Dominican University of California
 

All Conference Presentations, Performances and Exhibits

Presentation or Panel Title

Interdisciplinary Collaboration Approach to School Based Sensorimotor Programs

Location

Guzman 104

Start Date

4-14-2016 7:40 PM

End Date

4-14-2016 7:55 PM

Department

Occupational Therapy

Student Type

Graduate

Faculty Mentor

Laura Greiss Hess, Ph.D., OTR/L

Presentation Format

Oral Presentation

Abstract/Description

In the past decade, the prevalence of Autism Spectrum Disorder (ASD) has skyrocketed by 289.5%. Additionally, developmental disabilities, which include Intellectual Disability (ID), have increased 17.1% (CDC, 2015a). Sensory processing deficits are a prominent area of need for individuals with ASD and ID that require specialized interventions. Recent research has supported proactive “exercise” programming in school as an evidence based practice to address sensorimotor deficits (Lang et al., 2010; Nicholson et al., 2011). In order to meet the needs of special education students with ASD and/or ID, the demand for highly specialized services in school has increased. In best practices, these services are delivered by an interdisciplinary team consisting of: an occupational therapist (OT), speech language pathologist (SLP), psychologist, behaviorist, teacher, and legal guardian(s) (Lytle & Bordin, 2001). Understandably, services provided in schools are highly varied due to the individual differences presented by students with ASD and/or ID, types of classrooms, and the collaboration amongst the Individualized Education Program (IEP) team. The purpose of this study is to empirically examine the OT and interdisciplinary team practices via interview methods and qualitative analysis that address sensorimotor programming for students with ASD and/or ID at a special education center. Through the analysis we will identify themes that can inform a collaborative conceptual service delivery model utilizing sensorimotor approaches for students ranging from 12 to 22 years old with ASD and/or ID.

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Apr 14th, 7:40 PM Apr 14th, 7:55 PM

Interdisciplinary Collaboration Approach to School Based Sensorimotor Programs

Guzman 104

In the past decade, the prevalence of Autism Spectrum Disorder (ASD) has skyrocketed by 289.5%. Additionally, developmental disabilities, which include Intellectual Disability (ID), have increased 17.1% (CDC, 2015a). Sensory processing deficits are a prominent area of need for individuals with ASD and ID that require specialized interventions. Recent research has supported proactive “exercise” programming in school as an evidence based practice to address sensorimotor deficits (Lang et al., 2010; Nicholson et al., 2011). In order to meet the needs of special education students with ASD and/or ID, the demand for highly specialized services in school has increased. In best practices, these services are delivered by an interdisciplinary team consisting of: an occupational therapist (OT), speech language pathologist (SLP), psychologist, behaviorist, teacher, and legal guardian(s) (Lytle & Bordin, 2001). Understandably, services provided in schools are highly varied due to the individual differences presented by students with ASD and/or ID, types of classrooms, and the collaboration amongst the Individualized Education Program (IEP) team. The purpose of this study is to empirically examine the OT and interdisciplinary team practices via interview methods and qualitative analysis that address sensorimotor programming for students with ASD and/or ID at a special education center. Through the analysis we will identify themes that can inform a collaborative conceptual service delivery model utilizing sensorimotor approaches for students ranging from 12 to 22 years old with ASD and/or ID.