Occupational Therapy Services
The first step, is to have your child participate in an assessment. An assessment allows the therapist the opportunity to get to know your child, specifically as it relates to the parent’s concerns. An assessment may consist of both standardized and/or non-standardized tests that allows the therapist to determine your child’s strengths and weaknesses for fine motor skills, gross motor skills, and sensory processing. Based on the results of the assessment and discussion with the parent goals for therapy are then established.
We offer the following types of assessments:
Sensory motor assessment
This type of assessment consists of all the components of the fine motor assessment and gross motor screen, however, in addition, the parent will be asked to complete two questionnaires for review. The occupational therapist may also complete observations of your child’s play skills. This assessment requires two visits. The first is the assessment and the second visit is a consult session to review the results of the assessment, discuss your child’s sensory profile, and provide recommendations for home, school, and direct therapy if needed. Based on the information gathered at the second visit, a parent should be able to make an informed decision on how to proceed with their child’s care, either with a home program, direct intervention with a therapist or both. Parents will be provided with a summary report within 5-10 business days.
Functional skills assessment
This type of assessment is recommended when the primary concern consists of participation of functional skills such as dressing and toileting. Although the focus of the evaluation is on the functional skill the therapist may also complete a formal or informal evaluation of your child’s fine and gross motor skills to support these skills.
Fine motor and printing assessment with a gross motor screen.
This assessment will evaluate your child’s hand skills, printing skills, scissor skills, visuo-motor skills, and in-hand manipulation skills. In addition, we also complete a gross motor screen to look at upper body and core strength, balance, and coordination. Gross motor skills are the foundation to fine motor skills. This assessment is done on the first visit. Parents will be provided with a summary report within 5-10 business days.
This type of assessment is best completed at home in your child’s natural environment. Set-up for the assessment will depend on your child’s age and parent concerns, and usually involves having the occupational therapist observe your child eat preferred and non-preferred foods. The occupational therapist will be considering factors such as sensory differences, oral motor skills, fine motor skills, posture and positioning as part of this appointment.
Infant motor development
We offer assessment and therapy sessions for infants who may be delayed in their gross and fine motor development. Many of our occupational therapists have additional training to support infants in their motor and sensory development. Please note, that a parent should always discuss concerns with their pediatrician first and your child’s pediatrician can request for a LHIN (OHIP covered) therapist to come to your home. As a result, as private therapists, our role is often to provide additional support between visits if needed.
Reading and spelling
Our occupational therapists can complete a short functional reading and spelling screen upon request. Occupational therapists are not tutors and although we have a strong medical rehabilitation background, we are not specifically trained in teaching academics. Many of of our occupational therapists at TCTC have additional training based on the Orton Gillingham Approach to Reading and Spelling that is integrated with printing/writing goals with a focus towards functional skills at school. We are able to complete a screen of your child’s ability to identify the sounds of the individual alphabet letters, vowel teams, diagraphs, and trigraphs, as well as basic reading and spelling skills. Our goal is to support children who would not otherwise be able to participate in regular tutoring sessions due to additional motor, cognitive, or sensory needs. Once a child is ready for tutoring, we defer to their expertise for on-going academic support.