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Maine Parent Federation
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Augusta, Maine 04338
1-800-870-7746 (Maine Only)
207-588-1933
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www.mpf.org
Online community:
www.startingpointsforme.org
Original: 09/2008 Updated: 01/2013
Information Disclaimer
The purpose of the information packet is to provide individuals with reader friendly information. We believe that a good overview is a realistic one. For this reason we have included a variety of information that may include the more difficult characteristics of a diagnosis or topic along with medical, educational and best practice information.
All information contained in this packet is for general knowledge, personal education and enrichment purposes. It is not intended to be a substitute for professional advice. For specific advice, diagnosis and treatment you should consult with a qualified professional.
When this packet was developed, Maine Parent Federation made every effort to ensure that the information contained in this packet was accurate, current and reliable. Packets are reviewed and updated periodically as changes occur.
09/2011
Disclaimer
The contents of this Information Packet was developed under a grant from the US Department of Education, #H328M110002. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Marsha Goldberg.
2 Table of Content
Page #
Occupational Therapy 3
Occupational Therapy for Young Children Birth
Through 5 Years of Age 6
Occupational Therapy In School Settings 8
National and State Resources 11
Occupational Therapy
Used with permission by: Nemours Foundation Website: Name: Kids Health
Website Address: www.kidshealth.com
Jason, 10, was left with a brain injury after a bicycle accident. To improve some of his cognitive (thinking) skills, comprehension skills, and coordination, Jason's doctors recommended that he receive occupational therapy (OT).
At first, his parents were doubtful that OT could benefit their son and wondered if it was more appropriate for adults. But after watching the activities and seeing Jason's improvements, they felt hopeful that Jason was on the road to recovery.
Occupational Therapy Basics
Occupational therapy treatment focuses on helping people achieve independence in all areas of their lives. OT can help kids with various needs improve their cognitive, physical, and motor skills and enhance their self-esteem and sense of accomplishment.
Some people may think that occupational therapy is only for adults; kids, after all, do not have occupations. But a child's main job is playing and learning, and occupational therapists can evaluate kids' skills for playing, school performance, and daily activities and compare them with what is developmentally appropriate for that age group.
According to the American Occupational Therapy Association (AOTA), in addition to dealing with an
someone's physical well-being, OT practitioners address psychological, social, and environmental factors that can affect functioning in different ways. This approach makes OT a vital part of health care for some kids.
Kids Who Might Need Occupational Therapy
According to the AOTA, kids with these medical problems might benefit from OT:
• birth injuries or birth defects • sensory processing disorders
• traumatic injuries (brain or spinal cord) • learning problems
• autism/pervasive developmental disorders • juvenile rheumatoid arthritis
• mental health or behavioral problems • broken bones or other orthopedic injuries • developmental delays
• post-surgical conditions • burns
• spina bifida
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• cancer
• severe hand injuries
• multiple sclerosis, cerebral palsy, and other chronic illnesses
Occupational therapists might:
• help kids work on fine motor skills so they can grasp and release toys and develop good handwriting
skills
• address hand-eye coordination to improve kids' play skills (hitting a target, batting a ball, copying from
a blackboard, etc.)
• help kids with severe developmental delays learn basic tasks (such as bathing, getting dressed, brushing
their teeth, and feeding themselves)
• help kids with behavioral disorders learn anger-management techniques (i.e., instead of hitting others or
acting out, using positive ways to deal with anger, such as writing about feelings or participating in a physical activity)
• teach kids with physical disabilities the coordination skills needed to feed themselves, use a computer,
or increase the speed and legibility of their handwriting
• evaluate a child's need for specialized equipment, such as wheelchairs, splints, bathing equipment,
dressing devices, or communication aids
• work with kids who have sensory and attentional issues to improve focus and social skills
How Physical Therapy and OT Differ
Although both physical and occupational therapy help improve kids' quality of life, there are differences. Physical therapy (PT) deals with pain, strength, joint range of motion, endurance, and gross motor functioning, whereas OT deals more with fine motor skills, visual-perceptual skills, cognitive skills, and sensory-processing deficits.
Occupational Therapy Practitioners
There are two professional levels of occupational practice — occupational therapist (OT) and occupational therapist assistant (OTA).
Since 2007, an OT must complete a master's degree program (previously, only a bachelor's degree was
required). An OTA is only required to complete an associate's degree program and can carry out treatment plans developed by the occupational therapist but can't complete evaluations.
All occupational therapy practitioners must complete supervised fieldwork programs and pass a national certification examination. A license to practice is mandatory in most states, as are continuing education classes to maintain that licensure.
Occupational therapists work in a variety of settings, including:
• hospitals • schools
• mental health facilities • private practices • children's clinics • nursing homes
Finding Care for Your Child
If you think your child might benefit from occupational therapy, ask your doctor to refer you to a specialist. The school nurse or guidance counselor also might be able to recommend someone based on your child's academic or social performance.
You also can check your local yellow pages, search online, or contact your state's occupational therapy association or a nearby hospital or rehabilitation center for referrals.
However you find an occupational therapist for your child, make sure that your health insurance company covers the program you select.
Reviewed by: Wendy Harron, BS, OTR/L Date reviewed: July 2010
Note: All information on KidsHealth® is for educational purposes only. For specific medical advice, diagnoses, and treatment, consult your doctor.
6
Occupational Therapy for Young Children Birth Through 5 Years of Age
Used with permission by: The American Occupational Therapy Association, Inc. Website Address: www.aota.org
Occupational therapists and occupational therapy assistants support and promote the development and engagement of infants, toddlers, and preschoolers, and their families or other caregivers, in everyday routines. These routines include play, rest and sleep, activities of daily living, education, and social participation.
Occupational therapy practitioners, as part of the multidisciplinary team, provide services to young children and their families in a variety of settings, including hospitals, early intervention programs, private clinics, child care, Head Start and Early Head Start programs, preschool and pre-kindergarten programs, and at home.
Occupational therapy is concerned with a child’s ability to participate in daily life activities or “occupations.” Occupational therapists and occupational therapy assistants use their unique expertise to help children with and without social–emotional, physical, cognitive, communication, and adaptive behavior challenges prepare for and perform important learning and developmental activities. Through an understanding of the impact of disability, illness, and impairment on a child’s development, play, ability to learn new skills, and overall occupational performance, occupational therapists design interventions that promote healthy development, establish needed skills, and modify environments to prevent further disability, all in support of participation in daily activities.
Occupational therapy practitioners also play a key role in educating parents, caregivers, and program staff about disability and the development of children with diverse health and learning needs.
Occupational therapy practitioners bring specific knowledge and expertise to the team to appropriately address children’s needs and collaborate with parents and other members of the team to
• provide strategies to facilitate full participation of all children in daily routines; • assess children’s developmental and learning needs;
• plan and implement relevant intervention strategies and developmentally appropriate activities;
• reduce environmental barriers that limit a child’s participation in family, learning, and community-based activities;
• identify needed assistive technology devices and supports; and
• prepare children and their families for transition to preschool, school, and other community-based programs. Occupational therapy is an important service for young children with a variety of conditions, including premature birth, low-birth weight, congenital anomalies, neurological disorders, sensory processing difficulties, challenging behavior, neuromuscular disease, prenatal drug exposure, and autism. Services address feeding skills, sensory integration, motor development, environmental exploration, play skills, adaptive behavior, and interactions between the child and others (including caregivers and peers). In early intervention, occupational therapy practitioners support the family’s or caregiver’s capacity to care for the child.
In preschool settings, practitioners support the achievement of developmental and learning outcomes for children by facilitating social skills development, motor development, self-regulatory skills, emergent literacy, and the development of adaptive and self-care skills. Occupational therapists are particularly skilled in helping children access curricular activities by contributing to the design and planning of activities, including
Occupational therapists work with other members of the team, including physicians, nurses, speech-language pathologists, psychologists, physical therapists, teachers, and parents to identify the needs of infants and toddlers and their families. They target desired outcomes and determine the services, supports, and
modifications or accommodations needed to achieve those outcomes. When occupational therapy expertise is needed to help the child and family meet their desired goals, services should be included in the child’s program. Occupational therapy services for young children are available through a variety of agencies and programs, including hospitals, pediatric outpatient centers, Head Start programs, home health agencies, child care, and early intervention and preschool programs under the Individuals with Disabilities Education Act (IDEA). Children may also be eligible for services under other federal laws, such as Section 504 of the Rehabilitation Act. A team process is used to determine the need for occupational therapy services under IDEA. Occupational therapy practitioners collaborate with teachers and parents to identify the child’s goals and determine the
services, supports, and modifications or accommodations needed to achieve those goals. When the team decides that therapy is needed for the child to meet his or her goals, occupational therapy should be included in the child’s programming.
Medically based services may also be needed and are generally supported through public and private insurance. In this instance, a medical condition or diagnosis that indicates medical necessity for occupational therapy services may be required for reimbursement.
Resources
American Occupational Therapy Association. (2009). FAQ: What is the role of occupational therapy in early intervention? Available at http://www.aota.org/Practitioners/PracticeAreas/Pediatrics/Browse/EI/EI-FAQ.aspx
American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd ed.).
American Journal of Occupational Therapy, 62, 625–683.
Jackson, L. (Ed.). (2007). Occupational therapy services for children and youth under IDEA (3rd ed.). Bethesda, MD: AOTA Press.
Occupational therapy enables people of all ages live life to its fullest by helping them to promote health, make lifestyle or environmental changes, and prevent—or live better with—injury, illness or disability. By looking at the whole picture—a client’s psychological, physical, emotional, and social make-up—occupational therapy assists people to achieve their goals, function at the highest possible level, maintain or rebuild their independence and participate in the everyday activities of life.
The American Occupational Therapy Association, Inc.
4720 Montgomery Lane, PO Box 31220, Bethesda, MD 20824-1220 Phone: 301-652-2682 TDD: 800-377-8555 Fax: 301-652-7711
8 Occupational Therapy In School Settings
Used with permission by: The American Occupational Therapy Association, Inc. Website Address: www.aota.org
Occupational therapists and occupational therapy assistants are part of the education team within a school district. The profession of occupational therapy is concerned with a person’s ability to participate in desired daily life activities or “occupations.” In the schools, occupational therapy practitioners use their unique expertise to help children to prepare for and perform important learning and school-related activities and to fulfill their role as students. In this setting, occupational therapists (and occupational therapy assistants, under the supervision of the occupational therapist) support academic and non-academic outcomes, including social skills, math, reading and writing (i.e., literacy), behavior management, recess, participation in sports, self-help skills, prevocational/vocational participation, and more, for children and students with disabilities, 3 to 21 years of age. Practitioners are particularly skilled in facilitating student access to curricular and extracurricular
activities through supports, designing and planning, and other methods. Additionally, they play a critical role in training parents, other staff members, and caregivers regarding educating students with diverse learning needs. Occupational therapy practitioners have specific knowledge and expertise to appropriately address student needs.
Occupational therapists and occupational therapy assistants know how to
• observe a student engaging in an activity and provide strategies to facilitate the student’s full participation;
• reduce barriers that limit student participation within the school environment; • use assistive technology to support student success;
• support the needs of students with significant challenges, such as by helping to determine methods for alternate assessment;
• help identify long-term goals for appropriate post-school outcomes;
• help plan relevant instructional activities for ongoing implementation in the classroom; and
• assist students in preparing for successful transition into appropriate post–high school employment, independent living, and/or further education.
Occupational therapy practitioners collaborate with the education team to address student needs. They work with a variety of people such as
• students to improve their performance in a variety of learning environments (e.g., playgrounds, classrooms, lunchrooms, bathrooms) and optimize their performance with
adaptations/accommodations;
• parents to help them support their children’s learning and participation in school;
• educators and other school support staff to plan and develop activities and environments that include all students;
• paraeducators to support child success and promote safety within the school environment (e.g., physical and behavioral assistance needs); and
• administrators to provide training for students, staff, and parents, as well as to recommend equipment for schools and ways to modify existing buildings and curriculum to allow access for all.
School-based occupational therapy is available for students who are eligible for special education. Occupational therapists complete assessments and work with other members of the school-based team to help determine what is needed for a student to receive a free appropriate public education in the least restrictive environment. They collaborate with the team to identify a student’s annual goals and determine the services, supports,
modifications, and accommodations that are required for the student to achieve these goals, including
addressing transition needs as early as 14 but no later than 16 years of age. When the individualized education program (IEP) team determines that occupational therapy is needed for a student in order to meet his or her annual goals, then occupational therapy should be included in the student’s IEP. In some instances, students whose disability affects their participation in school but who do not qualify under the Individuals with Disabilities Education Act (IDEA), may be eligible to receive occupational therapy under other federal laws such as Section 504 of the Rehabilitation Act (Section 504) and the Americans with Disabilities Act.
Occupational therapy practitioners help to promote healthy school climates that are conducive to learning. They offer other valuable services to meet the broader student and systemic needs by addressing students’ mental health needs and participating in other school-wide initiatives such as positive behavior supports, response to intervention (RtI), and Early Intervening activities to address student behavior and learning needs. In addition, occupational therapy practitioners are active participants in developing curriculums and programs, addressing school health and safety, identifying assessment accommodations and modifications required for accountability purposes, and developing violence prevention and other types of programs. In this capacity, occupational therapy practitioners also focus on supporting the needs of all students, including those without disabilities. For example, many schools use the occupational therapist’s knowledge and expertise to assist in curriculum development such as for handwriting and social skills, or to recommend modifications to or design of classroom environments or assignments that help all students access and participate in school (universal design for learning).
Resources
American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd ed.).
American Journal of Occupational Therapy, 62, 625–683.
Frolek-Clark, G., Polichino, J., & Jackson, L. (2004). Occupational therapy services in early intervention and school-based programs.
American Journal of Occupational Therapy, 58, 681–685.
Jackson, L. (Ed.). (2007). Occupational therapy services for children and youth under IDEA (3rd ed.). Bethesda, MD: AOTA Press. Copyright © 2010 American Occupational Therapy Association. All rights reserved. This material may be printed and distributed without prior written consent.
Occupational therapy enables people of all ages live life to its fullest by helping them to promote health, make lifestyle or environmental changes, and prevent—or live better with—injury, illness or disability. By looking at the whole picture—a client’s psychological, physical, emotional, and social make-up—occupational therapy assists people to achieve their goals, function at the highest possible level, maintain or rebuild their independence and participate in the everyday activities of life.
The American Occupational Therapy Association, Inc.
4720 Montgomery Lane, PO Box 31220, Bethesda, MD 20824-1220 Phone: 301-652-2682 TDD: 800-377-8555 Fax: 301-652-7711
10 National Resources
The American Occupational Therapy Association, Inc. 4720 Montgomery Lane
PO Box 31220
Bethsda, MD 20824-1220 PH: 301-652-2682
Website: www.aota.org
The National Dissemination Center for Children with Disabilities – NICHCY PO Box 1492
Washington, DC 20013 PH: 1-800-685-0285
Email: [email protected]
Website: www.nichcy.org
State Resources Maine Occupational Therapy Association (MEOTA)
c/o Roxie Black
45 Crossing Brook Rd. Cumberland, ME 04021 PH: (207) 753-6515 Website: www.meota.org
Maine Parent Federation Lending Library
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The MPF Library is a valuable resource to families and professionals in Maine. The success of the library is greatly determined by the quality and availability of the materials we offer. To help us maintain our library, we ask that you follow these guidelines.
How to Request Materials
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About the Library List
The library list is arranged by topic then listed alphabetically by title. Materials are not cross-referenced, so each title appears only once and you may have to check other sections.
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We have numerous titles available in the library covering a broad range of topics. Please call the library if you need assistance locating a particular item, 1-800-870-7746. Materials are grouped under the following topics:
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Non-Verbal Learning Disabilities Obsessive Compulsive Disorder Other Disabilities Parent Involvement Parent/Family Issues Personal Stories Play Potty Learning Recreation School/Education Self-Esteem/Social Skills Sensory Integration Special Education Spina Bifida Tourette Syndrome Visual Impairment
