With the 3 foundational courses completed, participants have acquired a solid base of knowledge to understand, practice, and promote Ayres Sensory Integration. This course further refines participants’ knowledge in a particular practice area by delving into special considerations, principles and intervention techniques as they apply to clinicians and clients in school settings.
Karrie Kingsley, OTD, OTR/L--Karrie Kingsley is an expert in early intervention and school-based occupational therapy. She was the Project Director of the Training Occupational Therapy Specialists (TOTS) grant, a U.S. Department of Education training grant which trained dozens of USC occupational therapy graduate students to provide interventions for young children and their families.
Dr. Kingsley earned her Doctorate of Occupational Therapy degree from USC with a portfolio program focused on occupation-based approaches to developing social skills in elementary school. She received her Master of Arts degree in Occupational Therapy from USC and her Bachelor of Arts degree in Human Development from California State University, Long Beach.
1. Describe OT services in school-based settings as guided by IDEA
2. Identify methodologies utilized for assessment in school based practice
3. Utilize multiple sources of data to construct occupational profile and educational impact, including assessment data from other disciplines
4. Create collaborative goals and participation targets addressing sensory processing deficits in a school context
5. Identify common signs/indicators of sensory integration problems in the school context
6. Write SI goals related to functional educational outcomes
7. Utilize clinical reasoning to select treatment environment
8. Use evidence to design and select sensory strategies to address identified sensory deficits
9. Explain the rationale behind utilizing other models of practice in conjunction with SI to address educational impact
I. IDEA and Scope
• EIS/RTI/MTSS/UDL + Activity 1: “What would school wide OT using SI Theory Look Like?”
• 504 Briefly
How Does SI relate to school performance
• Recess/physical education
• Social interaction
• Emotional/sensory regulation
• School environments (Classroom, outdoors, cafeteria, field trips, assemblies)
II. Assessment (SPM, SP2-School Companion, SIPT, clinical observations, GOAL, VMI, Bruninks, ETCH, Print Tool)
III. Interprofessional Collaboration
• Working with teachers and classroom assistants
• School Psychologists, Behaviorists, SLP, PT, APE
• Collaborative goal writing
IV. Best Practices
• Establishing IEP goals and quantifying service
o Treatment environment clinical reasoning (classroom vs specialized environment)
o Progress monitoring/efficacy
V. Treating underlying sensory processing
• Sensory strategies
• Treating underlying sensory processing issues using SI theory in the school environment
• Other intervention approaches/FOR/MOP
o Biomechanical, motor learning, adaptation, compensatory, NDT/Positioning, social skills, behavioral intervention, functional cognition/executive functions
• Other uses of sensory theory in Schools
o RTI/MTSS – School wide use with all students
o Diagnostic related (ie. Julian, Ben) ID alertness etc.
Children with Emotional/Behavioral Problems
Children with intellectual disabilities
Cancellation Policy: A refund, less $50 administrative fee, will be made if a cancellation notice is received 10 business days prior to the workshop date. Cancellation by instructor/USC will result in full refund.
Audience: This course is designed for OTs as an advanced level course. This course is open to occupational therapists only.
Prerequisites: USC SI CE Certificate Program Courses 1, 2, and 3 are prerequisites to this course.
Special Needs Requests: If you require ADA accommodations, please email details of request(s) to SI@chan.usc.edu at least two weeks prior to the course date so that arrangements can be made.
CEU Credit: This course is 14 contact hours. Participants must complete a post-test and course evaluation in order to receive a certificate of attendance.
The assignment of AOTA CEUS does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
AOTA Classification Codes: Education, Process Skills, Environments