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OCCUPATIONAL THERAPY&
ATTENTION DEFICIT (HYPERACTIVITY) DISORDER
Gwen Reddy & Magdel Basson
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OCCUPATIONAL THERAPY &SENSORY INTEGRATION
Definition of Sensory Integration:
The organising of information taken in by your:5 SensesVestibular SystemProprioceptive System
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LEVEL 1
Sensory InformationTraditional SensesSpecial Senses
LEVEL 2
Reflex Integration Postural Mechanisms
LEVEL 3
Perception
LEVEL 4
Academic TasksCognition Building Blocks
of a Responsive, Integrated
Sensory System
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OCCUPATIONAL THERAPY AND AD(H)D
In most cases AD(H)D is treated by an Occupational Therapist as a secondary condition
to other physical, cognitive and/or socio-emotional problems and disabilities!
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OCCUPATIONAL THERAPY (O.T.) ASSESSMENT
The child has:
Difficulty organizing work.Is easily distracted/Task impersistence (especially difficult tasks ).Gives the impression that he/she did not hear the instruction.Makes careless, impulsive errors.Frequently calls out in class.Has difficulty waiting for his/her turn in group situations.Fails to follow through on teachers’ and therapists’ requests.Is unable to play games for the same amount of time as peers. Little sense of the overall task or the “whole picture”.High level of motor activity.Emotionally labile. Poor interpersonal awareness.
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ASSESSMENT (2)
“Low-tone child”
Clumsy
Dyspraxia
Fine motor coordination/skills underdeveloped
Visual Memory & other Visual Perceptual skills.
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OCCUPATIONAL THERAPY AND AD(H)D
Children with AD(H)D are often avoided in middle childhood because their behaviors disrupt organized group activities.
Main aim = Activities that increase self esteem!
The child must experience success in activity.
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OCCUPATIONAL THERAPY AND AD(H)D
Participation in Sport!
Self-confidenceSelf-disciplineSocial skillsMotor developmentConcentration
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ENVIRONMENTAL FACTORS AND THE STRUCTURING OF AN O.T.
SESSION:Minimize visual and auditory stimuli.
Reduce clutter – in both the room and on learner’s desk.Restrict visual field – screen 3 sides of learner’s desk.Reduce mobiles/suspended equipment in treatment area.Paint walls soft pastel colours – calming effect.As therapist, wear conservative clothing and accessories. Speak in a calm voice to learner.Play low background music or use “white noise” egfans/fish tanks. Stimulates right brain hemisphere which will improve learning.
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ENVIRONMENT AND STRUCTURE (2)
Slanted desk top improves focus.
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ENVIRONMENT AND STRUCTURE (3)
Make physical contact to get child’s attention. Activities for short periods of time.Encourage the child to finish a task.Structure and routine! The session must be predictable for the child. He or she must know exactly what is expected of him/her. Be firm and consequent.Built-in resting periods eg allow the child to stand up and go drink water.
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ENVIRONMENT AND STRUCTURE (4)
ADHD SPECIFIC!
High Level of Movement Desk top Activities
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ENVIRONMENT AND STRUCTURE (5)
ADHD SPECIFIC!
Punch bag.Reinforce acceptable behavior
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ENVIRONMENT AND STRUCTURE (6)
ADHD SPECIFIC!
Weighted Vests
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CHOOSING O.T. ACTIVITIES!
Deep Pressure
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CHOOSING O.T. ACTIVITIES (2)
Linear movements vs Circular movement
Slow Rhythmic movements
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CHOOSING O.T. ACTIVITIES! (3)Avoid activities that will increase activity level too much.
Any position where the head is lower than the heart.
Normalize Muscle Tone
Decrease Activity Level
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CHOOSING O.T. ACTIVITIES! (4)
Relaxation Therapy. ParentsChild
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CONCLUSION
AD(H)D = a Multi-Disciplinary Approach!
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thank you! ☺