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OTA 140 - Pediatrics > ADLs and IADLs > Flashcards

ADLs and IADLs Flashcards

1
Q

Benefits of children participating in self-care and sleep/rest

A
  • Better behavioral self-regulation
  • Increased participation in healthier lifestyle (nutrition, exercise, sleep)
  • Better academic performance
  • Better social skills
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2
Q

Routines

A

Provide predictable occupational patterns and healthy habits promoting growth and development.

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3
Q

Top-down Approach

A

Holistic view of occupational performance. 3 STEPS: 1) develop occupational profile; 2) complete occupational analysis; 3) develop occupation-based intervention

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4
Q

Poor Sleep Duration Relates to:

A
  • decreased attention and behavioral regulation
  • poor school performance
  • obesity in childhood
  • long-term health probs in adults (diabetes, heart disease, depression)
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5
Q

Tips for Designing Interventions for ADLs

A
  • Review occupational profile
  • Consider all precautions
  • Use child’s/family’s strengths
  • Create follow-up activities that can be reinforced at home
  • Document progress/report concerns
  • Collaborate with team on d/c to ensure care continues
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6
Q

Sleep Latency

A

The act of falling asleep.

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7
Q

Sleep Recommendations by Age

A 
Newborns – 14-17 hours
Infants – 12-15 hours
Toddlers – 11-14 hours
Preschoolers – 10-13 hours
School aged – 9-11 hours 
Teens – 8-10 hours
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8
Q

Infant Sleep Safety Tips

A
  • Sleep on back, on firm surface
  • Same room as parent first 6 months
  • Swaddle until they can roll over
  • Use pacifier to keep calm and open mouth
  • Use baby’s own sleep area (not your bed)
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9
Q

Toileting/Toilet Hygiene includes:

A
  • Obtaining/using toileting supplies
  • Managing clothing
  • Maintaining toileting position
  • Transferring to/from toilet
  • Cleaning body
  • Caring for menstrual/continence needs
  • Completing control of BMs/urination
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10
Q

Toileting Intervention Strategies

A
  • Reinforce with stickers/praise
  • Decrease cueing for independence
  • Promote range of toileting hygiene activities (wiping, washing hands, etc.)
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11
Q

Toileting Tips for Children with Toileting Issues

A
  • May have to be on schedule of bowel mgmt. with suppository use
  • Helps family manage constipation, pain, severe side effects such as autonomic dysreflexia (AD)
  • Use of adaptive equipment (seats, grab bars, skin inspection mirror, toilet tissue aids)
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12
Q

Personal Hygiene/Grooming includes:

A
  • Obtaining/using supplies
  • Removing body hair
  • Applying/removing makeup
  • Washing, drying, combing, styling, brushing, trimming hair
  • Caring for nails
  • Caring for skin, ears, eyes, nose
  • Applying deodorant
  • Cleaning mouth; brushing/flossing teeth
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13
Q

Cavity Frequency Stat

A

Over 20% of children 5-11 yo have at least one cavity.

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14
Q

Benefits of Functional Mobility

A
  • Increase in cognitive processing
  • Increase in speech and language acquisition
  • Increase in play skills within a social context
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15
Q

IADLs for Children/Youth Include:

A
  • Care of others
  • Care of pets
  • Child rearing
  • Communication management
  • Driving/Community mobility
  • Financial management
  • Health management/maintenance
  • Home management
  • Meal prep/cleanup
  • Religious/spiritual activities/expression
  • Shopping
  • Safety and Emergency Procedures
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16
Q

Role of OTP in Child’s Participation in IADLs

A

Recognize and address:
• The child
• Environment
• Task factors influencing success

17
Q

Co-Occupational Engagement

A

When child does not perform the IADL himself, but participates in it, such as:
• setting the table
• assisting with cooking tasks
• washing the dishes

18
Q

Considerations for child’s IADL performance

A
  • Age
  • Developmental skills
  • Family Expectations
19
Q

Example IADL interventions for Early Intervention:

A
  • Putting things away
  • Setting table
  • Meal prep tasks
  • Shopping with family/locating items on list
  • Incorporate into everyday routines. Break down tasks, ensure success and completion.
20
Q

Example IADL interventions for Schools

A
  • Finances: math instruction/learning standards
  • Classroom jobs that relate (wipe tables, put things away)
  • Meal prep/cleanup
  • Community mobility (field trips, etc.)
  • Safety procedures to enter/exit building
  • Health maintenance: diabetes/asthma mgmt. during school
  • Goals relate to education-related activities. Supports IEP. Transition-age students’ goals may relate to independent living.
21
Q

Example IADL interventions for Outpatient Child:

A
  • Clinic kitchen meal prep/cleanup
  • Simulated financial activities (budget, changing money)
  • Community mobility (safety crossing street outside clinic)
  • ID meaningful IADLs for child. Involve family. Promote transfer to natural settings.
22
Q

Example IADL interventions for hospital inpatient child:

A
  • Practice meal prep, household tasks in simulated living environment
  • Putting away/organizing items (clothing/grooming)
  • Care of pets (therapy animals)
  • Reporting emergency contacts for safety
  • Discuss/practice strategies for nutrition, health routines, med mgmt. in prep for d/c
  • Promote generalization to natural setting. Consider medical needs; collaborate with nurses/interprof team to ensure pt safety.
23
Q

Example of IADL interventions for Community child:

A
  • Signing up/participate in community classes/groups/clubs
  • Visit pet shelter and assist in care of pets
  • Community mobility (street crossing, using public transport)
  • Gardening in community garden
  • Promote transfer to natural environments. Partner with community agencies to promote inclusion in settings with youth’s peers.
24
Q

Prosocial Behaviors

A

Helpful behaviors related to activities such as picking up toys, throwing away trash, or other household chores. Children as young as 6 mo demonstrate prosocial behavior.

25
Q

Self-determination

A 
Volitional actions that enable one to act as primary causal agent in one’s life and maintain or improve quality of life. Includes:
• Choice making
• Decision making
• Problem-solving
• Goal-setting/attainment
• Self-regulation
• Self-advocacy
• Self-efficacy
• Self-awareness/knowledge
(Including the above in interventions can help encourage self-determination skills)
26
Q

Five OT Intervention Approaches

A

1) Create/Promote
2) Establish/Restore
3) Maintain
4) Modify
5) Prevent

27
Q

ADLs can be broken down into:

A

1) Personal Activities of Daily Living (PADLs)

2) Basic Activities of Daily Living (BADLs)

28
Q

Developmental Perspective (stages)

A

INFANTS/TODDLERS: rely on others for basic needs; learn to tolerate and participate in BADL activities (ie: adjust arms while being dressed)

SCHOOL-AGE: many opportunities to engage in ADLs in natural settings

ADOLESCENT: increased internal (self-image) and external (peer pressure) variables may have neg/pos effect on engagement in ADLs

29
Q

Options for Bathing/Showering Intervention

A

1) Remediation (ie: increase AROM)

2) Compensation (use AE ie: bath bench)

OTA 140 - Pediatrics (18 decks)

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