Assessment

To ascertain what is impacting on a child’s functional performance our skilled therapists can undertake an extensive assessment and evaluation of a child’s:-

  • fine motor skills
  • gross motor skills
  • visual perception skills
  • handwriting skills
  • sensory development, integration and processing
  • motor coordination, motor planning and sequencing
  • visual-motor and perceptual-motor skills

 

Treatment

Intervention, advice and recommended strategies will be guided by the findings and information gathered from an assessment. Treatment may take a developmental, rehabilitative and/or adaptive approach, with the aim of developing skills or regaining lost skills due to illness or trauma.

Depending on the child’s particular identified needs, therapy can be delivered through a combination of:-

  • Direct intervention sessions with the treating therapist
  • Non-direct therapy sessions led by school staff and/or parents delivering a specific programme recommended or devised, monitored and reviewed by the therapist
  • individual or small group sessions
  • intensive blocks of treatment , with periods in between for on-going practice and the consolidation of skills, or over a longer period.
  • sessions at school or nursery, at home, and/or in clinic 

 

Specialist Interventions

Following their assessment, each child’s therapy programme will be devised according to their particular needs and may include specific interventions such as:-

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The principles of Sensory Integration

‘Sensory Integration’ (S.I) refers to the coming together of all sensory processes in the brain in an integrated way in order to make sense of our world (J Ayres, 1960’s) ‘S.I’ treatment aims to strengthen, balance and develop the central nervous system’s processing of sensory stimuli by gentle exposure to controlled sensory input. S.I therapy is child-centred and works from the premise of what the child ‘needs’ and likes to do. 

Read more: Sensory Integration

Therapeutic Listening and Quick Shifts

Therapeutic Listening is an evidence-backed protocol that combines a sound-based intervention with sensory integrative activities to create a comprehensive programme that is effective for children with sensory challenges.

Read more: Therapeutic Listening and Quickshifts 

Wilbarger Therapressure Protocol

The Wilbarger Therapressure Protocol® has proven to be effective for children with sensory processing difficulties in better regulating their sensory systems, most especially in reducing tactile and oral defensiveness.

Read more: Wilbarger Therapressure Protocol

Upper limb splinting provision

The use of upper limb splinting may be recommended for some children and these may be rigid (made of thermoplastic) or more dynamic (made of neoprene) and bespoke in design. 

Read more: Upper limb splinting provision

Rhythmic Movement Training

Primary or infant reflex patterns help to begin the process of developing the visual, auditory, motor, vestibular, tactile and proprioceptor senses important to everyday skills we need throughout life. 

Read more: Rhythmic Movement Training (RMT)

Astronaut program

Our vestibular (movement and balance) sensory system provides an important bridge between our sensory processing and movement control. ‘Astronaut Training’ is a sound activated vestibular-visual protocol which provides a range of activities that integrate moving, looking and listening skills. Just like real astronauts have to have!

Read more: Astronaut Program

M.O.V.E

The MOVE Programme is designed for anyone who has not leant to sit, stand or walk by the normal developmental age, or has lost these core skills through illness (including strokes), inactivity or accident. 

Read more: M.O.V.E