轉介去醫院做OT [複製鏈接]

感統訓練有冇用,我唔係OT，我真係唔係好知。

但OT其實都好多野跟.

以下是節錄from Hong Kong OT practice guideline for ASD:

Sensory processing (sometimes called "sensoryintegration" or SI) is a term that refers to the way the nervous systemreceives messages from the senses and turns them into appropriate motor andbehavioral responses.

Sensory Processing Disorder(SPD, formerly known as "sensory integration dysfunction") is acondition that exists when sensory signals don't get organized intoappropriate responses. Pioneering occupational therapist and neuroscientist A.Jean Ayres, PhD, likened SPD to a neurological "traffic jam" thatprevents certain parts of the brain from receiving the information needed tointerpret sensory information correctly. A person with SPD faces challenges inperforming everyday tasks. Motor clumsiness, behavioral problems, anxiety,depression, school failure, and other impacts may result if the disorder is nottreated effectively.

One study shows that at least1 in 20 children’s daily lives is affected by SPD (Ahn, Miller, Milberger,McIntosh, 2004). Another research study by the Sensory Processing DisorderScientific Work Group (Ben-Sasson, Carter, Briggs-Gowen, 2009) suggests that 1in every 6 children experiences sensory symptoms that may be significant enoughto affect aspects of everyday life functions.

Sensory processing disorderis quite common among children with ASD(Pfeiffer et al., 2011); reports in theliterature range from 42% to 88% (Baranek, 2002). Treatment for SensoryProcessing Disorder is a fun, play-based intervention that takes place in asensory-rich environment.Sensory integration intervention enhancesthe child’sability to modulate behavior. A pilot study identified a significant decreasein autistic mannerisms occurred in theSI group (Beth et al., 2011). One goal ofsensory integration intervention is to improve the child’s ability to modulatearousal, resulting in well-organized, adaptive responses.
Baranek (2002) identified Level III and IVstudies of sensory integration intervention with children with autism (Ayres& Tickle, 1980; Case-Smith & Bryan, 1999; Linderman & Stewart,1999).
In these studies of youngchildren with ASD, sensory integration intervention was associated withpositive changes in social interaction, purposeful play, and decreasedsensitivity.

好的OT should establish these Goals with parents

Common goals for preschoolers:

 Enhance play skills

 Foster developmental performance

 Train up self careskills

 Enhance pre-writing skills

 Improve general behavior, i.e. compliance to instructions, attention control

 Improve sensory motor skill

Common goals for school-age children:

 Improve sensory integrative function

 Handwriting skills

 Social skills

 Behavioral management

 Visual perceptual skills

 School adjustment problems

 Enhancing classroom behaviors