Reynolds Stacey, Glennon Tara J, Ausderau Karla, Bendixen Roxanna M, Kuhaneck Heather Miller, Pfeiffer Beth, Watling Renee, Wilkinson Kimberly, Bodison Stefanie C
Stacey Reynolds, PhD, OTR/L, is Associate Professor, Department of Occupational Therapy, Virginia Commonwealth University, Richmond;
Tara J. Glennon, EdD, OTR/L, FAOTA, is Professor of Occupational Therapy, Quinnipiac University, Hamden, CT.
Am J Occup Ther. 2017 Mar/Apr;71(2):7102360010p1-7102360010p10. doi: 10.5014/ajot.2017.019281.
Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches. To best meet the needs of the children and families seeking occupational therapy services, interventions must be focused on participation and should be multifaceted.
儿科职业治疗从业者经常为感觉处理和整合存在差异的儿童提供干预措施。对于如何以最佳方式干预这些儿童以及如何描述和记录干预方法，存在困惑。一些从业者存在误解，认为艾尔斯感觉统合干预是唯一可以且应该用于这类人群的方法。问题在于，职业治疗从业者必须在不同环境中治疗整个个体；为了有效做到这一点，通常需要多种干预方法。本文提出了一个概念框架，用于对感觉处理和整合存在差异的儿童的干预措施进行概念化，该框架纳入了多种循证方法。为了最好地满足寻求职业治疗服务的儿童和家庭的需求，干预措施必须以参与为重点，并且应该是多方面的。
