Occupational Therapy for Children: Difference between revisions
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This page provides a concise overview of the pediatric occupational therapy process. The goal of pediatric occupational therapy is to increase kids' participation and engagement in daily activities. There are many different kinds of intervention strategies. In order to help families and therapists make informed decisions about the best possible care for children with impairments. <ref>Couch KJ, Deitz JC, Kanny EM. [https://research.aota.org/ajot/article-abstract/52/2/111/4105 The Role of Play in Pediatric Occupational Therapy.] American Journal of Occupational Therapy. 1998 Feb 1;52(2):111–7.</ref> | This page provides a concise overview of the pediatric occupational therapy process. The goal of pediatric occupational therapy is to increase kids' participation and engagement in daily activities. There are many different kinds of intervention strategies. In order to help families and therapists make informed decisions about the best possible care for children with impairments. <ref>Couch KJ, Deitz JC, Kanny EM. [https://research.aota.org/ajot/article-abstract/52/2/111/4105 The Role of Play in Pediatric Occupational Therapy.] American Journal of Occupational Therapy. 1998 Feb 1;52(2):111–7.</ref> | ||
In pediatrics, occupational therapy focuses on how illnesses and environmental factors affect a child's capacity to perform well in everyday situations (such as the home, school, and playground) and roles (such as family member, student, etc.). | In pediatrics, occupational therapy focuses on how illnesses and environmental factors affect a child's capacity to perform well in everyday situations (such as the home, school, and playground) and roles (such as family member, student, etc.). <ref>[https://books.google.com/books?hl=en&lr=&id=QXijBQAAQBAJ&oi=fnd&pg=PP1&dq=Pediatric+occupational+therapy+handbook+:+a+guide+to+diagnoses+and+evidence-based+interventions+By+Patricia+Bowyer,+Susan+M+Cahill+Year:+2009+Publisher:+Elsevier/Mosby+Publisher+Place:+St.+Louis,+Mo.+ISBN:+9780323053419&ots=qspD-60byg&sig=uM6lg2-_v8rDuEQPNsiZAwXsoZw Pediatric occupational therapy handbook : a guide to diagnoses and evidence-based interventions] By Patricia Bowyer, Susan M Cahill Year: 2009 Publisher: Elsevier/Mosby Publisher Place: St. Louis, Mo. ISBN: 9780323053419</ref> | ||
== Indication == | ==Indication== | ||
For children with delayed motor abilities, sensory processing difficulties, or coordination problems, occupational therapy is crucial. To determine whether your child requires assistance in this area, observe them over the day and note how they engage with their surroundings. You may notice that these children aren't able to feed themselves or do some activities like writing. | For children with delayed motor abilities, sensory processing difficulties, or coordination problems, occupational therapy is crucial. To determine whether your child requires assistance in this area, observe them over the day and note how they engage with their surroundings. You may notice that these children aren't able to feed themselves or do some activities like writing. | ||
== Assessment == | ==Assessment== | ||
The occupational therapist will evaluate fine motor, visual motor and gross motor skills. A standardized assessment might also be completed which can involve the occupational therapist performing tasks with the child or having parents fill out a questionnaire. | The occupational therapist will evaluate fine motor, visual motor and gross motor skills. A standardized assessment might also be completed which can involve the occupational therapist performing tasks with the child or having parents fill out a questionnaire. | ||
Common Assessment Tools in OT: | Common Assessment Tools in OT: | ||
* Adolescent/Adult Sensory Profile | *Adolescent/Adult Sensory Profile | ||
* Assessment of Motor and Process Skills (AMPS) ( | *Assessment of Motor and Process Skills (AMPS) <ref>Chard G. [https://journals.sagepub.com/doi/abs/10.1177/030802260006301005 An investigation into the use of the Assessment of Motor and Process Skills (AMPS) in clinical practice]. British Journal of Occupational Therapy. 2000 Oct;63(10):481-8.</ref> | ||
* Back on Track | *Back on Track | ||
* Bayley Scales of Infant Development (BSID) | *Bayley Scales of Infant Development (BSID) | ||
* Berry-Buktenica Developmental Test of Visual-Motor Integration (BEERY VMI) | *Berry-Buktenica Developmental Test of Visual-Motor Integration (BEERY VMI) | ||
* Developmental Test of Visual Perception (DTVP-2) ( | * Developmental Test of Visual Perception (DTVP-2) <ref>Lee SC. [https://www.tandfonline.com/doi/abs/10.1080/19411243.2021.1959484 Visual perceptual skills as predictors of handwriting skills of children grades 1-3]. Journal of Occupational Therapy, Schools, & Early Intervention. 2022 Jul 3;15(3):265-73.</ref> | ||
* Evaluation Tool of Children's Handwriting | *Evaluation Tool of Children's Handwriting | ||
* Hawaii Early Learning Profile (HELP) | *Hawaii Early Learning Profile (HELP) | ||
* Infant-Toddler Sensory Profile (Sensory Profile 2) | *Infant-Toddler Sensory Profile (Sensory Profile 2) | ||
* Miller Assessment of Preschoolers (MAP) | *Miller Assessment of Preschoolers (MAP) | ||
* Motor-Free Visual Perception Test (MVPT) ( | *Motor-Free Visual Perception Test (MVPT) <ref>Brown T, Peres L. [https://www.tandfonline.com/doi/abs/10.1080/19411243.2018.1432441 A critical review of the Motor-Free Visual Perception Test—fourth edition (MVPT-4)]. Journal of Occupational Therapy, Schools, & Early Intervention. 2018 Apr 3;11(2):229-44.</ref> | ||
* Peabody Developmental Motor Scale (PDMS-2) | *Peabody Developmental Motor Scale (PDMS-2) | ||
* Pediatric Evaluation of Disability Inventory (PEDI) | *Pediatric Evaluation of Disability Inventory (PEDI) | ||
* School Functional Assessment (FSA) | *School Functional Assessment (FSA) | ||
* Sensory Integration and PRAXIS Tests (SIPT) ( | *Sensory Integration and PRAXIS Tests (SIPT) <ref>Mailloux Z, Grady-Dominguez P, Bundy A, Parham LD, Roley SS, Wieland S, Schaaf RC. [https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=02729490&AN=171896730&h=NJm0UY6OtoJPOu8XGYoF1zEkPX4ggrJDO5aSGmTPFrPg%2FzL1W2RJ1OJ%2Fn2w6ttqkzpvVrQj1LRYa%2Bl6QrBe7jA%3D%3D&crl=c Evaluation in Ayres Sensory Integration® Praxis Tests: Construct Validity and Internal Reliability.] American Journal of Occupational Therapy. 2023 Jul 1;77(4).</ref> | ||
* Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) | *Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) | ||
* Vineland Adaptive Behavior Scales (Vineland-II or VABS) | *Vineland Adaptive Behavior Scales (Vineland-II or VABS) | ||
An occupational therapy evaluation will determine if a kid can execute any or all of the following tasks at an age-appropriate level: | An occupational therapy evaluation will determine if a kid can execute any or all of the following tasks at an age-appropriate level: | ||
* motor function | *motor function | ||
* Hand abilities | *Hand abilities | ||
* integration and processing of senses | *integration and processing of senses | ||
* Perception of vision | *Perception of vision | ||
* Psychosocial problems influencing social engagement | *Psychosocial problems influencing social engagement | ||
* Conduct Feeding abilities | *Conduct Feeding abilities | ||
* Self-soothing | *Self-soothing | ||
* Engagement of the Community | *Engagement of the Community | ||
* Have fun | *Have fun | ||
* Handwriting and prewriting abilities | *Handwriting and prewriting abilities | ||
* Mobility | *Mobility | ||
* Requirement for assistive devices/technology | *Requirement for assistive devices/technology | ||
== Intervention techniques == | ==Intervention techniques== | ||
With children and their families, occupational therapists are taught to employ a comprehensive strategy that prioritizes functional and developmentally appropriate techniques. Occupational therapy's guiding principles are well embodied in early intervention programs. Occupational therapists will assist children who need services after the age of three in creating a plan of care that will fulfill their needs and transition them into the next phase of their lives. | With children and their families, occupational therapists are taught to employ a comprehensive strategy that prioritizes functional and developmentally appropriate techniques. Occupational therapy's guiding principles are well embodied in early intervention programs. Occupational therapists will assist children who need services after the age of three in creating a plan of care that will fulfill their needs and transition them into the next phase of their lives. | ||
== References == | ==References== | ||
<references /> | |||
Revision as of 23:37, 28 November 2023
Original Editor - Abdullah Mahmoud Fahmy Hassany Top Contributors - Abdullah Mahmoud Fahmy Hassany and Kim Jackson
Introduction[edit | edit source]
This page provides a concise overview of the pediatric occupational therapy process. The goal of pediatric occupational therapy is to increase kids' participation and engagement in daily activities. There are many different kinds of intervention strategies. In order to help families and therapists make informed decisions about the best possible care for children with impairments. [1]
In pediatrics, occupational therapy focuses on how illnesses and environmental factors affect a child's capacity to perform well in everyday situations (such as the home, school, and playground) and roles (such as family member, student, etc.). [2]
Indication[edit | edit source]
For children with delayed motor abilities, sensory processing difficulties, or coordination problems, occupational therapy is crucial. To determine whether your child requires assistance in this area, observe them over the day and note how they engage with their surroundings. You may notice that these children aren't able to feed themselves or do some activities like writing.
Assessment[edit | edit source]
The occupational therapist will evaluate fine motor, visual motor and gross motor skills. A standardized assessment might also be completed which can involve the occupational therapist performing tasks with the child or having parents fill out a questionnaire.
Common Assessment Tools in OT:
- Adolescent/Adult Sensory Profile
- Assessment of Motor and Process Skills (AMPS) [3]
- Back on Track
- Bayley Scales of Infant Development (BSID)
- Berry-Buktenica Developmental Test of Visual-Motor Integration (BEERY VMI)
- Developmental Test of Visual Perception (DTVP-2) [4]
- Evaluation Tool of Children's Handwriting
- Hawaii Early Learning Profile (HELP)
- Infant-Toddler Sensory Profile (Sensory Profile 2)
- Miller Assessment of Preschoolers (MAP)
- Motor-Free Visual Perception Test (MVPT) [5]
- Peabody Developmental Motor Scale (PDMS-2)
- Pediatric Evaluation of Disability Inventory (PEDI)
- School Functional Assessment (FSA)
- Sensory Integration and PRAXIS Tests (SIPT) [6]
- Bruininks-Oseretsky Test of Motor Proficiency (BOT-2)
- Vineland Adaptive Behavior Scales (Vineland-II or VABS)
An occupational therapy evaluation will determine if a kid can execute any or all of the following tasks at an age-appropriate level:
- motor function
- Hand abilities
- integration and processing of senses
- Perception of vision
- Psychosocial problems influencing social engagement
- Conduct Feeding abilities
- Self-soothing
- Engagement of the Community
- Have fun
- Handwriting and prewriting abilities
- Mobility
- Requirement for assistive devices/technology
Intervention techniques[edit | edit source]
With children and their families, occupational therapists are taught to employ a comprehensive strategy that prioritizes functional and developmentally appropriate techniques. Occupational therapy's guiding principles are well embodied in early intervention programs. Occupational therapists will assist children who need services after the age of three in creating a plan of care that will fulfill their needs and transition them into the next phase of their lives.
References[edit | edit source]
- ↑ Couch KJ, Deitz JC, Kanny EM. The Role of Play in Pediatric Occupational Therapy. American Journal of Occupational Therapy. 1998 Feb 1;52(2):111–7.
- ↑ Pediatric occupational therapy handbook : a guide to diagnoses and evidence-based interventions By Patricia Bowyer, Susan M Cahill Year: 2009 Publisher: Elsevier/Mosby Publisher Place: St. Louis, Mo. ISBN: 9780323053419
- ↑ Chard G. An investigation into the use of the Assessment of Motor and Process Skills (AMPS) in clinical practice. British Journal of Occupational Therapy. 2000 Oct;63(10):481-8.
- ↑ Lee SC. Visual perceptual skills as predictors of handwriting skills of children grades 1-3. Journal of Occupational Therapy, Schools, & Early Intervention. 2022 Jul 3;15(3):265-73.
- ↑ Brown T, Peres L. A critical review of the Motor-Free Visual Perception Test—fourth edition (MVPT-4). Journal of Occupational Therapy, Schools, & Early Intervention. 2018 Apr 3;11(2):229-44.
- ↑ Mailloux Z, Grady-Dominguez P, Bundy A, Parham LD, Roley SS, Wieland S, Schaaf RC. Evaluation in Ayres Sensory Integration® Praxis Tests: Construct Validity and Internal Reliability. American Journal of Occupational Therapy. 2023 Jul 1;77(4).
