Annelise C. Doty, OTR/L

Annelise C. Doty, OTR/L, LLL, has more than 20 years of experience as an occupational therapist, and has worked in a variety of settings including acute care, rehabilitation, administration and marketing. For the last nine years, she has worked at her “most favorite job of all” in the public school setting. A self professed “Life Long Learner” (LLL), Annelise has completed educational research in the areas of ADHD, sensory processing, behavior disorders, and whole brain learning, and shares her knowledge through inservice presentations and consultation. Annelise believes that one of her most important roles as a school therapist is to serve as an advocate for students with disabilities, and encourage a team approach that strives for the optimal education of all students.

Motor coordination difficulties related to dyspraxia often don’t become evident as a significant issue until the child reaches the school age years. It is during this time that these students are expected to complete many tasks within a specific time frame. They are often required to participate in motor activities that they had previously avoided, as they typically are aware of things that they cannot do. Many of these children lack the social and communication skills needed to interact with peers and adults, which contributes to problems with self-confidence, self-esteem and social isolation. The number of children diagnosed with a developmental coordination disorder is approximately 6% . Many other childhood disorders also have a significant motor component (PDD, SPD, ADHD). Implications for these children go beyond motor skills, as these children are at risk for low academic performance, poor social skills and peer interactions and decreased self-esteem. A team approach which includes the occupational therapist, physical therapist, speech-language therapist, regular and special education teachers, parents and the student is necessary to ensure the students success.

This workshop will provide an overview of various childhood disorders that involve significant motor coordination difficulties, and provide the “team-member” with evaluation and lots of treatment strategies to help the student meet educational goals which include academics as well as social components. New, as well as “tried and true” treatment strategies and techniques that can be incorporated in all service models (direct/indirect/inclusive) will be shared.

Physical Therapists, Occupational Therapists, Teachers, Social Workers, Speech-Language Pathologists, and any other professionals interested in increasing their knowlege of working with students with motor coordination disorders and their impact on education.

This program provides 6 contact hours


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