1. OCCUPATIONAL THERAPY M.ARUN KUMAR., B.O.T.,
OCCUPATIONAL THERAPIST
MERF Institute of Speech and Hearing

2. Now imagine this... have you had a shower, had lunch with friends,
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?
Before we start talking about Occupational Therapy I want to give you guys something to think about…
Now imagine this...

3. HOW WOULD YOU… HAVE A SHOWER IF… You had poor balance?
You couldn’t reach your arms up to your hair?
Maybe an OT would…
Recommend a seat for you to sit on.
Work on activities to work on your balance.
Install grab bars etc. to ensure safety.
Standing vs. sitting
Imagine not being able to wash your hair. Maybe an OT would help you..
work on strengthening your arms
Look at other ways to wash your hair (resting arms on counter)

4. HAVE LUNCH WITH FRIENDS IF…
HOW WOULD YOU…
HAVE LUNCH WITH FRIENDS IF…
You couldn’t hold a fork?
You couldn’t remember where to meet them?
You just couldn’t cope with getting out of bed?
Maybe an OT would…
Help you to regain movement and strength
Recommend a special fork
One handed-how will you use a knife?
Memory strategies for events.
Practice trials in community.
Write out directions checklist to follow.
One to one or group to focus on coping skills

5. 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?
May do a GRTW
Modify duties
New ways to lift things
Ergonomic assessment
Can they return to work?
Strategies to overcome _____________
Pain management
Adapting to a bigger grasp
Modify the work area
Splint for pain relief

6. Is the assessment and treatment of
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.

7. Who do Occupational Therapists work with?
Children
Seniors
Adolescents
Adults

8. 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

9. Occupational Therapists are concerned with:
Person,
Environment Occupation Interactions

10. POPULATION HEALTH
OCCUPATION OP
ENVIRONMENT
PERSON

11. 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

12. 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.

13. 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 children’s needs.

14. 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

15. 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.

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

17. GROSS MOTOR SKILLS:
Movement of the large muscles in the arms, and legs.
Abilities like
Rolling
Crawling
Walking
Running
Jumping
Hopping
Skipping

18. 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

19. SENSORY INTEGRATION Sensory processing Ability like Vestibular
Proprioceptive
Tactile
Visual
Auditory
Gustatory
Olfactory skills

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

21. COGNITIVE PERCEPTUAL SKILLS:
Abilities like
Attention
Concentration
Memory
Thinking
Reasoning
Problem solving
Concept of shape
Size and color

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

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

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

25. ACTIVITIES OF DAILY LIVING:
Self – care skills like daily
Dressing
Feeding
Bathing
Grooming
Toilet tasks

26. ENVIRONMENT MANIPULATION
Like handling
Switches
Door knobs
Phones
TV remote

27. 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

28. 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

29. On observation Reduced proprioceptive perception
Weak bilateral coordination and motor planning
Reduce proximal trunk stability
Avoidance of crossing midline

30. 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

31. Influence of sensory integration procedures on language development.
Ayres AJ, Mailloux Z. Am J Occup Ther Jun;35(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.

32. Comments and Questions?
Thank you
Comments and Questions?