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Occupational Therapy

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1.6. SCOPE AND DELIMITATIONS OF STUDY The study is applicable to occupational therapists, especially those working in the paediatric field of occupational therapy. The results will be most relevant to occupational therapists working with children with CP. The study involves the assessment of sensory modulation under the umbrella of SPD. It does not include other types of SPD, such as praxis or discrimination. Moreover, it does not include intervention; however, the assessment findings may impact on the intervention of the child with CP indirectly. The study is grounded in the following theories, models and frameworks: • Sensory integration theory: Ayres’ SI is a holistic framework to examine behaviour and learning and is based on an amalgamation …show more content…

The SP2 was developed using this theory, whereby each individual is seen to have a unique sensory profile depending on their genetics, experiences, environment, culture, personality factors etc.8,81 Each child with CP presents differently depending on various factors. The subtype of CP, the onset of the insult, and the severity of the insult will influence the clinical presentation. External factors: such as access to medical and therapeutic interventions, the availability of assistive devices, the accessibility of the environment, as well as social and cultural stigma may further impact on the child’s functioning. Considering all contextual factors was not the purpose of the study; however, the researcher did consider the impact of certain factors when interpreting the …show more content…

In children with CP, the observed behaviours are attributed to the damage within the cortical regions of the CNS; whereas in typically developing children, the behaviours are associated with the subcortical regions.4 This has led to controversy about whether SI theory can be applied to children with CP, which has impeded further research into SMD in CP. The theory of SI is considered to be dynamic and it has subsequently evolved over the years. The researcher has assumed that although the cause of SMD may be different, the observed behaviours can still be examined using the

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Sensory processing is believed to play a big part in their learning difficulties and struggles with transitioning and focusing. Referrals to the Occupational Therapist has increased tenfold over the last three years. A majority of the students are qualified and serviced for sensory processing difficulties not for a deficiency in their fine motor skills. However, the benefit of receiving services for sensory processing was not in evidences, students continue to still struggle with the same difficulties in their classroom. Once children graduated from Head Start, they would and did not receiving the same supports or services outside but continued to struggle with transitioning and focusing in their new classroom.

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While evaluating the case study formed about my son, Joshua, it has become difficult to keep looking up and thinking that the school system will adjust in his benefit. It has been rigid to overcome the issues that have gone hand in hand with his Cystic Fibrosis, but I think there has been improvement. My role as already shown is Joshua’s parent. I have found several notions within the case study and John Santrock’s Educational Psychology book that without the knowledge of this class and child psychology I do not think it would be as easy. I appreciate Joshua’s teacher, principal and counselor in hopes of finding better ways for my son.

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Although there is plenty of information recorded which tells us how things were, this study will focus on documentation from 1955 onwards. It intends to give an overall idea of how children with learning disabilities were treated,

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There are numerous assessments that can be done to determine if a person has intellectual disabilities and at what degree they have. There are three components to test to figure out if a person has intellectual disabilities and they are adaptive behavior, intellectual functioning and the support those people need from others. By giving these tests out, a teacher or mentor can figure out different ways to help develop programs that best fit the needs of that specific child and also figure out the specific services needed to help them academically. In order to figure out a child 's present level of performance (PLOP) within their intellectual disability, there have to be assessments to figure out what strengths and deficits that child has in social,

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Brief case history of child and mother was taken. The validated tool was administered on the mothers of children and teenagers with CP through a face-to-face interview or mothers were asked to fill in by themselves. The responses were documented appropriately. The mean range of obtained raw data was analyzed and tabulated. RESULTS AND DISCUSSION:

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In a CPS perspective, the child may lack in cognitive flexibility, or the ability to process and develop alternative behaviors. This perspective allowed me to express my concern, or the adult concern, and explore the child’s

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I am an Occupational Therapy Assistant Student from Community College of Baltimore County. I am a second year student preparing for my level II fieldwork. Upon completion, I will be eligible to enter the workforce. Based on the previous experiences I have had at Mental Health fieldwork, it is evidenced that Occupational Therapy Practitioners are needed in Mental Health settings. Occupational therapy practitioners encourage individual at mental health setting to live a healthy lifestyle such as preparing healthy meals, exercises, drinking water, and taking good care of themselves.

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The factors include contextual factors (culture, environment, relationships and tasks); and individual symptoms (sensation, emotion and attention).33 Dunn’s Sensory Processing Framework (figure 2.4.) is well recognised and widely used among occupational therapists. The framework is based on the premise that a relationship exists between the neurological processes and the observed behavioural responses.9 The framework consists of two constructs which are thought to occur on a continuum. Figure 2.4.

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Sensory based strategies have been identified as a more feasible interventions in school (Baranek, 2002). Additionally Pagliano (1998) stated that multi-sensory rooms have transformed from an autonomous space where individuals chose what to interact with to a one that is led and directed by teachers. This is opposed to the child led philosophy on sensory integration

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Introduction Intro statement mdknls;afjkdas;jfdls Sensory Integration (SI) is defined as the organization of sensations for our daily use (Ayres, 1972). SI occurs automatically in the majority of people. Through our senses, we are able to be aware of the physical conditions of our bodies and the environments surrounding us. The brain must organize the sensations in order for a person to move, learn, and behave in a productive way. An influential, and greatly honored female doctor researches this concept to further the development of occupational therapy.

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I observed a four year old girl that was tiny for her age. She worked on proprioceptive and vestibular input like the other children. One major difference is that her condition has not been diagnosed. The doctor suspect a chromosome issue, but her family has not gone for additional testing. Although she can recognize shapes, colors, and letters, she is still delayed.

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By the end of her research, Hill discovered that a high percentage of visual and auditory learners scored much higher on the Texas assessment than tactile and kinesthetic learners. This proved Hill’s theory correct and it definitely applies when these various learners take the

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Jean Ayres first introduced the world to Sensory Integration (what later would be referred to as Sensory Processing Disorder) in the year 1972 through her five basic postulates. The first of these postulates proposed by Ayres was that a human’s brain could change and develop even past childhood, what we now know as neuroplasticity. Next she explained that in order for senses to properly integrate there must be an interaction between the cortical and subcortical structures of the brain. Higher order areas of the brain, according to Ayres, rely on the lower order regions to properly inhibit or facilitate sensory messages. Additionally she determined that every processed sensation would require the brain to facilitate some input and inhibit another.

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Piaget developed a stage theory of intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal operational stage, which begins in adolescence and spans into adulthood. He believed that there were four necessary ingredients for cognitive development which included: “maturation of the nervous system, experiences gained through interaction with physical world, social environment, and child’s active participation in adapting to environment & constructing knowledge from experience.” (Sullivan, 2014, Slide 3) The sensorimotor stage occurs between birth and age 2. Infants and toddlers acquire knowledge through sensory experiences and handling objects.

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He has been advanced in the timing that Piaget has created, but it is good to know how infants learn through stages and that they are all individuals and learn at their own pace. Piaget has done something great by discovering these stages of cognitive development that can almost give parents and educators a map of what is happening in a child’s mind as they are growing up. In the video, Inside a Child’s Brain by David Eagleman (2015) it talks about how you become who you are by what is removed from the brain, after the age of 2 the neurons in the brain slow down. The links that you do not use in those first years of age in your brain you lose as you grow (The Brain). The video shows how important the first two years of age are in a child’s life while the sensorimotor stage is

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