艾爾斯感覺統合介入的精準度量表<ASI Intervention Fidelity Measure>

ASI的介入：以孩童為中心，包含感覺、實證、遊戲及建立關係為基礎的介入方式，並以成功參與活動為目標的模式。

<ASI Intervention Fidelity Measure>

艾爾斯感覺統合介入在介入精準度上設立了一些標準並為這些標準評分，項目簡介如下：

一、結構性上的要素(structural elements)

1. 治療師的資格

2. 安全的環境

3. 評估和治療記錄的整理

4. 空間和器材

5. 與家長和老師的溝通

二、介入過程的要素(process elements)

1.物理安全性

2.感覺刺激的機會（如前庭、觸覺和本體覺）

3.提供感覺調節以協助獲得/或維持一個調節好的狀態

4.提供姿勢/動眼/口腔/或雙側動作協調的控制

5.挑戰動作計畫和行為的組織

6.一同參與並選擇活動

7.適當的挑戰

8.確定可以成功的任務

9.提供遊戲的動機

10.建立治療性的合作關係

與遊戲發展的概念一致，孩童在療育時需要：

1.長時間、不被打斷的遊戲過程

2.足夠多元的感覺動作、概念形成和社會情緒遊戲

3.在一個安全且夠大的環境冒險

4.創新且有趣的方式在遊戲過程中移動、操作、建構及創造

5.感官及物理性的遊戲

以下是艾爾斯感覺統合所制定的量化評分表。（CLASI版權所有）

Ayres Sensory Integration® Intervention

Fidelity Measure Training©

Scoring Summaries

Purpose: The purpose of this measure is to ensure for research purposes that occupational therapy using sensory integration adheres to the theory and principles originally developed by Dr. A. Jean Ayres.

STRUCTURE

Part I: Therapist Qualifications

Part II: Safe Environment

Part III: Record Review

Part IV: Space and Equipment

Part V: Communication with Parents and Teachers

PROCESS

Part VI: Observation of Intervention Using Sensory Integration Principles

Key to Ratings

4 Certainly, I think the therapist intentionally uses this strategy.

3 Probably, I think the therapist intentionally uses this strategy.

2 Doubtful, I don’t think the therapist intentionally uses this strategy.

1 No, I don’t think the therapist intentionally uses this strategy.

1. The therapist ensures physical safety by attending to the child’s abilities and potential dangers.

2. The therapist presents the child with at least two of the following three types of sensory opportunities a. tactile, b. vestibular, c. proprioceptive

3. The therapist supports sensory modulation for attaining/maintaining a regulated state including arousal, alertness, affect, and activity level.

4. The therapist challenges postural, ocular, oral and/or bilateral motor control.

5. The therapist challenges the child’s praxis and organization of behavior

ability including the ability to conceptualize and plan novel motor tasks, and organize his or her own behavior in time and space.

6. The therapist collaborates in activity choice with the child.

Activity choices and sequences are not determined solely by the therapist.

7. The therapist tailors activity to present just-right challenge and suggests or supports an increase in complexity of challenge when child responds successfully.

8. The therapist ensures that activities are successful by facilitating challenges in which the child can be successful in making an adaptive response.

9. The therapist supports child’s intrinsic motivation to play and creates a setting that supports play as a way to fully engage the child in the intervention.

10. The therapist establishes a therapeutic alliance that promotes and establishes a connection with the child, working together toward one or more goals in a mutually enjoyable partnership.

NOTE:

Items 1, 2, 4, 5,

*If the therapist is attempting to keep the child seated or engaged in a sedentary activity for most or all of the observation period, score 1.

Parham, L.D., Smith Roley, S., May-Benson, T., Koomar, J., Brett-Green, B., Burke, J.P., Cohn, E.S., Mailloux, Z., Miller, L.J.,

& Schaaf, R.C. (2010). Development of a fidelity measure for research on effectiveness of Ayres Sensory Integration® intervention. American Journal of Occupational Therapy.

Parham, L.D., Cohn, E.S., Spitzer, S., Koomar, J.A., Miller, L.J., Burke, J.P., Brett-Green, B, Mailloux, Z, May-Benson, T.A., Smith

Roley, S., Schaaf, R.C., Schoen, S.A., & Summers, C.A. (2007). Fidelity in sensory integration intervention research. American Journal of Occupational Therapy, 61, 216-227.

Ayres Sensory Integration® Intervention Fidelity Training, © 2016 Smith Roley, Mailloux, & Parham