Coursework

Participants complete the coursework in the given sequence ideally within a 3 years*.

 

Supervision Period

During the supervision period (6 months), the therapist works under specific SI case supervision offered onsite or online through GSIÖ instructors. We recommend to take the two workshops on the art of intervention during the supervision period gain a deeper understanding of the therapeutic relationship and the therapist's own playfulness. These are important factors for the calibration.

 

Calibration

After completion of all coursework and supervision, 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 will be passed on to an independent international trained ASI^®FM rater who will rate 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 her GSIÖ Certificate as "ASI^® Practitioner" (Level 2).

 

Validity of the ASI Practitioner Certificate

The ASI^® Practitioner Certificate is valid for 5 years. To renew the certificate, the therapist has to show proof of participation in at least 2 2-day continuing education events (courses, conference) specific to SI.

DESCRIPTORS

1. Objectives: expected competencies (level of knowledge or skill) after course completion
   
2. Course Content: Topics that this course covers
   
3. Methods of Instruction and Learning : Methods used for teaching the class respectively for acquiring the knowledge
   
4. Required & Recommended Readings (subject to be updated): Readings that have to be done in advance are marked. Participants are informed about these at least 3 months before the course starts. All other readings are due during the course.
   
5. Methods of Evaluation: Ways of assessing the participants' level of knowledge and skill
   

Course Objectives:

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.

After this course, 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 Contents:

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.     OT-SI

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

 

Methods of Instruction:

Lecture, videos (“Applying Principles by PTN; “Diese ungeschickten Kinder”), book table, "Sensory Quiz", practicum (SI therapy room and equipment)

 

SELF STUDY

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)

Additional 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) 

Course Objectives:

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.

After this course 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’ PP presentation on neuro, integration of new media (e.g., YouTube clips, 3D brain models)

 

Course Contents:

Theory development, Ayres as a researcher, factor analytical studies

SIPT

Relationship of SI and occupation in daily life

Sensory modulation and disorders

Vestibular, proprioceptive, and tactile system – neurophysiological basis, function, dysfunction, disorders

Praxis and dyspraxia

SELF STUDY

Required Readings:

In Advance:

Ayres, A.J. (1979). Sensory Integration and the Child (25th Anniversary Edition Book

Birbaumer & Schmidt: Biological psychology, 5th ed. Springer 2003. OR  

Karnath & Thier: Neuropsychology. Springer 2003

During and after 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.

Ayres, A.J. & Cermak, S. (2011)
Ayres Dyspraxia Monograph 25th Anniversary Edition
Torrance, CA: Pediatric Therapy Network – Kindle edition complementary with course

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 exam “Letter to The Editor” (group assignment, 45min)

 

 

Course Objectives:

After completion of this course participants shall

know standardized tests that give valuable information within an OT evaluation from an SI perspective

understand sensory questionnaires, the SIPT, and the EASI subtests

establish a beginning routine in the practical administration of standardized SI assessments

decide which assessments to chose

Methods of Instruction:

Lecture, practical exercises with the original test material, videos

 

Course Contents:

1.     intensive hands-on training of the administration of all 17 Subtests of the SIPT

2.     application of the SIPT evaluation procedure

 

SELF STUDY

Homework after the Course:

1.     Administration of the SIPT with 3 typical individuals (adults or children)

2.     Administration and scoring of one SIPT with a therapy child (report)

Participants have to bring all of the administered SIPTs to course IV.2.

 

Methods of Evaluation:

1.     Participation (certificate of attendance)

2.     SIPT Observation (individual appointment after practice with 3 typical individuals)

 

Course Objectives:

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.

After this course participants shall  

relate activity and participation problems to sensory integrative dysfunctions in order to deduct an initial hypothesis from referral problems

administer a set of clinical observations of sensory integration (Ayres, 1972; Blanche, 2002) in an efficient and reliable way

interpret the clinical observations of sensory integration together with additional information and explain their contribution to referral problems

build an evidence-based argument for SI as the treatment approach of choice

write a home program including individualized sensory strategies

Methods of Instruction:

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

 

Course Contents:

SI evaluation within the OT process

Methods of direct and indirect data collection

Clinical observations of sensory integration (Ayres, 1972; Blanche, 2002) – administration and interpretation

Standardized Tests

Treatment planning

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:

Participation (certificate of attendance)

Collaboration in hand-on session

Written exam “Short Evaluation Report” (group work, submission deadline one week after course end)

 

Course Objectives:

After completion of this course participants shall

interpret sensory-integrative deficits based on relevant information from developmental history, sensory questionnaires, clinical observations, SIPT-results, and other standardized measures if available

understand the meaning of the individual SIPT subtests, their psychometric properties, and their relation to everyday function

interpret the SIPT-profile

apply a data-driven intervention planning process

design problem specific short-term and long-term intervention plans based on the results of the evaluation and targeted at the functional problems of the child 

draft measurable proximal and distal outcomes of the intervention

Methods of Instruction:

Lecture, video, problem-based learning, group work, discussion, case presentation

 

Course Contents:

Identification of patterns of SI-dysfunction through interpretation of SIPT results, clinical observations ad questionnaires, and other standardized measures as available

SIPT interpretation incl. psychometric properties of the SIPT, including strategies of interpretation

the data-driven intervention planning process

from functional problems to functional intervention goals

 

SELF STUDY

Preparation of case presentation

Study of SIPT manual

Methods of Evaluation:

1.     Participation (certificate of attendance)

2.     Case presentation

 

 

Course Objectives:

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

After this course 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 Contents:

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

Data-driven intervention planning considering key concepts addressed in SI-intervention: adaptive response, inner drive, self-organization, creating the environment

SI-treatment principles according to Fidelity Measure (Parham 2007)

Identification, goals and direct intervention with different types of sensory processing and modulation dysfunctions at different ages

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:

Participation (certificate of attendance)

Reflection and discussion of systematic observations during Hospitation (16 units, minimum of 12 treatment sessions of at least 8 different clients, using 8 specifically developed observation guidelines)

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.

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 supervision sessions á 2-3 units spread out over one semester (½ year).

 

Contents:

1. Presentation of a minimum of one case 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

THE ART OF SI INTERVENTION 1 - Improving Play and Interaction

Duration: 2-day seminar (16 units, 1 ECTS)

Number of participants: max. 24

Instructor: SI & DIR Instructor (guest lecturer)    

 

Course Objectives:

After this course 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:

Practical exercises, video analysis, lecture

 

Course Contents:

Observing different degrees of playfulness

Experiencing one's own playfulness

Strategies to foster relationships

Empowering parents to find ways to play with their children

Methods of Evaluation:

Participation (certificate of attendance)

 

THE ART OF INTERVENTION 2 - Family-Centered Practice

Duration:2 days (16 units, 2 ECTS)

Number of participants: max. 24

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

 

Course 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 Contents:

The concept of family-centered practice

The family as a system

Weighing the child's needs with the family's needs

Integrating the whole family in an SI intervention - needs, relationships, limits 

 

Methods of Evaluation:

 active participation in discussions (certificate of attendance)

 case presentation and reflectedness in reference to feedback