Spatial Temporal Horizons / Praxis and Organization of Behavior in Time and Space

Erna Blanche, PhD, OTR/L, FAOTA

Join us for an insightful workshop that explores the profound influence of praxis—the organization of behavior in space and time—on occupational health, participation, well-being and even healthy attachment.    

Well-being is intricately linked to our ability to organize behavior within and across different spatiotemporal horizons. Challenges in sensory processing impact our perception of time and our perception of time in addition to our abilities to motor plan, socially interact and participate in daily occupations. For instance, challenges in the "Body Space in the Present" horizon can lead to issues with self-regulation and affect regulation, which are foundational for secure attachment and emotional resilience. Similarly, difficulties in "Reach Space in Proximal Time" and "Moving Through Proximal Space and Time" can impact social interactions and the ability to engage in reciprocal relationships, which are crucial for developing and maintaining healthy attachments.    

As individuals progress to the "Moving Through Cognitive Space in Extended Time" and "Imagining Action in Distant Time" horizons, their capacity to plan, anticipate, and conceptualize future actions becomes essential for developing a coherent sense of self, setting goals, and forming lasting connections.    

By the end of the workshop, attendees will have a clear understanding of how navigating the complexities of space and time is not just a physical endeavor but a journey that is fundamental to our well-being and our ability to form meaningful connections with others.   

After participating in this session, attendees should be able to: 

• Understand the fundamental concept of praxis as it relates to the organization of behavior in time and space and recognize its significance in occupational therapy practice. 
• Identify the relationship between praxis, ideation, and the organization of behavior, as described by Ayres, and understand how dysfunctions in praxis can affect daily occupations and routines. 
• Summarize the five spatiotemporal horizons presented in the conceptual model and their implications for the development of praxic abilities and the orchestration of daily occupations. 
• Identify 2-3 basic intervention strategies for individuals with dyspraxia, considering the individual's age, developmental status, and specific praxic challenges. 

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What’s New in Assessment: The Sensory Processing 3 Dimensions 

Sarah A. Schoen, PhD, OTR/L

This presentation provides an overview of a new assessment called the Sensory Processing 3 Dimensions. Unique features will be shared, and advantages described. Videotaped examples of actual responses will be embedded within the presentation. Potential application for use will be discussed.  

At the end of the session, participants will be able to:  

• Summarize the SP3D as a norm-referenced performance tool and recall its three primary constructs 
• Describe the constructs assessed by the SP3D 
• Describe the components of the performance measure and the supplemental forms  
• List 3 advantages or unique features of the SP3D 

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Summer Camp Adventures: Mastering Motor Planning Through Outdoor Play

Emily Tull, MSOT, OTR/L, EP-C, Emily Grieb, MSOT, OTR/L

Join us as we explore the research from Camp Jabiru, a one-week outdoor occupational therapy camp in Australia. Emily Tull, a key member of the research team, examined how motor planning (praxis) in children was enhanced by this immersive experience. Building on these insights, Emily Tull and Emily Grieb will demonstrate how their business, Peaks & Bounds, applies similar principles in their mini summer day camps and peer group programs. Their firsthand experiences at Peaks & Bounds underscore the profound effects of outdoor play on improving motor planning in children, reinforcing the findings from Camp Jabiru and highlighting the crucial role of outdoor activities in child development.

After participating in this session, attendees should be able to: 

• List the key findings from the research conducted at Camp Jabiru regarding the enhancement of motor planning (praxis) in children.
• Identify specific outdoor activities that effectively improve motor planning and praxis in children.
• Summarize the benefits of outdoor play on children's motor planning as observed in the programs at Peaks & Bounds.
• Predict how implementing similar outdoor programs can impact motor planning and overall development in other settings.
• Explain how nature can be a co-facilitator in therapy with professionals to enhance children's praxic skills.

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Pilot Study for Preliminary Characterization of Severe Dyspraxia in Autism

Virginia Spielmann, PhD, OTR/L, Sarah A. Schoen, PhD, OTR/L

This study presents preliminary data on 7 autistic children between the ages of 4 to 8 years of age. The objective was to characterize behavioral features and physiological markers in this sample.  Thus, the focus will be on hypothesis generation, linking autonomic, sensory, emotional and motor systems in light of parent reported child challenges in daily life. We present a theoretical foundation for a novel treatment approach that supports cognitive, emotional and sensory motor characteristics contributing to the stress responses displayed by this population. This treatment approach highlights features of a sensory-motor intervention that embeds an intentional focus on the child’s regulation capacities. 

After participating in this session, attendees should be able to: 

• Describe physiological characteristics of this sample of autistic children  
• Describe behavioral characteristics of this sample of autistic children  
• Summarize hypothesize connections between autonomic and motor impairments 
• List next steps in the study of severe dyspraxia in unreliably speaking autistic children 

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Mini Lecture: Vestibular - Visual Integration

Teresa A. May-Benson, ScD, OTR/L, FAOTA
 

This short talk will discuss how the mechanisms of visual-vestibular integration relate to function in clinical practice and provide key observations to identify challenges in this area. 

At the end of the session, participants will be able to 

• Apply knowledge of visual-vestibular integration to observations in clinical practice. 

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"A Little Bit Clumsy and Full of Problems”: Reframing Outdated Perspectives of Dyspraxia/DCD

Priscila (Caçola) Tamplain, PhD

Many children with motor skill challenges may not receive the proper assessment and intervention they need. These difficulties can significantly impact both mental and physical health. This presentation will explore the nature of motor challenges in children, reframing outdated perceptions, and providing actionable recommendations for professionals.

Specifically, the session will cover the diagnostic criteria, mechanisms, and interventions for DCD/Dyspraxia.

After participating in this session, attendees should be able to: 

• Define DCD/Dyspraxia
• Describe the main characteristics of DCD/Dyspraxia
• Identify and properly assess for DCD/Dyspraxia
• Provide recommendations for interventions in DCD/Dyspraxia

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The Just Right Reach: Understanding Affordances and Sensory Discrimination in the Process of Praxis

Tracy Murnan Stackhouse, MA, OTR

Praxis is a fundamental developmental capacity that enables us to perform skillful actions. Dr. A. Jean Ayres dedicated many decades of her life’s work to establishing the sensory integrative processing foundations of praxis. Her work created a critical bridge between sensation and performance, with sensory discrimination and perceptual processing as the primary sensory integration elements involved in praxis.

Exploring this link from a developmental neuroscience perspective highlights the importance of understanding affordances. Affordances are the potential actions that the environment and our bodies offer. Affordances are understood through the dynamics of sensory discrimination and how it interacts within the praxis capacity. Thus, the dynamic interaction between sensory discrimination, which gives rise to ideation, and the process of praxis, is essential for providing evidence-based interventions including direct and indirect models of care in pediatric occupational therapy.

After participating in this session, attendees should be able to: 

• Comprehend the Foundations of Praxis: Participants will gain a thorough understanding of praxis as a fundamental developmental capacity, informed by Dr. A. Jean Ayres' work on the sensory integrative processing foundations of praxis.
• Understand the Role of Affordances in Sensory Integration: Participants will explore the concept of affordances, learning how potential actions offered by the environment and our bodies are understood through the dynamics of sensory discrimination and its interaction with praxis.
• Apply Sensory Discrimination and Praxis in Pediatric Occupational Therapy: Participants will examine the dynamic interaction between sensory discrimination and praxis, focusing on how it gives rise to ideation.
• Participants will identify evidence-based interventions, including direct and indirect models of care, in pediatric occupational therapy that support praxis and skill development through an enhanced understanding of the role of sensory discrimination and affordances.

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Mini Lectures: Affordances in the home environment for motor development - Infant Scale (AHEMD-IS)

Dr. Denise Castilho Cabrera Santos  

The "Affordances in the Home Environment for Motor Development - Infant Scale" (AHEMD-IS) is a parental self-reporting instrument designed to assess affordances in the home environment of infants, aged 3-18th months. The AHEMD-IS has gained popularity as a clinical and research tool, being translated into different languages/cultures. This presentation will provide an overview of the questionnaire, highlighting the motivation and process of development, its structure, dimensions, and clinical applications. 

After participating in this session, attendees should be able to: 

• Describe the main characteristics of the AHEMD-IS 
• Understand the theoretical basis and validation process of the AHEMD-IS 
• Identify the clinical uses of the AHEMD-IS 
• Provide recommendations for intervention based on the assessment using the AHEMD-IS  

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A Tribute to Dr. Sarah A Schoen: Reflecting on a Remarkable Journey

Dr. Schoen has been a cornerstone of research and innovation at the STAR Institute for nearly two decades. As the Director of Research, she has significantly contributed to advancing our understanding and practice in sensory integration and occupational therapy. Dr. Schoen's transition from her role with STAR at the end of the year marks a new chapter, and we eagerly anticipate the continued impact of her future ventures.  

Dr. Schoen's illustrious career spans over 40 years of clinical experience, fortified by a doctorate in occupational therapy from New York University (2001). Her dedication to the field is further exemplified by her two-year post-doctoral fellowship awarded by the Developmental Psychobiology Research Group at the University of Colorado Health Sciences Center, Department of Psychiatry, under the mentorship of Dr. Lucy Jane Miller.  

A co-author of the Sensory Processing 3 Dimensions Scale currently being standardized by Western Psychological Services, Dr. Schoen is also an Associate Professor at the Rocky Mountain University of Health Professions. Her service on multiple doctoral committees, national recognition for her research, educational programs, and clinical expertise, as well as her role in co-developing and teaching the Advanced Mentorship trainings at STAR Institute, underscore her unparalleled commitment to the field.  

Dr. Schoen's resumé highlights over 60 publications, including 58 peer-reviewed articles and 10 book chapters focused on sensory integration and the STAR Frame of Reference. Her accolades, including the Recognition of Achievement Award from the American Occupational Therapy Association (1997), the Virginia Scardina Award of Excellence (2011), and the A. Jean Ayres Award (2022) from the American Occupational Therapy Foundation, reflect her significant contributions and unwavering dedication to occupational therapy.    

As we honor Dr. Schoen with the STAR Sensory Lifetime Achievement Award, we celebrate her extraordinary achievements and look forward to her continued innovation and influence in the field. 

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A New Conceptualization of Praxis

Teresa A. May-Benson, ScD, OTR/L, FAOTA

This short talk will discuss updates to the conceptualization of praxis as a function within sensory integration practice. 

After participating in this session, attendees should be able to: 

• Describe the presented conceptualization of praxis  
• Explain the rationale for the new conceptualization of praxis 

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Facilitating Affirming Outcomes in Addressing Praxis Through an Occupational Justice Lens

Kathleen C. Schlenz, ABD, OTR, Anna Knox, MSOT, OTR/L, CEIS

This session will address the global call for universal and accessible opportunities for meaningful engagement in childhood occupations. Using the intersection of the Participatory Occupational Justice Framework and the Occupational Therapy Practice Framework - 4 as guides, key considerations in the assessment and intervention of praxis differences will be explored.  Systemic influences on assessment and intervention of praxis differences will be highlighted including political, medical, socioeconomic, cultural, biopsychosocial, and individual/family contexts.  Using a multimodal learning approach, participants will also be introduced to the value of reflecting on identity development and lived experiences as influencers on clinical reasoning and therapeutic relationships, particularly regarding praxis.

After participating in this session, attendees should be able to: 

• Define key elements of the Participatory Occupational Justice Framework and the UN/WHO statements on childhood occupations influencing praxis assessment and intervention.
• Describe methods of applying the Participatory Occupational Justice Framework in daily practice with praxis assessment and intervention.
• Summarize the influences of systemic contexts in addressing praxis.
• Analyze/Reflect on the influence of lived experience on clinical reasoning in context of addressing praxis.

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Navigating Time & Space

Virginia Spielmann, PhD, OTR/L

In a world where the complexities of dyspraxia intersect with occupational justice, this plenary session will redefine the narrative surrounding long-term neurodivergence. It will highlight the strengths and unique challenges faced by individuals with dyspraxia, moving away from deficit-focused and medical model thinking. 

The session will explore the interplay of sensory integration, mental health, and community accessibility, emphasizing the need for inclusive environments that promote participation and well-being, and the importance of therapeutic supports designed to foster growth, bodily autonomy, and motor mastery. Dr. Spielmann will critically examine standardized testing practices and advocate for neurodiversity-affirming approaches that challenge ableism, prioritize holistic assessments, and privilege the agency and autonomy of the client. The presentation will also address the necessity of recapitulative work that aids clients in healing from the developmental trauma of growing up in ableist systems, reinforcing a comprehensive approach to well-being and empowerment. 

By integrating principles from emergent strategy and Freire, and through a focus on liberating healthcare from outdated practices, this presentation will encourage a shift from idealization of hyper-independence towards interdependence, underscoring the importance of community for genuine connection and support. Attendees will be empowered to cultivate critical consciousness and advocate for inclusive practices that center client voices. 

Ultimately, this keynote invites them to reflect on both their clients and their own navigation of time, space, self, and relationships, fostering a collective commitment to creating a more equitable and interconnected world for all. 

After participating in this session, attendees should be able to: 

• Articulate the unique characteristics of dyspraxia within the framework of neurodiversity affirming practice, identifying both strengths and challenges faced by individuals with this neurodevelopmental profile. 
• Critically identify the limitations of standardized testing practices, reporting, and interventions used specifically with the dyspraxic population. 
• Identify and argue in favor of alternative assessment and therapy methods that focus on functional abilities and holistic understanding and are tailored to the needs of dyspraxic individuals, promoting growth in motor skills, bodily autonomy, and self-efficacy. 
• Have knowledge of strategies that help create inclusive environments to improve community accessibility and participation specifically for dyspraxic individuals, fostering their overall well-being and social integration.