing effective services through telepractice was bandwidth. During the session the results and experiences from this DET telepractice trial will be reported. The presenters will then discuss their suggestions for those looking to implement telepractice themselves within the DET. Empowering Partners in Communication – Building Staff Capacity (30mins) Sarah Cochrane (SLP) The Disability Standards for Education (2005) state that teachers must ensure “all students with a disability are able to participate in the Australian Curriculum on the same basis as their peers through rigorous, meaningful and dignified learning programs”. In order to achieve this, school teams work to build the capacity of their staff in a number of different areas, including Augmentative and Alternative Communication (AAC). The Literacy General Capabilities describe communication as a critical component of literacy development and in promoting successful learners. This knowledge informed the team at Townsville Community Learning Centre (TCLC) when they began the implementation of their whole-school approach to communication. The outcome of research into effective professional learning saw the development of the ‘Empowering Partners in Communication – Gradual Release of Responsibility’ (EPIC-GRR). The EPIC-GRR enables staff to gradually assume the responsibility of using AAC in the classroom through the process of reflection and coaching. The descriptors used cover four main areas – planning, implementation, fluency and problem solving which move through the stages of Sharratt and Fullan’s (2009) Gradual Release of Responsibility. It was created to increase the transparency of staff capacity, provide targeted support specific to staff needs and to ensure a positive change in teacher practice. The information gained from the EPIC-GRR has successfully scaffolded support and training, created

specific goals and support plans for teachers, shaped whole school mentoring teams and has helped staff

to understand the needs of their learners. In the long term, it is envisioned that TCLC will have improved

student outcomes as a result using the EPIC-GRR to build staff capacity and change teacher practice.

Through this process, school teams can ensure that they are taking positive steps towards enabling

communicative competence and educational success for their students.

M1f Adding Life to a Childs Days – Not Days to a Child’s Life (60 mins) Sarah Baggio, Angela Delaney, Alison McLarty (Nurse Educators), Dr Jacqueline Duc (Children’s Health Qld. Paediatric Palliative Care service, LCCH)

Synopsis



The Paediatric Palliative Care Service (PPCS) aims to enhance the quality of life of children and adolescents with life limiting conditions. A life limiting condition is defined as one where a child will not live to the age of 18. Paediatric Palliative Care also supports the child’s entire family, providing pain and symptom management, practical support (e.g. equipment needs), care co-ordination, emotional and spiritual support and 24 hour telephone support. Children’s Health Queensland and Hospital Health Service (CHQ HHS), through the Lady Cilento Children’s Hospital (LCCH), is leading a national collaboration project named “Quality of Care Collaborative of Australia” (QuoCCA) for Paediatric Palliative Care. This project promotes high quality palliative care provided to children in close proximity to their home through research, education initiatives and associated evaluation in each state and territory of Australia. Often, when people hear the term “Palliative Care” they think that the person will soon die which is not necessarily correct in the paediatric world. If possible, children and adolescents with life limiting conditions will receive a curative treatment approach that works concurrently with palliative care. Paediatric Palliative Care is about providing a good quality of life, for as long as possible. This presentation aims to diminish the myths and explain the purpose of a Paediatric Palliative Care service. Topics covered include the difference between adult and paediatric palliative care, the importance of self-care, how the Paediatric Palliative Care Service supports families and the community, and how we can provide support within the education setting. The Paediatric Palliative Care Service follows a philosophy of hope, hoping for the best, whilst preparing for the worst. Across Queensland, the PPCS is empowering families, service providers and the community to be able to safely and effectively care for children with life limiting conditions, ultimately putting ‘life’ back into living.

12:30- 1:15 LUNCH and Trade Displays

1.15-2:15pm SECOND CONCURRENT SESSIONS – M2

M2a Continued from M1a.

An Introduction to Professional Conversations (Maximum 40 participants) (60 mins) Garry Day

M2b

Unpacking the participation construct: a guide to measurement and intervention targets in paediatric rehabilitation (60 mins) Dr Brooke Adair (Physiotherapist, Research Program Manager, ACU Melbourne) Optimising the participation of children who have cerebral palsy is a critical outcome of therapy services and desired by families and children. Previous research frequently defines participation according to the International Classification of Functioning, Disability and Health (ICF). The wording used by the ICF to

Synopsis



define participation is generally considered to provide little guidance to clinicians and researchers. Recent systematic reviews have demonstrated that while it is possible to provide interventions that improve participation outcomes, the concept and measurement of participation continues to be reported in the literature using diverse language, with a subsequent mixture of measures, foci and outcomes in research. The findings of a recent systematic review of the language, concepts and measurement of participation found the participation construct could be modelled using a family of related constructs including: attendance, involvement, activity competence, sense of self and preferences. This workshop will ‘unpack’ this family of related participation constructs to provide the audience with a way of thinking about how the various constructs relate to each other and the measures that might be chosen to capture each phenomenon. The model can also be used to consider how to design and target intervention choices within a framework of perceived environmental affordances. The workshop is targeted towards occupational therapists, physiotherapists, speech pathologists and others with an interest in enhancing participation outcomes for children and youth with cerebral palsy.

M2c The Artistry of Work with Teams: From Cooperative to Collaborative (45 mins) Libby English (OT) To work collaboratively in schools could be likened to a finely detailed masterpiece masquerading as a finger painting. The purpose of this workshop is to assist school based staff to understand the nuances of collaborative practice, verses a cooperative approach to service delivery. This allows us to enable teachers to not only participate in joint decision making with regards to the problem/s experienced, but also the solutions and the evaluation of outcomes (McWilliam, 2010). By working collaboratively with teams, we promote inclusion and embed sustainable interventions in the context of school routines and the curriculum. Participants will: - gain an understanding of collaborative practice and routines based intervention in schools - be given the opportunity to reflect on their practice to identify if they are working collaboratively - discuss strategies that enable clinicians to engage in collaborative practice - share ideas to overcome the challenges of working collaboratively.

The presentation will share the journey of one therapist, moving from finger painting to becoming a little more masterful. Evidenced Based Practice Journal Clubs – A recipe for success? (15 mins) Ornissa Naidoo (Snr Advisor, OT) & Nina Dalzoppo (OT) The purpose of this presentation is to outline the journey and evaluation of the Occupational Therapy Journal Club in the Region as a tool to inform practice. How does one keep up to date with the thousands of Journal publications out there? There is an ongoing increasing body of evidence to demonstrate that participation in a journal club has become a

Synopsis



popular approach in promoting evidence-based practice across a range of health disciplines. In addition, the DET Strategic Plan (2015-2019) clearly outlines one of the key elements in supporting the Departments priorities is indeed “Continuous quality improvement in evidence informed practices”. The Occupational Therapy Journal Club started in 2011, in light of supporting evidence based practice. It has evolved throughout the years to its current form. The most recent work aligns well with the current regional schoolwide priority focus and looks at positive behaviour support across the region. This presentation shall also provide valuable insights on how we could support and sustain evidence-based practice via a Journal Club within our busy everyday workload. The evaluation of the Occupational Therapy Journal Club shall provide good information on the barriers and enablers of the Journal Club in the Region.

M2d Creating a Third Cultural Space (30 mins) Dr Elizabeth Tailby (Project Officer) This session will discuss the complexities and the joys of working with Aboriginal and Torres Strait Islander students, their families and other community members through collaborative processes that break down the barriers between School, departments and communities. Indigenous communities have a historical and generational trauma attached to governmental institutions which have generated a mistrust and threatened access to valuable services. This has led to in some circumstances very complex ‘virtual backpacks’ that our Aboriginal and Torres Strait Islander community members have had to carry. Flowing on from this has been a breakdown in communications between community, schools and services. Once again this has generated an ongoing domino effect which has resulted in a series of myths that have built a virtual wall between school and Aboriginal and Torres Strait Islander communities. This session will discuss the relationships being developed in the South East Regional teams in order to combat this deficit based conversation. It is only through a collaborative approach that we can ensure that our services reach out to all our families. We will be covering many aspects of how to both to engage your students in education and how to become engaged with our students and families. The team will be there answer ANY questions you need to ask (even those you feel may be a little awkward) in order to ‘myth bust’ past misconceptions. Finally we will look at how to embed Aboriginal and Torres Strait Islander practices and protocol into your existing processes. As a team we hope to open the door to the discovery and embark upon this journey of learning together.

Collaboration, Challenge and Change at Cherbourg SS: Developing, applying and celebrating the integration of therapy and teaching (30 mins) Elizabeth Tweed (SLP) & Barbara Mead (Special Education Teacher)

‘Closing the Gap’ in Indigenous Education is a focus for education authorities in Queensland and nationally. The authors of this paper intend to share some ways in which one school has invested in developing cohesive and collaborative partnerships to improve student outcomes. Cherbourg State School is located in an Aboriginal Community in Queensland. In 2016, special education and mainstream classes were merged to develop a more inclusive model. While the authors consider

Synopsis



this to be a positive action, it presented some challenges. The top three identified challenges were i) providing equitable and effective access to therapy services; ii) meeting professional development needs of team members; and iii) engaging with students and community members to develop partnerships for student success. Three tiers of application were identified for a successful delivery of therapy and teaching services. The first tier is administrative / managerial and required the commitment of the school and region in terms of time, money and professional development. The second tier is at the service delivery level and involved therapists, teachers and aides engaging in collaborative behaviours. The third tier, at the community level, is all about building partnerships with other agencies, students and families. At Cherbourg SS, with all three tiers working in an integrated manner, there has been a change in student learning and behaviour which is clear, measureable and observable. The school team has attributed this change to the strong partnerships both within the school; and between the school and external parties. Analysis and reflection on the challenges and changes of inclusion identified three attributes of successful partnerships. These are i) respectful recognition of the skills and experiences each person contributes; ii) dedicated allocation of time to build positive relationships between team members, children and families; and iii) consultative collaboration enhanced by regular opportunities for discussion. While recognising the unique characteristics of Cherbourg State School, the authors contend that the approach taken here is one that may provide insights into effective integration of therapy and teaching in order to better serve our students and our communities.

M2e Collaboration, Challenge and Change for School based Speech-Language Therapy Services. Working with Early Childhood and Care Centres (ECEC) (30 mins) Claire Hattersley (SLP) Oral language and emergent literacy skills have historically been areas of vulnerability for students attending early primary school at Jinibara State School and for the children in the Narangba community as a whole. The team at this school have taken up this challenge to make a change to the learning trajectory for their students. Their purpose was to help children in the community have the best possible start to learning by:

providing families with information to develop oral language and early literacy skills during the early years of life,

engaging with ECEC centres to provide professional development to staff on the range of skills that relate to successful early learning, and

supporting the literacy development of children in the early primary years of school. To achieve these objectives, this school recruited a speech-language pathologist (SLP) to design and carry out a range of additional and extended services in ECEC centres as well as in the early primary years of school. In the North Coast Region, a working partnership between Department of Education and Training (DET) SLPs and early educators had not previously been explored due to the scope of our roles and responsibilities being limited to state schools. Working in this new way has made a positive impact on the knowledge-base of early educators, the skill set of children attending centres and our community-wide data.

Synopsis



This presentation will detail the range of services provided to ECEC educators in the Narangba community and how they linked in with the SLP services offered to students in the early primary years of school. It will explore the value of Australian Early Development Census (AEDC) data to highlight trends within our community and then the way this school responded to those trends by implementing targeted SLP support. Possible ways to extend this work in the future will also be suggested to continue to target the needs of children in the community and the ECEC educators that work with them most frequently. KindergartenQ! And Waterfalls- supporting transitions and changing perspectives (30 mins) Jenny Peach (SLP) & Karen Nicholls (SLP) Read It Again – FoundationQ! is an efficacious program that was introduced to Queensland schools in

2013 to support the development of spoken language and emergent literacy skills in the foundation year

of schooling. FoundationQ! is aligned to the Australian curriculum and can be presented as either a

differentiated or focused teaching strategy within a whole school approach. While FoundationQ! has

been well received and is being successfully implemented in schools across Queensland, feedback from

some schools indicates that many children are arriving at school without the prerequisite skills to engage

with the Prep curriculum. In 2015, in an effort to support children in their transition from kindergarten

to Prep, Jennifer Peach and Karen Nicholls (Speech Language Pathologists, Metropolitan Region)

developed a modified and truncated version of Read It Again! Pre-K (Justice & McGinty, 2013). This

version, KindergartenQ!, while retaining the core structure and intent of FoundationQ! is more

developmental in nature and provides children with increased opportunities to engage with each of the

learning objectives.

In Semester 2 2015, Read It Again – KindergartenQ! was independently trialled in two co-located Early

Childhood Education Centres in Metropolitan Region. Both centres are located within highly culturally

and linguistically diverse communities. The 16 week program was delivered as written following the

scope and sequence of lessons over a 5 day fortnight. Implementing KindergartenQ! presented some

distinct challenges and some definite benefits to all who participated, both children and adults. The

KindergartenQ! teaching strategies varied from the existing practices of the centres with a focus on more

direct and explicit teaching. However, the use of stories as a foundation of a lesson provided some

alignment with the teachers’ usual approach.

This presentation will outline the scope and sequence of KindergartenQ! and describe how it is being

implemented in some state schools as a transition to the Prep curriculum. An evaluation of the Early

Childhood Education Centre trial will be tabled and recommendations for implementation in these

settings discussed.

M2f

Collaborative Excellence – Supporting Diabetes in Schools (60 mins) Scott Quigg (Exercise Physiologist) & Julie Tasker (Clinical Nurse, Diabetes Educator)

Synopsis



The frequency of diabetes care in schools is increasing. Blood glucose level monitoring, insulin administration, insulin pump management, ketone testing and the introduction of advanced technologies such as continuous glucose monitoring (CGM) is testing the resolve and resources of schools. In addition, the disruption to the students’ education program, staffs knowledge and confidence and the risk assessment required to involve students with diabetes in vigorous sports and extracurricular school activities is requiring more specialised knowledge to establish a safe program. A smooth return to school after diagnosis requires a consistent approach to diabetes management. The development of school friendly health care plans, the delivery of relevant training, and the provision of ongoing support for daily and extracurricular activities must be based on a consistent and sustainable service model. In the North Coast region a Diabetes Educator lead model of patient and school centred care has been implemented using a committed multidisciplinary collaboration with schools, school based nurses and interstate leaders in diabetes management. Our presentation will outline the processes for developing and implementing the model, the barriers and state specific processes required to this in legislation and policy and the benefits of a positive and inclusive school culture essential to student success.

2:15 – 3:00 Plenary: A Days Work – Dale’s Way. Dale Gonelli, Advocate & AAC user I have athetoid quadriplegic cerebral palsy. I use an electric wheelchair to get around or my mum as a driver, in my own first vehicle. I also use a speech generating device with a symbol language on it to speak English. I use a switch at my knee to access it independently, to say whatever I want to. But it can take time so please be patient and wait for me. I enjoy being an AAC (Augmentative and Alternative Communication) mentor and advocate. I also enjoy drama and going out to shows with my friends. I have completed a Diploma in Community Services Work this year and I am now starting up my own business as an AAC mentor and presenter. In my presentation, I talk is about what it takes for me to achieve - A Days Work – Dale’s Way.

3:00- 3:30 AFTERNOON TEA and TRADE DISPLAYS

3.30-4:30 THIRD CONCURRENT SESSION – M3

M3a (Repeat of M2b session) Unpacking the participation construct: a guide to measurement and intervention targets in paediatric

rehabilitation (60 mins) Dr Brooke Adair (Physiotherapist, Research Program Manager, ACU Melbourne) Optimising the participation of children who have cerebral palsy is a critical outcome of therapy services and desired by families and children. Previous research frequently defines participation according to the International Classification of Functioning, Disability and Health (ICF). The wording used by the ICF to define participation is generally considered to provide little guidance to clinicians and researchers.

Synopsis



Recent systematic reviews have demonstrated that while it is possible to provide interventions that improve participation outcomes, the concept and measurement of participation continues to be reported in the literature using diverse language, with a subsequent mixture of measures, foci and outcomes in research. The findings of a recent systematic review of the language, concepts and measurement of participation found the participation construct could be modelled using a family of related constructs including: attendance, involvement, activity competence, sense of self and preferences. This workshop will ‘unpack’ this family of related participation constructs to provide the audience with a way of thinking about how the various constructs relate to each other and the measures that might be chosen to capture each phenomenon. The model can also be used to consider how to design and target intervention choices within a framework of perceived environmental affordances. The workshop is targeted towards occupational therapists, physiotherapists, speech pathologists and others with an interest in enhancing participation outcomes for children and youth with cerebral palsy.

M3b Powered mobility experiences for young children with multiple disability: An early childhood program team approach (30 mins) Clare Stevens (PT) & Jenna Cera (OT) Young children with multiple impairments face many barriers to typical childhood opportunities. Children experiencing mobility limitations face significant and ongoing challenges to all aspects of their development and overall wellbeing. Without mobility, how can a child explore, wonder, reach, manage, participate, or, in short, develop? Within educational contexts, physical impairments can be significant barriers to student access, participation, and achievement, and an obstacle to inclusive education and student occupational engagement on the same basis as peers. Therefore this is a key area for all Education team members to address and problem solve. This presentation discusses a collaborative team problem solving approach to address the issues presented with a group of early childhood students with significant multiple impairment. The team consisted of a physiotherapist, occupational therapist, speech & language therapist, early childhood teacher and teacher aides, a head of special education teacher, parents, external agencies and of course, the students. The team planned and implemented a program over the period of a school term, for children to experience mobility using a power wheel chair. Initially, parents were invited to attend an information session and briefed on ‘training/teaching’ strategies to facilitate their children’s learning during the program. The powered mobility sessions incorporated functionally relevant and meaningful play opportunities which provided a purpose for movement in the power wheel chairs, through setting up the environment, sensory strategies & social engagement opportunities with peers and parents. The team considered the cognitive abilities and sensory needs of each student, as well as, communication needs. Through setting a ‘just right challenge’, the team endeavoured to promote only successful outcomes/ experiences for students. The team problem solved access for each student, determining switch sites & programming wheel chairs to individualise the opportunities for optimal outcomes. Overall outcomes varied, yet were positive for all students involved, parent feedback of their experiences of the program was also varied.

Synopsis



Many institutional settings, including schools, can support students with physical or multiple impairments through advocating for and inviting the opportunity for powered mobility opportunities. Some schools may unknowingly promote a culture of dependence by limiting staffing available for supervision and training, or equipment support such as storing a wheelchair and charging batteries. In many ways it is easier to manage students who are dependent in mobility. However, in line with current research, ethical obligation & inclusive education practice, education teams need to facilitate the development of a culture that encourages and supports the use of powered mobility for these students, encouraging autonomy, independence and access to the same opportunities for all students. Term 1, Day 1. Road to success for a novice powered wheelchair user in Prep. (30 mins) Anne Barton (PT) and Emma Patton (OT) Schools may be presented with a range of challenges, especially on the very first day of school. Some of these may be easily addressed, while others are more complex. Therapists bring the right mix of supports to such situations and can empower teachers, other members of the education team and students to overcome hurdles and experience school success. This presentation will use a case study format to outline the process used to respond to the unexpected arrival of a new power wheelchair for a student on Term 1, Day 1 of Prep.

Challenge: Prep student arrived on day one with a new power wheelchair that was provided by another agency that supports the family.

Collaboration: Therapists and school staff determined the best way to manage use of the power wheelchair at school. This involved development of a school-based training process and related checklists for staff and the student.

Change: Following collaboration, a change was shown in staff thinking around supporting and facilitating the student to safely use the power wheelchair at school; and subsequently improvements in the student’s access and success in the school environment.

Supporting Prep success with a new power wheelchair: It is all in a day’s work!

M3c When a traditional pencil isn’t the right fit: Alternate pencils – what are they and how to choose one (or more). (40 mins) Elisha Spackman (OT) All students need access to writing tools that enable them express themselves through text in a way that is meaningful to them. While many students produce written output using a traditional pencil, this is not an option for many - both in mainstream and special schools. An alternate pencil is defined as anything that provides a student with access to all 26 letters of the alphabet. The terminology ‘alternate/alternative pencil’ is usually associated with students with significant disability. However, in a broader sense, it can be defined as a tool for students who cannot effectively access a traditional pencil. An alternate pencil can be used with writers of varying abilities and ages including students who are emerging writers and those who are able to write more conventionally. At Nursery Road State Special School (NRSSS), many students require alternate pencils to access written activities. NRSSS purchased occupational therapy (OT) services through Investing For

Synopsis



Success (I4S) to improve effective implementation of alternate pencils (APs) across the school. The project aims to achieve this by:

1) Providing education to school staff about alternate pencils (APs) options and strategies for decision-making.

2) Creating and trialling a tool to use as an AP decision making guide, to support new staff or problem solving for complex students.

3) Measuring staff self-confidence regarding APs before and after education and use of the tool. While this project was aimed at providing education and resources for a special school student cohort, the information in this presentation aims to provide a problem solving approach to target typical writing difficulties encountered in schools, for students with and without a disability.

ASD and overcoming Difficulties with Written expression. (20 mins) Anne Ozdowska (PhD candidate)

Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental disorder which affects at least 1 in 100 Australian children. Many children on the autism spectrum struggle with the fine motor and perceptual skills required for handwriting, and the conceptual and language skills required for written composition. They therefore often need specialist intervention to assist them with written expression so that they can succeed academically. Writing is a critical skill for academic success because it allows students to express their ideas and reflect what they have learned. The purpose of this research is to support students on the autism spectrum to improve their writing outcomes. This research will develop and test a novel writing intervention that draws on the principles of Universal Design for Learning (UDL), by combining assistive technology (AT) and Self-regulated Strategy Development (SRSD) introduced to the students through a peer-based Video Modelling (VM) technique. Video Modelling has been shown to be an effective learning strategy for students on the autism spectrum but is also suitable for the whole class. The proposed research will examine the efficacy of using this novel writing intervention to improve written outcomes for children on the spectrum in inclusive general education classrooms.

M3d Click into Key Word Sign: A Snapshot (60 mins) Jo Adsett (SA-SLT), Emily Fernandez SA-SLT), Ann Tucker (SLP)

Key Word Sign (KWS) is an unaided Augmentative/Alternative Communication approach frequently

used to support students with a range of developmental delays and disabilities. As with any AAC

approach, for KWS to be successful it is important to maximize the number of people in a student’s

environment who are familiar with this approach and can model use of signs functionally. Many

professionals working in DET have heard of or have used signing according to the MAKATON Vocabulary

but may be less familiar with Key Word Sign. This workshop aims at providing a 'snapshot' of what KWS

is - theory and practice. This session is suitable for all therapists, nurses and school staff, not just SLPs,

and will accommodate all skill levels. Although not a full BASIC KWS Workshop, background

Synopsis



information about KWS will be presented, with the opportunity to practise some core signs and

gestures. New KWS resources will also be showcased.

Participants will:-

- Learn about the relationship between KWS and Auslan

- Be introduced to basic KWS principles

- Practise natural gestures and KWS as per the Interactive Vocabulary Set 1

- view current resources, including the Key Word Sign app.

M3e

My high school and I are engaged! (30 mins) Jenny Matthews (SLP)

Objectives:

To learn about the unique considerations of working in the secondary context.

To hear a story of successful access/ engagement and identify strategies to apply in your own school to facilitate change.

Speech Language Pathologists work in secondary schools across the state. Personal experience of working in this setting has raised several challenges and highlighted that high schools are a unique context which requires a different approach to working in a primary school. The most difficult challenge faced has been engagement and collaboration with the strategic team. The question has even been asked “Should secondary schools receive an SLT service if they do not engage effectively?” The Speech Pathology Australia Senate 2014 submission stated; “The communication problems of school children in the primary years often extend into adolescence, particularly when no remediation support is available … Problems that persist into secondary years are not only extremely unlikely to spontaneously resolve, but are also likely to have compounded with a range of learning, mental health, behavioural, and social problems along the way, increasing the complexity of support that is required.”(p 41) This is an acknowledgment that students should have access to a Speech Language Therapy (SLT) service and secondary schools are allocated services. However, there is a perception that; - SLPs work only with Verified students - some SLPs are not confident working in this setting - SLT services are not always implemented with a Response to Intervention approach. Knowledge of the context requirements, current priorities and how SLT programs align with these, as well as advocacy and negotiation skills are important for the SLP working in the secondary setting. Even with these skills, SLPs report accessing the right people as a significant challenge to negotiating an effective service. This presentation will be a case study of how this SLP achieved access and engagement with the management teams at her high school and implemented strategic services from the first visit. This will be linked to current research about the challenges and recommendations for working in a secondary setting. Resources shared: - STRIVEin2ndry is a resource developed in collaboration with x3 high schools in 2015.

Synopsis



- Service Delivery fliers were created by Southern Cross University SLP students as part of their community.

Changing the Face of Speech-Language Therapy Service Delivery in the Secondary Setting (30 mins) Leonie Douyere (SLP)

Much research exists that clearly demonstrates the link between strong vocabulary skills and age appropriate reading and academic success. (Beck et al., 2002; Nagy, 2005; Saville-Troike, 1984, The National Reading Panel, 2000). Historically, the teaching of reading has been considered the realm of the primary school teacher, however there is now an expectation that this is the role of all teachers, and that it extends across all year levels, including the secondary school years (Queensland Department of Education and Training, 2015). Despite a wealth of research on direct and robust vocabulary instruction, and its link to improved reading outcomes, practical challenges such as decreased knowledge and expertise in this area and a crowded curriculum can impact on teachers’ ability to incorporate direct vocabulary instruction into their classrooms. This is particularly true in high school settings.

In 2015 and 2016, Cavendish Road State High School used a portion of its Great Results Guarantee and Investing for Success funding to purchase additional speech-language therapy time. This additional time has been used to support the introduction of a whole school framework for direct vocabulary instruction, and to work collaboratively with staff to increase their capability to support students in mainstream classes who have language and/or literacy difficulties. The junior secondary cohort is a specific focus of this additional time. This presentation aims to:

outline the collaborative processes undertaken to introduce a whole school vocabulary

framework in the high school setting

present the data collected to demonstrate the effect of direct vocabulary instruction in the

mainstream high school setting

highlight how the speech-language pathologist and learning support team have collaborated to

embed robust vocabulary instruction into the learning support program

share ways in which the SLP has supported mainstream teachers to modify their instructional

language to support students with learning needs in their classes.

The presentation will briefly discuss the research that underpins the work being done and will provide information about the processes used at Cavendish Road SHS. Examples of the strategies being used and the resources that have been developed will be shared.

M3f A Community eMental Health Program for Child and Adolescent Anxiety. Brave Program Self Help Project. (15 mins) Kirsty Zieschank (Research Officer USQ) Anxiety is one of the most common mental health difficulties experienced by Australian children and adolescents. We also know that anxiety is a common secondary concern for children with chronic

Synopsis



health conditions. Online treatment programs have particular appeal to young people and make evidence-based therapies more cost effective and easily accessible. BRAVE-ONLINE is an online CBT program for youth anxiety, with four Randomised Controlled Trial’s supporting its use for child, teen and parent populations. With beyondblue’s support, BRAVE-ONLINE was converted into a self-directed program, BRAVE Self-Help, and this is now available free of charge to all residents of Australian aged 8 – 17 years and their parents. BRAVE Self-Help was launched in May, 2014 and has been promoted nationally through beyondblue, education and health sectors, and mental health networks. Participants self-refer and engage in the program at their own pace. Usage data, demographics and anxiety symptoms are measured at registration and throughout the program. Over 12,000 people have registered to use BRAVE Self-Help to date (adolescents, 43%; children, 30%; parents, 27%), with the majority of young people referred through school contexts. The results demonstrate that those participants with elevated anxiety at the start of the program show significant reductions in anxiety over the course of the program. Data demonstrates overwhelmingly positive feedback about the program with the majority of participants reporting the program as helpful. BRAVE Self-Help has been utilised by thousands of Australian young people and can be used as a prevention and treatment program. It provides an evidence-based treatment that can be accessed anywhere, any time. Multiple schools are currently using the program with their students either one-on-one or via small groups with teachers and guidance counsellors. This presentation will briefly discuss the outcomes of the program with regards to program usage, engagement and improvements in anxiety symptoms and how it can be implemented at schools. A Guide for School Professionals has been created and will be discussed and disseminated to those interested. Collaboration Supports Students with Type 1 Diabetes in Schools. (45 mins) Fleur Kelly & Kristianne Jarman (CDEs Diabetes QLD) In 2011 Diabetes Queensland commissioned research into how children with diabetes were being supported at school. The research and consultation confirmed Education Queensland’s concerns that significant gaps existed due to the lack of a consistent framework. Alongside Diabetes Queensland they championed the collaboration and challenge to develop School Guidelines. The Guidelines for Queensland Schools launched in 2013. In 2015 a review was undertaken to update current management in schools; informed by clinical guidelines, national trends and new technology available. The collaboration began between leading Queensland Health hospital diabetes services, teachers, state school registered nurses, Education Queensland, parents, diabetes educators, psychologists, exercise physiologists, dietitians other education services, teachers union and the State-wide Diabetes Clinical Network. This presentation will review the methods of consultation and the process of stakeholder engagement, including the challenges and successes encountered along the journey. The convergence of all of these factors was the key challenge to the success in the development of The School Guidelines. The success results in a resource that provides school staff with the tools to support students living with type 1 diabetes in the school environment.

Synopsis



The collaborative network developed in this process has strengthened working relationships, improved our ability to advocate for and reinforced our strong connection with the type 1 community. These accomplishments alongside the development of necessary support frameworks were the surprising beneficial highlights of our partnerships. This journey demonstrates that collaboration, challenge and change are all in a day’s work!

Synopsis



DAY TWO: TUESDAY 20TH SEPTEMBER 2016 8.15-8:30 Registration and Trade Displays – tea and coffee available

8:30-8:35 Welcome & Housekeeping

8:35-9:30 PLENARY ADDRESS: Reflections on therapy services- links with nursing and teaching. Gaenor Dixon Principal Advisor, Therapies

9:30-10:30 PLENARY ADDRESS: “The 60 minutes Wellness Challenge” Dr Vinh Tran

When we see patients, we have 2 main goals for them.

How can we prolong your life?

How can we help you to have a happy one?

In this 60 minute wellness challenge, we will explore on how to achieve that and hopefully have some fun in the process. Dr Vinh Tran is a Family GP with a keen interest in helping others to achieve good physical health as well as good emotional health and wellbeing through his biopsychosocial approach including psychotherapy, relationship work, parenting education and health coaching. He is a co-director of a large multidisciplinary clinic in Springfield Central where they train Medical Students as well as Registrars. He also has an interest in Corporate Wellness and does wellness and stress management workshops for the workplace. Recently, he co-found HealthProXchange, which is currently a closed Facebook forum where all Health Professionals can connect, interact, learn and support each other in the hope so that we can better collaborate for the benefit of our patients. The other purpose of HealthProXchange is to promote good self-care for Health Professionals. For us to look after others well, we must first self-care!

10:30-11:00 MORNING TEA and TRADE DISPLAYS

11:00-1:00pm FIRST CONCURRENT SESSIONS – T1

T1a

Professional Conversations: Reflecting on Practice (Maximum 40 participants) (120 mins) Garry Day.

This workshop is designed to support you in consolidating and enhancing your conversation skills and practices through analysing your conversation style and building on those skills through practiced conversations. In this program you will:

• Revisit knowledge and skills of a range of professional conversations

Synopsis



• Consolidate your understandings of the Coaching Continuum • Audit your current practices and skills • Refine and enhance conversation skills • View and practice quality conversations • Learn how to identify when to use different conversation types.

T1b Reframing Participation-Focused Physiotherapy (30 mins) Sarah Reedman (PT) In the ICF model, participation is defined as “involvement in a life situation” {World Health Organisation, 2001}. It has been suggested by several contemporary authors that this definition is conceptually unclear, especially considering the interactions and overlap of the term with other primary constructs within the ICF{Whiteneck, 2009;Rainey, 2014;Phillips, 2013;Granlund, 2013;Coster, 2008;Piskur, 2014}. Conceptual analysis suggests that participation refers to “performance at the societal level” and is associated with the fulfilment of social roles {Whiteneck, 2009}. Activities undertaken to fulfil the same role may be different for each individual depending on their unique circumstances {Whiteneck, 2009}. Participation is therefore defined as involvement in a life situation as part of the fulfilment of a social role {Whiteneck, 2009}. Participation has been shown to be related to intrinsic personal characteristics, including preferences, sense of self, activity competence, the experience of involvement, and attendance{Imms, 2008}. Participation includes (at least) dimensions of extent/intensity, frequency, difficulty, and enjoyment although no single assessment of participation to date provides a means to capture all dimensions across multiple life areas {Phillips, 2013}. Furthermore, participation consists of elements of subjectivity and objectivity that may not be directly related {Whiteneck, 2009}. The challenge is then, how to conceptualise and then operationalise participation-focused therapy in its truest sense? A common mistake by therapists, even those working in a ‘top-down’ model, is to see a participation goal as ‘the thing that will hopefully change by the end of all of this’. Participation-focused therapy should be: family-centred, collaborative, goal-oriented, context-specific, ecological, strengths-based, and self-determined… but these buzzwords have special meanings too. Participation-focused therapy ultimately sees everything through the lens of the child’s (and their ‘team’s’ including teachers’ and parents’) preferred future. Everything about the assessing, planning, enacting, and reviewing process is tied to specific, individualised, and well-defined goals for participation. This presentation will cover the following: -Unpacking definition/frameworks of participation -Specific models vs. ‘general ingredients’ of participation-focused therapy -Importance of context (environment and individual) -Case example/s of participation-focused therapy in educational and community settings -Practical applications of participation-focused therapy including: Assessment, Planning, “Treament”, Measurement of outcomes, Review Australian HPE Curriculum (30 mins) Trudy Cassidy (PT)

Synopsis



Physiotherapists are often asked to provide advice, guidance and support on the Health & Physical Education (HPE) curriculum to teachers working with students with disabilities. The Australian Curriculum: Health & Physical Education was fully endorsed in November 2015 and is beginning and/or continuing to be implemented across schools in Australia. In January 2016, a document 'Understanding the HPE curriculum for Physiotherapists working in schools' was developed as a resource for Department of Education and Training (DET) physiotherapists to use when asked to provide recommendations and support for students with disabilities accessing and participating in the HPE curriculum. This presentation will help attendees to gain an increased understanding of The Australian Curriculum for HPE, the language used throughout the curriculum, how to understand content descriptions and where to find HPE units and resources. The presentation will include a brief explanation of the 'Understanding HPE curriculum' document, a virtual tour of the online HPE Australian Curriculum and accessing Unit plans and resources on One Portal. The presentation will conclude with a brief case study on the support a DET physiotherapist has provided to a HPE teacher of a student with a physical impairment by using the HPE curriculum unit descriptions and achievement standards to make adjustments to the practical component of the subject.

Sink or Swim: Supporting curriculum swimming (30 mins) Melissa Rowbotham (PT), Louise Hatfield (PT)

From time to time, physiotherapists are requested to support student swimming participation, conducted as part of the school Physical Education curriculum. This seemingly simple request can raise challenges for the physiotherapist who may not have recently or frequently provided such support. Questions inevitably arise, such as; “what is my role?’, “how do I risk manage the program?”, “what exactly are my responsibilities?” To assist physiotherapists in their planning around support and safety for student participation in swimming, a resource document has been developed by Alex Lauer, PT based at Mt Isa. This resource will be introduced at TNT 2016 by Melissa Rowbotham. Areas addressed by this document include:

Clarifying the role of the DET physiotherapist

comprehensive safety and risk assessment considerations and guidelines

links to authoritative information sources, such as the Australian Physiotherapy Association, and the DET Policy and Procedure register.

In practice, this document will provide a concise reference for physiotherapists who need to develop swimming supports for students with disability. Following the introduction to the swimming resource, Louise Hatfield will present a case study to illustrate the implementation of a curriculum swimming program in practice. Understanding and taking advantage of motivation (30 mins) Sarah Reedman (PT) Self-Determination Theory (SDT) is an influential theory explaining a variety of phenomena associated with human motivation {Deci, 2000} {Ryan 2000}. Nested within SDT, Basic Psychological Needs Theory describes 3 basic needs of all human beings that are associated with motivation; (i) autonomy (being the initiator and regulator of one’s actions), (ii) competence (feelings of self-efficacy and the capacity to

Synopsis



produce behaviour and achieves desired outcomes), and (iii) relatedness (the need to have meaningful relationships with others and feel connected to social order in general) {Deci, 2000}. According to SDT, autonomous functioning, effective performance, and wellness is promoted through the fulfilment of these needs, leading to internally generated motivation for sustaining behaviour {Deci, 2012}. An autonomy-supportive climate is one whereby a person’s autonomy is fostered and respected, fuelling intrinsic motivation. The opposite, a controlling climate, pressures people to behave in certain ways and undermines intrinsic motivation {Deci, 2012}. Intrinsic motivation is often identified as a strong predictor of the uptake of behaviours that health practitioners (including therapists) would like patients to adopt, for example, behaviours related to physical activity level{Saebu, 2013}. In the education context, the “patients” of the service are not always children (for example, sometimes we want staff to adopt and maintain behaviours that will support a student, in some cases requiring limited direct involvement of that student). Luckily for us, adults are also subject to the 3 basic psychological needs of autonomy, competence, and relatedness. By using techniques that promote the fulfilment of these needs and create an autonomy-supportive climate for school staff, therapists could increase the likelihood that desired behaviours will continue for the benefit of students. This presentation will provide a brief overview of the following (with links to excellent resources for further reading/development in each of the areas covered): -Self-determination theory (SDT) and Basic Psychological Needs Theory -Autonomy-supportive vs controlling environments -Contextual example of desired adult behaviours that support student access and participation -Contextual example of methods (such as Motivational Interviewing) to promote a climate for desired adult behaviours -Evaluating teacher autonomy-supportiveness This presentation will also be relevant for understanding student motivation and behaviour, however will focus more on adults.

T1c Collaboration for Change – Assessment in Action: Occupational Therapy Assessment in an educational context. (30 mins) Kylie Brown (OT) In 2014 and 2015 a working party of DET Occupational Therapists began the journey to review and revise the Assessment in Action: Occupational Therapy Assessment of Students with Disability Department of Education, 1999 (revised 2012) in order to develop a contemporary resource, responsive to a rapidly changing educational practice environment. The revised information is designed to reflect current literature and research, while continuing to promote educationally-relevant and student-focussed assessment practices; and encourage consistency and quality of practice. The presentation shall include updated information presented in Assessment in Action, as well as share the lessons learnt during the project, in collaborating for success. Section 1: The introduction and overview of current practise has been completed and includes a framework for OCCUPATIONAL THERAPY ASSESSMENT PROCESS IN AN EDUCATION CONTEXT and models of service aligning to best practise.

Synopsis



Section 2. Approaches to Occupational Therapy Assessment is under development. It is through intra-regional and state-wide collaboration that DET occupational therapists are rising to the challenge of developing and maintaining context-and discipline-specific professional resources to support best practice school-based occupational therapy, to support learner success in Queensland State Schools.

Challenge and Change: Ready and Responsive Occupational Therapy Services for the future (90 mins) OT Supervisors The years 2016 and beyond have been identified as times of unprecedented change in disability and health sectors. The landscape of service provision for people with disability is changing in line with transition to the National Disability Insurance Scheme (NDIS). The occupational therapy profession is preparing for responsiveness to the opportunities and challenges ahead. Concurrently, the Department of Education and Training is reviewing school based occupational therapy services, as part of the 2016 Occupational Therapy and Physiotherapy Service Review. These changes present unique opportunities and unique challenges for collaboration, service development and growth, as therapists navigate a time of service transition. In order to capitalise on changes and opportunities for school-based occupational therapy, there is a need for a workforce that is change-ready and positioned strongly to make responsive improvements.

Change readiness and resilience are critical factors both at an organisational and individual level. Occupational therapy supervisors are focussed on building ‘change capability’, enabling a shared commitment to change and ensuring responsivity, with a focus on delivering high quality services, while maintaining staff wellbeing and workforce satisfaction.

This workshop will provide participants the opportunity to:

Explore the unique opportunities and challenges facing the school-based occupational therapist in this time of change; and explore strategies to support service users and partners

Use a strengths-based approach to examine how staff may be best positioned to respond positively to change and embrace opportunities on a personal level and on a team level.

Examine leadership attributes and strategies required to lead service transitions effectively, at the individual, team and organisational levels.

Review a range of practical strategies addressing change resilience and readiness in the workplace.

T1d Collaboration: “Who has the time?” Or “All in a day’s work.” (30mins) Rachael Ezekiela (teacher) & Lauren Kable (PT) Collaborative practice is important for building strong foundations needed for children to be successful. Children with a diagnosed or suspected disability, who attend Early Childhood Development Programs and Prep, are eligible for support from a variety of services. These services are individually specific to the

Synopsis



child and their family, and usually incorporate therapy goals set within an educational context. The impact of departmental therapy allocations in schools coupled with support from external services, such as hospital teams and private practice therapists, adds further complexity to an already high-pressure environment. Finding the time to collaborate or even just to communicate with all stakeholders becomes a challenge. So, if collaboration is the cornerstone of success, how can it become embedded as the norm for supporting young children with disabilities? The team approach adopted by a school in the South East Region in Queensland is focused on collaborating effectively, while maintaining a child-centred approach, to build individual children’s success. Establishing strong partnerships between the teacher, therapists and relevant stakeholders involved in particular children’s lives brings with it challenges and triumphs. The management of day-to-day complexities, including time to meet, share information, plan and implement programs, needs to be positioned carefully so the child’s educational goals remain the priority. Through effective communication, careful planning and classroom management, these challenges can easily be turned into successes. When you combine a shared passion for supporting children, and value the different knowledge and expertise partner’s bring, collaborative practice becomes ‘all in a day’s work’. This is a key for overcoming challenges and helping to facilitate individual children’s success, as well as effecting positive change across multiple areas of a child’s life.

T1d Favourites Gone Global (45 mins) Jeff Souter (Education Officer, Assistive Technologies) For over a decade, inclusive software applications such as Clicker, Board Maker and Choose It Maker have been desktop and laptop software programs to enhance the learning opportunities for student with disabilities. As the use of mobile devices across schools continues to increase, there is a clear need for applications once limited to traditional computer systems to be made available for use on iPad, Android and tablet devices. This session will explore how programs have evolved to be available for use on any device, in any location and at any time.

Eye Gaze Trial Project (45 mins) Jeff Souter Learning Technologies Branch is currently undertaking a project in eye gaze technology. The project is exploring a number of portable eye gaze devices, the considerations and requirements of using eye gaze successfully and what eye gaze can mean for students with disability. This session will explore what we have learnt so far from the project, so schools currently using or considering using eye gaze can have a better understanding of how to successfully implement eye gaze technology in their school.

T1e Building a Communication Community (60 mins) Kerrie McLean (SLP) & Lidia Culpo (SLP) Narbethong State Special School provides specialist teaching for students with vision impairment and additional disabilities. The school caters for students from birth through the Early Childhood Developmental Unit through to graduating senior students at age 18 through the school program.

Synopsis



Narbethong State Special School has a whole school approach to learning and the students are immersed in Active Learning – a pedagogy developed by Dr Lilli Neilsen specifically for students with vision impairment. The philosophy of active learning is to give the child the opportunity to learn, and so step by step, achieve the pre-requisites that would enable learning at higher and higher levels. Over several years, it became apparent that while Active Learning provided many positive learning opportunities for the students, there were significant difficulties when trying to establish communication systems for our students who not only had a vision impairment but also had additional disabilities of complex communication needs and severe physical needs. The assessment tool for Active Learning, the Functional Assessment Scheme, is an in depth, highly detailed and specific measuring tool across many areas of child development. However, it is developmentally based. In 2014, discussions were held with the administration team regarding the need to change the culture and belief systems in the school. These discussions were based on the following:

The general feedback was that staff had difficulty in recognising where students could be placed on the General Capabilities Curriculum-Literacy Learning Module

A survey on communication was given to staff in 2014 and most staff did not know about formal communication systems; it was felt that students from Narbethong should only leave school being able to use a yes/no if physically possible and that a student’s communication goals still concentrated on vocalisations

Staff’s strong belief that a student’s communication ability and cognitive ability was related to their level attained on the Functional Scheme regardless of the physical capabilities/challenges due to their cerebral palsy.

It was important that staff understood that our students are “not developmentally delayed but

developmentally different”. This is related to movement (students with CP) i.e. movement being

‘different’ rather than ‘delayed’. This had had to be one of the major building blocks of our cultural

change program.

Over the years, the DET SLP had presented many PD sessions to the staff but could not provide the impetus for change and the time allocation was insufficient to provide the change, maintain the change and provide resources required for change. With funding from Greater Resources in 2015, extra SLP time was purchased and the services of Gayle Porter were employed to not only to provide staff with a 2 day workshop but with an ongoing consultancy role. This presentation will outline how the strategies suggested by Gayle Porter has led to staff altitudinal changes, student communication changes and programming changes. The presentation will examine the difficult concept of assessment for this group of students and looking at total school data collection. Gayle Porter continues to be involved with Narbethong as our journey continues into 2016. The presentation will outline our future direction and goals for the future.

I am a Super Eater: Collaborative everyday classroom support for challenging eaters (60 mins) Catriona Pine (SLP), Hannah Tipman (OT), Kerri Scappini (teacher), Pam Gibbs (parent)

Synopsis



During 2014-2016 there have been a significant number of students at Calamvale Special School presenting with challenging sensory eating difficulties. An eating support program was introduced, as well as daily classroom follow-up, based on SOS (Sequential Oral Sensory) principles. Through this persistent and consistent approach both in the classroom and at home, many students have begun to expand their range and amount of foods they are eating. This talk will be presented from the perspectives of the SLP, OT, Class teacher and one of the parents of the students. Program session plans and videos will be shared. Collaborative calm support has been the key to unlocking eating for some of the most complex eating challenges.

T1f Pressure Injury Mapping. (30 mins) Peter Slattery (RBWH Rehabilitation Engineering) information to come Healthy Bladder and Bowel Habits at School. (30 Mins) Erin Murphy (Education Manager), Jane Armocida (Continence Nurse Advisor) The Toilet Tactics Kit is a fun, user-friendly resource designed to help promote healthy bladder and bowel habits in Australian primary schools and to improve or maintain the standard of school toilets. This presentation will outline an innovative evidence based health promotion initiative designed specifically for primary schools that addresses a sensitive and often taboo health topic. Bladder and bowel control problems can have a negative impact on a child’s self-esteem and quality of life. A child’s perception of their school toilets and access to them can impact on health and wellbeing, which can also impact on a child’s ability to learn. Following a successful pilot in 2012, the Toilet Tactics Kit was made available to all primary schools in Australia. The initiative takes a whole school approach to bladder and bowel health, involving teachers, students and parents. The kit is designed to assist schools in addressing not only the physical aspects of their school toilets but also the broader school policies around toilet access. The kit also includes classroom activities that can be integrated into health education. This initiative is designed to encourage collaboration between the health and education sectors, challenging professionals to make positive change in their school communities which benefits students, staff and families. There has been an overwhelmingly positive response to Toilet Tactics, with more than 1500 primary schools and 1500 health professionals registering for the kit. Feedback clearly illustrates that schools have found Toilet Tactics to be a worthwhile project for their school community and they would not hesitate to recommend Toilet Tactics to other schools.

Managing the challenges of students after cancer treatment – a collaborative approach. (60 mins) Rachel Edwards (Oncology Nurse Educator) This presentation will explore the return of a student to school post diagnosis of cancer and treatment, and address problems arising in regard to illness, fatigue and cytotoxic safety while providing the student with an inclusive and safe environment in the classroom.

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1:00-1:45 LUNCH and TRADE DISPLAYS

1:45-3:15 pm SECOND CONCURRENT SESSION – T2 & T3

T2a Paediatric Assessments Via Telehealth. (30 mins) Grace Ngu (PT) The learning and development of fundamental movement and motor skills are essential for every child. Children with motor skills impairments may suffer consequent detrimental impacts on other aspects including academic, social, emotional, and behavioural function. Therefore, the evaluation of motor skill abilities, early identification and diagnosis of motor impairments, and the ensuing intervention, are all imperative in developing children. Therapists play crucial roles in the facilitation of motor skills acquisition and development in children. However, issues such as geographical remoteness, distance, inconvenience, shortage of rural healthcare providers, or insufficient resource provision, may impact on the availability of rehabilitation services, especially in rural and even urban regions, thus deterring those children living in underserved population from receiving the necessary healthcare and rehabilitation services. Telerehabilitation (a subspecialty within Telehealth), an emerging technology for allied health service delivery, can potentially bridge this healthcare service delivery gap. In the growing body of telehealth research, literature has reported an abundant evidence of the efficacy and effectiveness of telerehabilitation applications. Using advanced telerehabilitation technologies, the evaluation of one’s physical function has been made possible. Researchers and clinicians at UQ Telerehabilitation Research Unit are actively researching innovative ways in using eHABTM Telerehabilitation system and other telerehabilitation technologies to deliver allied health services. eHABTM, a custom-built web-based real-time videoconferencing software application, incorporates specially developed motion-analysis and measurement tools to allow real-time and real-scale objective measurements of physical performance across Internet. This research study was designed and conducted to investigate and determine the validity of assessing fine motor skills in children using several paediatric motor assessment tools delivered via eHABTM telerehabilitation system, in comparison with traditional face-to-face assessments. Assessments included the Movement Assessment Battery for Children 2nd Ed test (MABC-2), the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI), a lumbricals strength test, and 3 coordination tests, all commonly used by therapists working in school settings to screen the motor function of children in schools. Results revealed that overall a high level of agreement was achieved between the telerehabilitation and face-to-face measurements/scores for all assessments, therefore demonstrating that the internet-based telerehabilitation assessment of children’s fine motor skills are valid and comparable with face-to-face assessments. These Internet-based assessment protocols could be readily implemented in clinical practice, benefiting children who have limited access to allied health services, including students with disabilities and specialised health needs living in rural and remote areas. Presentation will include description of the research study, background knowledge on telerehabilitation research in literature, and practical live demonstration session of using the eHABTM telerehabilitation system. http://www.neorehab.com/

http://www.neorehab.com/

Synopsis



T2b Group physical intervention to support participation in school curriculum – two school studies (30 mins) Kelsey Fitz-Gerald (PT) & Jenna Cera (PT) Participation in school curriculum activities can be challenging for some students who have additional needs, particularly for students who are enrolled in a Special Education Program. Supporting staff to develop, modify or challenge students to reach their potential in a physical capacity can be difficult, but can have diverse impacts across a range of skills. This discussion is about how a collaborative physiotherapy and occupational therapy physical motor program was implemented in two different schools, in two different education environments to reach participation and skill goals. The students involved had a range of verifications. Some students also had additional behavioural concerns that were supported in a modified school attendance program or in their IEP goals. The combined Physiotherapy and Occupational therapy program was run in one school, and the second school was a physiotherapy specific group program. Outcome measures were taken in the initial 2 weeks of starting, and reassessed in term 4. Ongoing evaluation throughout the program to ensure that student- and staff needs were met, and staff reflection on the programs were taken informally at the end of term 2, 3 and 4. The program covered topics of physical ability. The program also addressed fine motor skill areas. Areas of emotional regulation were frequently considered and incorporated into the program planning and approach. At the conclusion of the program, physical skill ability was seen to be improved among the high majority of students. This appeared to contribute to a carry-over effect for some students into their mainstream counterpart lessons (including PE). Whilst fine motor outcomes were difficult to measure in direct relation to therapy sessions, some key outcomes were observed and reported within the areas of emotional regulation and social skills of the student group. Teachers reported that students were using and generalising the skills taught during the sessions into classroom and lunchtime contexts.

T2c The Australian Curriculum and handwriting: When do students need to use a pencil? (30 mins) Elisha Spackman (OT) & Erik de Gier (PT) “Prep students are expected to write a sentence with a capital and a full stop by the end of the year!” This project stemmed from a recurring theme from education teams about the challenges of meeting curriculum handwriting expectations for Prep students. Most Prep students are expected to learn, and show their knowledge through handwriting. The purpose of this project was to:

1) Understand the Australian Curriculum and expectations for Prep students and teachers. 2) Develop a resource for education staff to demonstrate differentiation of a Prep lesson plan for

students with varying levels of fine and gross motor abilities. 3) Explain ACARA definition and impact on differentiation for class activities. 4) Develop education teams’ knowledge about the alternate options for written output for

students.

Synopsis



Many occupational therapy referrals are targeted at improving handwriting skills. Whilst handwriting is an important life skill, there are alternatives for students to meet curriculum expectations to express themselves in written form with less reliance on pencil skills. Throughout this project there has been collaboration between occupational therapy, physiotherapy, speech language therapy, class teachers and advisory visiting teachers to:

1) Understand teacher perspective of handwriting expectations and the Prep curriculum. 2) Define scope of project and provide relevant and useable information for teachers and other

support staff. 3) Determine how this information could be shared across DET State Schools.

It is hoped that through this project, education staff will feel more confident to differentiate curriculum to meet the needs of students with typical and developing handwriting skills as well as those requiring alternate access for written output.

T2d PI Verification: A collaborative approach (30 mins) Suzy Chainey & Michelle Peters (State-wide Verifiers - Physical Impairment) Collaboration is key to the EAP process. It begins with the completion of the EAP 1 Parent Consent Form and continues as the school team works together to complete the verification request. This session will review the processes involved in completing a verification request in the category of physical impairment (PI) and focus on how the school team works together to gather evidence. The criteria for verification in the category of PI will be unpacked and discussed with clarification of the evidence required for both Criterion 1 and Criterion 2 being provided.

This session is for anyone involved in supporting students with physical impairment and will provide information on how verification fits within the broader EAP context.

T2e Collaborating to challenge and change the way we approach the use of oral language tasks on school-entry for prep students from low socio-economic areas (30 mins) Maria Lennox (PEO-Student Services) The importance of providing early intervention for students at-risk of reading difficulties is well established (National Institute for Literacy, 2008; Torgesen, 2002). However, this intervention relies on early identification of the foundation skills needed for successful literacy acquisition, i.e., oral language (vocabulary, grammar, and narrative skills), phonological awareness, and letter knowledge. Students from low socio-economic areas have been shown to have poorer academic readiness skills than their same age peers on school-entry (e.g., Mullis et al., 2011). Consequently, many schools are informally screening these students’ oral language (OL) and early literacy skills during the first year of schooling for three purposes a) to identify students with OL difficulties who are at-risk of future literacy difficulties, b) to inform the selection of short term intervention strategies (Catts et al., 2009), and c) to measure progress. Although the selection of appropriate screening measures for phonological awareness and letter knowledge is relatively straightforward, it remains unclear which OL measures are the most suitable for this population of children (Caesar & Kohler, 2009).

Synopsis



The purpose of this study is to investigate the use of two OL tasks used by school teams and Speech Language Pathologists (SLPs) on students entering the prep or Foundation year of schooling. The study compared the results of the Renfrew Action Picture Test (RAPT; Renfrew, 2010) to those of the narrative retelling task, Ana Gets Lost (AGL) (Swan, 1992) to answer the following questions: 1) How do students from low socio-economic backgrounds perform on these measures on school-entry?; 1) Are there any correlations between the measures of the RAPT and the measures derived from the AGL task?; 2) How do these students perform when compared to published RAPT norms and local AGL norms at the end of the year? Students from three schools located within low socio-economic, linguistically diverse areas in Queensland participated in this study (n = 137). All students were assessed as part of a school-wide, school-entry OL screening battery at the beginning (time 1) and end of the school year (time 2). Volunteer Master of Speech Pathology students administered the tasks to students individually. The following OL tasks were used: The RAPT requires students to describe what is happening in 10 pictures, in response to a simple one sentence prompt (Renfrew, 2010). As per the RAPT manual, student responses were recorded, analysed, and scored on Information (i.e., vocabulary) and Grammar (e.g., plurals, past tense). The Ana Gets Lost narrative retell task involves students listening twice to a recorded story with accompanying pictures presented on a laptop computer. Following the first presentation, the students were asked 8 comprehension questions. Following the second presentation, students were asked to retell the story. Based on student performance on the AGL, a profile of oral narrative ability for each student was calculated (Westerveld & Gillon, 2010), which included: mean length of utterance (MLU), grammatical accuracy (GA), number of different words (NDW), oral narrative comprehension (ONC) and oral narrative quality (ONQ). Student performance on the RAPT at school-entry was compared to the published RAPT norms and revealed a wide range of performance of the prep students (69 females, 68 males) on both measures (Information: M = 25.5, SD = 5.3, range: 12 - 36; Grammar: M = 15.2, SD = 5.9, range: 4 – 28). Correlational analyses revealed a significant correlation between RAPT Information and Grammar scores (r = .773), and suggests that this task measures one OL construct. Furthermore, moderate correlations were found between Information and ONQ (r = .411) and ONC (r = .499) and between Grammar and MLU (r = .369) and .GA (r = .338). Local AGL (Westerveld & Vidler, 2016) and RAPT norms were used to identify which children were deemed at-risk at time 2 (i.e., performing > 1 standard deviation below the mean) on each task; Information (15%), Grammar (26.5%), ONC (36%), ONQ (21%), NDW (24%), UTT (11%), MLU (57%), GA (40%). Results from Chi-Square analyses further revealed that ‘at-risk’ status on one task could not predict a students’ ‘at-risk’ status on another task. The results derived from the RAPT task may not provide enough information to adequately appraise students’ OL performance during their prep year. SLPs and educators should be encouraged to go beyond sentence-level tasks and investigate students’ oral narrative skills. The AGL task directly relates to the educational context as students are required to create, respond and understand narratives as part of the Australian Curriculum. The presentation will provide a comprehensive discussion of the implications within an educational setting.

Synopsis



T2f Changing the Way We Care For Our Most Vulnerable Children. Shirley Thomson & Amanda Hackett (Clinical Nurses, Children’s Health QLD) This presentation will outline two new CHQ State-wide Programs designed to better manage the health care needs of some of Queensland’s most vulnerable children. The Connected Care Program (CCP) has been running since 2013, and the Nurse Navigator Program (NNP) commenced this year in 2016. Both programs are State-wide Queensland Government initiatives, designed to provide better support and more coordinated health care to families of children with a high level of medical complexity, multiple health conditions, and chronic or life-limiting illnesses. The programs also aim to increase the communication and partnership between CHQ and all relevant stakeholders in a child’s life. This includes government agencies, education, community service providers, GP’s and family members. The presentation will inform the audience of:

the challenges this population face when it comes to accessing streamlined or coordinated health care

how the Programs aim to address these challenges the difference between the Connected Care Program and Nurse Navigator Programs

the services and interventions that patients and families are offered by the programs

how and when to refer a family to the program/s

the eligibility criteria for the programs

how the program/s aim to work collaboratively with all relevant stakeholders and supports within the child’s life

how these programs can collaborate with DETE and other core stakeholders

the benefits of the program/s for the patients and families

the benefits of the program/s for the organisation (CHQ)

the results reflected in the 2015 program evaluation of the Connected Care Program

T3a Building friendships and nurturing social networks through use of assistive technology at school (60 mins) Jennifer Poppe (OT, Life Tec) There is more to school than learning the 3Rs! Evidence suggests that all students benefit from social activities at school and that these activities differ depending on the age of the child and the environment they are engaging in. Often, children with disabilities miss out on these opportunities to build friendships and nurture social networks. This workshop will explore how assistive technology can enhance opportunities to build and nurture friendships and social networks. It will explore what friendship and social networking looks like for students in primary, middle and senior schooling and will showcase assistive technology solutions that are relevant to the students in these environments.

T3b Beyond heavy work activities…Not just your average proprioception intervention – a multidisciplinary approach. (45 mins) Ellen Winn (PT) & Hanna Corfield (OT)

Synopsis



Heavy work activities are a very well-known physical intervention that involves performing tasks which provide heavy resistance or pressure to the muscles and joints. They are generally prescribed to children who have difficulty engaging in tasks because they are seeking proprioceptive, vestibular and tactile sensory input. The purpose of this presentation is to further explore how with the collaborative expertise from the multidisciplinary therapy team heavy work activities can be used to address other areas of development such as for social interaction, communication temptation and choice making. The Early Childhood Development Program (ECDP) provides early intervention for children who require intensive, multidisciplinary programs to develop skills and behaviours to maximise their participation in schooling. Within this cohort there are a high number of boys, aged 3.5-4.5 who are diagnosed with ASD and exhibit stereotypy’s such as non-verbal communication, solitary play styles, repetitive and obsessive traits and sensory processing difficulties. It is because of these stereotypies that these students are unable to engage in activities of daily living and routine educational activities. Therapists at the Caboolture East ECDP have worked together to provide staff with a multidisciplinary approach to help this specific cohort develop their skills and their behaviours by intervening during outside play time, in order to optimise their ability to attend during inside learning time. The reasoning behind this is that inside learning time is based around consistent routine schedules and outside play time is the only time where the students can consistently expect that it is time for fun. ‘Rough and tumble’ play is a vigorous play style that 4-5 year old boys find very motivating and gives them enjoyment. The intervention involves consultation, collaboration, modelling and coaching strategies so that class teacher is able to provide the students with intensive, guided, heavy work or ‘rough and tumble’ play with the exception of aggressive/fighting movements. The therapists at Caboolture East ECDP have used this idea to provide communication temptations and elicit a range social interaction skills, all the while providing them with a range of sensory experiences and physical benefits. Not only has the therapy team used this in the ECDP, but extended the use to early primary years to encourage early management of children’s bodies and increase their attention to the foundational key learning they will require for the rest of their schooling. This program is going beyond ‘just another heavy work activity’ to assisting teachers to understand the why and encouraging them to foster appropriate body preparation for their classes learning and development.

Yoga for children with an intellectual disability (15 mins) Bhumika Chelwani (PT, yoga teacher) & Hilly de Jongh (PT)

The United Nations General Assembly officially declared ‘World Yoga Day’ in 2014, to be held annually. Yoga provides a holistic approach to health and well-being. Yoga has been widely recognized in Western culture. DET’s purpose (DET Strategic Plan 2016) is to prepare Queenslanders with the knowledge, skills and confidence to participate successfully in the community and the economy. As an increasing number of people practice yoga for remedial and recreational purposes, the presenters raise two important questions: 1) Could yoga be a valid community and recreational activity for kids with special needs once they graduate from school? 2) How could awareness of yoga as a recreational option be enhanced, so it can be added to the range of recreational choices currently available? The project aims to see improvements in student’s physical skills (strength, endurance and flexibility) as well as improvements in behaviour in the class room over a 6 month period. If there are any lasting

Synopsis



effects the authors intend to make the program available to a larger cohort in the school and make it available to all state schools. Physical Activity Project with a group of students with physical, intellectual and visual impairment at Narbethong Special School. The group included students who have hearing and vision impairments along with various other disabilities. These students were referred for physiotherapy input in 2016 for either balance, strength, flexibility, or gross motor inputs in general. 5 students from the age group of 8 to 15 were selected for the study and baseline physical assessments were done using single leg stance, functional reach test, time up and go test. Baseline values show an average level of functional ability prior to beginning the intervention. This study aims to trial Hatha yoga techniques to enhance students’ physical and educational outcomes in special school. Hatha yoga here means a gentle introduction to the most basic yoga postures, which aims that at the end of the session the participant feels longer, looser, and more relaxed. No results have been recorded yet. The authors expect to see improvements in follow up assessment measures like functional reach tests, 6 minute walk test, balancing on one leg. Improved behaviour in the class room and enhanced interest to participate in a physical activity is also anticipated. The authors aim to introduce yoga to students at Narbethong Special School as a valid and valuable alternative in the range of recreational and community activities available. If successful the program will be shared with other schools, enhancing the opportunities of all students.

T3c Development of the sensory preferences questionnaire for students with complex and multiple disabilities. (30 mins) Teresa Emblen (OT) Sensory processing is a complex area that influences student behaviour and the ability to self- regulate. Standard methods of assessment can be ineffective and can be misleading when used to collect sensory information about students with complex and multiple disabilities. Behaviours that typically may be interpreted as sensory seeking or self- stimulatory may have a different function for these students, especially where there may be visual or auditory impairments. The lack of resources available to help gather information about the unique needs of these complex students encouraged research into tools that enable collection of rich sensory data around these student’s needs. Due to the paucity of relevant tools it was decided that a tool needed to be developed to assist data gathering. In collaboration with a teacher with expertise in Information Technology, an electronic Sensory Preferences Questionnaire was developed for this cohort of students. This was based around an informal questionnaire sourced from Susan Fowler’s book “Sensory Stimulation, Sensory Focussed Activities for People with Physical and Multiple Disabilities”. The electronic questionnaire was developed and trialled with a number of classroom teachers and students. Analysis of the information gathered in the questionnaire provides a single page sensory summary of preferences and dislikes for each student with complex and/or multiple disabilities. This summary assists staff to choose activities that may motivate the student to participate in classroom activities, support self-regulation and assist staff unfamiliar with the student to avoid some sensory stimuli that may be noxious or disruptive to the student.

Synopsis



This presentation will consider the issues around collection and interpretation of sensory information in students with diverse multiple difficulties, particularly those with a vision impairment. The non-standardized Sensory Preference Questionnaire will be examined. Results from a limited number of students assessed using this questionnaire will be discussed with future directions for ongoing improvement of the tool based on teacher feedback.

Video saved the therapy team. (30 mins) Ros Core (OT) For DET therapists, isolation comes with its own set of unique challenges. Therapists frequently work in sole-positions, with their nearest professional colleagues over 250kms away and senior advisors more than 400kms away. Distances between schools means that therapists are able to provide face to face visits to schools only once or twice a term. This may result in significant delays between assessment and the delivery of recommendations and resources, or the evaluation of a technique or piece of equipment. In order to meet these challenges in Central Queensland, we needed to develop innovative ways to deliver therapy services to schools and students. The use of teleconferences and iConnect enabled programs to be delivered and reviewed in a timely manner. In particular the use of videos created on the iPad provided a new method to deliver manual handling training from a distance, as well as to receive support and advice from senior therapists. iConnect is used to provide/receive support from senior therapy advisors – documents and resources can be shared and developed collaboratively through the web, as well as via the web camera. Increased collaboration with Advisory Visiting Teachers and therapy colleagues from other disciplines allows therapists to develop their knowledge and skills in other areas, as well as share their own professional skills. This multi-disciplinary approach and increased use of technology ensures that the students and teachers in Central Queensland continue to receive a comprehensive therapy service. Presentation objectives:

- Increase understanding of challenges of rural DET occupational therapy service delivery

- Increase understanding on the use of technology in service delivery

- Demonstrate the use of video apps to create resources for teachers

T3d Learning Together – Looking beyond the present (45 mins) Lee Withall (AVT-PI), Darryl Coleman (Support Teacher) This presentation reflects on the ongoing collaboration with a student, his family and education team over a number of years. L. is a year 11 student who attends his local secondary school. L. is working on a highly individualised curriculum with a focus on learning to communicate, learning to use 2-switch scanning to engage in curriculum and leisure activities and build relationships; learning to participate and interact socially with his peers at school and in community contexts. L. has a severe multiple disability, including complex communication needs. He also has significant health challenges. The key understandings about L. as a learner, and teaching - learning strategies in place to support L’s learning, will be discussed in this presentation. Supporting L.’s learning is an ongoing, collaborative process involving L. and his family, teachers, peers, teacher aides and a wide range of support personnel.

Synopsis



For all involved, it has been, and continues to be, a collaborative learning process where problem solving and change can be a daily occurrence. Maintaining a student (and family) focus and working collaboratively has been integral in ensuring that L.’s learning is supported without limits.

T3e Speech Language Pathologists working within a Response to Intervention Framework: removing barriers and making sustainable change (30 Mins) Brooke Harvey Sutton (SLP) As a region, the Metropolitan Speech Language Therapy Team are committed to engaging in a whole school approach to student learning and improvement by developing the capabilities of school teams to support every child, challenging and broadening previously held perceptions of Speech Language Pathologists’ (SLPs) working solely with individual students. This presentation will explore the dynamic and innovative practice in which SLPs are able to operate within a school, when provided with the time to work collaboratively with teaching colleagues and to model evidence-based classroom approaches through. To date, 86 Metropolitan schools have purchased additional time for 2016, with requests ranging from full time to extra half days across special, primary and secondary schools. The majority of the SLP time purchased by schools has been funded through the Invest for Success (IFS) initiative. This year, as an Independent Public School, Stretton State College (SSC) has continued to purchase additional Speech Language Pathology time, with a full time SLP being based at Stretton since mid-2014. Stretton is a large prep to year 12 school with 2284 currently enrolled, approaching full capacity, 84 of those students have been verified with a disability. The school has a commendable attendance rate (~93%), offers a highly sought after High Achievers Program and yields overall performance measures in the NAPLAN testing that is similar to, or above, that of similar schools. Despite this, the school’s population consists of a diverse range of students; a large proportion of low socio-economic families, as well as a significant and increasing rate of students from Culturally and Linguistically Diverse (CALD) backgrounds. Specifically, 39% of the college’s clientele is from a CALD background; a trend which is seemingly on the rise, considering that of the seven prep classrooms, 51% of the 184 students speak or understand a language other than English. SLPs working in the Metropolitan Region have a shared vision; which is to enhance the receptive and expressive oral language competence of all students from prep to year twelve, which will in turn, assist in their transition to literacy, thus providing the foundations for adequate reading comprehension skills and academic success. The Response to Intervention (RTI) framework is a three-tiered educational model that spans Universal (Tier 1), Targeted (Tier 2) and Specialist Intervention (Tier 3); involves teachers and allied health professionals, (Justice, 2006) and offers a suitable solution in embedding the vision by maximising the benefit of SLP expertise in school settings (Snow, 2016). While the need for skill-based, SLP intervention for students with complex communication needs will prevail at Tiers 2 and 3, the delivery of high-quality instruction at Tier 1 is of paramount importance, in order for RTI to be successful. As a result, all children, irrespective of their socio-economic or neurodevelopmental starting points, derive maximal benefit from a systematic approach and timely intervention in the early years’ classroom (Snow, 2016).

Synopsis



When schools invest in consistent, additional purchase time of SLP services, this allows the SLP to become an integral member of the school community and, subsequently facilitates a seamless and sustainable change at the administrative level to achieve optimal education outcomes for all children. Throughout this presentation, reference will be made to the significance of building collaborative relationships with school teams in creating exciting opportunities to promote evidence-based practice in different contexts; such as, becoming a member of the school’s ‘Reading Committee,’ participating in executive team meetings in which strategic decision-making around school direction and curriculum development is considered, or implementing SLP-led workshops for high-school students, parents and teachers. The implementation of specific programs emphasising explicit and differentiated instruction, such as the Prep foundation year program; Read-It-Again-FoundationQ! will be explored; along with effective approaches to learning, including Robust Vocabulary Instruction, within Tier 1 and 2 of the RTI framework. Oral Narrative in the Early Years (30 mins) Karen Gilliland (SLP) & Brittany Hibberd (SLP)

Good oral narrative skills in the preschool years are foundational for participation in the curriculum and are predictive of future academic success. The link between oral narrative skills and reading skills has been extensively investigated, with research indicating that students who have weaknesses in early oral narrative production often display future deficits in reading comprehension - however, research indicates that weak oral narrative skills can be improved following explicit, systematic intervention. Following the identification of a significant gap in such oral narrative intervention resources within the Central Queensland Region, the Early Years Edition of The Program for Oral Narrative Development (POND) was developed by the Rockhampton Speech-Language Pathology team to provide an evidence-based approach to oral narrative instruction in the classroom. Mirroring the structure of the Oral Language for Early Years (OLEY) and Prep Metalinguistic Awareness Program (PMAP) programs (which were successfully implemented throughout the Central Queensland Region and across the state), POND is an eight-week curriculum-based intervention program that focuses on the explicit instruction of story grammar elements at the whole-class level.

This information-sharing session aims to give audience members a detailed outline of the program’s aims, structure and content, current outcomes and plans for future direction. POND is currently in an initial trial phase, with preliminary results from implementation in a small, lower socioeconomic school in Central Queensland.

T3f Gastrostomy Management -The Surgical Perspective. (60 mins) Dr Bhavesh Patel (Paediatric Surgeon) This presentation will explore the surgical perspective in the placement and management of PEGs and low profile Gastrostomy devices, including the challenges which may be faced to effectively coordinate management and replacement processes across the acute hospital setting and in the home and school community. The presentation will also address trouble shooting and dealing with complex gastrostomy situations and the collaboration required between the treating health team, parents, state schools

Synopsis



registered nurses and schools to ensure best practice management when a device falls out or becomes dislodged and requires reinsertion. Circumstances limiting the reinsertion of a device will also be explored

3:15 - 3:45 Plenary – “ Let’s Get Serious About AT” Jeff Souter (Education Officer, Assistive Technologies, State Schools Qld)

Schools and educators have had assistive technology available for well over 20 years, yet many teachers are still hesitant to use technology as a means of enhancing learning opportunities for students with disability. Why is this still happening? How can we support and justify the use of technology to enable students to demonstrate their understanding of the curriculum? This session will identify reasons why there is still a reluctance for the implementation of technology in the curriculum and how we can support educators to implement the use of assistive technology more effectively, without compromising the learning intentions of the curriculum.

3:45 - 4:15 Conference Closing: Bevan Brannan Assistant Director-General, State Schools

4:15 – 5:00 Post-conference session - OT and PT Service Review Update. Cath Milles (A/Senior Adviser – Therapies) PTs and OTs are strongly encouraged to attend, but the session is open to any interested TNT participants. Occupational therapy (OT) and physiotherapy (PT) services have been a part of the Department of Education and Training, supporting students with disability, for over twenty-five years. The model of service delivery has evolved and expanded over this time in order to provide supports which are highly relevant to the educational context. The occupational therapist and physiotherapist are valued and integral members of the education team, ensuring students with disability are successful learners, participating and achieving at school. In response to current best practice, legislation and policy, along with school and regionally identified needs, in Semester 1, 2016, therapy teams have investigated their current services in order to identify gaps and explore areas that could be refreshed. This presentation will outline the design and implementation of this piece of work and unpack the key findings. This includes a literature review, consultation with schools and regions, and the outcomes of a survey of Department occupational therapists and physiotherapists. It will also provide an opportunity for consultation with school-based occupational therapists and physiotherapists about the findings.

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