As an occupational therapist I am concerned with enabling a family and their child to do the things they want, need and are expected to be able to do, in everyday activities.

This may include modifying a task, adapting the environment to reduce barriers to performance and / or skill mastery, to promote inclusion and participation of the child in various roles (e.g. student, friend, player, sibling) with enjoyment and satisfaction.

Occupational therapy can be provided in the clinic, via telehealth, or real-world environment of childcare, pre-prep and schools (for travel within 10km radius from Windsor). In collaboration with a Childcare / Pre-Prep Director or Principal, parent funded individual occupational therapy can be provided where a child is withdrawn or seen in the classroom for half-hour sessions. This enables generalisation of skills and collaboration with learning support and teaching staff.

Occupational therapy services provided can include:

• Initial consultation for information sharing.
• Parent coaching sessions (offered face to face or via telehealth) for conversations about family identified goal statements and utilising individual child and parent competencies towards forming a plan of possible future actions and solutions. 
• Assessment (if warranted) when commencing therapy for targeted intervention. This enables identification of strengths, and exploration of possible reasons for difficulties.  
• Assessment types include:
  • Developmental assessment
  • School readiness
  • Fine motor
  • Handwriting 
  • Sensory processing
  • Information processing
  • Play skills
• The assessment process may include parent coaching session/s, conversations with the child, and teacher/s, observations of the child doing everyday activities in the clinic or school, and for gathering and sharing of information.
• Individual therapy sessions either clinic based, or school based.
• Community observation visits including childcare, pre-prep and primary school.
• Consultations with parents and teachers to work in partnership toward mutual outcomes for the child.
• Knowledge sharing with teachers to support inclusive learning.

Occupational therapy intervention may target the following doing skills. 

• Fine motor (to enable colouring in, drawing, construction play, puzzles, game play, letter formation, writing readability)
• Written expression (planning and organising to write on paper in a structured manner) 
• Play (to physically interact with objects and the environment for learning, as well as pretend play to support creative thinking and interactions with others).
• Self-care (support with development of skills and tolerance to participate in self-care routines).
• Social connections (to support interactions with others for positive relationship development).

To enable participation in learning and working within the classroom, play opportunities, self-care routines and social connections, occupational therapy intervention may address the following underlying abilities.

• Physical Capabilities –  to co-ordinate large and small body movements, sustain postures and grasp objects.
• Interoceptive Awareness – to notice, connect and regulate bodily sensations to support moving from co-regulation towards self-regulation. 
• Information Processing - to attend/focus, recall, plan, organise, problem solve and do.
• Social Competence – to enhance awareness and develop self-management of one’s sensations, emotions and thoughts to support making responsible decisions and positive connections with others, leading to resilience.