Occupational therapy aims to promote independence and improve life quality by utilizing sensory play, treatments, and techniques, whether it's assisting adults or children.

occupational therapy

<h1>The Power of Play in Child Development</h1>Play is the language of childhood. Watching children play may seem like a simple daily occurrence, but there is more happening in this activity than meets the eye. Play is a crucial component of healthy child development, serving as a cornerstone for learning, social interaction, and mental growth. In this blog post, we delve into the psychology of play and explore how it profoundly influences the development in children.<h2>Cognitive Development Through Play</h2>Cognitive development refers to how children think, explore, and figure things out. It is the emergence of the ability to understand and interact with the world. Play and cognitive development are intertwined, with each play session acting as a small but significant classroom lesson.<h3>Exploration and Discovery</h3>From the moment a baby shakes a rattle to a toddler building a tower of blocks, children are learning about cause and effect, spatial relationships, and problem-solving. These activities are not just for entertainment; they are the groundwork of scientific thinking. Through play, children test hypotheses, learn to predict outcomes, and understand the concept of trial and error.<h3>Language Skills</h3>When children engage in play, particularly social play that involves other children or adults, they develop language skills. They learn to communicate their thoughts, negotiate roles, explain rules, and articulate challenges. This rich language environment promotes vocabulary development and narrative skills, which are essential for literacy.<h3>Mathematical Thinking</h3>Believe it or not, play is filled with opportunities to develop mathematical understanding. When a child sorts toys by color or size, creates patterns with building blocks, or divides food equally among dolls, they are engaging in the foundations of mathematical learning. These activities help children recognize numbers, understand quantity, and develop spatial awareness.<h2>Social Development Through Play</h2>Social development is about learning the values, knowledge, and skills that enable children to relate to others effectively and to contribute positively to family, school, and the community.<h3>Cooperation and Sharing</h3>Play often involves multiple participants, which naturally introduces concepts like taking turns, sharing, and cooperating. Through these interactions, children learn to understand others' perspectives, to negotiate, and to resolve conflicts. These are critical social skills that will benefit them throughout their lives.<h3>Emotional Intelligence</h3>Play provides a safe space for children to express their emotions and learn to manage them. Pretend play, in particular, allows children to step into different roles, which can help them understand and empathize with others' feelings. This kind of emotional play helps children to develop empathy and emotional regulation.<h3>Social Norms and Roles</h3>Through play, children learn about societal roles and norms. Pretend play often mimics adult behaviors and roles seen in society. By engaging in these roles, children learn about cultural expectations and the functioning of their community.<h2>The Role of Adults in Children's Play</h2>While play is often child-led and spontaneous, adults have a crucial role in facilitating and supporting play. Parents, caregivers, and educators can enhance play's developmental benefits by:<ul><li>Providing a safe and stimulating environment for play.</li><li>Offering a variety of play materials that encourage exploration and imagination.</li><li>Engaging with children during play without dominating, to promote language and social skills.</li><li>Observing children's play to understand their developmental stage and interests.</li></ul><h3>Nurturing Creativity</h3>In addition to cognitive and social benefits, play is a breeding ground for creativity. When children engage in free play, they use their imagination to create scenarios, characters, and entire worlds. This kind of imaginative play fosters divergent thinking, a component of creativity that involves generating unique solutions and ideas. As children grow, this creativity is not just limited to artistic endeavors but extends to problem-solving and innovation in various fields.<h3>Physical Development</h3>While the focus here is on cognitive and social development, it's important to acknowledge that play often has a physical component that is equally beneficial. Running, jumping, climbing, and other forms of active play are not only fun but also crucial for developing motor skills, coordination, and overall physical health. This physical aspect of play can also reinforce cognitive and social skills, as children navigate spaces and learn to play within groups.Play is often seen as a break from learning, but for children, play is learning. As they engage in imaginative scenarios and physical activities, they're not just having fun—they're developing crucial cognitive and social skills that will serve them throughout their lives.From Synopsis Team

The Power of Play in Child Development

<h1>Techniques and Tools for the Correct Pencil Grip</h1>As occupational therapists, one of the fundamental skills we aim to develop in our pediatric clients is the ability to hold and manipulate a pencil effectively. A proper pencil grip is crucial for fluid handwriting, reduced fatigue, and prevention of long-term joint issues. Enhancing the right pencil grip requires a combination of direct instruction, strengthening exercises, and consistent practice. In this blog post, we will explore various methods and tools that can be employed to facilitate the development of an ergonomic pencil grip.<h2>Understanding the Dynamics of Pencil Grip</h2>The dynamic tripod grip is often deemed the optimal pencil-holding position. It involves the thumb, index, and middle fingers working in coordination to control the pencil, while the ring and little fingers rest gently in the palm, providing stability. This grip allows for a range of movements essential for writing and drawing tasks.<h2>Techniques for Reinforcing the Correct Pencil Grip</h2><h3>1. Grip Correction Through Direct Instruction</h3>Begin by teaching the child the steps to achieve the tripod grip. Use clear, simple language, and demonstrate the grip yourself. Some therapists use catchy phrases or stories to help the child remember the grip, such as "make a bunny with two ears (index and middle fingers) and a nose (thumb)."<h3>2. Hand Strengthening Exercises</h3>Adequate muscle strength in the hands and fingers is necessary for maintaining the correct pencil grip. Incorporate exercises such as squeezing stress balls, playing with therapy putty, or using hand grippers to build endurance and strength in the relevant muscles.<h3>3. Fine Motor Skill Activities</h3>Engage the child in activities that require the same finger movements as writing. This can include lacing beads, manipulating small objects, or using tweezers to pick up items, all of which can help to refine motor control and dexterity.<h3>4. Short Writing Implements</h3>Encourage the use of short pencils, crayons, or chalk pieces. Their length naturally promotes the use of the tripod grip as there is less space for unnecessary fingers.<h3>5. Pencil Grip Aids</h3>There are various pencil grip aids available on the market, designed to guide finger placement. While these can be beneficial, they should be used as a temporary measure, with the ultimate goal being to develop the child's ability to maintain the grip without assistance.<h3>6. Visual Cues and Verbal Prompts</h3>Use visual cues on the pencil, such as stickers or markers, to indicate where each finger should be placed. Pair this with consistent verbal prompts during writing tasks to remind the child of proper finger positioning.<h2>Tools to Support the Development of the Right Pencil Grip</h2><h3>1. Pencil Grippers</h3>These are silicone or rubber attachments that slide onto the pencil and have indents where the fingers should rest. They come in various shapes to suit different needs and can be a great temporary support.<h3>2. Ergonomic Writing Instruments</h3>Ergonomically designed pencils and pens can reduce the strain on fingers and make it easier to maintain the correct grip. Some of these have a triangular or contoured body that naturally encourages proper finger placement.<h3>3. Slant Boards</h3>Writing on a slanted surface can help position the wrist and hand for optimal grip and control. Slant boards can also bring the writing closer to the child's eyes, reducing strain and promoting better posture.<h3>4. Weighted Pencils</h3>For some children, a weighted pencil can provide additional proprioceptive feedback, enhancing motor control and stability.<h2>Conclusion</h2>Developing the right pencil grip is a process that may take time and patience. As occupational therapists, our role is to provide the right combination of instruction, tools, and exercises tailored to each child's needs. Through consistent practice and reinforcement, we can help children master a functional and comfortable pencil grip, paving the way for successful handwriting skills that will serve them throughout their academic journey.

Techniques and Tools for the Correct Pencil Grip

<h2>Model Of Human Occupation (MOHO)</h2>Occupational therapy (OT) is a crucial healthcare discipline that focuses on helping individuals of all ages achieve a meaningful and purposeful life through engagement in daily activities. One prominent and widely used theoretical framework in occupational therapy is the Model of Human Occupation (MOHO). Developed by Gary Kielhofner in the 1980s, MOHO provides a comprehensive and dynamic approach to understanding human occupation and guiding therapeutic interventions. This blog post explores the key principles and components of MOHO and highlights its significance in enhancing occupational therapy practice.Understanding MOHO: The BasicsThe Model of Human Occupation is based on the belief that occupation is a fundamental aspect of human existence, and the way individuals engage in meaningful activities significantly impacts their well-being, health, and quality of life. MOHO emphasizes the interplay between three core components: volition, habituation, and performance capacity. Each component influences an individual's ability to initiate, organize, and sustain meaningful occupations.<ol><li>Volition: Volition refers to an individual's personal values, interests, and motivations. It includes three components: personal causation (a belief in one's abilities to accomplish tasks), values (what is important and meaningful to the person), and interests (activities that the individual finds enjoyable and engaging).</li><li>Habituation: Habituation encompasses an individual's habits, routines, and roles. Habits are automatic responses and behavioral patterns that help people navigate their daily lives. Routines are sequences of activities performed regularly, while roles represent various identities and responsibilities individuals assume within their social context.</li><li>Performance Capacity: Performance capacity encompasses an individual's physical and mental abilities, such as strength, coordination, and cognition. It also considers the impact of underlying impairments or conditions on one's ability to engage in occupations.</li></ol>MOHO in PracticeOccupational therapists apply MOHO in various settings, including hospitals, schools, mental health facilities, and community centers. The model's application involves a series of steps to holistically assess and address an individual's occupational needs:<ol><li>Evaluation: During the evaluation process, occupational therapists gather information about the client's volition, habituation, and performance capacity through interviews, observations, and standardized assessments. This helps them understand the client's strengths, challenges, and meaningful activities.</li><li>Intervention: Based on the evaluation results, occupational therapists collaborate with clients to set goals and develop intervention plans. The interventions focus on improving the client's ability to engage in desired occupations by addressing barriers and building on strengths.</li><li>Outcomes: Throughout the therapeutic process, therapists monitor the client's progress and adapt interventions as needed. The ultimate goal is to enhance the client's occupational performance, promote well-being, and facilitate a meaningful and satisfying life.</li></ol>Benefits of MOHO in Occupational Therapy PracticeThe Model of Human Occupation offers several advantages for occupational therapists and their clients:<ol><li>Holistic Approach: MOHO considers multiple aspects of an individual's life, including personal values, interests, habits, and roles. This holistic approach ensures that therapy targets the client's whole being rather than just isolated impairments.</li><li>Empowerment: By involving clients in goal-setting and intervention planning, MOHO empowers them to take an active role in their own rehabilitation journey, promoting a sense of ownership and motivation.</li><li>Flexibility: MOHO is a flexible model that can be adapted to diverse populations and settings. It accommodates individual differences and allows therapists to tailor interventions accordingly.</li><li>Evidence-Based Practice: MOHO is supported by extensive research and has a solid theoretical foundation. This evidence-based approach gives therapists confidence in the effectiveness of their interventions.</li></ol>The Model of Human Occupation (MOHO) is a valuable framework that has significantly contributed to the field of occupational therapy. By focusing on volition, habituation, and performance capacity, MOHO guides therapists in understanding their clients' occupational challenges and facilitating their journey towards meaningful engagement and improved quality of life. As occupational therapy continues to evolve, MOHO remains a cornerstone of effective and client-centered practice, enriching the lives of countless individuals worldwide.From the Synopsis TeamAngelina Chatzaki, Occupational Therapist

Model Of Human Occupation (MOHO)

<h1>Guide to Proper Evaluation Reports in Therapy</h1>An evaluation report is a vital component of the assessment and treatment planning process in occupational therapy and speech therapy. It serves as a documentation of the client's initial condition, goals, and treatment recommendations. Writing a thorough and well-structured evaluation report is essential for effective communication among healthcare professionals and ensuring high-quality care. In this guide, we will walk you through the key steps to write a proper therapy evaluation report, applicable to both occupational therapy and speech therapy.<ol><li>Understand the Purpose: Before diving into the evaluation report, it's important to understand its purpose. The report serves as a record of the client's functional abilities, limitations, and specific needs related to daily activities, communication, and participation. It should provide a clear and accurate snapshot of the client's current situation to guide treatment planning and future interventions.</li><li>Gather Relevant Information: Start by gathering all the necessary information for the evaluation report. This includes the client's medical history, referral details, initial assessment forms, and any relevant test results. Additionally, conduct a comprehensive therapy evaluation using standardized assessments, interviews, observations, and client self-reporting tools to gather data on the client's physical, cognitive, psychosocial, and communication functioning.</li><li>Organize the Report: A well-organized report ensures that information is presented in a logical and structured manner. Begin with an introduction that includes the client's basic details, referral source, and reason for the evaluation. Divide the report into sections, such as background information, assessment findings, analysis, recommendations, and goals. Use clear headings and subheadings to guide the reader through the report seamlessly.</li><li>Provide Background Information: In this section, provide relevant background information about the client, including their age, gender, diagnosis, and relevant medical history. Summarize the client's presenting issues, concerns, and reasons for seeking therapy services. Include information about their support system, living environment, and any previous therapy interventions.</li><li>Present Assessment Findings: Detail the results of the therapy assessment. Include objective data, such as assessment scores, observations, and measurements, as well as subjective information gathered from interviews or self-reporting tools. Be specific and concise in describing the client's strengths, limitations, and functional abilities related to activities of daily living (ADLs), communication skills, and any relevant therapy domains.</li><li>Analyze Assessment Findings: In this section, provide an analysis and interpretation of the assessment findings. Connect the dots between the client's functional abilities, limitations, and their impact on daily life and communication. Identify patterns, strengths, and areas for improvement. Use clinical reasoning and evidence-based practice to support your analysis.</li><li>Formulate Recommendations: Based on the assessment findings and analysis, formulate clear and actionable recommendations for therapy intervention. Provide specific strategies, treatment modalities, and adaptive equipment or communication aids suggestions that will help address the client's identified needs and promote functional independence and improved communication. Include any modifications or environmental adaptations that may enhance the client's performance.</li><li>Establish Goals: Set realistic and measurable goals that align with the client's needs and priorities. Ensure that goals are client-centered, functional, and time-bound. Break them down into short-term and long-term objectives that are relevant to the client's specific challenges and aspirations. Goals should be easily understood by other healthcare professionals and be revisited periodically for progress monitoring.</li><li>Summarize and Conclude: End the evaluation report with a concise summary of the key points discussed. Emphasize the client's strengths, areas of concern, and recommended interventions for both occupational therapy and speech therapy. Conclude with a professional and optimistic tone, expressing your willingness to collaborate with other healthcare professionals and support the client's ongoing therapy journey.</li><li>Proofread: After completing the initial draft of the evaluation report, dedicate time to proofreading and editing. Review the report for grammar and spelling errors, ensure clarity and coherence, check formatting and structure, verify the accuracy of information, and seek feedback from colleagues or supervisors to ensure a polished and accurate evaluation report.</li></ol>Remember, the evaluation report is a crucial document that contributes to effective therapy interventions and communication among healthcare professionals. Taking the time to write a comprehensive and well-structured report will support the client's progress and optimize their therapy outcomes.From the Synopsis Team

Guide to Proper Evaluation Reports in Therapy

<h1>Occupational Therapy for Aging Adults</h1>
As we age, our bodies and minds may change, and we may face challenges that limit our ability to perform everyday tasks. Occupational therapy is a form of therapy that can help aging adults maintain their independence and quality of life.
Functional Assessment
The first step in promoting independence and quality of life in aging adults is to conduct a functional assessment. This can involve evaluating the individual's abilities and limitations, as well as their goals for maintaining their independence. A functional assessment can help identify areas where the individual may need assistance or modifications to their environment.
Home Modification
Home modification is another effective strategy not only for independence but also for fall prevention. This can involve making changes to the individual's living space to better accommodate their needs and reduce the fall risk, such as installing grab bars in the bathroom, adding ramps or stairlifts, or modifying the kitchen for easier access.
Adaptive Equipment
Adaptive equipment can also be a useful tool for promoting independence. This can include tools such as reachers, shower chairs, or special utensils to help with eating. Adaptive equipment can help aging adults perform everyday tasks more easily and with less strain on their bodies.
Exercise and Physical Activity
Exercise and physical activity are important for maintaining physical and mental health in aging adults. Occupational therapists can help design exercise programs that are tailored to the individual's abilities and limitations. Exercise can help improve strength, balance, and flexibility, as well as boost mood and cognitive function.
Cognitive Stimulation
Cognitive stimulation plays an important role in occupational therapy for aging adults. Activities such as puzzles, memory games, or art projects can help stimulate the mind and promote cognitive function. Cognitive stimulation can help improve memory, attention, and problem-solving skills.
Assistive Technology
This can include tools such as medication reminders, smart home devices, or telehealth services. Assistive technology can help aging adults stay connected, manage their health, and perform everyday tasks more easily.
Collaborating with Caregivers
Caregivers can be a crucial part in supporting the individual's goals for maintaining independence and quality of life. Occupational therapists can work with caregivers to provide support, guidance, and education on strategies for promoting independence and quality of life.
<blockquote>
While aging can bring challenges and limitations, occupational therapy offers a unique and effective approach to promote independence, improve quality of life, and enhance overall well-being.
</blockquote>
From the Synopsis Team

Occupational Therapy for Aging Adults

<h1>Sensory Play</h1>When a child is born, its sensory systems are not fully developed, but they mature over the next few months. Each new experience gained through different sensations creates neural connections that help the development of the architecture of the brain. The senses are the child's tool for exploring and understanding the world.What are the benefits of sensory play?<ol><li>It helps brain development by helping to create new neural connections. This develops new skills and leads to optimal learning and retaining information.</li><li>Develops body awareness, i.e. the skill that combines body scheme, i.e. where our body is in space, and body image, i.e. where our body parts are and what they do. This skill is essential for the development of motor skills.</li><li>Improves motor skills, specifically gross and fine motor coordination.</li><li>Enhances the development of problem-solving strategies.</li><li>Improves language skills, as through the exploration of new stimuli, children discover new ways to describe objects found around them.</li><li>It helps emotional and behavioural regulation. Some types of sensory play can calm or help children with self-regulation.</li><li>Improves social skills. The process of sharing experiences with parents and other children during sensory play promotes social and emotional development.</li></ol>We understand that the benefits of sensory play are many. Here are some activities through which each system can receive additional stimulation.<ol><li>Vestibular System : contributes to balance and orientation in space. It is the leading system informing us about movement and position of head relative to gravity. Activities that develop a healthy vestibular system are:</li></ol><ul><li>Activities on the playground, such as seesaw, swing,merry-go-round, slide</li><li>Swinging in a swing or hammock and moving it with the hands</li><li>Bouncing on the bed, on a trampoline or sitting on a hippity hop ball</li><li>Riding a bicycle and swimming</li><li>Rolling from one end of the carpet to the other (like a barrel)</li><li>Do somersaults on a soft surface</li><li>Walking on the edge of the pavement with one foot in front of the other</li><li>Balance beam</li></ul><img src="https://cms.synopsisapp.com/assets/8d3a222a-1283-4605-bcb4-2459e5622d46" /><ol start="2"><li>Proprioception System : senses the position, location, orientation, and movement of the body muscles and joints. Proprioception is activated by input to a proprioceptor in the periphery of the body. The following activities are suggested to strengthen this system:</li></ol><ul><li>Climbing a wall, a piece of furniture, a rope, a slide (from bottom to top)</li><li>Monkey bars</li><li>Crawling under furniture with alternating legs and arms (commando crawling)</li><li>Pushing heavy objects and furniture</li><li>Pulling a rope (tug of war) and stretching a resistance band</li><li>Games with heavy balls, such as basketball</li><li>Manually squeezing oranges to make juice</li><li>Participating in household chores, for example carrying 2 supermarket bags, carrying a moderately heavy bowl of clothes to spread, etc.</li></ul>For safety reasons we are careful how much weight a child lifts. The weight of the object should not exceed 10% of the child's weight.<img src="https://cms.synopsisapp.com/assets/ec1a6996-74fc-4e04-b42a-8a2ff6834bc2" /><ol start="3"><li>Tactile System : It has receptors in the skin and is responsible for processing touch information from the body. To enhance this system, it is good to have a variety of materials.</li></ol><ul><li>Play with the sand or pebbles at the beach</li><li>Play on grass</li><li>Gardening activities to use soil, leaves etc.</li><li>Rolling on blankets of different textures (fleece, cotton, etc.)</li><li>Large boxes filled with different materials each or with combinations of materials (legumes, rice, flour, soapy water, shaving foam, finger paints, jelly, pebbles, soil, corn, pom-poms, leaves, pine cones, etc.)</li><li>Use sponges with different sponges during showering</li><li>Play in a ball pit</li></ul><img src="https://cms.synopsisapp.com/assets/7a6b928d-8358-4af7-b9f4-f5c685dd959e" /><ol start="4"><li>Visual System : it is responsible for seeing. Through vision can we recognise an object and where it is in the room. Activities to strengthen the visual system are:</li></ol><ul><li>Toys with different colours and lights</li><li>Toys with contrasts (bright and soft colours) and shapes</li><li>"Hide and seek": the child should find objects that you have hidden in the room or in the yard</li><li>Labyrinths (3D where the child moves the base or on the paper)</li><li>Construction games with a template (i.e. copying from a picture) or free construction</li><li>Kaleidoscope</li></ul><img src="https://cms.synopsisapp.com/assets/908b38cb-c706-4ad1-84a3-18b0a19f73b5" /><ol start="5"><li>Auditory System : it is responsible for hearing, identifying the sound and its source. The ear also plays an important role in balance and posture position.&nbsp;The following are usefull auditory activities:</li></ol><ul><li>Bell parade</li><li>Record backyard sounds and play back the recording. Try to recognize and name the sound and where it was located in the yard.</li><li>Fill containers with items from the backyard. Shake plastic containers or even paper bags with the items and see if your child can name the objects.</li><li>Play Marco Polo in the yard</li><li>Musical instruments and music in general with different volume and tempo</li><li>Rainmaker</li><li>Production of music with objects (tapping objects by hand or with a wooden spoon)</li><li>Kazoo sound hunt</li></ul><img src="https://cms.synopsisapp.com/assets/269f5f50-808e-4473-a090-0a69b30d0c7a" /><ol start="6"><li>Olfactory and Gustatory Systems : The olfactory system is responsible for processing smell and the gustatory system is responsible for the sense of taste. Activities that the child can do are:</li></ol><ul><li>Identifying different foods with eyes closed</li><li>Experimenting with foods at different temperatures</li><li>Classifying objects by smell (which ones smell bad and which ones smell good)</li><li>Classification by taste (sweet, sour, bitter, salty)</li></ul><img src="https://cms.synopsisapp.com/assets/a920524e-3387-45e4-91fa-9a8ff16ccda5" /><hr>The activities are just indicative. Activities of different systems can be combined. Always make sure that there is a variety of stimuli, but that it is not chaotic for the child.It should also be good to remember that free sensory play is necessary and more important than organised one, as this is the best way for the child to develop his or her sensory systems.From the Synopsis teamAngelina Chatzaki, Occupational Therapist

Sensory Play

<h1>Treatments for Down Syndrome</h1>
What is Down Syndrome?
According to the CDC, Down Syndrome is a condition in which a person has an extra chromosome. Chromosomes determine how a baby’s body forms and functions as it grows during pregnancy and after birth. Typically, a baby is born with 46 chromosomes. Babies with Down Syndrome have an extra copy of one of these chromosomes, chromosome 21. A medical term for having an extra copy of a chromosome is ‘trisomy.’ That is why Down Syndrome is also referred to as Trisomy 21. This extra copy changes how the baby’s body and brain develop, which can cause both mental and physical challenge for the baby.
Even though people with Down Syndrome might act and look similar, each person has different abilities. People with Down Syndrome usually have an IQ (a measure of intelligence) in the mildly-to-moderately low range and are slower to speak than other children.
Some common physical features of Down Syndrome are a flattened face, almond-shaped eyes, short neck, small ears, hands and feet, poor muscle tone etc.
Causes
As mentioned by the NDSS (National Down Syndrome Society), the cause of the extra full or partial chromosome is still unknown.
Maternal age is the only factor that has been linked to an increased chance of having a baby with Down Syndrome. However, due to higher birth rates in younger women, 51% of children with Down syndrome are born to women under 35 years of age.
The additional partial or full copy of the 21st chromosome which causes Down Syndrome can originate from either the father or the mother. Approximately 5% of the cases have been traced to the father.
There is also no definitive scientific research that indicates that Down Syndrome is caused by environmental factors or the parents’ activities before or during pregnancy.
Treatments
Down Syndrome is a lifelong condition. Although it can’t be cured, doctors know more about it now than ever. Services early in life will often help babies and children with Down Syndrome to improve their physical and intellectual abilities.
Most of these services focus on helping children with Down Syndrome develop to their full potential. These services include speech, occupational, and physical therapy, and they are typically offered through early intervention programs. Children with Down Syndrome may also need extra help or attention in school, although many children are included in regular classes.
Speech Therapy
The developmental differences of people with Down Syndrome can impact speech and language, for example:
<ul>
<li>Difficulties in articulation due to low facial muscle tone.</li>
<li>Harder to form sounds, because of a larger size of the tongue</li>
<li>Hearing impairments from frequent ear infections due to the presence of fluid in the ears.</li>
<li>Slower learning capabilities can delay speech milestones.</li>
</ul>
These differences lead to receptive language being stronger than expressive language. There are several preventative and proactive treatments that can be done early on to help bridge this gap.
Of course there is no hard-set protocol for the speech therapy of a child with Down Syndrome. Speech therapists need to alter these programs and accommodate the needs and skills of each child.
In general, the speech therapists aim to:
<ul>
<li>Improve oral motor skills</li>
<li>Develop eating and drinking skills</li>
<li>Develop emerging language skills</li>
<li>Improve and develop speech sounds</li>
<li>Use alternative and augmentative communication e.g. sign language and visual aids to support language learning.</li>
<li>Improve more complex speech disorders</li>
<li>Increase vocabulary</li>
</ul>
<blockquote>
The primary goal of speech and language therapy for children with Down Syndrome is to maximise the individuals communication to their highest potential across their home, educational and social environments.
</blockquote>
Occupational Therapy
Occupational therapists play a key role within the multidisciplinary team for treatment of individuals with Down Syndrome. Occupational therapists are able to provide practical support and advice, enabling individuals with Down Syndrome to live more independent lives.Occupational therapists work with many different diagnoses and in different settings, such as in early intervention services or in the outpatient setting.
The type of interventions occupational therapists use will depend on the difficulties which are highlighted from an initial assessment. The intervention program will be tailored to suit the individual and their needs. Occupational therapy focus on the individual's ability to complete skills to enable independence. These skills include:
<ul>
<li>Self-care</li>
<li>Fine Motor</li>
<li>Gross Motor</li>
<li>Play and leisure</li>
<li>Feeding</li>
<li>Skills related to a school setting e.g. writing, cutting etc.</li>
<li>Sensory development and regulation</li>
</ul>
Occupational therapists can help individuals with Down Syndrome by breaking down tasks into smaller steps, and then teaching them how to complete each step by step task. Occupational therapists can also provide appropriate aids and adaptations to assist with the completion of skills. This may include advice on positioning during certain tasks e.g. specially adapted chairs to use at school, due to the low muscle tone (hypotonia).
<blockquote>
Individuals with low muscle tone may have a harder time processing proprioceptive input. Because of this decreased proprioceptive input, people with Down syndrome frequently need more input in order to grade the force of their movements.
</blockquote>
Physical Therapy
Physical therapy is important during the early stages of the child’s development. Early physical therapy interventions for children with Down Syndrome can help to address any developmental problems and muscle weakness, whilst maximising function and their quality of life.
An initial assessment carried out by the physiotherapist will determine the type and severity of difficulties the individual is having with their motor skills and physical functioning. From the initial assessment the physiotherapist will implement an individualised treatment plan which will be tailored to the specific needs and abilities of the individuals.
Physical therapy can help individuals with Down Syndrome to:
<ul>
<li>Develop gross motor skills such as sitting, crawling and standing</li>
<li>Improve posture, balance, muscle strength</li>
<li>Improve gait</li>
<li>Improve joint range of movement</li>
<li>Improve independence in functional activities</li>
<li>Reduce the development of compensatory patterns</li>
<li>Decrease the risk of joint problems as they age</li>
<li>Increase endurance</li>
</ul>
<blockquote>
It is important that physical therapy interventions for individuals with Down Syndrome also begin at an early age to help prevent secondary complications developing.
</blockquote>
<hr>
Many conditions in people with Down syndrome are manageable with treatment and therapies. Medical care, support and education help them throughout their lives. Like anyone else, people with Down syndrome go to school, work, have meaningful relationships and can lead healthy and active lives.
From the Synopsis Team

Treatments for Down Syndrome

<h1>Learn about the Canadian Model of Occupational Performance</h1>
The Canadian Model of Occupational Performance (CMOP) emerged in 1983 from a joint working group of the Canadian Occupational Therapy Association and the Canadian Institute of National Health and Welfare.
It is an attempt to create clear guidelines for practice and to include things that could be used to set standards and promote quality assurance.
The main concern was to develop an outcome - measurement tool for occupational therapy.
The Model is mainly based on Reed and Sanderson's conceptual foundations for Practice and their view of occupational performance (balance between work, leisure and self-sufficiency). It follows a strictly client-centered approach.
The Model describes the importance of the performance components (physical, mental, socio-cultural, spiritual) and the environment, which is divided into physical, social and cultural environment, emphasising the connection between meaningful activity and health.
What are the model's view of the origin of problems:
In general, problems arise from an imbalance between mental, physical, spiritual and social aspects of the person concerned, resulting in performance - difficulties or deficits. However, this model focuses less on the origin of the problems of dysfunction and more on processes that lead to healing.
The Model is process-driven. The choice of approach results from the assessment, i.e. treatment planning must be built on the assessment of needs and involves the client in its creation and completion (priorities and desired goals should be set by the client).
Basic elements of the Model are spirituality, motivation, the therapeutic relationship, the teaching/learning process, the ethics and the evaluation.
A special measuring instrument was developed for the model - the COPM (Canadian Occupational Performance Measure). The COPM is a criterion-measuring instrument based on the client's self-assessment of their problems and priorities.
The collection and calculation of the values is done in five steps:
<ol>
<li>
Problem definition:
The client reports on the three areas of self-care, productivity and leisure and indicates where he/she has problems; he/she ranks the current importance for him/her on a scale from 1 to 10. The 5 most important to the client are selected, the others are put aside for later treatment.
</li>
<li>
Problem assessment:
The client is asked to rate their current performance, again on a scale of 1 to 10, and then their satisfaction with the performance. The client's perception is considered valid without any objective test being done at this stage.
</li>
<li>
Calculate values:
A simple calculation allows the therapist to determine the values for each activity as a starting point for the intervention.
</li>
<li>
Re-assessment:
This survey provides an outcome measurement tool that captures the improvement in performance and satisfaction from the client's perspective once the intervention has ended.
</li>
<li>
Final assessment:
Client or caregiver is asked if there are any remaining problems; if so, the assessment and intervention are conducted again.
</li>
</ol>
The conceptual foundations of the model can be summarised into a number of understandings that are significant for occupational therapy:
<ul>
<li>The individual client is an essential part of occupational therapy practice.</li>
<li>The client should be treated holistically.</li>
<li>Activity analysis and adaptation can be used to bring about changes in a client's performance (therapeutic use of activities).</li>
<li>The developmental stage of the individual client is an important aspect of therapy.</li>
<li>The client's role expectations must be included.</li>
</ul>
From the Synopsis Team
Angelina Chatzaki, Occupational Therapist

#occupational therapy