FIRST STEPS 'Child Development Centre'

15/08/2025

02/06/2025

Cognitive dysfunctions in autism

Planning and Organization: Difficulty initiating tasks, setting goals, and organizing activities.

Attention and Focus: Challenges with sustained attention, shifting attention, and filtering out irrelevant information.

Flexibility and Adaptability: Difficulty adapting to changes in routine or environment.

Impulse Control: Difficulty regulating emotions and behaviors, leading to impulsivity.

and many more......

29/05/2025

GRAVITATIONAL INSECURITY :

Emotional or fear reaction that is out of proportion to the actual threat or danger of the vestibular - proprioceptive stimulai or the position of the body in the space (especially those body positions in which the feet are no longer in contact with the floor)
Gravitational insecurity has been hypothesized to be due to poor modulation of otolithic inputs (fisher & Bundy, 1989)

Gravitational insecurity exercises are activities designed to help individuals, especially children, become more comfortable with changes in body position and movement, particularly in relation to gravity. These exercises aim to improve vestibular function, which is the sense of balance and spatial awareness, and to build confidence in moving and interacting with the environment.

28/05/2025

28/05/2025

EVIDENCE BASED PRACTICE

Evidence-based practice (EBP) in occupational therapy involves using the best available research evidence to guide clinical decision-making and treatment planning, ensuring that interventions are effective and client-centered. It's a crucial aspect of OT practice, aiming to improve client outcomes and make the most of limited resources.

KEY ELEMENTS OF EVIDENCE BASED O.T:

Asking the right questions:
Identifying specific clinical questions that can be addressed through research.

Acquiring the evidence:
Finding relevant and credible research articles, studies, and other resources.

Appraising the evidence:
Evaluating the quality and relevance of research findings, considering factors like study design, sample size, and potential biases.

Applying the evidence:
Integrating research findings into clinical practice, adapting interventions to individual client needs and circumstances.

Assessing the outcomes:
Evaluating the effectiveness of interventions and making adjustments as needed.

EXAMPLES OF EVIDENCE BASED OT:

Sensory, motor, and oral interventions: These can reduce hospital stay lengths in infants and improve cognitive outcomes in preterm infants.

Behavioral therapy: Used for conditions like ADHD.

Cognitive Behavioral Therapy (CBT): Effective for anxiety and other mental health concerns.

Eye Movement Desensitization and Reprocessing (EMDR): Used for anxiety, depression, and trauma/PTSD.

Family therapy: Involving family members in the treatment process.

Group interventions: Providing therapeutic experiences in a group setting.

Adaptive equipment: Using devices like walkers, chairs, and reachers to aid in daily activities.

BENEFITS OF EVIDENCE BASED O.T:

Improved client outcomes:
Using interventions that have been proven to be effective leads to better results for clients.

More efficient resource use:
Focusing on interventions with the strongest evidence helps ensure the best use of time and resources.

Enhanced professional credibility:
Demonstrating a commitment to evidence-based practice builds trust and credibility with clients, colleagues, and stakeholders.

Reduced guesswork:
EBP provides a framework for guiding treatment, reducing the need for trial and error.

27/05/2025

Sensory Diet

26/05/2025

Developmental co-ordination disorder also known as DYSPRAXIA.

SINGS
Fall, trip, bump into things
Poor balance and posture
Poor integration of the two sides of body
Difficulty in fine motor coordination
Weak memory
Poor spatial skills gets lost easily
Poor time management
Poor organisational skills
Lack of rhythm when dance
Difficulty interpreting body language
Poor eye-hand coordination

YOUNG CHILDREN TROUBLE WITH
*Learning to walk, jump, hop, skip, throw, or catch a ball
*Pronouncing word and being understood
*Establishing left or right handedness
*Bumping into things
*Moving the eyes-instead, moving the whole head
*Being sensitive to touch: irritated by clothing on skin, hair brushing, nail cutting, teeth brushing

SCHOOL AGE CHILDREN TROUBLE WITH
*Poor pencil grip and letter formation, slow handwriting
*Fine motor skills: holding a pencil, buttoning, cutting with scissors
*Playing sports, riding a bike, and other activities required coordination
*Sensory direction
*Speaking at a normal rate or in a way that can be easily understood
*Making social connections due to speech challenges
*Phobias and obsessive behaviours

TEENS & ADULTS TROUBLE WITH
*Speech control - volume, pitch, articulation
*Writing and typing
* Over and under sensitivity to light, touch, space, taste or smells
*Personal grooming & self help activities
*Cooking or other house hold chores
*Driving
*Clumsiness