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621 Quiz #3 > Play, Theory, Assessment and Intervention (Week 9) > Flashcards

Play, Theory, Assessment and Intervention (Week 9) Flashcards

1
Q

Classic theories of play

A 
Sensorimotor
Symbolic 
Parallel Play
Cooperative play
Reilly was the one who was instrumental in bringing play into OT
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2
Q

OT theories of play

A

Ayers-therapeutic modality

Reilly-play as assessment and treatment

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3
Q

OT framework which includes play

A

Exploration

Participation

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4
Q

Play as a disposition

A

A way of being; playfulness; Intrinsically motivated

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5
Q

Play as an observable behavior

A
  • completely non functional
  • sponaneous
  • different in form and timing
  • completely absorbed
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6
Q

Play as a context

A
  • Happens in different places; where it happens matters
  • Usually describes the conditions under which play is likely to occur…
  • The availability of an array of familiar peers, toys, and other materials interesting to the child
  • An agreement is made between the child and adult that the child is free to choose
  • Adult behavior is minimally intrusive or directive- the child leads
  • A comfortable atmosphere is created
  • The timing of play considers the timing of other needs (i.e., eating, sleeping)— make sure you think about this as you schedule your appointments
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7
Q

Functional Play

A

Functional roles– pretending that I am something (Dr., Waitress, Housewife)

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8
Q

Relational roles

A

Mom, dad, kid, cousin

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9
Q

Character roles

A

Superman, spiderman

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10
Q

Role with no identity

A

Kids make up their own character

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11
Q

Social play with motor play

A

play fighting

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12
Q

3 characteristics of playfulness

A

Intrinsic motivation, internal locus of control, not bound by reality (Bundy)

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13
Q

Play is intrinsically motivated, meaning it is…

A

self-directed

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14
Q

Player guides the play…

A

not stimulus or adult

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15
Q

Non-serious renditions of activities, meaning…

A

suspension of reality

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16
Q

Player is active or passive?

A

Active

17
Q

Intrinsic motivation

A
  • Suggests that something about the chosen activity is appealing to the individual (important to be able to get kids out of their shell)
  • Takes into consideration what drives the individual (competitive, sensory seeking, etc)
  • Consider possible sources of motivation, including… (Mastery, Arousal, Social interactions, Competition, Pure sensation seeking)
  • How do we know if an activity
    is intrinsically motivating?
18
Q

Internal control

A
  • Feeling physically and emotionally safe
  • Match between activity and skill (may be easy and accessible to them)
  • Player helps makes decisions about what the activity will look like (some like to be in charge, some go with the flow)
  • Not necessarily “run the show”
  • Ability to share control (hard for kids; opportunity for social learning; teachable moment)
  • Share ideas with others
  • Negotiate to have needs met
19
Q

Freedom from reality

A
  • Pretend or fantasy play

- Reduction of consequences that might normally be associated with performing activity in ‘real life’

20
Q

Observable categories of play: Behavior

A
  • Play with language
  • Play with motion/objects
  • Exploratory play
  • Competency behavior
  • Achievement behavior
21
Q

Observable categories of play: Social interaction

A
  • Onlooker
  • Solitary independent play
  • Parallel play
  • Associative play
  • Cooperative play
22
Q

Social behavior in play: Individual

A

unoccupied, onlooker, solitary (under 2 yrs)

23
Q

Social behavior in play: group

A
  • Parallel
  • Associative: not necessarily sharing or interacting; both in the same space doing similar things (“do you want this?”)
  • Cooperative: working together, shared interest; interacting only for the interest of play (usually appears around 4-5 yrs old)
24
Q

Effects of disability on play

A

Sensory, cog., physical

25
Q

Behavior that indicates play (has to be these 4 things to actually be play)

A
  • incompletely functional
  • spontaneous/voluntary/rewarding
  • differs from other behaviors in form or timing (original and unique)
  • totally absorbing
26
Q

Assessments of play

A
  • skills
  • development (social-emotional, cognitive, language, physical/motor)
  • experience of state of mind
27
Q

Play as an assessment in OT

A

what the player does; why the player enjoys chosen play activities, How the player approaches play, The player’s capacity to play, The relative supportiveness of the environment.

28
Q

Gathering play history

A
  • What the player does (environmental supportiveness, how the player approaches play)
  • How the parent engages with the child affects how the child plays (what is the parent saying to the kid, etc)
  • Children (infancy through mid-adolescent)
  • Semi-structured interview with parent or other caregiver (narrative approach)
  • Set of basic questions about play
29
Q

Knox preschool play scale (PPS-R)

A
  • Player’s capacity to play (what the player does in play)
  • Children ages 0 to 6 years
  • Indoor and outdoor observation (30 minutes each)
  • 4 play dimensions
    (1)Space management (where do they go, are they aware of their body)
    (2)Material management (manipulation, construction, purpose, attention)
    (3)Pretense-symbolic (imitation and dramatization)
    (4) Participation (type, cooperation, humor, language)
    Knox (1997)
30
Q

Test of Playfulness (ToP)

A
  • How the player approaches play (capacity of play, what the player does)
  • Children ages 3 months to 17 years
  • Observation of play in more than one setting (preferably outside and inside) for 15-20 minutes each
  • Primarily available for research purposes (to track, etc)
31
Q

Play as Intervention

A
  • Play can be used as a therapeutic modality when treatment goals are to improve specific component skills.
  • Play-based intervention may also be used to develop play skills.
  • Play-based intervention may also focus on facilitating playfulness.
32
Q

Development of play skills

A
  • Focus on participation in the occupation of play
  • Focus on the improvement of immature play skills (Look at developmental stages: Work on specific play deficits (where the assessment comes in handy; can the kid even play?))
  • Focus on improving a mismatch between a preference and a skill (Alter preference; Alter environment)
33
Q

Intervention for playfullness

A
  • Perception of control
    (How do you give a child sense of control?
    By the way you set up the activity/tx session
    Have the kid choose, in whatever order!)
  • Source of motivation
    (How do you know what is motivating to the child?)
  • Freedom to suspend reality
    (How do you encourage this?)
34
Q

Why play?

A
  • Building skills
  • unstructured play time builds Creativity, imagination
  • consequences of children not developing play skills? Difficulty with certain skills (social, motor, cognitive, coping, no stress outlet; isolation)

621 Quiz #3 (2 decks)

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