Calmer and More Focused: Helping a Child with ADHD Settle Through Occupational and Sensory Integration Therapy
Patient Profile
| Age | Young child |
| Gender | Male |
| Occupation | Child |
| City | Faridabad |
| Presenting Complaint | Constant restlessness and an inability to sit through or complete any task |
| Diagnosis | ADHD with attention difficulties and associated sensory processing challenges |
| Referral Source | Approached the clinic after learning of its therapy programs |
| Previous Treatments | None prior to presentation at the clinic |
| Treatment Programme | Occupational therapy combined with sensory integration therapy |
| Outcome | Positive; ongoing progression toward classroom readiness |
The Problem
Condition
The child presented with attention deficit hyperactivity disorder, marked by persistent restlessness and difficulty sustaining focus. Detailed assessment identified attention difficulties alongside sensory processing challenges, a combination in which the nervous system struggles to organise and respond to everyday sensory information. The child was almost always on the move and could hold attention for only a few seconds at a time. Busy or stimulating environments quickly overwhelmed him, further reducing his capacity to settle and engage.
Functional Impact
The condition affected the child’s daily functioning well beyond visible restlessness. The inability to sit still or focus interfered with structured activities, learning, and routine tasks, while sensory overload in crowded settings led to distress and withdrawal. The parents reported ongoing difficulty managing his energy and attention at home. They learned of the therapy programs at Milestones Child Development Center, a child development center in Gurugram, and approached the clinic for support. Early intervention was prioritised, as unaddressed attention and sensory difficulties can compound over time and affect school participation and self-care.
Consultation and Treatment Plan
What Was Assessed During the Consultation
- Attention span and the child’s ability to sustain focus on a task
- Level and pattern of restlessness and movement-seeking behaviour
- Response to sensory input and tolerance of busy or stimulating environments
- Capacity for self-regulation and recovery after becoming overwhelmed
- Suitability for a combined occupational and sensory integration approach
Why This Treatment Approach Was Chosen
Following assessment, Dr. Purva Pande selected a combined, non-medication therapy plan over alternative options for several reasons:
- Occupational therapy for attention and skills. Structured, goal-directed activities were used to build attention span, task completion, and the practical skills needed for daily routines.
- Sensory integration to organise the system. Graded sensory activities were introduced to help the nervous system process input more effectively, reducing overwhelm and supporting calmer engagement.
- A focus on self-regulation. The plan targeted the child’s ability to settle himself, recover from overstimulation, and remain engaged for longer periods.
- Defined functional goal. The approach was built around a clear objective: improved focus, steadier self-regulation, and the ability to sit through and complete structured tasks.
The two therapies were delivered together so that gains in sensory organisation directly supported the attention and task work, addressing the underlying difficulties rather than the surface behaviour alone.
Treatment Procedure Details
Treatment combined occupational therapy with sensory integration therapy, delivered consistently across the programme and progressed in stages as the child’s focus and regulation improved. The full sequence is set out below.
Step-by-Step Plan
- Baseline attention span, activity levels, and sensory responses recorded at the outset
- Attention difficulties and sensory processing challenges confirmed on assessment
- Sensory integration activities introduced to organise the sensory system
- Occupational therapy delivered in parallel to build attention span and task completion
- Structured tasks graded from short to longer durations as tolerance improved
- Self-regulation strategies practised to manage overwhelm in busier settings
Treatment Facts
| Treatment Modality | Occupational therapy combined with sensory integration therapy |
| Treatment Type | Non-medication, staged therapy |
| Anaesthesia | Not required |
| Programme Duration | Approximately 3 months of consistent therapy |
| Target | Improved focus and self-regulation; sustained engagement in structured tasks |
| Complications | None |
| Hospital Stay | Not required; outpatient management |
Post-Treatment Results
Outcomes at a Glance
| Outcome Metric | Result |
| Attention Span | ✔ Improved; engaged for longer periods |
| Restlessness | ✔ Reduced, with calmer behaviour during tasks |
| Task Completion | ✔ Now sits through structured tasks |
| Sensory Tolerance | ✔ Copes better in busy environments |
| Complications | ✔ None |
| Current Stage | ✔ Building classroom readiness and self-care skills |
PARENT FEEDBACK
Recorded during clinical follow-up, in the parents’ own words:
“He was so restless that sitting through anything felt impossible, and busy places would completely overwhelm him. Over three months of therapy we saw a real change. He can sit through tasks now, stays focused for much longer, and copes far better when things get busy. We are very encouraged by his progress.” |
Profile: Parents of a young boy · Haryana
Program: ADHD Occupational & Sensory Integration Therapy · Milestones CDC, Faridabad · 2026
Clinician: Dr. Purva Pande · Milestones Child Development Center
Post-Treatment Care & Recovery
Instructions Given to Parents
- Continue the prescribed sensory integration therapy activities and attention routines as advised
- Maintain consistent daily structure and predictable routines at home
- Offer short, achievable tasks and gradually extend their duration
- Recognise early signs of overstimulation and allow time to settle
Recovery Timeline
| Timeframe | What Was Observed / Expected |
| Weeks 1 to 3 | Therapy begins; the child adjusts to the sessions as the sensory system starts to organise. Baseline routines are established. |
| Weeks 4 to 6 | Attention span begins to lengthen and restlessness eases during structured activities. |
| Weeks 7 to 12 | The child sits through tasks and stays engaged for longer, with calmer responses in busier settings. |
| Post-programme | Focus shifts to classroom readiness and independent daily self-care skills. |
| Ongoing | Continued reinforcement of focus and self-regulation, with periodic follow-up to confirm a stable result. |