Sensory regulation and executive function: An integrative approach (Part 2) (April 22, 2024)

Presented by: Lindy Joffe, OTD, OTR/L 

Executive function (EF) skills impact a broad range of functional developmental outcomes (Hyland & Polatajko, 2012; Jokić & Whitebread, 2011; Rahimi-Golkhandan et al., 2014; Rosenblum, 2018), and are at the core of many challenges seen by pediatric occupational therapists (Crisci, et al., 2021; Torske et al., 2020). Yet occupational therapists report either disregarding EF entirely due to insufficient training, knowledge, and skills, and/or misunderstanding the interaction between EF and sensory-motor challenges (Cramm et al., 2013; Cramm et al., 2016; Jokić & Whitebread, 2011). Sensory processing and EF skills are neurologically and functionally interrelated (Nakajima et al., 2019; Romero-Ayuso et al., 2018). Given this, combined with the increasing complexity of the children in our referral base, occupational therapists must be able to integrate knowledge of sensory processing with a strong understanding of how to facilitate development of these executive processes (Joffe, 2022).

This two-part webinar series explores the intersection of sensory processing and executive function (EF) in children with regulatory challenges from a neurological and functional perspective. Part 2 overviews the QUEST Program (Joffe, 2022), an evidence-based intervention, building off the theoretical and neurological foundation provided in Part 1. Participants will be introduced to methods of assessment, a framework for therapy, and specific therapeutic activities that fit within this framework. Therapeutic use of self will be discussed within the context of a non-didactic, mentorship, attachment-based model. Participants will leave the webinar with practical ideas that they can take back to the clinic and incorporate for immediate use.

Link to register for Part 1

After taking part in this webinar, participants will be able to: 

1. List two new ways to assess executive function skills.
2. Explain how the concepts of "empathic mirror" and "productive struggle" relate to therapeutic use of self.
3. Identify five to seven new activities and/or activity categories that can be taken home immediately that support the development of executive function skills.

Level
Intermediate (3-5 years of experience in this specific area of practice)