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Outcome Goals for Module 4

CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICES MODULE 4: TEACHING AUDITORY ASSOCIATION SKILLS By Mary Jones, OTR/L, DipCOT Sensational Kids, LLC B rain Focus International, Inc. Outcome Goals for Module 4. Homework assignment and post-test review from previous Module 3.

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Outcome Goals for Module 4

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  1. CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICESMODULE 4: TEACHING AUDITORY ASSOCIATION SKILLSBy Mary Jones, OTR/L, DipCOTSensational Kids, LLCBrain Focus International, Inc.

  2. Outcome Goals for Module 4 • Homework assignment and post-test review from previous Module 3. • Tools and techniques to help teach IM with guide sounds • Review of Module 4 • Assignment/Homework

  3. Review of Post-Test from Module 3 • True or False: It does not matter what activities you do with your IM clients, as long as you find them relevant to your own clinical goal framework. • Answer: False

  4. Review of Post-Test from Module 3 2. True or False: Motivational strategies are vital to help maintain client engagement. • Answer: True

  5. Review of Post-Test from Module 3 3. Strategies that help build a client’s motivation include: • Drawing on a client’s own interests • Give lots of verbal and nonverbal reinforcement • Both a and b • Provide a structured list of required session activities. • Answer: C

  6. Review of Post-Test from Module 3 4. True or False: Applying principles of engagement has no bearing on greater neuroplastic changes and functional outcomes for clients. • Answer: False

  7. Review of Post-Test from Module 3 5. The following switches may be used with the IM Pro system: • Compatibility switches • Mouth switches • Voice activated switches • All of the above • Answer: D

  8. The Key to IM Success: • Modify for Engagement! • Be Spontaneous for Novelty! • Increase repetition for Synaptic growth!

  9. Techniques for Success Positioning alternatives Physical Environment Sensory Environment Motivation Strategies Tempo/Timing variance Feedback Strategies Interpreting Data Pacing of activities and themes Duration of tasks and sessions Building Relationships – allowing control Switch choices and Access

  10. In Support of Guide Sounds Auditory guide sounds tell the individual exactly how accurate the rhythmic timing of his or her movements are as they are occurring. The sounds also help the individual recognize when his or her attention is wandering and learn how to get back on task.

  11. Development of Temporal Processing • Unlike visual and tactile stimuli, auditory signals that allow perception of timbre, pitch and localization are temporal. (Winer, J)

  12. Developing Selective Attention using IM Training • Over a series of weekly sessions, your brain learns rhythm and timing, much like the way feedback from training wheels once helped you learn how to balance on a bicycle.

  13. The student learns to attend for longer and longer periods of time without interruption. Guide sounds are key in developing higher abilities in planning and sequencing and learning new complex cognitive and physical tasks with increased efficiency.

  14. When and How to Transition to Guide Sounds during IM Training • The role of guide sounds in the ‘big picture’ • Sound categorization relies on other sensory modalities and on behavioral feedback, these are customizable within the IM software (Shamma, S)

  15. Developing a Treatment Plan • Step One – Client is able to associate with the reference tone

  16. Developing a Treatment Plan • Step Two – Discern the client’s best learning style: visual; auditory; combination; structured; role play; motivation; feedback incentives.

  17. Developing a Treatment Plan • Step Three – Take charge of the IM software settings – volume intensity; volume settings; difficulty; tempo; visual feedback; duration.

  18. Developing a Treatment Plan • Step Four – Set up the activity – switch access; role play; turn taking; proprioceptive input to aid learning; rhythm activities; themed games.

  19. Left Ear EARLY Buzzer Buzzer High Pitch Rewarding Sound 15 40 15 40 Rubber band twang Rubber band twang 0 200 100 200 100 Left EarEARLY Right EarLATE 1 second = 1,000 milliseconds 0 - 15 ms Perfect 16 - 40 ms Above Average 41 - 100 ms Average

  20. Sample One Adjusting the volumesettings

  21. Sample Two Adjusting visual feedback

  22. Sample Three Adjusting difficulty setting Tempo – Burst Threshold – Volume – Repetitions – Difficulty

  23. Sample Four Attend to volume intensity Consider Headphones vs Speakers

  24. Role Playing and Turn Taking Movie: Peds 4 Slide 25.mp4

  25. Tips, Tricks and Learning Kicks Letting off steam and being creative helps with extending training and compliance.

  26. Whole Body Movement CAN YOU FEEL THE BEAT?

  27. Explore Techniques to Help ‘Feel’ the Beat Movie: Peds 4 slide 28.mp4

  28. Explore Techniques to Help ‘Feel’ the Beat Movie: MOV03071.mp4

  29. Review of Module 4 Learning Objectives • Teaching auditory association skills • Examples of strategies to help teach auditory association skills using IM. • Developing a treatment plan with IM to help children to associate to a rhythmic beat.

  30. Module 4 Homework • Complete Module 4 Post-Test • Watch webinar, “Those Guide Sounds are Driving me Crazy!” • Complete webinar Post-Test

  31. Resources Shamma, Shihab. “On the Role of Space and Time in Auditory Processing.” Trends in Cognitive Sciences. Volume 5, Issue 8. pgs. 340-348. 1 August 2001 Winer, Jeffery A. “The Auditory Cortex: Fundamental Neuroscience.” 2011

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