This 12-week course will be a very thorough journey into understanding Dyspraxia, it’s various components, as well as differential diagnosis. Dyspraxia is very misunderstood and the contributions of sensory processing is very clear. Some see Dyspraxia as a cognitive disorder, though Maude will provide the participant clearly laid out reasoning for consider Dyspraxia in a developmental context. This frequently “hidden” disability causes great pain in many children and adults struggling with attention, executive functioning and learning disorders. Maude will clarify the brain in Dyspraxia in a clear, practical way, providing the participant information that will inform and guide clinical practice and understanding. The course material is intense and much information will be covered, but it will also be practical and applicable to daily practice. This course will be the pre-required course at the Bronze level for entering the Silver level course concerning Assessment of Dyspraxia.
Outline / Agenda:
Week 1: Wednesday, January 16, 2019 at (12.00pm US EST): Introduction to Dyspraxia
Week 2: Wednesday, January 23, 2019 at (12.00pm US EST): Ideation in Dyspraxia
Week 3: Wednesday, February 6, 2019 at (12.00pm US EST): Somatosensory Dyspraxia
Week 4: Wednesday, February 13, 2019 at (12.00pm US EST): Bilateral Integration, Sequencing and (Timing) Dyspraxia
Week 5: Wednesday, February 20, 2019 at (12.00pm US EST): The Visual System and Dyspraxia
Week 6: Wednesday, February 27, 2019 at (12.00pm US EST): The Auditory System and Dyspraxia
Week 7: Wednesday, March 6, 2019 at (12.00pm US EST): The Oral-Olfacory System in Dyspraxias
Week 8: Wednesday, March 13, 2019 at (12.00pm US EST): Sensori-motor influences in Dyspraxia
Week 9: Wednesday, March 20, 2019 at (12.00pm US EST): Enteroception
Week 10: Wednesday, March 27, 2019 at (12.00pm US EST): Sensory Modulation and Dyspraxia
Week 11: Wednesday, April 3, 2019 at (12.00pm US EST): Social Emotional Implications of Dyspraxia
Week 12: Wednesday, April 10, 2019 at (12.00pm US EST): Case Study
1. Explain 5 different components of Dyspraxia
2. List the involvement of 6 different sensory influences in Dyspraxia
3. Recognize 4 different treatment diagnostic categories of Dyspraxia
4. Recognize the importance of considering the motor plan response when required to follow verbal instruction
5. List 6 criteria that would support a diagnosis of Somatodyspraxia and/or Bilateral Integration and Sequencing Difficulty
6. Identify 3 social-emotional implications of Dyspraxia, impacting on their educational and social performance
1a. Identify three types of Dyspraxia influencing occupational performance as a school student.
1b. List 4 diagnostic categories that may co-occur with a diagnosis of Dyspraxia
2b. Identify 2 observations that Ayers (1985) identified as students possibly having difficulty with Ideation
3a. List 4 different aspects to consider in the diagnosis of Somatodyspraxia
3b. Differentiate between proprioception, deep touch and light touch as it pertains to the registration of information when considering movement or the use of tools.
4a. Differentiate between 2 primary reflexes that would inhibit the development of bilateral integration ultimately impacting on interhemispheric organization.
4b. List 5 vestibular receptors of the inner ear that would control our response to movement in any plane (frontal, sagittal, horizontal)
5a. List 3 ocular motor skills that will impact on the development of reading and writing skill
5b. Differentiate between visual motor skill and the skill of eye-hand coordination
6a. List 5 classroom behaviors that would cause consideration for difficulties within the auditory system.
6b. Identify 1 primitive reflex instrumental for the development of the auditory system.
7a. Differentiate between a “jaw jut” and a “jaw slide” as it pertains to feeding and oral motor skill.
7b. List 3 reasons why the Suck-Swallow-Breathe Reflex would be important to consider as a regulator (or modulator)
8a. List 3 measurements in body musculature that is important for sustained endurance in sensori-motor ability.
8b. Identify 3 important structures in the brain that is considered to be strongly involved in building sensori-motor skill.
9a. List 4 different types of Modulation Disorders involved in the behavior patterns of developing children.
9b. Recognize the primitive protective influence of the fight-flight-freeze mechanism in the face of adversity and difficult experiences.
10a. Identify 3 different functions of Interoception that is instrumental for everyday functioning
10b. List 5 building blocks of building self-regulation through the lens of interoception
11a. Recognize the importance of play and development of problem-solving skill in social-emotional health and wellbeing
11b. List the 4 phases of Separation-Individuation as important building blocks to achieve self-identity and autonomy.
12a. Recognize the structure and need for 3 phases of intervention as an approach to Dyspraxia
12b. List 2 key elements targeted during the second phase of intervention titled: “Organization”.
Psychologists, Social Workers
1.8 AOTA CEU’s / 18 contact hours
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CE Provider Name:
- Maude Le Roux Academy
- 9 La Crue Avenue, Suite 103, Glen Mills, PA, 19342
- Phone: 484-840-1529
- Fax: 484-840-1560
- Email: firstname.lastname@example.org
Speaker: Maude Le Roux OTR/L, IMC, SIPT, CTC, DIR-FT International Trainer
Special Needs Accommodation: We invite anyone who may need a specific accommodation to contact email@example.com and we will do our best to accommodate your needs. We do provide online powerpoint for download should you require larger print and we do wear specialized headphones to best accommodate for a clear audio message.
Course Completion Requirement:
Please note that you will not receive AOTA CEUs or contact hours for sessions where you were absent. To receive your certificate upon completion which includes AOTA CEUs / Contact Hours you must complete the course evaluation feedback form.
Payment is due in full with registration through PayPal and there is a non-refundable cancellation fee of $25 at any time. If the course participant cancels within 30 days prior to the course starting date, the reimbursement would be 75% and within 2 weeks of the course; reimbursement would be calculated at 50%. Please contact firstname.lastname@example.org. If the course should be cancelled by the Maude Le Roux Academy, each course participant will be contacted via e-mail notification to announce rescheduled dates or when reimbursement would be issued if not able to reschedule.
Maude and Charl Le Roux own the Maude Le Roux Academy and thus the proceeds of this course will cover operational expenses as well as provide income for Maude and Charl Le Roux.