Occupational Therapy Intervention

Occupational Therapy Intervention

Therapeutic intervention for children is designed around your child’s individual needs. Identification of needs may have been the outcome of an occupational therapy assessment, or screening, or as a result of concerns raised by you the parents, the school principal, class teacher or by other professionals working with your child.

Concerns are typically raised when a child is experiencing difficulty with everyday functional tasks. These can range from functional difficulties in the classroom, difficulty using a scissors (for example) to difficulty dressing or toileting at home or academic challenges in the classroom. Difficulties with functional skills are most obvious and are easily identified when you compare the child to his peer group. If he is not able, or has difficulty, completing tasks that his peer group can manage, then it would be recommended that he be brought for an assessment or screening.

Best practice guidelines and evidence based research in occupational therapy confirm that Early Intervention (EI) and early detection of occupational performance difficulties will provide the child with the best possible chance of ameliorating their difficulties.

At Stepping Ahead, we involve the parents in all stages of the intervention process. It starts with a detailed consultation and goal setting process.  This can also involve the class teacher and/or resource teacher at the parent’s request. Goals for therapy are identified and set for the therapy block (typically an eight week block of individual sessions).  Occupational therapy intervention can address a range of developmental difficulties such as these listed below:

• Visual Perceptual skills: essential skills for learning reading, writing, spelling and development of such
• Visual-Motor Integration Skills: coordinated use of eye and hands together, which affects functional skills such as handwriting, copying from the black board, and catching a ball
• Gross and Fine Motor Difficulties: gross motor (balance, ball skills), fine motor (finger strength, dexterity, control)
• Handwriting Difficulties: pencil grip, letter formations, letter reversals, spacing
• Sensory Processing Difficulties: effecting attention and concentration skills, ability to sit still to a peer appropriate level, impulsivity
• Social Skills: developing appropriate play skills, confidence and variety of hobbies and interests, ability to initiate and expand conversations, make and maintain friendships
• Functional Skills: dressing, toileting, self-care, organisation

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