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
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.
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
Jayden, a two and a half year old boy loves story time, being social, and has mental and sensory functions typical for his age. However, Jayden was diagnosed with impairments in his neuromusculoskeletal and movement functions. This condition causes poor muscle control, which prevents Jayden from being mobile. As a result, Jayden sits in a baby stroller when out in the community. Adding to Jayden’s problems is dysarthria, which restricts him from producing clear speech, preventing him from communicating with peers and adults. The combination of Jayden’s neuromuscular skeletal impairments and dysarthria, restricts his engagement in self-care, communicating with classmates, directing his own play, creating interpersonal relationships, mobility
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
Interactive reasoning helps the practitioner get to know clients and form a relationship with them and their caregivers in order to form a therapeutic alliance and help the client succeed in therapy. Interactive reasoning explores the best approach to communicate with the client and engage him or her in occupational therapy. This method helps to individualize therapy based on the client’s circumstances and form trust and respect with the client. Learning how to implement this type of clinical reasoning will help the student recognize client needs and dispositions and alter their approach to meet those needs (Lyons, 2001).
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)
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).
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.
I feel that I have learned a lot about the versatility of occupational therapy this year and I now know and see how different activities can be made into therapy session. Through my observation of the way that the therapist transformed cooking, cleaning, and peg board games into therapy sessions that the client found expressed that he found useful, really helped me change my perspective. With my new perspective, I find it very easy to adapt an activity to let it work for therapy. An activity that I still feel uncomfortable with is how to stretch the client out so that they feel stretch, but not so much that there could be damage to the client’s muscles. In almost every session, the therapist would stretch the client’s muscles and the therapist did show the other student and me how to stretch the fingers and wrist in one way. I feel comfortable stretching a client in those places, but I feel that I need more guidance on how to stretch the client in other areas. Overall, I feel that I have learned so much for my first observation opportunity at Nazareth College and I know that rest of my occupational therapy curriculum will extensively prepare me to be a helpful and knowledgeable occupational
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
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.
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.
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...