ASI®TherapyORIGINAL is GSIÖ's curriculum for the certification program in Ayres' Sensory Integration (ASI®) intervention for therapists. It was developed in close cooperation with co-workers and successors of Dr. Ayres and is still taught in part by first-hand SI experts from the origins of SI, Southern California.
The new curriculum of ASI®TherapyORIGINAL was installed by the General Assembly in November 2014 and has been implemented since 2015.
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
SI101 INTRODUCTION TO AYRES’ SENSORY INTEGRATION
Duration: 2 ½ days or 3 days (with translation)
Requirements: none, open for all interested persons
Number of participants: 15 per instructor
Instructor: GSIÖ Docent
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)
SI102 AYRES’ SENSORY INTEGRATION THEORY
Duration: CLASI M1 online (6 weeks) plus 3 days onsite (total 30 hours)
Requirements: Course SI101
Maximum Number of participants: 40
Instructor: GSIÖ Docent
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)
SI201 EVALUATION FROM AN ASI PERSPECTIVE
Duration: CLASI M2 online (6 weeks)
Requirements: SI102
Number of participants: unlimited
Instructor: CLASI instructor
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)
SI202 EVALUATION FROM AN ASI PERSPECTIVE PRACTICAL - HANDS-ON SI ASSESSMENT COURSE
Duration: 5 days (30 hours)
Requirements: Course SI201
Number of participants: 30
Instructor: Int. SI Instructor or GSIÖ Docent
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)
SI301 CLINICAL REASONING FROM AN ASI PERSPECTIVE
Duration: CLASI M4 online (6 weeks)
Requirement: Course SI202
Number of participants: unlimited
Instructor: CLASI instructor
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
SI302 AYRES’ SENSORY INTEGRATION INTERVENTION PRACTICAL - HANDS-ON SI TREATMENT COURSE
Duration: CLASI M5 online (6 weeks) plus 5 days onsite (30 hours)
Requirements: Course SI301
Number of participants: max. 30
Instructor: Intern. SI instructor or GSIÖ Docent
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
Methods of Instruction:
Participation in 5 supervision sessions á 2-3 units spread out over one semester (½ year).
Contents:
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