Course curriculum

    1. Welcome

    2. Learning Objectives

    3. Course Materials

    4. Course Catalog

    1. Introduction and neurological overview (1:24:46)

    1. Chapter 1 Quiz

    1. Applying the Self- Regulation and Mindfulness Program (1) (29:26)

    2. Applying the Self- Regulation and Mindfulness Program (2) (36:32)

    1. Chapter 2 Quiz

    1. Implementing the ACTION from Trauma Techniques (1:26:14)

About this course

  • $200.00
  • 6.5 Contact Hours

Learning Objectives

Describe the neurological connection to the various sensory strategies for treating children and adolescents diagnosed with complex trauma, Autism, ADHD and Sensory Processing Disorders

Implement current treatment techniques such as mindfulness, activation of the Vagus nerve, music and movement, and respiratory-based techniques to improve client level of functioning

Design neurologically tailored sensory interventions in the treatment of challenging behaviors in children, such as hyperactivity, hypo-activity, aggressiveness, self-stimulatory and inattentiveness

Develop treatment plans based on the Self-Regulation and Mindfulness, and Trauma Treatment in ACTION approaches


Meet Your Instructor

Varleisha Gibbs

Varleisha D. Gibbs, PhD, OTD, OTR/L, ASDCS is an occupational therapist and author with over 18 years of experience working with children and adolescents diagnosed with Autism Spectrum Disorder, sensory processing disorders, and neurological disorders. She is the vice president of practice engagement and capacity building at the American Occupational Therapy Association. Dr. Gibbs is the former scientific programs officer at the American Occupational Therapy Foundation. She also served as the inaugural chair and director of the master’s programs in occupational therapy at Wesley College in Dover, DE, where she was a tenured associate professor. Prior to joining Wesley, Dr. Gibbs worked at the University of the Sciences in Philadelphia, PA, where she served as the director of the doctoral program in occupational therapy. Dr. Gibbs is an expert in the field of neurology, cognition, and pediatric therapeutic intervention. She lectures and provides training on sensory processing strategies and self-regulation to practitioners, parents, and teachers throughout the country and internationally. As co-author of Raising Kids with Sensory Processing Disorders, she has provided families with strategies to understand and care for their children. Dr. Gibbs is the developer of the self-regulation and mindfulness program and author of the best-selling Self-Regulation and Mindfulness: Exercise and Worksheets for Sensory Processing Disorder, 85 Activities to Move Clients Toward Healing, Growth and Improved Functioning. Dr. Gibbs is certified as an Autism Spectrum Disorder Clinical Specialist (ASDCS). Financial Disclosure: Dr. Gibbs is employed by the American Occupational Therapy Association and Wesley College and receives speaking fees. She receives royalties from PESI, Inc. And Prufrock Publishing. There are no non-financial relationships to disclose.

Target Audience

General Education Teachers, Special Education Teachers, Principals and Administrators, School Counselors, Speech-Language Pathologists, Occupational Therapists, Physical Therapists, Math Specialists, Title 1 Teachers, Clinical Psychologists, School Psychologists, Social Workers, Marriage & Family Therapists, Resource Room Teachers, Assistive Technology Specialists, Behavior Specialists, Private Tutors, Autism Specialists, Transition Specialists, Case Managers, Instructional Assistants, Paraprofessionals, Instructional Coaches, Reading Specialists, ELL Teachers

Target Age Range: preK- Grade 8

Credits Offered for This Course

Learn more below

  • ASHA CEUs: 0.65

  • NASP credit hours: 6.5

  • NASW hours: 6.5

  • AOTA CEUs: 0.65

  • APA credit: 6.5 hours

  • Graduate Credit

  • Clock Hours

Articles Related to This Course

Fette, C., Lambdin-Pattavina, C., Weaver, L. (2019). Understanding and Applying Trauma-Informed Approaches Across Occupational Therapy Settings. OT Practice.


Nuske, H. J., Pellecchia, M., Kane, C., Seidman, M., Maddox, B. B., Freeman, L. M., ... & Mandell, D. S. (2020). Self-regulation is bi-directionally associated with cognitive development in children with autism. Journal of Applied Developmental Psychology, 68, 101139.

 

Smith, T. W., Deits‐Lebehn, C., Williams, P. G., Baucom, B. R., & Uchino, B. N. (2020). Toward a social psychophysiology of vagally mediated heart rate variability: Concepts and methods in self‐regulation, emotion, and interpersonal processes. Social and Personality Psychology Compass, 14(3), e12516.

 

Steenbergen, L., Colzato, L. S., & Maraver, M. J. (2020). Vagal signaling and the somatic marker hypothesis: The effect of transcutaneous vagal nerve stimulation on delay discounting is modulated by positive mood. International Journal of Psychophysiology, 148, 84-92.

 

Suarez, M., Atchison, B., & Bush, E. (2019). Increasing Self-Regulation for ADL Independence in Children: Feasibility Study and Coregulation Curriculum Description. American Journal of Occupational Therapy, 73(4_Supplement_1), 7311520407p1-7311520407p1.

 

Yochman A, Pat-Horenczyk R. Sensory Modulation in Children Exposed to Continuous Traumatic Stress. J Child Adolesc Trauma. 2019;13(1):93‐102. Published 2019 Apr 4. doi:10.1007/s40653-019-00254-4