Part Two: RW is a 5 year old boy diagnosed with Global Developmental Delay (GDD); He is attending to a regular kindergarten. His areas of opportunity are visual perceptual, sensory processing, motor planning, ADL’s, and motor coordination. RW is receiving occupational therapy twice a week during 30 minutes at a clinical setting and speech therapy once a week at his school. Per mother’s report RW likes routines and has problems transitioning from one activity to the next one, he does not socialize with peers and engage in parallel playing, he is not aware of danger such as interacting with strangers. He presents an oral motor skill delay and has feeding issues limiting his diet to baby purred food. Mother states that would like RW to have some …show more content…
While therapist was doing this, she asked RW what he will like to play getting no response from the client, mother made the observation that client is shy and has a speech delay which is being addressed in school. The first activity was a twenty piece puzzle addressing bilateral coordination, midline crossing, eye hand coordination and attention to task in this last one therapist has to remind the client with verbal cues to stay on task, after finishing with the puzzle therapist worked on feeding grading the activity down by adding a preferred activity to minimize stress; client picks coloring, to my understanding this was to distract client on his aversion to food. Before staring the activity therapist perform and oral motor massage which client tolerated well. While feeding RW will gag at times but therapist managed to keep him interested in what he was coloring, making the activity less difficult. While working on this therapist focus on food texture toleration and expanding clients diet, also worked on fine motor skills, and visual perception. Finally RW played with theraputty by removing beads out of it. This will work on UE strength and fine motor skills; specifically Theraputty can be used to improve grip strength, dexterity, and hand strengthening through finger, hand, and …show more content…
This experience gave the opportunity to learn about the client needs and how different mother perspectives can be. This activity help me to put in practice everything that I had learn during my first semester in occupational therapy. I also had the opportunity to review clients file before every session which help me to understand why the therapist choose the activities that she has plan for every client; something that was really interesting was learning about the process of getting approve by insurance and the different legislations; and how a minimal error while submitting the papers for approval can hinder the client from receiving the help he needs; and all the other components related to this process. While documenting the play activity I felt really comfortable, since I spoke to the therapist the day before about which would be the right client to observe and of course mother willingness to share her side of the story which I thought it was a key element to complete this activity. Completing the form was fairly easy since it was self-explanatory and very specific about what information I had to record and what to look for while doing so. Something that I need to improve is my interviewing skills; I was far from natural. Also I was some sort of disorganized while taking notes, maybe because I did not want to miss any important
Case History: T.C. is a 13 year old, 2 month old girl in the seventh grade. T.C. lives with her parents and she is the oldest of three children. T.C.’s prenatal and birth history was unremarkable. T.C. was normal developing until 18 months old. By 18 months old it was apparent that T.C. was delayed in speech. In addition, she walked on her toes, did not make eye contact with others, had a terrible fear of loud sounds, cried frequently, and was a poor sleeper. She was evaluated before her second birthday and was diagnosed with Asperger’s Syndrome or related pervasion developmental disorders and has profound difficulty with social interaction. She has received speech therapy, with an emphasis on social skills training, intense therapeutic therapy, and occupational therapy. T.C. is in a regular seventh grade classroom with an aide to assist her throughout her day.
This article discusses the basic understanding of what occupational therapy is and what it the
Developmental disability services come from someone outside your family unit who works in Human Services. This support is referred to as “services” and comes from medical, educational, and federal and state government programs. Barriers to Services Running into barriers while attempting to locate and navigate services for developmental disabilities is not because you don't want to help your child, or don't care - chances are, you are facing a wide range of emotions. Some barriers that take an emotional toll and make it hard for you to react swiftly are: Denial. Parents often believe that their child will “grow out of it” (Ziolko, 1991) and search for multiple opinions until they receive one that fits into the expectations they have for their child (Watson, 2008).
Occupational therapy was based off of psychology; we evolved from treating mentally ill patients with isolation as an efficient treatment plan. We must never forget we are known to be “the art and science of helping people do the day-to-day activities that are important and meaningful to their health and well being through engagement in valued occupations” (Crepeau, Cohn, & Schell, 2008). To other professional disciplines this article explains the difference between each of us, yet can also express our relation to one another. The basic goal of all therapeutic disciplines is to better our clients life, through physical, speech or occupational therapy. Every discipline targets different goals, may it be body mechanics, reducing a stutter or buttoning a shirt, at the end of the day our clients well being may it be through science, art or both is all that matters. To the occupational therapy field this article means progress for what we do. Reading this article today in the year 2015 did not seem like old information to me, it is still relevant, I am proud that our field is not only evolving with contemporary time but it is also maintaining its
witnessed first-hand the impact occupational therapy can make in people’s lives, watching the delight of a
If I were an OT working with D.B there would be intervention strategies I would focus on due to her unique needs, along with noted strengths and interests. One strategy I would use would use for D.B. would be incorporate a therapeutic board game as the one discussed in our text “ The Talking, Feeling, and Doing Game” (Lambert, 2005). This game would focus on a skills development format that would include structure though predetermined set rules, have an outlet for unexpressed feeling, begin to establish a sense of trust in regards to sharing information with others, and promotes discussion of appropriate problem solving. Another strategy would include observation and interactions in her home environment, where a play would be more parent- child focused, observation would be made regarding their dynamic and interactions with the environment. As an OT working with D.B. in her home environment suggestions on adaptive strategies can be recommended in efforts to improve D.B.’s maladaptive behaviors and to increase parental interactions by providing suggestions for setting limits, modeling, and structure and routine.
reira, J. K. (2014). Can we play too? Experiential techniques for family therapists to actively include children in sessions. The Family Journal, 22(4), 390-396. doi:10.1177/1066480714533639
One precious little girl, charming responses, and thirty well spent minutes adds up to a successful Piaget project. The time spent on interviewing a child for cognitive development was insightful, and gave me a first hand look at how a child’s mind matures with age.
Occupational therapy plays a huge part in the treatment of Autism. Teachers and parents often work together with occupational therapists to often evaluate the performance of different tasks through out the day and set specific goals for the child. These may include how he or she behaves in public, or interacts with others, or performs in the classroom, or all of the above. Therapists are often called in to evaluate a child doing everyday activities to determine what care is needed. The therapist can then develop a program unique to the individual. These specific strategies can help the child improve skills in various situations. (Webmd.com, 2014)
Seth is a 4 year old boy who was diagnosed with Autism. He is an only child and concerns about his development rose when he didn't engage in peek-a-boo or mimicking facial expressions/gestures. His parents, at a young age, would try to engage him or attain his attention with toys, songs, or games but Seth had no interest. Seth early made eye contact, didn't babble, or respond when his name was called. His motor skills developed at the appropriate age but at the age 2 Seth still had no words. His parents had his hearing checked, and the results came back that he was healthy, but he was diagnosed with autism and started to receive services through his public school at 3 years old.
This realization and knowledge has presented itself in the most realistic way just within the past three years, while I continually helped disabled children learn various life skills. In these three years, my attention was unforgivably snagged by one child, Damion, who seemed to have an unfathomable web of trials and difficulties in his fragile little life. On an undying attempt to learn more about this child, I started working with him one-on-one and with his therapists and teachers. I soon came to realize that Damion had moderate to severe learning disabilities, speech impediments, fine (small muscles) and gross (large muscles) motor problems and sensory difficulties. His previous doctors considered Kabuki Syndrome, an extremely rare disease that is terribly difficult to diagnose, as a possible diagnosis.
Special educational needs and disability is a broad field, and therefore I will be specifically discussing cognition and learning difficulties in regards to Child A in my first attachment who was diagnosed with dyslexia as well as slight dyscalculia at the start of the year.
Klein, M. D., Cook, R. E., & Richardson-Gibbs, A. M. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. Albany, NY: Delmar.
Before the session I will adapt a positive mind-set which consists of believing in her capabilities when it comes to problem solving (Axline, 2013: 23-35). She will not be able to learn and grow if I do not provide her with the opportunity to solve the problem by herself. I will depend on her to find her own solutions. It is my work to help her grow throughout the therapy and this can only be achieved if she does things by herself. Through using
This experience as a whole provided me with the opportunity to show my professional quality as an educator, a cooperative team member, and a lifelong learner. A few things that I continuously had to reflect on throughout this experience was my self-competence, my performance as well as the children’s, and of course my professional demeanor which directly impacted the effectiveness of my planning, teaching and...