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Live vs On-line CE: Revisiting the Comparison

12/30/2014

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Have you committed to improving your clinical skills as one of your New Year's resolutions? That's a great way to invest in your future while serving your clients even better. What are your best options for achieving that goal?

In this age of technology, more information is accessible than ever before in history. When making a determination about professional continuing education, therapists have a lot of options. Requirements for licensure make CE imperative, but most therapists want their time and resources applied in a way that will improve their skills and serve their clients.

There are many on-line educational opportunities that appear attractive for a number of reasons.
1. They are sometimes cheaper;
2.  They can be viewed from anywhere- home, place of work, etc. (reducing travel costs and inconvenience);
3.  Often they can viewed at times convenient to the learner (not always);
4. Usually can be taken over a period of time, again convenient to the learner.

As attractive as that option might be, there are many ways that "live" courses provide a superior experience for the learner, especially when it comes to improving treatment skills for pediatric therapists.
1.  Courses tend to be more "in-depth," including important background information sometimes sacrificed in the short on-line versions.
2.  Live courses put the learner in an optimum learning environment, with the opportunity to seek clarification and get questions answered.
3.  Learners are able to discuss ideas generated with colleagues and instructors.
4.  In many cases learners can try "hands on" experiences with instructor feedback.
5.  A large block of CE hours can by gained over a few days, without the distractions of work or everyday life, while gathering substantive information to directly improve the learner's practice.

The Richter AIR Symposium provides several other features simply not attainable in a "distance" learning situation.
1.  A variety of professionals come together to learn and share, creating a dynamic environment for learning.
2.  Networking with colleagues from other locations, work sites, professions is a uniquely enriching experience of this venue.
3.  Interacting with speakers of national and international stature gives context and greater meaning to the information offered in each session that simply does not compare to the experience of watching a flat screen.
4.  It is actually possible to make the event into a working vacation or a learning retreat, depending on your inclination. There is much to do in the evenings to relax or rejuvenate with colleagues, speakers (at Speaker Roundtables) or at the Mall of America for entertainment.
5. Participants can explore a variety of exhibitor information and review their products and materials first hand.

Live courses sometimes cost a little more per credit, but they enrich the learner in a sense of community learning, and how much is the potential for new professional contacts, practice groups and new friends worth?
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Session SpotLight: K. The Power of the Sensory Diet Concept

12/30/2014

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Tracy Murnan Stackhouse, speaker for 2nd Symposium Session K, submitted a blog prior to her presentation last year that you might like to review when considering attending her session this year (2015). She will be back due to the popularity of her session and the rave reviews she received then.

What Is a Sensory Diet?

The following is an excerpt from Sensory Diet Concept for use with Individuals with Smith-Magenis Syndrome (SMS) and Use of the Sensory Diet Template, by Tracy Murnan Stackhouse (speaker for Session D: The Power of the Sensory Diet Concept). The article in its entirety can be found here.



A sensory diet is a treatment strategy used within the framework of occupational therapy to address two particular problems: sensory defensiveness and difficulties maintaining appropriate states of arousal. Sensory defensiveness is the tendency to respond in a negative or avoidant manner to sensory input; even normal sensations such as the feeling of clothing on the skin, water at bathtime or lights in a gymnasium can be sources of negative overstimulation. When this presents in a pattern of over-responsivity coupled with behavioral response of avoidance or agitation, it is called sensory defensiveness.

Arousal difficulties refer to the tendency of a person’s nervous system to maintain an optimum level of activation for the context/task at hand; if it is time to sleep, optimal arousal is low to match the sleep state.  Alternatively, if the task is a college lecture, then arousal should be alert and focused without a lot of body activity, in contrast to the alert, focused and active body used during a sporting activity. Because individuals with SMS often struggle with meeting their sensory needs and with poor arousal modulation, the sensory diet approach is ideally suited to address these particular needs.

The concept of the sensory diet was originated by Patricia Wilbarger, MA, OTR. It is an occupational therapy intervention strategy which consists of a carefully planned program of specific sensory-motor activities that is scheduled according to each child's individual needs (Wilbarger & Wilbarger, 2002). It also takes into consideration each family’s schedule, preferences, and resources.

A sensory diet can help maintain an age-appropriate level of attention for optimal function as well as be used to reduce sensory defensiveness. Like a diet designed to meet an individual's nutritional needs, a sensory diet consists of specific elements designed to meet the child's sensory integration needs. The sensory diet is based on the notion that controlled sensory input can affect one's functional abilities. Martin (1991) states in Principles of Neuroscience:

 “Sensory systems are not only our means for perceiving the external world, but are also essential to maintaining arousal, forming our body image and regulating movement.”

A Sensory Diet can be used in 2 primary ways:
–  To Decrease/Treat Sensory Defensiveness
–  To Maintain an Optimal State of Arousal across Time

The OT devising the sensory diet should be certain to focus or parse the focus of the sensory diet to meet the individual goals. 

Wilbarger & Wilbarger's (2000) comprehensive approach to treating sensory defensiveness includes education and awareness, a sensory diet, and other professional treatment techniques. One such technique is called either the “Wilbarger Protocol” or “Therapressure” technique, which uses deep pressure to certain parts of the body, followed a series of joint compressions that provide the sensory input of proprioception. Proprioception refers to sensory input that activates muscle and joint receptors, providing information to the brain about those muscles and joints (what are they doing, how are they moving). Most important from an arousal standpoint, proprioceptive input releases chemicals in the brain that foster organized modulation or arousal functions.

The Wilbargers also suggest a specific protocol, called the Wilbarger Oral Tactile Technique, which addresses oral sensory defensiveness. Oral sensory defensiveness manifests in aversive, negative responses to oral sensations and is usually seen in feeding and speech-related behavioral concerns. Either Therapressure or the Oral Tactile Technique are used in combination with an overall sensory diet. The sensory diet provides the structure which coordinates sensory motor activity into the life routine of the individual for whom it is designed. It is critical that these protocols not be used in isolation and that the overall program be initiated and monitored by an appropriately trained occupational therapist.

A sensory diet is best designed by the family and therapist together. The therapist utilizes direct treatment time to learn the individual child’s “formula” for attaining and maintaining appropriate sensory reactivity and arousal modulation. The therapist takes this information, and together with what she or he knows about the family’s schedule and resources, designs a schedule of sensory supports that comprises the sensory diet.

Note: The complete article includes such topics as:
  • Creating Powerful and Precise Sensory Diets
  • Typical elements of a sensory diet
  • Sensory diet activities
  • Individualizing a sensory diet
  • How to structure a sensory diet
  • Suggested routines for SMS
  • Sensory diet data sheets and templates

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Parents Welcome

12/28/2014

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Did you know there are some sessions at the Symposium that are helpful to teachers and parents? While parents are welcome to attend any session, there are two that may be particularly helpful to family members. There are special discounts available for parents, so encourage them to take advantage of these opportunities to learn strategies to help their children.

Session G: CranioSacral Applications for Pediatric Populations will be taught by Nancy Lawton-Shirley, OTR/L, owner of Points of Stillness clinical practice. Nancy is a highly skilled occupational therapist with training and experience in many traditional and nontraditional treatment approaches. Her craniosacral course for pediatrics is popular with OTs, PTs and SLPs, but also has much to offer for parents.  Many of the basic techniques taught are immediately applicable for parents and other non-professionals to use safely with their children. In addition, self-care techniques will be provided for all participants to improve their own health and well being.  

Session I: The Traffic Jam in My Brain, taught by Genevieve Jereb, OTR/L is a popular course world wide. In addition to her skills as a pediatric occupational therapist, Gen is a world-renowned, children’s music recording artist and an enthusiastic instructor. She has combined these skills to create powerful strategies useful in home, clinic, classroom and other environments that help children with self regulation, attention, cognitive function and so on. Parents and teachers love her course because it offers understandable information about sensory processing as well as simple, accessible techniques presented in an experiential, meaningful way. Their children may already be familiar with Gen’s songs and popular recordings (Say G’Day, Cool Bananas, etc.). Therapists love it because they gain strategies for sharing information and providing treatment that can be carried over into other situations besides the clinic. Ms. Jereb has added a second day for the Symposium to pack in more treatment suggestions. Participants may choose to attend one or both days of the course. 
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