Sue Cecere, PT, MHS

Sue Cecere, PT, MITSue Cecere is a graduate of the University of Delaware Physical Therapy Program (1977), has a Masters degree in Health Science from Towson University and graduate certificate in Educational Administration and Supervision from McDaniel College. She has worked in school practice since 1994, both as a service provider and as a program administrator, having supervised two school-based physical therapy programs in the greater Washington DC metro area. Currently she is the founder and owner of Sequoia School-Based Therapy Solutions, LLC., a consulting company that provides practice, professional development and administrative support services to both districts and therapists. Sue is a presenter at the APTA, Innovations in School based Physical Therapy Conference and has presented at the state and national level on other school-based topics such as workload, embedding the ICF into school practice and ecological assessment.

Sue was the physical therapy co-chair of the Maryland State Steering Committee for Occupational and Physical School based Programs, a Maryland State Department of Education sub-committee and a co-author of the Maryland state guide to early intervention and school-based practices and several Academy of Pediatric PT fact sheets. She served as the VP of the Academy of Pediatric Physical Therapy, APTA for eight years and remains active in the Academy and the School-Based Special Interest Group. She was the winner of the 2012 APTA Susan Effgen Award for Advocacy in Pediatrics.

Sue is the founder and owner of Sequoia School-Based Therapy Solutions, LLC, a consulting company that provides practice, professional development and administrative support services to both districts and therapists.

Contact Sue Cecere at susancecerept@gmail.com or on Facebook.

PT/OT The “How” of Ecological Assessment December 08, 2021 by Sue Cecere, PT, MHS
A girl standing in a Rifton Supine Stander, looking at a card with her caretaker
According to Dr. Bronfenbrenner, ecological assessment involves stakeholders to identify student performance challenges and assist in their analysis.
PT/OT The “What” of Ecological Assessment December 07, 2021 by Sue Cecere, PT, MHS
A boy sitting on a Rifton Compass Chair playing, with his caretaker sitting next to him
Ecological assessment is a comprehensive process of assessment in which data on student performance is collected through observation across different environments and/or settings. It is a collaborative process that involves relevant stakeholders.
PT/OT The “Why” of Ecological Assessment November 22, 2021 by Sue Cecere, PT, MHS
A boy in a Rifton Pacer looks at a communication device with his therapist.
In 2004, the Individuals with Disabilities Education Act (IDEA) was reauthorized with language supporting participation in the natural environment. This has challenged school-based practitioners to use the natural environment as a basis for assessment.
PT/OT Part 3: The Application of GAS to the IEP Process August 31, 2020 by Sue Cecere, PT, MHS
A boy sitting in the Rifton HTS with a caretaker by his side
Best practice in educational goal writing is for a goal to be discipline-free and reflective of meaningful outcomes, not only for the current IEP cycle but looking forward. Given the one variable requirement of GAS, how does this process work when developing team-oriented goals?
PT/OT Part 2: What Is Goal Attainment Scaling? August 12, 2020 by Sue Cecere, PT, MHS
A girl sitting on a Rifton Adaptive Tricycle with a caretaker holding the front guide bar
Goal Attainment Scaling (GAS) is a client-centric, criterion referenced measure of progress, responsive to minimally significant changes in a specific outcome, whether it be an individual goal or a functional goal.
PT/OT Part 1: Why Goal Attainment Scaling? July 21, 2020 by Sue Cecere, PT, MHS
A boy sitting on a Rifton Compass Chair and looking at a book
In March 2017, the Supreme Court ruled on the case of Endrew F. v. Douglas County School District. Endrew F. was a student with autism who for years had made only minimal educational gains under the IEP developed by his school, causing his parents to transfer him to a private school.
PT/OT P-PAS, Adaptive Equipment and You December 03, 2019 by Sue Cecere, PT, MHS
young man using a Rifton TRAM with a caretaker
The Posture and Postural Ability Scale or P-PAS is a tool that can be used to assess posture, postural ability and the quality of posture in prone, supine, sitting and standing positions. Posture, in this context, refers to the anatomical alignment of body parts in relationship to each other and the environment.
PT/OT SATCo, Adaptive Equipment and You November 18, 2019 by Sue Cecere, PT, MHS
boy sitting on Rifton Activity Chair with caretaker
SATCo is a valuable tool to help clinicians determine just where a client needs trunk support in order to engage in a task or activity. The work of Butler et al. demonstrated the validity of the tool and its ability to detect trunk weakness and postural control challenges. This approach to assessing the trunk is a paradigm shift.
PT/OT Useful Tips for Writing a Letter of Educational Necessity for Adaptive Equipment April 22, 2019 by Sue Cecere, PT, MHS
A young girl feels flowers on a table while standing in a Rifton Mobile Stander.
As a school based practitioner, I understand the challenges and frustrations of acquiring adaptive equipment for students that will help bridge the gap between their capacity and performance. The International Classification of Functioning, Disability and Health (ICF) defines capacity as the student’s abilities in a situation apart from real life, such as during an evaluation in a quiet room with no...
PT/OT Four Essentials to Know Before Writing an Effective Letter of Educational Necessity April 10, 2019 by Sue Cecere, PT, MHS
A young boy sits in a Rifton Activity Chair and uses an assistive device to talk to his caregiver.
1. Understand the requirements of federal law IDEA 2004. The Individuals with Disabilities Education Act (IDEA) is a federal law that requires schools to meet the educational needs of students with disabilities. Funds for IDEA are allocated at federal, state, and local levels. To be eligible for the provisions of IDEA, the student must present with one of the following disabilities: intellectual disability...