Fullstendig transkripsjon av How OT Builds Independence: Everyday Skills Kids Need

Or like there are some kids who maybe didn't qualify in the school 37 00:01:58,000 --> 00:02:01,160 because of, you know, it's different things that they have to qualify 38 00:02:01,160 --> 00:02:03,000 to be able to get services in school. 39 00:02:03,000 --> 00:02:06,400 I felt like outside of the school setting, they probably would have qualified. 40 00:02:06,400 --> 00:02:09,759 But inside the school setting, they weren't qualifying for services, 41 00:02:09,759 --> 00:02:11,320 but they definitely needed it. 42 00:02:11,320 --> 00:02:15,419 So part of that to me was like, you know, I want to be able to offer services 43 00:02:15,419 --> 00:02:18,440 to the kids who need it and make sure they're getting all the help they need. 44 00:02:18,460 --> 00:02:21,300 Aaron also teaches a well, teaches. 45 00:02:21,660 --> 00:02:26,059 We we've done a course with Aaron on activities of daily living, 46 00:02:26,380 --> 00:02:30,740 which you can buy separately or you can buy as part of our entire 47 00:02:30,740 --> 00:02:34,360 occupational therapy course, and I'll have that all linked down below. 48 00:02:34,639 --> 00:02:38,119 But in that course, Aaron really talks about what different 49 00:02:38,119 --> 00:02:41,800 activities of daily living are, what those skills are 50 00:02:41,800 --> 00:02:43,699 and how we can help kids with that. 51 00:02:43,699 --> 00:02:48,220 So transitioning from like being in the schools to doing private practice 52 00:02:48,220 --> 00:02:54,399 was activities of daily living, something you always kind of focused on as an OT 53 00:02:54,399 --> 00:02:58,160 or is it because it seems to be something you're kind of like specialized in? 54 00:02:58,279 --> 00:03:03,880 Activities of daily living is something that pretty much every OT does 55 00:03:04,800 --> 00:03:06,679 and works with. 56 00:03:06,679 --> 00:03:11,220 When I was in school, one of my field works 57 00:03:11,220 --> 00:03:16,320 that we did a lot with activities of daily living for, it was for older people. 58 00:03:16,320 --> 00:03:20,779 But then with my capstone project, I kind of got to look at it 59 00:03:20,779 --> 00:03:24,820 a little bit more in depth with pediatric, specifically with the pediatric 60 00:03:24,820 --> 00:03:26,500 stroke population. 61 00:03:26,500 --> 00:03:28,419 So my capstone project was related to that. 62 00:03:28,419 --> 00:03:31,419 But, you know, a lot of the stuff that the stroke affects 63 00:03:31,419 --> 00:03:33,220 is their activities of daily living. 64 00:03:33,220 --> 00:03:35,759 Yeah, so I mean, it's definitely an area I've always kind of worked on OT. 65 00:03:35,759 --> 00:03:37,759 It's one of like the main areas of OT. 66 00:03:37,759 --> 00:03:41,720 It's very important, I guess, like most most OT's will work on it 67 00:03:41,720 --> 00:03:45,059 because it's an area that's very, I mean, if you think about it, 68 00:03:45,059 --> 00:03:48,059 if you're not able to get yourself dressed, if you're not able to brush 69 00:03:48,059 --> 00:03:51,979 your own teeth, if you're not able to even get, you know, yourself ready 70 00:03:51,979 --> 00:03:54,860 or like your food ready for the day, that's really hard. 71 00:03:55,600 --> 00:03:58,699 So, you know, it's very important that those things are addressed. 72 00:03:58,699 --> 00:04:02,000 And kids, it's very important that we help them build the skills 73 00:04:02,000 --> 00:04:05,820 to be able to do those things so that they're independent, because, 74 00:04:06,160 --> 00:04:09,660 you know, if they're not independent, then it's a lot of work on the parents 75 00:04:09,660 --> 00:04:12,800 and building independence can really help those children. 76 00:04:12,800 --> 00:04:16,839 And when you think of even the title, occupational therapist, right? 77 00:04:17,160 --> 00:04:21,140 Occupation being activities or situations 78 00:04:21,140 --> 00:04:23,679 that people do every single day, right? 79 00:04:23,959 --> 00:04:25,799 And activities of daily living. 80 00:04:25,799 --> 00:04:29,019 I mean, those are our occupations, right, that we do. 81 00:04:29,059 --> 00:04:33,179 So for kids, what are some of like the most common activities 82 00:04:33,179 --> 00:04:36,220 of daily living that you've worked with here at the clinic? 83 00:04:36,440 --> 00:04:39,359 Kind of like you said, activities of daily living can mean, you know, 84 00:04:39,359 --> 00:04:41,820 it's a lot of activities we do. 85 00:04:41,839 --> 00:04:44,920 Oftentimes, when we think of activities of daily living as an OT, 86 00:04:44,920 --> 00:04:48,100 we're thinking of things like getting dressed, tying shoes, 87 00:04:49,260 --> 00:04:52,679 brushing teeth, getting ready for the day, eating. 88 00:04:52,720 --> 00:04:56,519 So a lot of those are like the common ones we'll work on, especially 89 00:04:56,519 --> 00:04:59,679 like one of the most common reasons why kids have difficulty 90 00:04:59,679 --> 00:05:03,779 with activities of daily living is their ability to focus, 91 00:05:03,779 --> 00:05:07,200 their ability to problem solve, their ability to be able 92 00:05:07,200 --> 00:05:11,359 to sequence like the activities like, OK, what's my first step? 93 00:05:11,359 --> 00:05:12,399 What's my second step? 94 00:05:12,399 --> 00:05:13,820 And remembering all those steps. 95 00:05:13,820 --> 00:05:17,540 And, you know, sometimes it's just remembering to even do those activities. 96 00:05:17,540 --> 00:05:21,540 Most commonly, it's probably helping kids in those areas, like how to problem 97 00:05:21,540 --> 00:05:26,500 solve, how to sequence, how to remember your activities of daily living, 98 00:05:26,500 --> 00:05:30,140 how to remember, how to do, you know, when to do it, how to do it. 99 00:05:30,140 --> 00:05:31,059 Those kind of things. 100 00:05:31,059 --> 00:05:32,799 I like how you brought up 101 00:05:32,799 --> 00:05:35,899 like something as simple as like learning to tie a shoe. 102 00:05:36,179 -->

00:05:39,179 So Shawnee is a CODA, 103 00:05:40,119 --> 00:05:45,380 which is an occupational therapy assistant over at our Ogden Clinic. 104 00:05:45,380 --> 00:05:47,920 And she's been working with this kid for a long time. 105 00:05:48,179 --> 00:05:51,640 And he finally like learned how to tie his shoes all by himself. 106 00:05:51,959 --> 00:05:53,640 And so she baked him a cake. 107 00:05:53,640 --> 00:05:57,799 And so I have a picture of Shawnee with with this kid 108 00:05:57,799 --> 00:06:01,519 she's working with, and she made him like this double layered cake 109 00:06:01,760 --> 00:06:03,140 as a way to say thank you. 110 00:06:03,140 --> 00:06:05,720 So I thought it was really funny. 111 00:06:05,720 --> 00:06:09,140 And so along that lines, though, like to me, 112 00:06:09,140 --> 00:06:14,559 and you, these tasks are not very complicated, right? 113 00:06:15,059 --> 00:06:19,799 Like learning to shower correctly, brushing our teeth, 114 00:06:21,220 --> 00:06:25,600 doing doing our shoes, you know, even just walking around 115 00:06:26,440 --> 00:06:31,320 using our hands like all of these things are things that like someone 116 00:06:31,320 --> 00:06:35,480 who's neurotypical probably doesn't think twice about. 117 00:06:35,980 --> 00:06:40,559 But our clientele and a lot of the kids that come to this clinic, 118 00:06:41,140 --> 00:06:44,359 they really struggle with some of these activities. 119 00:06:44,359 --> 00:06:49,059 And for so many of them, they're in this habilitative state 120 00:06:49,059 --> 00:06:52,100 where they're learning how to do these things for the first time. 121 00:06:52,399 --> 00:06:54,859 They're not relearning something that they lost, but like 122 00:06:54,859 --> 00:06:58,100 this is their first time learning how to tie a shoe. 123 00:06:58,359 --> 00:07:02,739 And they might be 12 years old, you know, because they've got some delayed things. 124 00:07:03,000 --> 00:07:07,119 So could you speak to that a little bit about specific caseloads? 125 00:07:07,119 --> 00:07:11,320 And you don't have to like name names or anything, but are there some examples 126 00:07:11,320 --> 00:07:15,040 of kids you've worked with that you've been able to see change? 127 00:07:15,079 --> 00:07:18,500 Yeah. So, I mean, there's definitely kids who, yeah, 128 00:07:18,500 --> 00:07:19,920 it's like their first time learning it. 129 00:07:19,920 --> 00:07:23,339 And I've had kids that like I was kind of saying 130 00:07:23,660 --> 00:07:27,200 there some of their difficulties were like learning how to sequence it. 131 00:07:27,200 --> 00:07:30,200 Like, you know, I've got to put my shirt on first 132 00:07:30,299 --> 00:07:32,959 or I've got to put my underwear on first before I put on my pants 133 00:07:32,959 --> 00:07:36,380 instead of my pants, or I've got to put my socks before my shoes. 134 00:07:36,380 --> 00:07:40,500 But also like just remembering all the steps, like, you know, sometimes 135 00:07:41,500 --> 00:07:44,420 some of the kids I've worked with, like what's difficult for them 136 00:07:44,420 --> 00:07:47,579 is remembering all the steps that are involved in the process. 137 00:07:47,579 --> 00:07:49,459 Because for us, yeah, it's very second nature. 138 00:07:49,459 --> 00:07:51,040 Like we don't even have to think about it. 139 00:07:51,040 --> 00:07:54,239 Like I put my shirt on, I put my underwear on, I put my pants up, 140 00:07:54,239 --> 00:07:55,700 I put my socks on, my shoes on. 141 00:07:55,700 --> 00:07:59,799 But for a kid who's maybe has difficulty with like focus and attention 142 00:07:59,799 --> 00:08:04,380 or a kid who maybe has difficulty with memory, for them, it's a lot harder. 143 00:08:04,380 --> 00:08:07,179 But also I've had kids I've worked with where, like I was saying, 144 00:08:07,179 --> 00:08:11,140 I've worked with kids who have had a stroke or who maybe have had 145 00:08:11,140 --> 00:08:14,600 some of that happen that actually caused them to 146 00:08:15,519 --> 00:08:18,299 have difficulty doing something they were doing before. 147 00:08:18,559 --> 00:08:21,640 So, I mean, I can think of one kid specifically. 148 00:08:21,640 --> 00:08:25,720 He was, I want to say he was about 12 to 13 years old. 149 00:08:25,720 --> 00:08:29,720 I can't remember exact age, but he had a stroke. 150 00:08:29,880 --> 00:08:32,799 Around like 10 to 11 years old. 151 00:08:32,799 --> 00:08:37,340 And he was really big into like playing sports and stuff. 152 00:08:37,340 --> 00:08:42,679 He even had difficulty just doing things like getting ready and tying his shoes again. 153 00:08:42,679 --> 00:08:44,020 So it was like relearning. 154 00:08:44,020 --> 00:08:47,520 And, you know, with a stroke, it affected one of the sides of his body. 155 00:08:47,520 --> 00:08:52,520 So it was even harder because the one side wasn't functioning as it was before. 156 00:08:52,900 --> 00:08:57,440 And so it was kind of helping him in a way is helping him relearn. 157 00:08:57,460 --> 00:09:02,119 But it's also almost in a way helping him build new like neural pathways 158 00:09:02,119 --> 00:09:07,260 or like new, you know, understanding of how to use it 159 00:09:07,260 --> 00:09:10,840 now that he has to decide that maybe is affected due to the stroke. 160 00:09:10,840 --> 00:09:15,260 So, yeah, I mean, lots of opportunities that I've had working with kids 161 00:09:15,260 --> 00:09:19,520 with different, you know, different areas of activities of daily living 162 00:09:19,520 --> 00:09:23,140 from kids who are learning for the first time and some kids who are probably 163 00:09:23,140 --> 00:09:28,260 relearning it due to some sort of thing like a stroke or something like that. 164 00:09:28,260 --> 00:09:33,179 In your course that you've taught and in a blog that you've recently 165 00:09:33,179 --> 00:09:36,479 written about activities of daily living, you discuss. 166 00:09:37,440 --> 00:09:41,820 So going along with sequencing and

doing step by step, 167 00:09:41,820 --> 00:09:46,320 you you discuss something called a visual schedule or like a visual routine. 168 00:09:46,619 --> 00:09:48,820 Do you maybe want to talk to what that is? 169 00:09:48,820 --> 00:09:50,619 Yeah. So visual schedule. 170 00:09:50,640 --> 00:09:53,179 I mean, it can look a lot of different ways. 171 00:09:53,179 --> 00:09:55,400 Depends on the kid, depends on their age. 172 00:09:55,400 --> 00:09:58,780 I think I referenced it in my course, but I don't remember for sure. 173 00:09:58,780 --> 00:10:02,359 But one of the most important things about visual schedules 174 00:10:02,359 --> 00:10:06,159 is making sure the kids involved in making it, because if they're not involved, 175 00:10:06,659 --> 00:10:09,739 then they're less likely to utilize that visual schedule. 176 00:10:09,739 --> 00:10:12,960 So like you go online and you can find a visual schedule and just print it off. 177 00:10:13,799 --> 00:10:17,799 It may not be as successful as if you're like, OK, you know, I like this idea. 178 00:10:17,820 --> 00:10:21,059 Let's maybe get on like Canva or, you know, there's lots of other things out 179 00:10:21,059 --> 00:10:25,479 that they can edit, you know, edit files and and stuff like that and create your own. 180 00:10:25,479 --> 00:10:29,159 Maybe instead of like it looking like whatever else it looks like, 181 00:10:29,159 --> 00:10:34,460 maybe we add in like Batman and and Superman theme kind of stuff. 182 00:10:34,460 --> 00:10:39,039 Or maybe we add in like Paw Patrol, you know, like any of those things 183 00:10:39,039 --> 00:10:42,179 that maybe might motivate the kid to to have it. 184 00:10:42,219 --> 00:10:46,260 You know, for example, I have one kid who really had difficulty 185 00:10:46,260 --> 00:10:50,799 with doing all the activities, day living, remembering to do things like even just like 186 00:10:51,440 --> 00:10:55,359 he would go to the bathroom, but he'd forget to wipe and flush and wash his hands 187 00:10:55,359 --> 00:10:57,280 and stuff like that. 188 00:10:57,280 --> 00:10:59,900 And he had difficulty remembering all the steps of brushing his teeth. 189 00:10:59,900 --> 00:11:01,940 Like, you know, what do I do first? 190 00:11:01,940 --> 00:11:04,580 How do I get my toothbrush ready to brush my teeth? 191 00:11:05,039 --> 00:11:07,580 And he really was into sharks. 192 00:11:07,580 --> 00:11:11,580 And so we kind of just like together, him and I, we sat down. 193 00:11:11,580 --> 00:11:13,619 He was like eight years old. 194 00:11:13,619 --> 00:11:18,159 Him and I sat down and we just got on like Canva and like, OK, we're going to you know, 195 00:11:18,159 --> 00:11:19,960 here's our steps to doing it. 196 00:11:19,960 --> 00:11:23,659 Let's see if we can find a shark that looks like he's, you know, going 197 00:11:23,880 --> 00:11:25,200 sitting on the potty. 198 00:11:25,200 --> 00:11:28,299 Let's see if we can find a shark that looks like he's wiping his bum.

199 00:11:28,539 --> 00:11:31,460 And so we kind of like played around with it and like made it look like, 200 00:11:31,460 --> 00:11:34,419 you know, here's all the steps and the sharks doing the steps. 201 00:11:34,419 --> 00:11:35,919 And he really liked that. 202 00:11:35,919 --> 00:11:39,760 And mom, you know, within a few weeks, like he's actually remembering 203 00:11:39,760 --> 00:11:41,260 to do all these things. 204 00:11:41,280 --> 00:11:43,359 He's getting his activities done. 205 00:11:43,359 --> 00:11:46,359 And she was like, it was really motivating to him because it was 206 00:11:46,359 --> 00:11:47,940 he was seeing the sharks doing it. 207 00:11:47,940 --> 00:11:51,159 And, you know, we even made a sign that he hung up on 208 00:11:51,780 --> 00:11:54,700 next to the bath, like to the toilet that said, 209 00:11:55,000 --> 00:11:57,739 don't forget to flush and had a shark on it, flushing the toilet. 210 00:11:57,780 --> 00:12:00,080 So I think that's one of the most important things. 211 00:12:00,080 --> 00:12:04,299 Visual schedules is get your child involved in choosing what's on the visual 212 00:12:04,299 --> 00:12:08,760 schedule and help them, you know, problem solve, too. 213 00:12:09,000 --> 00:12:12,299 Because some kids like maybe they don't need the task broken down as much. 214 00:12:12,299 --> 00:12:14,640 Maybe they only need it broken down to like three steps. 215 00:12:14,940 --> 00:12:18,559 Maybe some kids broke down into like, you know, lots of steps. 216 00:12:18,559 --> 00:12:21,400 Like, you know, it just depends on the kid. 217 00:12:21,400 --> 00:12:24,020 And I mean, if you're working with an OT, it's a great opportunity 218 00:12:24,020 --> 00:12:28,119 to have your OT help you design a visual schedule because we do that often. 219 00:12:28,119 --> 00:12:32,320 So if you're not with an OT, I mean, definitely, you know, 220 00:12:32,320 --> 00:12:34,859 you can still make one for sure. 221 00:12:34,859 --> 00:12:38,200 Just make sure that you involve the child in the process of making it. 222 00:12:38,440 --> 00:12:40,940 Right. I mean, because it is a schedule for them, right? 223 00:12:40,940 --> 00:12:43,359 So you want them to be interested in what they're doing. 224 00:12:43,479 --> 00:12:46,859 One last thing I wanted to talk about before we wrap things up here 225 00:12:47,119 --> 00:12:50,859 is what are some of like the more common 226 00:12:51,280 --> 00:12:54,080 disabilities that we see that maybe 227 00:12:54,700 --> 00:12:58,340 require a little more attention when it comes to activities of daily living? 228 00:12:58,340 --> 00:13:02,640 Like you mentioned stroke victims, for example, that's a big one 229 00:13:02,640 --> 00:13:06,679 because they've lost the ability to use half 230 00:13:06,739 --> 00:13:09,340 half their body, like half one side of their body, 231 00:13:09,340 --> 00:13:11,419 and they have to relearn how to do stuff. 232 00:13:11,419 --> 00:13:15,340 But are there any other like disabilities that are common that maybe 233 00:13:15,340 --> 00:13:17,640 pretty much any kid could have difficulty? 234 00:13:17,640 --> 00:13:21,340 Commonly, kids with like autism, you'll see, you know, 235 00:13:21,340 --> 00:13:24,840 some difficulty with with activities of daily living. 236 00:13:24,840 --> 00:13:28,099 Oftentimes, it's related to some of the other skills that, you know, 237 00:13:28,099 --> 00:13:29,900 maybe they have deficits in. 238 00:13:29,900 --> 00:13:33,320 But, you know, like kids with sensory processing difficulties, 239 00:13:33,340 --> 00:13:36,919 there's a lot of like sensory input that happens during activities 240 00:13:36,919 --> 00:13:39,719 of daily living, especially like toothbrushing or handwashing. 241 00:13:39,719 --> 00:13:41,559 That's a common one. 242 00:13:41,559 --> 00:13:44,900 ADHD common because the common kids that have difficulty 243 00:13:44,900 --> 00:13:47,179 with activities of daily living, because like I was saying, 244 00:13:47,179 --> 00:13:50,479 sometimes they don't have the focus or the attention 245 00:13:51,239 --> 00:13:52,479 or the memory. 246 00:13:52,479 --> 00:13:55,479 And a lot of that, you know, kids who have ADHD have difficulties 247 00:13:55,479 --> 00:13:56,820 with those areas. 248 00:13:56,820 --> 00:14:00,200 And so they might struggle with activities of daily living. 249 00:14:00,200 --> 00:14:02,820 I mean, kids with cerebral palsy, it's similar to like a stroke. 250 00:14:02,820 --> 00:14:04,239 They have one side that's affected. 251 00:14:04,239 --> 00:14:07,359 And oftentimes, you know, they might have difficulty 252 00:14:07,359 --> 00:14:09,940 with an activity of daily living because of that. 253 00:14:10,080 --> 00:14:13,080 I have kids who don't necessarily have like a diagnosis 254 00:14:13,200 --> 00:14:16,239 that are have difficulties with activities of daily living. 255 00:14:16,239 --> 00:14:16,820 You know, I. 256 00:14:16,820 --> 00:14:19,159 But it's very broad is what it sounds like. 257 00:14:19,159 --> 00:14:20,000 It's very broad. 258 00:14:21,080 --> 00:14:25,500 A lot of kids, you know, struggle with it more than you would think. 259 00:14:25,580 --> 00:14:26,799 Yeah, that's interesting. 260 00:14:26,799 --> 00:14:28,880 What about OCD? 261 00:14:28,880 --> 00:14:31,299 Yeah, I mean, I specifically haven't worked with any kids 262 00:14:31,320 --> 00:14:35,500 who have a diagnosis of OCD, but I don't know for sure. 263 00:14:35,500 --> 00:14:39,299 I mean, I could see where a lot of the things that are related to OCD 264 00:14:39,299 --> 00:14:42,460 can cause difficulty with activities of daily living. 265 00:14:42,799 --> 00:14:44,340 OK, very cool. 266 00:14:44,340 --> 00:14:47,260 Well, thanks for taking the time today, Aaron, to sit down with me 267 00:14:47,260 --> 00:14:48,419 and go over this site. 268 00:14:48,419 --> 00:14:52,520 Aaron recently published a blog all about activities of daily living. 269

00:14:52,799 --> 00:14:56,599 And I it was it was very like in-depth and detailed. 270 00:14:56,859 --> 00:14:58,640 I mean, it's like four pages long. 271 00:14:58,640 --> 00:15:00,440 You did a really good job on it. 272 00:15:00,460 --> 00:15:02,460 So I'll link that down below. 273 00:15:02,460 --> 00:15:05,840 And I highly encourage you to go read through it, because it even talks about 274 00:15:06,719 --> 00:15:09,260 something we didn't really have a time to get into, which is 275 00:15:10,020 --> 00:15:14,299 where your child should be at, like with milestones at what age. 276 00:15:14,299 --> 00:15:18,979 And so it starts at infancy, goes into like preschool, 277 00:15:18,979 --> 00:15:23,280 elementary school, adolescence, and then by being a late teenager 278 00:15:24,280 --> 00:15:26,979 and an adult, like where your child should be. 279 00:15:26,979 --> 00:15:29,580 And it kind of breaks all that down, which I think is very helpful, 280 00:15:29,880 --> 00:15:35,140 especially because as we just discussed, everything from OCD to ADHD 281 00:15:35,140 --> 00:15:39,179 to just a generalized like autism 282 00:15:40,140 --> 00:15:45,179 diagnosis, like all of these things can affect activities of daily living. 283 00:15:45,179 --> 00:15:48,440 So it's just important to pay attention to your child, where they're at, 284 00:15:48,440 --> 00:15:50,820 what milestones you maybe think they're missing. 285 00:15:50,820 --> 00:15:54,020 And if you have any questions, just bring them in for an evaluation. 286 00:15:54,020 --> 00:15:58,780 We have really strict tests and our therapists are highly trained and skilled 287 00:15:59,140 --> 00:16:02,900 to help you understand what milestones your child might be missing. 288 00:16:03,700 --> 00:16:06,820 Do you have anything you would like to finish off with 289 00:16:06,820 --> 00:16:10,159 when it comes to activities of daily living before I let you go? 290 00:16:10,159 --> 00:16:12,200 Definitely take a look at the blog 291 00:16:13,039 --> 00:16:17,039 and, you know, check out like, is my child where they should be 292 00:16:17,039 --> 00:16:19,260 at compared to like same age peers? 293 00:16:19,260 --> 00:16:21,260 There's definitely lots of resources out there, too. 294 00:16:21,260 --> 00:16:23,380 So if you're, you know, like if you like the blog, 295 00:16:23,380 --> 00:16:25,760 maybe it doesn't give you enough information to find out 296 00:16:25,760 --> 00:16:27,340 like if they're on the right track. 297 00:16:27,359 --> 00:16:29,700 There's other resources out there to see if they're on the right track 298 00:16:29,700 --> 00:16:31,359 for those activities of daily living. 299 00:16:31,359 --> 00:16:34,080 If you have any concerns, definitely reach out, 300 00:16:34,960 --> 00:16:37,700 reach out to an occupational therapist. 301 00:16:38,500 --> 00:16:41,419 We can definitely evaluate those areas and we can determine 302 00:16:41,700 --> 00:16:45,599 what areas may be causing it because we didn't get very much into it either. 303 00:16:46,460 --> 00:16:50,599 But there's so much that goes into completing an activity of daily living 304 00:16:51,059 --> 00:16:55,020 that, you know, it may just be one area, maybe the sensory processing 305 00:16:55,080 --> 00:16:58,280 and maybe the sequencing and executive functioning skills. 306 00:16:58,700 --> 00:17:01,419 And, you know, it could be, you know, 307 00:17:02,080 --> 00:17:06,540 it could just be skills that maybe once we refine those skills 308 00:17:06,540 --> 00:17:09,500 and they can be successful in activities of daily living. 309 00:17:09,540 --> 00:17:11,959 Well, again, special thanks to Aaron for joining us. 310 00:17:11,959 --> 00:17:15,260 I know he's a super busy guy now, so I appreciate every chance 311 00:17:15,260 --> 00:17:17,560 I get to sit down and talk with him. 312 00:17:18,380 --> 00:17:22,719 As always, Therapy Unmasked is brought to you by Ability Innovations 313 00:17:22,719 --> 00:17:24,900 and Children in Motion. 314 00:17:24,900 --> 00:17:29,359 Therapy clinics here in Utah that help kids with situations like this 315 00:17:29,359 --> 00:17:31,640 that we just talked about every single day. 316 00:17:31,640 --> 00:17:36,900 We offer physical therapy, speech therapy and occupational therapy. 317 00:17:36,900 --> 00:17:40,900 If you'd like to support this podcast and the people here even more, 318 00:17:40,900 --> 00:17:45,859 feel free to check out therapy-unmasked.com for a list of our courses. 319 00:17:45,900 --> 00:17:48,239 We also have free resources on there. 320 00:17:48,579 --> 00:17:54,300 And right now, if you use the code FREETHERAPY, all one word, all caps, 321 00:17:54,479 --> 00:17:57,819 you can get your first month of Therapy Unmasked for free. 322 00:17:58,199 --> 00:18:01,859 Aaron, thank you so much, and we'll see you guys in the next episode 323 00:18:01,859 --> 00:18:04,119 of Therapy Unmasked. Goodbye.