Page 75 - SEN116 January-February 2022

Sensory
About the author
Konstantinos Rizos is the Head Behaviour Analyst at Forest Bridge School. He is also a Board Certified Behaviour Analyst (B.C.B.A.) and Qualified Teacher.
forestbridgeschool.org.uk @ForestBridgeSch
@konstantinos-rizos-bcba
Therapies are not just another
slot in the pupil’s timetable
To better integrate the therapies into the curriculum, we first need to understand the role of the therapies in a child’s continuing curriculum journey. Regarding my point about timetables, therapeutic sessions should not be treated as another activity included in the pupils’ class timetable. During direct sessions, the therapist will monitor and assess the goals to promote positive change. Of course, therapies need to have allocated times for the sessions to be conducted. However, the provision delivered should not start and end in those sessions.
The work done in a session, especially considering that the direct sessions may not generally last longer than an hour maximum per week (depending on the child’s EHCP provision), needs to be transferred and generalised into the classroom environment (and eventually outside of it). That means that the programmes need to be continuously run in settings outside the therapeutic rooms, to ensure that consistency, generalisation and maintenance are also looked at.
Direct staff and therapists need to have a close communication system to ensure that bi-directional feedback is being delivered for the benefit of the pupil and opinions and progress is shared.
“Need to have a close communication system to ensure that bi-directional feedback is being delivered”
For example, the great work that an occupational therapist is doing with pencil grip needs to continue across all writing times. The great work of a speech and language therapist in strengthening communication whilst engaging in play activities in the therapeutic room needs to continue during outdoor free play. The great work that a creative arts therapist is doing with a pupil on promoting their initiation of greetings needs to continue during whole class outings in the community.
Communication and training are key
Effective and prompt communication amongst all professionals is a crucial component. This not only ensures that all parties have a clear understanding of the purpose of the goals and how to run them effectively; it also ensures that whatever changes need to be made will be made sooner rather than later. What is more, successes will be celebrated across all stakeholders and professionals.
Training is of paramount importance because it facilitates the effectiveness of the chosen interventions. Therapists need to spend time with class staff to help them understand and appreciate the reasoning, and we need to present the desired outcomes in a way that makes sense to the child’s school life outside the sessions.
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