Clinical Intensive Day -Additional Day of training for Professionals only 10/3/2026- At Autism Community Network

8:30-9:45 AM: Dr. Elizabeth Torres

Research; An Introduction to the Sensory-Motor Integration Lab

Course Description:

Dr. Elizabeth Torres will present an introduction to the Sensory-Motor Integration Lab (SMIL) at Rutgers University, highlighting the lab’s mission, innovative approach, and current areas of research. Designed for clinicians, this presentation will provide an overview of how the lab studies sensory-motor processes to develop data-driven therapies and more objective measures for understanding neurodevelopmental and neurodegenerative conditions, including autism and Parkinson’s disease.

During the presentation, Dr. Torres will introduce clinicians to the lab’s major areas of work and research, including:

• Autism and Communication: Pioneering the use of digital biometrics and computer vision to track microscopic facial movements ("micromovement spikes") and biorhythms. This research reveals hidden emotional cues in non-speaking individuals, preventing misdiagnosis and fostering better social understanding.

• Interpretable Digital Biometrics: Replacing subjective clinical observations with precise, technology-driven outcome measures using commercial sensors to track motor noise, heart rate variability, and physical volition.

• Genomics: Applying new statistical and computational techniques to selectively analyze the transcriptome to bridge molecular changes in neurons with observable behaviors.

• Clinical Innovation: Collaborating with educators, clinicians, and families to develop inclusive tracking tools (like SILAS-Digital) to map a person's learning preferences, attentional windows, and nervous system dysregulation.

The session will help clinicians better understand how SMIL’s research connects cutting-edge sensory-motor science with practical clinical applications, with an emphasis on improving assessment, communication, and individualized intervention strategies.

Session Learning Objectives: By the end of this presentation, attendees will be able to:

• Describe the mission and core areas of work of the Sensory-Motor Integration Lab and explain their relevance to clinical practice.

• Identify how sensory-motor integration research can inform the assessment of neurodevelopmental and neurodegenerative conditions, including autism and Parkinson’s disease.

• Recognize examples of digital biomarkers and technology-enabled measures used to support more objective, individualized evaluation and intervention.

• Discuss ways that findings from the lab’s research may translate into improved communication and motor supports, assessment strategies, and person-centered clinical care.

10:00-11:15 AM: Rosemary White, OTR/L

Practice; The Role of Affect in Intentional Movement in Autism

Course Description:

In autism, affect—the expression or internal experience of emotion—is deeply intertwined with intentional movement. It acts as the critical bridge linking the brainstem's motor intentions with the neocortex's social execution, fundamentally impacting how autistic individuals initiate, coordinate, and share physical actions.

The Biomechanics of Motor and Affective Integration

The foundation of intentional action is rooted in both motor systems and emotional regulation.

• Primary Sensori-Motor Errors: Research suggests that early developmental differences in prenatal brainstem growth may cause challenges in integrating sensory information with motor timing. This means that the physical intention to move may require more conscious effort, altering the rhythm and pacing of simple actions, such as walking or reaching.

• "Body-Blindness": In some frameworks, differences in how bodily movements are felt and expressed (intercorporeality) can lead to a disconnect where the natural, affective flow of a movement is altered. This impacts how actions are naturally "tuned in" to the environment or a social partner.

• Affect as a Tool for Connection and Therapy:

Because affective expression is processed differently in autism, traditional social cues might not translate into the same physical or emotional reciprocity. However, affect remains a powerful tool for engagement and therapy:

• DIR Floortime: Neurodiversity-Affirming frameworks like the DIR Floortime approach leverage affect—such as enthusiasm, playfulness, and authentic emotional connection—to help children process sensory input. By following the child's lead, caregivers use affect to foster emotional regulation and build circles of communication.

• Action Observation and Motor Intent: Studies have explored how motor intention and "mirror chains" (the brain's mechanism for understanding others' actions) function differently in autism. While autistic individuals typically understand the "what" of an observed action, understanding the "why" or emotional intention behind it can sometimes be more challenging.

The Role of Imitation and Environment

The social and physical environment plays a large role in how affect and movement interact:

• Being Imitated: Studies indicate that imitating an autistic child's physical actions recruits neural areas involved in social cognition and helps promote social engagement and play skills.

• Customized Engagement: Rather than expecting neurotypical displays of reciprocal affect, it is essential to find how the neurodivergent individual prefers and is able to engage, respecting their unique mind-body connection and sensory needs.

Session Learning Objectives: By the end of this presentation, attendees will be able to:

• Analyze the neurodevelopmental relationship between brainstem sensory-motor integration and affective expression in autistic individuals.

• Identify at least three clinical signs of "body-blindness" or altered motor timing during intentional movement tasks.

• Evaluate how an individual's emotional regulation impacts their ability to initiate and sequence gross and fine motor actions.

• Formulate clinical intervention strategies that use authentic affective cueing (e.g., DIR Floortime techniques) to improve motor engagement.

• Design modified physical environments that minimize sensory overwhelm to better support intentional motor planning and social reciprocity.

12:45-2:00 PM: Dr. Elizabeth Torres

Experiential Workshop; From Research to Practice: Applied Sensory-Motor Integration Workshop

Course Description:

Building on the theory, research, and scientific foundations introduced in the first presentation, this second session will translate those concepts into an experiential learning opportunity for clinicians. Dr. Elizabeth Torres will guide participants through a more interactive and applied exploration of the Sensory-Motor Integration Lab’s work, using case-based examples and clinical scenarios to help attendees connect emerging research in sensory-motor integration, digital biomarkers, and individualized measurement to everyday assessment and intervention decisions.

Through guided discussion, reflection, and application of real-world examples, participants will consider how these research findings may shape clinical observation, communication supports, interdisciplinary collaboration, and person-centered, individualized intervention planning for autism. This session is designed to help clinician learners move beyond understanding the science to actively considering how to apply it in their own practice.

Session Learning Objectives: By the end of this presentation, attendees will be able to:

• Apply concepts from sensory-motor integration research to case-based clinical scenarios involving assessment, communication, and intervention planning.

• Interpret examples of digital biomarkers and individualized measures as they relate to real-world clinical observation and decision-making.

• Analyze how emerging research findings may inform person-centered supports for individuals with neurodevelopmental and neurodegenerative conditions, including autism and Parkinson’s disease.

• Reflect on opportunities for interdisciplinary collaboration in translating sensory-motor research into practical clinical strategies.

2:15-3:30 PM: Rosemary White OTR/L

Workshop; Illuminating and Supporting the 'I' in DIR

Course Description:

Rosemary White OTR/L’s afternoon workshop, "Illuminating and Supporting the 'I' in DIR" explores how clinicians can deeply understand and support a child's Individual Differences (the "I" in the DIR model) through sensoriaffective motor integration and reflective video analysis.

The presentation focuses on several core tenets:

1. The Core Philosophy of the "I"

• Individual Differences: White emphasizes that true DIR therapy requires looking past a child's diagnosis to recognize their unique biological, sensory, and motor profiles.

• Multisensory Processing: The framework highlights how individuals take in and process sensory information (tactile, vestibular, proprioceptive) and how these dictate a child's ability to engage and communicate.

2. Sensoriaffective Motor Integration

• Connecting Emotion and Movement: White teaches that affect (emotion) and motor planning are inextricably linked. A child’s ability to feel safe and regulated directly impacts their motor control, and vice-versa.

• The "Just Right" Challenge: Clinicians are guided on how to set up environments and interactions that offer just enough motor and sensory challenge to promote growth without causing overwhelm.

3. Reflective Video Feedback Analysis

• Micro-Analysis of Interaction: The session relies heavily on reflective video analysis. Guided by Rosemary, clinicians of all stripes will collaboratively review session footage frame-by-frame to observe subtle micro-movements, changes in affect, and sensory responses.

• Clinical Observation: This practice allows therapists to track a child's intentions (following their lead), identifying exactly where an interaction breaks down due to sensory overload or motor-planning deficits.

• Professional Development: Reviewing this footage helps clinicians adjust their pacing, tone, and body language to better attune to the child's nervous system.

Session Learning Objectives: By the end of this presentation, attendees will be able to:

• Analyze and articulate how Individual Differences in sensory processing (tactile, vestibular, proprioceptive) impact a child's capacity for engagement, regulation, and communication within the DIR framework.

• Demonstrate understanding of sensoriaffective motor integration by identifying the bidirectional relationship between emotional regulation and motor planning in clinical video examples.

• Apply reflective video analysis techniques to identify micro-movements, affective shifts, and sensory responses that reveal a child's intentions and regulatory state.

• Recognize breakdown points in therapeutic interactions where sensory overload or motor-planning deficits interrupt a child's engagement and communication attempts.

• Evaluate and adjust clinical techniques including pacing, tone, body language, and environmental setup to better attune to each child's unique nervous system needs.

• Design "just right" sensory-motor challenges that promote developmental growth while maintaining the child's sense of safety and regulation.

• Utilize collaborative video review processes to enhance clinical observation skills and refine therapeutic responsiveness in real-time interactions.

• Integrate knowledge of the "I" in DIR to move beyond diagnostic labels and create individualized, sensory-informed intervention strategies.