ASI3 Evidence-based ASI Intervention

RATIONALE

This module provides the foundational knowledge and skills to evaluate ASI as an evidence-based intervention. It also serves as a frame of reference across the lifespan. It focuses on intervention planning from assessment, formulating the proximal outcomes that guide the selection of therapeutic activities. Additionally, it ensures therapists can set, reach and measure distal participation-related outcomes for clients of all ages and in diverse clinical settings.

This module gives the student the foundational knowledge and skills to implement intervention strategies. It also helps design and refine the fidelity to the ASI intervention principles as part of reflective practice. The module includes consideration of policy and practice. Furthermore, it covers the therapist’s role as an advocate for ASI within local and regional service delivery drivers and constraints using relevant current and emerging evidence-based research and practice.

AIMS

The student is introduced to the intervention principles of ASI and the concept of “Fidelity” to an intervention. Specific instruction is provided about fidelity measures in general. Also, the appropriate use of the Ayres Sensory Integration Fidelity Measure (ASI-FM) is covered.

This module provides the opportunity to observe experts in Ayres’ Sensory Integration. They demonstrate intervention planning and delivery of Ayres’ Sensory Integration in various settings. Thus, the students can transfer this learning into their clinical practice.

LEARNING OUTCOMES

Successful students will be able to:

1. Use dynamic assessment and advanced clinical reasoning while working with clients. This helps refine the intervention during treatment. Link the evaluation hypothesis with the therapeutic proximal goals. This approach will aid in meeting proximal, participation-related outcomes.
2. Name the process elements of the ASI Intervention Fidelity Measure. Determine how the process elements interact during a direct intervention session.
3. Explain the relationship between the activities and the facilitation of adaptive responses. Also, highlight the importance of the client’s motivation and active involvement during the intervention.
4. Consider and apply how relevant sensory strategies are implemented, analysing this across and within various contexts and environments.
5. Discuss the benefits and limitations of ASI intervention with various diagnostic groups, ages, and types of difficulties.

CONTENT

1. Evaluation of ASI as an evidence-based method; frame of reference, for intervention.
2. Introduction to the intervention principles of ASI and to the concept of “fidelity” to an intervention.
3. Fidelity measures and the appropriate use of the Ayres Sensory Integration Fidelity Measure (ASIFM).
4. ASI and other treatment methods as part of OT, PT or SLT clinical practice; structure and process of the intervention.
5. Intervention planning from an assessment using the data-driven decision-making process.
6. Formulating proximal outcomes to guide the selection of therapeutic activities to reach, measure and report distal participation-related outcomes.
7. Interpret assessment findings, identify outcomes and intervention strategies, design, and refine fidelity to the ASI intervention principles.

LEARNING AND TEACHING METHODS

1. Students will learn online through multimedia methods. For example, online lectures will present core material for the module and provide students with a theoretical and clinical knowledge base.
2. Lectures will incorporate workshop activities, during which students can engage with clinical data, assessments, and associated materials. They will further develop their understanding of principles and practices in delivering services. This is done in co-production with people with sensory integration and processing challenges.
3. Clinical data and case study materials will help incorporate the service user’s voice, perspective, and experience into learning.
4. Online forum discussions in tutor groups will support the students in their learning.
5. Students will be expected to read relevant literature to support their learning. They will have access to Ulster University’s library online.
6. Develop and enhance their clinical skills through reflective practice. This occurs while applying an ASI framework to a case study under appropriate clinical tutoring and peer review.
7. Video materials available online will be utilised to consider and understand fidelity in support of reflective practice.
8. The module is delivered as blended learning.
   1. Online lectures.
   2. Online lectures are live in person, including group work.
   3. A live, in-person group case study applied the DDDM process to supplied clinical data. This includes EASI and other assessment methods, including homework between teaching blocks.
   4. Live practice implementing the learning of the DDDM process. This ranges from referral through assessment to intervention and outcome measurement with a client from the therapist’s caseload. This is videoed.
   5. Development of this Client Case Study Presentation. It includes all DDDM (as above) and video preparation.
   6. Case Study Skeleton Review, including Client Video with Tutor Live 121 session online.
   7. Presentation of video and case study slides at Tutor Group with ASI-FM review and peer feedback. Also included are marking and feedback from the teaching team, including an instructor.

Tutor Group attendance x 6 sessions (2 case studies/session).

For Therapists

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