Occupational Therapy helps children with different needs develop skills to perform the purposeful activities that make up everyday life. Occupational Therapy aims to help children be as independent as possible in their everyday lives.
Children we see:
Speech therapy treats communication challenges, both expressive and receptive, that cause children to have difficulty with verbal communication. Speech Therapy also treats oral motor concerns, such as chewing and swallowing, as well as articulation, auditory processing and social skills.
Children we see:
Joint therapy sessions
The Oxford Dictionary defines the adjective ‘combined’ as “characterized by cooperation or united action”. In our practice, we offer sessions where both an Occupational and a Speech Therapist jointly treat certain children who require this united action. The combined aim of the therapy is generalised and integrated improvement in the functional ability in the child.
Children on the PDD spectrum and some children with Sensory Integration Dysfunction frequently require the services of both a Speech Therapist and an Occupational Therapist. Where modulation and planning are aims of therapy for both therapists, a joint session is sometimes recommended by the therapists. Both therapists work together on modulation. The Occupational Therapist then provides sensory experiences, information and stimulation and the Speech Therapist brings in the comprehension and language. Through this, the child progresses and develops in an integrated way.
Additional tools in our toolbox...
Ayres Sensory Integration (ASI)
Sensory integration is the process by which people register, modulate, and discriminate sensations received through the sensory systems to produce purposeful, adaptive behaviours in response to the environment (Ayres, 1976/2005).
The sensory systems we depend on for input include vision, auditory, gustatory (taste), olfactory (smell), tactile (touch), proprioceptive (joint position sense), and vestibular (balance and movement). Effective integration of these sensations enables development of the skills needed to successfully participate in the variety of occupational roles we value, such as care of self and others, engagement with people and objects, and participation in social contexts. The therapeutic approach of sensory integration was originally developed by A. Jean Ayres, PhD, OTR, and is formally known as Ayres Sensory Integration® (ASI; Ayres, 1989).
ASI® includes the theory of sensory integration, assessment methods to measure sensory integration, and a core set of essential intervention constructs that can be utilized to intervene with clients who have difficulty processing sensory information. As children grow, they typically develop the refined ability to appropriately register, modulate, and discriminate sensory information to support the development of effective emotion regulation, social skills, play skills, and fine motor and gross motor skills. Problems effectively integrating sensation can limit a child’s ability to attend to tasks, perform coordinated motor actions, plan and sequence novel tasks, develop social relationships, manage classroom demands, perform self-care tasks, and participate in family activities. When problems in processing sensory information interfere with the child’s ability to perform or participate in age-appropriate activities of daily life or “occupations,” occupational therapy using an ASI® approach can help to address these concerns.
We are proud that all of our OT's are trained in Ayres Sensory Integration. For more information, see http://instsi.co.za/
Spelling to Communicate (S2C)
Spelling to Communicate teaches individuals with motor challenges the purposeful motor skills necessary to point to letters to spell as an alternative means of communication (AAC). The goal is to achieve synchrony between the brain and body. Skilled and rigorously trained communication partners teach purposeful motor skills using a hierarchy of verbal and gestural prompts. As motor skills improve through consistent practice, students progress from pointing to letters on letterboards to spell to typing on a keyboard. Accordingly, communication moves from concrete to abstract as motor skills progress.
S2C is offered by Tracy Gunn, Terine van der Walt and Karin Weinmann.
Interactive Metronome (IM)
Revolutionary therapy for children and adults suffering from the effects of sensory processing disorders, ADHD, learning difficulties, Autism, stroke, Parkinsons and other disorders.
Interactive Metronome involves the principles of the traditional musical metronome, combined with the precision of a personal computer to create engaging interactive training exercises. The program uses head phones along with hand and foot sensors to coordinate
movements to computer-generated musical beats. Like training wheels on a bicycle, a patented auditory guidance system progressively challenges participants to improve their motor planning, sequencing and rhythmic timing performance.
The therapy has proven to improve speech/communication, coordination and learning, in
adults and children suffering from a number of conditions including ADHD and Autism, as well as the physical effect of stroke and Parkinson’s. Interactive Metronome ® (IM) is a computer-based technology that encourages users to match the computer’s rhythm,
thereby improving their internal sense of timing, An increasing amount of scientific evidence demonstrates that the brain’s internal clock is integral in the development and maintenance of many cognitive, behavioral, social and motor skills.
Unfortunately, when the brain’s timing malfunctions due to a medical condition—such as Attention Deficit Hyperactivity Disorder (ADHD) or Autism—or is disrupted by a stroke, a traumatic brain injury, or even a degenerative disease like Parkinson’s, the associated
physical, mental and emotional symptoms can be difficult to overcome.
“We’ve always known that timing in the brain affected a wide variety of conditions, but until Interactive Metronome we did not have a single therapy that could improve timing in both children and adults. Both our therapists and patients find Interactive Metronome to be a challenging, yet fun therapy that keeps their attention, and produces significant results. Interactive Metronome can form an integral part of the Occupational Therapy process for clients with a variety of diagnosis and areas of difficulty.”
Interactive Metronome ® training is currently available in at Irene Occupational and Speech Therapy (main practice and Cornwall Hill School) by Anneke Kruger. IM home
training (please discuss with your therapist) can also be done in with IM-Home. For more information, visit www.interactivemetronome.com or www.imhome.org.
Contact Anneke directly via email Anneke.firstname.lastname@example.org
Infant Massage instruction
Infant Massage is a traditional parenting practice in India and many other parts of the world, where generations of mothers have offered this nurturing touch to their babies. It provides a loving connection between parent and baby starting early in life, supporting the strengthening of this attachment as baby grows.
Baby Massage is an amazing experience for both parent and baby. The massage techniques are very easy to learn and its benefits go far beyond the immediate physiologic gains.
Research conducted through the Touch Research Institute at the University of Miami School of Medicine confirms the importance of a secure environment and nurturing touch in the healthy growth, development and maturation of children. According to Vimala McClure, author of Infant Massage, A Handbook for Loving Parents, “Infant massage is an ancient art that connects you deeply with the person who is your baby, and helps you to understand your baby’s particular nonverbal language and respond with love and respectful listening. It empowers you as a parent, for it gives you the means by which you become an expert on your own child.”
Infant massage instruction is offered on a 1:1 basis by Melissa Pretorius. Contact her directly via email: email@example.com
Also visit the IAIMSA website www.iaimsa.co.za should you require more information.
The DIR®/Floortime™ (The Developmental, Individual Difference, Relationship-based Model) is a approach that was initially developed by DR. Stanley Greenspan for non-verbal autistic children. It is however a wonderful approach to use with all children – whether they have developmental difficulties or are typical children. It is an intervention that is used to promote an individual's development through a respectful, playful, joyful, and engaging process.
The DIR®/Floortime™ focuses on 3 aspects of the child:
1. the child’s developmental level
2. his/her sensory processing abilities
3. the relationships the child engages in
Floortime techniques are used to gain development and skills in these 3 aspects.
The objectives of the DIR®/Floortime™ Model are to build the healthy foundations necessary
for a child to develop social, emotional, and intellectual capacities.
DIR®/Floortime sessions are offered by Sumien du Plessis. Contact her directly via email: firstname.lastname@example.org.
Also visit https://www.stanleygreenspan.com/ for more information.