3S Symposium Speakers
22nd International 3S Symposium logo

Nov. 15-16, 2019

Bethesda, MD

Pre-Syposium Events Nov. 14, 2019


Advanced Pricing Ends Oct. 17th


Location & Accommodations:

Hyatt Regency Bethesda
One Bethesda Metro Center
7400 Wisconsin Ave
Bethesda, MD 20814
(301) 657-1234

 

Kim Barthel, OTR/L

Sharon Cermak, EdD, OTR/L, FAOTA

Christophe Lopez, PhD

Shelley Mannell, PT

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Download a copy of the full program agenda here


Advanced Pricing Ends Oct. 17th


Putting the Pieces Together: Sensation in Motion

Kim Barthel, OTR/L
9:15 AM-12:15 PM 

STAR Institute has profoundly influenced the way in which clinicians understand the complexities of our clients and the clinical reasoning that supports intervention. Kim's keynote will neurobiologically and theoretically support the integration of knowledge from a dynamic systems view, "putting the pieces together." Sensory processing intervention and regulation contribute significantly to motor development and motor performance. Like spokes on a bicycle wheel, this session will provide an al a carte menu of options for integrated intervention.
 

Kim Barthel is an International Speaker, Instructor, Clinician and Author from Canada. Kim is an advanced Neuro-Developmental Treatment (NDT) instructor, a teacher of Sensory Integration, Trauma and Attachment theory. An Occupational Therapist with 35+ years experience working around the globe. Owner of her own company, Relationship Matters, Kim trains Professionals and Parents the world over. Kim's special interests include complex behavior, neurobiology, motor control, attachment theory, trauma and mental health. Kim's mission is to support the conscious evolution of the human spirit.

Learning Objectives:

  • Explain the neurobiological connections between sensation and movement
  • Develop clinical reasoning to support the selection of interventions in a systematic fashion to address motor control challenges
  • Discuss how to view motor control from a holistic perspective
  • Build a repertoire of intervention options to support motor development and motor performance

Sense of Self: The Central Role of the Vestibular System

Christophe Lopez, PhD
1:30 PM-4:30 PM

The vestibular sensory system is critical to sense of self and interaction with the world. Perceiving and thinking involve all of the sensory systems, posture, movement experiences and perception (collectively referred to as “embodiment”). How we experience events in our bodies impacts not just behaviors but also agency and self-actualization. Recent shifts in our understanding of neurobiology emphasize the brain-body connection for all aspects of neurobiology. This means that in order to achieve health, well-being and participation in life through engagement in meaningful occupations, we rely on sensory processing, sensorimotor development and sensoriaffective capacity. This presentation will summarize recent developments in the fields of neuroscience and neuropsychology that demonstrate how cognition, perception and emotions are strongly embodied and how efficiently the vestibular system shapes own-body representations and the bases for foundational sense of self. 
 

Christophe Lopez, PhD is a research scientist at the Laboratory of Sensory and Cognitive Neuroscience from the French National Center for Scientific Research (CNRS). Dr. Lopez is a neuroscientist specialized in the human vestibular system and cortex. His current research focus is the multisensory and vestibular foundations of bodily self-consciousness.

Learning Objectives:

  • Explain how the vestibular system encodes self-motion and gravity
  • Describe how the vestibular system shapes the body schema and the body image
  • Discuss how vestibular disorders impair the sense of self and own body consciousness
  • Explain how vestibular disorders can evoke symptoms resembling depersonalization

Saturday, November 16, 2019


Dyspraxia: A Bridge Between Cognition and Action

Sharon Cermak, EdD, OTR/L, FAOTA 
8:45 AM-11:45 AM

A. Jean Ayres described children with challenges in motor performance, particularly in the performance of new and novel nonhabitual motor skills, as having a type of sensory integration problem that she called dyspraxia. The term "Developmental Coordination Disorder” (DCD) has also been used in the literature to describe this population. Ayres described praxis as a bridge between cognition and action. What did she mean by this? This presentation will review current research on executive functions in children with DCD/dyspraxia.

Sharon Cermak received her Bachelor of Science degree in Occupational Therapy from The Ohio State University, her Master of Science degree in Occupational Therapy from Boston University, Graduate Program, and her doctoral degree in Special Education at Boston University. Dr. Cermak is renowned for her expertise in Dyspraxia/Developmental Coordination Disorder, a long-standing interest of hers. She co-edited a leading text, "Developmental Coordination Disorders," and more recently served as a member of an NIH Task Force on Childhood Motor Disorders.

Learning Objectives:

  • Define praxis, dyspraxia, DCD and their relationship
  • Identify the gold standard assessments of dyspraxia/DCD
  • Report evidence to support that DCD/dyspraxia is not solely a motor problem
  • Define executive function and describe one questionnaire and two norm-referenced tests to assess EF
  • Describe theoretical approaches to consider in understanding dyspraxia that focus on the relation of motor and cognitive functions

It’s All Connected: Dynamic Relationships in Postural Control

Shelley Mannell, PT 
1:00 PM-4:00 PM

Therapists have always considered postural control as foundational for the development of functional motor skills. However, recent use of a dynamic systems model has led us to discuss the fluidity of the components of postural control as integral to the creation of function. This presentation will provide an overview of the different components of postural control and explore the interactive, multidirectional nature of information processing for postural control. In addition to highlighting the interdependence between postural control, regulation and sensory processing, we will discuss an anticipatory mechanism for central stability control as it complements reactive mechanisms. Finally, we will examine how these interrelationships coalesce to create mature postural control.

Shelley Mannell is a Physical Therapist with over 30 years’ experience serving babies, children and adolescents across a spectrum of neurological and developmental disabilities. She integrates a broad range of clinical skills and research to provide innovative neurobiology-informed treatment of children with movement disorders. Shelley founded HeartSpace Physical Therapy for Children in order to support clients and families as they matured through the lifespan. Shelley began teaching as a clinical faculty member in the Faculty of Rehabilitation Science at McMaster University and remains committed to improving the care for children through clinical research and education. She is a certified children’s yoga and meditation facilitator and the co-creator of Dynamic Core for Kids, an evidence-based approach to central stability for children with motor and sensory challenges. Shelley also provides mentoring to therapists world-wide through her online program. As a respected international speaker, Shelley discusses the dynamic systems nature of the development of postural control and its application to assessment and intervention for children with sensory and motor challenges.

Learning Objectives:

  • Define postural control
  • List 9 interactive components of mature postural control
  • Contrast anticipatory and reactive mechanisms
  • Describe the mechanism by which the inner core muscle team creates central stability
  • Explain the impact of alignment on emotional regulation and on the registration of sensory input in 3 sensory systems
     
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Continuing Education

STAR Institute for Sensory Processing Disorder is an AOTA Approved Provider of Continuing Education. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

AOTA

 

 

 

AOTA continuing education credit awarded: 11 contact hours (1.1 AOTA CEUs)