Using Innate Sensory-Motor Intervention to Help Overcome ADHD Symptoms—Rationale and Supporting Evidence
Sonia Story, Lunch & Learn On-Demand
Originally Recorded May 6th, 2021
CEUs: 1 contact hour (.1 AOTA CEUs)
Recording access approximately 1 week after the event, viewing available for 2 weeks after release
Location: Online learning available via Integrative Education’s Thinkific platform
OT, PT, SLP, educators, mental health professionals, and interested others.
Huge numbers of children and adults live with the symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Research evidence shows that ADHD symptoms are associated with motor challenges and with sensory processing challenges. Research also shows that the brains of individuals with ADHD are less developed than the brains of individuals who do not have these symptoms.
This leads to important questions: Can innate sensory-motor activities provide increased brain development and maturity? Is there evidence showing that innate sensory-motor activities may help to reduce ADHD symptoms? Join us for this 1-hour lecture to explore the answers to these questions.
Participants will be able to:
Recognize evidence showing that ADHD symptoms are associated with: sensory-motor challenges; brain immaturity; retained primitive reflexes; learning challenges; anxiety.
Identify rationale and supporting evidence for using innate sensory-motor intervention to reduce ADHD symptoms
11:30 am – 11:40 pm CT: Course intro, instructor background, objectives; definition and description of innate sensory-motor input
11:40 am – 11:50 pm CT: Provide example research evidence that ADHD symptoms are associated with sensory-motor challenges; brain immaturity; retained primitive reflexes; learning challenges; anxiety
11:50 am – 12:05 pm CT: Harald Blomberg, MD—ADHD symptoms indicate a developmental delay; Dr. Blomberg’s use of innate sensory-motor intervention for helping with ADHD symptoms; two illustrative case studies; discussion evidence-based practice, Sackett’s hierarchy of evidence & limits of case studies as evidence.
12:05 pm – 12:25 pm CT: Rationale and supporting evidence for using innate sensory-motor intervention for reducing ADHD symptoms.
12:25 pm – 12:30 pm CT: Questions and Answers, Discussion
For the live interactive sessions: Within one week of the course, the participant will be emailed a certificate of attendance following confirmation of attendance and completion of the self-evaluation. Following the passing score of 80% on the post-course quiz, the participant will be sent a course completion certificate.
1 Contact Hour (.1 AOTA CEUs) awarded if course requirements are met. Integrative Education is an AOTA Approved Provider, number 11607, for Distance Learning - Interactive, Distance Learning - Independent Self-Study, and Blended/Hybrid courses that include both interactive and independent study aspects. Course approval number: 1928. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. For additional continuing education information for PT, SLP, and social work, click here to access our CEU policy information.