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THE OFFICIAL COURSE

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COURSE 4 in JAN FEB 2009
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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@

 

 

 

 

 

 

 

 


 

 

Day 3

9:00    -           10:00             Design Copying Review (homework #1)

10:00  -           10:30             SIPT in context: Overview of somatosensory tests

10:30  -           10:45                         Break

10:45  -           12:00             Manual Form Perception   (MFP, 13)

12:00  -           12:30 Finger Identification    (FI, 15)

12:30  -                       2:00                           Lunch

2:00    -                       2:45   Graphesthesia    (GRA, 16)

2:45    -                       3:30   Localization of Tactile Stimuli    (LTS, 17)

3:30    -                       3:45                           Break

3:45    -                       5:00   Sensory Modulation and case analysis (Steve)

5:00    -                       5:30   Instructors available for individual questions

evening:          Design Copying scoring (2)

                                                                                   

 

 

Day 4

9:00    -           10:00             Design Copying Review (homework #2)              

and Constructional Praxis: additional scoring review (if needed)

10:00  -           10:30             SIPT in Context:  Overview of vestibular & proprioceptive functions

10:30  -           10:45                         Break

10:45  -           11:45 Postrotary Nystagmus    (PRN, 9)

11:45  -           12:30             Kinesthesia    (KIN, 14)

12:30  -                       2:00                           Lunch

2:00    -                       2:45   Standing and Walking Balance    (SWB, 3) 

2:45    -                       3:30   Bilateral Motor Coordination    (BMC, 6)

3:30    -              3:45                         Break

3:45    -                       5:00   Clinical observations

5:00    -                       5:30    Instructors available for individual questions

evening:          Review case: AJohn@

 

 

Day 5

8:30    -                       9:00   SIPT in Context: Overview of tests measuring praxis

9:00    -              9:45             Postural Praxis    (PPr, 5)

 9:45   -           10:30             Oral Praxis    (OPr, 12)        

10:30  -           10:45                                     Break

10:45  -           11:30 Sequencing Praxis    (SPr, 11)

11:30  -           12:00             Praxis on Verbal Command    (PrVC, 7)

12:00  -           12:45                         Lunch

12:45  -                       1:00   Consideration of other measures: case analysis  (John)

                                                                        Including clinical observations related to praxis and play

1:00    -                       1:45   Use of computer scoring

1:45    -                       2:00               Break

2:00    -                       2:30   The SIPT testing session

2:30    -                       3:30   Preparation for Course 3 and 4

 

 

                                    (10/08)

 

 

COURSE 4:

SENSORY INTEGRATION INTERVENTION

 

 

 

DAY I 

General Intervention Principles

 

  8:30 -   9:00             Registration

  9:00 - 10:00             Embedding SI into Occupational Therapy Practice

10:00 - 10:30             The Art and Science of Intervention

10:30 - 10:45             BREAK

10:45 - 12:30             The Art and Science of Intervention (continued)

12:30 -   2:00             LUNCH

  2:00 -   3:30             Child Demo – Clinical Observations

  3:30 -   3:45             BREAK

  3:45 -   5:00             Practicum – Clinic (course participants only.  No demo)

 

 

 

 

DAY II

Specific Intervention Principles

 

  9:00 - 10:45             The Art and Science of Intervention (continued)

10:45 - 11:00             BREAK

11:00 - 12:30             Sensory Modulation

12:30 -   2:00             LUNCH

  2:00 -   3:15             Child #1 Demo & discussion

  3:15 -   3:30             BREAK

  3:30 -   5:00             Child #2 Demo & discussion

 

 

 

 


 

 

 

DAY III

Specific Intervention Principles

 

  9:00 - 10:45             Vestibular System Intervention

10:45 - 11:00             BREAK

11:00 - 12:30             Case Analyses

12:30 -   2:00             LUNCH

  2:00 -   3:15             Child #1 Demo & discussion          

  3:15 -   3:30             BREAK                     

  3:30 -   5:00             Child #2 Demo & discussion

 

 

 

 

DAY IV

Specific Intervention Principles

 

  9:00 - 10:30             Somatosensory System Intervention

10:30 - 10:45             BREAK

10:45 - 12:00             Case Analyses

12:00 -   1:30             LUNCH

  1:30 -   3:15             Interventions for Praxis

  3:15 -   3:30             BREAK                     

  3:30 -   5:00             Case Analyses

 

 

 

 

DAY V

General Intervention Principles

                       

  8:30 - 10:30             SI in a Variety of Settings

10:30 - 10:45             BREAK

10:45 - 12:30             Case Analyses

12:30 -   1:15             LUNCH

  1:15 -   2:30             Various Topics

  2:30 -   3:30             Wrap-up 

 

 

 

*Breaks including lunch are essential for the well-being of instructors and participants.

 

TRANSLATIONS

 

            WPS welcomes foreign language interest in its works, whether for commercial or for scholarly purposes.  For immediate reference, we offer the following introduction to WPS policy on translations.

 

Continued and/or Commercial Use

 

            For continued and/or commercial use of a potential translation, WPS will negotiate with reputable, established publishers for foreign language rights to our copyrighted materials.  WPS invites interested foreign language publishers of psychological, educational and/or developmental material to send to WPS Rights & Permissions a written proposal that includes:

 

           A company history.

 

           A copy of the company’s current catalog and/or other marketing materials.

 

           An indication of the type(s) of market(s) served, including the estimated number of mental health professionals reached.

 

           A list of other U.S. publishing firms with whom the company has foreign rights or distribution agreements, including the title(s) handled for each publisher.

 

           A list of specific WPS proprietary materials desired for translation and publication –– broken down by product components when appropriate –– including estimated first print runs. 

 

Scholarly Research Use

 

            WPS routinely issues limited-use licenses to individuals who desire to translate and adapt WPS proprietary test materials for use in a specific scholarly study.  To apply for such a license, researchers should submit to WPS Rights & Permissions a written request that includes: 

 

           A brief description of the nature of the study, including an estimated period of completion.

 

           The name of the specific instrument desired for translation, including the estimated number of reprints of each translated test component needed to complete the study, and the method by which the test will be administered and scored.

 

           A statement describing how and to whom the results of the research will be distributed.

 

            Requests from student researchers must be accompanied by a letter from a supervising faculty member, on the institution’s letterhead, which states that s/he will supervise the student’s translation and use of the material in accord with recognized professional and ethical principles.

 

Proprietary Note

 

            For mutual protection, please note that any translation, adaptation or other reproduction of copyrighted WPS materials, without the prior written consent of WPS, violates international law and professional ethics. 

 

Comments or questions about WPS translation policy should be addressed to: 

Susan Dunn Weinberg, Assistant to the President, WPS Rights & Permissions

(e-mail: weinberg@wpspublish.com)

 

sdw2002May

/data/admin/translations/policy

RESEARCH DISCOUNTS

 

WPS offers Research Discounts of 20% and 50% against the single-unit cost of SIPT (and other WPS-published) test materials needed for qualified scholarly studies. To apply, the principal investigator need only send a written request (either by mail/fax on institutional letterhead, or through instititutional e-mail) that includes:

 

    • A brief summary of the nature of the study, including estimated period of completion.

 

    • Estimated quantities of specific WPS test components needed to conduct the research.

 

    • A statement describing how and to whom the results of the research will be distributed.

 

On approval, WPS will provide a WPS Memorandum of Discount Authorization granting 50% off SIPT computerized components and 20% off all other SIPT test components, including kits, and asking that the results of the study be shared with WPS  (and please note that our scholarly discounts do not apply to SIPT training materials W-260V, W-260CD or W-260DV). Any discount applications from student researchers must be supported by a letter from a supervising faculty member, on the institution’s letterhead or through the professor’s institutional e-mail address, which states that s/he will supervise the student’s use of specifically named test material in accord with recognized professional and ethical principles.

 

Please share this information with other potential SIPT researchers in your region, and contact me directly if you have any questions on securing a discount or purchasing SIPT material from WPS.

 

Anticipating additional contacts--

 

Susan W

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
FOR WESTERN PSYCHOLOGICAL SERVICES
Susan Dunn Weinberg
Assistant to the President
WPS Rights and Permissions
12031 Wilshire Boulevard
Los Angeles, CA 90025 USA
e-mail: weinberg@wpspublish.com
tel: 310/478-2061, ext. 123
fax: 310/478-7838
web: www.wpspublish.com and
www.creativetherapystore.com

 

 

CASE INFORMATION

Please provide a brief summary of relevant information about the child for use at the intervention course.

 

Child’s First Name:  ____________________________________Child’s Age: ________

Parent/Guardian(s) Name: ______________________ Child’s Year in School: ________

 

EVALUATION

Reasons for Referral:

 

Occupational Profile/History (include information regarding past and present performance patterns and future desires related to engagement in daily occupation):

Historical Information

Medical History:

 

Developmental History:

 

Educational History:

 

Evaluation of Occupational Performance

Interview data:

Teacher report:

 

Guardian Report:

 

Others: 

Observation of Performance Skills and Engagement Patterns:

Strengths:

 

Challenges:

 

Test data:

Structured Assessments such as SIPT:

 

Clinical observations:

 

Other:

INTERVENTION

General Goals and Objectives

 

 

OT Intervention Plan includes the following goals

 

 

OT Intervention Process and Strategies

Direct client contact:

 

Therapeutic Activities:

 

Environmental Modifications:

 

 

OUTCOMES

Reported Outcomes:

¨      Occupational Performance:

¨      Adaptability/Generalized skills:

¨       Health and Wellness:

¨       Participation:

¨       Prevention:

¨       Quality of Life:

 


 

 

 

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