Autumn Special – Book and pay in full for one of our ASI WISE onsite classroom modules in November or December 2018, and you will be entered into a free draw to win a place on an online module worth £200.
You can use this place for yourself or gift it to a colleague or friend. The person attending must be eligible to attend and commence learning by June 2019.
Hot off the press from our friends in ASI in Hong Kong.
Abstracts are welcomed from everyone with expertise and professional experience in Sensory Integration. Practitioners, researchers, and Sensory Integration instructors are encouraged to submit abstracts relevant to contemporary Sensory Integration theory and practice.
Please use our online Abstract submission system here:
Just like a parent can decide a child has a cold and needs Calpol, a sensory rich home environment can help support development. However just like a child may need a Dr, Dentist or other specialist if they have a more serious illness, what some people need is specialist intervention.
Sensory Integration therapy requires years of training, first just to become a therapist and then the advanced training needed to accurately assess, develop a personalised intervention plan and then carry out the intervention. We might all know when tonsils need removing, but few of us would do it at home. Telling someone about how tonsils get removed or how sensory integration happens is very different to actually doing it, and doing it safely and so that the outcome is as expected. Sensory integration therapy is not just about swinging on a swing or bouncing on a ball – it is about so much more. And is definitely not about just about wearing headphones and having a bouncy cushion.
The superb article from AOTA’s CHOOSING WISELY programme – see link below – got me thinking. I get weekly emails from people offering to treat other people’s children without training, offering Sensory Profile assessments by mail from a questionnaire when they are not even a therapist.
Share this blog and have interesting discussions with clients, colleagues and line managers. As relevant here in UK and Ireland as in US. This really confirms what we teach in our modules and promote as an organisation; including the best standardised norm referenced tool currently at our disposal – the SIPT. No or limited assessment waters down efficacy. Standardised assessment (when possible) structured clinical observations and thorough clinical reasoning using a clear process are imperative. Data driven decision making.
If you are writing an EHCP contains recommendations for Ayres’ SI assessment or therapy, please refer to ICEASI Level 2, ensuring any OT/PT or SLT who will be assessing for SI difficulties or providing the ASI intervention is able to be matched to this level of theoretical knowledge, practical skills.
The therapist may have trained anywhere in the world, so matching to this first and current version will ensure the focus is on the therapist having the necessary knowledge and skills rather than training by any one or two organisations – the requirement is to practice within ones level of skill and training – extended scope of practice.
(The reason this was needed was so that country to country transferable standards could exist as not everyone trains through one UK or Ireland organisation and now a range of very variable offers exist for online and other courses across the world).