Redefining Sensory Needs From An OT Lens becomes clinically important the moment a team has to turn good intentions into reliable action inside home routines and caregiver-led implementation, school teams and classroom routines. In Redefining Sensory Needs From An OT Lens, for this course, the practical stakes show up in clearer roles, fewer duplicated efforts, and better coordinated intervention, not in abstract discussion alone.
Provider: BehaviorLive — via Verbal Beginnings
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →BCBAs are very familiar with the sensory or automatic function of behavior. However, we do not always collaborate with our colleagues in Occupational Therapy to provide insight into best practice when we are planning interventions for individuals on our caseloads with sensory based needs. Several knowledge gaps exist within our field when it comes to sensory needs. We need to discriminate when a complete sensory profile is required from an Occupational Therapist in order to ensure our clients are receiving the most appropriate support. We need to be able to provide appropriate reinforcement (both positive and negative) based on the results of the sensory profile and most importantly we need to be able to provide evidence that our interventions are effective. This webinar will take a deep dive into the application of OT assessments on behaviors that serve a sensory or automatic function. It will also provide recommendations on how to ensure one's learning environment is set up for success when a new client begins services in order to prevent challenging behavior from interfering with one's ability to access ABA or educational services.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 2 | General |
| COA | 2 | — |
In 2005, Stephanie studied and obtained her Masters in Speech-Language Pathology at Worcester State University, which is located in Worcester, Massachusetts. In September of 2009, Stephanie became a BCBA. Following the receipt of her BCBA credential and licensure, Stephanie went on to conduct research as part of her dissertation on the use of habit reversal and its profound effects on decreasing stuttering behavior in two adolescents who stuttered. Her work was a replication of Azrin and Nunn's work in 1974. In December of 2020, Stephanie defended her dissertation and received her PhD in Applied Behavior Analysis from Simmons University in Boston, Massachusetts. Stephanie has been a mentor and leader in the fields of speech-language pathology and behavior analysis for almost 20 years.Stephanie is passionate about enriching the lives of young clinicians and creating opportunities for interdisciplinary collaboration. Stephanie joined the Verbal Beginnings team as the Director of Comprehensive Services in February of 2023 and is eager to help provide clients and families with speech therapy, occupational therapy, and mental health services in the near future.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.