Quiz 1 Flashcards
% delay that qualifies for OT
30-33% delay in 1 area
25% delay in 2 areas
Education for All Handicapped Children Act (EHA)
special education law that provides children with disabilities the right to Free Appropriate Public Education in the Least Restrictive Environment
Zero Reject Policy
no child could be excluded from public school
each eligible child between the ages of 3-21 should receive an IEP
Procedural Due Process
-procedural safeguards that dictate the policies and procedures that educational teams need to follow to be in compliance with the law
-parental access to records
-right to individualized evaluation by qualified individual
-written notice in parent native language for any change or initiation of placement
Least Restrictive Environment
requires that children with disabilities receive their educational program with children who are not disabled
Individuals with Disabilities Education Act (IDEA)
-most important federal law for children with disabilities
* requires schools to serve educational needs of eligible
students with disabilities regardless of disability severity
* Schools must find and evaluate students suspected of having disabilities—at no cost to parent
● once a child identified as having a disability, schools must providethem with special education and related services
-autism, deaf, blind, emotional disturbance, Intellectual disability, orthopedic impairment, ADHD, learning disabilities, speech impairment, TBI
IDEA Part B
Assistance for All children with disabilities:
● related service – developmental, corrective and other supportive
services that are required to assist a child with a disability to
benefit from special education (includes OT)
● child (3-21 years) must meet eligibility requirements for special
education to receive OT services
-child is primary client
-eligibility: children who function educationally at least 2
years below grade level
IDEA Part C
Infants & Toddlers with disabilities:
○ Infants & Toddlers and their families (Early Intervention
is for children between the ages of 0-3)
-OT is primary service
-child and their family are your client
-environment: daycare/home
-Eligibility: one or more of the following areas
- Cognitive development
- Physical development
- Communication
- Social or emotional development
- Adaptive development
-such as prematurity, Down syndrome, cerebral palsy
Early Intervention
● Services for children 0-3 who have an established risk, developmental delay or are considered biologically or environmentally at risk
● To enhance the development of infants and toddlers with disabilities, minimizing risk for delays during the first 3 years of life
● Defined under Federal Law of the Individuals with Disabilities Education Act [IDEA] Part C to enhance the capacity of families to meet the special needs of their infants and
toddlers
-voluntary program, free of cost
5 Domain Areas: communication, physical, cognitive, social/emotional, adaptive
anyone can refer the child (parent, social worker, doctor, teacher)
Criteria for Eligibility in New York
State for EI
○ The child has a 12 month delay in one or more functional areas; or,
○ There is a 33% delay in one functional area or a 25% delay in each of two areas; or,
○ When standardized instruments are used during the evaluation process, a score of at least 2 standard deviations below the mean in one functional area or a score of at least 1.5 standard deviations below the mean in each of two functional areas
*Children considered at-risk for disability are not eligible in NYS (LBW, parental neglect)
-child is behind in at least one area of development
Developmental Monitoring
Children considered at-risk should be referred to the Developmental Monitoring Unit in the EIP.
* Developmental Monitoring (DM) tracks children who are at-risk for delay, but who might not currently show delays that would make them eligible for EI
○ When there is a significant change in the child’s development, the staff
member will discuss with the parents whether they would like their child
referred to the Early Intervention Program
Play is
○ Self-chosen/self-directed
○ Intrinsically motivated
○ Occurs in a relatively stress-free state but active state of mind
○ Pleasurable, meaningful
Solitary Play
0-2yrs
Child plays alone with their own toys.
The child does not attempt to play with other children or adults nearby.
Enjoys hide and go seek games, looking through books, imitation and
pretend games, and verbal games
Pretend Play/Symbolic Play
18months-2yrs+
Child begins to imitate adult (talking on the phone, putting on shoes and
using keys to unlock a door)
uses inanimate objects to pretent (eg. Uses banana as telethephone)
At Age 3-4 this turns into tea time , Barbie time, dinosaur takeovers
Parallel Play
2 1/2 yrs- 3 1/2 yrs
Children still play on their own but play beside other children and may be using the same toys (eg. Playing in a sandbox)
Associative Play
3 - 4 1/2yrs
Children begin to play with others. They share play materials but may be
following their own play story line (they’re in their own world but still
interact) Eg. building blocks, art projects that involve more than one child, and musical instruments
Cooperative Play
4 - 5 1/2yrs
Children play in groups and everyone is cooperating to achieve a common
goal. This involves negotiation among children. Eg. organized team sports.
In these events, children work together to compete against another team
BOT-II
4 motor area composites: 8 subtests
1. Fine manual control: writing, drawing precision
2. Manual coordination: skills in reaching, grasping, manipulating objects
3. Body coordination: balance + U/E & L/E coordination
4. Strength and agility: large muscle strength, body position
PDMS-II Subtests
- Reflexes subtest
- Stationary subtest
- Locomotion subtest
- Object manipulation subtest
- Grasping subtest
- VMI Subtest
stages of therapeutic reasoning
- generate questions
- gather data
- formulate hypothesis of client’s situation
- develop goals and intervention plan
- implement intervention
- assess outcomes of intervention
