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Interactive Learning Module for Sensory Issues and Autism Spectrum Disorder

This project aims to develop an interactive learning module with video case studies to enhance the knowledge of pediatric occupational therapists in designing evidence-based treatment for children with sensory issues and autism spectrum disorder. The module focuses on improving clinical reasoning skills and effective communication with stakeholders. The module has received positive feedback from expert reviewers, indicating its efficacy as a teaching tool in the field of occupational therapy.

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Interactive Learning Module for Sensory Issues and Autism Spectrum Disorder

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  1. Developing an Interactive Learning Module for Treating a Child with Sensory Issues and a Child with Autism Spectrum Disorder Kavitha N Krishnan MS OTR/L Dec 2nd, 2016

  2. Project background / rationale • 5-16% of children in the general population demonstrate sensory processing issues. (Ahn et al., 2004; Ben-Sasson et al., 2009) • 45-96% of children with autism spectrum disorder (ASD) demonstrate sensory difficulties. (Lane, et al., 2010; Baranek, 1999) • Projected societal cost across the lifespan of an individual with ASD approximately $3.2 million. (National Autism Center (NAC),2009) • Models and guidelines with criteria to assess if an ASD practice or intervention is evidence-based is important. • OTs using SI theory challenged how to use the best available evidence to inform their practice. (Aberman and Lieberman, 2010)

  3. Project Aims • Develop an interactive learning module with two video case studies to advance the pediatric occupational therapist's knowledge and skills in designing and implementing evidence-based treatment using an integrated, standardized and measurable clinical reasoning process when treating • a) child with sensory issues and b) a child with both autism and sensory processing issues. • The interactive learning module with video case studies was designed to train pediatric OTs and OT students how to use an evidence-based approach in the writing of functional goals, intervention planning, implementation and communicating to stakeholders. • Experienced OTRs with content expertise provided evaluative feedback on the interactive learning module with video case studies to guide further work.

  4. Outcomes / evaluation results • The high percentage scores received from the OTR reviewers indicate that the learning module meets the 4 major criteria in the peer evaluation checklist. • In spite of some technical issues experienced, the three reviewers agreed that the information was accurate, very informative and well organized. • One OTR reviewer suggested partnering with the AOTA and another OTR reviewer stated the writer did an ‘outstanding job of synthesizing multiple issues about sensory integration, leading the viewer through the process of the data decision making framework and the art of critically appraising embedded within evidence based practice’. • Reviewer also stated that there is a distinct need for such a learning module in the OT field. • The OTR reviewers’ feedback provides a strong verification that the learning module is an effective teaching tool that is accurate and effective in teaching educationally significant concepts, models and skills.

  5. Dissemination method(s) • A practical guide or training tool for OT students at the UIC. • The outcomes of the teaching module evaluated by OTR reviewers with content expertise every 6 months to ensure that the teaching components meet criteria and that they utilize the most current evidence. • A pre and posttest of a group of students or individual learners can be done to evaluate student outcomes of viewing the learning module. • Consideration of contacting AOTA will be made upon completion of this doctoral project.

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