C.A.N. Wexford - Supporting people and their families. You have just been told that your child has or may have Autism. If feels like your whole world has come to an end, all the dreams and hopes you have for your child seem shattered. This is exactly how many parents feel and is a natural reaction to such devestating news. But you are not alone.
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What is Occupational Therapy (O.T.)?
Occupational Therapy aims to maximize a child’s participation in home, school, play and leisure activities i.e. activities of daily living. Occupational Therapy is important when a child’s ability to participate in/ or perform these tasks is affected or compromised by illness, disease, disability or disorder.
How Occupational Therapy Helps the Autistic Child
Children are assessed in terms of age-appropriate life tasks. Occupational Therapy addresses areas that interfere with the child's ability to function in such life tasks. An occupational therapist would assess the child’s fine motor skills, coordination and self-help skills. (eating with utensils, dressing etc) The occupational therapist would also look at how the child responds to and uses what he sees, hears, feels, tastes and smells. The occupational therapist would identify the child’s impairments and provide intervention services to develop skills in these identified areas.
Occupational Therapy benefits a child with autism by attempting to improve the quality of life for the individual through successful and meaningful experiences. This may be accomplished through the maintenance, improvement, or introduction of skills necessary for the child to participate as independently as possible in meaningful life activities.
These are some of the skills occupational therapy may foster:
daily living skills, such as toilet training, dressing, brushing teeth, and other grooming skills
fine motor skills required for holding objects while handwriting or cutting with scissors
gross motor skills used for walking or riding a bike
sitting, posture, or perceptual skills, such as telling the differences between colors, shapes, and sizes
visual skills for reading and writing
play, coping, self-help, problem solving, communication, and social skills
By working on these skills during occupational therapy, a child with autism may also do the following:
develop peer and adult relationships
learn how to focus on tasks
learn how to delay gratification
express feelings in more appropriate ways
engage in play with peers
learn how to self-regulate
And this from Andrea Roche, ASD Unit Teacher Scoil Mhuire Coolcotts Wexford.
In Scoil Mhuire Wexford we are lucky enough to have a purpose built, fully equipped occupational therapy room. We are also fortunate enough to have a group of dedicated parents from the Cottage Autism Network who have raised enough funds to employ an occupational therapist who works with children in our school and in St Senans, Enniscorthy and members of C.A.N county wide. This has provided us with a consistent occupational therapy service.
Each child has individual sensory and motor needs and so has an individual programme to meet these needs. The sensory levels of the children can change from day to day and moment to moment and because our staff are familiar with the recommendations and equipment, they can immediately react to calm a child who is over stimulated or vice versa. The recommendations are carried out not only during occupational therapy sessions but throughout the day when needed. Weighted jackets, weight bearing exercises, fidget toys, structured movement breaks along with consistent behavioural plans and vigilant staff have helped to reduce significantly inappropriate behaviour. These strategies have been a huge benefit to the children in aiding concentration, listening skills and participation in group work. We have also seen improvements in fine motor co-ordination, which is an area of great difficulty for our children. The use of slant boards, weights, pencil grips and specific fine motor exercise have aided this.
There is no doubt that occupational therapy is of huge benefit to children with sensory processing problems. We have found when it is used in conjunction with consistent behavioural plans by staff who are aware of the difficulties facing children with autism, the benefits are even greater.
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