Kid-Eze Therapy Services

About us

Christine Siddle with her two childrenKid-Eze Therapy Services provides occupational therapy to help children do more things at a level expected for their age, so they can be more and fulfil their potential.

What does an Occupational Therapist do?

Paediatric Occupational Therapists aim to help children become more confident & successful with skills they need to perform at home, school or in play.  When looking at a child’s performance of an activity, we take into account the child’s motor, sensory, thinking & social abilities. 

Once the nature of the difficulties are understood appropriate intervention programs are developed that will improve performance of these required skills. This may mean that therapy is provided at the clinic, school/kinder or at home.  Individual sessions or group programs may be used depending on what is most appropriate for the child.

Our therapists help to develops skills and provide strategies that relate directly to the area in which the child is having difficulty.  Activities for the children are meant to be fun and meaningful, allowing the child to develop interest and confidence in their own learning.

An evidence based approach to assessment and treatment is used to ensure that positive changes are occurring and ongoing communication with parents and teachers is always encouraged.

Client-centred approach

Our goal is to provide a client-centred and occupation-focused approach. This means that we focus first on what our clients want, need, and/or are expected to perform in order to fulfil their occupational roles competently and with satisfaction. We don’t like to jump in too quickly to interpret the cause of the child’s problems. Rather, establishing a good rapport with the child and family and determining what tasks are meaningful and purposeful to them, are essential starting points. 

Assessment of meaningful tasks

Fine motor skills with chalkboardOnce we have identified what is important for those involved, we will arrange to observe the child doing those actual tasks (assessment). For instance, if the child is having trouble catching and throwing balls, we will observe him/her doing just that. We then define those actions that the child performed well and those that proved difficult. For example, is the child having problems catching and throwing balls because they have problems tracking the ball? Is it because they have trouble recalling how to get into a good catching position, or do they have trouble anticipating how and where to move when the distance changes? This information is then conveyed into a meaningful report for the family, school and other professionals involved with the child.

Evidence-based Intervention Programs

Our intervention programs are guided by existing and current evidence as much as possible. Hence the term “Evidence Based Practice”! We develop skills and strategies that relate directly to the occupation in which the child is having difficulty, and the occupations that the child has identified as needing improvement. Consultation, education, provision of adaptive equipment or assistive technology, teaching alternative or compensatory techniques, or modifying the task or the physical or social environment may also be required. Activities are meant to be fun and meaningful, allowing the child to develop interest and confidence in his/her own learning.