Using evidence-based research, participants will learn how to engage children with ASD and treat fine motor, gross motor, and oral motor challenges. This exciting course teaches participants how to more effectively expand engagement in clients with ASD while answering questions about self-stimulatory behaviors, perseveration, and reactive or self-directed behaviors.
- CEU DETAILS
Are some of your clients “self-directed” and/or “in their own world?” Are you dealing with reactive behaviors? Do you have difficulty getting “engagement making” a connection? Do you find play and motor skills limited and or perseverative? Are you encountering self-stimulatory behaviors and not sure what they mean? Do your students just want to “watch”? Are you exhausted at the end of some sessions? Join us as we focus on motor skills in ASD and evidence-based interventions that address motor as well as coexisting social and communicative challenges.
For decades, autism has been defined as a triad of deficits in social interaction, communication, and imaginative play. Children on the autistic spectrum may have difficulties with posture, coordination, and motor planning. Recent studies show that movement difficulties are common in children on the autistic spectrum, and poor motor skills are associated with greater difficulties with social communication. Participation in activities, building relationships, and reciprocal communication require neurological systems to coordinate and synchronize the processing, organization, and regulation of sensory information and movement. Differences in body awareness and motor planning can result in avoidance of, or poor response to, many activities that support motor development. Anxiety, self regulatory and sensory processing challenges often respond to movement activities which enhance brain-body feedback for successful and organized engagement.
Upon completion of this course the therapist will:
• Identify at least three common motor challenges in children with ASD
• Describe the relationship between sesnsory processing, body awareness, and atypical motor performance
• Identify and apply two motor activities (based on research) to support engagement and motor skills development
• Describe the movement feedback challenges in ASD
• Identify and apply at least two preparatory routines to address fear and withdrawal from motor activities
"I have practiced occupational therapy in a pediatric setting for over 13 years and this is the best course I have ever attended! Anne is an amazing teacher providing the knowledge and strategies to truly change the lives of the children we serve." -What people are saying about Anne Buckley-Reen's courses
205 Skiff St.
Hamden, CT 06517
This course meets the criteria for 12 contact hours (1.2 CEUs). Application has been made to the NJ Board of Physical Therapy Examiners. The PA and GA State Boards of Physical Therapy recognize other state board approvals. TX Physical Therapy Association approved provider.
Application has been made to the FL Physical Therapy Association for 14 continuing education contact hours.
Approved Provider for 14.4 contact hours by the NY State Board of Physical Therapy and the NY State Education Department.
Approved provider of continuing education by the American Occupational Therapy Association #3043, for 12 contact hours (1.2 CEUs) Intermediate Level - Occupational Therapy Process: Assessment, Intervention. The assignment of AOTA CEUs does not imply endorsement of specific course content, products or clinical procedures by AOTA NBCOT professional development provider- 12 PDUs
Approved by the TX Board of Occupational Therapy Examiners.
Approved provider of the FL Board of Occupational Therapy-CE Broker-14 hours