Occupational Therapeutic Process
A child’s “occupations” entail everything that he or she does throughout the day that is purposeful and meaningful. The most important occupations are playing, socializing, and learning. The Occupational Therapist’s goals are to help children become comfortable, independent, and proficient in these areas of their lives.
If children are experiencing delays in the foundational skills required for these occupations, therapy will not only help to improve these skills, but will increase comfort and self-esteem. All intervention is one- to-one and individualized to each child’s specific needs. Following the assessment and record review, a program will be recommended.
For many children the program will be designed in two phases. These phases can occur concurrently depending on the age of the child and the functional needs identified. Phase I will focus primarily on foundational processing skills (including sensory processing, motor planning and sequencing, self-regulation and joint attention, visual and auditory processing, and social skills). This prepares the brain for listening, looking and learning – and helps the child go on to be a more efficient learner.
During Phase II, we focus on building the learning skills for success at school, including letter and number identification, sound symbol matching, handwriting, visual motor coordination skills, attention maintenance and social thinking. Many children who struggle with sensory processing delays require additional instructional support with learning to read, comprehend, spell and solve mathematical problems. Our therapists will make any necessary referrals.
Child Success Center’s occupational therapeutic process blends approaches from Sensory Processing, The Greenspan Floortime Approach™ and Social Thinking® . Floor time uses playtime to excite a child’s interests, draw her in to connect, and challenge her to be creative, curious, and spontaneous—all of which move her forward intellectually and emotionally.
As part of the occupational therapy process, we reach out to the people in the child’s life outside of the family – including teachers and other professionals – to support the generalization of skills and abilities across a variety of sensory-rich environments.