Interoception in Practice: The Missing Link for Function, Behavior & Self-Regulation
- Speaker:
- Cara Koscinski, OTD, MOT, OTR/L, CAS
- Duration:
- Approx. 7 Hours
- Format:
- Audio and Video
- Copyright:
-
Mar 24, 2026
- Product Code:
- POS065720
- Media Type:
- Digital Seminar
Description
Neuro-affirming strategies for feeding, communication, toileting struggles, meltdowns & missed body cues
For years, support for children with ADHD, autism, and emotional-behavioral differences has centered on shaping behavior, reinforcing what’s seen as “appropriate” and trying to reduce what’s not. But when behavior is the only lens, we miss the deeper “why” behind it.
What if a child’s outburst was hunger or sensory overload? What if a “meltdown” was really a nervous system in fight-or-flight? What if refusal wasn’t defiance at all, but a body struggling to recognize or express its own internal signals?
This training moves beyond behavior-only models to help you work with children, not on them. You’ll discover how to integrate comfort, preferences, and communication supports so you can co-regulate, widen their window of tolerance, and guide them into a state where learning, participation, and connection naturally grow, without the constant battles that leave everyone exhausted.
You’ll gain practical, neurodiversity-affirming strategies to:
- Spot red flags quickly when behavior-based tools aren’t working and uncover what’s really driving dysregulation
- Incorporate strengths, preferences, and communication supports into treatment plans for better buy-in and participation
- Co-regulate with kids and self-regulate as a clinician to model calm and set sessions up for success
- Use emotional check-ins, theory of mind activities, and language-building supports to help kids understand and express what they feel
- Address post-COVID dysregulation with sensory, emotional, and communication-based strategies
- Partner with kids and families to turn challenges into opportunities for connection and growth
Through case studies, interactive skill-building activities, and ready-to-use activities, you’ll leave with a complete toolkit to start every session strong — and finally see progress where behavior-only approaches have fallen short.
I’ve packed this course with the tools I wish I’d had early in my career — so you can skip years of trial and error and help your clients thrive in school, therapy, and daily life.
— Cara Koscinski, OTD, MOT, OTR/L, CAS
P.S. Your registration includes a downloadable PDF toolkit loaded with worksheets, handouts, and activities you can start using right away.
Attendees Will Walk Away Ready To…
- Spot interoceptive red flags in minutes — from toileting struggles and feeding refusals to shutdowns, and emotional outbursts
- Confidently screen, document, and write functional, measurable goals that justify skilled intervention
- Teach clients to recognize hunger, thirst, pain, fatigue, and emotions using simple, evidence-based body awareness activities
- Integrate interoception work seamlessly into gait training, dysphagia/feeding therapy, toileting programs, communication goals, and ADL sessions
- Coach caregivers, teachers, and staff with clear language, handouts, and strategies to support carryover at home, school, and in community settings
- Create individualized regulation plans and sensory diets that work for both under- and over-responsive clients across the lifespan
- Apply research-backed strategies to reduce meltdowns, improve participation, enhance safety, and optimize functional outcomes
Credit
Planning Committee Disclosure - No relevant relationships
All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners. For speaker disclosures, please see the faculty biography.
NOTE: Tuition includes one free CE Certificate (participant will be able to print the certificate of completion after passing the online post-test (80% passing score) and completing the evaluation). Instructional methods will include PowerPoint, didactic lecture, and others.
Continuing Education Information: Listed below are the continuing education credit(s) currently available for this non-interactive self-study package. Program content is reviewed periodically per accrediting board rules for currency and appropriateness for credit. Credit approvals are subject to change. Please note, your state licensing board dictates whether self-study is an acceptable form of continuing education, as well as which credit types are acceptable for continuing education hours. Please refer to your state rules and regulations. If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval.
For other credit inquiries not specified below, please contact info@pesi.com or 800-844-8260 before purchase.
Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of your profession. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your profession's standards.
For Planning Committee disclosures, please see the statement above. For speaker disclosures, please see the faculty biography.
Earn up to 7.25 CE hours. Please see below, for more details, as credit amounts vary by state and profession.
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PESI, Inc. is an AOTA Approved Provider of professional development. PD activity approval ID# 15471. This Distance Learning-Independent is offered at .725 CEUs, Advanced, OT Service Delivery; Professional Issues; Foundational Knowledge . The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Full attendance at this Distance Learning-Independent activity qualifies for 7.25 contact hours. |
CE credit is available. This self-study course consists of 7.0 continuing education clock hours for Arizona OTs and OTAs. The Arizona Board of Occupational Therapy Examiners (R4-43-203) confirms acceptance of continuing education programs relevant to occupational therapy that are approved by the American Occupational Therapy Association (AOTA).
PESI, Inc. is an approved provider with the Florida Board of Occupational Therapy. Provider Number #50-399. This course qualifies for 7.0 self-study continuing education credits.
This course contains 7.25 hours of Distance Learning - Independent continuing education. It was not offered for AOTA CEUs. Please retain your certificate of completion. For state licensure or other credential renewal, contact those agencies for information about your reporting responsibilities and requirements.
CE credit is available. This self-study course consists of 7.25 continuing education credit hours for Alaska Physical Therapists. The Board Rule 12 AAC 54.420 confirms acceptance of continuing education programs that are recognized by other state physical therapy licensing boards. PESI, Inc. is recognized by the Physical Therapy Board of California as an approval agency to approve providers.
CE credit is available. The Arizona State Board of Physical Therapy recognizes continuing competence activities that have been approved by any state PT association or national medical/health care association (e.g., AOTA, ASHA). This self-study activity consists of 7.25 clock hours of instruction applicable for physical therapists.
PESI, Inc. is recognized by the Physical Therapy Board of California as an approval agency to approve providers. This self-study lecture qualifies for 7.25 continuing competency hours.
This self-study course consists of 7.25 clock hours of instruction that is applicable for physical therapists. CE requirements for physical therapists vary by state/jurisdiction. Please retain the certificate of completion that you receive and use as proof of completion when required.
PESI, Inc. is a Registered Physical Therapy Continuing Education Sponsor through the State of Illinois Department of Financial and Professional Regulation, Division of Professional Regulation. License #: 216.000270. This self-study course qualifies for 6 CE credit hours.
CE credit is available. This self-study course consists of 7.25 continuing education credit hours for Kentucky Physical Therapists. The rule under 201 KAR 22:045, Section 2, (2)(a) states that category 1 continued competency credits can be earned from providers approved by another physical therapy licensing agency. PESI, Inc. is a Registered Physical Therapy Continuing Education Sponsor through the State of Illinois Department of Financial and Professional Regulation, Division of Professional Regulation. License #: 216.000270.
PESI, Inc. is recognized by the New York State Education Department, State Board for Physical Therapy as an approved provider for physical therapy and physical therapy assistant continuing education. This self-study course qualifies for 8.7 contact hours.
PESI, Inc. is an approved provider with the Illinois Division of Professional Regulation, Provider Number: 216.000270. This intermediate course is approved by the North Carolina Board of Physical Therapy Examiners by virtue of PESI Inc. approved provider status with the Illinois Division of Professional Regulation. This course qualifies for 7.0 continuing education hours.
CE credit is available. This asynchronous activity consists of 7.25 continuing education credit hours for Oklahoma Physical Therapists. Oklahoma Administrative Code 435:20-9-3.1 confirms acceptance of continuing education programs offered by providers approved by other state physical therapy licensing boards. PESI, Inc. is a Registered Physical Therapy Continuing Education Sponsor through the State of Illinois Department of Financial and Professional Regulation, Division of Professional Regulation. License #: 216.000270.
The Pennsylvania State Board of Physical Therapy recognizes approval by all other state boards. This self-study activity consists of 7.25 clock hours of instruction that is applicable for physical therapists.
This self-study activity is provided by the Texas Board of Physical Therapy Examiners Accredited Provider #2706032TX and meets continuing competence requirements for physical therapist and physical therapist assistant licensure renewal in Texas. Instructional Level: Intermediate. This activity will provide 7.25 CCUs. The assignment of Texas PT CCUs does not imply endorsement of specific course content, products, or clinical procedures by TPTA or TBPTE. Full attendance is required; no partial credits will be offered for partial attendance.
This course is designed to meet the Utah DOPL Rule R156-24b-303b.2.c.iv - A commercial continuing education provider providing a course related to the practice of physical therapy. Please retain a copy of the advertising brochure and your certificate of completion to provide to your board should this be requested of you. This self-study activity consists of 7.25 clock hours of continuing education instruction.
CE credit is available. This course consists of 7.25 continuing education credit hours for Vermont Physical Therapists. The Board confirms acceptance of continuing education programs that are recognized by other state physical therapy licensing boards. PESI, Inc. is a Registered Physical Therapy Continuing Education Sponsor through the State of Illinois Department of Financial and Professional Regulation, Division of Professional Regulation. License #: 216.000270.
CE credit is available. This self-study course consists of 7.25 hours of type 2 continued competency credit for Virginia Physical Therapists and Physical Therapy Assistants. Regulation 18VAC112-20-131, Section B, (2) states that up to ten type 2 continued competency credits can be earned by completing independent study activities related to the clinical practice of physical therapy.
This course contains 7.0 hours of self-study continuing education. It was not offered for ASHA CEUs. Please retain your certificate of completion. If audited for ASHA Certification Maintenance, you can submit this certificate of completion at that time. For state licensure, teacher certification renewal, or other credential renewal, contact those agencies for information about your reporting responsibilities and requirements.
PESI, Inc. is an approved provider with the California Speech-Language Pathology and Audiology Board, #PDP 319. This course meets the qualifications for 7.0 hours of self-study continuing professional development credit for Speech-Language Pathologists or Audiologists, as required by the California Speech-Language Pathology and Audiology Board.
PESI, Inc. is an approved provider with the Florida Board of Speech-Language Pathology and Audiology. Provider Number: 50-399. This self-study course qualifies for 7.0 continuing education credits.
Approved for 8.5 self-study continuing education clock hours for Kansas licensed Speech-Language Pathologists by the Kansas Department for Aging and Disability Services.
This self-study activity qualifies for 7.25 continuing education clock hours as required by many national, state and local licensing boards and professional organizations. Save your activity advertisement and certificate of completion, and contact your own board or organization for specific requirements.
Speaker
Cara Koscinski, OTD, MOT, OTR/L, CAS Related seminars and products
Dr. Cara Koscinski is an occupational therapist with over 25 years of experience. She is a Certified Autism Specialist and the founder of The Executive Function Institute, where she translates years of research into practical tools to support children, families, and professionals. Cara developed the Executive Function Express Program; a transformative model built on a child’s unique strengths to support executive function. The approach combines sensory regulation, movement, body awareness, and interoception as the foundation for planning, organization, time management, and metacognition.
An engaging speaker, she presents nationally on executive function, interoception, behavior, and self-regulation. Cara has authored seven books for caregivers and therapists, taught graduate OT courses, and continues to mentor doctoral students. She also founded The OTP Hivemind Mentoring Circle, creating a space for mentorship, collaboration, and growth among clinicians. Cara leads the largest pediatric OT Facebook group with more than 52,000 members worldwide. As the mother of an autistic adult son, she brings both professional expertise and personal insight to her work.
Speaker Disclosures:
Financial: Cara Koscinski is the founder of Occupational Therapy Hivemind Mentoring Circle and Executive Function Institute. She receives compensation as a presenter and royalties as a published author. Cara Koscinski receives a speaking honorarium and recording royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Cara Koscinski has two sons who are autistic and have sensory regulation deficits. She is a volunteer mentor with the Texas Women's University and the University of Florida.
Additional Info
Access for Self-Study (Non-Interactive)Access never expires for this product.
Questions?
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Additional CE Info
For a more detailed outline that includes times or durations of time, if needed, please contact cepesi@pesi.com.
Objectives
- Identify three functional red flags of interoceptive dysfunction (e.g., toileting, feeding, injury awareness) through case examples and screening questions.
- Differentiate between under-responsive and over-responsive interoceptive profiles and select two appropriate intervention strategies for each.
- Choose three body awareness or therapeutic breathing activities that improve emotional regulation and participation in ADLs.
- Develop a treatment plan that integrates interoception goals into daily therapy sessions, including toileting programs, feeding interventions, and self-care tasks.
- Utilize caregiver coaching strategies and educational scripts to increase follow-through at home or school and support functional carryover.
- Use sample goal-writing language to document skilled therapy that ties interoception work to measurable outcomes such as improved safety, reduced meltdowns, or increased independence.
- Choose co-regulation and self-regulation strategies that enhance a child’s readiness for participation in therapy, classroom routines, and community activities.
- Integrate emotional check-ins, theory of mind activities, and language-building strategies to support functional communication and social participation across settings.
Outline
The Brain-Body Connection: Where Interoception Lives
- Map the insula and brain hierarchy to connect body signals to function
- Explore theory of mind — why kids must know their own feelings before connecting with others’
- See how posture, tone, and autonomic balance shape interoceptive input
- Identify barriers like trauma, sensory over/under-responsivity, and chronic stress
- Case Study: Pediatric toileting case — illustrate how missed interoceptive cues affect daily life
Quick & Practical Assessment: Finding Interoception Gaps
- Shift from a behavior lens to an interoception lens to uncover body signals and underlying needs
- Learn quick positional, sensory, and “organ friends” questions to screen in minutes
- Spot red flags in feeding, dressing, toileting, pain reporting, and emotional awareness
- Practice guided body awareness scans you can use with any client, in any setting
- Case Study: Teen with ADHD and frequent injuries — connect missed cues to safety concerns
Functional Implications: When the Brain Misinterprets Signals
- Break down how clients miss or misinterpret hunger, thirst, pain, fatigue, and temperature
- Link poor interoception to anxiety, meltdowns, shutdowns, and big emotions
- Teach clients to recognize anger, fear, sadness, and calm using body signals
- Reframe your role as building accurate brain-body mapping to restore participation
- Case Study: Adult post-TBI with poor hunger/thirst recognition leading to medical complications
Experiential Lab: Therapeutic Breathing & Nervous System Reset
- Explore breathing as a bridge to interoception and self-regulation
- Practice co-regulation strategies to get kids learning-ready while keeping yourself grounded
- Safely use hot and cold contrast strategies to build interoceptive awareness of temperature
- Practice belly, rectangle, elevator, and sensory breathing for all ages
- Safely try hyperventilation reset and use pulse oximeters for biofeedback
- Play with pinwheels, bubbles, and tactile cues to make breathing exercises engaging
- Case Study: Child with anxiety — demonstrate how daily breathing practice reduced emotional meltdowns
Breaking the Cycle: Tools for Catastrophic Thinking & Pain
- Understand how the brain amplifies pain and distress signals
- Guide patients through graded exposure and reframing to lower threat
- Use pain chips, visual scales, and structured exercises to make progress tangible
- Case Study: Client with chronic pain and fear avoidance — show functional progress with interoception-focused therapy
Applying Interoception to Everyday Function
- Design multisensory activities to strengthen body awareness
- Pair emotional vocabulary with matching physical sensations for better self-regulation
- Build toileting programs that teach internal cues, timing, and wiping skills
- Create sensory diets for home, school, or facilities to support regulation all day
- Case Study: Dual case vignette – a child with toileting accidents paired with an adult post-stroke who struggles to sense swallow safety and recognize signs of aspiration
Clinical Toolkits & Implementation Strategies
- Get sample goals, CPT code suggestions, and progress tracking templates
- Take home scripts and caregiver handouts to boost buy-in
- Plan how to integrate interoception work into your caseload on Monday morning
- Case Study: Side-by-side before/after example showing how improved interoception increased ADL independence
Helpful items to have on hand as you attend this training to enhance your learning experience:
- Bring a small variety of foods (spicy, sweet, sour, crunchy, and umami) to explore taste, texture, and interoceptive responses during the lab
- Washcloth
- Rubber band
- Pulse oximeter
- Glass of water
- Applesauce
- Straw
Target Audience
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapy Assistants
- Speech-Language Pathologists
- Other Rehabilitation and Fitness Professionals
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