USC/WPS COMPREHENSIVE PROGRAM IN SENSORY INTEGRATION
DESCRIPTION
Revised 3/08
The University
of Southern California, Department of Occupational Science and Occupational
Therapy,
and Western
Psychological Services, owner and publisher of the SIPT
(USC/WPS) in collaboration is proud to
offer the world’s premier training program in Sensory Integration:
THE OFFICIAL
COURSE
The only course approved by the publisher of the SIPT to live up to the standards required for proper test administration. The only SI certification program endorsed by the Ayres/Baker Family Trust.
Benefits
of the 4 – course series include:
1. World-renowned instructors
The USC/WPS
Courses were developed by eminent leaders in the field of occupational therapy who studied directly
with Dr. A. Jean Ayres, founder of the sensory integration frame of reference; Ayres
Sensory Integration ®. All instructors
are occupational therapy scholars, researchers or master clinicians with expertise in sensory processing and sensory-related deficits.
2. Comprehensive training
Each 5-day
course provides 30 contact hours of continuing education credit
3. Practical knowledge
Learn clinical
reasoning and practical intervention techniques that you can immediately implement in practice and daily life
4. Live, hands-on demonstration
Observe classic
sensory integration assessment and intervention demonstrated by master clinicians with
children with identified needs
5. Acquire Certification in Sensory Integration including the SIPT
USC/WPS Certification
in Sensory Integration is the most highly regarded post-graduate pathway to advanced
competency in sensory integration theory and intervention.
Invest your time wisely as you advance your career.
THE COMPREHENSIVE
PROGRAM IN SENSORY INTEGRATION
LEADING TO CERTIFICATION IN SENSORY INTEGRATION
AND THE
SENSORY INTEGRATION AND PRAXIS TESTS (SIPT)
Presented
by eminent occupational therapists who are experts in sensory integration theory and practice, this four-course series offers
the most up-to-date information on sensory integration theory, assessment, interpretation, and intervention.
Based on
scientific evidence and clinical reasoning , the course content teaches participants how to apply sensory integration
principles in multiple settings including clinical practice, school-based practice
and early intervention, with a variety of populations including learning and behavior problems, attention deficits, autism spectrum
disorders and developmental delays.
CERTIFICATION
IN SENSORY INTEGRATION
The full
four-course series is designed for individuals seeking in-depth knowledge in sensory integration theory and practice. The courses follow a logical progression, and participants are advised to take them
in sequence, from 1 to 4. Upon completing all four courses, within 5 years, participants
are eligible for Certification in Sensory Integration, including Administering and Interpreting the SIPT. This certificate, issued by the USC Division of Occupational Science and Occupational Therapy and Western
Psychological Services, acknowledges competency in several areas:
·
The theoretical foundations of sensory integration
·
Clinical reasoning strategies for using SI in practice
·
Identifying the contributions of sensory integration
to development
·
Administering the SIPT, the Sensory Processing Measure,
clinical observations and related measures
·
Interpreting evaluation results from research findings
from SIPT and related measures
·
Planning intervention strategies
·
Implementing intervention using sensory strategies
in various contexts.
The Comprehensive Program in Sensory Integration through
USC/WPS is the only Sensory Integration and SIPT
certification process that maintains and promotes the research and training
integrity and business standards espoused by the late A. Jean Ayres. You
are guaranteed that what you will learn emanates
directly from A. Jean Ayres's theory of sensory integration
and her philosophy and intention for its application in practice.
Brian Erwin
Successor Trustee
Franklin B. Baker/A. Jean Ayres Baker Trust
Course Originators
Erna Imperatore
Blanche, Ph.D., OTR/L, FAOTA
Gina Geppert Coleman, MA, OTR/L
Dottie Ecker, MA, OTR/L, FAOTA
Susan Knox,
Ph.D., OTR/L, FAOTA
Zoe Mailloux, MA., OTR/L, FAOTA
Shay McAtee, MA, OTR/L
Terri Chew Nishimura MA, OTR/L
Diane Parham, Ph.D., OTR/L, FAOTA
Susanne Smith Roley MS, OTR/L, FAOTA
Susan Spitzer, Ph.D., OTR/L
Course Series
Course 1
The Sensory Integration Perspective
Course 1, provides both an overview of sensory
integration and in-depth information on its theoretical foundations, basic science supporting the theory and evidence supporting
the evolution of theory for practice. The theory is broken down into the functional contributions of the individual
sensory systems, praxis and their impact on everyday activities. This information is used to identify an individual's
deviations from typical sensory integration and praxis abilities and provide insight into methods and procedures used in sensory
integrative intervention strategies.
Learning
Objectives
Following this
course, participants will be able to:
Identify the different sensory systems and their
contributions to daily life
Identify the basic principles of sensory integration
List several sensory strategies that can be used
at home, at school, and in the community to enhance function
Explain to clients the relationship of sensory
integration to typical and atypical development
Describe the roles of the individual sensory
systems in human activity
Discuss praxis and its role in performance and
behavior
Relate the spectrum of sensory integrative functions
to occupation
Course 2:
Specialized Techniques for Measure Sensory Integration
Course 2 provides in-depth training in using
and understanding measures of sensory integration. Emphasis is place on learning to administer the SIPT, clinical observations
and related measures. These measures are discussed relative to the individual functions they assess and their relevance
to presenting problems and intervention.
Learning
Objectives
Following this
course, participants will be able to
Demonstrate basic competency in administering
the Sensory Integration and Praxis Tests
Identify a variety of tests and observations
that can be applied in diverse settings to assess sensory integration
Describe the functional implications of the abilities
assessed by the SIPT and related measures
Course 3.
From Interpretation to Intervention
Course 3 provides information necessary for interpreting
assessment data, and for using this data to plan intervention strategies. Special
emphasis is placed on the analysis and interpretation of SIPT results. The use
of case studies demonstrates the clinical reasoning process in interpreting assessment results and using this information
to plan and implement intervention. This course trains participants to use and
understand the Sensory Integration and Praxis Tests (SIPT) and other related measures of sensory functions so that clients with
a variety of diagnoses and referring problems can be assessed using the SIPT as the "gold standard . The use
of case studies demonstrates the clinical reasoning process in interpreting assessment results and using this information
for intervention planning and implementation.
Learning
Objectives
Following this
course, participants will be able to
Analyze and interpret measures of sensory integration,
with particular emphasis on SIPT results
Describe patterns of sensory integrative dysfunction
by placing individual test results within the framework identified through research
Plan intervention programs in a variety of settings
for children identified as having sensory integrative dysfunction
Describe the relationship between assessment
results and the functional performance at home, at school, and in the community
Identify the ways in which research supports
assessment and intervention
Course 4.
Sensory Integration Intervention
Course 4, provides clinical reasoning strategies for designing
and implementing intervention using a sensory integration frame of reference.
Learning
Objectives
Following this
course, participants will be able to
Use clinical reasoning skills to interpret behaviors
that might have a sensory integrative base
Plan and provide intervention programs for children
with sensory integrative dysfunction
Explain the rationale behind the use of an activity
to facilitate adaptive responses
Explain the relationship of an adaptive response
to a child’s occupational engagement
Implement intervention with a wide variety of
pediatric disabilities from a sensory integrative frame of reference
Implement sensory strategies in various settings,
including home, school, and community
Implementing intervention using sensory integration
strategies in a variety of contexts
Training Program Requirements
Following
Course I
You must review
your course materials.
It is your
responsibility to obtain the required material for Course II in advance and to bring them with you to the course.
The following
material is required for Course II:
1. A complete SIPT kit. Before going to the course, take inventory of the kit components to insure that no
pieces are missing. You may share a kit with one other participant but
you must make arrangements to do so before arriving at the course.
2. A SIPT Manual. NOTE: It is imperative that you have your own SIPT manual since, during the course, you will
be using the scoring and administration information from it. The SIPT manual
is also required for course 3.
3. A stopwatch… with an automatic switchback that is continuous
running with a 30 or 60 second face.
NOTE - SIPT materials will not be available for purchase at Course II. It is your responsibility to obtain the required
material in advance and to bring them with you to the course. We have made arrangements with Ramada to lock the SIPT Kits
overnight for the period of Course II. Make sure to label your SIPT Kit accordingly. |
Following Course II
Following Course II you are required to:
¨ Test at least three typically-developing children
to gain familiarity with the administration of the SIPT. You will document this
testing by recording the child’s first name only and the date they were tested on the application for certification.
¨ Evaluate one child (Child A) who has
difficulties e.g. learning, attention, self-regulation or behaviour. You must
bring this case, fully scored, to Course III (see information below).
¨ Engage in peer review of test administration
skills. Peer review consists of administering the SIPT with someone familiar with the SIPT.
This person can be someone previously certified or another Course II participant. See Peer Review Form attached. The
child tested during the peer review should, preferably, have identified difficulties e.g. learning, attention, self-regulation
or behaviour. The test subject could be Child A.
In preparation for Course III
¨ Score & generate a SIPT Test Report on Child A.
¨ Bring the entire SIPT test report of Child A with you.
¨Copy the SIPT bar graph from this case:
1.
1 bar graph copied onto a transparency sheet
2.
5 copies of the bar graph on regular paper
¨Provide a one-page typed summary of the case of Child A including (Case Information form enclosed):
1.
Presenting problems or referral information
2.
Brief summary of background information
3.
Any available structured or unstructured clinical observations
4.
3- to 5-minute videotape of the child (Authorization Form enclosed) For Course III, this video is optional.
However, for Course IV this video is mandatory. Videotaping of a child is highly recommended, as cases with videos tend to
be chosen first for discussion.
The video does not have to be of the child during therapy; however, we do hope that some of the participants
will bring therapy sessions for analysis. If the video is not of intervention,
free play or assessment footage is preferred. Footage taken by the family is
permitted. Regardless of where the videotaped coverage is occurring, it is important
that you capture the child's areas of concern relative to tactile, vestibular and proprioceptive systems. For example, if you believe that the child has vestibular processing issues, you will want to videotape
this child's interaction with some type of movement experiences.
¨ Bring a SIPT Manual with you to the course (sharing of the manual between registrants is not possible).
In preparation for Course IV:
For those taking all four courses and applying for certification:
¨ Evaluate one child (Child B) who has
difficulties e.g. learning, attention, self-regulation or behaviour.
¨ Score & generate a SIPT Test Report on Child B.
¨Provide a one-page typed summary of the case of Child B including (Case Information form enclosed):
5.
Presenting problems or referral information
6.
Brief summary of background information
7.
Any available structured or unstructured clinical observations
8.
3- to 5-minute videotape of Child B (Authorization Form enclosed). This video is mandatory.
For those taking Course I and Course IV only:
¨ Background information on one child between
the ages of 6 months and 16 years who needs intervention. The child may or may
not already be in therapy. Be prepared to present the background history, reason
for referral, evaluation data (SIPT preferred but not essential), and other salient information. (Case Information Form enclosed.)
¨ A video of the child is required. The video does not have to be of the child during therapy however we do hope that some of the participants
will bring therapy sessions for analysis. If the video is not of intervention,
free play or assessment footage is preferred. Footage taken by the family is
permitted. Regardless of where the videotaped coverage is occurring, it is important
that you capture the child's areas of concern relative to tactile, vestibular and proprioceptive systems. For example, if you believe that the child has vestibular processing issues, you will want to videotape
this child's interaction with some type of movement experiences. (Authorization
for assessment and videotape must be obtained from the child’s guardian. Authorization
forms are enclosed for your use.)
THE COMPREHENSIVE
PROGRAM IN SENSORY INTEGRATION
COURSE 1
THE SENSORY
INTEGRATION PERSPECTIVE
DAY I
INTRODUCTION
TO SENSORY INTEGRATION
8:30
- 9:00
Registration
9:00
- 10:30
Introduction to the Sensory Integration Perspective
10:30 - 10:45
break
10:45 - 12:00 Introduction to the
SI Perspective (cont.)
12:00 -
1:30 LUNCH
1:30
- 3:00
Sensory Modulation as a Foundation for Occupation
3:00
- 3:15
break
3:15
- 5:00
Sensory Modulation (cont.)
HOMEWORK
-
Review neuroanatomy topics
DAY II
THE CONTRIBUTION
OF SENSORY SYSTEMS TO OCCUPATION
9:00
- 10:00 Group
Presentations of Neuroanatomy Topics
10:00 - 10:30 Identification of
SI Disorders (cont.)
10:30 - 10:45
break
10:45 - 12:30
Identification of SI Disorders
12:30 -
2:00 LUNCH
2:00
- 3:00
The Somatosensory System
3:00
- 3:15
break
3:15
- 5:00
The Somatosensory System (cont.)
DAY III
THE CONTRIBUTION
OF SENSORY SYSTEMS TO OCCUPATION
9:00 - 10:30
The Vestibular System
10:30 - 10:45
break
10:45 - 12:30
The Vestibular System (cont.)
12:30 - 2:00
LUNCH
2:00
- 3:30
The Vestibular System (cont.)
3:30
- 3:45
break
3:45 - 5:00
The Visual System
DAY IV
PRAXIS AND
OCCUPATION
9:00 - 10:30
Praxis and Dyspraxia
10:30 - 10:45
break
10:45 - 12:00
Praxis and Dyspraxia (cont.)
12:00 -
1:30 LUNCH
1:30
- 3:30
Praxis and Dyspraxia (cont)
3:30 - 3:45
break
3:45 - 5:00
Introduction to the SIPT
DAY V
USING SENSORY
INTEGRATION TO SUPPORT OCCUPATION
8:30
- 10:00 Sensory
Integration and Autism
10:00 - 10:15
break
10:15 - 12:00
Case study
12:00 -
1:00 LUNCH
1:00
- 3:00
Sensory Integration Intervention
3:00
- 3:30
Questions and Answers
SPECIALIZED
TECHNIQUES FOR MEASURING
SENSORY
INTEGRATION
Course Schedule
Day 1
8:30 - 9:00 Registration
9:00 -
9:30 Introduction to the course
9:30 -
10:00 SIPT in context - overview of tests assessing visual function
10:00 -
10:45 Constructional Praxis
(CPr, 8)
10:45 -
11:00 Break
11:00 -
12:30 Constructional Praxis (cont.)
12:30 -
2:00
Lunch
2:00 -
3:45 Constructional Praxis (cont.)
3:45 -
4:00
Break
4:00 -
5:00 Motor Accuracy
(MAc, 10)
5:00 -
5:30 Instructors available
for individual questions
evening: Review Constructional Praxis scoring
Day 2
9:00 -
10:00 Constructional Praxis (cont)
10:00 -
10:45 Design
Copying (DC, 4)
10:45 -
11:00
Break
11:00 -
12:30 Design Copying (cont.)
12:30 -
2:00
Lunch
2:00 -
3:00 Design Copying (cont.)
3:00 - 3:45 Figure Ground Perception (FG, 2)
3:45 -
4:00
Break
4:00 -
5:00 Space Visualization
(SV, 1)
5:00 -
5:30 Instructors available for individual questions
evening: Design
Copying scoring (1)
Review case: ASteve@