Full Sensory-Motor Development Assessment & Program
Full Sensory-Motor Development Virtual Assessment & Program Description
The online, virtual assessment and program has the same goals with slightly different steps.
1. The clients send in intake forms and sends clips from the provided clip list.
2. The clients watch the program voiceover PowerPoints.
3. There is a communication to answer questions and the personal sensory-motor development profile is sent.
4. The video conference with the client and/or coach introduces the program at the level that the family can assimilate into their schedule.
5. We meet for 7 monthly visits online to move the program toward the goals. At the last visit, a maintenance menu is provided.
6. Online clients are invited to text clips and questions throughout the program to aid the distance learning.
Full Sensory-Motor Development Assessment & Program
Now available either in-person or via remote videoconferencing.
The Full Assessment and Program – whether in-person or via remote video-provides the best foundation for achieving the client’s goals by giving a complete picture of the interaction between the client’s environment, sensory-motor systems, developmental differences and their relationship with each other. Interactions are analyzed through simple tasks. Six follow-up program review sessions enable the client to move gently but steadily toward his or her goals. If a diagnosis is involved, this assessment is highly recommended.
The Full Sensory Motor Development Assessment and Program, either in-person or using remote videoconferencing, includes the following:
Two-hour full assessment session (May be done in different segments)
Two-hour training session for results sharing and home program with any relevant family members or others
One fine tune session (75 minutes) that is usually done shortly after the training to ensure appropriate fit of all elements of the program
Six monthly program reviews (75 minutes each). The fourth monthly visit includes a recheck assessment. These reviews move the program toward the goals of the client and family.
Final visit includes maintenance menu of specific activities to continue the client’s progress
Reflex assessment and in-office remediation is included in this program.
Preparation for the Assessment
In-Person and Remote Sessions
Having a clear goal or defined issue helps to direct the program. We emphasize a positive approach. We ask the client and parent, “What would you like to make easier or do better?” or “What do you do well that you would like to do even better?” For young children, it is usually only important to tell them that I am going to look at how you move and learn. This is true and nonthreatening. I make it a habit of respect to include clients in discussion pertaining to him or her. If other information must be discussed or delivered that the client must not hear, this is best sent by email.
Ideally, I have the history and intake information before seeing the client so that I do not have to take assessment time to look over the intake information. The forms can be emailed, faxed, or brought in before the assessment. Contact us and we will forward the correct intake forms to you.
Behavior is communication. I learn about the client by the reactions that occur. Those accompanying the client can relax in the understanding that I will get the information that I need. However, if the client leaves the assessment room, it is the duty of a parent or aide to find and return with the client. It is ideal for the client and those accompanying to be as comfortable as possible during the assessment. If necessary, a rest, snack or toilet break is acceptable.
Preparation for the Results Sharing and the Program Training
It is important that the client and those who will help with the program be at the discussion and training session when possible. However, we do video the session for learning purposes.
Although we want the client to hear and understand as much as he or she can in relation to the assessment results, we understand that many children listen best while occupying themselves. You may bring things for a child client to do and we have toys available. We will ask that these materials be set aside when we are doing the training on specific activities.
Preparation for Remote Program Training
Ideally, the client and/or coach should have a phone holder and tripod. These are inexpensive and improve the sessions. If you use a computer camera, make sure that it can view an open area to review the activities. Whatever camera you use, please be aware that it cannot be pointed toward outdoor windows due to backlighting that blinds my side of the video. We will be reviewing the recommended activities, so have your materials ready. Have the student ready to demonstrate the activities. Other discussions can happen before or after, but let the student know the expectations. If you would like and we are using our online platform, I can record the session and put on private YouTube if you want to review.
Please identify what online platform you prefer or if you would like to use ours.