What a fantastic Coffee and Chat we had this week! We started to consider the Hume et al 2021 article as a way to guide discussion on the topic.
Join us to join the conversation and share the evidence.
And, it was a treat to have the very eloquent Teresa May-Benson share her passion about this subject with us. Her enthusiasm was infectious. As therapists providing ASI we all need to deliver a clear message about the evidence – to challenge others who say ASI has no evidence or inconclusive with current and emerging evidence.
Teresa’s clarity and eloquence on this subject was something we can all model and aspire to. The discussion afterwards was certainly thought-provoking, with exciting planning to consider how we use social media to share the evidence with others.
Join us to listen to the recording of Coffee and Chat and to work together to develop skills and resources to professionally, mindfully and with intention address the unhelpful messages being shared without reference to what evidence-based practice is and without consideration of recently published research and reviews.
Exciting times #timesarechanging #asi #sensory #rcot #cypf #asi #sensory
Join the ASI Wise Team and hear more about how therapists use Ayres’ SI to consider neurodiversity when working with clients across the lifespan. Hear about Aniesa Blore’s newly published book “The Conundrum Child”.
Listen to these amazing podcasts from OT School House including two by our partner organisation CLASI’s founders; world experts Dr Zoe Mailloux and Dr Susanne Smith-Roley.
You will be able to download a compatible way to listen to these depending on the device you use.
In episode 63 of the OT School House Podcast, Jayson interviews a leader in the sensory integration community. Dr. Susanne Smith Roley, OTR/L, OTD, FOTA joins the podcast to talk about how she came to know and love both occupational therapy and sensory integration. We also talk a bit about the history and future of SI. We even address the difficult topic of how and why sensory integration has been criticized over the years within the profession and Dr. Roley provides great insight into the research and fidelity within sensory integration. We finish off this podcast with a discussion on Independent Educational Evaluations (IEEs). Listen in for a valuable experience! Click here to listen: https://www.otschoolhouse.com/single-post/sensory-63
In this episode, Jayson interviews Dr. Kelly Auld-Wright, OTD, OTR/L, on how to go from sensory evaluation to treating a child using sensory integration and sensory strategies in a school setting (You know, without the whole gym setup). Kelly starts off right where Dr. Zoe Mailloux left off in Episode 25 and explains what type of patterns we should be looking for and what to do when we see those patterns. Listen in to learn more about Kelly and how she uses sensory integration treatment and sensory strategies to benefit the students she works with. Click here to listen: https://www.otschoolhouse.com/episode26
In this episode, Jayson interviews Dr. Zoe Mailloux, OTD, OTR/L, FAOTA on the importance of completing a comprehensive evaluation in sensory integration. Since being a research assistant for Dr. A. Jean Ayres, Dr. Mailloux has gone on to author more than 30 published journal articles and has taught courses on Ayres Sensory Integration(®) all around the world. She is also a professor in the doctoral program at Jefferson University in Philadelphia and has worked with many organizations on understanding the importance of sensory integration in all individuals. Listen in to learn more about Zoe and all of the incredible knowledge she has to share about sensory integration. Click here to listen: https://www.otschoolhouse.com/episode25
“Sensory Integration theory links neurological processes to functional behaviour, whereby sensations from within an individual’s body and their environment are processed to enable them to participate in everyday life.” Adamou et al 2021
The consensus aims to provide practical guidance to occupational therapy professionals working with adults with ADHD, drawing on the scientific literature and the professional experience of the authors. To achieve this, professionals specialising in ADHD, convened in London at an experts workshop called “Occupational Therapy and Adult ADHD” on the 10th February 2017.
The event was hosted by the UK Adult ADHD Network (UKAAN). UKAAN is an organisation founded in 2009 by a group of mental health specialists in response both to the NICE guidelines and to recommendations from the British Association for Psycho-pharmacology that aims to provide support, education, research and training for mental health professionals working with adults with ADHD.
Presentations on the 10th February written by Occupational Therapists Kath Smith and Dr Teresa May-Benson informed this consensus statement.
Autistic students may experience difficulty performing classroom tasks due to atypical sensory processing and inefficient use of higher-order cognitive strategies. Limited research has investigated the influence of in-class sensory activities to enhance the thinking strategies required for task performance. This study evaluated a classroom-based sensory activity schedule and its impact on cognitive strategy use.
A quasi-experimental, non-equivalent groups design was used. Students (n = 30, mean age 7.4 years) with atypical sensory processing negatively impacting classroom performance, and their teachers (n = 23), from six autism-specific schools were grouped into intervention (Sensory Activity Schedule and usual teaching) and control (usual teaching only) groups. Students’ cognitive strategy use during the performance of classroom tasks was evaluated at baseline and post-intervention using Perceive, Recall, Plan, Perform Stage Two Cognitive Task Analysis.
Statistical analysis (Mann–Whitney U test) indicated that students who received the Sensory Activity Schedule intervention improved significantly more than control group students in overall cognitive strategy use (Z = –2.32, p = 0.02), and with strategy items involving attention and sensory perception (perceive, Z = –2.26, p = 0.02), and planning and organisation (Plan, Z = –.254, p = 0.01).
The Sensory Activity Schedule may enhance autistic students’ capacity to apply cognitive strategies more effectively during performance of classroom tasks.