Occupational Therapy for Children and Youth Using Sensory Integration Theory and Methods in School-Based Practice

2015 ◽  
Vol 69 (Supplement_3) ◽  
pp. 6913410040p1 ◽  
Keyword(s):  
Occupational Therapy ◽  
Sensory Integration ◽  
Children And Youth ◽  
Integration Theory ◽  
School Based

scholarly journals A atuação do terapeuta ocupacional com base na Teoria da Integração Sensorial na assistência de crianças com Transtorno do Espectro Autista (TEA) durante a pandemia do Covid-19/The occupational therapist actuation based on the Sensory Integration Theory in the care of children with Autistic Spectrum Disorder (ASD) during the Covid-19 pandemic

2020 ◽  
Vol 4 (3) ◽  
pp. 371-379
Author(s):  
Vanessa Rafaelle Brasil De Souza
Keyword(s):  
Autism Spectrum Disorder ◽  
Occupational Therapy ◽  
Sensory Integration ◽  
Self Regulation ◽  
Autism Spectrum ◽  
Occupational Therapist ◽  
Spectrum Disorder ◽  
Integration Theory ◽  
Face To Face ◽  
Sensory Diet

O terapeuta ocupacional é um profissional importante no tratamento de crianças com Transtorno do Espectro Autista (TEA), dada a frequência de disfunção de integração sensorial. Durante a pandemia do Covid-19, o isolamento social ocasionou que crianças com TEA vivenciassem a interrupção do atendimento presencial, gerando prejuízos em suas ocupações. Dessa forma, buscou-se descrever a atuação do Terapeuta Ocupacional no Telemonitoramento através do uso da dieta sensorial. Concluiu-se que o uso da dieta sensorial é possível de ser implementado através do Telemonitoramento em Terapia Ocupacional durante a pandemia do Covid-19, proporcionando melhor organização sensorial da rotina da criança e contribuindo na auto- regulação de seu comportamento. AbstractThe occupational therapist is an important professional in the treatment of children with Autism Spectrum Disorder (ASD) because is frequency of sensory integration disfunction. During the Covid-19 pandemic, social isolation caused children with ASD to experience interruption of face-to-face care, causing losses in their occupations. Thus, we sought to describe occupational therapist actuation in Telemonitoring through the use of the sensory diet. It was conclued that the use of the sensory diet is possible to be implemented through Telemonitoring in Occupational Therapy during the Covid-19 pandemic, providing better sensory organization of the child's routine and contributing to the self-regulation of his behavior.Key words: Occupational Therapy; Sensory Integration; Autism Spectrum Disorder; Telemonitoring. ResumenEl terapeuta ocupacional es un profesional importante en el tratamiento de niños con trastorno del espectro autista (TEA), dada la frecuencia de la disfunción de integración sensorial. Durante la pandemia de Covid-19, el aislamiento social provocó que los niños con TEA sufrieran interrupciones en el cuidado personal, lo que causó pérdidas en sus ocupaciones. Por lo tanto, buscamos describir el papel del terapeuta ocupacional en la telemonitorización mediante el uso de la dieta sensorial. Se concluyó que el uso de la dieta sensorial se puede implementar mediante Telemonitoring en Terapia Ocupacional durante la pandemia de Covid-19, proporcionando una mejor organización sensorial de la rutina del niño y contribuyendo a la autorregulación de su comportamiento.Palabras clave: Terapia Ocupacional; Integración Sensorial; Trastorno del espectro autista (TEA); Telemonitorización. 

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

Issues and Applications of Sensory Integration Theory and Treatment With Children With Language Disorders

1999 ◽  
Vol 30 (4) ◽  
pp. 383-392 ◽  
Author(s):  
Daria M. Mauer
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Sensory Integration ◽  
Language Disorders ◽  
Integration Theory ◽  
School Settings ◽  
Wide Range

Sensory integration (SI) intervention is used with children with a wide range of learning and developmental challenges. Research both supports and questions the constructs of SI and the efficacy of SI intervention. Therefore, the purpose of this article is to facilitate an understanding of SI theory and intervention; delineate strategies that can enhance language, learning, and academic success for students; and provide suggestions for ways to contribute to our knowledge through further research in school settings.

scholarly journals School-based Telerehabilitation In Occupational Therapy: Using Telerehabilitation Technologies to Promote Improvements in Student Performance

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Melanie Joy Criss
Keyword(s):  
Occupational Therapy ◽  
Student Satisfaction ◽  
Student Performance ◽  
Fine Motor ◽  
Participant Satisfaction ◽  
School Based ◽  
High Satisfaction ◽  
Therapy Services ◽  
Videoconferencing Technology ◽  
Satisfaction Rates

This article discusses the use of telerehabilitation technologies in occupational therapy for school-based practice. Telerehabilitation, for the purpose of this program, included the implementation of occupational therapy services via two-way interactive videoconferencing technology. The subjects included in this pilot program were children, ages 6 to 11 years, who attended an online charter school and had difficulties in the areas of fine motor and/or visual motor skills which impacted success with handwriting. Each participant completed a virtual evaluation and six 30-minute intervention sessions. The Print Tool™ Assessment was used to determine progress pre- and post-program. A learning coach/student satisfaction survey was given at the end of the program to determine participant satisfaction. Outcomes revealed improvements in handwriting performance for most students who participated in the program and high satisfaction rates reported by all participants.

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