activities, Solving problems in the workplace Tracey Stephen-Loggia and Sheila Howick Hamilton pro- vide occupational therapy ser- vices to children. and their families at the Terrace Child Development Centre and Kitimat Child Development Centres respectively. This is the second in a series of articles explaining the type of work they do. By Northwest Branch of B.C. Society of Occupational Therapists Occupational therapists have traditionally worked in segregated school settings, but more recently have moved towards community-based prac- tice in natural environments, Occupational therapists will’ see children between ‘the ages of five to 19 years with physical, developmental, sensorimotor, perceptual and/or behavioural difficulties that affect the child’s performance at school (self-care, school work, and leisure.) ‘Occupational therapists use environmental modifications, and teach techni- ques to facilitate and maximize _ 4 student’s performance and participation in the school en- vironment. In collaboration with the classroom teacher, parents, and other members of the school-based team, recom- mendations and program plans are formulated. “Jake,” an eight year old His parents also reported that “Jake” has difficulty manipulating a fork and knife and is easily frustrated with games that require hand movernent and atten- tion. boy, .was referred by Special Services to Children for an oc- cupational therapy assessment as his teacher had concerns regarding his inability to sit, poor writing skills, and short at- tention span. A meeting was scheduled with “Jake” and his parents, and the occupational therapist assessed ‘Jake's’ skills with a variety of assessment tools. His parents also reported that ‘‘Jake’? has difficulty manipulating a fork and knife and is easily frustrated with games that re- quire hand movement and at- tention, The occupational therapist also observed ‘‘Jake’’ at the school and met with his teacher. The following recommenda- tions were made: * Postural cushion to stabilize sitting posture which will reduce restlessness and improve posture for writing tasks. * A list of activities were given to improve hand grasp position and hand control fer perncils, pens and scissors. * A work area is to be free of distractions and work is to be presented on half a page at any time to decrease visual input and increase task completion. The occupational therapist will review ‘‘Jake’s'? progress in six months and will act as a con- sultant to the school-based team, Tracey Stephen-Loggia works with children ia the Terrace Schoo! District, She can be reached at the Terrace Child Development Centre at 635-9388. 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