Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour)
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 I course description:
In this first part of the 2 part course, we will present an evidence-based theoretical foundation for authentic practice with children and youth who struggle with emotional and behavioral regulation. We will offer a comprehensive framework for evaluation from an occupational performance perspective, focusing on assessment tool selection and developing a comprehensive, yet targeted measurement model.
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
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.
Following this course, the learner will be able to:
1. Explore occupation as the catalyst for child development.
2. Describe the interrelationship between intrinsic and extrinsic factors on client outcomes.
3. Respond to interdisciplinary team members about how to comprehensively assess and target individual challenges.
4. Explain the relevance of outcome-focused evaluation considerations.
5. Select assessment tools that are relevant to your practice setting, client priorities and occupational performance issues.
Learning Level: Intermediate
Target Audience: Occupational therapists and occupational therapy assistants
Content Focus: Category 1: Domain of OT; Category 2: OT Process: Evaluation