Sensory Processing, ADHD and Dysgraphia

Course Level (choose one)Intermediate

Audience: OT, PT, SLP, educators, mental health professionals, and interested others


ADHD (Attention Deficit Hyperactivity Disorder) is a popular diagnosis in pediatric practice today. Attention can be a diagnosis, but it can also be a symptom of underlying neural inefficiency. As we dig deeper into sensory processing, we discover multiple facets that forms part of a developmental hierarchy that enables us to use clinical reasoning in both assessment and intervention. Dr. Russell Barkley and Dr. Hallowell stress the importance of self-regulation and self-reflection as key components to consider, both of which overlaps into sensory processing practice. This 2-day workshop will showcase the sensory processing lens with regards to the different components of ADHD in terms of assessment and intervention as well as include a deeper look at Dysgraphia that frequently coincides with ADHD. Theory will be made practical through multiple ideas as well as showcased through video and observational lab experiences. Both the clinical and school therapist will feel supported by this deeper look into ADHD.


Course Objectives:

The course participant will:

  1. List at least 3 components of ADHD that will impact on therapy decisions
  2. Describe at least 10 executive functions that would need to be targeted in therapy
  3. Review multiple ideas to accommodate for executive functions
  4. Summarize a 7-step developmental hierarchy to consider in therapy
  5. Provide clinical reasoning to compare Dysgraphia with fine motor difficulties in considering handwriting difficulties
  6. Analyze one video in a lab experience with observational questionnaire provided

Course Agenda (you can break down the learning times further to have it coincide with your course content)

Day 1:

8:30 – 10 am - Components of ADHD

10:00 - 10:30 am - Morning Break

10:30 – 12 pm - Different types of Attention Difficulties

12:00 – 1:00 pm  - Lunch

1:00 – 2:30 pm - Hierarchy of Development

2:30 – 3:00 pm -  Afternoon Break

3:00 – 4:30 pm - Assessment


Day 2:

8:30 – 10 am - Dysgraphia from the inside out

10:00 - 10:30 am - Morning Break

10:30 – 12 pm - Fine Motor / Handwriting from a Sensory Processing Lens

12:00 – 1:00 pm - Lunch

1:00 – 2:30 pm - Intervention

2:30 – 3:00 pm - Afternoon Break

3:00 – 4:30 pm - 1-day course will require course content; 2-day course 2nd day = Panel Discussion and Q & A

Speaker Biography:

Maude Le Roux is an occupational therapist with an extensive following of professionals across the globe. She completed the SIPT training in 2002 and Sensory Integration forms the foundation from which she continues to develop different tracks of assessment and intervention.Maude is certified in multiple different techniques that she applies uniquely through her Developmental Pathways Model (DPM). She completed the requirements for ADHD-CCSP through PESI in 2020. She owns and directs a clinical practice in Glen Mills, PA, where she has a team of dedicated professionals, many of whom had been with her over 10 years as well as being with her since inception of her practice in 2001. Her requirement for practice is a warm, embracing atmosphere operated through clinical expertise and professionalism that will provide quality of care to all entering her practice.She gives back to her community by serving on different boards and currently serves on the Board of Directors for ATTACh, a national organization dedicated to serve families and children with attachment related difficulties and trauma informed care. She co-authored the book “Our Greatest Allies” in 2011 with Lauren O’Malley describing the journey of one autistic child.

Speaker Disclosure Statement:

Maude will cite her resources clearly and will ensure that the material presented is not copied from another source. She may note sources of intervention techniques from which she is also contracted as a trainer, most notably DIR/Floortime ( and Tomatis Sound Therapy (

References (at least 3 references.  Include a reference to support each course objectives and the course description)

  1. Bundy, A., Lane, S. J., & Murray, E. A. (2020). Sensory integration: Theory and practice. Philadelphia: F A Davis.
  2. Barkley, R. A. (Ed.). (1990). Attention deficit hyperactivity disorder: A handbook for diagnosis & treatment. New York, NY: Guilford Press.
  3. Barkley, R. A. (2017). When an adult you love has ADHD: Professional advice for parents, partners, and siblings. Washington, DC: American Psychological Association.
  4. Becker, S.P. (2020). ADHD in Adolescents. The Guilford Press
  5. Dawson, P., &Guare, R. (2010). Executive skills in children and adolescents, second edition: A practical guide to assessment and intervention. (2nd). New York: The Guilford Press.
  6. Guare, R.; Dawson, P.; Guare, C. (2019) Smart but scattered – and stalled. The Guilford Press
  7. Hallowell, E.M., Ratey, J.J. (2011). Driven to Distraction. First Anchor Books Edition
  8. Musacchio, P., &Reinard-Gorney, M. (2018). NO MANUAL? NO PROBLEM!: Strategies and interventions to help your child thrive in ... todays world. USA: Cognella Academic Pub.
  9. Baghdadi G, Towhidkhah F, Rostami R (2018) Auditory and Visual Attention in Normal and ADHD-Inattentive-subtype Children. J Neurol Disord Stroke 6(1): 1136.
  10. Barkley, R. A. (2018). Barkley sluggish cognitive tempo scale: Children and adolescents (BSCTS-CA). New York, NY: The Guilford Press.
  11. Caeyenberghs, K., Metzler-Baddeley, C., Foley, S., & Jones, D. K. (2016). Dynamics of the Human Structural Connectome Underlying Working Memory Training. The Journal of Neuroscience,36(14), 4056-4066. doi:10.1523/jneurosci.1973-15.2016
  12. Isaac, V., Olmedo, D., Aboitiz, F., & Delano, P. H. (2017). Altered Cervical Vestibular-Evoked Myogenic Potential in Children with Attention Deficit and Hyperactivity Disorder. Frontiers in Neurology,8. doi:10.3389/fneur.2017.00090
  13. James, K., Miller, L., Schaaf, R., Nielsen, D., & Schoen, S. (2011). Phenotypes within sensory modulation dysfunction. Comprehensive Psychiatry,52, 715-724.
  14. Klemm, W. (2013). What learning cursive does for your brain. Memory Medic.
  15. Zametkin, A. J., &Solanto, M. V. (2017). A Review of ADHD Nation. The ADHD Report,25(2), 6-10. doi:10.1521/adhd.2017.25.2.6


Teaching Strategies (delete strategies you do NOT plan to use):

Lecture, slides, video case studies, experiential labs for assessment, large group discussion, small group discussion