The course is addressed exclusively to those who have attended the level MODULE 2 course.

Course’s language is Greek.

LLLC, EPIMORFOSIS, intends to organize a Sensory Integration Paediatrics (S.I.) 3 course – MODULE 3 with professor Dimitrios Mylonadis – Clinical intervention of Sensory Integration.

The course lasts 6 days and will take place in Athens on 22 – 27 October 2026.

The course fee is 970€.

In order to finalize your registration and ensure a placement to this seminar, a down payment of 370€ must be deposited.

The rest amount of 600€ must be deposited in our bank account or via debit / credit card, at least 2 days prior to the beginning day of the course.

For an optimal educational experience, in the third part of the Sensory Integration seminars (SI3), it is important that children are available for assessment and therapy.
To support participants in finding suitable cases, EPIMORFOSIS offers a 10% discount to anyone who brings a case to the seminar.
If more than one case is provided, the discount is calculated cumulatively (20% for two children, 30% for three children, and so on).
If more cases are offered than required, a priority order will be observed.

If you are participating and are able to bring a case, please inform us at info@epimorfosis.gr

The discounts (for SI3) are applied upon completion of the seminar and provided that the case attends the seminar.

^{General information}

S.I. Method

S.I. Module 3

A Practical approach of Sensory Integration

Duration: 6 days
Days 1-3: Theory, neuroscience, clinical reasoning and intervention principles, explored through case studies
Days 4-5: Designing and delivering SI intervention in the clinic, in small groups and under supervision
Day 6: Clinical case study presentations and completion celebration
Lecturer: Dimitrios Mylonadis, MSc, BSc (Hons) Occupational Therapy, Sensory Integration Supervisor

“The kind of involvement necessary to achieve the state wherein the child becomes effectively self-directing within the structure set by the therapist cannot be commanded; it must be elicited. Therein lies the art of therapy.”
— A. Jean Ayres, 1972, p. 259

About Module 3
Module 3 is where everything comes together. It is a dynamic six-day course that blends in-depth theory with direct clinical practice, working with real cases in the clinic under the guidance and mentoring of Dimitrios Mylonadis.
We will revisit Sensory Integration (SI) theory and the neuroscience that underpins it. We will learn how assessment findings are translated into targeted, evidence-based intervention, how we set meaningful goals, how we measure the effectiveness of therapy, and how we ensure fidelity to Ayres’ principles.
Then knowledge becomes practice. Working in small groups, participants design and deliver therapy sessions with children in the clinic, reflect on their experience, and complete the journey by presenting a comprehensive clinical case study.

What We Will Cover

Days 1-3: Theory in the Service of Clinical Practice

The first three days link theory to clinical practice through case studies, organised around nine themes.
● SI theory and neuroscience: revisiting the theory, core assumptions and proposed models of SI and the neuroscience of the sensory systems, and applying them to the design of intervention.
● The art and science of therapy: what it means in practice and how it comes to life in every therapy session.
● From assessment to intervention: clinical reasoning guided by the models learnt in Module 2, and translating assessment findings into an intervention plan.
● Goals, outcomes and evidence: goal setting with the Goal Attainment Scaling (GAS) methodology, setting outcomes, measuring the effectiveness of therapy, and integrating research findings into the design of intervention (evidence-based practice).
● Fidelity to treatment: an introduction to the Ayres Sensory Integration® Fidelity Measure and how to use it to ensure that intervention adheres to the principles of SI as set out by Ayres.
● Intervention principles: specific principles for sensory modulation and sensory discrimination challenges, and detailed intervention for postural control, bilateral coordination and praxis.
● SI in diverse populations: applying SI with children with Autism Spectrum Disorder (ASD) and ADHD, in line with current international guidelines.
● The therapy space: safety, setting up an SI clinic, choosing equipment and how it is used in clinical practice.
● Beyond the therapy room: the basic elements of a sensory diet, guidance for parents and teachers, and complementary approaches that can be combined with ASI to maximise results.

Days 4-5: From Theory to the Clinic

This is where knowledge becomes experience. Working in small groups, participants design a treatment plan and deliver SI intervention with children in the clinic, under the direct guidance of Dimitrios Mylonadis. Each group documents its intervention using the Fidelity Measure, followed by group discussion and reflection.

Day 6: The Grand Finale

Each group presents a clinical case study based on the child they worked with on Days 4 and 5. The presentation brings together the knowledge from all three modules: the art and science of therapy, clinical reasoning, goals and outcomes, and advice for parents and teachers. The day ends with a celebration to mark the completion of Module 3!

Learning Outcomes
On completing Module 3, participants will be able to:
1. Critically apply SI theory, its assumptions and models, and the neuroscience of the sensory systems to the design of intervention.
2. Use the art and science of therapy, eliciting the child’s active involvement and inner drive within the therapeutic structure.
3. Translate assessment findings into an individualised intervention plan, supported by sound clinical reasoning.
4. Set meaningful, measurable goals using the GAS methodology and evaluate the effectiveness of therapy.
5. Integrate research evidence and international guidelines into their clinical practice.
6. Use the Ayres Sensory Integration® Fidelity Measure to ensure and document that intervention adheres to Ayres’ principles.
7. Apply specific intervention principles for sensory modulation and discrimination, postural control, bilateral coordination and praxis challenges.
8. Adapt SI intervention for diverse populations, including children with ASD and ADHD.
9. Organise a safe therapy space and use SI equipment purposefully.
10. Design the basic elements of a sensory diet, give practical guidance to parents and teachers, and combine ASI with complementary approaches.
11. Design, deliver and present a comprehensive clinical case study that brings together the knowledge from all three modules.
12. Use reflection to critically evaluate their own practice and continue to develop their SI clinical skills.

The Beginning of a New Journey
Completing Module 3 marks the beginning of a new era in each participant’s clinical journey. Participants will have the most up-to-date knowledge and the clinical experience to apply Sensory Integration safely and scientifically. My hope is that you will take this knowledge with you, make it part of your everyday practice, and continue to learn, think, reflect and sharpen your SI clinical skills.

So… What’s the Evidence?

The Short Answer
Research on Ayres Sensory Integration (ASI) has grown from small, promising studies in the 1970s to randomised controlled trials and systematic reviews today. The strongest current evidence shows that ASI, when delivered with fidelity to Ayres’ principles, helps autistic children achieve their individualised goals and improves self-care and participation in daily life. For other outcomes and populations the evidence is more mixed and the scientific debate continues – which is exactly why knowing the research matters for every clinician.

Five Decades of Research at a Glance

1960s and 1970s: Where It All Began
Ayres used factor analysis to identify patterns of sensory integrative dysfunction in children with learning disabilities (1965-1972). Her first intervention studies (1972, 1976, 1978) reported greater academic gains in children who received SI therapy than in control groups, particularly in those with specific patterns of difficulty, such as vestibular processing difficulties. Other early studies explored the effect of vestibular stimulation on motor development in infants and children with developmental delays. Samples were small and methods limited by today’s standards, but these studies laid the foundation.

1980s: Early Replication and the First Meta-Analysis
Ayres and Mailloux (1981) reported gains in language development, and Ayres and Tickle (1980) found that autistic children who were hyper-responsive to touch and movement tended to respond better to therapy. Ottenbacher’s (1982) meta-analysis of eight studies concluded that SI therapy produced positive effects and was worth further investigation. At the same time, critical voices emerged (Arendt et al., 1988), and some trials (Carte et al., 1984; Densem et al., 1989) found limited differences from comparison groups.

1990s: Rigorous Trials and Tough Questions
A series of controlled trials, mainly with children with learning disabilities, compared SI with perceptual-motor training or tutoring (Humphries et al., 1990, 1992; Polatajko et al., 1991; Wilson et al., 1992; Kaplan et al., 1993). SI was generally more effective than no treatment, but not superior to these alternatives for academic outcomes. Vargas and Camilli’s (1999) meta-analysis found that earlier studies showed larger effects than later ones and that SI was comparable to alternative treatments. Research began to shift towards autism (Case-Smith & Bryan, 1999; Linderman & Stewart, 1999), with encouraging results for play, engagement and social interaction.

2000s: A Turning Point – What Is SI, Really?
Reviews found that much of the earlier research had used interventions that did not truly reflect Ayres’ principles. Parham et al. (2007) highlighted the poor fidelity of previous studies, paving the way for a fidelity measure. Mailloux et al. (2007) proposed Goal Attainment Scaling (GAS) as a meaningful outcome measure, and Miller et al. (2007) completed a pilot randomised controlled trial with children with sensory modulation disorder, finding greater gains in individualised goals than in control groups. Studies with autistic children (e.g., Smith et al., 2005; Watling & Dietz, 2007) gave mixed results, and reviews (Baranek, 2002; Case-Smith & Arbesman, 2008) called for more rigorous research.

2010s: Manualised ASI and Stronger Trials
With the Ayres Sensory Integration® Fidelity Measure (Parham et al., 2011), researchers could finally test “true” ASI. Controlled trials with autistic children (Pfeiffer et al., 2011; Schaaf et al., 2014; Kashefimehr et al., 2018) found significant improvements in individualised goals; in Schaaf et al. (2014), children also needed less caregiver assistance in self-care and socialisation. Systematic reviews concluded that there is strong evidence that ASI improves individualised goals in autistic children (Schaaf et al., 2018) and that it meets the criteria for an evidence-based practice for autistic children aged 4-12 (Schoen et al., 2019). Other reviews remained cautious, particularly where “sensory integration” was defined loosely (AAP, 2012; Lang et al., 2012; Barton et al., 2015; Weitlauf et al., 2017).

2020s: Evidence-Based Practice – and an Honest Debate
In 2020, the US National Clearinghouse on Autism Evidence and Practice identified ASI as an evidence-based practice for autistic children (Steinbrenner et al., 2020). A randomised controlled trial in Brazil replicated gains in self-care, socialisation and goal attainment (Omairi et al., 2022), and a trial in Hong Kong found improvements in goal attainment and sensory integration measures in school-age children (Chan et al., 2023). In contrast, the large UK SenITA trial (Randell et al., 2022) found no clinical benefit over usual care for its primary outcome, problem behaviours such as irritability and agitation, and found ASI not to be cost-effective – a reminder that ASI should target the outcomes it is designed to change. A 2024 meta-analysis of 24 studies with Korean children reported positive effects across several diagnostic groups (Oh et al., 2024).

The Latest Evidence (2025-2026)
Acuña et al.’s (2025) systematic review of nine randomised controlled trials found strong evidence that ASI delivered with fidelity helps autistic children meet their individualised goals, but no benefit for behaviours of concern such as irritability. A comparative trial found that ASI and ABA produced similar gains in individualised goals and daily living skills (Schaaf et al., 2025), and a trial in children with ADHD found improvements in sensorimotor skills, attention, emotional regulation and participation compared with a waiting-list group (Kaplan Kılıç et al., 2026). A new meta-analysis of 23 randomised controlled trials (Park et al., 2026) found significant improvements in motor skills, daily functioning and individualised goals, but not in balance, visual construction or sensory processing.

In One Sentence
ASI delivered with fidelity has the strongest evidence for helping autistic children reach their individualised goals and participate more fully in daily life; for other outcomes and populations the evidence is promising but still developing, so careful assessment, clear goals and outcome measurement remain essential.

Indicative programme for the six days.
________________________________________

Day 1 – 08:30 – 17:00 – «Foundations: theory and neuroscience»

SI theory, assumptions and models
Neuroscience of the sensory systems
The art and science of therapy
Case studies

________________________________________

Day 2 – 09:00 – 17:00 – «From assessment to intervention»

Clinical reasoning with the Module 2 models
From assessment findings to intervention planning
Goal setting with GAS
Outcomes and effectiveness
Evidence-based practice
Ayres Sensory Integration® Fidelity Measure

________________________________________

Day 3 – 09:00 – 17:00- «Intervention in practice»

Intervention principles for sensory modulation and discrimination
Postural control, bilateral coordination and praxis
ASD, ADHD and international guidelines
Therapy space, safety and equipment
Sensory diet and guidance for parents and teachers
Complementary approaches

________________________________________

Day 4 – 09:00 – 17:00- «Clinical practice I»

Designing a treatment plan and delivering SI intervention in the clinic, in small groups and under supervision
Documentation with the Fidelity Measure
Group discussion and reflection

________________________________________

Day 5 – 09:00 – 17:00- «Clinical practice II»

Continuing intervention with the same child
Documentation with the Fidelity Measure
Group discussion, reflection and case study preparation

________________________________________

Day 6 – 09:00 – 16:00- «The grand finale»

Clinical case study presentations by each group
Bringing the three modules together
Completion celebration

^{1. Credit or Deposit card payment}

You can deposit the down payment or the total fee via credit or deposit card (Visa & Mastercard) from the webpage of each course, through VivaPayments.
You are solely responsible for the proper entry and the genuineness of your credit/deposit card’s details. EPIMORFOSIS bears no responsibility in case of any error.

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Since the banking system now requires Verification of Payee (VoP) for every transaction, for your convenience, you may complete it using the TAX REFERENCE number of EPIMORFOSIS, which is 800551451
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You can complete the payment for your order through the IRIS online payment service.
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The bank transfer fee charged to EPIMORFOSIS

1. A certificate of attendance, a degree or a diploma will be issued.
2. Printed handouts are provided (notes or relevant book).
3. In case of cancellation of the seminar due to EPIMORFOSIS’s responsibility, deposited fees will be refunded immediately.
4. EPIMORFOSIS reserves the right to change the date or postopone  seminars, informing participants by phone and / or sms & e-mail. In such a  case participants are entitled to request full refund of their fees if they do not wish to attend the seminar on the new date or to use this amount for their participation in other seminars or services of the company.
5. In the event of a strike, government’s bans, heavy bad weather, and generally any event beyond the reasonable control of the organisers  which impedes the execution of part or all of the seminar, the organizers reserve the right to change the date and time of the event. In this case the fees are not refundable but are valid as they are.
6. Cancellation of participation due to participant’s responsibility is possible only by email, as follows:
• up to 30 days prior to the start of the seminar, all deposits are refundable.
• up to 15 days prior to the start of the seminar, 50% is refundable.
• no refund after this deadline, exceptions could be only by decision of EPIMORFOSIS.
7. The realisation of the course will be confirmed by email or/and sms to be sent to participants, in time.
8. It is advised to not buy your flight tickets until you receive this confirmation email (or/and sms).
9. LLC EPIMORFOSIS keeps the right to change course venues.