Workshop: Collaborating Clinicians
This three-day workshop is designed for professionals who desire to work collaboratively in supporting children with special needs. As a therapist, educator or caregiver, selecting an appropriate intervention approach for each individual client is often challenging. Professionals are often inundated with a multitude of options, often making it difficult to discern which approaches or even disciplines are optimum for each case. This workshop re-frames intervention; it illuminates the reality that the best possible care anyone can receive is often trans-disciplinary, integrated, practical and sustainable. The content of the workshop combines sensory processing intervention, Neuro-Developmental Treatment, attachment and strategies for enhancing communication. The workshop will be a blend of lecture, demos, videos and clinical problem-solving discussions. While participants will expand their knowledge of specific approaches and skills in supporting clients/students, the crux of this workshop is in pulling it all together.
Neuro-Developmental Treatment (NDT)
NDT is a well-established and recognized hands-on approach which was originally designed to support people with Cerebral Palsy but also has immense practical use with Autism and other developmental disabilities that exhibit motor control challenges. This form of intervention improves alignment and movement patterns, while inhibiting the less effective movements. Kim is an advanced instructor of NDT, with 20+ years of instruction experience in this treatment approach.
Sensory Processing Intervention (SPI)
SPI is a concept Kim introduced and has used since the 90’s that is different from Sensory Integration in its flexibility; it is applicable in all environments and across all human occupations. In SPI, analysis and provision of targeted sensory input is provided for the child through a wide-range of play activities and environmental adaptations. The aim of this intervention is to develop increased self-regulation, learning, social engagement and motor integration.
Regulation Through Relationship (RTR)
Developed by Kim in past five years, RTR is a process of co-regulation through mindful interaction and compassionate communication to help the child arrive at the just-right social, emotional and cognitive states of function.
Functional Communication Intervention (FCI)
FCI is a new and valuable process initiated by Manoj Pathnapuram, SLP from Singapore (a close colleague of Kim’s) that shapes the child’s most natural and comfortable communication strategy into being the most functional it can be. Although Kim is not a speech and language pathologist, together Kim and Manoj have integrated this communication development process as an aspect of supporting clinicians in collaborative trans-disciplinary intervention.
Appreciate and establish a connection to the transdisciplinary model of intervention for children with special needs, while simultaneously maintaining a clinical identity and professional boundary.
Recognize arousal states and design effective strategies for learning, communication, relationship and self-regulation.
Understand the inter-connectedness between the posture and movement system, and emotional regulation and learning.
Appreciate the need for appropriate sensory interventions to improve posture and movement patterns in functional and academic settings.
Understand the impact of attachment and co-regulation upon arousal, language development, and executive functions.
Understand that all behaviour (in a relational context) is communication, and in supporting others it’s not only what we do but how we do it that matters.