FINAL: ADLs FOR TODDLER / PRESCHOOLER

Question 1

Why are ADLs important for kids?

Answer 1

• body functions / health
• problem solving
• self-esteem (“me do it!”)
• self-reliance/self-determination/autonomy
• development of routines
• role development

Question 2

Factors affecting child’s performance of ADLs:

Answer 2

• Child (client) factors and performance skills.
• Performance environment.
• Contextual aspects.
• Specific demands of the activity.

Question 3

4 big-pictrure approaches to improve ADLs:

Answer 3

Create or promote supports, i.e checklist, visual schedule/sequence, “center” activity, etc.

Establish, maintain skills and restore problem areas:

• age-appropriate tasks to target for intervention
• remediate underlying deficits
• verbal, visual, physical cues
• Chaining (fwd chaining: you start, they finish; backwd chaining: they start, you finish)

Modify or adapt task or environment (consider sensory issues): magnetic buttons, built-up zipper, seamless socks (tactile), firm pressure for calming before self-care routine

Prevention / Education: anticipatatory problem solving, cognitive approach, coaching

Question 4

Areas to consider for sleep:

Answer 4

• routines and rituals (stimulating? calming?)
• sensory issues (pj’s? sheets? smells, sounds?)
• medications / medical procedures (tube, positioning)
• cultural factors: presence or absence of bedtime routines, where child sleeps, and who with

Question 5

Sleep assessment:

Answer 5

B = Bedtime issues

E = Excessive daytime sleepiness

A = night Awakenings

R = Regularity and duration of sleep

S = Snoring

Question 6

possible interventions for sleep”

Answer 6

• Getting ready: tactile interactive books, visual schedule, massage with lotion, lavender sachet
• Falling asleep: lycra sheets (tactile), foam mattress (prop), nightlight (vision) music (hearing)
• Staying asleep: medications? alertness level?

Question 7

specific considerations for CP and autism; think about Down Syndrome, blindness, tactile hypersensitivity…

Answer 7

• CP: for washing hands - set up for stronger side, sink access for w/c, motion activated sink?
• Autism: washing hands - sensory issues w/ water? consider temp, scented soap, feel of washcloth… if they won’t STOP, use a song as cue
• ETC!