The views expressed in the following presentation are those of the presenters and do not necessarily reflect those of STAR Institute.

Level: Introductory

Length: 4.5 hours

Timeframe for access: Once you first choose to "Launch" this course, you will have 45 days to access the content as often as you like. Your 45-day window for access will not begin until you first click the "Launch" button.

Presentations:

The Out-of-Sync Child Grows Up

Carol Stock Kranowitz, MA

Carol Kranowitz will provide insight into the challenges and successes of living with disordered sensory processing experienced by adolescents and adults by sharing their words and experiences as they appear in her book, "The Out-of-Sync Child Grows Up."

Learning Objectives:

• Hear selections of contributors’ comments in the book, Growing an In-Sync Child, about coping with sensory issues related to dressing, physical work, sleeping, uncomfortable social situations, and auditory over-responsivity
• Consider how to make changes to address their sensory needs when they are in similar situations

Bio:

Carol Stock Kranowitz, a former teacher, introduced Sensory Processing Disorder to parents and educators around the world through her groundbreaking book, "The Out-of-Sync Child," the first publication in her “Sync” series. Her books have been translated into 15 languages, including "El Niño Desincronizado" (Spanish) in 2020. Carol speaks internationally about SPD's effect on learning and behavior and how families, teachers, and professionals can offer “In-Sync” experiences to support children and adolescents — at home, at school, and out and about. (Visit www.out-of-sync-child.com)

Carol graduated from Barnard College of Columbia University and earned her master’s degree in Education and Human Development from The George Washington University. She lives in Maryland, is a classical cellist, and dotes on five teenaged grandchildren. 

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Relate, Re-set, Regulate

Holly Greenston, M.Ed., CAGS, MLADC, Reg. AOD Practitioner -DAPAANZ & Elizabeth Marsh, OTR, MS, MOT

Children’s development of emotional self-regulation is essential for their health and well-being, including their ability to tolerate frustration, decrease aggressive impulses, delay gratification, process sensory input, and express emotions in socially acceptable ways. Children who can regulate their feelings and sensory needs are better able to interact with their peers. In contrast, poor emotion regulation in preschool-aged children can be related to higher levels of externalizing behaviors. Rapid weight gain and obesity in middle childhood can be attributed to children’s deficits in the ability to self-regulate their own behavior. Parents’ actions, such as calming or soothing the infant in the early years of development, serves to regulate the child’s feelings. Therefore, young infants rely heavily on their parents to control their emotions. As children age, they require less assistance in regulating emotions. For example, a 12-year-old might self-soothe in response to an aversive stimulus instead of immediately crying. Understanding how you, as an adult, reset and self-regulate, will help you to better understand and support your child's sensory needs for self-regulation and expressing their emotions.

Learning Objectives:

• Explore ways to help decrease the impacts of disordered sensory processing on the dynamic and complicated world of adolescents
• Teach your child to relate, reset, and regulate through modeling
• Teach your child to self-advocate using a variety of regulating strategies
• Identify your child’s reactions and triggers to help them learn to cope by relating, resetting and regulating

Bios:

Elizabeth Dinn Marsh, OTR, MS, MOT holds certifications in the Diagnosis and Treatment of Sensory Processing Disorder Level 1 and the SOS Feeding Approach through the STAR Institute. She is also certified in the Learning Without Tears Program. Elizabeth has been published in Occupational Therapy in Mental Health. She lives in San Antonio with her husband, 7 year old triplet daughters, and her dog Izzie.

Holly Greenston, M.Ed., CAGS, MLADC, Reg. AOD Practitioner -DAPAANZhas worked in mental health and addictions, specializing in healing trauma in various populations, for 17 years. She is honored to have worked with various Native American tribes, the Maori people of New Zealand, refugees in New Hampshire, and many youth and families who have allowed her to be a part of their journey. Holly has owned a successful private practice, worked in schools and prisons, as an adjunct faculty at Northeastern University and a Clinical Manager of Mental Health and Addictions in New Zealand. Currently settled in San Antonio, Holly is a special education teacher, teaching and advocating for students and families in becoming the best versions of themselves. Holly is married, has two kids in college, and 3 fur-babies.

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Coming to My Senses: Perspectives on Teenagehood with Sensory Processing Disorder

Rachel S. Schneider, M.A., MHC

This presentation will take the audience through Rachel Schneider’s life as a teen with undiagnosed SPD, as well as touch on her childhood and adulthood. Rachel acts as the example for others like herself to give them an inside look at what it means to be a teen with this neurological difference. Adolescence is a truly transitional time across social, emotional, educational, and familial fronts, and it’s from that perspective that Rachel will discuss some of the general challenges teens with SPD have, whether diagnosed or undiagnosed. She will speak about the role hormones play in our sensory experience and the ways in which therapies, tools, and supports can impact how we handle ourselves and our world. Most importantly, Rachel will instill a sense of hope and give listeners a peek at what a typical future/adulthood for someone with SPD may look like.

Learning Objectives:

• Describe what it’s like to be a teen with SPD from an intimate, first person perspective
• Identify the specific challenges that both diagnosed and undiagnosed sensory teens face
• Explain the role that hormones play during this transitional time
• Apply tools, therapies, and other techniques to support the teens in their life, as well as a deeper understanding of how to support their teens

Bio:

Rachel S. Schneider, M.A., MHC is the award-winning author of Sensory Like You and Making Sense: A Guide to Sensory Issues, and a leader of the adult SPD community. With a Bachelor's in Psychology from Brandeis University, a Master's in Mental Health Counseling from the Ferkauf Graduate School of Psychology at Yeshiva University, and through my own experiences as an adult with SPD, Rachel advocate son behalf of those like herself searched for years to find the explanation for their particular sensory challenges. She is passionate about SPD and how it affects adults. Rachel lives in New York City with her daughter. ____________________________________________

Sensory Processing Treatment for the Teen & Adult: Moving Beyond the OT Gym

Carrie Einck, MS, OTR/L

The objective of this course is to provide individuals, parents, and caregivers with a basic understanding of the similarities and differences of sensory-based treatment in pediatric, adolescent, and adult populations. Participants will begin to think about sensory-based treatment from a lifespan perspective instead of within just one phase of development.

Learning Objectives:

• Explain how sensory processing challenges affect teens and adults
• Discuss what similarities exist in sensory-based treatment for children, teens, and adults
• Identify the key differences in sensory-based treatment for teens
• Identify the key differences in sensory-based treatment for adults
• Describe what sensory-based treatment may look like throughout the lifespan

Carrie currently works in Wisconsin as a Lead Occupational Therapist at Aspire Therapy and Developmental Services. She has extensive knowledge and training in the treatment and evaluation of sensory processing and integration challenges through several years of education, research, and teaching through STAR Institute. During her time working at STAR Institute, Carrie helped develop the adolescent and adult program. Carrie has experience in school, clinic, home, and community-based settings for children, adolescents, and adults with sensory processing challenges. She also founded a community-based social skills group for kids of all ages and abilities that promotes social skill building and motor development through a fun and motivating class taught virtually and in-person on mini trampolines. Carrie holds a master’s degree in Occupational Therapy from the University of Wisconsin - La Crosse.

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Who should attend:

Clinicians, researchers and professionals working with neuro-diverse populations, including: occupational therapists, physical therapists, speech language pathologists, educators, child development specialists and mental health professionals. Parents, caregivers and careers, as well as individuals with disordered sensory processing are also welcome to attend.

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Instructional Methods:

PowerPoint lecture with video examples

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Cancellation Policy:

Because this program is recorded and accessible at your convenience, cancellations are not typically accepted. Please contact education@spdstar.org if you have any questions or concerns.

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Do you have a disability that would require special accommodations?

Please contact us at education@spdstar.org and describe how we can help accommodate your needs.

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Continuing Education

STAR Institute is an AOTA Approved Provider of continuing education. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

Approximately 4.5 Professional Contact Hours (.45 AOTA CEUs) are awarded for full completion of this program.

Course Completion Requirements:

Upon full completion of the course video, participants must complete and pass a quiz with at least 80% accuracy to receive a certificate of completion. This will be made available to you and announced via email once AOTA has approved the course for CEUs.

The views expressed in the following presentation are those of the presenters and do not necessarily reflect those of STAR Institute.