This course provides an overview of the external and internal sensory systems along with observable characteristics of sensory dysregulation. Understanding that sensory input drives motor and behavioral output provide the foundation for this course. The way young children take in, process, and respond to sensory information significantly affects the way they learn, develop, and behave. While occupational therapists are the professionals who specialize in sensory integration therapy, this course is designed for all therapists, educators, mental health providers, and administrators to better understand how to support children with sensory differences. 

As a result of this training, participants will be able to:

1.        List and describe the 5 external sensory systems and the 3 internal sensory systems.

2.        Explain how unmet sensory needs can contribute to challenging behavior.

3.        Summarize how to create sensory-informed learning environments to support children with neurodevelopmental differences.

Cari Ebert, MS, CCC-SLP, is a pediatric speech-language pathologist in private practice in the Kansas City, Missouri area. She received her bachelor’s degree from the University of Iowa in 1993 and her master’s degree from Southern Illinois University at Carbondale in 1995. Cari is a therapist, consultant, author, product developer, and nationally recognized speaker who gets paid to do what she loves most—TALK! She has an animated personality, and this translates to a high-energy speaking style. Cari has a son with autism, allowing her to engage audiences both as a professional and as a parent of a neurodivergent child.

This three-part virtual series introduces educators to explicit instruction, an evidence-based, high-leverage instructional approach. Participants will explore the essential elements of explicit instruction, learn how to design aligned lesson plans, and develop strategies for delivering instruction clearly and effectively.

Please join Region IV CSPD for a 3-part virtual Explicit Instruction training. The zoom link for each session are included. A link to the handout will be sent out prior to each training.

Each one-hour session focuses on a different phase of practice—understanding explicit instruction, designing explicit instruction, and delivering explicit instruction—with opportunities for modeling, reflection, and application. The series is designed to support meaningful transfer to classroom instruction across content areas and grade levels.

Genevieve Thomas is an educational leader and consultant with over 20 years of experience in roles ranging from classroom teacher to school psychologist to special education leader. As the President of Spark Educational Consulting, Genevieve designs and facilitates professional learning experiences for educators, evaluates educational programs, and develops evidence-based instructional materials to support reading and writing. Her areas of expertise include the science of reading and writing, Multitiered Systems of Support, and supporting students with diverse learning needs. 

Genevieve holds graduate degrees in special education and school psychology from Loyola Marymount University, and she is a doctoral candidate in the Reading Science Program at Mount St. Joseph University. She also serves as the Co-President of the Montana chapter of The Reading League, advocating for research-backed approaches to reading instruction.

Genevieve currently lives in Whitefish, MT. When she is not supporting teachers and school communities, you can usually find her on her skis or her bike, depending on the season.