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 is 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 int asks 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)
