Test 1/Peds Flashcards
Human Occupations Model
Child centered
Level 1 of Dysfunction
Impairment
Level 2 of Dysfunction
Disability
Level 3 of Dysfunction
Handicap
Performance Components
Motor, cognitive, intra personal, inter personal, sensory
Performance Areas
Self-maintenance, Leisure, Productivity
Performance Context
Adaptation to and with the environment
Role of OT
Analyze performance within envir,
Goals of OT
Analyze performance
Intrinsic skills
External factors
Combination of the two
External factors
Envir, family, culture
Intrinsic skills
ADL (FMC, GMC, perception, ROM, Sensory)
Goals of OT
1) Improve functional performance-Improve inherent skills
2) Enhance ability to interact with envir-generalize
Sensory-perceptual
Take-in, organize, interpret and make meaningful response; prerequisite for cognitive function
Motor
Gross motor, fine motor, oral motor
Sensory input reflex, muscle tone, strength and endurance, postural control and alignment, ROM
Cognitive
Child’s ability to perceive and attend to a learning activity from memory, problem solving, and sequencing
Psychosocial (inter/intra)
Interact with others, coping skills, behaviors, peer/adult relationships
Performance area
Self-care
Work/school
Play/Leisure
Performance context
Social (family, peers)
Physical (sensory)
Impairment
Deficit in performance components
Disability
Deficit in performance area secondary to impairment
Handicap
Unable to fulfill social roles expected of child
Intervention
Treats component areas then generalizes to performance area; adapt the envir to make independent
Frames of Reference
ADL Biomechanical Developmental Neurodevelopmental Occupational behavior Sensory Integration
Biomechanical
Decreased neuromuscular, interferes with posture, strength, ROM, splinting/orthotics
Developmental
Development of life takes and ability to cope with expectations
Neurodevelopmental
Decreased influence of abnormal tone and reflexes to promote functional movement patterns and prevent contractures
Occupational behavior
Child’s use of play to learn rules and meaning of life
Sensory Integration
Process of learning sensory input to make an adaptive response
Eligibility for OT in early
Established risk
Developmental delay
At risk
Process for OT in early
Referral
Evaluation by team
IFSP
IFSP
Individualized Family Service Plan
IFSP
45 days to complete
developed with family
reviewed every 6 mn
OT in early
Work as a team Services child and family Models: consult/direct Family centered Natural setting
OT treatment in early
Holistic based
Functional goals
Work with family
Follow developmental principles
OT in school
Need to have special ed to receive OT
OT Process in school
Itinerant staff
Screening
Referral
Meet for evaluation, IEP, and placement
IEP
Individual Education Program
Evaluation in school
ADL’s
School related tasks
Play skills
Performance components
IEP
Parents consent to entire Reviewed annually Reevaluation every 3 yrs Quarterly reports Goals, level of service, frequency
Treatment in school
Corrective approach
Compensatory approach
Corrective approach
Correct performance components before tasks
Compensatory approach
When components plateau
Teach skills and adapt to make Indep
OT in schools
Consult or direct, pull out or inclusion
30 and 45 with COTA
Terminated when goals are reached, age, refusals, and plateaus
COTA in schools
Face to face every 2 wks or 10 treatments
Biweekly evals by OTR
Growth
Maturational changes that are physically measurable (height, weight)
Development
Developmental and sequential changes in function of individual
Anatomical direction of devel
cephalo-caudel
proximal-distal
ventral-dorsal
Principles of devel
Sequential, orderly Related to envirn Pace is specific to child Proceeds in head to toe Occurs center to edge
More principles of devel
Generalized to specific responses
Becomes increasingly integrated
May be critical periods
Continuous and influenced in many factors
Normal devel
Dominated by flexion at birth
Occurs through touch/movement and reflexes
