Background: Children with developmental disabilities benefit from support in motor skills, sensory processing, cognitive development, and social skills. Mongolia has trained occupational therapists for a decade, with 37% specializing in pediatrics, but long-term therapy facilities remain limited. Aim: This study provides a case report on a child with developmental disabilities who received occupational therapy to evaluate improvements in sensory processing, social communication, and daily living skills. Materials and Methods: The study participants were purposively selected from children undergoing occupational therapy at the “Enerel” Child Development Center. Participant A is a 16-year-old male with hearing and speech impairments, as well as an intellectual disability. The initial assessment showed poor sensory processing and behavioral problems and communication difficulties. A tailored program incorporating sensory-based therapies, communication cards, and sign language was developed with caregiver collaboration. Occupational therapy was conducted five times weekly for 11 weeks. Pre and post test assessments included goal attainment scaling (GAS) and Sensory profile 2 (Child). Results: The participant showed improved communication using cards and sign language, better emotional regulation, enhanced sensory processing, and reduced hyperactivity to external stimuli. Goal Achievement (GAS) +2, meaning the goal was achieved better than expected and positive changes were found on the Sensory profile 2, with large effect sizes. Conclusion The study found that sensory- based occupational therapy and sign language training improved occupational performance and goal achievement in children with sensory, behavioral, and communication difficulties.

Background: The learning outcomes of a program are defined by the knowledge, skills, and attitudes that students are expected to acquire by the end of the curriculum. For occupational therapy professionals, it is essential to successfully implement both pre-graduation and post-graduation programs and to assess the effectiveness of the curriculum by clearly identifying the competencies expected of graduates in society. Aim: To identify the core competencies required for training occupational therapists at both pre-graduation and post-graduation levels. Materials and Methods: A modified Delphi method combined with Nominal Group Technique (NGT) was employed. The study was conducted in three phases from April 2022 to May 2024. In the initial online survey, a total of 83 participants were involved, including occupational therapy students, graduates, and members of the Mongolian Association of Occupational Therapists. A nominal group consisting of four experts held several focus group discussions to review and vote on the proposed competencies, forming a revised list. In the final phase (second-round Delphi), the updated list was distributed online again to collect additional feedback. Results: A total of 136 individuals participated in the online surveys throughout the study. The final list of competencies was synthesized based on three main international standards: the World Federation of Occupational Therapists (WFOT) Minimum Standards for Education (2016), the Canadian Association of Occupational Therapists (CAOT) Profile of Occupational Therapy Practice (2012), and the TUNING Educational Competencies in Europe. Through five rounds of NGT meetings, one online scoring session, and a final Delphi round, a total of 12 program learning outcomes (PLOs), 198 core competencies for the pre-graduation level, and 86 competencies for the post-graduation level were identified. Conclusion By applying consensus techniques, we developed a structured list of core competencies at both the basic and advanced levels aligned with the 12 program learning outcomes (PLOs) of the occupational therapy curriculum. This list can serve as a practical reference framework for future curriculum design and professional training programs in the occupational therapy.