Coursework

Participants complete modules 1-3 in the given sequence ideally within 1.5 years. The study time can be extended up to 3 years. Individual extensions will be given in case of serious reasons (e.g., severe long illness, childbirth). 

 

Module 4: ASI® Case Supervision

Can either be taken as 5 monthly onsite (if locally available) or online sessions with an ASI®docent/GSIÖ or as a 1-2 day workshop taught by an ASI®docent/GSIÖ if the local host chooses to organize module 4 this way.

 

The Art of Therapy

Following module 3 and during the supervision period, we recommend to take the two workshops on "The Art of Therapy" that focus on playful interactions, the therapeutic relationship, the use of the therapeutic self, and family-centered intervention. These workshops are not obligatory. Mastery of these concepts however are important factors for the calibration.

 

Calibration

After completion of tall 4 modules, the therapist is eligible to undergo the calibration process. She submits a 10 minute video clip of a therapy session she conducted using ASI® principles, plus the required paperwork to GSIÖ. The video clip is forwarded to an independent international trained ASI®FM rater who rates the session's fidelity to the principles of ASI® intervention using the ASI®Fidelity Measure. If the session meets the criteria for ASI®, the therapist receives the certificate as "ASI®Practitioner" (Level 2) issued by GSIÖ e.V.

 

Time-Limited Validity of The ASI Practitioner Certificate

The ASI® Practitioner Certificate is valid for 5 years. Within the first renewal period, the new ASI®Practitioner has to complete Module 5. For all subsequent renewals, of the certificate, the therapist has to show proof of participation in at least two 2-day seminars, courses, or conference specific to SI.

 

Module 5

Includes three courses (SI501, SI502, and SI503), two of which are repetitions of the theory and intervention course with a new emphasis. Advanced participants get specific tasks to complete. The last course guides through completion of a single system design study. 

 

SI101 INTRODUCTION TO SENSORY INTEGRATION

 

Duration: 2.5 days; with translation 3 days

Requirements: none, open for all interested persons

Number of participants: 15 per instructor

Instructor: SI ORIGINAL Docent/GSIÖ

 

This course provides an introduction into Ayres’ theory and intervention without simplifying. The link between OT and SI is established. Participants can experience how their senses work and how it feels to play with SI equipment.

 

Learning Objectives:

After completion of course SI101 participants shall

• understand how the senses influence behavior, emotions, and learning.
• know the roots of SI theory.
• recognize a child with a potential SI dysfunction and know where to recommend him/her for a professional SI evaluation.
• understand the extensive consequences of SI disorders on children and their families.
• appreciate the close link between OT and SI.

 

Course Content:

1.     Concepts of Ayres’ Sensory Integration theory related to normal development

2.     Overview of neurophysiological basis of sensory integration

3.     SI dysfunctions and associated problems in daily life

4.     Recognizing SI dysfunctions

5.     Insights into OT-ASI®

6.     Applying SI principles in daily life and diverse fields of practice

 

Methods of Instruction: Lecture, videos, "Sensory Quiz", practicum (SI therapy room and equipment), book table

 

Required Readings:

Ayres, A.J. (1979/2005). Sensory Integration and the Child (25th Anniversary Edition), WPS. German: Bausteine der kindlichen Entwicklung. Sensorische Integration verstehen und anwenden - Das Original in moderner Neuauflage (Ausgabe 2013)

 

Recommended Readings:

Stock Kranowitz, The Out of Sync-Child

Pauli/Kisch, Was ist los mit meinem Kind?

Defersdorf, Drück mich mal ganz fest!

 

Methods of Evaluation:

1.     Participation (certificate of attendance) 

 

 

SI102 AYRES’ THEORY OF SENSORY INTEGRATION

 

Duration: CLASI M1 online (6 weeks, 30 hrs) plus 3 days onsite (18 hrs)

Requirements: Course SI101

Maximum Number of participants: 40

Instructor: GSIÖ Docent

 

This course provides detailed knowledge about theory development, neurophysiology of the body senses, and sensory integrative disorders. It evaluates SI research and places SI theory within current neurophysiological, developmental, and intervention research.

 

Learning Objectives:

After completion of course SI102 participants shall

• know how Ayres developed SI theory with empirical means and appreciate the core role of the SIPT
• deepen their understanding of the neurophysiological basis of sensory integrative  processes
• understand the proposed mechanisms of sensory integrative function and dysfunction
• know sensory integrative disorders as proposed by Ayres and why they are still current
• build informed arguments for ASI® theory and intervention

Methods of Instruction: Lecture, video analyses (including Ayres’ original videos), group work, participants’  presentation on neuro, integration of new media (e.g., YouTube clips, 3D brain models)

 

Course Content:

1. Theory development, Ayres as a researcher, factor analytical studies
2. The SIPT as a core element of SI theory development
3. Relationship of SI and occupation in daily life
4. Sensory reactivity and disorders in sensory reactivity
5. Vestibular, proprioceptive, and tactile system – neurophysiological basis, function, dysfunction, disorders
6. Praxis and dyspraxia

Required Readings:

Ayres, A.J. (1979). Sensory Integration and the Child (25th Anniversary Edition Book) - was obligatory for SI101!

 

Smith Roley, S., Blanche, E.I., Schaaf, R. (2001). Understanding the Nature of Sensory Integration with Diverse Populations. WPS.

Bundy, A., Lane, S., Murray, E. (2002). Sensory Integration: Theory & Practice.

Ayres, A.J. & Cermak, S. (2011) 
Ayres Dyspraxia Monograph 25th Anniversary Edition
Torrance, CA: Pediatric Therapy Network 

Parham, L. D., and Mailloux, Z. (2010)
Sensory Integration. (pages 325-372) in J. Case-Smith, Allen & J.C. O'Brien's 
Occupational Therapy for Children 6th edition 
St. Louis, MO: Elsevier, Mosby, & Sanders Inc

 

Recommended Readings:

Articles provided by course provider in an online resources folder.

Ayres, A.J. (1972). Sensory Integration and Learning Disorders. WPS ($86.50)

Parham, L.D., Smith Roley, S., May-Benson, T., Koomar, J., Brett-Green, B., Burke, J.P., Cohn, E.S., 
Mailloux, Z., Miller, L.J. & Schaaf, R.C. (2011).  Development of a fidelity measure for research 
on effectiveness of Ayres Sensory Integration intervention.  American Journal of Occupational 
Therapy, 65, 2, 133-142

Mailloux, Z., Mulligan, S., Smith Roley, S., Cermak, S., Blanche, E., & Bodison, S., Coleman, G., G., & 
Lane, C. (2011). Verification and clarification of patterns of sensory integrative dysfunction in a 
retrospective clinical sample.  American Journal of Occpuational Therapy. 65.2. 143-151.
(Courses 1 and 3)

Shumway-Cook & Woolacott

 

Methods of Evaluation:

1.     Participation (certificate of attendance)

2.     Neuro presentation

3.     Written assignment “Letter to The Editor” (group assignment, 45min)

 

 

SI201 EVALUATION FROM AN ASI PERSPECTIVE

           CL-ASI M2 “Comprehensive Assessment in ASI” 

 

Duration: 8 weeks online

Requirements: SI102

Number of participants: unlimited

Instructor: CL-ASI instructor Dr. Zoe Mailloux

 

Learning Objectives:

After completion of course SI201 participants shall

• determine how to proceed with a client's evaluation.
• choose appropriate assessments for each sensory integrative function (i.e.,  vestibular, proprioceptive, tactile, visual, and auditory reactivity and perception as well as praxis).
• assess the psychometric quality of assessments and tests.
• administer reliably sensory questionnaires (WN-FBG or SPM), SIPT subtests that do not require test material, and EASI tests.
• understand the constructs these assessments are measuring.
• chose and administer appropriate clinical observation of sensory integration in cases where standardized measures are not feasible.
• determine if an evaluation report meets the criteria of the ASI®Fidelity Measure.

Methods of Instruction: Lecture, practical exercises with the original test material, videos

Course Content:

1. The DDDM Process
2. Assessments for sensory reactivity 
3. Assessments for vestibular, proprioceptive, tactile, visual, and auditory perception
4. Assessments for praxis

SELF STUDY

Practice of test administration of all tests presented in the course that do not require test material

Participants are recommended to practice administration and scoring with the trainings videos and then with adults and typically developed children.

 

Methods of Evaluation:

1.     Participation (certificate of attendance)

2.     Quiz

 

 

SI202  ASI® EVALUATION IN PRACTICE - HANDS-ON SI ASSESSMENT COURSE

 

Duration: 5 days (30 hours)

Requirements: Course SI201

Number of participants: 30

Instructor:  ASI®Therapy Docent/GSIÖ

 

This course focuses on the relationship between functional problems (activity and participation levels) and underlying sensory integrative deficits and on data collection and clinical reasoning that is necessary for valid and reliable evaluations of sensory processing.

 

Learning Objectives:

After completion of course SI202 participants shall

• generate hypotheses about the relationship between functional problems at the activity and participation levels and potentially underlying sensory integration deficits.
• apply Ayres‘ SI theory to their clinical reasoning.
• determine how to proceed with a client's evaluation following a data-driven intervention model.
• choose appropriate assessments for each sensory integrative function (i.e., vestibular, proprioceptive, tactile, visual, auditory reactivity and perception as well as praxis).
• adminster sensory questionnaires (WN-FBG or SPM), unstructured and structured observations of sensory integration, and standardized tests (that do not require test material) reliably.
• choose appropriate clinical observations in cases where standardized testing is not feasible.
• organize and structure the collected data, scan them for patterns of dysfunction and interpret the results.
• build a clinical argument as required for a valid and reliable evaluation from a sensory perspective. 
• write up a written report and start to explain SI problems to others in spoken and written communication.
• assess if an evaluation report meets the criteria of the ASI®Fidelity Measure.

Methods of Instruction: Lecture, video analyses, group work, practicum, discussion, hands-on session (assessment of “course kid”)

 

Course Content:

1. SI assessment in the context of the occupational therapy process
2. Assessments for direct and indirect data collection
3. Clinical observations of sensory integration - administration and interpretation
4. Standardized tests - SIPT, EASI, TSFI, MAP, BOT
5. Report writing 

 

SELF STUDY

Required Readings:

Blanche, E.I. (2002). Observations Based on Sensory Integration Theory. Torrance: PTN. Complementary with course.

Smith Roley, S., Blanche, E.I., Schaaf, R. (2001). Understanding the Nature of Sensory Integration with Diverse Populations. WPS. German: Sensorische Integration: Grundlagen und Therapie bei Entwicklungsstörungen (2003), Springer Verlag (EUR 49,95). Bestellung via www.sensorische-integration.org.

Bundy, A., Lane, S., Murray, E. (2002). Sensory Integration: Theory & Practice. German: Sensorische Integrationstherapie: Theorie und Praxis (2003), Springer Verlag (EUR 49,95). Bestellung via www.sensorische-integration.org.

Schaaf, R. A., and Smith Roley, S. (2006) 
SI: Applying Clinical Reasoning to Practice with Diverse Populations
Austin, TX: Pro-Ed

Blanche, E. I., Bodison, S., Chang, M. C., & Reinoso, G. (2012).
Development of the comprehensive observations of proprioception (COP): 
Validity, reliability, and factor analysis. American Journal of Occupational Therapy, 66, 691–698. 

 

Recommended Readings:

Articles provided by course provider in an online resources folder

 

Methods of Evaluation:

1. Participation (certificate of attendance)
2. Collaboration in hand-on session
3. Written exam “Short Evaluation Report” (group work at end of course)

 

SI301 FROM EVALUATION TO INTERPRETATION

           CL-ASI M4 "Clinical Reasoning Using ASI" 

Duration: 6 weeks online

Requirement: Course SI202

Number of participants: unlimited

Instructor: CL-ASI instructor Dr. Zoe Mailloux

 

Learning Objectives:

After completion of course SI301 participants shall

• Describe the patterns of sensory integration function and dysfunction
• Analyze and interpret assessment results according to the patterns of SI function and dysfunction
• Relate the data obtained through the application of the instruments with the difficulties of occupational performance of the individual
• Identify client-centered goals and objectives from presenting concerns linked to the interpretation
• Create the intervention plan based on the evaluation performed
• Determine how the intervention will be conducted, as well as various contexts for children identified with sensory dysfunction

•  

Methods of Instruction: Lecture, video, problem-based learning, group work, discussion, case presentation

 

Course Content:

1. Identification of patterns of SI dysfunction through interpretation of questionnaires, observations, and test results
2. strategies of interpretation
3. the data-driven intervention planning process
4. from functional problems to functional intervention goals

SELF STUDY

Practical exercises

 

Methods of Evaluation:

1.     Quiz

 

 

SI302 ASI® INTERVENTION IN PRACTICE - HANDS-ON ASI®TREATMENT COURSE

includes CL-ASI M5 "EVIDENCE-BASED ASI INTERVENTION INCLUDING FIDELITY TO INTERVENTION"

 

Duration:  4 weeks online plus 5 days onsite (30 hours)

Requirements: Course SI301

Number of participants: max. 30

Instructor: CL-ASI Instructor plus ASI®Therapy Docent/GSIÖ

 

This course provides guidelines and practical experience of problem-specific application of ASI® techniques within the client-centered and playful frame of ASI® intervention.

 

Learning Objectives:

After completion of course SI302 participants shall

• identify the sensory experience and the adaptive responses to work on in therapy
• ensure safety throughout the child in the therapy session
• create meaningful and playful interactions with the child and ensures success
• make sensible choices of equipment and purposeful activities in the therapy session
• use their therapeutic self: adapt to the sensory and personal needs of the child

 

Methods of Instruction: Live demonstration of intervention by an instructor with at least one client, practicum (play experience), hands-on sessions under direct supervision of instructors and assistants, lectures, video analyses of demos and hands-on sessions, case studies, small group work, discussion

 

Course Content:

1. Activity analyses with regard to sensory input and adaptive response in arousal regulation, attention, organization of behavior, postural control, ideation, motor planning, and social interaction in relation to the functional problems of the client
2. Data-driven intervention planning considering key concepts addressed in ASI® intervention: adaptive response, inner drive, self-organization, creating the environment
3. ASI®treatment principles according to Fidelity Measure (Parham 2007)
4. Identification, goals and direct intervention with different types of sensory processing and modulation dysfunctions at different ages
5. Effectiveness of SI intervention

SELF STUDY

Required Readings:

Smith Roley, S., Blanche, E.I., Schaaf, R. (2001). Understanding the Nature of Sensory Integration with Diverse Populations. WPS. German: Sensorische Integration: Grundlagen und Therapie bei Entwicklungsstörungen (2003), Springer Verlag (EUR 49,95). Bestellung via www.sensorische-integration.org.

Bundy, A., Lane, S., Murray, E. (2002). Sensory Integration: Theory & Practice. German: Sensorische Integrationstherapie: Theorie und Praxis (2003), Springer Verlag (EUR 49,95). Bestellung via www.sensorische-integration.org.

Ayres, A.J. & Cermak, S. (2011)
Ayres Dyspraxia Monograph 25th Anniversary Edition
Torrance, CA: Pediatric Therapy Network

 

Recommended Readings:

Articles provided by course provider in an online resources folder.

Parham, L.D., Smith Roley, S., May-Benson, T., Koomar, J., Brett-Green, B., Burke, J.P., Cohn, E.S., 
Mailloux, Z., Miller, L.J. & Schaaf, R.C. (2011).  Development of a fidelity measure for research 
on effectiveness of Ayres Sensory Integration intervention.  American Journal of Occupational 
Therapy, 65, 2, 133-142

Schaaf, R. A., and Smith Roley, S. (2006) 
SI: Applying Clinical Reasoning to Practice with Diverse Populations. 
Austin, TX: Pro-Ed

Watling, R., Koenig, K.P., Davies, P.L., & Schaaf, R.C. (2011)
Occupational therapy practice guidelines for children and adolescents with challenges in sensory 
processing and sensory integration
Bethesda, MD: AOTA Press


 

Methods of Evaluation:

1. Participation (certificate of attendance)
2. Hospitation: Reflection and discussion of structured observations (5 sessions)

 

SI401 ASI®CASE SUPERVISION

 

After completion of course work, the participant works under supervision for half a year. This means that she works at her usual work site and participates in a minimum of 5 sessions of SI Supervision, 1.5 hrs each, in a monthly interval. The sessions can be individual or groups sessions, in person or online.

 

Learning Objectives:

After the supervision period, participants shall  

• reflect their own therapeutical actions
• improve their clinical reasoning
• find clarification  about theory, concepts, and clinical questions

Methods of Instruction: Participation in 5 live supervision sessions onsite or online or a case supervision seminar (in case the local organizer provides it)

 

Content:

1. Comprehensive presentation of one case from own caseload including reason for referral, results of evaluation, goals and objectives of the session, specific questions
2. Participation in discussions
3. Learning from questions and cases of other participants

 

Methods of Evaluation:

1.     Active participation in discussions (certificate of attendance)

2.     Case presentation

 

 

SI402 THE ART OF THERAPY

 

Part 1: Relationship & Play

Duration:2 days (16 units, 2 ECTS)

Number of participants: max. 24

Instructor: SI & D.I.R Instructor (guest lecturer)

 

Learning Objectives:

After completion of course SI402 participants shall

• enjoy to play and be playful
• know features of play
• have strategies to engage in playful interactions
• have strategies to support parent’s playful interactions with their children

Methods of Instruction: fun with practical exercises, video analysis and immediate feedback, lecture

 

Course Content:

1. The Art of ASI® intervention
2. Play & ASI® intervention
3. Use of Therapeutic Self
4. Observing different degrees of playfulness
5. Experiencing own playfulness
6. Strategies to foster relationships
7. Empowering parents to find ways to play with their children

Methods of Evaluation: Participation (certificate of attendance)

  

Part 2: Family-Centered Practice

 

Duration:2 days (16 units, 2 ECTS)

Number of participants: max. 24

Instructor: SI & D.I.R Instructor (guest lecturer)

 

Learning Objectives:

After this course participants shall   

• know the concept of family-centered practice
• look at the child as one member in the family system
• interact with all family members
• have strategies to assess and consider concerns, needs, and strengths of family members

Methods of Instruction: Practical exercises, video analysis, lecture

 

Course Content:

1. The concept of family-centered practice
2. The family as a system
3. Weighing the child's needs with the family's needs
4. Integrating the whole family in an SI intervention - needs, relationships, limits 

 

Methods of Evaluation: active participation in discussions (certificate of attendance)

Calibration

After completion of tall 4 modules, the therapist is eligible to undergo the calibration process. She submits a 10 minute video clip of a therapy session she conducted using ASI® principles, plus the required paperwork to GSIÖ. The video clip is forwarded to an independent international trained ASI®FM rater who rates the session's fidelity to the principles of ASI® intervention using the ASI®Fidelity Measure. If the session meets the criteria for ASI®, the therapist receives the certificate as "ASI®Practitioner" (Level 2) issued by GSIÖ e.V.

 

Time-Limited Validity of The ASI Practitioner Certificate

The ASI® Practitioner Certificate is valid for 5 years. Within the first renewal period, the new ASI®Practitioner has to complete the courses of Module 5 (SI501, SI502, and SI503).

 

For all subsequent renewals, of the certificate, the therapist has to show proof of participation in at least two 2-day seminars, courses, or conference specific to SI.

 

SI 501 AYRES' THEORY OF SENSORY INTEGRATION - ADVANCED 

 

Duration: 50% presence in course SI102 plus project as described below (30hrs, 5 ECTS)

Prerequisites: ASI®Practitioner Certificate

Number of Participants (additional to regular SI102 participants): max. 12

Instructor: ASI®Dozentin/GSIÖ (Level 3)

 

Repetition of course SI102 with specific advanced assignments.  

 

Learning Objectives:

After this course participants shall   

• understand the evidence for SI theory and practice more thoroughly and know where to retrieve it.
• better understand the suggested mechanisms of sensory integrative functions and dysfunctions.
• better understand sensory integration disorders and their relationship to difficulties in occupational performance.
• build informed and concise arguments for ASI® theory and intervention.

Course Content:

The participant makes her own choice which lessons of course SI102 she wants/needs to hear again . She needs to be present in course SI102 at least 50% of the lecture time.

 

Methods of Instruction: lecture (50%), SI501 meeting (first online, second during onsite course), three projects (2 assignments, 1 little research project)

 

Methods of Evaluation:

1. 50% participation in course SI102 (certificate of attendance)
2. Neuro Assignment (individual work)
3. Internet literature research (individual work)
4. „CNS Motor Lab“ (small group work; idea, conceptualization, implementation, and presentation of an SI related study using the course participants as subjects for the study)

 

SI 502 ASI®INTERVENTION - ADVANCED 

 

Duration: 5 d (30hrs, 5 ECTS)

Prerequisites: ASI®Practitioner Certificate

Number of Participants (additional to regular SI302 participants): max. 12

Instructor: ASI®Dozentin/GSIÖ (Level 3)

 

Repetition of course SI302 ASI®Intervention with a special role and specific task. This course offers participants the opportunity to apply their theoretical knowledge to practice. Advanced participants will assume the role of a tutor for a small group of SI302 participants working with a course kid. The SI502 participant's task is to foster the group's understanding of the child by explaining SI concepts and verbalizing her own interpretation and perspective of the case without imposing her view on the group members. All these skills are necessary for parent meetings and consultations. 

 

Learning Objectives:

 

After course SI502 participants shall   

• be able to explain their ASI® clinical reasoning in the context of a data-driven intervention planning process.
• develop clear and problem specific intervention plans.
• be able to support other people's (parents or colleagues) understanding of the ASI® perspective and their ability to develop ideas for interventions, sensory strategies, and environmental modifications.

Methods:

• The participant repeats SI302 but assumes the role of a tutor. As such, she has a consiliary role, supports the group's clinical argumentation process during the video analyses, adds and analyzes ideas for the next session.
• two SI502 Meetings (day 1 and 4 after the course)

Course Content & Methods of Instruction: 

See course SI302

 

Methods of Evaluation: active participation in course SI302 (certificate of attendance)

 

 

SI 503 SI RESEARCH & SINGLE SYSTEM DESIGN (SSD)

 

Duration: 2x1 day plus self study and independent work time (12h, 5 ECTS)

Prerequisites: ASI®Practitioner Certificate; currently working with children with SI dysfunction

Number of Participants: 4-6

Instructor: ASI®Docent/GSIÖ (Level 3)

 

This course offers participants the opportunity to learn more about research in the field of SI and to conduct their own little research project, a single system design (SSD) study. Each participant has to chose a subject from her caseload, define parameters to measure a relevant outcome of the intervention , and conduct those measures over 3 months. She  documents and plots the changes over time and prepares a presentation of her study that includes the  study's specific theoretical background, its relevance for OT and the individual client, and the results of the study and their interpretation.

 

Participants are encouraged to present their case studies at conferences and submit them to  journals for publication.

 

Learning Objectives:

After course SI503 participants shall   

• be aware of the necessity of systematic and scientific work for OT and ASI®
• know relevant articles that demonstrate the effectiveness of ASI®intervention and know where to retrieve them.
• better understand the scientific method and the process of a scientific study.
• know the necessary steps to conduct a SSD study and how to implement them.
• identify and control confounding factors.
• collect experiences in systematic data collection, analysis, and presentation. 

Content & Methods:

1. Introduction to SI research
2. structured problem specifications and individual support for participants during planning, selection of a subject, and conceptualizing the study 
3. Review of the concept, feedback and further enquiry
4. Preparation, implementation (data collection, analysis, interpretation), and presentation of a SSD study

Time Frame:

• Intro workshop (1 day): course start
• Submission of concept (per email): 2 weeks after Intro
• Feedback from instructor: within 3 weeks
• Start of data collection: after feedback obtained and changes implemented
• Data collection period: 3 months
• Preparation of the presentation of the study and its results: 2 weeks after the end of the data collection period
• Presentation workshop: course end approx. 5 months after course start.  

Methods of Evaluation:

1. Systematic thinking, clinical reasoning, and independence during  preparation of the study 
2. Presentation of the SSD study