ADLs and IADLs Flashcards
What are the Contexts where ADLs and IADLs occur?
Home
School
Community
Work
What are the ADLs for Infancy?
Feeding
Bathing
Dressing
What are the ADLs acquired for Toddler-Preschool Age?
Self-feeding
Dressing
Toileting
What are the ADLs acquired for Adolescence?
Functional mobility (in school)
Dressing
Toileting
Socialization with peers
Grooming and functional communication
What is acquired during Adolescence stage?
Independence in ADLs
More focus on fitting in a group
It is an approach used in occupational therapy to assess how individuals perform tasks in real-life settings, focusing on the interaction between the person, task, and environment.
Dynamic Performance Analysis
It is a real-time, observational method that allows OTs to analyze the ongoing, adaptable nature of task performance and identify specific challenges in completing activities.
Dynamic Performance Analysis
What are the ADL and IADLs Assessment?
Assessment of Motor and Process Skills (AMPS)
Hawaii Early Learning Profile (HELP)
Pediatric Evaluation of Disability Inventory (PEDI)
School Function Assessment (SFA)
Weefim
- ADLs Assessed:
Self-Care Tasks: These include grooming, dressing, bathing, and eating. For example, during the assessment, a child may be observed brushing their teeth or getting dressed. - IADLs Assessed:
Functional Activities: This can include tasks like meal preparation or managing personal belongings (e.g., packing a backpack).
Assessment of Motor and Process Skills (AMPS)
- ADLs Assessed:
Self-Care: Tasks include feeding, dressing, toileting, and grooming. The assessment looks at the child’s ability to perform these tasks independently or with assistance. - IADLs Assessed:
While HELP is more focused on foundational skills, it considers some IADLS indirectly by evaluating children’s interaction with their environment and caregivers, which can affect their participation in family routines.
Hawaii Early Learning Profile (HELP)
- ADLs Assessed:
Self-Care Skills: The PEDI evaluates a variety of self-care tasks, including:
o Eating: The child’s ability to feed themselves.
o Grooming: Skills related to brushing teeth, hair, and general personal hygiene.
o Bathing: The capacity to wash and bathe independently.
o Dressing: Includes dressing upper and lower body.
o Toileting: Management of toilet use, including hygiene.
School Function Assessment (SFA)
It is a standardized tool used to assess functional independence in children aged 6 months to 7 years.
WeeFIM
It evaluates a child’s performance in various self-care, mobility, and cognitive activities of daily living (ADLs).
WeeFIM
It uses a 7-point scale to rate independence levels, with scores indicating the level of assistance required to perform each task.
WeeFIM
It is widely used as a non-standardized assessment tool designed to evaluate the development of children from birth to 6 years of age
Hawaii Early Learning Profile
It is a comprehensive tool which gathers the ability of students with disabilities to participate in general, daily, school based functional activities and was designed for primary school children, aged 4-12 years old.
School Function Assessment (SFA)
What scale in the WeeFIM where the child performs all parts of the task independently, safely, and within a reasonable amount of time.
7 Complete Independence
What scale in the WeeFIM where the child performs the task independently but requires extra time, adaptive equipment, or techniques.
6 modified independence
What scale in the WeeFIM where the child can perform the task independently but needs verbal cues, setup assistance, or supervision to ensure safety or quality.
5 Supervision
What scale in the WeeFIM where the child performs 75% or more of the task independently, needing only minimal physical help.
4 minimal contact assistance
What scale in the WeeFIM where o the child performs 50-74% of the task and requires moderate assistance.
3 moderate assistance
What scale in the Weefim where the child performs 25-49% of the task and needs significant help to complete the activity.
2 maximal assistance
What scale in the WeeFIM where the child performs less than 25% of the task and is dependent on full assistance.
1 total assistance
Performs with safety and total independence but needs more time
6 Modified Independence
Task is not performed
1 Total Assistance
Client does >50% of the task
3 Moderate Assistance
Client does >25% of the task
4 Maximal assistance
Therapist does 50% of the task
4 Maximal Assistance
Needs models to make the task
5 Supervision
Client does 75% of the task
4 Minimal assistance
Therapist helps during preparation
5 Supervision
Therapist does 25% of the task
4 Minimal assistance
Needs verbal commands
5 Supervision
Assistive device
6 Modified Independence
What are the General Intervention Principles?
Value, Independence, Safety, and Adequacy (VISA)
What are the Cueing by Reese and Snell?
*Least Intrusive (Verbal cues)
*More intrusive (Verbal cues and gestural cues)
*Most intrusive (Verbal and Physical cues)
General Interventions
Video Modelling
Use of Pictures
Checklists
It is the primary occupation of childhood
Play
Important for cognitive, socioemotional, motor, and language development
Play
How do play transitions to adulthood?
Play becomes leisure activities
What are the theories of play?
Skill Development Through Play,
Lifelong Relevance, Historical and MOdern Views on Play, and PIaget’s Stages of play
Peer acceptance can significantly affect a child’s willingness to engage in activities. For example, if a child is ridiculed for using an adaptive device, they may avoid it.
Positive or Negative Reinforcement
An OT must consider a child’s cultural and physical environment to create supportive, appropriate interventions.
Peer and Environmental Contexts
What are the challenfes for children with disabilities?
*Limited Access: Children with disabilities often face restricted access to activities.
*Socialization Desires: As children grow, they often wish to socialize away from family.
*Exclusion from Competitive Sports: Middle school and high school years often emphasize competitive sports, from which children with special needs may be excluded.
What are the role of OT’s in supporting inclusive participation?
Resourceful Advocacy and Addressing Practical Barriers
OT’s Role in Facilitating Play and Leisure
- Evaluation and Intervention
- Assessing a child’s play abilities and creating interventions to enhance skill development
- Therapeutic Use of Play: OTS integrate play in therapy to address developmental delays or skills deficits.
- Therapeutic Play Settings
- Early childhood, schools, hospitals, community settings
- Promoting Skills for Adulthood
- How OT helps children develop independence through play
