One Day Workshop
“I appreciated videos to supplement the information to talk through. I also enjoyed the amount of example work the presenter brought to reference”
Sample of One Day Workshop
Course Faculty – Jocelynn Wallach
Live Webinar - August 23, 2024
Learning Outcomes:
How Ayres theory of sensory integration relates to current concepts of self-regulation and executive functioning.
Understand how executive functioning skills contribute to a student’s academic success.
Neuroscience: the connection between self-regulation and executive functioning.
Understand the normal developmental progression of self –regulation and executive functioning.
Recognizing sensory processing and executive function dysfunction.
Strategies and intervention planning for social-emotional and behavioral challenges.
Examine the environmental and skill building strategies for academic success
Apply practical and effective strategies to facilitate sustained attention, initiation, and /or task completion in the classroom or at home.
Discover apps that really work.
Recognize effective treatment practices and ways to track progress.
Two Day Workshop
“This is one of the best courses I have ever taken! It was presented clearly with a logical flow which included important background information and application of skills. The instructor was extremely receptive to questions and successfully used case studies to provide real-life analysis of the strategies being taught.
Definitely a course I would suggest for OTs working with children in a school based setting”
Sample of Two Day Workshop
Day One
How Does Ayres Theory of Sensory Integration Drive Everyday Practice?
Executive Functioning: Implications for School Based Practice
Application of Neuroscience: The Connection Between Self-Regulation and Executive Function Skills
Using the Knowledge of Normal Developmental Stages of Self-Regulation and Regulation and Executive Functioning to Drive Treatment Decisions
Observational Assessment: Red flags in Students with Sensory Processing Disorders, Executive Function Dysfunction and ADHD
Day Two
Strategies to Promote Social-Emotional, Behavioral, and Academic Success
A. Assessment and Intervention Planning for Social-Emotional and Behavioral Concerns
B. Skill Building/Instructional accommodations based on executive function skill deficits related to academic performance –reading, writing, and math
C. Technology: Apps that really work
Intervention Planning: What Do I Do Now?
Tracking Progress: How Do I know That My Treatment is Effective?
Graduate Course
Although I have retired from WPS, I am still actively working. Please join me for an onsite course and if you can't make this course I am also presenting a webinar. Please join me for either course.
Graduate Course Content
Participants will review Ayres Theory of Sensory Integration and how it relates to current concepts of self-regulation and executive function.
Participants will identify the two major components of Executive Function Skills: thinking skills and regulation skills and the blending of theories.
Participants will identify and describe the subcomponents of self-regulation skills.
Participants will identify and describe the five subcomponents of thinking skills.
Participants will become familiar with the basic neurology of the nervous system and the components that contribute to self-regulation and executive function.
Participants will become familiar with the developmental progression of self-regulation and executive function.
Participants will become familiar with dysfunction of sensory processing, self-regulation, and executive function.
Participants will analyze their students and classroom routines and implement necessary environmental changes to make their classroom more conducive to learning for students with different self-regulation and executive function needs.
Participants will learn a variety of strategies/tools to use to accommodate various self-regulation and executive function dysfunction
Participants will learn how to modify instruction to allow students to access the curriculum.
Participants will learn how to use low and high technology to facilitate learning.
Participants will collect data to identify students’ areas of need as noted in their classroom performance.
Participants will use this data to determine a strategy used with a particular student or during a specific classroom routine to promote effective learning.
Based on the data and the strategies they have collected participants will implement changes to their instructional methods and/or provide modifications to be used for a student with self-regulation or executive function dysfunction.
Participants evaluate the effectiveness of the applied modifications/strategies and implement additional changes as needed.