Documenting Sensory Performance in an Academic Environment:
A Matrix of Essential Strategies
6.5 Contact Hours (.6 AOTA & .65 ASHA CEUs)
Renée Okoye, MS, OTR/L
Intro Level Course
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Charleston, IL
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August 25, 2012
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*Discounts will not be reflected at the time of registration.
All discounts are taken in-house before any credit cards are run and an email sent, which will state all applicable discounts given. |
The tuition for this 1-day course is $240*
Discount Deadlines:
on/before 6/29: $220
on/before 7/27: $230
on/before 8/17: $240
after 8/17: $290
Course
fees include handouts,
lab materials and morning and afternoon refreshments. |
Description:
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 videotapes 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.
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.
Suggested Audience: Occupational Therapists and Physical Therapists
This course is offered for .6 AOTA CEU's
This course is offered for .65 ASHA CEUs (Introductory Level; Related Area)
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.
Schedule* (6.5 Contact Hours)
8:30 Introduction and background concepts: • History of subtypes of sensory processing skills • Process of using existing clinical measures to document outcomes • Organization of the screening tool • Different subtypes, different approaches, different outcomes
9:30 Disorders of Sensory Modulation: • Arousal • Sensory defensiveness • 4 A’s of infancy • Documenting performance with issues of arousal • Documenting performance with issues of sensory defensiveness • Writing academically relevant goals for disorders of arousal/sensory defensiveness
10:30 Break
10:45 Disorders of praxis in an academic environment: Videotape analysis and goal writing • Somatosensory dyspraxia • Bilateral Integration and Sequencing Disorder • Postural Ocular Movement Disorder • Generalized Dyspraxia
12:00 Lunch on your own
1:00 Use of the screening tool: • Data gathering • Reflection stage • Graphing the outcomes and planning for treatment
2:00 Translating outcomes into goals
2:30 Break
2:45 Goal setting and treatment planning
3:15 Videotape analysis of full evaluation: Developing goals within an academic environment • Related to the curriculum • Related to differences in classroom support • Related to activities of the school day
4:30 Adjourn
* Topic times may vary; contact hours do not.
Participant comments
“Very well organized, informative, gives clear, concise matrix, model for helping frame clinical observations - great.”
“Brilliant, Very Appreciated and Very Needed.”
“Thanks so much for sharing your knowledge and experience.”
“You (Renée) have a lot of wonderful experiences and information to share. I have learned a lot about by evaluation skills from listening to you. Thank You!”
