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Sensory or Signal? Using Play Therapy to Assess and Understand Sensory Processing in Neurodivergent Children

CE Hours 3

About this course

Sensory differences are frequently observed in children participating in play therapy, particularly those with diagnoses such as Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, and Developmental Coordination Disorder. However, clinicians are often faced with a critical question: Are sensory challenges the primary clinical concern, or are they a reflection of broader regulation, relational, or developmental needs? This training provides play therapists with a neurodevelopmentally informed framework for understanding sensory processing as both a potential presenting problem and a meaningful clinical signal. Grounded in current peer-reviewed research, participants will explore how sensory processing patterns present across diagnostic groups and how these patterns influence behavior, emotional regulation, and participation in daily life. Using a play therapy lens, this course emphasizes that children communicate sensory needs through play long before they can articulate them verbally. Participants will learn how to assess sensory processing within the playroom by observing themes, movement, material use, avoidance, and sensory-seeking behaviors. The training will also address the clinical considerations surrounding Sensory Processing Disorder, supporting clinicians in moving beyond labels toward functional understanding. Practical strategies will be provided to help play therapists respond to sensory needs in ways that support regulation, safety, and engagement. Participants will be able to: 1. Describe how sensory processing differences present within play therapy and distinguish between sensory issues as primary concerns versus indicators of underlying regulation needs. 2. Demonstrate play therapy-based assessment strategies for identifying sensory processing patterns across sensory domains (e.g., tactile, proprioceptive, vestibular, auditory). 3. Apply play therapy interventions that respond to sensory needs and support nervous system regulation rather than focusing solely on behavior modification.

Learning Objectives

  • Participants will be able to: 1. Identify how sensory experiences emerge in play therapy and differentiate between sensory issues as underlying contributors to behavior versus standalone clinical concerns.
  • PArticipants will be able to 2. Utilize play and play therapy-based assessment strategies to observe sensory processing patterns across domains (e.g., tactile, proprioceptive, vestibular, auditory).
  • Participants will be able to 3. Apply play therapy interventions that support regulation by responding to sensory needs rather than attempting to modify behavior alone.

Learning Levels

  • Intermediate

Course Instructor(s)

  • Robyn D Reyna, LPC-S, RPT-S, RST

    Robyn Reyna is a Licensed Professional Counselor – Supervisor and a Registered Play Therapist Supervisor ™ in Houston, Texas. She is also certified in AutPlay® and is working on a certification in Synergetic Play Therapy as of 2024. She is the founder of Calming Communities Counseling & Wellness, PLLC, an affirming family therapy agency focused on connecting parents, teachers, and kids with a deeper understanding of the neuroscience behind mental health to help our community raise confident, capable, and connected children. Robyn has been providing play therapy for ten years and play therapy trainings for more than seven years, and has presented locally, nationally, and internationally. Robyn’s trainings focus on Adlerian play therapy, neuroaffirming play therapy, and neuroscience-based parenting strategies. Finally, Robyn is a published author of several children’s books focused on child mental health and social navigation topics. She has also published in APT’s Play Today Magazine, several scientific journals, Dr. Grant’s Play Interventions for Neurodivergent Children and Adolescents and Liana Lowenstein’s Assessment and Treatment Activities for Children, Adolescents, and Families.

References

  • Brandes-Aitken, A., Powers, R., Wren, J., Chu, R., Shapiro, K. A., Steele, M., Mukherjee, P., & Marco, E. J. (2024). Sensory processing subtypes relate to distinct emotional and behavioral phenotypes in a mixed neurodevelopmental cohort. Scientific Reports, 14(1), 29326. https://doi.org/10.1038/s41598-024-78573-2 Jurek, L., Duchier, A., Gauld, C., Hénault, L., Giroudon, C., Fourneret, P., Cortese, S., & Nourredine, M. (2025). Sensory processing in individuals with attention-deficit/hyperactivity disorder compared with control populations: A systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry. Advance online publication. https://doi.org/10.1016/j.jaac.2025.02.019 Khawer, S., & colleagues. (2025). Linking sensory processing challenges to autism-related factors. Middle East Current Psychiatry. https://doi.org/10.1186/s43045-025-00533-x Foundational Sources Still Considered Essential Although older than 5 years, these are considered foundational and are frequently cited in sensory-processing research. Ben-Sasson, A., Gal, E., Fluss, R., Katz-Zetler, N., & Cermak, S. A. (2019). Update of a meta-analysis of sensory symptoms in autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(12), 4974–4996. Dunn, W. (2014). Sensory Profile 2: User’s manual. Pearson. Miller, L. J., Anzalone, M. E., Lane, S. J., Cermak, S. A., & Osten, E. T. (2007). Concept evolution in sensory integration: A proposed nosology for diagnosis. American Journal of Occupational Therapy, 61(2), 135–140. Schaaf, R. C., & Lane, A. E. (2015). Toward a best-practice protocol for assessment of sensory features in autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(5), 1380–1395. Tomchek, S. D., & Dunn, W. (2007). Sensory processing in children with and without autism: A comparative study using the Short Sensory Profile. American Journal of Occupational Therapy, 61(2), 190–200. Zwicker, J. G., Suto, M., Harris, S. R., Vlasakova, N., & Missiuna, C. (2018). Developmental coordination disorder is more than a motor problem: Children describe the impact of daily struggles on their quality of life. British Journal of Occupational Therapy, 81(2), 65–73.

CE Process Info

Content

  • Materials
    5 parts
    • Powerpoint
    • sensory checklist - adult
    • Sensory checklist
    • Video
    • Different brains infographic

FAQs

  • Refund Policy
    Refund & Cancellation Policy We understand that plans change! Calming Communities Training Institute strives to make our cancellation and refund policies fair to participants while honoring the time, preparation, and resources involved in providing high-quality continuing education. Live Trainings Cancellations received 14 or more days before the scheduled training are eligible for a full refund, minus any non-refundable payment processing fees. Cancellations received less than 14 days before the training are not eligible for a refund. However, when possible, the registration fee may be transferred to another Calming Communities Training Institute training of equal or lesser value. Registrations may also be transferred to another participant when requested at least 24 hours prior to the start of the training. Participants who do not attend a scheduled training and have not contacted us in advance are considered no-shows and are not eligible for a refund or transfer. Hybrid Trainings When a training is offered both in person and virtually, participants may request to switch between attendance formats when space and technology allow. Changing attendance format does not guarantee that continuing education requirements will be identical for each format. On-Demand Trainings Because participants receive access to digital educational content immediately after purchase, on-demand and prerecorded training purchases are generally non-refundable once course content has been accessed. If you experience a technical problem that prevents you from accessing a purchased course, please contact us so we can help resolve the issue. Training Cancellation or Rescheduling If Calming Communities Training Institute cancels a training, participants will receive a full refund of the registration fee or may choose to transfer their registration to another eligible training. If a training must be rescheduled, participants may attend on the new date, transfer their registration when an appropriate alternative is available, or request a refund. Calming Communities Training Institute is not responsible for travel, lodging, childcare, lost wages, or other expenses incurred as a result of a training cancellation or schedule change. Continuing Education Credit Registration or attendance does not automatically guarantee continuing education credit. Participants are responsible for completing all attendance, participation, evaluation, post-test, and other requirements applicable to the training and the continuing education approval being requested. Failure to complete required continuing education components does not qualify a participant for a refund. Exceptional Circumstances We recognize that emergencies happen. Requests related to significant unexpected circumstances may be considered individually. Please contact Calming Communities Training Institute as soon as possible so we can determine what options may be available. By registering for a Calming Communities Training Institute program, participants acknowledge and agree to this Refund & Cancellation Policy.
  • CC Grievance Policy
    Calming Communities Training Institute Grievance Policy Calming Communities Training Institute is committed to providing high-quality continuing education in a professional, ethical, inclusive, and respectful learning environment. All educational activities are conducted in accordance with applicable professional ethical standards, continuing education requirements, and relevant laws and regulations. Calming Communities Training Institute does not discriminate in its promotional activities, educational content, admission to programs, or treatment of participants on the basis of race, color, national origin, ethnicity, culture, religion, sex, gender identity or expression, sexual orientation, age, disability, neurotype, socioeconomic status, or other protected status. Calming Communities Training Institute recognizes that concerns or complaints may occasionally arise. Participants are encouraged to communicate concerns so that they can be addressed fairly, respectfully, and as promptly as possible. Raising a concern or filing a grievance will not result in retaliation or adversely affect a participant’s ability to participate in future educational activities. Informal Concerns When appropriate and comfortable, participants may discuss concerns directly with the presenter or training staff during or following an educational activity. Participants are not required to address a concern directly with the presenter before contacting Calming Communities Training Institute. Concerns may involve, but are not limited to: * Training content or instructional materials * Presenter conduct or teaching practices * Continuing education requirements or credit * Accessibility or accommodations * Registration or administrative processes * Training facilities or technology * Discrimination, harassment, or other concerns regarding the learning environment Calming Communities Training Institute will make reasonable efforts to address informal concerns promptly. Formal Grievances Participants who wish to submit a formal grievance may do so in writing to: Robyn D. Reyna, Program Reviewer Calming Communities Training Institute business@calmingcommunities.com The written grievance should include sufficient information to understand the concern, including the training involved, the nature of the complaint, and the resolution being requested when applicable. Receipt of the grievance will be acknowledged, and the matter will be reviewed as promptly and impartially as reasonably possible. Additional information may be requested when necessary to fully evaluate the concern. A written response will be provided within 30 days of receipt of the grievance whenever reasonably possible. Resolution Depending upon the circumstances, resolution may include corrective action, clarification of policies or continuing education requirements, modification of procedures, transfer or credit toward another educational activity, partial or full refund when appropriate, or another reasonable remedy. The specific resolution will depend upon the circumstances of the grievance and applicable continuing education requirements. Appeals If a participant is dissatisfied with the resolution of a formal grievance, the participant may submit a written request for reconsideration within 30 days of receiving the written decision. When possible, an appeal will be reviewed by an individual who was not directly involved in the original complaint. If an independent reviewer is not reasonably available, Calming Communities Training Institute will take reasonable steps to ensure that the appeal receives a fair and impartial review. The participant will receive written notification of the final decision. Confidentiality and Non-Retaliation Information related to grievances will be handled as confidentially as reasonably possible while allowing Calming Communities Training Institute to appropriately investigate and respond to the concern. Participants will not be subjected to retaliation for raising a good-faith concern, submitting a grievance, requesting an accommodation, or participating in the grievance-review process. Questions regarding this policy or the grievance process may be directed to business@calmingcommunities.com.
  • APT approved provider info
    CE Process Info: APT Approved Provider 22-677Training is provided by a Texas LPC-S and counts for the minimum 50% approved provider requirement of the Texas Administrative Code.
  • Course Completion
    To complete the course, review the course objectives, then watch the video power point presentations following along with the corresponding pdf, and lastly complete an evaluation. Your certificate will be available to download immediately when you complete the evaluation. Note that you can not continue in the course until you complete the previous section.
  • CELS Grievance
    If a grievance arises pertaining to continuing education activities or processes, please contact Tyler Gibson via confidential email to tyler@celearningsystems.com or Kimberly Daniels via confidential email to kdanielspsyd.com as soon as possible, so that the nature of the concern may be addressed in a timely fashion.
  • ADA Accommodations
    ADA accommodations will be made in accordance with the law; please indicate your special needs upon registering at least 30 days prior to the event by sending an email to support@ce-go.com or by calling us at 888 498 5578.
  • Privacy Statement
    The privacy of all participants will assuredly be maintained from registration through receipt of a certificate of completion. Though participants will be required to be on camera to receive credit for a live webinar, the recording will not include a view of participants’ names or faces.
  • Non-discrimination Policy
    Kimberly M. Daniels, L.L.C., and CE-GO.com do not discriminate against any individual or group concerning any service, program, or activity provided based on gender, race, creed, national origin, sexual orientation, gender identity or gender expression, ability, economic status, religion, age, organizational membership, or any other basis prohibited by law.
  • IMPORTANT re: Evaluations, Post-test, and Certificates
    Registrants must attend live with the camera on at all times to receive CEs and a certificate of completion. Our administrator will monitor the on-camera presence throughout the program. Registrants must submit an evaluation and complete a post-test administered upon the webinar presentation's conclusion. Participants must complete and submit both evaluation and post-test with an 80% passing grade within 24 hours of this live webinar concluding to receive CEs and a certificate of completion. PLEASE set aside time between the webinar’s presentation conclusion and complete and submit your evaluation and quiz. Registrants will receive a link to the quiz and evaluation upon course completion. Certificates of completion will be sent out to all who complete evaluations and post-test requirements per the above guidelines within seven days after the live webinar date.
  • Webinar Statement
    *PLEASE NOTE: This webinar will be recorded and available as a non-contact webinar. If you are unable to attend live, please let us know, and you will receive access to the recorded version within thirty (30) days after the webinar is presented live.
Sensory or Signal? Using Play Therapy to Assess and Understand Sensory Processing in Neurodivergent Children
You Have Completed This course
$90
You are enrolled
  • CE Hours
    3
  • Type
    Self-Paced
  • Publication Date
    Oct 14th, 2026

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