Occupational therapy with pre-school autistic children : interpretation practice.

Abstract

This study set out to explore the practice of Occupational Therapists working with pre-school autistic children. It aimed to examine in depth therapists' perspectives on practice. This was done by using qualitative research methods in which in depth interviewing was central to capture the therapists' experiences. A key aim of this research was to explore people in their contexts, and thus qualitative methods were most appropriate. Data revealed significant common themes emerging, as well as other more unique issues. Themes emerged which demonstrated the complexity and paradox of practice. What became apparent was that the therapists had a diversity of experiences, yet there were common experiences that were evident throughout this diversity. Amongst issues that surfaced were the difficulties faced by the therapists in treating the autistic child, the need for collaboration between the therapists and other professionals, difficulties faced in diagnosis and assessment, factors affecting the use of different treatment approaches and the importance of parent involvement in therapy. The study concludes that in working with this client group, one should be fully aware of the complex nature of autism. Therapists need to constantly evaluate their treatment and approaches to therapy and to develop their skills in areas such as assessment treatment and adopt an overall critical way of looking at the child with autism. An ongoing awareness of the importance of the family within the child's life is essential. Moreover, the child's needs have to be catered for with suitable and individually tailored treatment programmes in order to achieve the best outcomes from therapy.