Sensory for the SLP
When: Tuesday June 15th
at 1:00 pm Central Daylight Time
Registration Ends June 14th
3-Hour Live Webinar
Earn 0.3 ASHA CEUs
Each person who plans to view the webinar is expected to register and purchase their spot individually. If you would like to purchase multiple spots for your agency, please send an email to firstname.lastname@example.org with the names and email addresses of the other group members.
Struggling learners benefit when practitioners work together as a cohesive unit to assess and treat the whole child. This transdisciplinary team approach requires pediatric therapists and educators to understand and synthesize knowledge from the fields of speech-language pathology, occupational therapy, physical therapy, and special education. Understanding that sensory input drives motor and behavioral output provides the foundation for this course. The way young children take in, process, and respond to sensory information significantly affects learning, development, and behavior.
Pediatric therapists and early childhood educators can gain confidence and competence by increasing their knowledge related to the impact of sensory-motor issues on speech, language, and social-emotional development. This 3-hour course will provide an overview of the external and internal sensory systems along with observable characteristics of sensory over-responsivity, sensory under-responsivity, and sensory craving behaviors. Occupational therapists are the professionals who specialize in sensory processing disorder, but all early childhood providers need to have a basic understanding of how a multisensory therapy approach can help young children interact more effectively with their environment.
- Contrast how sensory over-responsivity, sensory under-responsivity, and sensory-seeking behaviors affect attention, participation, and behavior in young language learners.
- List the sensory systems and describe the relevance of the three power senses.
- Summarize how to create sensory-rich learning opportunities to support young children with sensory differences who struggle participating in therapy and classroom activities.
Minutes 1 – 5: Introduction
Minutes 5 – 15: What pediatric SLPs and other providers need to know about sensory processing
Minutes 15 – 30: Defining self-regulation, co-regulation, and dysregulation
Minutes 30 – 80: The sensory systems
Minutes 80 – 100: Communicative functions of challenging behavior
Minutes 100 – 120: General guidelines for supporting the dysregulated child
Minutes 120 – 150: How to create sensory-rich speech and language activities
Minutes 150 – 170: Problem solving through case studies
Minutes 170 – 180: Q & A
Nonfinancial Disclosure: Cari has an autistic son and shares personal experiences in her trainings.
Financial Disclosure: Cari receives royalties from all product sales on her website. She also benefits financially for presenting this course today.