Role of Occupational Therapy With Infants, Toddlers, and Families in Early Intervention

Transcription

1 Role of Occupational Therapy With Infants, Toddlers, and Families in Early Intervention Copyright 2014 by the American Occupational Therapy Association. To be used for inservices and presentations. For all other uses, contact

2 Occupational therapy promotes function and engagement in everyday routines. participation in daily life activities or occupations such as

3 Areas of Occupation Activities of Daily Living Rest and Sleep Work Play/Leisure Social Participation Education Copyright AOTA

4 Evidence-based practice AOTA systematic review (AOTA, 2013) examines the effectiveness of early childhood interventions used by occupational therapy practitioners. The review reports positive effects for interventions that promote parent child interaction, are provided in the child s natural environments, and use individualized play-based, educational, or behavioral approaches.

5 Occupational therapy practitioners offer early intervention services for children from birth to 3 years of age who: have a developmental delay have a diagnosed disability that has a likelihood of causing a developmental at the state s discretion, are at risk of developmental delay high delay

6 Early Intervention Services Under IDEA Part C Eligible infants and toddlers with disabilities receive needed early intervention services in natural environments to the maximum extent appropriate such as: Homes Daycares Early Head Start Community Settings

7 SERVICES: must be provided in settings that are natural or typical for a sameaged infant or toddler without a disability to the maximum extent appropriate; may be provided in other settings only when the needs of the child cannot be met satisfactorily in a natural environment.* * This is more of an exception than the rule because Natural Environments is the mandate

8 OTs also work with children ages 0-3 in the following settings, but are not Part C services such as: Neonatal Intensive Care Units (NICU) Pediatric outpatient centers Hospital or clinics

9 The Individuals with Disabilities Education Act (IDEA) Part C Requires establishment of a lead agency in each state for the coordination of services. Provides grants to states to assist each state to maintain and implement a statewide, comprehensive, coordinated, multidisciplinary, interagency system to provide early intervention services for infants and toddlers with disabilities and their families.

10 Early Intervention Services ( 632(4)) Services include: Assistive technology, such as hearing aids Early identification screening and testing Family training, counseling, and home visits Health services necessary to enable a child to benefit from the other early intervention services Medical services (for diagnostic or evaluation purposes) Nursing services Nutrition services Occupational therapy Physical therapy Psychological services Service coordination Social work services Special instruction/developmental therapy Speech language pathology and audiology services Transportation and related costs Vision services

11 Infant or Toddler with a Disability ( 632(5)) (From IDEA, 2004) Children under 3 years of age who need EI services due to: developmental delay, as measured by appropriate diagnostic instruments and procedures in one or more of five developmental areas a diagnosed physical or mental condition that has a high probability of resulting in developmental delay at a state's discretion, MAY also include: at-risk infants and toddlers certain preschool-age children under the flexibility provision.

12 Key Part C Provisions The term developmental delay is an important one in early intervention. There are five areas in which development may be affected: physical (motor) development, including vision and hearing cognitive development communication development social or emotional development adaptive development (self-help skills)

13 Role of Occupational Therapy Occupational therapy is specifically listed in the statute and is designated as a primary service under Part C of IDEA 2004 Occupational therapy practitioners can provide services as primary service providers, multidisciplinary evaluators, or service coordinators IDEA 2004 (Public Law )

14 Why Occupational Therapy? Occupational therapy practitioners bring distinct contributions to the team including: Activity expertise Advanced skills in modifying the environment and recommending adaptive equipment to improve participation. Holistic approach Advanced knowledge in Childhood Development Advanced knowledge in Education Knowledge and skills in both Mental and Physical Health

15 Role of Occupational Therapy Builds the family s capacity to care for their child Promotes their growth and development in natural environments. Fosters secure attachment or bond between the child and the primary caregiver/family Empowers families to advocate for themselves and their child.

16 Occupational Therapy Process Evaluation Screenings Formal and informal assessments Parent/family interview Collaboration with family & team Intervention Collaboration with family & team Develop Individualized Family Service Plan (IFSP) Incorporate evidence-based practice Outcomes Promote function Meet family and child s goals & needs Copyright AOTA

17 Occupational Therapy Practitioners assess children s developmental and learning needs and contribute to an Individualized Family Service Plan (IFSP)

18 Individualized Family Service Plan (IFSP) Emphasis: Team approach Family/child centered Natural environments Interdisciplinary Copyright AOTA

19 Occupational therapy practitioners respect the unique interests, culture, needs, and priorities of the child and family and build on their strengths and abilities.

20 Occupational Therapy Practitioners in Action Occupational therapy practitioners support children and families to be successful in their everyday routines. Service examples include

21 Participation in Play Time Increase social skills Advance motor coordination Develop abilities problem-solving Copyright AOTA

22 Participation in Meal Time Promote independence in self-feeding Improve ability to eat a variety of foods and textures Create family-friendly schedules Copyright AOTA

23 Participation in Bath Time Address positioning needs Ensure safety during activities of daily living Promote sensoryrich experiences Copyright AOTA

24 Social Participation Manage emotions Develop self-advocacy skills Strengthen bonds family Copyright AOTA

25 Infant Mental Health Occupational therapy promotes infant mental health and secure attachment by: Supporting positive interactions during cooccupational engagement. Being attentive to the overall mental health of the caregivers and family members. Copyright AOTA

26 Occupational Therapy Practitioners in Action They provide service in a variety of settings including:

27 Daycare Facilitate peer interaction Coach early childhood providers Promote play skills Copyright AOTA

28 Home Establish healthy sleep/nap schedules Design safe play areas Support family caretaking abilities Copyright AOTA

29 Community Promote safe transportation Increase ease in transitions Facilitate participation community activities in Copyright AOTA

30 Occupational therapy practitioners support and build the capacity of the family to care for their child Copyright AOTA

31 Occupational Therapy practitioners modify activities or the environment so the child can participate

32 Occupational Therapy Practitioners prepare children and their families for transition to preschool, school, and other community-based programs.

33 Occupational therapy practitioners recommend needed assistive technology devices and supports

34 Occupational therapy practitioners reduce environmental barriers to increase participation

35 How can we help you? Direct Service Service Coordination Consultation Education/Training

36

37 Occupational Therapy Living Life to Its Fullest

38 References and Resources 1. Early Childhood Technical Assistance Center (ECTA Center): 2. Occupational Therapy for Young Children: /media/corporate/files/aboutot/professionals/whatisot/cy/fact- Sheets/FactSheetOTforYoungChildren.pdf 3. Transitions for Children and Youth /media/corporate/files/aboutot/professionals/whatisot/cy/fact- Sheets/Transitions.pdf

39 References and Resources 4. Addressing Sensory integration Across the Lifespan /media/corporate/files/aboutot/professionals/whatisot /CY/Fact-Sheets/FactSheet_SensoryIntegration.ashx 5.Childhood Occupations Toolkit Clients/ChildrenAndYouth.aspx 6. American Occupational Therapy Association (2013) Occupational therapy and early intervention/early childhood (Special issue) American Journal of Occupational Therapy, 67, Retrieved from