Occupational Therapy for children focuses on developing life skills for life long learning and success. Through play therapy children develop and increase their capacity to perform at school and home.
Therapists at the Wilson Centre are trained to evaluate each child’s ability for school performance, playing, and daily activities, and compare them to what is developmentally appropriate for their age group. Therefore determining what is contributing to any difficulties or challenges a child may be facing.
Our therapists use a Sensory Integration approach to therapy, which integrates all of our sensory systems, the foundation of human development.
Using a combination of assessments, our Occupational Therapists (OTs) will design an individualised therapy programme, and will work on areas such as:
Fine Motor Skills: Developing handwriting skills (including legibility and speed), or the basics of grasping and releasing toys etc.
Hand-Eye Coordination: Improving a child’s play skills, such as hitting a ball: academic skills, such as copying from the board as the teacher writes and life-skills, such as feeding oneself.
Visual Perceptual Skills: Letter reversals, and appropriate letter spacing and size.
Gross Motor Skills: Walking, kicking, sitting upright etc.
Behavioural Problems & Social Skills: Including anger management, refusing to participate in activities, taking turns etc.
Attention and/or Hyperactivity Issues within the classroom environment and/or at home
Daily activities appropriate for a child’s age: Bathing, getting dressed, brushing their teeth and feeding themselves.
Occupational Therapy sessions are typically on a one-on-one basis. However, some children benefit from group sessions, which would be incorporated into their therapy programme.
In Speech and Language therapy, the therapist works with the child one-on-one, in a small group, or directly in the classroom. It is also vital that parents be involved, to ensure the success of their child’s progress. Children who benefit the most, and the fastest, are those whose parents have been involved. Activities that a Speech Therapist provides the parents, ensures continued progress and carry-over of their newly-learned skills.
Speech and Language Therapy focuses on all forms of human communication, including:
Articulation (pronouncing sounds correctly)
Fluency (flow of speech, which includes stuttering)
Voice (pitch, volume, or quality of voice)
Receptive language (understanding what is being said)
Expressive language (difficulty putting words together, limited vocabulary, or using socially appropriate language)
Auditory Processing (processing the information that is being said accurately, for example following directions)
Written communication (being able to write down your thoughts)
Dysphagia/oral feeding – drooling, eating and swallowing
The Wilson Centre highly encourages early intervention, as it is vital for therapy to begin as early as possible. The younger the child is, the faster and better quality their outcomes can be. This doesn’t mean that older children won’t make progress; they may progress slower because they often have learned patterns that need to be changed.
ABA/VB: Applied Behaviour Analysis with a Verbal Behaviour Approach
What is ABA/VB?
Applied Behaviour Analysis (ABA) is the use of evidence based strategies and principles to bring socially significant, meaningful and positive changes to behaviour. Through continuously reviewing current research, ABA therapist identify the most effective strategies for individuals to increase appropriate behaviour while also implementing strategies to reduce behaviours that may cause harm or impede learning from their environment.
These techniques and strategies within ABA can be utilised in various situations such as: structured classrooms, one to one therapy sessions, group activities, extracurricular activities, family home environments, community outings and many more that are significant to the individual and family. ABA can be used with all learners from young toddlers through adulthood.
Within our ABA sessions, we are utilising B.F. Skinner’s analysis of Verbal Behaviour (1957). Through this, we are teaching functional communication and language across all the functions of language (verbal operants). Language is learned through our motivation and how we interact with our environment and people within our environment. As well, language is learned through connecting words, pictures, signs, or gestures through their purpose. For example, a child who is wants to play with the toy train, may signal to the adults in their environment that they are motivated for the train by saying “give train”, pointing at the train, screaming for the train or emitting a sign for the train. All of these are examples of requesting (manding) for an item in their environment.
The program designed for each individual within the program, will be completed by a behaviour analyst who possess board certification from the Behaviour Analysis Certification Board (BACB). Each behaviour therapist working with the children receives ongoing supervision by a board certificate thus ensuring the children are receiving the most appropriate and current positive support strategies and programs.
Special Education sessions are provided on an individual basis for children with Learning Difficulties and Special Needs, from ages 4 to 18. Our Special Education teachers cover a range of areas including:
Phonics and pre-literacy skills
Word recognition and spelling
Handwriting, including formation, pencil control and legibility
Writing skills, including grammar, sentence structure, and creative writing
Numbers and counting
Arithmetic (addition, subtraction, multiplication and division)
At the Wilson Centre, our Psychologists are trained in Educational, Clinical and Behavioural Psychology. As an integral part of our multi-disciplinary team, the psychologist will assess the academic and emotional needs of a child. Our areas of assessment and intervention include, but are not limited to:
Standardized Academic Assessments
Standardized Intellectual Assessments
Diagnosis of Specific Learning Difficulties
Diagnosis of Autism
Counselling for children and their families
Behaviour Programmes (for home and school)