The children's Occupational therapist provides an understanding of the child's development in respect to biological, physiological, sensory and psychological processes, enabling the understanding of the internal constraints and the effect on a childs occupational performance. This intervention can take place in the home, school, sensory integration room and/or any other relevant environment.

Children's occupational therapists work with a wide range of conditions including:

  • Cerebral Palsy
  • Muscular Dystrophy
  • Syndromes
  • Arthritis
  • Head Injury
  • Spinal Muscular Atrophy
  • Restricted Growth
  • Sensory Processing Problems
  • ADHD
  • Autistic Spectrum Disorder
  • Dyspraxia
  • Complex Developmental Disorders

Assessment

The Children's Occupational Therapist can assess children in which ever setting is normal and meaningful to them . This may be the child's usual school setting, the home environment or another familiar place. The child may be seen with a clinical setting if that is considered the most appropriate but all care is given to make the setting stimulating but not overloading and as near to life, for the child to be assessed. The child could be assessed with the following recognised assessment and through clinical observation.

  • Assessment of Motor and Processing Skills (AMPS)
  • School AMPS
  • Standardised and non-standardised assessments

Intervention

The OT will provide intervention in the most effective way in the most supportive environment. This may be within the child's own home or school, another known environment or within a therapy setting.

  • 1:1 and group therapy
  • Provision of therapy programmes also supporting families, carers and school staff
  • Training and advice for families, carers and other service providers
  • Recommendations of specialist equipment to facilitate function and learning
  • Involvement with education and transition planning

Outcome

  • Comprehensive family and Team review
  • Analysis of formal assessments
  • Treatment planning in accordance with evidence based practice
  • New goals specific to the child's needs as appropriate

Declan McNichol

Bill Young

Angela Gordon

Birgit Rathje-Vale

Helen Smart