Professional
Development Programs
proudly presents:
The
29th Symposium
on
Intervention for
Persons
with Special Needs
Thursday,
February 26 – Sunday, March 1, 2009
Minneapolis Airport Marriott Hotel
Bloomington,
MN
Session H: Friday, Feb 27
Documenting
Sensory Performance in an Academic Environment:
A Matrix of Essential Strategies Renee
Okoye, MS, OTR/L
6
Contact Hours
Easy as one-two-three, translate your clinical observations
into transdisciplinary evaluation reports, complete with
curriculum related goals for children who have sensory
integration dysfunction. This three step process, using
the Sensory Processing Screening tool with video tapes
of actual assessments will guide clinical observations
of workshop participants so that they may detect underlying
subtypes, or classical patterns of sensory integration
dysfunction. Learning by journaling and by watching videotaped
assessments to observe and separate out typical from atypical
performance of children with a variety of sensory processing
issues will be completed in small discussion groups. These
observations will then be matched with performance indicators
to determine which of the characteristic sub-types the
child tends to be indicating. This process leads not only
to goal determination, but can also be used to help point
to which types of equipment and intervention approaches
are likely to be the most successful. Evaluation reports
based upon use of this method are smoothly generated. Given
its transdisciplinary terminology, reports suitable for
team meetings and annual review are easily created by use
of the Sensory Processing Screening Tool. Laptops are welcomed
for this portion of the workshop.
The concluding segment of the workshop will highlight
use of the Sensory Processing Goal Matrix with its hyperlinks
that electronically transport the user from identified
issues of concern to a matrix of related goals that are
grouped according to grade level, and appropriate for an
academic environment. Using hyperlinks from five sensorimotor
domains: praxis, body awareness, functional vision, self-regulation
with deficits in defensiveness, and self-regulation with
deficits in arousal, participants will learn to match sensory
issues with curricular content areas. The Sensory Processing
Goal Matrix will provide the participants with an instrument
for converting sensory performance components into annual
goals and measurable short term objectives grouped according
to grade level, and related to school performance in a
variety of curricular domains.
This
course is offered for .6 AOTA CEUs, Intervention & Outcomes
Objectives: Participants will be able to
1. Use standard clinical observation skills to identify
and group indicators of atypical sensory performance into
related sub-types of sensory integration dysfunction, a
process that facilitates goal definition and selection
of intervention strategies
2. Journal observations in a step wise fashion that facilitates
documentation of findings
3. Easily convert clinical observations into a transdisciplinary
report suitable for team meetings
4. Translate observations of atypical sensory performance
into related goals that support academic performance across
a variety of curricular areas
