Text
Instructional Level: Intermediate

Accreditation Information:

Course Outline:

  • Chapter 6- Ayres Sensory Integration® Frame of Reference
  • Chapter 7- A Frame of Reference for Sensory Processing Difficulties: Sensory Therapies and Research (STAR)
  • Chapter 8- A Frame of Reference for Neuro-Developmental Treatment
  • Chapter 9- A Biomechanical Frame of Reference to Position Children for Function
  • Chapter 10- A Frame of Reference for Visual Perception
  • Chapter 11- A Frame of Reference for Teaching-Learning: The Four-Quadrant Model of Facilitated Learning (4QM)
  • Chapter 12- Frame of Reference for Motor Skill Acquisition

Authors

Paula Kramer, Ph.D., OTR, FAOTA
Tsu-Hsin Howe, Ph.D, OTR, FAOTA

Pediatric Occupational Therapy Module 2: SI, NDT, 4QM, & Motor Skills

Pediatric Occupational Therapy Module 2: SI, NDT, 4QM, & Motor Skills

10 Hours Instructional Level: Intermediate
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Description:

This fourth edition continues to focus on the importance of occupation, and all of the frames of reference have been revised to include examples that relate to the importance of occupation and active involvement in a meaningful life. This edition includes three new frames of references, including the STAR frame of reference for working with children with sensory processing disorders, a frame of reference for working with children with anxiety and depression, and a strength-based frame of reference for working with adolescents with autism. A major thrust of this revision was the updating of material in all chapters. Content was overhauled to reflect changes in theory and practice. In addition, all frames of reference have a new section called Supporting Evidence that reflects the importance of research to practice. 

As with previous editions, this fourth edition is meant to be an effective tool for teaching pediatrics to entry-level students; however, it can be equally beneficial for therapists who want to enhance the use of theory in their practice and for those who are seeking new and updated approaches to interventions. The book continues to provide pediatric information organized through the structure of frames of reference. 

For this edition, we continued to use the language of the World Health Organization’s International Classification of Functioning, Disability, and Health (ICF). Incorporation of ICF language broadens the appeal of the book. This language resulted in an emphasis on the importance of the child’s ability to participate in meaningful activities of life (occupations). It is our hope that both new and experienced therapists will use this text to bring new approaches into their practice and update their knowledge of their favorite frames of reference. We hope that practice never becomes habit and is continually updated through the use of current theory.

Full Course Description
This fourth edition continues to focus on the importance of occupation, and all of the frames of reference have been revised to include examples that relate to the importance of occupation and active involvement in a meaningful life. This edition includes three new frames of references, including the STAR frame of reference for working with children with sensory processing disorders, a frame of reference for working with children with anxiety and depression, and a strength-based frame...

Goals & Objectives:

Course Goals:

This course is intended to instruct the professional on assisting students, practitioners, and researchers who want to apply and contribute to the body of knowledge and evidence of occupational therapy and have an impact on the lives of children and youth with a range of conditions and their loved ones. 

Professional Objectives:

At the end of this course the professional will be able to:

  1. Identify 7 commonly used Pediatric Frames of Reference
  2. Identify the Assumptions and Theories that contribute to the theoretical base of the Ayres Sensory Integration Frame of Reference
  3. List the functions and dysfunctions on the continua regarding somatosensory perception deficits, dyspraxia, vestibular bilateral integration and sequencing deficits and sensory reactivity
  4. Identify key components for evaluation and assessment using the Ayres Sensory Integration Frame of Reference
  5. Recognize how the Ayres Sensory Integration Frame of Reference can be applied to practice
  6. List theories that contribute to the Frame of Reference for Sensory Processing Difficulties: STAR
  7. Identify indicators of function and dysfunction on the continua regarding regulation, relationship, and sensory processing
  8. Recognize the guides for evaluation and the postulates regarding change for the Frame of Reference for Sensory Processing Difficulties: STAR
  9. List the assumptions and theories that provide the basis for the Frame of Reference for Neuro-Developmental Treatment
  10. List the indicators of function and dysfunction on the continua regarding posture, tone, weight bearing, coordination and movement
  11. Identify assessment and evaluation tools used within the Frame of Reference for Neuro-Developmental Treatment
  12. Recognize neuro-developmental treatment guidelines and intervention strategies used within this Frame of Reference
  13. Identify the theories that contribute the basis of the Biomechanical Frame of reference to Position Children for Function
  14. Identify the indicators of function and dysfunction on the continua regarding range of motion, head control, trunk control, arm movements and mobility
  15. List questions to ask when evaluating a child within the Biomechanical Frame of Reference
  16. Recognize how to apply the Biomechanical Frame of Reference into practice regarding positioning, seating, prone standing, environmental and sensory factors, equipment, and functional skills
  17. Identify theories that contribute to the Frame of Reference for Visual Perception
  18. List functional and dysfunctional identifiers on the continua regarding visual reception, visual attention, visual memory, visual discrimination, visual spatial skills, and visual motor integration
  19. Identify Assessments used in the evaluation of children with visual perceptual difficulties
  20. List postulates regarding change and the strategies used in applying the Frame of Reference for Visual Perception into practice
  21. Identify the theoretical base of the Frame of Reference for Teaching-Learning: 4QM
  22. Recognize evaluation tools and postulates regarding change regarding the 4QM
  23. Identify the theories that contribute to the Frame of Reference for motor Skills Acquisition
  24. List functional and dysfunctional indicators regarding motor skills
  25. Identify factors to evaluate regarding the Child, Task, Environment and the interaction of these 3 areas

Goals & Objectives:

Course Goals:

This course is intended to instruct the professional on assisting students, practitioners, and researchers who want to apply and contribute to the body of knowledge and evidence of occupational therapy and have an impact on the lives of children and youth with a range of conditions and their loved ones. 

Professional Objectives:

At the end of this course the professional will be able to:

  1. Identify 7 commonly used Pediatric Frames of Reference
  2. Identify the Assumptions and Theories that contribute to the theoretical base of the Ayres Sensory Integration Frame of Reference
  3. List the functions and dysfunctions on the continua regarding somatosensory perception deficits, dyspraxia, vestibular bilateral integration and sequencing deficits and sensory reactivity
  4. Identify key components for evaluation and assessment using the Ayres Sensory Integration Frame of Reference
  5. Recognize how the Ayres Sensory Integration Frame of Reference can be applied to practice
  6. List theories that contribute to the Frame of Reference for Sensory Processing Difficulties: STAR
  7. Identify indicators of function and dysfunction on the continua regarding regulation, relationship, and sensory processing
  8. Recognize the guides for evaluation and the postulates regarding change for the Frame of Reference for Sensory Processing Difficulties: STAR
  9. List the assumptions and theories that provide the basis for the Frame of Reference for Neuro-Developmental Treatment
  10. List the indicators of function and dysfunction on the continua regarding posture, tone, weight bearing, coordination and movement
  11. Identify assessment and evaluation tools used within the Frame of Reference for Neuro-Developmental Treatment
  12. Recognize neuro-developmental treatment guidelines and intervention strategies used within this Frame of Reference
  13. Identify the theories that contribute the basis of the Biomechanical Frame of reference to Position Children for Function
  14. Identify the indicators of function and dysfunction on the continua regarding range of motion, head control, trunk control, arm movements and mobility
  15. List questions to ask when evaluating a child within the Biomechanical Frame of Reference
  16. Recognize how to apply the Biomechanical Frame of Reference into practice regarding positioning, seating, prone standing, environmental and sensory factors, equipment, and functional skills
  17. Identify theories that contribute to the Frame of Reference for Visual Perception
  18. List functional and dysfunctional identifiers on the continua regarding visual reception, visual attention, visual memory, visual discrimination, visual spatial skills, and visual motor integration
  19. Identify Assessments used in the evaluation of children with visual perceptual difficulties
  20. List postulates regarding change and the strategies used in applying the Frame of Reference for Visual Perception into practice
  21. Identify the theoretical base of the Frame of Reference for Teaching-Learning: 4QM
  22. Recognize evaluation tools and postulates regarding change regarding the 4QM
  23. Identify the theories that contribute to the Frame of Reference for motor Skills Acquisition
  24. List functional and dysfunctional indicators regarding motor skills
  25. Identify factors to evaluate regarding the Child, Task, Environment and the interaction of these 3 areas

Disclosures:

Contact Hours: 10

Target Audience: Occupational Therapists, Occupational Therapist Assistants

Instructional Level: Intermediate

BOC Level of Difficulty: Advanced

Course Type: Text

The course materials for this text are available in our online format available instantly, or by mail.

Our mail order format allows you to obtain a hardcopy of the course materials. When you choose the mail format we will rush your course materials the next business day via USPS Priority, UPS Ground or USPS Priority Express 2 Day.

Instructors Disclosure:

Financial – Course content is provided via a royalty-based financial arrangement between the parties, Wolters Kluwer Health, Inc. & Rocky Mountain Publishing, LLC, d/b/a

Nonfinancial - no relevant nonfinancial relationship exists.

Content Disclosure: This course does not focus solely on any specific product or service.

Criteria for Completion: A score of 70% or more is considered passing. Scores of less than 70% indicate a failure to understand the material and the test will need to be taken again until a passing score has been achieved.

Cancellation Policy: For activity cancellation, returns, or complaint resolution, please contact us by email help@homeceu.com or by phone at 1.800.55.4CEUS (2387). We have a 100% satisfaction guarantee. Refunds will be issued for courses that have not been completed (exam not taken), or for any course that has been rejected by your board of approval. Webinar attendance must be canceled 24 hours before the scheduled start time.

Disclosures:

Contact Hours: 10

Target Audience: Occupational Therapists, Occupational Therapist Assistants

Instructional Level: Intermediate

BOC Level of Difficulty: Advanced

Course Type: Text

The course materials for this text are available in our online format available instantly, or by mail.

Our mail order format allows you to obtain a hardcopy of the course materials. When you choose the mail format we will rush your course materials the next business day via USPS Priority, UPS Ground or USPS Priority Express 2 Day.

Instructors Disclosure:

Financial – Course content is provided via a royalty-based financial arrangement between the parties, Wolters Kluwer Health, Inc. & Rocky Mountain Publishing, LLC, d/b/a

Nonfinancial - no relevant nonfinancial relationship exists.

Content Disclosure: This course does not focus solely on any specific product or service.

Criteria for Completion: A score of 70% or more is considered passing. Scores of less than 70% indicate a failure to understand the material and the test will need to be taken again until a passing score has been achieved.

Cancellation Policy: For activity cancellation, returns, or complaint resolution, please contact us by email help@homeceu.com or by phone at 1.800.55.4CEUS (2387). We have a 100% satisfaction guarantee. Refunds will be issued for courses that have not been completed (exam not taken), or for any course that has been rejected by your board of approval. Webinar attendance must be canceled 24 hours before the scheduled start time.

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