Occupational Therapy -> Augmentative and Alternative Communication -> Self-advocacy


Self-advocacy relates to one's ability to understand and express wants, needs, rights, goals, interests, etc. Occupational therapists promote self-advocacy and assist individual's ability to advocate whether that be through spoken word, writing or augmentative and alternative communication, often in collaboration with a speech language pathologist.

Reference links

  • Mental/Behavior Health and Well-Being 2
    Author: AOTA - Interventions that can be implemented in a school system including the development of a supportive environment. Citation: American Occupational Therapy Association, 2020
  • Inclusion of Children With Disabilities 2
    Author: AOTA - Promoting Inclusion - universal promotion of physical and mental health and wellbeing, targeted prevention, and intensive individualized services. References sources in "Check This Out!" box on universal design, training programs examples, and health promotion intervention examples. Settings: home, school, and community. Citation: AOTA, 2015

Activity List(s)

Visual Schedule Cards

Goal Bank

  • Peter will improve his mental health by advocating for his participation in enjoyable occupations such as meditation 2 days out of a week by May 5, 2023 . 0
  • Peter will participate in their family's religious practices by using accommodations such as noise cancelling headphones during services 3 /4 weeks in a month by May 5, 2023 in order to enhance social participation. 0
  • Given unrestricted access to sensory support and multimodal communication option, Jane will willingly participate in adapted oral hygiene 80% of the task, 10 / 14 in days, with visual and fading modeling, for increased participation and functional independence in daily life. 0
  • Given unrestricted access to multimodal communication options, Jordan will express choice to wear UB and LB clothing for 10 minutes in 3 out of 4 opportunities, with visual and 80% verbal cues for increased participation and functional independence in daily life. 0
  • Milo will engage in a tabletop task for 10 minutes to successfully participate in classroom dynamic, with visual and 50% verbal redirection to task, in 4/5 trials. 0
  • With the use of information-based strategies such as schedules, calendar alerts, visuals of energy levels and regulation strategies, and bullets of the activity flow, Rhoda will meet physiological and physical needs related to eating, going to the bathroom, and recess with 80% modeling, in 4 /5 opportunities, in 2 months. 0


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