This case study describes an OT intervention for a student named Alan with global developmental delays. The OT used a client-centered approach including occupational profiling, assessment, goal setting, and monitoring to address Alan's difficulties with handwriting, attention, and social participation in school. Sensory-based interventions were implemented weekly and found to improve Alan's classroom attention and social interactions. His handwriting also noticeably improved. The OT collaborated with Alan, his teacher, and mother throughout the process.
Sensory integration therapy is used to help children to learn to use all their senses together. That is touch,smell,taste,sight and hearing can improve difficulties/problems in children with special need.
Introduction to sensory processing and sensory modulationHiromichi Hagihara
In this slide, we talk about what sensory integration is in general and introduce sensory integration theory. We focus on each sensory modality and its dysfunction, then we introduce and give you some concrete examples of how to cope with sensory modulation problems.
This presentation was prepared for educating the patients with stroke and their caregivers about the role of Occupational Therapy in stroke. It gives a very BRIEF over view about OT in stroke rehabilitation
Sensory integration therapy is used to help children to learn to use all their senses together. That is touch,smell,taste,sight and hearing can improve difficulties/problems in children with special need.
Introduction to sensory processing and sensory modulationHiromichi Hagihara
In this slide, we talk about what sensory integration is in general and introduce sensory integration theory. We focus on each sensory modality and its dysfunction, then we introduce and give you some concrete examples of how to cope with sensory modulation problems.
This presentation was prepared for educating the patients with stroke and their caregivers about the role of Occupational Therapy in stroke. It gives a very BRIEF over view about OT in stroke rehabilitation
Occupational therapy is a major area need to be concern in NICU candidate or High risk infants.This power point elaborate and focus on assessment tools and therapy provide at right time for further development of child.
Hand functions help in performing everyday' work, let it be gross or fine functions.It covers basic anatomy of hand, major hand functions, how the grasp patterns look, development pattern of hand functions. development of eye hand coordination. use of various hand functions.
Child Development & Occupational therapyAbility India
Mr. Debadutta Mishra is having experience (over 10 years) in the field of disability management, social development and corporate social responsibility with reputed NGOs and corporate organizations. He has substantial experience in strategy development, policy development, stakeholder management, project management, program implementation, reporting, organizational management, social marketing, development communication and process documentation in the field of disability and development.
Occupational Therapy in Jewel Autism Centre Document SharingKeerthanaNandhan1
The Occupational Therapy department of Jewel Autism Centre provides one of the world’s best occupational therapy service with timely updations and therapy materials under the sensory integration therapy approaches. Our Occupational therapy program focuses on evaluation and training of gross motor skills, fine motor skills, cognitive-perceptual skills, pre-writing skills, activities of daily living, social skills, play skills, and sensory integrative dysfunction.
Neurodevelopmental Therapy
Neurodevelopmental treatment (NDT) is a hands-on treatment approach used by physical therapists, occupational therapists, and speech-language pathologists
Without NDT interventions, the patient likely will develop a limited set of movement patterns that he or she will apply to nearly all tasks.
Occupational therapy is a major area need to be concern in NICU candidate or High risk infants.This power point elaborate and focus on assessment tools and therapy provide at right time for further development of child.
Hand functions help in performing everyday' work, let it be gross or fine functions.It covers basic anatomy of hand, major hand functions, how the grasp patterns look, development pattern of hand functions. development of eye hand coordination. use of various hand functions.
Child Development & Occupational therapyAbility India
Mr. Debadutta Mishra is having experience (over 10 years) in the field of disability management, social development and corporate social responsibility with reputed NGOs and corporate organizations. He has substantial experience in strategy development, policy development, stakeholder management, project management, program implementation, reporting, organizational management, social marketing, development communication and process documentation in the field of disability and development.
Occupational Therapy in Jewel Autism Centre Document SharingKeerthanaNandhan1
The Occupational Therapy department of Jewel Autism Centre provides one of the world’s best occupational therapy service with timely updations and therapy materials under the sensory integration therapy approaches. Our Occupational therapy program focuses on evaluation and training of gross motor skills, fine motor skills, cognitive-perceptual skills, pre-writing skills, activities of daily living, social skills, play skills, and sensory integrative dysfunction.
Neurodevelopmental Therapy
Neurodevelopmental treatment (NDT) is a hands-on treatment approach used by physical therapists, occupational therapists, and speech-language pathologists
Without NDT interventions, the patient likely will develop a limited set of movement patterns that he or she will apply to nearly all tasks.
The Importance of measuring outcomes, including Patient Reported Outcome Measures (PROMS)
BAOT Lifelong Learning Event
10 November 2010
Dr Alison Laver-Fawcett
Head of Programme, BHSC(Hons) Occupational Therapy
York St John University
Nursing Assignment Sample on Case Study on DementiaMary Jones
Dementia is a mental disorder which affects an individual’s intellectual and cognitive abilities which interfere with his/her daily activities(Birren, 2013).The main objective of this essay is to provide the reader a broader view on addressing dementia in a successful manner.
According to the American Occupational Therapy Association, occupational therapists and occupational therapy assistants help people participate in the things they want and need to do through the therapeutic use of everyday activities, or occupations.
This overview of ergonomics and occupational therapy was developed by Karen Jacobs for the promOTing Occupational Therapy to rOTary initiative. Please learn more about this initiative at promotingot.org at Facebook at promotingot and Twitter at @promotingot
This overview of occupational therapy was developed by Karen Jacobs for the promOTing Occupational Therapy to rOTary initiative. Please learn more about this initative at promotingot.org at Facebook at promotingot and Twitter at @promotingot
Vladimir Trajkovski-Evidence-based Practices for Children with AutismVladimir Trajkovski
Prof. Dr. Vladimir Trajkovski presented this topic: Evidence-based Practices for Children with Autism for Vis a Vis project in organization of Alma Mater Europaea - ECM on 17.10.2023
Importance of Physical Activities in Relation to Academic MalikPinckney86
Importance of Physical Activities in Relation to Academic Achievement
Southeastern Oklahoma State University
1
Importance of Physical Activities in Relation to Academic Achievement
Introduction
Schools have served many purposes throughout history. They serve to teach children to
become successful adults. Over time the idea of what it takes to make a student a successful adult has
changed. Schools have been forced to measure students with tests instead of the whole child. Students
are evaluated year after year on their academic achievement through standardized tests. Teachers are
now judged on how well their pupils do on tests whether it be on a nationally standardized test or
benchmark testing in the classroom. Since testing will not go away, teachers must find ways that
improve the way students retain information. Physical activity supports developmental, emotional, and
cognitive growth.
Physical activity helps students develop fine and gross motor skills. Typical recess activities such
as monkey bars, pumping legs on a swing, throwing balls all help develop motor skills that are needed in
the classroom. Hand eye coordination that is developed from these physical activities helps students
track when reading, take notes, and holding a pencil. When recess is cut, these activities either suffer or
the teacher must find time in their already hectic schedule to work these activities into the curriculum
(Franxman & Gilbert, 2018).
Many playground activities lead to social and emotional development. Students are put into
situations that are not guided by a teacher and are tested to make their own decisions. Peer
relationships are developed through physical activity (Murray & Ramstetter, 2018). This “free” time
helps develop a student’s ability to communicate, negotiate, and problem solve, all of which are needed
to contribute to society (Murray & Ramstetter, 2018).
School days are long. Students are expected to sit for long periods of time focusing on specific
content. When students are given breaks to move, different motions fire up neurons in their brains.
Students are more attentive to their lessons after a chance to engage in physical activity (Murray &
2
Ramstetter, 2018). The physical activity helps keep the brain active by giving one area a chance to rest
and recharge, while another area of the brain develops other skills.
Physical activity is important to the development of the whole child. Schools have drifted away
from making physical activity or play a priority in favor of structured academic time. This paper will look
at the role physical activity plays in academic achievement. It will show if physical activity is improving
test scores, curbing behavioral issues, and encouraging student learning by using physical activity in
unstructured activity, using set programs, and as motivation for cognitive improvement.
Literature Review
This ...
Paraeducators in Inclusive Settings Share Their WIZdom—What Do They Do? How Do They Do It? What Do they Need to Do It Better? by Andrea Liston, Ida Malian, & Ann Nevin.
From the 2009 National Resource Center for Paraprofessionals Conference.
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
3. Objectives of Case-Study:
1. Demonstrate how the OT Process is
applied to a client presenting with Global
Developmental Delay.
2. Discuss use of clinical reasoning skills
throughout the process.
3. Describe how the client’s function in
the school environment was promoted from an
OT perspective.
4. The OT Process
• Townsend et
al (2011)
Referral
Occupational
Profile
Assessment Goal Setting
Intervention
Plan
Intervention
Monitor &
Modify
Evaluate
Outcome
Conclude
5. Referral
Referral from teacher outlined areas
requiring support:
Handwriting – Needs support. Writing not on
the line.
Fine Motor Strength – Difficulty using
Theraputty.
Balance – Wobbly at times.
Attention Span – Distracted at times and
not appropriately engaged in class
activities.
6. Occupational Profile
Person:
Youngest in family of 5 boys, 3
girls. Twin.
Enjoys singing, drama, Star Wars,
Lego Ninjaga, swimming, Minecraft.
Plays during yard, one good
friend. Works alone in class.
Global Developmental Delay:
Disturbance in a child across
one or more developmental
domains, which include motor,
cognition, daily activities,
speech and language (Patil et al,
2014).
Person
Environment
Occupation
Environment:
School environment
Social environment
Occupation:
Education
Social Participation
Play
OCCUPATIONAL PERFORMANCE
• Law et al (1996)
• Patil et al (2014)
8. Occupational Performance Issues:
1. Demonstrates anxiety at times,
especially in new situations. Usually
requires graded introductions to new
classes.
2. Reported to have difficulty engaging in
social situations and challenges with
transitions between classes.
3. Handwriting - poor letter formation is
affecting progress in class.
9. Goal-Setting
2.Sensory-Based Intervention
• Long-term: Improve ability
to self-regulate and
function in classroom
environment.
• Provide sensory input
(proprioceptive and
vestibular) for Alan
during weekly OT session.
• 4 Week Goal: Improve
ability to attend to tasks
in class (Feedback with
teacher).
1.Handwriting Without Tears
• Long-term: Improve
handwriting ability in
class.
• Work on fine motor
function and letter
formation using multi-
sensory approach.
• 4 Week Goal: Reproduce
Frog Jump Capitals F, E, D
and P independently in
class.
10. Sensory-Based Interventions
Sensory Integration Framework
• Includes perception, modulation, and integration of
sensory information as a foundation for participation in
activities across social, physical, learning and daily
living tasks (Ayres, 1972).
Sensory-Based Interventions
• Sensory-based interventions applied in the school
environment may not have any benefit (Case-Smith et al,
2014).
• No effects from multi-sensory stimulation (Devlin et al,
2009, 2011, cited in Case-Smith et al, 2014).
• Fazlioglu & Baran (2008), cited in Case-Smith et al
(2014), found strong effects in reducing sensory problems.
No double blind testing or fidelity measures.
11. Intervention Plan
1.Handwriting Without Tears
• 4 Week Goal: Reproduce
Frog Jump Capitals F, E, D
and P independently in
class.
• Weekly session with
student OT focusing on
Frog Jump Capitals.
• Feedback with teacher to
confirm skills are
transferred.
2.Sensory-Based Intervention
• 4 Week Goal: Improve
ability to attend to tasks
in class (Feedback with
teacher).
• Weekly session with OT and
student OT focusing on
activities that provide
proprioceptive and
vestibular feedback.
• Feedback with teacher to
confirm if attention to
class activities and
social interactions
improve.
13. Monitor/Modify
Aim to design a “just right” challenge for Alan
Zone of optimal engagement
• Anzalone & Ritchey
(2013)
14. Evaluate Outcome
Evaluate progress after four week block. Feedback with
teacher, SNA and Mum.
Handwriting: Reported to have improved noticeably in
class.
Improved ability to attend to task in class following
movement-based sensory sessions with SNA in morning.
Reported to have increased social interactions on bus
following OT sessions.
Both sensory-based interventions appear effective at this
stage.
15. Conclude
Handover of Handwriting programme to SNA. Debrief with
Mum, teacher and provision of intervention summary and
strategies sheet for all parties.
OT and SNA to continue to progress with sensory-based
sessions.
17. References
Anzalone, M. E., & Ritchey, M. (2013). Developmental and Dyadic
Implications of Challenges With Sensory Processing, Physical
Functioning, and Sensory-Based Self-Regulation. Infant and Early
Childhood Mental Health: Core Concepts and Clinical Practice, 209.
Ayres, A. J. (1972). Improving Academic Scores through Sensory
Integration. Journal of Learning Disabilities, 5(6), 338-343.
Case-Smith, J., Weaver, L. L., & Fristad, M. A. (2014). A
systematic review of sensory processing interventions for children
with autism spectrum disorders. Autism, 1362361313517762.
Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts,
L. (1996). The person-environment-occupation model: A transactive
approach to occupational performance. Canadian Journal of
Occupational Therapy, 63(1), 9-23.
Patil, R. B., Urs, P., Kiran, S., & Bargale, S. D. (2014). Global
developmental delay with sodium valproate-induced gingival
hyperplasia. BMJ case reports, 2014, bcr2013200672.
Townsend, E. A., Polatajko, H. J., Craik, J. M., & von Zweck, C.
M. (2011). Introducing the leadership in enabling occupation (LEO)
model. Canadian Journal of Occupational Therapy, 78(4), 255-259.
Editor's Notes
Today’s case study looks at Alan, a nine year old boy attending St. Killian’s School (for children with mild learning disabilities).
Enjoys singing, dancing, computer games.
Alan also presents with Global Developmental Delay.
State that Theraputty is a registered trademark.
Previous OT: Theraputty and fidget toy to improve attention. Writing skills group.
At this stage, we started to gather more information on Alan and build his Occupational Profile.
Looked at POE - Centre of POE. How each element impacts occupational performance.
Environment: Specifically looking at school. However, SNA reported back re: Alan’s behaviour at swimming. Information used when building profile, deciding on intervention plan. Home environment to be considered in future?
Strength: Good application in class when he “is in good form”. OT needed to enable him to attend at this level more frequently.
Likes set routines, clothes, Buzz Lightyear, soldiers and PSP/xBox
Family situation.
Methods of Assessment:
Classroom observation.
MDT feedback.
Client records including psychology, medical and teacher’s reports.
Observation in yard.
1 and 2: Social engagement.
3: Handwriting in class.
Based on previous slide, collaboration with teachers and taking into account Alan’s Occupational Profile (e.g., swimming), goals were then set………..
Explain a bit about HWT multi-sensory approach and thinking behind sensory sessions (swimming).
Details here.
Describe sessions in more detail. What happened in them? Alan summary used?
Building rapport here.
Feedback with teachers and SNA’s to monitor Alan’s responses to therapy sessions.
Adapt sessions to achieve “Just Right” Challenge. This is conditional reasoning also. Talk about modifying sensory sessions with extra student and handwriting (not much modification needed). Modifying physical activity for him, e.g., rocket blast offs, grading wall climbs.
