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I mean, if you think about it, if you're not able to get yourself dressed,
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if you're not able to brush your own teeth, if you're not able to even get,
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you know, yourself ready or like your food ready for the day, that's really hard.
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So, you know, it's very important that those things are addressed.
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And kids, it's very important that we help them build the skills
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to be able to do those things so that they're independent.
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What's up, everybody?
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Welcome back to another episode of Therapy Unmasked.
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Today here at Ability Innovations, I am joined by Aaron here.
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He is an occupational therapist and he's also our clinic regional director.
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Is that the title that we have?
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So he kind of oversees all of our different clinics,
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the therapists in all of those clinics.
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So he's a very seasoned therapist.
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And you had your start in the school district, right?
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Correct. Yeah. So I started in the school district
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and then shortly after starting there, I moved here.
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So do you have like a similar story to Nick about like,
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because Nick always talks about how he was in the school districts.
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He felt like he wasn't really doing as much as he could have.
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And so that's why he started doing private therapy.
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Do you have like a similar experience?
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Yeah, it's pretty similar.
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I mean, I did some some fieldwork and like private practice,
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kind of different, you know, like different private practices with pediatrics.
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So I knew that that's kind of the area I wanted to go in.
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But I started in the school district.
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Just that was a job that was open.
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And I was like, yeah, I'll try it out.
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So I tried it out.
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I do feel like, yeah, there's a couple of things that played into,
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you know, me switching back to private practice.
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One of them being, yeah,
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I felt like I couldn't really work on some of the things
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I wanted to work on with the kids.
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Or like there are some kids who maybe didn't qualify in the school
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because of, you know, it's different things that they have to qualify
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to be able to get services in school.
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I felt like outside of the school setting, they probably would have qualified.
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But inside the school setting, they weren't qualifying for services,
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but they definitely needed it.
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So part of that to me was like, you know, I want to be able to offer services
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to the kids who need it and make sure they're getting all the help they need.
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Aaron also teaches a well, teaches.
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We we've done a course with Aaron on activities of daily living,
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which you can buy separately or you can buy as part of our entire
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occupational therapy course, and I'll have that all linked down below.
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But in that course, Aaron really talks about what different
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activities of daily living are, what those skills are
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and how we can help kids with that.
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So transitioning from like being in the schools to doing private practice
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was activities of daily living, something you always kind of focused on as an OT
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or is it because it seems to be something you're kind of like specialized in?
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Activities of daily living is something that pretty much every OT does
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and works with.
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When I was in school, one of my field works
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that we did a lot with activities of daily living for, it was for older people.
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But then with my capstone project, I kind of got to look at it
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a little bit more in depth with pediatric, specifically with the pediatric
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stroke population.
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So my capstone project was related to that.
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But, you know, a lot of the stuff that the stroke affects
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is their activities of daily living.
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Yeah, so I mean, it's definitely an area I've always kind of worked on OT.
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It's one of like the main areas of OT.
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It's very important, I guess, like most most OT's will work on it
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because it's an area that's very, I mean, if you think about it,
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if you're not able to get yourself dressed, if you're not able to brush
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your own teeth, if you're not able to even get, you know, yourself ready
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or like your food ready for the day, that's really hard.
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So, you know, it's very important that those things are addressed.
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And kids, it's very important that we help them build the skills
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to be able to do those things so that they're independent, because,
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you know, if they're not independent, then it's a lot of work on the parents
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and building independence can really help those children.
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And when you think of even the title, occupational therapist, right?
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Occupation being activities or situations
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that people do every single day, right?
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And activities of daily living.
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I mean, those are our occupations, right, that we do.
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So for kids, what are some of like the most common activities
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of daily living that you've worked with here at the clinic?
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Kind of like you said, activities of daily living can mean, you know,
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it's a lot of activities we do.
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Oftentimes, when we think of activities of daily living as an OT,
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we're thinking of things like getting dressed, tying shoes,
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brushing teeth, getting ready for the day, eating.
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So a lot of those are like the common ones we'll work on, especially
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like one of the most common reasons why kids have difficulty
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with activities of daily living is their ability to focus,
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their ability to problem solve, their ability to be able
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to sequence like the activities like, OK, what's my first step?
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What's my second step?
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And remembering all those steps.
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And, you know, sometimes it's just remembering to even do those activities.
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Most commonly, it's probably helping kids in those areas, like how to problem
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solve, how to sequence, how to remember your activities of daily living,
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how to remember, how to do, you know, when to do it, how to do it.
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Those kind of things.
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I like how you brought up
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like something as simple as like learning to tie a shoe.
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So Shawnee is a CODA,
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which is an occupational therapy assistant over at our Ogden Clinic.
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And she's been working with this kid for a long time.
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And he finally like learned how to tie his shoes all by himself.
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And so she baked him a cake.
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And so I have a picture of Shawnee with with this kid
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she's working with, and she made him like this double layered cake
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as a way to say thank you.
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So I thought it was really funny.
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And so along that lines, though, like to me,
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and you, these tasks are not very complicated, right?
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Like learning to shower correctly, brushing our teeth,
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doing doing our shoes, you know, even just walking around
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using our hands like all of these things are things that like someone
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who's neurotypical probably doesn't think twice about.
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But our clientele and a lot of the kids that come to this clinic,
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they really struggle with some of these activities.
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And for so many of them, they're in this habilitative state
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where they're learning how to do these things for the first time.
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They're not relearning something that they lost, but like
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this is their first time learning how to tie a shoe.
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And they might be 12 years old, you know, because they've got some delayed things.
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So could you speak to that a little bit about specific caseloads?
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And you don't have to like name names or anything, but are there some examples
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of kids you've worked with that you've been able to see change?
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Yeah. So, I mean, there's definitely kids who, yeah,
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it's like their first time learning it.
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And I've had kids that like I was kind of saying
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there some of their difficulties were like learning how to sequence it.
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Like, you know, I've got to put my shirt on first
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or I've got to put my underwear on first before I put on my pants
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instead of my pants, or I've got to put my socks before my shoes.
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But also like just remembering all the steps, like, you know, sometimes
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some of the kids I've worked with, like what's difficult for them
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is remembering all the steps that are involved in the process.
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Because for us, yeah, it's very second nature.
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Like we don't even have to think about it.
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Like I put my shirt on, I put my underwear on, I put my pants up,
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I put my socks on, my shoes on.
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But for a kid who's maybe has difficulty with like focus and attention
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or a kid who maybe has difficulty with memory, for them, it's a lot harder.
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But also I've had kids I've worked with where, like I was saying,
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I've worked with kids who have had a stroke or who maybe have had
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some of that happen that actually caused them to
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have difficulty doing something they were doing before.
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So, I mean, I can think of one kid specifically.
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He was, I want to say he was about 12 to 13 years old.
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I can't remember exact age, but he had a stroke.
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Around like 10 to 11 years old.
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And he was really big into like playing sports and stuff.
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He even had difficulty just doing things like getting ready and tying his shoes again.
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So it was like relearning.
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And, you know, with a stroke, it affected one of the sides of his body.
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So it was even harder because the one side wasn't functioning as it was before.
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And so it was kind of helping him in a way is helping him relearn.
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But it's also almost in a way helping him build new like neural pathways
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or like new, you know, understanding of how to use it
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now that he has to decide that maybe is affected due to the stroke.
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So, yeah, I mean, lots of opportunities that I've had working with kids
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with different, you know, different areas of activities of daily living
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from kids who are learning for the first time and some kids who are probably
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relearning it due to some sort of thing like a stroke or something like that.
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In your course that you've taught and in a blog that you've recently
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written about activities of daily living, you discuss.
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So going along with sequencing and doing step by step,
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you you discuss something called a visual schedule or like a visual routine.
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Do you maybe want to talk to what that is?
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Yeah. So visual schedule.
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I mean, it can look a lot of different ways.
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Depends on the kid, depends on their age.
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I think I referenced it in my course, but I don't remember for sure.
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But one of the most important things about visual schedules
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is making sure the kids involved in making it, because if they're not involved,
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then they're less likely to utilize that visual schedule.
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So like you go online and you can find a visual schedule and just print it off.
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It may not be as successful as if you're like, OK, you know, I like this idea.
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Let's maybe get on like Canva or, you know, there's lots of other things out
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that they can edit, you know, edit files and and stuff like that and create your own.
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Maybe instead of like it looking like whatever else it looks like,
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maybe we add in like Batman and and Superman theme kind of stuff.
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Or maybe we add in like Paw Patrol, you know, like any of those things
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that maybe might motivate the kid to to have it.
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You know, for example, I have one kid who really had difficulty
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with doing all the activities, day living, remembering to do things like even just like
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he would go to the bathroom, but he'd forget to wipe and flush and wash his hands
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and stuff like that.
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And he had difficulty remembering all the steps of brushing his teeth.
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Like, you know, what do I do first?
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How do I get my toothbrush ready to brush my teeth?
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And he really was into sharks.
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And so we kind of just like together, him and I, we sat down.
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He was like eight years old.
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Him and I sat down and we just got on like Canva and like, OK, we're going to you know,
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here's our steps to doing it.
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Let's see if we can find a shark that looks like he's, you know, going
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sitting on the potty.
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Let's see if we can find a shark that looks like he's wiping his bum.
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And so we kind of like played around with it and like made it look like,
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you know, here's all the steps and the sharks doing the steps.
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And he really liked that.
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And mom, you know, within a few weeks, like he's actually remembering
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to do all these things.
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He's getting his activities done.
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And she was like, it was really motivating to him because it was
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he was seeing the sharks doing it.
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And, you know, we even made a sign that he hung up on
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next to the bath, like to the toilet that said,
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don't forget to flush and had a shark on it, flushing the toilet.
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So I think that's one of the most important things.
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Visual schedules is get your child involved in choosing what's on the visual
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schedule and help them, you know, problem solve, too.
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Because some kids like maybe they don't need the task broken down as much.
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Maybe they only need it broken down to like three steps.
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Maybe some kids broke down into like, you know, lots of steps.
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Like, you know, it just depends on the kid.
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And I mean, if you're working with an OT, it's a great opportunity
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to have your OT help you design a visual schedule because we do that often.
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So if you're not with an OT, I mean, definitely, you know,
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you can still make one for sure.
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Just make sure that you involve the child in the process of making it.
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Right. I mean, because it is a schedule for them, right?
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So you want them to be interested in what they're doing.
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One last thing I wanted to talk about before we wrap things up here
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is what are some of like the more common
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disabilities that we see that maybe
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require a little more attention when it comes to activities of daily living?
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Like you mentioned stroke victims, for example, that's a big one
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because they've lost the ability to use half
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half their body, like half one side of their body,
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and they have to relearn how to do stuff.
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But are there any other like disabilities that are common that maybe
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pretty much any kid could have difficulty?
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Commonly, kids with like autism, you'll see, you know,
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some difficulty with with activities of daily living.
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Oftentimes, it's related to some of the other skills that, you know,
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maybe they have deficits in.
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But, you know, like kids with sensory processing difficulties,
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there's a lot of like sensory input that happens during activities
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of daily living, especially like toothbrushing or handwashing.
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That's a common one.
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ADHD common because the common kids that have difficulty
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with activities of daily living, because like I was saying,
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sometimes they don't have the focus or the attention
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or the memory.
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And a lot of that, you know, kids who have ADHD have difficulties
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with those areas.
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And so they might struggle with activities of daily living.
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I mean, kids with cerebral palsy, it's similar to like a stroke.
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They have one side that's affected.
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And oftentimes, you know, they might have difficulty
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with an activity of daily living because of that.
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I have kids who don't necessarily have like a diagnosis
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that are have difficulties with activities of daily living.
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You know, I.
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But it's very broad is what it sounds like.
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It's very broad.
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A lot of kids, you know, struggle with it more than you would think.
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Yeah, that's interesting.
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What about OCD?
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Yeah, I mean, I specifically haven't worked with any kids
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who have a diagnosis of OCD, but I don't know for sure.
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I mean, I could see where a lot of the things that are related to OCD
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can cause difficulty with activities of daily living.
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OK, very cool.
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Well, thanks for taking the time today, Aaron, to sit down with me
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and go over this site.
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Aaron recently published a blog all about activities of daily living.
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And I it was it was very like in-depth and detailed.
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I mean, it's like four pages long.
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You did a really good job on it.
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So I'll link that down below.
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And I highly encourage you to go read through it, because it even talks about
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something we didn't really have a time to get into, which is
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where your child should be at, like with milestones at what age.
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And so it starts at infancy, goes into like preschool,
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elementary school, adolescence, and then by being a late teenager
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and an adult, like where your child should be.
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And it kind of breaks all that down, which I think is very helpful,
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especially because as we just discussed, everything from OCD to ADHD
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to just a generalized like autism
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diagnosis, like all of these things can affect activities of daily living.
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So it's just important to pay attention to your child, where they're at,
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what milestones you maybe think they're missing.
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And if you have any questions, just bring them in for an evaluation.
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We have really strict tests and our therapists are highly trained and skilled
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to help you understand what milestones your child might be missing.
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Do you have anything you would like to finish off with
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when it comes to activities of daily living before I let you go?
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Definitely take a look at the blog
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and, you know, check out like, is my child where they should be
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at compared to like same age peers?
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There's definitely lots of resources out there, too.
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So if you're, you know, like if you like the blog,
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maybe it doesn't give you enough information to find out
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like if they're on the right track.
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There's other resources out there to see if they're on the right track
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for those activities of daily living.
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If you have any concerns, definitely reach out,
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reach out to an occupational therapist.
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We can definitely evaluate those areas and we can determine
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what areas may be causing it because we didn't get very much into it either.
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But there's so much that goes into completing an activity of daily living
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that, you know, it may just be one area, maybe the sensory processing
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and maybe the sequencing and executive functioning skills.
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And, you know, it could be, you know,
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it could just be skills that maybe once we refine those skills
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and they can be successful in activities of daily living.
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Well, again, special thanks to Aaron for joining us.
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I know he's a super busy guy now, so I appreciate every chance
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I get to sit down and talk with him.
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As always, Therapy Unmasked is brought to you by Ability Innovations
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and Children in Motion.
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Therapy clinics here in Utah that help kids with situations like this
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that we just talked about every single day.
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We offer physical therapy, speech therapy and occupational therapy.
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00:17:40,900
If you'd like to support this podcast and the people here even more,
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feel free to check out therapy-unmasked.com for a list of our courses.
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We also have free resources on there.
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And right now, if you use the code FREETHERAPY, all one word, all caps,
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you can get your first month of Therapy Unmasked for free.
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Aaron, thank you so much, and we'll see you guys in the next episode
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of Therapy Unmasked. Goodbye.
