OCCUPATIONAL THERAPY

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OCCUPATIONAL THERAPY
M.ARUN KUMAR., B.O.T., OCCUPATIONAL
THERAPIST MERF Institute of Speech and Hearing
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Take a moment to think of some of the things
(occupations) you have done today...

• have you had a shower,
• had lunch with friends,
• or gone to work?

Now imagine this...
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HOW WOULD YOU
HAVE A SHOWER IF

• You had poor balance?
• You couldnt reach your arms up to your hair?

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HOW WOULD YOU
HAVE LUNCH WITH FRIENDS IF

• You couldnt hold a fork?
• You couldnt remember where to meet them?
• You just couldnt cope with getting out of bed?

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HOW WOULD YOU
GO TO WORK IF

• You had pain in your back?
• You heard voices in your head?
• You had arthritis in your hands?

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OCCUPATIONAL THERAPY

• Is the assessment and treatment of
• physical and psychiatric conditions, using
• specific purposeful activity to prevent
• disability and promote independent function
• in all aspect of daily life.

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Who do Occupational Therapists work with?

• Children

Seniors
Adolescents
Adults
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Where do Occupational Therapists work?

• Hospitals
• Schools
• Mental Health Facilities
• Home Care
• Personal Care Homes
• Private Clinics

• Rehabilitation Centers
• Community Health Centers
• Insurance Companies
• Client Homes
• Client Work Places

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Occupational Therapists are concerned with

• Person,
• Environment Occupation Interactions

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POPULATION HEALTH
OCCUPATION
OP
ENVIRONMENT
PERSON
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HUMANS AS OCCUPATIONAL BEINGS PEOP MODEL
PERSON (Intrinsic Factors)
ENVIRONMENT (Extrinsic Factors)
OCCUPATION
Social Support
Physiological
Social Economic Systems
Cognitive
PERFORMANCE
Occupational Performance Participation
Spiritual
Culture Values
Built Environments Technology
Neurobehavioral
Psychological
Natural Environments
WELL BEING
QUALITY OF LIFE
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OCCUPATIONAL THERAPY SERVICES FOR INFANTS AND
CHILDREN

• Pediatric occupational therapy is
• skilled treatment aimed to enable the child
• to be as physically psychologically and
• socially independent as possible.

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HOW DO THEY WORK

• Occupational therapists works in close
• partnership with.
• Medical Team
• Educational Team
• Community Team
• Family
• Together they have a shared responsibility for
• meeting childrens needs.

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MULTIPLE DISABILITY

• When child has several different
• disabilities we say, that He/She has multiple
• disability
• Multiplication of disability
• 50 cerebral palsy visual deficit
• 13 cerebral palsy auditory deficit
• Mental retardation

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SOME EXAMPLES OF MULTIPLE DISABILITIES ARE

• Deafblind (Visual impairment hearing
  impairment)
• Visual impairment hearing impairment mental
  retardation.
• Visual impairment mental retardation.
• Cerebral palsy mental retardation / hearing /
  speech / visual problems.

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• Hearing / Listening
• Vision / Looking
• Touch
• Smell
• Taste
• Movement
• Sensory integration
• Cognitive
• Social

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GROSS MOTOR SKILLS

• Movement of the large muscles in the arms, and
  legs.
• Abilities like
• Rolling
• Crawling
• Walking
• Running
• Jumping
• Hopping
• Skipping

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FINE MOTOR SKILLS

• Movement and dexterity of the small muscles in
• the hand and fingers. Abilities like
• In-hand manipulation
• Reaching
• Carrying
• Shifting small objects

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SENSORY INTEGRATION

• Sensory processing Ability like
• Vestibular
• Proprioceptive
• Tactile
• Visual
• Auditory
• Gustatory
• Olfactory skills

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Academic
Intellect
Learning
cognition
Daily
Living
Behavior
Activities
Auditory
Attention
Visual-
Perceptual
Language
Special
Development
Center
Skills
Perception
Functions
Motor
Ocular
Postural
Eye-hand
Motor
Adjustment
Coordination
Control
Development
Sensory
Reflex
Ability to
Body
Scheme
Screen Input
Maturity
Motor
Awareness of
Postural
Motor
Planning
Two Sides of Body
Security
Systems
Sensory
Olfactory
Auditory
Gustatory
Visual
Proprioception
Tactile
Vestibular
CENTRAL NERVOUS SYSTEM
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COGNITIVE PERCEPTUAL SKILLS

• Abilities like
• Attention
• Concentration
• Memory
• Thinking
• Reasoning
• Problem solving
• Concept of shape
• Size and color

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• VISUAL MOTOR SKILLS
• Perception of visual information
• Abilities like copying
• MOTOR PLANNING SKILLS
• Ability to
• Plan
• Implement
• Sequence motor tasks.

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• ORAL MOTOR SKILLS
• Movement of muscles in the
• Mouth
• Lips
• Tongue
• Jaw
• Sucking
• Biting
• Chewing
• Blowing
• Licking

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• PLAY SKILLS
• Age appropriate purposeful play skills
• SOCIO-EMOTIONAL SKILLS
• Ability to interact with peers and others.

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• ACTIVITIES OF DAILY LIVING
• Self care skills like daily
• Dressing
• Feeding
• Bathing
• Grooming
• Toilet tasks

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• ENVIRONMENT MANIPULATION
• Like handling
• Switches
• Door knobs
• Phones
• TV remote

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HUMANS AS OCCUPATIONAL BEINGS PEOP MODEL
CHILD (Intrinsic Factors)
ENVIRONMENT (Extrinsic Factors)
OCCUPATION
Social Support
Physiological
Social Economic Systems
Cognitive
PERFORMANCE
Occupational Performance Participation
Spiritual
Culture Values
Built Environments Technology
Neurobehavioral
Psychological
Natural Environments
WELL BEING
QUALITY OF LIFE
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Case Example

• Profoundly deaf, identified at 11 months
• Developmental history of hypotonia, tactile
  defensiveness, motor overflow, poor eye contact.
  Slow learning rate, limited social interaction
  with peers
• Referred by preschool teacher

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On observation

• Reduced proprioceptive perception
• Weak bilateral coordination and motor planning
• Reduce proximal trunk stability
• Avoidance of crossing midline

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Therapy Implementation

• Successive approximation based on motor
  complexity
• Increase visual and perceptual skill
• Model matching side by side
• Facilitate midline crossing
• Guidance and support of motor plan

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• Influence of sensory integration procedures on
  language development.
• Ayres AJ, Mailloux Z. Am J Occup Ther. 1981
  Jun35(6)383-90
• The relationship between language development and
  sensory integration was explored through single
  case experimental studies of one female and three
  male aphasic children ranging in age from 4
  years, 0 months to 5 years, 3 months. Three of
  the four children had received either speech
  therapy, special education specific to aphasia,
  or both, before starting occupational therapy.
  Inspection of rate of language growth before and
  after starting occupational therapy showed a
  consistent increase in rate of growth in language
  comprehensive concomitant with occupational
  therapy compared to previous growth rate.

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Thank you

• Comments and Questions?