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Motor Issues in Autism

Education Resources, Inc.

Objectives

Upon completion of this course the therapist will:
• Identify at least three common motor challenges in children with ASD
• Describe the relationship between sesnsory processing, body awareness, and atypical motor performance
• Identify and apply two motor activities (based on research) to support engagement and motor skills development
• Describe the movement feedback challenges in ASD
• Identify and apply at least two preparatory routines to address fear and withdrawal from motor activities

Confirmation Notes

This course meets the critera for 12 contact hours ( 1.2 CEUs). Application has been made to the NJ Board of Physical Therapy Examiners, the PA State Board of Physical Therapy and the MN Board of Physical Therapy. In CT this workshop meets accepted standards for continuing competence. Approved sponsor by the State of IL Dept. of Financial and Professional Regulation for Physical Therapy for 14 contact hours.
Approved Provider for 14.4 contact hours by the NY State Board of Physical Therapy and the NY State Education Department.
Approved provider of continuing education by the American Occupational Therapy Association #3043, for 12 contact hours (1.2 CEUs) Intermediate Level - Occupational Therapy Process: Assessment, Intervention. The assignment of AOTA CEUs does not imply endorsement of specific course content, products or clinical procedures by AOTA NBCOT professional development provider- 12 PDUs
This course is offered for up to 1.2 ASHA CEUs (Intermediate level, Professional area)

Description

Are some of your clients “self-directed” and/or “in their own world?” Are you dealing with reactive behaviors? Do you have difficulty getting “engagement making” a connection? Do you find play and motor skills limited and or perseverative? Are you encountering self-stimulatory behaviors and not sure what they mean? Do your students just want to “watch”? Are you exhausted at the end of some sessions? Join us as we focus on motor skills in ASD and evidence-based interventions that address motor as well as coexisting social and communicative challenges. For decades, autism has been defined as a triad of deficits in social interaction, communication, and imaginative play. Children on the autistic spectrum may have difficulties with posture, coordination, and motor planning. Recent studies show that movement difficulties are common in children on the autistic spectrum, and poor motor skills are associated with greater difficulties with social communication. Participation in activities, building relationships, and reciprocal communication require neurological systems to coordinate and synchronize the processing, organization, and regulation of sensory information and movement. Differences in body awareness and motor planning can result in avoidance of, or poor response to, many activities that support motor development. Anxiety, self regulatory and sensory processing challenges often respond to movement activities which enhance brain-body feedback for successful and organized engagement.

Date And Locations
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