Referral to Occupational Therapy

​

A child or adolescent is referred to occupational therapy services because he or she has

• a specific diagnosis (e.g., autism or cerebral palsy), 

• exhibits a particular functional problem (e.g., poor fine motor skills or poor attention) (Case-Smith & O'Brien, 2015) 

​

​

Role of Occupational Therapy (OT)

​

The role of occupational therapy is to enhance a child's ability to participate in his or her natural environment and everyday routines. OT can help children with various needs improve their cognitive, physical, sensory, and motor skills while enhancing their self-esteem and sense of accomplishment (Case-Smith & O'Brien, 2015).

​

OT practitioners develop interventions based on:

• assessment of the occupation engagement,

• understanding of his or her natural contexts, and

• analysis of performance

 

When evaluating a child's performance, the OT determines:

• how performance is influenced by impairment,

• how the environment supports or constrains performance,

• overall participation in the chosen occupation.

 

The OT also:

• identifies discrepancies between the child's performance, and activity demands;

• interprets how to overcome or minimize those discrepancies.

 

Analysis of the interrelationship between environments, occupations, and persons along with 

the goodness-of-fit of these elements provide the basis for sound clinical judgement. OT systematically analyzes the child's occupational performance, and social participation, all the while acknowledging that the child's spirit and family's support highly influence the outcome.

(Case-Smith & O'Brien, 2015). 

​

​

Pediatric Practice in Autism Spectrum Disorder (ASD) 

​

 In 2017, ACOTE reported that there were about 30,928 occupational therapy (OT) and occupational therapy assistant (OTA) graduates. Of these, about 11,448 newly certified OT and OTA joined the workforce and approximately 37% entered their first practice in pediatrics.

 

OT is ranked number three in top interventions and therapies for ASD according to the Interactive Autism Network (2018), a web project by Kennedy Krieger Institute which started in 2006.  

​

Areas commonly addressed by occupational therapists in children experiencing ASD include

• behavior

• self-regulation

• sensory processing skills

• parent-child bond and relationship

• communication skills

• motor skill development

• play

• development of healthy routines

• various activities of daily living including (ADLs)

  • bathing

  • grooming and hygiene

  • toileting

  • feeding

  • eating

  • dressing

  • sleep

​

 

Occupational therapists implement evidence-based practice through

1. the use of clinical reasoning, and

2. client-centered skilled interventions,

3. implementation of treatment interventions that are supported by evidence

to address the areas of concern to achieve positive outcomes while maintaining cost-effectiveness.

​

​

​

​

American Occupational Therapy Association (2018). Academic programs annual data report. Retrieved from https://www.aota.org/~/media/Corporate/Files/EducationCareers/Educators/2017-2018-Annual-Data-Report.pdf

 

Autism Speaks (2018). IAN Research Findings: Occupational Therapy. Retrieved from https://www.autismspeaks.org/news/news-item/ian-research-findings-occupational-therapy

 

Interactive Autism Network retrieved from https://iancommunity.org/cs/ian_treatment_reports/occupational_therapy

​

Bazyk, S. & Cahill, S. (2015) School-based occupational therapy. In J. Case-Smith & J.C. O'Brien (Eds), In Occupational therapy for children (7th ed., pp. 664-703). St. Louis, MO: Mosby. 

​