L2 Interventions Flashcards
Plan integrates fundamental principels of ped PT
family-centered
focus on individualized functional outcomes
commitment to interdisciplinary process
Skills for creating interventions
ICF
principles of motor development, motor control, motor learning
evidence for interventions
How to create hypothesis oriented ped interventions
- initial hypothesis
- initial data collection
- problem statement
- hypothesize goals
- exam planning
- exam
- eval
- diagnosis/prognosis
- general intervention planning
- intervention session planning
- Reflection
- Formal re-eval
Participation is optimized by real-life experiences, like…
child’s active involvement
friendships/connections with others
learning and skill development
enjoyment
Physical engagement
what the child is doing
Social engagement
interpersonal interactions
Self-engagement
child’s enjoyment in the moment
Determinants of participation
child
family
environment
Dimensions of participation
physical
social
self
Principles of participation-based PT/OT
-goal oriented
-family-centered
-collaborative
-strengths-based
-ecological
-self-determined
-evaluate processes and outcomes w/child and family
Five step process for participation based therapy
- Develop a collaborative relationship with family and child
- Determine mutually agreed upon goals from home and community participation
- assess child, family, and environment strengths and what needs to occur
- Develop and implement the intervention plan
- Eval processes and outcomes with the child and family
Principles for activity-focused interventions
- Top-down approach
- Recognition that relationship between function and QOL is complex
- Advocacy (for family and child)
- Focus on individualized, meaningful goals that the family have identified as important
- Goals should be well-written and measurable
- Interdisciplinary approach
- Effectively integrate three components outlined by guide to PT practice (communication, instruction, individualized)
- Eval therapeutic effect of interventions
Individual Considerations for Activity based interventions
age
parent/caregiver
cognition/communication
cultural factors
space/environment
peers/siblings
time management
team input
Session Objectives
important to choose activities to meet your short term goal and participation goal
Goals need..
Child’s name
Behavior
Condition
Degree
Expected Time
Functional
Guidelines for Activity-Focused Practice
- Practice
- Make practice fun and motivating
- Thoughtfully plan the practice activities
- Use toys to promote desired functional outcomes
- Adjust task complexity and difficulty
- Schedule practice to enhance retention and transfer
- Adapt the physical environment to support desired motor behaviors
- Conduct practice in natural environment when practical
- consider the influnce of psychosocial environment
- provide augmented information
- apply behavioral strategies for children unable to benefit from verbally mediated guidance and feedback
- Practice
multiple trials
flexibility in practice
frequency variations
understand when to use errors and not
- Make practice fun and motivating
play is the work of children
incorporate child’s interests and own goals
(focus on task)
- Thoughtfully plan the practice activities
might be the actual task itself or a component of that task
- Use toys to promote desired functional outcomes
meet the developmental needs of child
meet objective of practice session
- Adjust task complexity and difficulty
do so to appropriate level
individualized
part task, focus on a component
closed vs open task
Closed task
environment stays the same
Open task
environmental conditions change on each trial
- Schedule practice to enhance retention and transfer
consider the child’s learning style
degree of difficulty of task variation
prior experience
attention and memory
- Adapt the physical environment to support desired motor behaviors
use objects, person, sensory features, perception-action framework integrated into dynamic systems approaches
- Conduct practice in the natural environment when practical
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
- Consider the influence of psychosocial environment
focus on motivation, expectations, encouragement, hx of trauma
- thoughtfully provide augmented info
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
- Apply behavioral strategies for children unable to benefit from verbally mediated guidance and feedback
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
