Identify DCD and explain the praxis story clearly
Differentiate DCD and dyspraxia terminology, recognise practical screening indicators and explain motor planning as a neurological difference rather than carelessness, laziness or lack of practice.
Developmental Coordination Disorder (DCD) and dyspraxia are not minor motor difficulties. They affect how a child plans, sequences and executes movement, how safe motor challenge feels, and how easily they can participate in the ordinary occupations of childhood. This masterclass connects the sensory nervous system, praxis, autonomic state and occupation rather than treating motor performance in isolation.
DCD is frequently missed, particularly when autism or ADHD is already part of the clinical picture. Screening specifically for coordination, praxis and motor planning can change the interpretation completely.
Repeated difficulty with handwriting, PE, bike riding, dressing or ball skills can narrow the child's window of tolerance for motor challenge. Avoidance may be an intelligent nervous system response to a history of public failure.
Proprioceptive, vestibular, tactile-haptic and visual-motor processing all contribute to coordinated action. Praxis uses that sensory information to ideate, plan and sequence movement.
Bottom-up sensory work and top-down CO-OP principles can work together: support the nervous system foundations while helping the child identify meaningful goals and build their own motor problem-solving strategies.
Build a more complete DCD picture across sensory-motor foundations, motor planning, autonomic state, self-concept and participation, then consider how bottom-up sensory approaches and top-down CO-OP principles can work together.
Differentiate DCD and dyspraxia terminology, recognise practical screening indicators and explain motor planning as a neurological difference rather than carelessness, laziness or lack of practice.
Consider proprioception, vestibular processing, tactile-haptic feedback, visual-motor integration and bilateral coordination as contributors to the sensory information available for praxis and coordinated movement.
Recognise how repeated motor failure can build anticipatory threat, avoidance and shutdown. Create the conditions for safe motor challenge before expecting new learning or strategy use.
Use sensory integration to support the nervous system foundations while applying CO-OP-style Goal, Plan, Do, Check thinking to personally meaningful occupations chosen with the child.
The SenseUp Approach draws on three bodies of peer-reviewed research as its evidence base.
First, and primary, is the Ayres Sensory Integration® literature, which is a substantial evidence base including randomised controlled trials, systematic reviews, and longitudinal studies spanning from Ayres' original work in the 1970s through to recent systematic reviews (Acuña et al., 2025; Schaaf et al., 2018).
Second, The SenseUp Approach draws on Polyvagal Theory as a clinical lens, alongside research examining the relationship between trauma and sensory processing (Porges, 2022; Machingura et al., 2024).
Third is occupational science and the WFOT's definition of occupational therapy, which grounds all four levels of the SenseUp Model 360™ in the evidence for occupation-centred practice.
In keeping with the three-pillar model of evidence-based practice, The SenseUp Approach also recognises practitioner expertise and client and family values as equally important pillars alongside research evidence.
The SenseUp Model™ integrates current research across neuroscience, sensory processing (all eight sensory systems), trauma-informed care, and occupational participation into one systematic approach for challenges. This isn't about choosing between therapy approaches or sensory strategies - it's about seeing how nervous system safety can create a foundation for engagement, regulation and participation.
When you understand how these pieces connect, clinical reasoning becomes clearer and intervention planning honours what the child's body actually needs.
Throughout the session, Kerry works through a running case study that carries the reasoning from nervous system state through to occupational participation.
Finn has a Level 1 ASD diagnosis and is academically strong in reading and science. Yet handwriting is slow and effortful, his lunchbox is difficult to manage independently, he cannot yet ride a bike, he trips more than expected and PE has become something he actively avoids. His motor difficulties have often been attributed to autism, anxiety or motivation rather than specifically explored as DCD.
What happens in Finn's nervous system before handwriting, PE or another motor task begins, and how has repeated motor failure shaped anticipatory threat and avoidance?
How are proprioception, vestibular processing, tactile-haptic feedback, visual-motor integration and bilateral coordination contributing to praxis and motor output?
What story has Finn built after years of being described as clumsy or not sporty, and how can neurobiological explanation reduce blame and rebuild agency?
What does Finn want to be able to do: open his lunchbox, write more legibly, ride a bike, or participate in PE with less threat? Those meaningful occupations anchor intervention.
Kerry is an occupational therapist, researcher, educator and active clinician with almost three decades of paediatric experience. SenseUp Training was built to help therapists connect nervous system safety, sensory processing, sensory-motor integration and occupational participation into one coherent clinical picture.
This masterclass is grounded in the SenseUp Approach: neuroscience-based, sensory integration focused, neurodiversity-affirming, trauma-informed, child and occupation-centred.
Verbatim feedback from previous SenseUp Masterclass participants.
“The in-depth analysis of Sensory assessments, and how to target strategies more specifically to each individual client based on breaking down their assessment results accurately.”Madison Q., Occupational Therapist, Australia
“The information was presented in a clear and easy to understand manner and gave me a great insight into the SP2 and SPM”Andrea P., Occupational Therapist, Australia
“A reminder to stop and think more carefully about the responses to the questionnaires - I feel I need to go back and relook at previous assessments.”Bridget S., Occupational Therapist, Australia
Join Kerry live for this case-based masterclass. Replay access is included, and the full four-part bundle is also available.
Tuesday 24 November 2026 · 6:30 - 8.00 pm AEST · Live via Zoom
The four masterclasses are designed to stand alone, so you can attend one session without needing to complete the others. The bundle simply gives you access to the complete series at the best-value rate.
BUNDLE LIVE Masterclass - Sensory Features in Diagnostic Groups: Autism (ASD), ADHD, Physical Disabilities, DCD
AU$345 · Tax inclusive · no additional charges
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