Occupational Therapy
assists children and the community so that children are able to successfully
participate in self-care, productivity (play and schoolwork), and leisure
activities at home, at school and in the community. This may involve
changing the physical environment, changing people's expectations, or
teaching the child coping skills. Occupational therapy services may
include: periods of regular one-on-one or group sessions, consultation
with other people who are involved with the child and the child's family,
education regarding specific children, or general education regarding
play, environmental adaptations, etc. Occupational therapy services
are also offered in Prince Rupert.
Physical Therapy assesses
the motor ability of the child while looking at the quality of movement
and its components, as well as the developmental level. A pediatric
physical therapist will design an individual treatment plan, and make
equipment recommendations to fit the specific needs of the child. The
treatment plan usually includes specific exercises, stretches, and activities
to promote development.
Speech-Language Pathology
deals with all aspects of communication disorders. Speech-Language Pathologists
(SLPs) help children communicate to the best of their abilities, and
provide parents, caregivers, and teachers with the knowledge and support
to make this a reality. SLPs work closely with family members, teachers,
and professionals to help prevent, detect, and treat communication disorders.
SLPs assist parents, caregivers, and teachers to plan communication
goals and strategies appropriate for their child. SLPs help parents
facilitate their children's language learning with everyday conversations,
daily routines, and play activities. SLPs can help preschool teachers
learn how to maximize interaction and language learning, and how to
facilitate peer interaction and emergent literacy.
The Family Support Program provides information, screening, behavioral
counseling, coordination of services, and support with advocacy to families
of children age birth to five years.
OCCUPATIONAL THERAPY
An Occupational Therapist (OT) assists children and the community
so children are able to successfully participate in self care, productivity
(play and school work) and leisure activities at home, at school and
in the community.
As well as carefully breaking down activities into small steps to
determine exactly what part of a task is difficult for the child,
an OT also looks closely at the child's environment. For example,
an OT may recommend changing the physical environment around a child
(i.e., using a booster seat; having an elevator put into a child's
home, adapting a desk for school work). Occupational therapy may also
include teaching the child coping skills so that the child can do
activities differently in order to be successful. Through education
and demonstration, occupational therapy can assist in changing people's
expectations so that the community shares the responsibility for the
child's success in the community.
As part of the service, occupational therapy may include periods
of regular one on one or group sessions, consultation with other people
who are involved with the child and the child's family, education
regarding specific children, or general education regarding play,
environmental adaptations, and the like.
Occupational therapy services include an early intervention program,
and a school therapy program. Occupational therapy services are offered
in Kitimat, as well as Prince Rupert. If you would like more information
on occupational therapy services in Kitimat, please call 632-3144.
If you are in Prince Rupert, please contact the Prince Rupert School
District #52 Student Support Services at 627-7959 or fax them at 624-6572.
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Early Intervention Program
The early intervention program serves children from birth to school
entry. As well as working closely with the child's family, the OT
works with other people who may be involved with the child. Examples
of people the OT may work with are daycare providers, preschool teachers,
swimming instructors, physicians, public health nurses, and the like.
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School Therapy Program
The school therapy program serves children from school entry until
graduation. The program provides support to the student, staff, and
parents in achieving educational goals. The OT works with the educational
team members to address the following areas:
· fine motor development (i.e., grasp of pencil, use of scissors,
printing and handwriting concerns)
· offer recommendations which support the students IEP (Individual
Education Plan) goals
· adapting materials and methods so a child can be more successful
· self care skills (i.e., eating, dressing, toileting, hygiene)
· equipment needs (i.e., seating, desks, wheelchairs, including
making specific funding requests)
· access to technology (computers)
· architectural and environmental accessibility (i.e., wheelchair
access, access to washrooms)
· education to caregivers and school staff regarding implications
of disabling condition.
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PHYSICAL THERAPY
A Physical Therapist (PT) has an in-depth understanding of normal child
development, as well as extensive knowledge of the human body and how
specific conditions affect body function.
The PT will work with educators to achieve successful classroom inclusion
and will work towards the following goals:
Inclusion during Physical Education classes
Development of plans for child specific management. (This may include
short-term direct intervention.)
A successful Individual Education Plan.
Successful adaptation for a safe environment to enhance access and
functional movement.
Liaison with medical and educational professionals.
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Areas of Intervention
The PT is an integral member of the health care team. The PT works
closely with the family, teachers, and other health care professionals
to ensure maximum potential development of the child, and to facilitate
integration of the child into the community.
The PT also plays an important role in the screening and prevention
of disabilities, as well as in their treatment. Early intervention
will often improve the outcome of treatment. PTs work with children
with orthopedic conditions which may include fractures, dislocations,
soft tissue injuries, spinal deformities, and post surgical intervention.
The PT assesses the motor ability of the child while looking at the
quality of movement and its components, as well as the developmental
level. Muscle tone, postural reactions, balance, coordination, and
actual motor skills, such as sitting, crawling, and walking, are assessed.
The physical therapist will also assess the child's muscle strength,
joint movement, pain, functional abilities, and exercise tolerance.
An individual treatment plan is then designed, and equipment recommendations
are made to meet the specific needs of the child. The physical therapist
will prescribe an appropriate individualized exercise program. If special
equipment is required (such as a seating system, crutches, a walker,
a wheelchair, or a standing frame), both the child and caregivers are
instructed in its correct use.
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Referring a Child
If you would like to refer your child you can fill in a School District
#82 Coast Mountains referral form, which is available at the school
office. On the form, print "Physiotherapy" in the space
marked "Referral Directed To." You can also call the Kitimat
Child Development Centre at 632-3144, and ask to speak to the PT.
He or she will be able to tell you if your referral is appropriate
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SPEECH - LANGUAGE PATHOLOGY
Sometimes known as a "Speech Pathologist" or a "Speech
Therapist," Speech-Language Pathologists (S-LP) are highly trained
professionals who deal with all aspects of communication disorders.
S-LPs work closely with family members, teachers, and professionals
to help prevent, detect, and treat communication disorders.
S-LPs assist parents, caregivers, and teachers to plan communication
goals and strategies appropriate for their child.
S-LPs help parents facilitate their children's language learning within
everyday conversations, daily routines, and play activities.
S-LPs can help preschool teachers learn how to maximize interaction
and language learning, and how to facilitate peer interaction and
emergent literacy.
S-LPs’ work environment includes work in the Child Development
Centre, in homes, in community preschools, and in the community.
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Communication Disorders
Here is a list of common communication disorders that an S-LP can
diagnose and treat.
Phonological/Articulation Disorders: Child has
difficulty making speech sounds correctly
Language Disorders: difficulty in planning, sending
and/or understanding messages; and/or difficulty in building sentences
Fluency Disorders: Disruptions in the smooth flow
of speech
Voice Disorders: problems with the loudness, quality
or pitch of speech
Resonance Disorders: problems with nasal resonance
Hearing Disorders: recurrent middle ear infections
and hearing loss
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The Benefits of Early Referral
Early identification and early intervention of speech and language
difficulties are essential for a child's optimal learning, social
development, and emotional health. Early speech and language abilities
are strong predictors of later school performance. As well, early
parent involvement in a home-based intervention program has positive
effects on a child's communication development.
The following are guidelines representing different stages of a child's
speech to determine if a child should be referred.
Birth to Twelve Months
vocalizes "ooh" and "ah"
makes eye contact, smiles, and laughs
imitates speech sounds
babbles "buhbuhbuh" and "dada"
at 12 months, one word stands as a "sentence"
Refer if child does not engage in vocal play, or does not seem
responsive to sound or other distractions.
One Year to Two Years
uses one- to three-word "sentences" and "phrases"
with or without jargon
a few word vocabulary at 16 months, to about 200 words by 24 months
understands simple questions (e.g., "Where's your mouth?")
follows one-step directions
sounds made with the lips (e.g., "p", "b", "m",
"w")
Refer if the child does not talk at all (important to
refer immediately), or has a limited vocabulary.
Two to Three Years
uses two- to three-word incomplete sentences
approximately 1000 words by 3 years of age
beginning to have short conversations with adults and peers
follows two-step directions
by 3 years speech is about 80% intelligible
commonly used words are recognizable
Refer if the child shows some frustration trying to communicate,
is not understandable, or does not combine words or shows signs of
stuttering (e.g., repetition of words or sounds).
Three to Four Years
uses three- to four-word simple sentences
asks many questions
is able to pretend play and role play
may not pronounce endings of words completely
Refer if the child is unintelligible, continues to use short
and simple phrases (e.g., "Daddy go"), is unable to follow
directions, or is echolalic (e.g., inappropriate mimicking of speech)
Four to Five Years
tell simple stories
speech is almost 100% understood
sentence structure is complex
follows three-step directions
adult-like grammar
sound errors may still be present on "r", "ch",
"sh", "l", "th", and a lisp on "s"
Refer if the child is unable to engage in conversations with
adults or peers, produces incomplete sentence structure, is unintelligible,
cannot follow directions
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