Occupational Therapy for Autism

From LoveToKnow Autism

Occupational therapy for autism and related pervasive developmental disorders is an integral part of a treatment plan. The specific OT activities used in early intervention or advanced therapy cater to the individual’s specific needs and levels of ability. Autistic OT exercises focus on developing skills that encourage independence in everyday activities.

Helping hand

Occupational Therapy for Autism

An occupational therapist is a trained professional who helps people develop the skills necessary to function in home and work environments. The therapist completes an evaluation that determines if the individual has the appropriate skills for his age. Interventions are determined according to his specific needs and typically include:

  1. Dressing
  2. Grooming
  3. Eating
  4. Playing
  5. School skills
  6. Attention

Play is a very important aspect of this type of intervention for children as they learn many skills including social, communication, and self-help techniques. Engaging an autistic child in play activities requiring motor skills and interaction can be useful in speech therapy as well.

Speech and OT

Autism treatments typically address a number of different skills through one activity. Speech and occupational therapy for autism are often combined to help the individual develop communication skills while adopting new self-help skills. Some common activities include:

  • Oral Motor
    • Nuk brush
    • Bubbles
    • Whistles
    • Stick out tongue
    • Blow kisses
  • Preverbal Imitation
    • Bang drum
    • Tap table
    • Sign language
    • Clap

Each activity encourages the development of skills necessary for communication while addressing self-help techniques in the process. Combining speech and OT exercises is a wonderful approach to creating a comprehensive treatment plan. Many occupational therapies for autistic individuals that involve speech include sensory integration activities.

Sensory Integration

Autistic individuals have a great deal of difficulty processing sensory input. This interferes with the ability to perform well and stay on task. Some OT exercises include multisensory approaches to address sensory problems while developing self-help skills in the process. These exercises can be combined with speech therapy.

  • Gross motor activities
    • Run/walk
    • Walk backwards
    • Turn around
    • Tricycles
  • Processing movement (vestibular)
    • Trampoline
    • Swing
    • Slide
  • Balance (proprioceptive)
    • Sit on bouncy ball
    • Balance beam
    • Stand on one foot

Each activity provides opportunities to develop important skills. For example, balancing on a ball can help a child sit properly in a chair while attending to a task. A speech therapist can work with the occupational therapy specialist to encourage communication. The patient may be asked to say “more swing” during a swinging activity. Speech and OT are not always addressed simultaneously; some individuals require interventions that focus on one skill at a time.

Fine Motor Skills

The development of fine motor skills is crucial to an individual’s ability to perform well on daily living tasks. Occupational therapy for autistic people includes many activities that develop deliberate muscle movements in the hands. These activities require attention and hand-eye coordination:

Beads
  • Drawing
  • Coloring
  • Puzzles
  • Blocks
  • Beading
  • Clay
  • Musical instruments
  • Push buttons on toys
  • Puppets

There are many hands on project ideas for individuals that develop fine motor skills. Activities like clay and putty address sensory needs while working on the muscles in the hands. Some of the fine motor activities address brain development as well.

Cross-Modal Activities

Sensory integration and fine motor skills can help an autistic person use both sides of the brain. Engaging in activities that involve more than one of the five senses is an ideal approach. When using fine motor activities, for example, the person engages both visual and tactile senses. Activities that involve cross-modal skills include:

  • Drawing large circles on a chalkboard
  • Putting pieces in a puzzle from left to right
  • Turning pages in a book

Any activity that requires reaching across the center of the body is a cross-modal action. These exercises engage both sides of the brain while developing important fine motor and gross motor skills. They also serve as wonderful pre-reading activities to train the person to move from left to right when completing tasks in the same sequence as reading.

Life Skills

Adults in the autism spectrum of disorders benefit from OT exercises that stress safety awareness, self-care, and independent living skills. Computer activities and job-specific skills like cooking, programming, and working with animals are usually covered. Career planning can begin in early adolescence as parents create a transition plan for their teens.

Many autistic people struggle with everyday tasks. Occupational therapy for autism is a helpful resource that encourages developing life skills with the hope of increasing independence and self-reliance.



 


Comments

Hi Gloria,

There is definitely a need for qualified therapists who can work with children and teens on the autism spectrum. Most agencies train people who have met certain requirements (including relevant experience working with children, as you have). A few options to explore include:

RDI and Floortime are specific interventions that require training. Hippotherapy may interest you because you have interest in horses. You can always check with your local mental health organization to see what services are available in your area.

Good luck!

-- Contributed by: Ella Rain

I AM INTERSTED IN BECOMING A HIPERTHERAPIST. I AM A CERTIFIED ELEMENTARY TEACHER. I HAVE WORKED WITH CHILDREN FROM 3 TO 12 YEARS OLD IN MAINSTREAMED CLASSROOMS. I AM THINKING OF STARTING MY MASTERS DEGREE, AND I AM LOOKING AT DIFFERENT AREAS OF POSSIBLE INTEREST FOR ME TO PURSUE.I LOVE HORSES,AND WORKING WITH CHILDREN WITH SPECIAL NEEDS. SINCERELY, GLORIA M. VILLAAMIL

-- Contributed by: GLORIA MARIA VILLAAMIL

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