Child and Therapist Relationship
At InGym™ our therapists are natural at getting into your child’s world. Research studies (Hwang & Hughes, 2000) reveal positive results on child therapist relationship when a therapist effectively knows how to: follow a child’s lead, imitate, provide appropriate cues, facilitate peer interaction, establish environments that support social interaction, and demonstrate positive social engagements. InGym™ values positive therapeutic interactions that develop between the child and therapist.
Waiting for a child to respond (i.e., pausing before cueing again) increases children’s verbal responses and participation in conversation. Arranging the environment to present challenges to the child (i.e., placing favorite toy on high shelf) increases communication attempts. Imitating the child draws in their eye gaze and results in positive affect and attending. Adult imitation is an effective way to promote the child’s participation in interactive play (Hwang & Hughes, 2000).
Hwang, B., & Hughes, C. (2000). The effects of social interactive training on early social communicative skills of children with autism. Journal of Autism and Developmental Disorders, 30, 331-343.
A Child’s Inner Strength
Having good clinical observation and professional analysis of a child’s task performance is a major component of the occupational therapy process. InGym™ provides therapists who will help your child find their inner strengths and offer dynamic interventions throughout the stages of development. Our therapists are skilled at reading the child’s cues/body language, gauging thresholds to modify the activity and/or environment for success.
Individualized assessments to develop individual interventions can determine the appropriate developmental level for activities and the best methods for facilitating performance. These interventions should consider the child’s strengths, while also considering the child’s limitations. Effective interventions also use comprehensive analysis of performance that considers both internal and external influences (Smith & Arbesman, 2008).
Case-Smith, J., & Arbesman, M. (2008). Evidence based review of interventions for autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy, 62, 416-429.
Occupational therapists at InGym™ facilitate your child to practice life skills that are desired and needed. Our therapists focus on the child to discover how one’s mind and body work through active engagement of the task itself.
A systematic review and meta-analysis done by Pless and Carlsson (2000) revealed that occupational therapists who implement specific skilled approaches (e.g., being able to ride a bicycle) with the child during treatment has very encouraging outcomes for children with motor coordination deficits. Motor control and learning are foundations of skilled movement. Specific skilled intervention was found to have the largest positive effect followed by general abilities and sensory integration approaches (Polatajko & Cantin, 2010).
Polatajko, H.J., & Cantin, N. (2010). Exploring the effectiveness of occupational therapy interventions, other than the sensory integration approach, with children and adolescents experiencing difficulty processing and integrating sensory information. American Journal of Occupational Therapy, 64, 415-429.