June 12 – 16, 2017 – SYNCroSI for Children with Special Needs

Screen Shot 2015-05-28 at 11.43.06 AMHONG KONG, CHINA





Synchronized and Sustainable Intervention (for children with special needs) or SYNCroSI for short, is a specialized mentorship program that combines personal growth with clinical development experience for educators, therapists and parents working with children who have special needs.


The core curriculum of SYNCroSI integrates and synchronizes the principles of the leading treatment processes of Regulation Through Relationship (RTR), Sensory Processing Intervention (SPI), Neuro-Developmental Treatment (NDT) and Functional Communication Intervention (FCI).

By the end of the program, participants will be able to make conscious intervention choices through mindful integration of the child’s sensory-motor, cognitive and emotional developmental states. Participants will be able to effect positive functional changes in the child through their own processes of self-awareness, self-reflection and self-regulation.

The following outcomes are expected of the participants at the end of the program:

Regulation Through Relationship (RTR)

  •   To be present to the child and follow the child’s initiations
  •   To honour that all actions are valuable and have communicative intent
  •   To be able to read the distinct features of non-verbal communication in the face, bodyand voice
  •   To have a repertoire of play optionsSensory Processing Intervention (SPI)
  •   To be able to determine the child’s state of arousal as high, low and just right, and if thechild needs to up-regulate or down-regulate
  •   To develop a repertoire of activities that support the modification of arousal
  •   To understand environmental variables and how they affect arousal and what you can do to change them

Neuro-Developmental Treatment (NDT)

  •   To assess and evaluate movement competencies and challenges within a given functionaltask
  •   To develop hands-on facilitation of alignment and dynamic movement within a functional task
  •   To understand how arousal and sensory processing affect movement and adapt accordinglyFunctional Communication Intervention (FCI)
     To be able to identify child’s level of receptive and expressive communication To be able to project expressive and receptive communication goals
     To design and implement functional communication intervention to achieve the goals


Haven of Hope Sunnyside School
301 Anderson Road,
Tseung Kwan O, Hong Kong.


Click here to view and print registration information



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