ADLs and IADLs

Question 1

Functional Performance

Answer 1

Refers to skills or activities that are not considered academic or related to a child’s academic achievement. Instead ‘functional’ is often used in the context of routines activities of everyday living” (Assistance to States for the Education of Children with Disabilities, 2006 as cited by Shepherd, 2019)

Question 2

What are routines of functional performance during school

Answer 2

lunch room, open lunch containers, clothing management- not educational but part of accessing education

Question 3

Kids who have challenges with ADLs and IADLs within school have

Answer 3

Limited peer acceptance; social participation; or engagement in academics, after-school or community activities.

Question 4

Who will we see for ADLs

Answer 4

Students with physical needs
Change in status (either medical or due to puberty)
Developmental Coordination Disorder
Sensory Processing Challenges
Intellectual Disabilities
Emotional Regulation needs
Autism
Trauma Related

Question 5

ADL evaluations include

Answer 5

Observation
Physical environment
Sensory aspects
Social environment
Task Analysis

Interview everyone involved - teachers, parents, para professional,

Standardized Assessments - Fine motor, sensory, School function assesment for example

Question 6

Ecology of Human Performance

Answer 6

Person
Context
task
performance

Question 7

Interventions from ecology of human performance

Answer 7

Create or promote
Establish, restore and maintain
Backward chaining
Forward chaining
Modifying or adapt
Prevention, education

Question 8

Intervention - instructional cues or prompts

Answer 8

Go from least to most gradually

Opportunity Cues
Natural Cues or Consequences
Indirect verbal
Gestural guidance
Visuals
Direct Verbal Instruction
Modeling
Physical Assistance
Partial Participation
Full physical Assistance

Question 9

Strong evidence for what helps with ADLs and IADLs

Answer 9

Strong Evidence:
Coaching Model
Direct instruction in ADLs
CO-OP Model
Web-based play (participants with CP)

Moderate Strength Evidence:
Video modeling (ASD)

Question 10

Pediatric Dysphagia

Answer 10

Can occur in one or more of the phases of swallowing.

Results in aspiration.

Long term effects:
Food aversion
Aspiration pneumonia
Dehydration
GI complications
Psychosocial impact

Question 11

DSM V: 307.59 Avoidant/Restrictive Food Intake Disorder (ARFID)

Answer 11

An eating or feeding disturbance as manifested by persistent failure to meet appropriate nutritional and/or energy needs associated with one (or more) of the following:
Significant weight loss or faltering growth
Significant nutritional deficiency
Dependence on enteral feed or oral supplements
Marked interference with psychosocial functioning.

Question 12

Pediatric feeding disorder

Answer 12

Functional Profile of patients across 4 axis:

Medical dysfunction

Nutritional dysfunction

Feeding Skills dysfunction

Psychosocial needs / dysfunction

Question 13

Evaluation

Answer 13

Partner with Community, Family and School team

Safety (positioning, safety)

Observation

Record review

Interview

Question 14

Intervention

Answer 14

Biomechanical strategies
Modifications to Food
Adaptive Equipment
Social Stories
Oral-motor strategies
Strategies for Food Refusal
Sensory specific strategies

Question 15

Sensory snack time

Answer 15

Embedded sensory based feeding therapy into school day

Participants were in a self-contained classroom; dx of
Autism or Intellectual Disability
Aim was to increased foods engaged with and to interact with food.
Based off of SOS approach and levels of interaction with foods.
(Galpin, Osman, L. & Paramore, 2018)