by admin | Jul 20, 2018 | news
According to the World Federation for Occupational Therapy (WFOT)
"Occupational Therapy is a profession that deals with the promotion of health and well-being through occupation. The main objective is to enable people to participate in the activities of daily living. Therapists achieve this result by enabling individuals to perform those tasks that will optimize their ability to participate, or by modifying the environment so that it reinforces participation.
Occupational Therapy seeks to prevent disease, achieve independence and reintegration of people in areas of occupational performance. These areas comprise a large number of skills. For example:
- basic activities of daily living
- instrumental activities of daily living
- etiquette
- job
- leisure/ free time
- game
- rest/sleep
- social participation.
This independence is achieved through purposeful, evidence-based activities. These activities are planned taking into account the interests of each individual. There is an active participation of the person in its therapeutic process. It also provides the techniques and tools that the individual needs to perform in their daily activities. Supportive products can also be used depending on each person's needs.
How does the occupational therapist work?
Occupation is fundamental for a person to build his or her identity. A systematic assessment of the person's priorities and interests is needed. The Occupational Therapist initiates the process by applying standardized and non-standardized evaluations. The intervention is then approached on the basis of the objectives set individually. The intervention approach will be fully individualised respecting differences and different needs.
When developing an occupational therapy program for your child, it is important to develop a realistic set of expectations with the therapist. These expectations may be revised from time to time as the child progresses. You will be able to determine the impact the therapeutic program has on your child's and family's quality of life only through periodic evaluations.
Who is a candidate for Occupational Therapy?
Occupational Therapy is comprehensive and therefore helps to treat a wide range of people. For example, someone who has depression and receives help from a psychiatrist, but also needs to be able to insert themselves into their normal life. The Occupational Therapist assists and accompanies the person in this process, as well as with a young child who has school difficulties or someone with a physical disability. It rehabilitates from the musculature to any normal action of daily life, such as combing your hair or riding the bus.
In the case of children it is important that the intervention in Occupational Therapy starts early in order to obtain effective results in a shorter time. In approaching a child it is not only important to select an appropriate intervention method, but also to inform, contain and accompany the family. Close contact should also be maintained with early care and education centres.
If you would like to learn more about our Occupational Therapy or Speech Therapy services, please do not hesitate to contact us. We have multiple options and professionals who can provide the help you need.
by admin | Jun 14, 2018 | news
If your child has been referred to speech therapy, there are several factors that should be known beforehand. These factors must be taken into account in order for your child, you and the therapist to undergo a successful intervention process. I share with you some of the most frequently asked questions asked by parents as they begin the speech therapy process.
HOW LONG WILL THE INTERVENTION PROCESS TAKE?
Most parents are interested in knowing the exact time their children should attend therapy and it is understandable. It is clear that speech therapy is an investment not only of money but also of time, reorganization of routines, home practices, etc. But the reality is that most of the time speech therapists can't tell exactly how long it will take for your child to be discharged with just one visit.
WHAT DOES THE CHILD'S ADVANCE DEPEND ON?
Everything depends on several factors: the first refers to the severity of the difficulty. In other words, if a child is at a lower linguistic age than expected, it is not realistic to expect that in a few months the child will be discharged. It is also not the same to intervene in a Speech Sound Disorder where the child is unintelligible than to intervene only in an isolated sound.
Speech therapy usually takes months or when they are kids with other associated disorders, it can be a support they need for a long time. Internal factors such as the child's emotional state, the development of sensory processing, the development of cognitive processes (perception, memory, thought, imagination, attention, etc.) also play a role.
We must also take into account those factors external to the child, such as the environment in which the child develops, the frequency of the therapy, the constancy of the work at home and the way of doing it. The initial ignorance of all these variables makes it difficult for us to provide an accurate response to parents. Once the therapy conditions are established and we have the answer to these questions, it is easier for the therapist to give an approximate estimate of time. However, these estimates should not be seen as a deadline for the child to develop in a limited time everything in what for months or years has not developed.
HOW OFTEN DOES MY CHILD HAVE TO ATTEND SPEECH THERAPY?
The answer to this question is simple. The more followed the intervention appointments, the more effective and quicker the therapy will be. In this sense, the speech therapist provides the frequency recommendation and it will be up to the parents to decide how often they want the service. However, if you want your child to receive therapy once a month, your progress is likely to be very slow compared to receiving therapy once or twice a week.
DO I HAVE TO DO HOMEWORK WITH MY SON?
I always try to be very clear with the parents on the first date. The speech therapist is a facilitator of learning but the real responsibility for the success of speech therapy lies with the parents. Why is that? Because an hour once a week, or once every 15 days, is very insignificant in the life of a child. Your family, your learning environment is your home, and your parents are your role models. Therefore, the therapist will recommend activities to be carried out at home in order to reinforce and generalize the learning.
If parents are not actively involved, their children will have few results and begin to have negative feelings about speech therapy. If parents are involved, enjoy it, are creative, positive and active role models in the process, the prognosis of recovery is very positive and your child will be able to go through therapy quickly and successfully.
I SHOULD LISTEN TO THE PEDIATRICIAN AND WAIT?
This section can be controversial because in most homes the pediatrician has the last word and neither his knowledge nor his recommendations are questioned.
There are some pediatricians who value the area of language as part of the well-child program and if they see any difficulty, refer children to the speech therapy service. But there are many others who have no in-depth knowledge of the process of speech and language development, or of new trends in intervention protocols. These pediatricians almost always advise parents to wait.
This is where, as language therapists, we must recommend parents that whenever a difficulty arises and something worries them, please attend an evaluation with the respective professional. That is, if your child has allergies you seek the opinion of an allergist. If you have cavities, seek the opinion of a pediatric dentist. If you have language difficulties, you should seek evaluation by a speech therapist. Many of the advice and recommendations parents receive from pediatricians are outdated. My recommendation is NOT to wait. The faster the intervention, the more likely your child is to succeed.
I hope this article will be helpful to all those moms and dads who are wondering about the work we therapists do. Clearly although we would like to, we do not have a magic recipe to solve in a few sessions the difficulties of all children. But with effort, work, dedication and perseverance we managed to make a change in the children who attend our office and be a great support for their parents during the time they accompany us.
Licda . Rocío Vargas
Speech and language therapist.
by admin | May 13, 2018 | news
What is autism spectrum disorder (ASD)?
Autism Spectrum Disorder (ASD) is a group of neurodevelopmental alterations that affect different brain functions; alterations in cognition, communication, language, and social interaction are common.
This condition is characterized by the presence of varied behaviors. Some of them are particular language patterns, sensory alterations, specific interests, and restricted and repetitive activities. That's why we say it's a wraith. Therefore, not everyone with autism spectrum disorder will have the same characteristics.
There is no treatment that can "cure" autism , as some people would have you believe. However, a number of interventions with different professionals can be provided for their benefit. In this way the person can improve the development of adaptive behaviors.
Autism Spectrum Disorder (ASD) Therapeutic Intervention
Research shows that early intervention treatment services can significantly improve a child's development. Early intervention services help children from birth to 3 years (36 months) learn important skills.
In addition, treatment of particular symptoms, such as language and communication, does not require a formal diagnosis of ASD. While early intervention is extremely important, intervention can be useful at any age.
The intervention can be performed with different professionals such as speech therapist, occupational therapist, physical therapist, neurodevelopmentalist, nutritionist and other professionals, depending on the needs of the person with ASD at that time.
It is important to work with a multidisciplinary team with experience in TEA. The objective of the intervention is to achieve the greatest possible independence in people, any process must be done in conjunction with the family as their support is critical to the success of the same.
Types of Interventions for People with ASD
According to reports submitted by the American Academy of Pediatrics and the National Research Council, the behavioral and communication approaches that help children with ASD are those that provide structure, direction, and organization for the child, as well as family involvement.
Other therapies that may be part of a comprehensive treatment program for children with ASD include:
Behavioral Focus
Applied Behavioral Analysis (ABA). The ABA has been widely accepted by health care professionals and has been used in many schools and medical treatment centers. ABA encourages positive behaviors and discourages negative behaviors in order to improve a variety of skills.
Approach based on development, individual differences and interpersonal relationships (floortime)
It focuses on emotional development and relationships (feelings, relationships with caregivers).
Occupational therapy
Occupational therapy teaches skills that help a person live as independently as possible. These skills may include dressing, eating, bathing, and interacting with people.
Sensory Integration Therapy
Sensory integration therapy helps the person deal with sensory information, such as what he or she sees, hears, and smells. Sensory integration therapy can help a child who is bothered by certain sounds or does not want to be touched.
Speech therapy and user communication with TEA
Speech Therapy
Speech therapy helps improve a person's communication skills. Some people may learn verbal communication skills. For others, the use of gestures or panels with images is more realistic.
Image Exchange Communication System (PECS)
The PECS system uses picture symbols to teach communication skills. The person is taught to use picture symbols to ask and answer questions and have a conversation.
In a forthcoming publication of Language Therapist we will delve more deeply into the language characteristics of children diagnosed with ASD.
In our office, we have trained and experienced personnel to intervene in a comprehensive manner to children and adolescents with such a diagnosis. Don't hesitate to contact us and make an appointment to assess the right treatment for your child.
by admin | Aug 28, 2017 | news
During the second week of August 2018 I attended the face-to-face week of the Diploma in Disfluences that I have been studying. It was the culmination of months of continuous study of stuttering and other speech fluency disorders. I decided to specialize so that I could provide my patients with an evidence-based approach. The approach that many therapists still take to stuttering is outdated and there is little evidence of its effectiveness.
The Universidad de Concepción in Chile is one of the universities with the greatest tradition and prestige in this country. It stands out for its investigative extension in diverse areas of knowledge. It is the third oldest university in Chile and in charge of training excellent phonoaudiologists.
During 6 consecutive days we shared knowledge and extremely enriching clinical experiences. We were able to meet and share with colleagues from Argentina, Chile, Peru, Mexico, Portugal, Brazil and the United States.
In addition to the specialization, I had the opportunity to attend the II International Seminar of Disfluences where diverse professionals of the continent shared presentations and experiences that broadened our vision of the disorder. Both events were held at the University's School of Medicine.
What is stuttering?
Disfluencies are disorders that affect speech fluency. The most common fluidity disorder is stuttering. It is because of this disorder that we receive more consultations. Did you know that 1% of the world's population has stuttering? Also that 5% of the child population begins to present disfluencies at an early age?
Disfluenced speech is characterized by interrupted speech. There are repetitions of sounds, prolongations or blockages. We can also find associated facial and body movements, vocal tension or alterations in respiratory patterns.
Disfluencies usually manifest early around age 3. However, they can also manifest later when the child goes through linguistic peaks. For example, school age or even adolescence (rarely appears in adulthood).
This appearance is variable and can appear suddenly or gradually and is more common in men, at a ratio of 4 to 1. (more...)
by admin | May 7, 2017 | news
Starting school can be a difficult experience for many children. Most of the time it's the first experience in the world without the company of your parents. Now the teacher is the person who will replace the care of the parents and accompany the child for much of the day. This is why it is essential that the teacher is trained to face the challenges of being such an important figure for children. For a child with stuttering, school years can be a wonderful experience. However for others it can also become an extremely overwhelming moment.
What is stuttering?
Stuttering is a speech difficulty characterized by interruptions in the flow of speech. The child repeats words and syllables, gets stuck before saying a word, may have word lengthenings or all these difficulties at the same time.
There are often fighting behaviors that are visible to people around you as well as associated movements of muscles of the face or even the body. Stuttering begins when children are preschool age, most commonly when they are about three years old. It is necessary to always consult a speech therapist with the appearance of the first symptoms. The therapist must diagnose the disorder, the type of stuttering and other important data. He is also the person in charge of guiding the family through the process.
The child stuttering at school.
Children who stutter face great challenges at school. We found research data showing that many of them are regularly teased or bullied. Many children who stutter may also be rated less popular than their classmates. Some of them may have a low profile, seem shy and silent. Teachers sometimes may not even be aware that they have a child who stutters in their class.
Some children who stutter may avoid talking in class or sitting in the back of the classroom to avoid being noticed. They may be especially sensitive to evaluation by teachers or peers. They are children who can answer "I don't know" only because they are afraid to stutter. They can learn to avoid difficult words or opportunities to speak. Instead of talking, many can use gestures and short phrases to communicate. They may allow other children to speak for them. For these children, simple tasks such as reading aloud, making a presentation, or asking the teacher a question can be a source of anxiety and embarrassment.
Bullying during school years is associated with anxiety in adulthood. It is not uncommon, then, for people affected by stuttering to experience anxiousness to talk. We often find diagnosable mental health problems. It is known that these problems have begun to gestate during the school years. It is common to hear patients' medical records and the common denominator is that they started to stutter in school and were victims of ridicule. So if bullying can be a serious problem for any child, it will be much more so for a child who stutters.
How to help the schoolchild with stuttering.
When a child who stutters starts school, it is important that we make sure the child feels safe and comfortable in the classroom. This requires the help of parents, teachers, the school principal, and the speech therapist. For some children who stutter, it may be helpful for other children to be sensitized about stuttering. But for other children who stutter, any mention of their difficulty to their peers could make the problem worse.
The most important thing here is to pay attention and discover how the child needs and wants to be helped to deal with stuttering in the classroom. Many children who stutter will not need help, but for many others this will be a useful tool. Another tip for the teacher is to identify if the child feels comfortable speaking aloud in class. If the teacher deems it necessary, he should discuss this with the child. Most children will be more comfortable with choosing other alternatives to be evaluated.
What's the treatment?
Finally, therapeutic treatment for stuttering is really important. With the support of parents, teachers, and an experienced speech therapist, children with stuttering can improve. They will also be able to reach their school goals, develop self-esteem and establish successful interpersonal relationships. If your child has stuttering, don't hesitate to contact a speech therapist who will guide you through the process. We are located in Guadalupe, San José. In our office we have the necessary tools to support you and personnel specialized in disfluences. We also hold talks and workshops to raise awareness of stuttering in different schools. Send us a message or search for us on Facebook and let us know your doubts.
by admin | Apr 17, 2017 | news
In my practice I have had the experience of finding mothers and fathers with the same concerns regarding their children's language and speech development. What do I need to stimulate my child's speech? Do you have a speech or language problem? What things in the environment affect speech? My son speaks badly and is excluded by his classmates! What can I do to help you? My son is bilingual but confuses words. My son stutters and I'm afraid he'll be mocked. At what age should you say the first words? The pediatrician told me I could wait. If you feel identified, we will answer all your questions while having a coffee at this parent conversation. We will also raffle materials!
Price : 10 thousand colones per couple . Date : saturday April 22nd time : 10 AM . Place: Nest . For more information send me an inbox or Whatsapp to 88125032 . I'll wait for you! REGISTRATION DEADLINE: WEDNESDAY 19 APRIL.
