ADLs and IADLs Flashcards
Benefits of children participating in self-care and sleep/rest
- Better behavioral self-regulation
- Increased participation in healthier lifestyle (nutrition, exercise, sleep)
- Better academic performance
- Better social skills
Routines
Provide predictable occupational patterns and healthy habits promoting growth and development.
Top-down Approach
Holistic view of occupational performance. 3 STEPS: 1) develop occupational profile; 2) complete occupational analysis; 3) develop occupation-based intervention
Poor Sleep Duration Relates to:
- decreased attention and behavioral regulation
- poor school performance
- obesity in childhood
- long-term health probs in adults (diabetes, heart disease, depression)
Tips for Designing Interventions for ADLs
- 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
Sleep Latency
The act of falling asleep.
Sleep Recommendations by Age
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
Infant Sleep Safety Tips
- 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)
Toileting/Toilet Hygiene includes:
- 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
Toileting Intervention Strategies
- Reinforce with stickers/praise
- Decrease cueing for independence
- Promote range of toileting hygiene activities (wiping, washing hands, etc.)
Toileting Tips for Children with Toileting Issues
- 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)
Personal Hygiene/Grooming includes:
- 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
Cavity Frequency Stat
Over 20% of children 5-11 yo have at least one cavity.
Benefits of Functional Mobility
- Increase in cognitive processing
- Increase in speech and language acquisition
- Increase in play skills within a social context
IADLs for Children/Youth Include:
- 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
Role of OTP in Child’s Participation in IADLs
Recognize and address:
• The child
• Environment
• Task factors influencing success
Co-Occupational Engagement
When child does not perform the IADL himself, but participates in it, such as:
• setting the table
• assisting with cooking tasks
• washing the dishes
Considerations for child’s IADL performance
- Age
- Developmental skills
- Family Expectations
Example IADL interventions for Early Intervention:
- 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.
Example IADL interventions for Schools
- 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.
Example IADL interventions for Outpatient Child:
- 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.
Example IADL interventions for hospital inpatient child:
- 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.
Example of IADL interventions for Community child:
- 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.
Prosocial Behaviors
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.
Self-determination
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)
Five OT Intervention Approaches
1) Create/Promote
2) Establish/Restore
3) Maintain
4) Modify
5) Prevent
ADLs can be broken down into:
1) Personal Activities of Daily Living (PADLs)
2) Basic Activities of Daily Living (BADLs)
Developmental Perspective (stages)
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
Options for Bathing/Showering Intervention
1) Remediation (ie: increase AROM)
2) Compensation (use AE ie: bath bench)
