Posted on Leave a comment

FAQ of the Week: Spread the News

Last week and this week have seen a flurry of questions about ASI Wise and workshops about Ayres’ Sensory Integration, Mental Health and Wellbeing.

Who are ASI Wise?

A little bit more about at ASI Wise, the CLASI Certification in Ayres Sensory Integration and our very experienced therapist Directors, please do reach out should you need more information.

Here is some recent information about what OT’s Mandy Adamson, Kath Smith and Ros Urwin have been up to since they left SI Network in 2016/2017. Please do share with your teams, as some confusion still seems to exist about where and what we are lecturing, how to access ICEASI accredited education about the Ayres Sensory Integration, including for those practising ASI with clients beyond childhood.

  • EASI project: www.easibritishisles.com and https://easibritishisles.com/ethos-of-the-easi-indc-project/. Kath Smith is the Regional Lead for the UK and Ireland. Ros and Mandy are the Country Leads for England and Scotland.
  • As well as teaching many workshops in the UK and Ireland, our team has more recently also presented abroad about the application of ASI in Mental Health;
    • 2017 ESIC (European Sensory Integration Congress)  https://sensoryproject.org/2017/06/
    • 2018 2 day workshop about ASI and Mental Health and SAISI’s annual conference in Durban, South Africa 
    • 2019 at the first ISIC International Sensory Integration Congress (2018) run by ICEASI in Cape Town, South Africa
    • in Turkey in 2018 and 2019 at their National OT Conference, 
    • In Romania in 2017, 2018 and 2019 – paediatrics and adolescents/young adults
    • And for the 2020 COVID CLASI Wine Down Wednesdays as guests of Dr Zoe Mailloux and Dr Susanne Smith Roley to an international audience (see www.cl-asi.org)

What is the ASI Wise CLASI Certification in ASI Modular programme?

Working with CLASI, ASI WISE have created a 6 module step on step off hybrid program which provides the convenience of self-paced, online learning with onsite learning for hands-on concepts (M1, M3 and M6). All the modules are enhanced through small group live mentored tutor groups online to explore the practical application and promote reflective practice. Upon completion of the program, learners will critique, analyse and use advanced theoretical-practical tools of assessment and intervention for best practice using ASI Theory and Practice. The team at CLASI have many decades of experience in continuing education in ASI. They have developed the Certificate in Ayres Sensory Integration (CASI) with an emphasis on optimal learning methods for the various types of content.
Please note those working with adults have adapted curriculum here in the UK and apply the same learning to their clients using tools like the AASH and adapted Clin Obs, SIPT and EASI.
Read more about CLASI – founders Dr Zoe Mailloux and Dr Susanne Smith Roley please see www.cl-asi.org/international
To read more About the ASI Wise CLASI CASI Modular Pathway and Covid Adaptations

If I do the ASI WISE CLASI CASI programme, do I call myself a Practitioner or Advanced Practitioner?

What is ICEASI accreditation ? 

Not all terms used are the same here in the UK, Ireland or abroad. At international meetings, representatives from many international organisations have tried to establish an international standard for education in ASI. Programmes that meet criteria for ICEASI Level 2 will equate to a therapist having learnt and applied knowledge and skills to assess, interpret and clinically reason to practice – being able to provide and reflect on intervention using the principles of Ayres’ SI. Our Directors; Amanda Adamson, Kath Smith and Ros Urwin have been meeting up and collaborating with colleagues from across the globe at international conferences and forums. For many years, they have represented ASI education in the UK and Ireland, actively contributing to the development of the learning standards. This global initiative, an international collaboration now called ICEASI was launched at R2K in LA to help build an international group that could support any organisation anywhere in the world develop and offer ASI education that delivers practitioners fit to practice Ayres’ SI.

About Lecturer Qualifications: https://www.facebook.com/permalink.php?story_fbid=131462008566632&id=112734797106020

About Programmes teaching ASI:  https://www.facebook.com/permalink.php?story_fbid=131457381900428&id=112734797106020

About Covid Restrictions: https://www.facebook.com/permalink.php?story_fbid=126701565709343&id=112734797106020

Posted on Leave a comment

FAQ: Who is ICEASI and why are ASI Wise members of this International Group? What’s the benefit?

This global initiative, an international collaboration now called ICEASI was launched at R2K in LA to help build an international group that could support any organisation anywhere in the world develop and offer ASI education that delivers practitioners fit to practice Ayres’ SI. The overall purpose of ICEASI is to provide an inclusive, supportive community, which promotes best practice and works to raise standards of education and training in Ayres Sensory Integration® (ASI®). 

This purpose of ICEASI is:

a) to coordinate activities by maintaining a liaison with international organizations;

b) to promote the unrestricted and complete exchange of knowledge among the  member organizations of the ICEASI; 

c) to exchange knowledge through publications and scientific meetings/congresses;

d) to facilitate and extend study possibilities in and among the various countries with a  member society; 

e) to standardize education in common agreement for the professions of Occupational  Therapy, Physiotherapy and Speech and Language Therapy leading to ICEASI  acknowledged International Certification in Ayres Sensory Integration®; 

f) to promote and support a research network in Ayres Sensory Integration®; g) to uphold standards of education in Ayres Sensory Integration®; 

Programmes that meet criteria for ICEASI Level 2 will equate to a therapist having learnt and applied knowledge and skills to assess, interpret and clinically reason to practice – being able to provide and reflect on intervention using the principles of Ayres’ SI.

Our Directors; Amanda Adamson, Kath Smith and Ros Urwin have been meeting up and collaborating with colleagues from across the globe at international conferences and forums. For many years, they have represented ASI education in the UK and Ireland, actively contributing to the development of the learning standards which are now part of ICEASI – these recommendations guiding education in ASI across the globe. The photograph above taken in London, England when a core group of international experts flew in to draft the education standards and guidelines.

About Lecturer Qualifications: https://www.facebook.com/permalink.php?story_fbid=131462008566632&id=112734797106020

About Programmes teaching ASI:  https://www.facebook.com/permalink.php?story_fbid=131457381900428&id=112734797106020

About Covid Restrictions and face to face teaching: https://www.facebook.com/permalink.php?story_fbid=126701565709343&id=112734797106020

Posted on Leave a comment

Making Stuck at Home November work for all

So tonight those of us who live in England hear we are back in lockdown for a month – let’s work together to share creative ideas to keep children busy, calm, organised with sensory opportunities to help
meet their snsory needs. Join our group and share your ideas.

https://www.facebook.com/groups/sensorystuckathome/

Posted on Leave a comment

Research Update: Brain Science – Advances in Autism Research

If you work with children and adults with neurodevelopmental difficulties including Autism, then this Special Issue will provide lots of interesting reading.

“In recent years, diagnoses of Autism Spectrum Disorders (ASD) have significantly increased. According to the DSM-V, ASD are a heterogeneous set of neurodevelopmental disorders characterised by deficits in social communications and interaction plus the presence of restricted interests and repetitive behaviours.

This Special Issue of Brain Sciences aims to present a collection of studies detailing the most recent advancements in the field of autism research. Authors are invited to submit cutting-edge research and reviews that address a broad range of topics related to ASD including the following: epidemiology, motor development, screening, early diagnosis, evidence-based intervention, comorbidities, new technologies (e.g., eye-tracking, EEG, ECG, MR, wearable sensors, VR, robotic research), adaptive behaviours, sensory profiles, language, cognitive priors, biomarkers, autism and health, and transition to adult age. In particular, we aim to present advances in autism research that may have a significant translational effect to the field of clinical services.”

Dr. Antonio Narzisi
Guest Editor

https://www.mdpi.com/journal/brainsci/special_issues/Advance_Autism_Research

Posted on Leave a comment

Practice Update: The Adaptive Response in 2020

While preparing content for our Mental Health and Ayres Sensory Integration Series, I found this great article, revisiting Lorna Jean King’s s
1978 Eleanor Clarke Slagle Lecture. In this lecture, Lorna Jean King proposed a “science of adaptive responses”. Kleinman and Bulkey’s paper from March 2020 explores her proposal that the adaptive response is a “unifying theoretical model comprehensive enough to encompass the scope of occupational therapy yet specific enough to account for its uniqueness”. I think this article refocuses us on the building blocks of occupation and our unique skills and abilities to understand the complex links and relationships between physiology, anatomy, neuroscience and participation in everyday life. Not forgetting everything else in between and a clear focus on occupation!

“She used the concept, individual adaptation, to refer to the adjustments made by an individual in the ongoing process of interacting with the environment. Personal survival and actualization of potential were identified as the goals of individual adaptation, as distinguished from the evolutionary concept of species adaptation. Inherent in individual adaptation are adaptive responses, characterized by King as actIVe, goal directed, integrated, and self-reinforcing. She showed that normal development is represented by a series of such responses, that ongoing adult function is maintained by them, and that stress can be countered by activation of responses so defined. King suggested that Ayres’s phrase, “eliciting an adaptive response” (1, p 431), succinctly sums up what occupational therapists do. “

Kleinman and Bulkey (2020)

These two diagrams from the article providing a way of thinking about the practice of occupational therapy beyond Ayres’ SI, but with theoretical concepts rooted in it’s theory.

http://OTArchive@aota.org.

Read this interview with her about Autism and ASI with Adults.

More about Lorna Jean KIng, in this lovely ‘in memorium’ tribute written by DIana Henry and Judith Reisman.