L5 Sensory Conditions Flashcards
1800s-1900s Disabilities and Schools
schools specific for people with disabilities
major cities often had special schools for crippled children where PTs worked
expanded to offer services for a range of disabilities
1975 Disabilities and Schools
US Congess passed education of all handicapped children act
all kids 6-21 were entitled to free public education and related services
eliminated requirements to walk, independtly use bathroom, or not have intellectual disability to attend public school
1990 Disabilities and Schools
EAHCA became IDEA
PT services in schools covers ages
3 to 21
IDEA 2004
improving education results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities
Provisions of IDEA
- zero reject of kids
- least restrictive environment provided
- right to due process
- parent participation
- nondiscriminatory evaluation
- IEP for each child
- related services like PT/OT
Exam and Eval for IEP includes
- determination if child has disability
- define educational needs of child
- functional and developmental assessments
must be written with 30 days once child has been determined eligible for services
Eligible disabilities for IEP
autism
deaf/blindness
developmental delay
emotional disturbance
intellectual disabilities
orthopedic impairment
learning disability
speech/language impairment
TBI
IEP Meeting includes
parents
regular education teacher
special education teacher
child ( if appropriate)
representative from public agency who is qualified to provide specially designed instruction
individual who can interpret instructional implications of evaluation results
IEP Requirements
- child’s present level
- measurable annual goals
- child’s progress towards goals
- services to be provided
- how child will participate with nondisabled children
- accommodations
- projected date and frequency of services
- (age 16+) postsecondary goals, transition services, adult child knows their rights
Goals of PT in school
- enhance functional capabilities
- help child’s performance in school
- goals are based on IEP, are free of professional jargon, realistic, and easily understood
- must relate to child’s educational goals
Postural Control Development
tone can impact how child sits in classroom, eats, or plays
3 part sitting
all parts of body are connected
pelvis
shoulders
neck
Developmental Coordination Disorder
chronic condition involving impairment in gross motor, postural, and/or fine motor performance that affects a child’s ability to perform the skilled movements necessary for daily living
5-6% of children impacted
Diagnostic criteria for DCD
- learning and execution of motor skills is below expected level for age
- motor skill difficulties interfere with ADLs, school, vocational, leisure
- Onset is in early development
- motor skills are not caused by other conditions
Autism spectrum disorder
affects verbal and nonverbal communication, social interaction
unknown cause, possibly due to genetic component
early motor delay can be a predictor, evident before 3 yo
Characteristics of autism
repetitive activities
stereotyped movements
resistance to changes
unusual responses to sensory
Signs that warrant referral for eval of autism
- no babbling or gesturing by 1
- inability to speak one word by 16 mo
- inability to combine two words by 2
- any loss of language or social skills
Socialization in austism
deficits in social emotional reciprocity and maintaining relationships
inability to say goodbye, engage in conversation, make friends
Communication in autism
deficits in nonverbal bheaviors
inabiity to maintain eye contact, lack of facial expression
Restrictive or repetitive behavior in autism
inability to tolerate a change in routine, hyperreactivity or hyporeactivity to sensory input, repetitive motor movements
need to eat the same food, take the same route, excessive smelling or touching, flapping of hands or lining up toys
Asperger Syndrome
characterized by significant difficulties with social interaction, along with restricted and repetitive patterns of behavior and interests
has preservation of linguistic and cognitive development
greater problems with balance, gait, speed, rhythm, timing
CP of ASD
- disruption of language and communication development
- intellectual impairments
- sensitivity to touch
- apraxia
- restricted, repetitive behaviors
- impaired motor imitation and coordination
- poor eye contact
- decreased muscle tone
Functional impacts of ASD
- difficulties with inerpersonal relationships, social interactions
- struggles to achieve developmental and motor milestones
- unsustained active play with peers and family
- struggles to walk long distances
- challenges with organized sports or active leisure
Interventions for ASD
- multiple disciplines!
- behavioral therapy
- sensory integration
- social skill interventions
- early on and education programs to help with consistency and structure
- PT focusing on motor planning and sensory
- family support and education
Idiopathic Toe Walking
toe at initial contact that can be intermittent or constant
diagnosis of exclusion
can be normal up to age 3
Interventions for idiopathic toe walking
stretching
strengthening
joint mobs
balance
gait
motor control
sensory based
serial casting
orthotics
surgery
Children with toe walking lose what rockers with gait?
first and second
only have the last rocker in late stance, causing early heel rise and shorter step length
Eval of idiopathic toe walking
prior medical hx
developmental milestones
familial hx
prior intervention
ROM
leg length
tone
DTR
alignment
sensory dysfunction
strength
speech delay (often tied with ITW)
