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Occupational Therapy
 Occupational Therapy focuses on the child’s “occupation”, which includes the developmental tasks involving their capacities to interact with people and objects which is required for their age group. Difficulties in the ability to interact with people and objects in their environment are noted to impact their performance in play, social relationships, learning, and activities of daily living skills. The areas assessed in occupational therapy include, however are not limited to
- sensory processing,
- motor control
- emotional regulation.
We then assess the impact these primary areas have on
- body in space perception,
- visual spatial organization, both in space and on paper as well as the ability to read non-verbal social cues
- motor planning,
- sequencing, developing and visualizing an idea, following through, and expanding ideas, problem solving the idea
- higher level thinking/problem solving
- timing
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In addition, we address the perceptual motor organizational requirements needed for
- exploring the child’s environment
- upper extremity function including fine motor skills(tool use and inhand manipulation)
- motor planning with respect to “making something happen in an efficient manner”
- establishing the foundation for visual spatial thinking and problem solving.
Our training and expertise in sensory processing(Sensory Integration), the DIR™ treatment model, as well as motor control (Neurodevelopmental Treatment and TAMO) allows us to comprehensively look at the “big picture” in relationship to identifying the challenges that pervasively impact function throughout all domains. If we want the children to be thinking about the “big picture”, then our approach to treatment cannot “over focus on details”. We are able to relate the details back to the “big picture” all within the context of a relationship.
All activities in Occupational Therapy can be equated with a functional task appropriate for the child’s age/occupation. For example, working on initiating ideas and elaborating on play themes significantly impacts the child’s ability to write an essay or book report. Another example is if the child becomes easily disorganized when speed requirements increase in a presented activity, then more than likely the child will also have these difficulties in executing tasks that require speed at home and in school. Additionally, challenges in motor planning can be related to decreased flexibility in thinking. If the ability to “quiet” or self regulate is compromised, then the child would also be presenting with difficulties functioning in the classroom as well as at home and/or in social relationships.
The Occupational Therapy department has expertise in utilizing the DIR™ model which is developmentally and relationship based when assessing, designing and implementing the treatment plan. We also address goals of Occupational Therapy through using an infant mental health model which emphasizes parent coaching in the context of a relationship. The parent is coached to assist their child with regulation, complex interaction, and play.
We have trained providers of Therapeutic Listening as well as Interactive Metronome™.
We willingly provide consultation services as well as continuing education to the school in which the child attends.
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