Assessment & identifying needs
At The Phoenix Practice, we focus on understanding the needs of each child or young person rather than solely relying on a diagnosis. This is because all humans are unique individuals and a diagnosis means something different for everyone.
While a diagnosis can provide important context, it is important to explore the specific challenges and functional difficulties of a person, to truly guide effective interventions and support.
Occupational Therapists explore three main areas of functional performance; self-care, play and learning. With in each area we then explore a child’s strengths but also what perhaps is making complete a task difficult,
SELF-CARE
PLAY
LEARNING
The Assessment Process
As registered health-care professionals we use evidence-based and gold standard clinical assessments to form a clinical picture of a child, which enables conclusions to be made about why a child might be struggling to engage in everyday learning and play tasks. From these assessment finding, a tailored approach can meet used meet all children’s unique needs.
The assessment process usually involves 3 stages for gathering information and assessing a child or young person.
1. Information gathering Standardised assessment questionnaires are sent to care-givers and school staff to gather developmental and specific clinical information.
2. Observation & Assessment Following this, a school or home visit is completed for observations & 1:1 assessment with the child or young person. In addition, information is gathered from discussions with family, school staff and where appropriate the child/ young person to capture a true reflection of their needs.
3. Analysis & Report Once all the required information and clinical assessments results have been gathered and collated, this is then analysed and written up into a report. The report is then sent to parent/care-givers and a follow-up online meeting arranged to discuss assessment findings in person.
Our OT assessments can include screeners for Autism Spectrum Condition(ASC), Attention Deficit Hyperactive Disorder (ADHD) and Developmental Coordination Disorder (DCD) if parents request this, or it is advised following assessment.
A full Autism &/or ADHD diagnostic assessment can be carried out at parents/care-givers request, however this which would incur a top-op cost and parents would receive an additional report .
Assessment of needs
Early Development is crucial as it forms the foundation for all future learning, social skills, and motor abilities. Delays can impact a child's ability to engage with their environment and meet developmental milestones, affecting their readiness for school and social participation.
Play is essential for children to develop motor, cognitive, and social skills. Difficulty with play can limit their ability to interact with peers, explore their environment, and build critical problem-solving skills.Also supports social and communication skills.
Physical Disability can be acquired or neurological and can affect mobility, strength, and coordination, limiting a person's ability to engage in daily activities such as self-care, school tasks, and social participation. Equipment or environmental adaptations maybe required in addition to fatigue management and supporting specific needs.
Sensory Processing issues can cause children to become overwhelmed by everyday sensations or fail to respond appropriately. This affects their ability to engage in school, social activities, and daily routines.
Motor Planning / Dyspraxia or difficulties with motor planning, makes it hard for children to coordinate and execute complex movements. This can affect everything from handwriting to self-care tasks, reducing independence and confidence. The clinical name for Dyspraxia is Developmental Coordination Disorder ( DCD).
Information Processing difficulties can slow a child's ability to understand and respond to tasks, instructions, or social cues, impacting academic performance and social communication. It often means it takes longer for a child to take in new information, organise it and respond. This can lead to a child using unhelpful behaviours strategies such as masking, refusal, withdrawal or distraction as a way of coping or covering up their difficulties,
Using hand-held tools for children with difficulties in this area may struggle with tasks requiring precision and control, such as using scissors, pencils, cutlery, or other classroom tools. These challenges can affect participation in everyday activities and learning tasks.
Hand-writing and recording work for children who struggle with this, may result in illegible handwriting, difficulty maintaining appropriate speed, and frustration when trying to express ideas on paper. This can hinder both academic progress and confidence and can lead to children adopting maladaptive behaviours to cope.
Core strength difficulties can mean poor postural stability and muscle strength which can impact balance, endurance, and the ability to maintain a stable posture for seated tasks. This often leads to fatigue, discomfort, or difficulty focusing during school and play activities.
Balance and Coordination can affect a child's ability to move confidently, impacting activities like walking, running, or playing sports. It can make all tasks like dressing or riding a bike or participating in school activities.
Attention struggles can impair a child’s ability to focus on tasks, complete schoolwork, or follow instructions, which impacts academic performance and social interactions, and can increase risk.
Impulsivity can lead to challenges with self-control, making it difficult for children to wait, think before acting, or manage emotions. This can affect learning, social relationships, and overall safety and risk,
Visual Motor Integration is essential for tasks like writing, drawing, and catching a ball. Challenges in this area can affect a child's ability to perform academically and participate in recreational activities.
Visual Perception problems can make it difficult for a child to interpret and understand visual information, impacting reading, spatial awareness, and navigation in both school and daily life.
Executive Functioning skills like planning, organizing, and problem-solving are crucial for independence. Deficits can lead to difficulties managing tasks, following instructions, and achieving long-term goals.
Chronic pain or persistent tiredness can affect a child’s ability to engage in daily activities, concentrate in school, and participate in physical or social interactions. It often leads to decreased motivation and emotional challenges.
Stimming and Repetitive Behaviours are Self-stimulatory behaviour, are often ways to manage sensory input or cope with stress and anxiety. Stimming can be a natural way to self-regulate, it may sometimes interfere with daily functioning, social interactions, or learning.
Vulnerability refers to an increased risk of harm, stress, or difficulty coping with challenges, whether due to emotional, physical, or social factors. A vulnerable child may struggle with resilience, self-advocacy, or navigating stressful environments.
Demand Avoidance is often a coping response to overwhelming anxiety or stress. ‘Demands’ can vary from simple social norms to adult led instruction and require some form of action. This expectation to respond can increase a child’s anxiety leading to the ‘fight or flight response being triggered. This causes the survival mode to kick-in resulting in behaviours that will get a child out of the situation. This impacts a child's academic progress, social development, and emotional health.
Masking & Camourflaging refers to a child or young person hiding difficulties or mimicking peers to fit in, often leading to exhaustion and increased anxiety. It impacts a child’s emotional well-being and self-identity and development of sense of self.
Emotional & behavioural regulation is key to managing reactions to everyday situations. Difficulties in this area can lead to meltdowns, frustration, or withdrawal, which affects learning and social integration. Humans need their body to be ‘regulated’ in order to effectively complete a task, be it learning new information, playing football or sleeping. Regulation enables the right level of energy to match the task for success.
Anxiety and Sense of Self can significantly affect a child's sense of self, leading to low self-esteem, avoidance of challenges, and difficulty forming relationships, which hinders their overall development..
Time Management and Organisation skills are critical for success in school and life. Children who struggle with these skills often find it hard to complete tasks, keep up with schoolwork, and meet expectations.
Living independently & managing daily responsibilities like budgeting, keeping track of expenses, self-care, & maintaining personal safety require strong life skills. This transition involves learning how to balance academic or work demands with personal & work needs,