Based on informal assessments by the clinician and parent interviews, the client presents with symptoms consistent with an adjustment disorder from disruption of family by divorce. Symptoms consistent with adjustment disorder include the development of anger outbursts and peer difficulties occurring within 3 months of his parent divorce and impairment in school, home and daycare
In the preschool setting there are many kinds of occupational therapy interventions that can be made in the classroom. Examples of occupational therapy interventions in school settings can include: classroom consultation, creating learning environments that eliminate visual distractions, preferential seating, positional adaptations such as adapted seating or cushions that enable children to move while seated, individualized or small-group therapy to improve visual-motor skills, writing alternatives, such as one-handed typing, for students with disabilities , and adaptations such as a pencil grip or weighted spoon to improve fine motor control . These interventions are done by the early interventionist, speech therapist, and the occupational therapist. (Khol 1984) The amount of time the occupational therapist spends with a child depends on the need of the child. A lot 3 and four year old receives occupational therapy one time a week for 30 minutes. It is an IEP team decision when deciding times for any type of therapy. Parent, teacher, and service providers will look at the deficits and then decide the amount of time that would be beneficial to meeting the student’s
Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.
Discussion with the child’s mother gave me insight into his favorite activity at home, which was incorporated into his social story. Additional discussions with the extended care staff were essential to support the methods designed replace unwanted behavior with positive behavior. The afternoon staff used visual prompts to help the child recognize when he was exhibiting unwanted behavior. This extended collaboration ensured he expected to exhibit this behavior throughout his day.
This is important because these sensory deficits present occupational barriers for both child and caregiver's ability to engage in meaningful activities. There is mixed empirical research regarding the effectiveness of sensory based interventions due to the variability in the symptomatology of children with sensory deficits. However and in spite of the sparse supporting evidence it is used in many occupational therapy settings because it has been shown to be effective in individualized clinical treatment plan and in less rigorous studies. AOTA has launched an initiative across all occupational therapy domains to increase the use of evidence based practice. The triangulation process used in this qualitative inquiry is designed to make the data collection process more robust (Portney & Watkins, 2009). Thus adding to the growing base of evidence supporting the use of sensory based interventions in occupational therapy
With this population the occupational therapist used many techniques to help the children stay on task during the treatment sessions. While observing I noticed that some of the children were distracted by objects in the room, other activities that were laid out for their session, or other children while in the classroom setting. Some of the children became upset when they didn’t know what was going to happen next, or when they didn’t like doing a certain activity. An example of this consisted of the child getting up from their seat to pick up an object for an activity planned for later in the session followed by therapist redirection which upset the child when they had to go back to the task they were previously doing. This scenario was demonstrated by multiple children, it slowed down the progression of therapy and decreased the therapy sessions overall productivity. This is a problem because it took away from the treatment time and the child/children became less cooperative. To help prepare the child for the different tasks a picture schedule was used. A picture schedule is a tool that uses pictures, symbols, or words to demonstrate a task or tasks that are going to take place. The picture schedule works as a visual prompt with the purpose of helping the individual complete the task or tasks. More specifically the picture
Sensory integration is a condition that can be found in young children. This condition is defined as the difficulty of developing motor and cognitive skills at a typical rate(book). If the parent of a child with this condition is fully aware, most likely they will take the steps they need to better their child’s life. With that being said, the child will need an occupational therapist. The researcher has gathered information on the steps and guidelines of what an occupational therapist needs to follow for early intervention, the benefits it has for the child in need, and also the roles of an occupational therapist that will be further discussed. One of the most important role that an occupational therapist can do for a child with sensory integration is early intervention. The earlier you acknowledge the condition, the better outcome the child has at improving his/her physical and mental capabilities. Early intervention helps these children strive towards a path that improves their abilities and skills that are developed during these crucial years.
An example is that the therapist spends a lot of time interacting with the child. Also, the therapist has to make a deep analysis in order to help the patient. Then, I can develop a lot of activities to help children and youth overcome obstacles in their lives. It is easy to engage children and youth in simple activities that are enjoyable and profitable for them. These activities must include play that is the principal occupation for treating children. According to Bendixen and Kreider (2011), in order to achieve a good development, the Occupational Therapist must start the work with children in early childhood. Thus avoiding social isolation and help prevent transition periods in children (Bendixen and Kreider, 2011). In this way I can help children to ensure their well-being, change their behavior and make a positive impact in their lives. The Occupational Therapist plays an important role in the development of cognitive abilities in children. Improving the quality of life for patients is a plus in our profession. This profession not only works with people with disabilities. Occupational Therapist also work with teenagers that are experienced many changes in life. Some of these teenager’s problems are related with their environment. Adolescence is a period where many disorders can be triggered, such as depression, anxiety and anger problems. Occupational Therapist must employ methods to create a sense
Based on the review, behavioral therapy for children under 6 is recommended as a positive treatment option. Four programs for parents of children with ADHD from this review were highlighted. Triple P (Positive Parenting Program), Incredible Years Parenting Program, Parent-Child Interaction Therapy, and New Forest Parenting Programme. These programs use interpersonal and community level approaches including group sessions, public seminars, and one-on-one support for tertiary prevention.4 For example, Triple P focuses on positive parenting as a behavioral therapy approach. They offer group courses, private sessions, consultations, and online training. These trainings are centered around five key steps of positive parenting which include creating a safe and interesting environment, having a positive learning environment, using assertive discipline, having realistic expectations, and taking care oneself as a parent.7 Another example is the Parent Child Interaction Therapy (PCIT) program. Their focus is on improving emotional and behavioral disorders by improving parent-child relationships and interaction patterns. This program uses a live-coaching model. This model puts parents in a room with their child while a therapist in another room coaches their interaction via an ear bud.8
Educational /behavior Interventions – these therapist uses highly structured and intensive skill oriented training sessions to help children develop social and language skills and applied behavioral analysis. (Adehem,
Other behavioral therapies have also been shown to be effective in treating ASD. Occupational therapy is geared towards helping the person live more independently through teaching skills like eating, dressing, bathing, relating to people, etc. Sensory integration therapy is geared towards helping the person interact and manage sensory stimuli like sounds, sights and smells. Speech therapy can be very effective in improving the person’s communication abilities. Verbal communication skills can be can be learned, as well as pictures or gestures for others who find verbal communication more difficult. Music therapy is a field that has gained recognition in the psychological and therapy fields, despite limited research evidence of its effectiveness.
Four year olds are still very much learning through the use of their senses (Blaustein, 2005). As well, some children may have special needs concerning sensory processing and integration (Ayers, 1994). Children with sensory processing disorders range from over-responsive, under-responsive, to sensory craving (Ayers, 1994). Nonetheless, every person encounters a plethora of sensory stimuli each day and must take in information and integrate it with prior knowledge to make meaningful responses (Ayers, 1994). Multisensory centers provide young children with and without special needs with the opportunity to seek out sensory stimulation, acquire sensory integration and motor skills, learn coping skills, and understand basic scientific concepts (Blaustein, 2005).
The therapeutic interventions discussed in chapter 6 are particularly informative for any person working with children. Selected from a number of therapeutic frameworks, such as Gestalt and Theraplay. Hughes breaks each type of intervention down and explains why they are significant and examples of how they are used. The holding
In the selected case study, The mode of therapeutic intervention will take the Gestalt Play Therapy focus. The interaction between Jacob and I will be an open dialogue with straightforward caring, warmth, acceptance, and self-responsibility that specifically focuses on inclusion, with me fully present in the experience of Jacob, where I will not judge, analyze, or interpret what is observed. My presence refers to expressing observations, preferences, feelings, personal experience, and thoughts to Jacob. Commitment to dialogue will present the opportunity to encourage a sense of connection between Jacob and me. Our dialogue will be active and nonverbal or verbal. It can be any modality that expresses and moves
The primary aim of the gestalt play therapist is to help children become aware of their unique process. The focus is on the experience of the process, what children do and how they do it, which they are, what they feel and what they want. Acceptance of this leads to the realization that they can personally make choices and experiment with new behavior. Gestalt play therapy focuses on children’s direct experience in the here and now. The therapist’s goal is to facilitate the client’s awareness of their process. (Corey, 2000)