2019-2020 Important Notice
Please note, due to Anna’s maternity leave, Active Play Therapies will be running a limited service from October 2019 until summer 2020. Amelia Bray will continue to run Active Play Therapies during this time (contact Amelia here). Sensory integration services (including sensory assessments) and work with those over 18 years old will not be available during this time.
During this time, Amelia will be the only therapist undertaking work for Active Play Therapies.
Assessment of a child’s sensory integration requires a therapist with post graduate training and experience in sensory integration. The assessment helps identify difficulties and from this we can explore possible solutions and coping strategies.
Please contact us if you would like a sensory assessment for your child.
If a sensory assessment highlights specific sensory difficulties, sensory integration therapy can be used to help treat the child’s nervous system to cope with sensory input.
Our basic sensory assessment usually consists of :
- A parent/ carer interview and completion of sensory questionnaire
- Clinical observations of your child in a sensory integration room
- A report with recommendations
This report then belongs to you and the findings can be shared with who you choose, such as your child’s school, paediatrician and therapists.
If, after completion of the assessment, you would like further sensory integration therapy, this can be arranged for an additional fee.
Click here to contact us to arrange a sensory assessment or request a quote for this.
Assessment of Motor and Process Skills (AMPS):
Everyday tasks such as washing, dressing or eating can sometimes be difficult for children, there is a natural learning curve in developing skills however for some children they may need some help around specific difficulties.
The primary focus of the Assessment of Motor and Process Skills (AMPS) is to evaluate the quality of the child’s performance completing everyday tasks. The AMPS specifically assesses motor skills (how we move and use our bodies to move around the environment) and process skills (how we organise and think about what we do).
Following the assessment strategies to support motor and process skills can be developed, for example visual aids to help the child remember the steps of a specific task, or adaptations to the environment to improve performance.
Evaluation of Social Interaction (ESI):
Social skills are important in making and maintaining relationships with others. Difficulties with social skills can have an impact on the child’s self-esteem, confidence and getting their needs met.
The primary focus of the Evaluation of Social Interaction (ESI) is to evaluate the quality of the child’s social interaction skills. The ESI is a standardised assessment (meaning that we mark the assessment in standard way) and the data collected can help pin point specific difficulties the child or young person is having in their social interactions.
Following the assessment specific goals can be set, for example, activities to help improve eye contact or practicing taking their turn in a conversation.
Both Amelia and Anna are trained in the SOS Picky Eating vs Problem Feeders approach and are passionate about children having access to high quality advice and interventions to help with what can be a stressful problem for families. Assessments and therapy can be offered to help children develop the range of foods they will eat, their oral motor skills and their sensory preferences.
This approach is designed to be fun. It helps children who are limited in what they eat, find new foods scary or struggle with the motor skills or sensory aspects of eating.
There are a range of additional assessments that can be used in conjunction with our clinical observation to help problem solve difficulties you or your child may be facing such as difficulties with behavioural or mental health difficulties.
Reports detailing the results of our assessments can be provided to you and shared with other professionals involved with your child.