Cognitive Behavioral Therapy: Floortime In Children

Sensory processing is considered a theory and very subjective. So to answer the question is sensory processing disorder a real diagnosis depends on who is asked and how the question is asked. Many parents and Occupational Therapist believe that sensory processing disorder is a real condition. However, many professionals refute sensory processing as a disorder in isolation. Sensory processing disorder has had few setbacks the last couple of years. In 2012, the American Academy of Pediatrics recommended that pediatricians not use sensory processing disorder as a diagnosis because there no evidence that supported it has a separate disorder. However, the American Academy of Pediatrics agree that some individual’s experience sensory processing difficulties. This was followed by the expert committee’s decision to not included sensory processing disorder in the fifth edition of the Diagnostic and Statistical Manual (DSM). It can take years to get a diagnosis in the DSM. Therefore, there is hope that sensory processing disorder will be included in the next edition of DSM. Among professionals, there is an agreement that some individuals have sensory difficulties. However, the disagreement

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.

This chapter reviews research collected that is related to the phenomenon of sensory processing disorder. The growing number of sensory processing deficits reported, as well as the frequency in which therapists use sensory based interventions requires a more complete understanding of the intricacies of evidence supporting the use of sensory based interventions. Each of the six studies reviewed in this chapter varies in rigor, design, and construct definition thus producing mixed results. The information is a microcosm of the current landscape of research related to sensory processing disorder.

The integrated model provides many advantages for children. Play-based activities encourage children to work through their thoughts and feelings. Children are more likely to participate in the process when given toys rather than sitting on the couch. Another advantage is that it “offers the child a powerful way of mastering his or her world and is crucial to cognitive development, personality formation, and social adaptation” (Wehrman & Field 2013). Play itself is important in child development. With the addition of play in therapy, children will be able to lean and develop even more. Counselors can apply there skills while interacting with children.

Release play therapy involves the therapist picking out toys that relate to a child’s traumatic experience as a way to help the child to play out a particular situation (Ogawa, 2004). With this process, a child can communicate their feelings and struggles in a safe environment (Ogawa, 2004). In child-centered play therapy, communication takes place through the therapeutic relationship between the therapist and child (Ogawa, 2004). As a result, this kind of therapy requires a therapist to be genuine, show unconditional positive acceptance and express empathy (Ogawa, 2004). The belief in this approach is that children have an inborn ability to adjust and grow (Ogawa, 2004). During therapy, children are the ones who decide how to deal with their own experiences and gain control (Ogawa, 2004). The children decide what kind of play they are willing to use for personal expression (Ogawa, 2004). Overall, both these approaches that consist of either a directed or non-directed approach are great with working with children who have experienced

Taken together, these studies suggest that child centered play therapy is an effective intervention to decrease the clients presenting concerns. Continued CCPT may reduce the client’s acting out behaviors including yelling and hitting his peers (Paone & Douma, 2009), reduce the number and frequency of his anger outbursts (Bratton, et al., 2005; Bratton, et al., 2013; Ritzi, et al.,

The current policies in education call for the provision of related services such as occupational therapy (OT) in natural settings (Chandler & Clark, 2013)(Individuals with Disabilities and Education Act, 2004). As a result, service delivery models in public schools have shifted from pullout interventions to providing services in a child’s natural environment (Case-Smith & Holland, 2009; Hong, 2014; Nochajski, 2002; Villeneuve & Hutchinson, 2012). The sensory diet intervention is in accord with the current educational policies and trends as the intervention is provided in a child’s natural settings. In addition, this intervention intends to improve the child’s participation in school activities by improving the child’s ability to process and organize sensory stimuli and his/her sensory arousal. Nearly twenty-six percent occupational therapists work in school-settings (American Occupational Therapy Association, 2015) and ninety percent of them use interventions based on the sensory integration (SI) theory to manage the manifestations of SPD in school settings (Ahn et al., 2004). Although the sensory diet intervention is widely used in school-based settings to manage manifestations of sensory processing issues, very few studies have

The use of sensory diets aligns with the current educational policies and trends as the intervention is provided in children’s natural environments. In addition, sensory diets intend to facilitate children’s participation in school activities by improving their ability to process and organize sensory stimuli. Nearly twenty percent of the occupational therapists in the United States work in school-settings (American Occupational Therapy Association, 2015) and ninety percent of them use interventions based on the Sensory Integration theory to manage the manifestations of SPD in school settings (Ahn et al., 2004). Although sensory diets are widely used in school-based settings to manage manifestations of sensory processing issues, very few studies have investigated the effectiveness of sensory diets. Furthermore, the results of the studies that

Play therapy works by offering the child new understanding of his behavior, problems and through this awareness helps the child to refocus his development (O’Connell, 2001).

Everyone has senses. It is taken for granted that our senses will work properly and will react properly and will react properly. For children who, for whatever reason, have experienced developmental interruptions or trauma their senses are dysfunctional. Without intervention or therapy, these children will not have a positive childhood, and will have difficulty succeeding in school and in life. In this paper, we will explore the individual senses, how the senses react when they are dysfunctional, and how intervention(or therapy) can help.

It is evident from the literature in occupational therapy, education, and neuroscience that effective sensory integration is necessary for a child’s participation in school activities and successful academic performance.

Have you ever wondered if your child could have Sensory Processing Disorder (SPD)? A better question might be, have you ever heard of Sensory Processing Disorder? I had never had to ask myself either of those questions until my 2 year old daughter was diagnosed nearly a month ago, and since receiving the diagnosis we have been trying to really understand exactly what the disorder means for her. SPD is a disorder of the brain where sensory input involving things such as touch, sight, sound, smell is received, but is then poorly interpreted due to her own personal receptors. Children with SPD often "over-feel" or "under-feel" noises, sounds, smells, and sensations. Experts in SPD now believe that up to 13% of children may have Sensory Processing

To have an effective classroom where all children’s needs are met teachers need to consider how to address those needs by modifying their classroom environment including children with sensory processing disorder. Sensory processing disorder is best defined to the way in which the nervous system accepts messages and convert them to responses. Therefore, information received in the brain does not function adequately based due to this disorder. Sensory processing disorder can affect one or multiple senses which can include: visual, auditory, tactile, olfactory, gustatory, vestibular, proprioception, and interoception. The causes of this disorder are unknown, but it predicted that it is inherited, environmental factors, or prenatal or birth complication

We have five senses we use to get information on a delay basis. This can be somewhat challenging for parents and children with sensor processing disorder (SPD). Sensory processing disorder “refers to our ability to take in information’s through our senses (touch, movements, smell, taste, vision, and hearing) organize and interpret that information, and make a meaningful response” (www.verywell.com). The purpose of this paper is to inform, educate, and determine a strategy or intervention for parents with children that have sensory processing disorders. There are five (Tactile, Vestibular, Proprioceptive, Visual,

“In the playroom, toys, games and activities are used like words. Children are provided therapeutic toys to enable them to say with the toys what they have difficulty saying with words…. They can use dolls, puppets, paints, or other toys to say what they think or how they feel. “(Reilly & Allmaras, 2002) Watching what a child does while they are playing can give specific insight about what is really bothering them. Sometimes play therapy shows the issues that children don’t know how to say. Play is a universal way of communication. A lot of the time while playing the child will “play” like the situation they are in. Many times if children are being abused, the toys they play with will be beating up another toy. “According to the Association for Play Therapy, play therapy can help trained therapists help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development” (Naderia F, Heidarie A, Bouron P, & Asgari P, 2010) With play therapy children can face the main issue behind their anxiety so that the therapist can find the root