0T MCFD final version.pptx

8/16/2019 0T MCFD final version.pptx

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Autism and

Occupational Therapy –

Optimizing Function


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Occupational Therapy

Enhancing function inactivities of daily living: – dressing, bathing, toileting,

eating

Promoting participation in playand social activities.

Optimizing sensory processingand motor development.

Facilitating self-regulation. Ensuring safety.

La !, "##$


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Environments

%ome: increasingindependence throughstructuring tas&s.

'aycare and preschool:self-regulation fortransitions( pre-literacys&ill building.

)chool: payingattention for learning,printing.

*linic: improve sensory

and motor


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Self Care: Activities ofDaily Living

'ressing: seuencing,overunder dressing,ta&ing clothes o/.

0athing: hygiene,refusal, fear of ater.

1oileting: boel orbladder incontinence.

Eating: cho&ing,sensory sensitivities,2ne motor s&ills.

*o3 '4 5"#"6


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Productivity: Play and School

%ome: getting readyfor preschool, cleaningup toys.

'aycarePreschool:folloing instructions,participating inactivities.

)chool: starting,maintaining, andcompleting tas&s,

paying attention.


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Leisure: Fun Fitness andFriends

+euires creativity andimagination

Play is a critical factorin development. Play teaches children

physical, social and

language s&ills, as ellas an understanding ofothers emotions.

+osenbaum, P 5"#7, "#"6 Potvin, !*


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!otor Development$#-8$9 of children ith utism e3perience substantial motorcoordination de2cits across a ide range of behaviours.

Fournier et al. "##, 4. utism 'ev. 'isorders

1reatment of identi2ed sensory-motor delays assessed by O1;s

or P1;s.*o3 '4, "#"

)peci2c motor s&ill research includes delays in both 2ne and

gross motor s&ills: –

*lumsiness –


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"ross !otor Control

• 0alance: active and standing

• 0all s&ills: catch, thro, aim,bounce, hit

• Postural stability: pelvic andshoulder girdle

• imberley "##

• Developmentally, grossmotor developmentprecedes 2ne motor control


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Fine !otor Control

1he ability to controlthe trun&, arms,hands, mouth,

2ngers and eyes toaccomplish a tas&:

dress, eat, build,

paint, dra, cutprinting legibility and

output speed, reading

computer

&eyboarding


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Social

1al& and listen.

ppropriate topics.

?nitiatecommunication orplay ith otherchildren.

lloing turn ta&ing.

Participating in groupplay.


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Self #egulation

Being in control of energy states

)oothes self hen upset

Aaits turn

1ransitions from tas& to tas&

Listens

ccepts challenges Pays attention and learns


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Sensory Processing

$ncidence % Autism BC.C9 of adults ith )' reported e3treme levels of sensoryprocessing on at least one sensory uadrant of thedultdolescent )ensory Pro2le, *rane et al "##B.

@B9 of children ith utism demonstrated sensory symptoms

on the )ensory E3periences Duestionnaire, 0arane& et al "##@, 4. *hild Psychology and Psychiatry.

B$9 of children ith utism demonstrated some degree ofsensory processing dysfunction on the )hort )ensory Pro2le 1otal )core, ith the greatest di/erences reported on the

nderresponsive)ee&s )ensation, uditory Filtering and 1actile)ensitivity sections, 1omche& 'unn, "##8.

Ge research supports decades of clinical and anecdotalevidence that individuals ith )' process sensory informationsuch as sound, touch and vision di/erently than typically

developing children, +usso et al "##.


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Sensory $ntegration$ntervention

•

O1-)? is one model ofpractice O1;s use in thetreatment of )'s.

• O1-)? is a Hspecialist

intervention; reuiringpost-graduate training.5)*, *erti2cation Program in )?6

• O1-)? 1heory andprinciples I developed by

4ean yres 5B8", B8B6

• 1o classify as O1-)?, theintervention must meetthe 2delity reuirements.


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Sensory $ntegration$ntervention

• *hild lead play.• )upervised by a trained )?

professional.

• ses euipment that is

enticing, invites creativityand is safe.

• Promotes therapist-childrelationship.

• Provides the H=ust rightchallenge;.

• Promotes adaptiveresponses, self-organization,e3ploration and pleasure.


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Sensory $ntegration $S &OT:

• applying deep pressure to a child.

• earing a eighted vest hile seated in class.

• using a therapy cushion during circle time meda, "#".

• earing headphones to bloc& ambient noise.

• sitting in a uiet corner to recover after a meltdon.

• cheing gum to calm and improve focus.

• ta&ing a al& in the hallay.

These are sensory strategies based on SI theory to supportimproved self-regulation. Research on eectiveness ofsensory strategies is mixed and should be considered on acase by case basis by the T.


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Evidence 'ased #esearch

• O1-)? e/ectivenessuestioned from both insideand outside the profession.

)ha "##", Pollac& "##8

• Fidelity study: Parham "##8 54O16• O1-)? +esearch started

afresh in "##8 and beganto focus on )'s as ell as

other diagnoses.• Ge research studies since

"##8, hich meet 2delityreuirements for O1-)?,

sho promise. Pollac& "##8


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Current OT%S$ #esearch

• +esearch lags behindclinical evidence.

• )tarts ith casereports, group studiesthen retrospectivestudies.

• !iller, L4 5"##86

• !ay-0enson et al 5"##6

• Pfei/er,0. et al 5"#6

• )chaaf, +* et al 5"#"6


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0T MCFD final version.pptx

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