The Impact Of Children In School Occupations

There is evidence provided within this proposal that includes sensory integration being an important contributor to ASD children sensory stimulus to self regulate and improve the children’s acting out behaviors, like aggression

5. The EYFS will be given legal force through an Order and Regulations made under the Childcare Act 2006. From September 2008 it will be mandatory for all schools and providers in Ofsted registered settings attended by young children – that is children from birth to end of the academic year in which a child has his or her fifth birthday. The term “early years provider” includes maintained schools, non-maintained schools, independent schools, and childcare registered by Ofsted on the Early Years Register, all of which are required to meet the EYFS requirements. .

We may not like loud noises, so we avoid crowds and clubs, or have textures issues, so we avoid slimy or squishy food, all without therapy. Our flight, fight, or freeze responses are our defense system again the unknown, but sensory processing treatment work on changing that response. With all of materials I compiled, I am in agreement that sensory processing disorder is the next “it” diagnosis for children. I do believe that children with Autism, ADHD, ADD, and Down Syndrome struggle with processing sensory information. However, there is no proof that sensory processing difficulties are not a byproduct or syndrome of the disability. More research is necessary in order to determine how and why sensory processing occurs and affects daily life. The goal for all educators is to provide students with the best education

Throughout this time, I have seen almost every type of child. In the last few years, however, I have noticed a difference in the grouping of kids at the daycare. These two and three years-olds are constantly being tested by specialists for disabilities, whether it be speech, behavioral, or learning. I also hear first hand from elementary school teachers that there are more disruptive children in the classroom than ever before. Sensory processing disorder is more prevalent now than in the past few years, and more children under the age of five are being tested for the disorder. I have wanted to study this topic for a while now, and this assignment is a perfect opportunity to seek the information I

In order to drive the change, it is necessary to create a sense of urgency among the stakeholders, such as occupational therapists, educators, OT students, and parents. The sense of urgency can be established by pointing out possible consequences of not specifying OTs as school mental health providers under the NCLB. It is necessary to convey to stakeholders that the current trends will continue to restrict the role of OTs to the special education population. In the long run, this trend will further limit OT services to address sensorimotor skills as schools are increasingly hiring different disciplines to support students’ compliance and behavioral issues. Similarly, in the case of budget constraints, schools are likely to eliminate or reduce the scope of OT services to redirect funds to address the needs of the larger population. At the proximal level, the leading school therapists can use team meetings and newsletters to create the sense of urgency. At the societal level, the American Occupational Therapy Association (AOTA) can use various platforms, such as OT Pulse and OT connection, newsletters, online blogs, conferences, and Linked in or Facebook forums to create the sense of urgency.

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

Animal-assisted interventions can also be integrated into existing models of treatment for ASD by using animals for components that traditionally target sensory and affective arousal (Berry et al., 2013). The Denver Model is a therapy technique used by occupational therapists that integrates applied behavioral analysis with treatments to target developmental and relationship deficits, which also includes interventions to treat sensory issues. They suggest that therapy dogs are suitable for integration in this model because they provide a multisensory stimulus that incorporates an emotional bond and a sensory experience. The authors also recognize that because of the variances in symptoms of children diagnosed with ASD, highly individualized treatment programs must be created to accommodate multiple levels of sensory sensitivity. More research is needed to determine how children with different levels of sensory sensitivity respond to different animal therapies, potentially though using a comparative study. Perhaps children who are hypersensitive would respond better to an intervention with a dog, rather than a horse. Overall, available research indicates that therapy dogs are also a potential method for providing sensory experiences for children with

Throughout her extinguished career, Ayres’ number one priority remained her patients. A majority of her work included one on one, sessions with her patients, so she could evaluate their needs closer, and to build a relationship with her clients (Spdfoundation1, 2010). Her first occupational therapy career began when she treated children out of her home, which was a trailer, at the time (Spdfoundation1, 2010). Later on, Smith, Mailoux, Miller- Kuhaneck & Glennon described her first clinic setting stating, “Ayres Clinic, established in 1977 served children with autism or learning disabilities, and by conducting continuing education courses regionally, nationally, and internationally to educate others about sensory integration” (2009).

Occupational Therapists within the school system are there to aid the IEP team and student. The goal is to help the student to perform tasks independently. The OT in the school is to help the student to prepare and perform learning and school-related activities (American Occupational Therapy Association, 2010). The OT is to work on goals related to their education. The OT is there to support the students in academic and non-academic roles within the school. These skills would be anywhere from social skills, math, behavior, recess and other aspects to the students school day. The OT helps the student engage in activities, succeed within the school environment with the academic focus, which is to improve the student’s fine motor skills. These skills are to help aid in cutting, writing, reading, and provide educational services and sensory skills. They support ideas within the learning community and classroom and can provide some daily living, such as hand washing and toileting. OT’s are active in the IEP collaboration and will provide help with the student on the

Occupational Therapy in children with mental disabilities is growing every year. According to the National Institute of Mental Health, about 13 percent of children ages 8 to 15 had a diagnosable mental disorder and the most common is attention-deficit/Hyperactivity disorder (ADHD) (Any Disorder Among Children ,n .d.).Also, children with autism spectrum disorder percent have increased its ratio, 1 of 62 children which is approximately 200,000 cases per year(Any Disorder Among Children,n .d.). Occupational Therapy practitioner impacts the ability to engage in daily life activities and help those children to develop the skills needed to be independent in their future. The Model of Human Occupational Therapy (MOHO) is a model based on client centered

Occupational therapy (OT) treatment focuses on helping people with a sensory, physical, or cognitive disability be as independent as possible in all areas of their lives. OT can help kids with various needs improve their cognitive, physical, sensory, and motor skills and enhance their self-esteem and sense of accomplishment. Some people may think that occupational therapy is only for adults as kids, after all, do not have occupations; but a child's main job is playing and learning. Occupational therapists who have specialized in pediatric care can evaluate kids' skills for playing, school performance, and daily activities and compare them with what is developmentally appropriate.

A. Jean Ayres. Ayres’ was an occupational therapist that was responsible for the foundation and practice of sensory integration theory (W&S). Sensory integration theory is used to explain behavior, plan intervention, and predict how behavior will change through intervention (Roley et al., 2007). Ayres’ focus was on the organization of the central nervous system and how it was involved in the process of children using sensory information. Ayres’ theory of sensory integration describes how the neurological process relates to the recognition and organization of sensation from the body and environment (Devlin et al., 2010). This disorganization can lead to problems with learning, development, and behavior and also has a negative impact on occupational performance. In relation to the topic of Wilbargers’ DPPT, the focus of the articles collected was related to theoretical research on one particular sensory modulation problem defined by Ayres: tactile defensiveness. Tactile defensiveness is exhibited through the negative influence of touch avoidance symptoms (Moore & Henry, 2002). The aim of the Wilbargers’ DPPT is to utilize the connection between the client’s tactile sensation through the skin and nervous system to improve and normalize the sensation of

Source: Schell, B.A., Gillen G., and Scaffa M. (2014). Willard and Spackman's Occupational Therapy, 12th Edition, Lippincott, Williams & Wilkins.

Every child has their own developmental needs. For infants, toddlers, and young children, their primary occupations are to play, learn, and interact with others. Children who require occupational therapy attend interventions that address physical milestones such as crawling, eating, and washing independently. These interventions also address social milestones such as paying attention, following instructions, and interacting with others appropriately. For these children, this type of therapy helps strengthen self-determination and decision making skills, while also enhancing overall independence. Children in occupational

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).