Coping, behavioral, cognitive, social learning and social cognitive FoR

Question 1

Psychosocial approach

Answer 1

Based upon developmental theories related to temperament, attachment, peer interactive skills, play, ability to cope and environmental interaction. Influenced by occupational based model. Places a large emphasis on temperament, attachment, and peer-interaction skills. Emphasizes group process and facilitating play-work balance. Coping FoR falls under the psychosocial approach.

Question 2

Coping FoR

Answer 2

focuses on healthy adaptations to demands and expectations rather than on pathology. Process of making adaptations to meet personal needs and respond to demands of environment. (important for child but very important for parents especially during early stages, helpful to a family who just recently learned of a new disorder or disease, extend of focuses on deficits and helps parents to cope with the new news similar to OA model)

Question 3

Coping FoR2

Answer 3

child’s ability to cope with stress when engaged in all areas of occupational performance. Focuses on facilitating internal (self efficacy, motivation and resilience to gain mastery over a situation) and external (family supports, financial supports, and community supports that a child and family may have to better cope) resources rather than focusing on pathology. Grading and modifying the task to build positive esteem and competence is important.

Question 4

Behavioral FoR

Answer 4

All behavior is learned. Utilizes behavioral principles of reinforcement, active ignoral, chaining, shaping and extinction. Important to evaluate children and their families behaviors, determine the desired behaviors to participate in occupations and develop a behavioral modification program. To extinguish undesirable behaviors and promote desirable occupations.

Question 5

Positive reinforcement

Answer 5

addition of something increases the likelihood that a desired behavior will occur (giving a treat every time they go potty)

Question 6

Negative reinforcement

Answer 6

withdrawal of something that increases the likelihood that a desired behavior will occur (mom is nagging at a child to do the dishes the child may do the dishes in order to remove the aversive stimuli of nagging)

Question 7

positive punishment

Answer 7

addition of something to decrease the likelihood of a behavior occurring (giving a child a spanking when he/or she bites)

Question 8

negative punishment

Answer 8

withdrawal of something to decrease the likelihood of a behavior occurring (taking away a license from an individual who has been arrested from driving under the influence)

Question 9

active ignore

Answer 9

this is a technique used to reduce the occurrence of an undesirable behavior from occurring. This technique gives external positive reinforcement when the child does something well, but does not give eye contact, attention, or verbal response to undesirable behaviors

Question 10

Shaping

Answer 10

behaviors through reinforcement of positive behaviors. offering reinforcement of positive behaviors by beginning with praising basic behaviors and slowly grading reinforcement as the behaviors improve, to eventually develop the desired behavior. (moving the hamper to the middle fo the room so it obvious and reward the child when he puts away the clothes, as he gets better move it closer to the wall)

Question 11

Chaining

Answer 11

behaviors through reinforcement of smaller steps in desired behavior

Question 12

Token economies

Answer 12

designed to alter behavior with tangible reinforcements. utilized for children with lower cognitive skills. 1:1 reinforcement schedule one behavior displayed immediately receive one positive reinforcement (frequently rewarding of discreet behaviors the child does well with foods, stickers, or other positive reinforcement)

Question 13

Behavioral FoR to Peds

Answer 13

Very useful for functional activities, building skills- teach specific skills (especially for children who are not intrinsically not motivated to participate in those skills) activities broken down into specific tasks and skill components for independence in daily living, work and leisure. Skills must be practice repeatedly in order to maintain skill. Activities that produce tan end product (ADLs) Activities that provide a sense of accomplishment that comes from task completion- source of reinforcement.

Question 14

OT use Behavioral FoR

Answer 14

develop a behavioral modification system, establish desired behaviors, active ignoral, positive reinforcement, overt time transition from extrinsic to intrinsic reinforcement (child is being aggressive during recess- talk about appropriate behaviors during recess- taking runs “if you start playing nicely you can get a turn”)

Question 15

Cognitive FoR

Answer 15

Top-down, occupation-based approach. Focuses on teaching the child to select, monitor, and evaluate performance before participating in them.

Question 16

Cognitive orientation to occupational performance (CO-OP)

Answer 16

client-centered, performance based, problem solving approach that enables skill acquisition through a process of strategy use and guided discovery. CO-OP places emphasis on interaction between child and environment. Draws from behavioral and cognitive psych, heal and human movement science and OT. Skill acquisition, cognitive strategy use, generalization across environments, transfer of learning to other occupational areas

Question 17

Social learning theory

Answer 17

Based of Vygotsky’s developmental theory, zone of proximal development- the goal is for the child to reach their potential capacity by providing supports to the child without providing the answe, concept of scaffolding (concept of providing the framework, providing the external support cueing until the child has developed the skills to derive at the desired occupation)

Question 18

Social Cognitive theory

Answer 18

Proposed by Albert Bandura. Purports that individuals learn through imitating or modeling, observations of others performing tasks can lead to vicarious learning, can be applied to OT to promote vicarious learning of social skill development. Namdura proposed children use metacognition to evaluate actions and reflect on strengths and weaknesses and set new goals. Promotion of self-efficacy is important- child can learn to believe he or she has the ability to achieve goals or be the agent of change.