occupational therapy role

Occupational Therapy

Amanda HunterOccupational Therapist

Smart Occupational Therapy Ltdwww.smartoccupationaltherapy.co.uk

[email protected] 963252

http://www.smartoccupationaltherapy.co.uk/

mailto:[email protected]

02/05/2023 Amanda Hunter, Smart Occupational Therapy Ltd

What is Occupational Therapy?

• An occupational therapist helps a child or adult increase their function or independence.

• Involves assessment of needs – physical, emotions, behaviour, social.

• Recommend equipment, ways to alter a task, teach new ways of completing a task, or increase skills through a programme of therapy.


OT at Catcote Academy• Number of students = 43• From age of 11 years - includes young adults and

lifelong learners• Assessment of function• Sensory integration – assessment and therapy• Motor programmes• Transition from other schools and to further education• Work with NHS occupational therapists, speech and

language therapists, physiotherapists, community nurses, psychologists


Range of difficulties in students• Developmental delay• Learning difficulties• Developmental coordination disorder• Dyspraxia• Autism• Attention Deficit Hyperactivity Disorder• Attachment Disorder• Sensory processing difficulties• Complex physical disabilities• Confidence and self esteem


Occupational Therapy Assessment

• Parent feedback – telephone call, parent questionnaire, sensory profile

• School feedback – teacher checklist, discussion• Observations - class, play, lunch, transitions• Motor skills assessment – gross motor skills, fine

motor skills, handwriting, cutting• Self care skills• Standardised assessments• Report, advice and OT programme

Work with School• Explain the child’s needs• Support parents• Alter the child’s day or the way activities are

completed• Adaptations to the classroom, e.g. routine,

layout, tasks• Alter demands or expectations• Increase or decrease sensory stimulation• Activities to alert, calm and organise the

child• Movement breaks• Quiet time


Work with SchoolReduce the unexpected!Communication – clear, concise, face-to-face. May

use visuals only.Quiet areas and time out – beanbags, blanket,

therapy ball, closed spaceHeavy work activities

– Blankets, pushing/pulling/rolling, helping jobs, large cushions, beaded cushions, fidget toys, comforts

– Sports bottles– Small spaces– Jumping and exercise ball– Compression and massage – calming input


Work with School

Movement – increase movement, sensory cushions, breaks, errands, placing objects away from the student

Oral input – temperature, texture, chewy tubes, programmes for oral sensitivity, gum, lollipops, sucking sweets

Tactile – textures, fidget toys, gradually introduce textures (hard to soft)

Sound – ear defenders, music through headphones, soft furnishings, quiet time



Resources

Specific equipment

Chunky pencils and crayonsAdapted scissors and cutlerySensory cushionsFidget toysWeighted blanketsBody socksVisual toysTactile toysExercise ballsEar defendersSuspension equipmentLight and sound rooms

Programmes

Listening programmeHandwriting programmes

Loops and other groups

Write danceTeodorescu

Jump ahead


Useful Resources

• www.sensoryprocessingdisorder.com• www.sensoryintegration.org.uk• www.dyspraxiafoundation.org.uk• www.spdfoundation.net• www.autism.org.uk

http://www.sensoryprocessingdisorder.com/

http://www.sensoryintegration.org.uk/

http://www.dyspraxiafoundation.org.uk/

http://www.spdfoundation.net/

http://www.autism.org.uk/


Books

• C Kranowitz. The Out of Sync Child• C Kranowitz. The Out of Sync Child Has

Fun• L Biel and N Peske. Raising a Sensory

Smart Child• E Yack, P Acquilla, S Sutton. Building

Bridges Through Sensory Integration• G Degangi and A Kendall. Effective

Parenting for the Hard to Manage Child

occupational therapy role

Education