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

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Presentation on theme: "OCCUPATIONAL THERAPY M.ARUN KUMAR., B.O.T., OCCUPATIONAL THERAPIST MERF Institute of Speech and Hearing."— Presentation transcript:

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

2 Take a moment to think of some of the things (occupations) you have done today... have you had a shower, have you had a shower, had lunch with friends, had lunch with friends, or gone to work? or gone to work?

3 HOW WOULD YOU… You had poor balance? You had poor balance? You couldn’t reach your arms up to your hair? You couldn’t reach your arms up to your hair? HAVE A SHOWER IF …

4 HOW WOULD YOU… You couldn’t hold a fork? You couldn’t hold a fork? You couldn’t remember where to meet them? You couldn’t remember where to meet them? You just couldn’t cope with getting out of bed? You just couldn’t cope with getting out of bed? HAVE LUNCH WITH FRIENDS IF …

5 HOW WOULD YOU… You had pain in your back? You had pain in your back? You heard voices in your head? You heard voices in your head? You had arthritis in your hands? You had arthritis in your hands? GO TO WORK IF …

6 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 Adolescents Adults Seniors

8 Where do Occupational Therapists work? Hospitals Hospitals Schools Schools Mental Health Facilities Mental Health Facilities Home Care Home Care Personal Care Homes Personal Care Homes Private Clinics Private Clinics Rehabilitation Centers Rehabilitation Centers Community Health Centers Community Health Centers Insurance Companies Insurance Companies Client Homes Client Homes Client Work Places Client Work Places

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

10 OP

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

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

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

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

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

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

31 Influence of sensory integration procedures on language development. Ayres AJAyres AJ, Mailloux Z. Am J Occup Ther. 1981 Jun;35(6):383-90 Mailloux Z Ayres AJMailloux Z 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 Thank you Comments and Questions? Comments and Questions?


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