Occupational Therapy in Paediatrics I

At the end of this course, students should be able to: 1. outline the aetiology, pathology, signs and symptoms, treatment and prognosis of conditions/diseases processes in paediatrics; 2. use standardised and non-standardized screening tools to determine the need for occupational therapy intervention from infancy through adolescence; 3. discuss the influence of culture, diversity, environmental context, impact of occupation and health promotion/disease prevention; 4. describe developmental milestones, motor control, neonatal reflexes, and role of reflexes in movement development; and 5. select appropriate assessment tools including outcomes based on the needs of the child.

Feeding and oral motor assessment in paediatrics. Developmental milestone assessment. Fine motor and handwriting assessment. Visual perceptual and low vision assessment. Behaviour assessment in paediatrics. Assistive devices for paediatrics. Intervention for challenging behaviours. Play assessment. Overview of motor control and motor learning. Sensory integration and praxis test. Sensory profile. Introduction to sensory training. Overview of Bobath NDT, Rood's neuromuscular facilitation, Ayre's Sensory Integration Approach; Biomechanical frame of reference. Behaviour modification. Peto's - conductive Education. Special Education. Principles of education for perceptual and cognitive training. Assessment of developmental coordination disorder. Overview of Neurological disorders: CNS malformations, CNS infection and inflammatory diseases in childhood. Head injury in childhood. CNS tumours in childhood. CVD in childhood. Neurocutaneous syndromes. Spinocerebellar degeneration. Neural tube defects. Poliomyelitis. Chromosomal disorders. Muscle disorders in childhood. School function assessment. WeeFim and other ADL assessments for paediatrics. Gross Motor and function assessment. Social functioning and participation. Overview of sickle cell disease. Introduction to school-based occupational therapy practice – handwriting, behavioural and social skills, transition planning; inclusive education, special needs schools, and the twin-track approach to educating children with disabilities.