Code	Title	Units, ECTS	Semester	Instructor	Exam
Module I: Ayres’ Theory of Sensory Integration Within a Global Perspective
I.1	Introduction to SI	2.5d, 20U	1st sem	GSIÖ Docent
I.2	Ayres' SI Theory	5d, 40U, 5 ECTS	1st sem	USC/WPS Instructor (if held in cooperation with USC/WPS as course C1), GSIÖ Docents	Letter to editor (group assignment)
Module II: Evaluation
II.1	SI Evaluation 1 – Assessment Through Clinical Observations	5d, 40U, 5 ECTS	2nd sem	GSIÖ Docent or USC/WPS Instructor	Eval Report
II.2	SI Evaluation 2 -   Assessment With Standardized Measures	5d, 40U, 5 ECTS	2nd sem	USC/WPS Instructor (if held in cooperation with USC/WPS as course C2)	SIPT Observation

Module III. Intervention Within an ASI® Framework
III.1	Treatment Planning - From Evaluation to Intervention	5d, 40U, 5 ECTS	2.SE	USC/WPS Instructor for course C3	Case Presentation
III.2	SI Intervention	5d, 40U, 5 ECTS	3.SE	GSIÖ Docent or USC/WPS Instructor for course C4, Erna	Hospitation (1d)

  

Supervision Period
SU	SI Supervision	Min. 5 sessions	3rd sem	in person or online
WS	Art of Intervention -   1 Improving Play and Interaction 2 Family-Centered Practice	2x2d	3rd sem	recommended seminars, taught by SI & D.I.R Instructor
WS	Case Presentation Seminar	1-2d	3rd sem	recommended before submitting for calibration; GSIÖ Docent
	ASIFM Calibration

Coursework

Participants have to complete the coursework in the given sequence within a maximum of 3 years*. However, there is a "fast track to intervention" by postponing courses II.2 and III.1. 

Participants who wish to receive a graded report with ECTS that will be given credit for in OT master programs have to take an exam at the end of each course. However, we cannot guarantee that participants will receive full credit at a given master program.   

 

Supervision Period

The participant works for one semester (half a year) under specific SI case supervision offered in person or online through GSIÖ instructors or USC/WPS instructors. During this time, the participant has to take two more courses.The workshops on the art of intervention during the supervision period are recommended to truly learn about the therapeutic relationship and one's own playfulness. These are important factors for the calibration.

 

 Calibration

After completion of the supervised work period, the therapist is eligible to undergo the calibration process. She submits one videotaped SI-session plus necessary paperwork to GSIÖ. The tape will be passed on to independent international trained raters 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 in ASI^® Intervention.

 

Time-Limited Validity of the SI-Certificate

The 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 (course, conference) specific to SI.

 

* In individual cases (baby, illness, year abroad) the time limit will be extended upon prior request.

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:

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:

1. SI evaluation within the OT process
2. Methods of direct and indirect data collection
3. Clinical observations of sensory integration (Ayres, 1972; Blanche, 2002) – administration and interpretation
   
4. Standardized Tests
   
5. 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:

1. Participation (certificate of attendance)
   
2. Collaboration in hand-on session
   
3. Written exam “Short Evaluation Report” (group work, submission deadline one week after course end)
   

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 the contents of the 17 SIPT-subtests
  
• establish a beginning routine in the practical administration of the SIPT
  
• recognize and avoid faults in the administration of the SIPT
  
• decide if it makes sense to administer the SIPT and/or other tests

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:

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:

1. Identification of patterns of SI-dysfunction through interpretation of SIPT results, clinical observations ad questionnaires, and other standardized measures as available
   
2. SIPT interpretation incl. psychometric properties of the SIPT, including strategies of interpretation
   
3. the data-driven intervention planning process
   
4. 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:

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 SI-intervention: adaptive response, inner drive, self-organization, creating the environment
   
3. SI-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. 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:

1. Observing different degrees of playfulness
   
2. Experiencing one's own playfulness
   
3. Strategies to foster relationships
   
4. 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:

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:

1.  active participation in discussions (certificate of attendance)
   
2.  case presentation and reflectedness in reference to feedback
   

CASE PRESENTATION SEMINAR

Duration: 1 day per 6 participants 

Number of participants: max. 12

Instructor: GSIÖ Instructor/Level 2

 

Course Objectives:

This seminar is offered as a preparation for the calibration.

After this course participants shall  

• reflect their own therapeutical actions
  
• improve their clinical reasoning
  
• find clarification  about theory, concepts, and clinical questions
  
• be prepared to submit their case for calibration 
  

Methods of Instruction:

• 1 case presentation per participant with video footage of a therapy session, including evaluation, clinical reasoning and clips of  max. 3 treatment sessions
• Case analysis, group work, discussions
• Private feedback meeting: each participant receives detailed feedback by an instructor in a 20 minute one-on-one meeting.