Occupational Therapy Practitioners in Action: Carl Sandburg Learning Center
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Transcript of Occupational Therapy Practitioners in Action: Carl Sandburg Learning Center
Occupational Therapy Practitioners in Action:
Carl Sandburg Learning CenterFollow occupational therapists
Heather, Beverley, and Pam as they show how occupational therapy plays a
role in autism intervention in schools.
Occupational therapy can make a difference in the lives of children with autism. Autism is the fastestgrowing developmental disability, with an annual growth rate of approximately 10 to 17 percent. No matter where children may fall on the autism spectrum, occupational therapy practitioners support them and their families to participate in daily routines, and promote
function when facing barriers or difficulties typically associated with this disorder. In
schools, occupational therapy practitioners help students with autism achieve greater
success in academic performance and social participation.
Heather Welter, MS, OTR/L, and Nick, a fifth grader, review a “social story”
about school. To prepare Nick to tolerate transitions throughout his day, the story—through pictures and words— rehearses the day’s events and how he will interact with other people.
Welter displays a “visual schedule,” which helps students map out their day.
Beverley Johnson, OT/L, and Muctarr, a first grader, use the balancing swing to develop motor skills such as balance, coordination, strength, and endurance.
Johnson engages Muctarrthrough the net swing. The intervention, while playful, also helps him process sensory information such as movement and touch.
Johnson and Muctarr work on Muctarr’s grasp using the “Superman” technique. At the beginning of the year, he could only do two repetitions; now he can do 10.
By verbally choosing “Choo Choo Charlie,” Muctarr expresses his needs and wants to Johnson. This train puzzle addresses his motor and problem‐solving skills.
Welter facilitates leadership for Casey, a sixth grader, in a class stretching exercise to prepare for their outdoor education trip the following day.
Welter monitors the seating posture, coordination, and planning skills of Isolina, a fifth grader, as she prepares her packing list for the outdoor education trip.
Welter addresses the assistive technology needs of Leo, a fifth grader, by using a word processor and slant board to complete a classroom assignment.
During this play activity, Pam Melamed, MA, OTR/L, engages Prasangika, a kindergartener, in dialogue to enhance functional communication.
As a “pre‐writing”
activity, Melamed coaches Prasangika
to make an ‘X’
on the Doodle Pro, encouraging coordination of both sides of the body and across the body. This activity also helps develop a preference in hand dominance.
Melamed and Christopher, a kindergartener, communicate via “picture exchange.”Christopher chooses an activity that is meaningful to him.
Christopher threads beads on a string with help from Melamed, which incorporates visual perception, hand‐eye coordination, and concentration.
With occupational therapy, children with autism and related disorders are more
prepared to meet the important future challenges of interacting with others and succeeding in school.