PPT – The Alert Program Power. Point presentation | free to download. Title: The Alert Program 1. The Alert Program for Self Regulation an evaluation of a group based intervention for children attending a child and adolescent mental health service (CAMHS) Cremin K1., Lamb K2., OConnell V3. Discipline of Occupational Therapy, Trinity College Dublin, 2. Lucena Clinic, Rathgar 3. Mater Child and Adolescent Mental Health Service. The Program The Intervention programs were run by two occupational therapists and two students. Early Alert Program Instructor Module Access Login: From the SMC Webpage Highlight Faculty & Staff Click on Class Roster Login to Your Account Enter your. – A free PowerPoint PPT presentation (displayed as a. “How Does Your Engine Run?” The Alert Program We teach our children that their bodies are like car engines. Sometimes it runs “too high” “too low” or “just right”. For some children we use the analogy of Tigger. Of the Alert Program. This workshop is intended for a variety of professionals including OTÕs, PTÕs, SLPÕs, teachers, counselors, and parents. All who attend will glean new information whether or not they have. There were two groups, a children's group (6- 9 year olds) and a pre teen group (1. Each group was made up of Five weekly 1 ½ hr Sessions with the children. Two evening,1½ hr Parent/Teacher information sessions. Parents were invited and encouraged to bring staff from schools. One 1 ½ hr Follow up session / review with feedback to parents. Program. Alert Program. For students with sensory processing and/or learning impairments. Promotes awareness of how to regulate arousal states and encourages the use of sensorimotor strategies to manage levels of alertness. AP. An Early Alert Student Success Program. Presented by: Dr. Sharon Blackman and Angie Gomez Dallas County Community College District Innovations 2013 Dallas, Texas March 12, 2013 2:30-3:30pm. - PowerPoint Slideshow by. Hobsons Early Alert. Hobsons Retain includes a paperless Early Alert system that could serve as a supplement the academic warning form. With Hobsons. PowerPoint Presentation Last modified by: Windows User Company: BMCC. When teachers, therapists, or parents use these simple words to begin the Alert Program®, they enter an exciting adventure with children. The journey unfolds easily with the program's clearly defined steps for teaching self. The Alert Program for Self Regulation an evaluation of a group based intervention for children attending a child and adolescent mental health service (CAMHS) – A free PowerPoint PPT presentation (displayed as a Flash. Self-paced Training. Introducing Project ALERT to your classroom is easy with our online training program. You control the pace of your training, and we’re always available to answer questions and offer support. Login to. The Alert Program uses the analogy of how does your engine run? For example if your engine is running in high gear you may feel angry, overactive or giddy. The program has three stages 1) identifying engine speed, 2) experimenting with methods to change engine speeds and 3) regulating engine speeds. Each stage has a series of steps designed to help the students with self- regulation. The program is run to incorporate these stages and steps but can be applied in a variety of ways. William and Shellenberger 1. Introduction In CAMHS children who have a primary diagnosis of ADHD, high functioning autism and Aspergers syndrome frequently have comorbidity with self and sensory regulation disorders(Dunn Bennet, 2. Dunn et al. 2. 00. Treatment options can include medication, parenting groups and occupational therapy. One of the programs frequently offered by occupational therapists is the Alert Program. This program is a cognitive and experiential approach based on sensory integration principles designed to be used with children with self and sensory regulation difficulties. The application of the program to groups of children with emotional disturbance, particularly in the classroom setting has been shown to be useful. Barnes et al. 2. 00. Colangelo, 2. 00. Maas, Mason Candler, 2. Salls Bucey, 2. 00. However, these reports do not have any research evidence for its merits. The difficulties in researching the effectiveness of the program most likely lie in its flexibility of implementation and the fact that many of the children participating in the program will also be involved in other therapies. Parent Feedback and Teacher Feedback Feedback was gathered through post group survey . Thematic analysis as outlined in figure 2 demonstrates mainly positive impressions. Parents and teachers both reported that they found the strategies and language of the program helpful, but asked for more information sessions specific to their individual child's presentation. Figure 2 thematic analysis of the parent and teacher feedback. Conclusion. While the treatment group made no significant gains on measures of attention, behaviour and social skills (at home and school) when compared to the control group, overall there was parent and teacher satisfaction with the treatment group. Several factors may have contributed to these results, two of the most likely being the short length of the intervention and the lack of sensitivity of the measures. The treatment group showed a significant difference in goal attainment when compared to the control group. OTs). This appears to be related to the specific and personal nature of the goals. These findings confirm findings of Mailloux et al. GAS offers therapists a unique method of capturing outcomes that are truly meaningful to children and familiesp. Limitations of the study include That the researchers / participants were not blind to allocation and treatment. That it was not possible to control for external variables other than medication and parenting group e. Recommendations include Further research with larger samples. Further investigation of child suitability for alert program who decides and how? Investigation of factors which influence outcomes, i. Assessment of best practice in terms of size, format and location of the group. Aims This research project aimed to examine if a group of children participating in a 6 week Alert Program Made any gains in sensory processing, attention, behaviour and social skills (at home and school) as measured by standardised measures. Achieved individualised goals set around self regulation and related behaviours as measured by Goal Attainment Scaling (GAS)Results . The mean change scores for standardised measures of sensory processing, attention, behaviour and social skills showed no statistically significant differences between the control and intervention group (pgt. GAS were significantly higher for the intervention group than the control group as Table 2 outlines. Figure 1 shows the spread of the GAS scores for the intervention group compared to the control group. Methods An experimental pre- post test design was utilised. Inclusion criteria for the study were that the child was not on medication, parents were not attending parenting group at time of program, the child was between 6 and 1. CAMHS team as requiring intervention for self regulation. Table 1 shows the time frame for the study. Test P- value. Short Sensory Profile . SPM - home . 7. 01 (ns)SPM - school . Leiter cognitive - home . Leiter emotional home . Leiter cognitive - home . Leiter emotional - home . CBCL total . 1. 65 (ns)TRF total . GAS . 0. 21 (s) children Week 1 Week 2- 8 Week 9- 1. Week 1. 41. 3 (1. Pre- test Alert program Assimilation Post- test. Pre- test No intervention No intervention Post- test. Table 2 p- values for mean change scores between pre and post measures. References. Table 1 time frame for study. Pre and post test measures were used (based on previous research by Miller et al 2. Short Sensory Profile Sensory Processing Measure (SPM), home and classroom version Leiter International Performance Scale. Revised Parent Rating Scale and Teacher Rating Scale (Leiter. R) The Child Behavior Checklist (CBCL) Goal Attainment Scaling (GAS)Barnes, K. J., Beck, A. J., Vogel, K. A., Grice, K. O., Murphy, D. Perceptions regarding school- based occupational therapy for children with emotional disturbances. American Journal of Occupational Therapy, 5. Colangelo, C. (2. Test Drive Introducing the Alert Program through song (Reviews,Tidbits and Tools). Journal of Occupational Therapy, Schools, Early Intervention, 1. Dunn, W., Bennett, D. Patterns of sensory processing in children with attention deficit hyperactivity disorder. Occupational Therapy Journal of Research, 2. Dunn, W., Myles, B., Orr, S. Sensory processing issues associated with Asperger Syndrome a preliminary investigation. American Journal of Occupational Therapy, 5. Maas, C., Mason, R., Candler, C. Oct. 2. 0). When I get mad. An anger management and self- regulation group. OT Practice, 9- 1. Mailloux, Z., May- Benson, T. A., Summers, C. A., Miller, L. J.,Brett- Green, B., Burke, J. P. et al. The Issue Is Goal attainment scaling as a meausure of meaningful outcomes for children with sensory integration disorder. American Journal of Occupational Therapy,6. Miller, L. J.,Coll, J. R. Schoen, S. A.(2. A Randomized controlled pilot study of the effectiveness of occupational therapy for children with sensory modulation disorder. American Journal of Occupational Therapy,6. Salls, J. Bucey, J. March 1. 0). Self- regulation strategies for middle schoolstudents. OT Practice, 1. 1- 1. Williams, M. S. Shellenberger, S. How does your engine run?" A leader's guide to the Alert Program for self- regulation. Albuquerque, NM Therapy. Works, Inc. Figure 1 box plot of intervention and control groups GAS scores 2. Title Goes Here Title Goes Here Title Goes Here Title Goes Here Title Goes Here Authors Name/s Goes Here, Authors Name/s Goes Here Address/es Goes Here, Address/es Goes Here. Introduction First Check with conference organisers on their specifications of size and orientation, before you start your poster eg. The page size of this poster template is A0 (8. Do not change this page size, MI can scale- to- fit a smaller or larger size, when printing. If you need a different shape start with either a landscape (horizontal) or a square poster template. Bear in mind you do not need to fill up the whole space allocated by some conference organisers (eg. USA). 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