Frames Of References Flashcards
1
Q
Theory
A
- describe fundamental principles
- create a language system for a profession or language or discipline
- guide overarching thinking about assessment and intervention
2
Q
Frames of references
A
- a tool
- provides a specific way to think about assessment and intervention for a child
- multiple frames of references should be considered with each child and family that you work with
- it is a lens with which to look at the child and occupation to determine intervention
3
Q
Frame of reference examples
A
- developmental and motor learning
- biomechanical
- behavioral
- cognitive and cognitive-behavioral
- NDT
- sensory integration/rehabilitation
4
Q
Developmental frame of reference
A
- identifies the level of motor (gross, fine, or oral) social, emotional, and cognitive in which a child engages and targets intervention to help the child advance
- development occurs over time and across areas
- typical developmental is interrupted due to illness, trauma, and disability
- repetitive practice of developmental skills provides experiences to promote brain plasticity and learning
- practice of skills in a developmental level and just above to promote mastery
5
Q
Developmental strategies and techniques
A
- you have to know the typical developmental in order to know if there is a delay
- activities follow a development progression
- repetitive practice of developmental skills in various ways provides experiences to promote brain plasticity and learning
- activities at the level they are successful in and then introduce the next step
- challenge the child to engage in tasks slightly above abilities
6
Q
When to use developmental FOR
A
- children expected to follow a typical developmental progression
- infants, toddlers, preschoolers, and elementary aged children
7
Q
When it’s inappropriate to use developmental FOR
A
- children who will not follow a typical developmental progression (such as children with quadriplegic cerebral palsy)
- older children for which a developmental approach has been attempted but not successful
8
Q
Motor learning FOR
A
- how a child learns movement (motor learning is connected with the development FOR)
- children develop improved neural pathways when they repeat meaningful whole tasks in the natural environment
- occurs as children repeat motor tasks that are intrinsically motivating, meaningful, and that they can problem solve
9
Q
Motor learning interventions
A
- engage in whole activity versus part
- meaningfulness = variety of activities from which to choose, children perform better when motivated
- variability = engage children in activities that requires variable adjustments to movements (such as distance to catch the ball, moving body to reach in different planes)
10
Q
When to use motor learning FOR
A
- children expected to follow a typical developmental progression
- infants, toddlers, preschoolers, and elementary aged children
11
Q
When it’s inappropriate to use motor learning FOR
A
- children who will not follow a typical developmental progression (such as children with quadriplegic cerebral palsy)
- older children for which a developmental approach has been attempted but not successful
12
Q
Biomechanical FOR
A
- based on concepts from kinesiology (thinking about ROM of joints and muscles and their alignment)
- involves ROM, strength, and endurance
- preventing or reducing contractures
- improving ROM through passive and active means can increase functional mobility
13
Q
Biomechanical strategies and techniques
A
- orthoses
- splints
- positioning
- PROM/AROM
- strengthening
14
Q
When to use biomechanical FOR
A
- children with physical disabilities
- children with low tone
15
Q
When it’s inappropriate to use biomechanical FOR
A
- children without physical impairment (such as autism spectrum disorder, ADHD)
16
Q
Behavioral FOR
A
- behavior is enforced by a reward
- positive reinforcement increases the likelihood a behavior will be …
- children will stop behaviors that do not receive feedback
- applied behavioral analysis (ABA) = an example
17
Q
Behavioral strategies and techniques
A
- identify steps and behaviors that are interfering with occupations
- determine what may be causing the behavior
- put strategies in place to support desired behavior
- include child and caregivers in plan
- identify reinforcers and rewards
- provide positive reinforcers
- give reinforcers regularly at first, then intermittently
18
Q
When to use behavioral FOR
A
- extensive evidence of support for children with ASD
- managing challenging behaviors
19
Q
Limitations of behavioral FOR
A
- not always holistic in addressing underlying cause of behavior
- feedback from autistic adults who received extensive ABA report negative impact on well-being as a child
- critics note it makes individuals dependent on rewards to complete tasks, not on individual interest and self exploration
20
Q
Cognitive FOR
A
- top-down
- uses cognition (thinking) strategies to complete occupations
- OT helps child explore strategies, make decisions, apply strategies, and evaluate use
- child use the strategies to use in multiple situations and feels empowered, thus more likely to repeat the strategy
21
Q
Cognitive strategies and techniques
A
- OT designs interventions to increase repertoire of cognitive strategies
- identify global problem solving strategies
- task analysis
- explore task-specific strategies
- ex: Michelle Garcia Winner’s Social Thinking Cirriculum
- Cognitive Orientation to Daily Occupational Performance (CO-OP)
22
Q
Examples of cognitive strategies
A
- anytime you are supporting thinking!
- external sensory and environmental strategies = picture schedules, visual timers, kinesthetic cues (vibrating watch)
- mental or self-verbalization on strategies = self-coaching (I can do this, only three more problems), self-guidance (talking self through the task), and scripts (role play)
- task modification and specific strategies = lists and task modification
- finger space between the words
- social stories
- Garcia Winner’s Social Thinking Cirriculum
23
Q
When to use cognitive FOR
A
- older children
- research supports for a variety of diagnoses (Autism spectrum disorder, cerebral palsy, traumatic brain injury)
24
Q
When it’s inappropriate to use cognitive FOR
A
- idea that thoughts and feelings influence behavior within the environment
- behavior associated with dysregulation is maintained by cognitive factors
- changing one’s cognitive thoughts and beliefs results in changes in behavior
25
Cognitive behavioral strategies and techniques
- identify the thought and beliefs (such as negative self-talk) that effect performance of motivation
- help child reframe self-talk to promote performance and motivation to engage in occupations
- use of role play, social stories, and novel activities to challenge children to explore and succeed
- encourage child to evaluate performance and problem solve
- ex = How Does Your Engine Run and Zones of Regulation, and breathing techniques
26
When to use cognitive behavioral FOR
- older children
- children with insight into behaviors
27
When it’s inappropriate to use cognitive behavioral FOR
- younger children
- children with significant cognitive impairment
28
Neurodevelopmental (NDT) FOR
- technique used to help children with functional limitations due to differences in neuropathy, specifically children with cerebral palsy
- goal = to improve function in daily tasks by increased active use of trunk and extremities
- OT may attempt to normalize tone before and during activities
- OT analyzes musculoskeletal limitations interfering with movement and occupation
- OT facilitates movement that is meaningful for the child
29
NDT strategies and techniques
- therapeutic handling at key points of control (hips, trunk, pelvis, and shoulders)
- inhibition (decreasing tone) through slow rolling, weight bearing, and positioning
- facilitation of movement through guiding to promote weight shift, protective extension, righting reactions, and equilibrium
30
When to use NDT FOR
- children with irregular tone
31
When it’s inappropriate to use NDT FOR
- children without physical disability or physical disability that does not impact tone
32
Ayres sensory integration
- organization of sensory input to produce a response
- changes at a neurological level
33
Rehabilitation
- allows a person to return to previous occupations, generally after an injury with compensations and adaptations
- changes how person completes occupations such as adaptive equipment or strategies
- strategies include = teaching and learning, environmental modifications, training caregivers, and adapted dressing
