Abstract: Overwhelmed with all the planning for all the sessions you need to do? Trying to engage clients of different function/need levels within the same group? This session will share ideas on how to add simple supports to your repertoire to effectively modify the same therapy task for multiple needs.
Description: Groups…. There are so many reasons we find ourselves needing to have them. Additionally, though, high caseloads necessitate efficient session planning. Rather than spending precious time to come up with a completely separate session plan for every single client or group, is there a way to plan one main one, but modify it to effectively meet the needs of several different clients? Further, what if that information could then be used for consultation/modeling with other caregivers/professionals? A practical field clinician, with experience in a variety of settings, will take some general themed session plans, share some simple, evidence-based, cost-effective supports that can be made/used/added, and demonstrate how to modify those plans to constructively meet the needs of a variety of clients to facilitate participation in the tasks and addressing of skills, and even assist others who work with those clients to build in generalization in other settings.
Presentation Format & Methods: PowerPoint, Interactive Lecture Possible facilitated discussion/group work
Supporting Research: Reference 1: Trott, M. (2002). Oh Behave: Sensory Processing and Behavioral Strategies. San Diego: Harcourt Education.
Supporting Research: Reference 2: Stowe, K., Clinebell, S. (2015). An examination of learning preferences of U.S. and international students. Journal of Teaching in International Business, 26, 258-272.
Supporting Research: Reference 3: Yack, E., Aquilla, P., & Sutton, S. (2015). Building Bridges Through Sensory Integration – 3rd edition – Therapy for Children with Autism and Other Pervasive Developmental Disorders. Arlington, TX: Sensory World.
Supporting Research: Reference 4: Klimas, N. (2001). Learning in disguise, using music to foster communication in children with autism. ADVANCE for Speech-Language Pathologists & Audiologists, 11(48), 7-8.
Supporting Research: Reference 5: Knight, V., Sartini, E., & Spriggs, A. (2015). Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45, 157-178.
Learning Objectives:
As a result of this presentation, the participant will be able to identify 3 constructive supports to increase the ability to support clients with a variety of needs/function levels in participating in sessions.
As a result of this presentation, the participant will be able to identify at least one support each to assist 3 clients of different need/function level to participate in the same basic therapy task.
As a result of this presentation the participant will be able to model/discuss use of supports for/with other caregivers/professionals in order to facilitate generalization opportunities for clients.