*2.4.3. Intervention*

The intervention process consists of skilled services provided by occupational therapy practitioners (OTs and occupational therapy assistants) in collaboration with clients to facilitate engagement in occupations related to health, well-being, and participation [1]. The intervention process includes a plan, implementation, and review [9]. The aim of the intervention is to improve the client's desired and expected participation and performance in occupations through the implementation of techniques and procedures that are directed towards the client or towards his or her environment and/or activities [1]. A unique aspect of the intervention process is the standard procedure of practitioners using the collective influence of the client's context and environment, demands of the activity at hand, and the individual characteristics of the client [1]. This procedure is formally characterized as a task analysis [9].

participation. Underlying these issues, therapists seek to improve performance with gross motor, fine motor, and visual-motor integration skills; visual perception; sensory processing; and behavioral regulation [1]. Additionally, the evaluation and treatment process of individuals with ASD includes context (conditions within and surrounding the client) and the environment (external physical and social conditions), activity demands (tools, space, action and performance skills needed) and finally client factors (underlying beliefs, abilities and values) [1]. The OT professional takes into account the setting where the services will be provided and the environments where the individual functions and/or plans to function [1]. Caregivers play a significant role in occupational therapy treatment and are recognized as the 'client' while evaluating the child with ASD. Factors such as socio-demographic characteristics, roles, habits, rituals and the occupational balance of caregivers are to be taken into consideration

Occupational Therapy's Role in the Treatment of Children with Autism Spectrum Disorders

http://dx.doi.org/10.5772/intechopen.78696

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The specific intervention techniques used in OT with individuals with ASD include; establishing new functional skills, modifying activity demands, creating healthy lifestyles, maintaining existing performance, and preventing future difficulties for clients at risk [12]. One of the hallmark features of individuals with ASD is their tendency towards strong preferences and focused interest. While this tendency may be considered maladaptive for the generation of new skills, the OT may use it to influence the client's self-esteem and motivation to take part in areas of occupation as well as the intervention process through judicious choice of treat-

ment activities that tap into an individual's preferences and interest [1].

**3. Treatment approaches for autism spectrum disorders utilized by** 

With the increase in awareness and identification of children on the autism spectrum, teachers, researchers, clinicians, and families have worked diligently to create programming that can meet the varied and unique needs of this population. Often these approaches are developed for use across all aspects of a child's life, and as such, are intertwined in all services provided. While some approaches are utilized primarily in occupational and physical therapy (e.g. Ayres Sensory Integration), others are used across all disciplines (e.g. Applied Behavior Analysis). Whatever approach is selected, it is important to remember to communicate with the interprofessional team in order to determine best practices with each individual child and that the interventions provide purposeful activity [13, 14]. Occupational therapy professionals place significant value on the individual with autism's community participation and that it can be increased through their participation in meaningful and purposeful activities [15, 16]. The following sections review some of the more commonly used approaches in therapy.

Difficulty processing sensory information has been identified as a common feature of ASD. The current best estimates demonstrate that up to 96% of children with ASD demonstrate difficulty with processing sensory information as a part of their daily routines [13, 15, 17]. Restricted, Repetitive Patterns of Behavior, Interest, of Activities" and that one of those 4

[10, 11].

**occupational therapists**

**3.1. Sensory processing treatment approaches**

In order to practice occupational therapy, practitioners must first gain an understanding of the domain, process, and intervention utilized in OT while completing their higher education at a school that is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE).
