OT in schools Flashcards
essential school knowledge
- map of building
- school calendar
- schedules
- school nurse, principal, etc.
- Janitors names
- establish yourself with building principal
Legal IEP requirements
If IEP calls for OT twice a week for 30 minutes then you must do 30 minutes. COTA can help but paraprofessional cannot
- Explain to IEP team what we will be doing, how OT services will occur for the student
- OT services listed on IEP must accurately reflect what is happening
Intervention/Implementation process
- OT interventions must complement not disrupt what is occurring in classroom
- can be disrupting and interfering to the classroom (effects the learning of the other children)
OT documentation in schools: legal documents
OT evaluation reports- obtain baseline data from evaluations/function based assessments prior to development of IEP goals
Student IEP goals- PLAFFP and annual goals and subsequent objectives/benchmarks for calendar year.
OT progress notes- related to student goals that OT is responsible for
Medicaid documentation- computerized.
goals for different grades
1st- function and academic goals and performance
3rd-5th- increase independence (help them become more aware about how they function)
Middle school- apply skills to high school, time managements, function level
Reading disability
Difficulty processing and interpreting written language, poor phrenological processes (decoding so they can read and spell)
Math Disability
difficulty solving problems with multiple steps (math is all about memory patterns, math is all about mathematical patterns
Written Expression Disability
difficulty with transcription of a text (copying), or composing (coming up with what to say). Can be paired with Dysgraphia or may not. Don’t have ability to be automatic in their writing,
Common areas of concern for OT referrals or services
- handwriting/handedness/grasp of writing tool
- fine motor skills (bilateral tasks, cutting, fasteners, etc)
- task initiation and completions
- Attention
- Disorganiation
- Academic issues
- Behavior management issues
- Transition from school to
Prerequisites for writing and prehension
- ability to balance without use of hands
- ability to grasp and release an object voluntarily
- ability to interact with environment by building and putting objects together
- ability to coordinate eyes and hands together
- sensory motor skills (individual finger skills, grading of pressure for tool usage)
Stability and motor control interventions
Address posture- stability and control
- 90-90-90 sitting posture
- feet on ground or stable surface
hands skills influenced by 3 main components
Sensorimotor components
- proprioception
- bilateral integration
- posture and balance
- shoulder, wrist stability and mobility
- tactile input, processing
- motor planning
Fine motor skill components
- individual finger movements
- in hand manipulation
- thumb open web space
- thumb development
- hand arches
- wrist stability
- separation of two sides of hand
- laterality and hand preference
Visual perceptual skill components
posture and balance interventions
-seatwork after “heavy work” after gyp, recess, mvmt
work for brief periods and in different positions
-Disc-o-sit, wedge cushion (facilitates upright sitting posture)
writing problems and intervention strategies
Problems:
formation of letters, shape
-grasp of writing tools
-visual attention to task
Strategies
- Stencils, using fingers to imitate letter in sand or salt.
- highlighted shapes, letters to trace
- whole arm movements
- vertical surface to increase visual attention
- positioning of child
Visual or cognitive strategies
- line usage
- space usage- spaces between words, not writing on top of words
- letter formation- continuous stroke
*stability and control of wrist
Grasp problems and intervention strategies
Problems
- grasp patterns or pressure
- Position of wrist and forearm
- no palmar arch
Strategies: -small objects in palm -cup hand around objects -squeeze actions -pick up fragile items with tweezers -in hand manipulation -
