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Peds FAll 2024 > ADL Interventions > Flashcards

ADL Interventions Flashcards

1
Q

Considerations for ADL interventions

A

Family Life Cycle and Developmental Stage
Social Environment
Cultural Context
Physical Environment
Activity Demands

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2
Q

Evaluations that cover ADLs

A
  • Assessment of Motor and
    Process Skills (AMPS)
  • WeeFim
  • Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT)
  • School Function Assessment (SFA)
  • Vineland Adaptive Behavior Scales-III - similar to dayc and bayley
  • Adaptive Scales of DAYC & Bayley
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3
Q

How do we create and promote ADLs?

A

Creating supports within the environment that offer children the ability to engage in age-appropriate occupations

Educating parents. we would use this there is no attempt to do these things on their own.

Have visuals of free play

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4
Q

How does the OTPF suggest we create ADL interventions

A

Create or promote

Establish, restore and maintain
- Backward chaining
- Forward chaining

Modifying or adapt

Prevention, education

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5
Q

How do we Establish, restore and maintain- treatment which can address child’s difficulties according to developmental sequence for ADLs?

A

Backward chaining - child does the last step
Forward chaining - child does the first step.

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6
Q

Backward chaining -

A

child does the last step. Your progress to backing off more each time. You give them success to finish the task

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7
Q

forward chaining

A

child does the first step. Then the first two, eventually they do the whole thing.

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8
Q

How do you create ADL interventions that Modify or Adapt

A

using adaptive equipment
velcro shoes
adaptive spoons
sippy cups

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9
Q

In order for a assistive device to be worthwhile it must:
Do not need to memorize but review for good practice purposes.

A

Assist in the task the child is trying to complete
Be acceptable to the child and family
Be practical
Be durable and easy to clean
Be expandable
Be safe for the child to use
Have a system of maintenance or replacement
Meet the cost constraints of family or purchasing agency

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10
Q

How can we modify the environment ?

A

Architectural Barriers
Structural changes
Assistive Devices
Task modifications
Work surface
Positioning

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11
Q

prevention and education

A

how can we best prevent contractures
how can we achieve independence to prevent a further need down the line.
this might mean that we need to educate parents.

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12
Q

ADLs by one years old, what can we expect?

A

1 year old:
Cooperates
Pulls off shoes and socks

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13
Q

ADLs by 2 years old, what can we expect?

A

2 year old:
Helps undress
Dresses with assistance

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14
Q

ADLs by 3 years old, what can we expect?

A

3 year old:
Puts on shoes
Zips and unzips with help
Dresses with supervision

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15
Q

ADLs for 4 year old, what can we expect

A

4 year old:
Puts on socks and shoes
Can identify front and back of garment

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16
Q

5 year old ADLs what can we expect?

A

Dresses unsupervised

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17
Q

Interventions for cognitive and sensory needs as it relates to dressing

A

Modify demands of task- color coding, labeling dressers, picture charts or checklists
Environmental and task adaptations- social stories, video modeling, and easy to manipulate clothing

18
Q

Interventions for physical or motor limitations for dressing

A

Modify demands- supportive positioning, use of button hooks, rings on zippers etc.
Adaptive Methods- Positioning, choice of clothing

if texture is a problem they child might need deep pressure first.

video modeling may help with the sequencing of dressing or showering

Using adapting equipment

19
Q

Typical development of toileting
1 year old

A

1 year old:
Indicates discomfort when soiled
Will sit on toilet while supervised

20
Q

Typical development of toileting 2 years old

A

2 year old:
Shows interest in potty training
Can stay dry for 2 hours or more
May need help getting onto the toilet

21
Q

Typical development of toileting 3 years old

A

3 year old:
Independent toileting
May need help with hygiene
May need help with managing clothing

22
Q

Typical development of toileting 4-5 year old:

A

Independent in toileting including hygiene and clothing management

23
Q

Toileting Interventions
Limited Motor Skills

A

smaller toilets

something to roll over your toilet to provide trunk support and proper seating

transition from toilet to wheelchair.

24
Q

Toileting interventions for Intellectual Limitations

A

Schedule or visual checklist to make sure they do all the parts like handwashing.

25
Q

What is the OT’s Role in toilet training

A

modifying the task or environment

or

consulting with classroom and parents on how to modify the environment to best support the routine.

26
Q

What is a fastener board good for?

A

practice fasten the things that the kid needs to fasten on their clothes.

27
Q

5 main problems of sleep

A

Bedtime resistance or falling asleep

Awakening during the night

Irregularity of amount of time in sleep

Snoring

Sleepiness during the day

28
Q

Sleep issues

A

Asthma
ADHD
Allergies
Cerebral Palsy - difficult with circadian rhythm
Brain Injury - difficult with circadian rhythm
Autism

29
Q

How can OT’s play a role in sleep

A
  • Create a nighttime routine
  • equipment recommendations
  • positioning suggestions and modifications
  • modifying the environments with humifiers and such.
30
Q

Questions for parents:

A

Does your child have a regular sleep pattern?
Where does the child sleep?
When is the child put to bed or to sleep?
What are typical bedtime routines?

31
Q

Routines and Habits to help with sleep interventions.

A

Creating a “wind down” routine to bedtime

Looking at child’s sensory preferences and needs

Consistency in routine and environment

Routine for night waking

32
Q

Buddy the Elf
3 year old child being seen in outpatient OT
Buddy is a focused worker but easily distracted
Sensory Profile indicates that he falls within the seeker category.
Occupational profile indicates parent concerns with sleep stating that Buddy will only sleep 4 hours per night.

A

Goal: Buddy will participate in 3 step nighttime sensory schedule with no more than 2 verbal cues within 2 months
Objective: With use of visual schedule, Buddy will complete one sensory activity, after 2 verbal prompts in 5 consecutive days.

33
Q

Play development through infancy through preschool

A

Infancy: Exploratory play, then object play

2nd year: abstract, Pretend play

Preschool years: Constructive play, Complex imaginary play, Rough and Tumble Play

Social play

34
Q

When making play goals make sure that they are developmentally appropriate what does that mean.

A

Amount of time child plays
Developmental complexity of play content
Availability of play objects

Learning object functions
Pretense of play ( for example, exploratory, pretend)
Building broad repertoire of object uses
Increasing independence with play initiation and discontinuation

35
Q

Physical limitationn of play

A

Fear of movement, decreased active play and preference for sedentary activities
Children with CP

35
Q

Sensory processing difficulties

A

Limited or distorted perception of themselves and their world, decreased ability to plan and execute motor and cognitive tasks, poor organization of behavior.

36
Q

cognitive limitation of play

A

Delayed skills, difficulty in structuring their own behavior or lack of sustained attention

36
Q

visual impairment effects on play

A

Delays in developing an integrated perception of the world.

37
Q

What kind of attitude should a therapist should have when they are doing an intervention of play

A

The therapist should express a playful attitude through speech, body language and facial expressions.

38
Q

For play intervention
Child must develop:

A

Intrinsic motivation
Internal control
Ability to suspend reality
Ability to read verbal and nonverbal cues

39
Q

Aspects of Play interventions

A

Parent Education and Training

Play spaces
- Considering the environment and the objects, equipment and opportunities to play.
- Toys may need adaptations
- Spaces should offer variety of experiences and allow for creativity
- Universal access

Peds FAll 2024 (21 decks)

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