About the Alert Program ...."If your body is like a car engine, sometimes it runs on high, sometimes it runs on low, and sometimes it runs just right." When teachers, therapists, or parents use these simple words to begin the Alert Program, they enter an exciting adventure with children. The journey unfolds easily with the program's clearly defined steps for teaching self-regulation awareness. The book, How Does Your Engine Run? A Leader's Guide to the Alert Program for Self-Regulation (Williams & Shellenberger, 1996), describes an innovative program that supports children, teachers, parents, and therapists to choose appropriate strategies to change or maintain states of alertness. Students learn what they can do before a spelling test or homework time to attain an optimal state of alertness for their tasks. Teachers learn what they can do after lunch, when their adult nervous systems are in a low alert state and their students are in a high alert state. Parents learn what they can do to help their toddler's nervous system change from a high alert state to a more appropriate low state at bedtime. Leaders of the program not only learn what they can do to support self-regulation, but how to share the underlying theory so all can understand the basics of sensory integration. By reading the book or attending a conference, adults increase awareness of their own self-regulation thereby improving their ability to facilitate students' optimal functioning. The Sensory-Motor Preference Checklist (for Adults) is a tool used to support this learning process. For example by filling out the checklist, adults may discover that before work, they may drink coffee, take a brisk walk, or listen to jazzy music to get their engine up and going for the day. Or others may find that they drink hot chocolate, rock in a rocking chair, or watch the glow of a fireplace to get their engine slowed down after a busy day. Bringing to awareness what most people do automatically in their daily routines, fosters the understanding of how important self-regulation is for students' functioning. Although the Alert Program initially was intended for children with attention and learning difficulties, ages 8-12, it has been adapted for preschool through adult and for a variety of disabilities. If children are intellectually challenged or developmentally younger than the age of eight, the program's concepts can be utilized by staff to develop sensory diets (Wilbarger & Wilbarger, 1991) to enhance learning . Join the group of teachers, occupational therapists, speech-language pathologists, physical therapists, adapted physical educators, educational assistants, counselors, social workers, and parents who are enhancing children's lives using the Alert Program.

Alert Program®

Therapy Works Children's Program: How Does your engine run?®

quotes and comments

Quotes & Comments



"Excellent, fabulous. I have been in pediatric practice for 25 years and SI certified for over 20 yrs. At times I feel I'm getting bored or burned out with my repertoire of intervention techniques. This program refreshed my spirit, stimulated my mind and fostered my creativity. I'm looking forward to working with my clients next week."
- Occupational Therapist

"Even though I had the book, I wasn't using it. Conference is much more motivational."
- Parent

"It is obvious that you have really refined it over the years. Seems like you didn't miss a trick. All the free fidget items given during breaks and the oral motor labs were so alerting in such a fun, surprising manner."
- Occupational Therapist

"This is such a practical and flexible course, excellent for many professions. May it continue to flourish and expand."
- Occupational Therapist

"I really appreciated feeling reassured I can affect change with this program even though I'm not an OT."
- School Social Worker

"This is the best, most interesting course I have been in, instructors were great, great deal of practical information, lots of group discussion..."
- Occupational Therapist

"Fantastic. Wow. When I grow up I want to be an OT."
- Teacher

"Thanks to you both for being such great pioneers! The profession is blessed to have you."
- Occupational Therapist

"I feel I can begin using the program with a small group including myself!"
- Special Education Teacher

"This was a very practical, hands on, informative conference. In my 24 years of teaching spec. ed. this conference was by far the most user friendly, based on common sense, and has also been helpful for me in further understanding my special education students' needs. "
- Special Education Teacher

"Mary Sue and Sherry work well together. Well balanced presentations between the two."
- Physical Therapist

"First conference I haven't walked away from in a coma."
- Occupational Therapist

"Thank you! This is the only conference that I've been to that takes school budget and space constraints into consideration."
- Occupational Therapist

"You will have an everlasting impact on my therapy."
- SLP

"Phenomenal! I can't tell you how much this info has influenced me personally, professionally as an OT and as a parent."
- Occupational Therapist

"Right mix of theory and examples."
- Occupational Therapist

"...You allow opportunities to learn through doing and actually you really allow for all different learning styles!"
- Occupational Therapist

"You were personable and practice what you teach. Your method is very effective and I learned so much about my own self-regulation."
- Occupational Therapist















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