Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour)
A Contemporary Occupational Performance Approach to Pediatric Self-Regulation Part II: Self-Regulation Intervention Framework and Strategies
There are a plethora of resources available to therapists, educators and parents regarding self-regulation and sensory-based strategies. However, we do a disservice to individuals when we use quick fix behavior solutions or a narrowly-focused approach for all children. This course will present a theoretically-sound, evidence-based, and developmentally-driven method for approaching each individual child’s self-regulation needs.
We recognize that self-regulation is not merely the management of a prescribed “sensory diet” or “behavior chart”. Self-regulation is a complex issue that affects all aspects of an individual’s well-being (physical, cognitive, emotional), as well as their surrounding relationships (family, peers, teachers), and ability to engage productively within varied environments.
Part II course description:
In this second part of the 2 part course, we will present the most effective treatment strategies from a comprehensive foundation of evidence-based practices, all within the context of the PEOP (Person/Environment/Occupational Performance) framework, from Part I. Our primary focus will be on client-centered, environmentally-relevant interventions that lead to productive occupational performance across the developmental continuum from early childhood to adolescence.
Theresa Henry, MSOT, OTR/L, serves as the lead Pediatric Clinical Specialist for Children, Youth & Family services at Washington University’s OT Community Practice Program. She has 24 years of experience working in a variety of settings, including acute rehabilitation, long-term pediatric rehabilitation, school-based therapy, and in-home services. She also served as a related services administrator at Special School District of St. Louis County, where she coordinated OT, PT, adapted physical education and assistive technology services.
Meredith Gronski, OTD, OTR/L, Provides occupation-based evaluation, intervention and consultation to schools and families in the community. She currently teaches content related to children and youth including modules on sensory processing, self-regulation, school-based practice, and feeding development and interventions at Washington University’s Program in Occupational Therapy. She is the faculty lead for the university’s OT community practice; integrating both MSOT and OTD students into clinical program development and outcomes-focused research projects.
Following this course, the learner will be able to:
1. Identify key components of a holistic self-regulation program.
2. Identify at least 5 evidence-based intervention strategies to address self-regulation concerns.
3. Identify key factors of social cognition that impact peer and caregiver relationships.
4. Describe the impact of environmental considerations readiness to engage in appropriate behavioral responses and strategy use.
5. Explain the value and developmental appropriateness of cognitive-based approaches to addressing occupational performance self-regulation outcomes.
Learning Level: Intermediate
Target Audience: Occupational therapists and occupational therapy assistants
Content Focus: Category 1: Domain of OT; Category 2: OT Process: Evaluation