L2 Interventions Flashcards

1
Q

Plan integrates fundamental principels of ped PT

A

family-centered
focus on individualized functional outcomes

commitment to interdisciplinary process

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2
Q

Skills for creating interventions

A

ICF
principles of motor development, motor control, motor learning

evidence for interventions

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3
Q

How to create hypothesis oriented ped interventions

A
  1. initial hypothesis
  2. initial data collection
  3. problem statement
  4. hypothesize goals
  5. exam planning
  6. exam
  7. eval
  8. diagnosis/prognosis
  9. general intervention planning
  10. intervention session planning
  11. Reflection
  12. Formal re-eval
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4
Q

Participation is optimized by real-life experiences, like…

A

child’s active involvement
friendships/connections with others
learning and skill development
enjoyment

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5
Q

Physical engagement

A

what the child is doing

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6
Q

Social engagement

A

interpersonal interactions

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7
Q

Self-engagement

A

child’s enjoyment in the moment

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8
Q

Determinants of participation

A

child
family
environment

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9
Q

Dimensions of participation

A

physical
social
self

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10
Q

Principles of participation-based PT/OT

A

-goal oriented
-family-centered
-collaborative
-strengths-based
-ecological
-self-determined
-evaluate processes and outcomes w/child and family

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11
Q

Five step process for participation based therapy

A
  1. Develop a collaborative relationship with family and child
  2. Determine mutually agreed upon goals from home and community participation
  3. assess child, family, and environment strengths and what needs to occur
  4. Develop and implement the intervention plan
  5. Eval processes and outcomes with the child and family
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12
Q

Principles for activity-focused interventions

A
  1. Top-down approach
  2. Recognition that relationship between function and QOL is complex
  3. Advocacy (for family and child)
  4. Focus on individualized, meaningful goals that the family have identified as important
  5. Goals should be well-written and measurable
  6. Interdisciplinary approach
  7. Effectively integrate three components outlined by guide to PT practice (communication, instruction, individualized)
  8. Eval therapeutic effect of interventions
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13
Q

Individual Considerations for Activity based interventions

A

age
parent/caregiver
cognition/communication
cultural factors
space/environment
peers/siblings
time management
team input

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14
Q

Session Objectives

A

important to choose activities to meet your short term goal and participation goal

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15
Q

Goals need..

A

Child’s name
Behavior
Condition
Degree
Expected Time
Functional

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16
Q

Guidelines for Activity-Focused Practice

A
  1. Practice
  2. Make practice fun and motivating
  3. Thoughtfully plan the practice activities
  4. Use toys to promote desired functional outcomes
  5. Adjust task complexity and difficulty
  6. Schedule practice to enhance retention and transfer
  7. Adapt the physical environment to support desired motor behaviors
  8. Conduct practice in natural environment when practical
  9. consider the influnce of psychosocial environment
  10. provide augmented information
  11. apply behavioral strategies for children unable to benefit from verbally mediated guidance and feedback
17
Q
  1. Practice
A

multiple trials
flexibility in practice
frequency variations
understand when to use errors and not

18
Q
  1. Make practice fun and motivating
A

play is the work of children
incorporate child’s interests and own goals

(focus on task)

19
Q
  1. Thoughtfully plan the practice activities
A

might be the actual task itself or a component of that task

20
Q
  1. Use toys to promote desired functional outcomes
A

meet the developmental needs of child
meet objective of practice session

21
Q
  1. Adjust task complexity and difficulty
A

do so to appropriate level
individualized
part task, focus on a component

closed vs open task

22
Q

Closed task

A

environment stays the same

23
Q

Open task

A

environmental conditions change on each trial

24
Q
  1. Schedule practice to enhance retention and transfer
A

consider the child’s learning style
degree of difficulty of task variation
prior experience
attention and memory

25
Q
  1. Adapt the physical environment to support desired motor behaviors
A

use objects, person, sensory features, perception-action framework integrated into dynamic systems approaches

26
Q
  1. Conduct practice in the natural environment when practical
A

collaborate with families and classroom personnel to create environments that will promote opportunities for learning

consider this strategy especially for children with cognitive limitations to improve transfer and generalizability of skills

27
Q
  1. Consider the influence of psychosocial environment
A

focus on motivation, expectations, encouragement, hx of trauma

28
Q
  1. thoughtfully provide augmented info
A

Use different types of feedback and instruction

understand the difference between knowledge of results and performance, and what works best for the child

physical guidance and cognitive strategies can be helpful as well

29
Q
  1. Apply behavioral strategies for children unable to benefit from verbally mediated guidance and feedback
A

for children with cognitive impairments, visual cues and repetition may be more useful

also use positive reinforcements, fading supports, ignoring challenging behaviors, and scheduled teaching