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Occupational Therapy

Learning or returning to daily activities

Does your child need help learning or returning to the activities of daily life due to developmental delay, medical condition, injury, illness or surgery?

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Occupational therapy can help with these everyday activities. Occupational therapists work with children and their families to promote participation in functional activities or occupations that are meaningful to them, including self-care (bathing, dressing, feeding), motor skills (handwriting, playing ball, safety on playground equipment), and play skills (social skills, developmental play and toys, and leisure skills). Occupational therapy can also help when issues of self-regulation/adaptive behavior or sensory processing interfere with daily life and with school.

Conditions we treat
  • Adaptive behavior delay
  • Apraxia/motor planning
  • Autism/Aspergers
  • Cognitive (thinking/reasoning) issues
  • Developmental delays
  • Fine motor delays/ hand problems
  • Genetic disorders affecting development
  • Learning disabilities
  • Muscle, joint and bone problems
  • Muscle tone abnormailities
  • Neurological problems / Stroke / Traumatic brain injury/ Cerebral Palsy
  • Recovery from illness or injury
  • Sensory processing disorder/ Sensory integration issues
  • Visual perceptual dysfunction
 
What we work on
We look closely at each activity to determine if motor, cognitive, sensory processing, social-emotional or other areas are contributing to the functional difficulty.

Develop skills to become more independent – learn age appropriate skills for motor skills, play skills, and self-care skills
  • Motor skills- increase strength and stability, coordination, safety, range of motion
    • Fine motor (ex. stacking blocks, coloring, handwriting)
    • Gross motor (ex. body coordination and awareness, ball skills, safety)
  • Play skills
    • Developmental play (ex. cause and effect toys, pretend play, independent play)
    • Social skills (ex. turning taking, cooperative play, developing friendships)
  • Self-care skills
    • Dressing and hygiene cares (ex. toileting, tooth brushing, bathing, clothing fasteners)
    • Adaptive behavior (ex. handling change and transitions, emotional regulation, problem solving)
Teach underlying skills to promote greater independence by addressing sensory processing, adaptive behavior/self-regulation, attention and cognitive skills

Recommend adaptations to the environment or adaptive equipment to improve performance and safety

Examples of Treatment
Child and family centered care 
  • 1:1 treatment with a skilled therapist to address a child’s specific needs
  • Parent involvement and parent training
  • Home program development
  • Collaboration of care between care providers, school, and family
Promote new skills development for motor skills, play skills, and ADLs
  • Play based activities at age appropriate level to teach new skills
  • Developmental skill progression
  • Provide skilled support to guide child to learn new skills
  • Work with what motivates each child
  • Combine tasks to work on motor, cognitive, and play skills
Sensory integration treatment to develop more efficient sensory process skills to promote improved functioning in childhood environments
  • Therapeutic listening
  • Wilbarger brushing program
  • Improve visual perception skills needed for reading, writing, cutting, drawing, completing math problems, as well as many other skills.
Teach adaptive strategies and modified techniques
  • Adaptive equipment use
  • Environmental modifications
  • Caregiver training
Custom splinting for protective or functional positioning
 
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