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Occupational Therapy

Our primary goal is to enable children to participate in the activities (occupations), which give meaning and purpose to their lives.  The occupations of children include school, self-care (dressing, feeding, toileting, grooming), and play.  In the school setting, a child’s occupational performance may be impaired by physical, developmental, sensory, attention and/or learning challenges. CCDE occupational therapists aim to improve the student’s performance of tasks and activities important to success at school through:

  • Task adaptations and modifications
  • Assistive devices
  • Environmental modifications
  • Sensory supports
  • Direct intervention to improve, restore, maintain or prevent deterioration in the skills required for functioning in the school environment  and to address sensory needs
  • On-going classroom consultation

Sensory Dysfunction:

  • Information obtained via the senses that is not synthesized and organized by the brain
  • Learning is blocked

Implications – children with autism are commonly characterized as:

  • Aggressive, agitated
  • Noncompliant, impulsive
  • Low intellectual functioning
  • Nonfunctional skill repertoire, repetitive

Philosophy:

  • All human beings learn via their senses
  • The learning process is input, processing, and appropriate responding
  • Children with ASD seek organization and predictability because it provides boundaries allowing them to negotiate their environment
  • Intervention seeks to mediate the environment for the child, helping the child begin to organize information and respond appropriately
  • Cognition should be encouraged and used to help children learn to compensate for sensory weaknesses, develop self-management, & manage sensory sensitivities
  • Independent performance must always be the goal
logo
Occupational Therapy

Our primary goal is to enable children to participate in the activities (occupations), which give meaning and purpose to their lives.  The occupations of children include school, self-care (dressing, feeding, toileting, grooming), and play.  In the school setting, a child’s occupational performance may be impaired by physical, developmental, sensory, attention and/or learning challenges. CCDE occupational therapists aim to improve the student’s performance of tasks and activities important to success at school through:

  • Task adaptations and modifications
  • Assistive devices
  • Environmental modifications
  • Sensory supports
  • Direct intervention to improve, restore, maintain or prevent deterioration in the skills required for functioning in the school environment  and to address sensory needs
  • On-going classroom consultation

Sensory Dysfunction:

  • Information obtained via the senses that is not synthesized and organized by the brain
  • Learning is blocked

Implications – children with autism are commonly characterized as:

  • Aggressive, agitated
  • Noncompliant, impulsive
  • Low intellectual functioning
  • Nonfunctional skill repertoire, repetitive

Philosophy:

  • All human beings learn via their senses
  • The learning process is input, processing, and appropriate responding
  • Children with ASD seek organization and predictability because it provides boundaries allowing them to negotiate their environment
  • Intervention seeks to mediate the environment for the child, helping the child begin to organize information and respond appropriately
  • Cognition should be encouraged and used to help children learn to compensate for sensory weaknesses, develop self-management, & manage sensory sensitivities
  • Independent performance must always be the goal