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OTB 514 > Test 2 > Flashcards

Test 2 Flashcards

1
Q

What’s some Importance of Developing ADL Occupations?

A 
-Active participation in ADLs is important
Endurance/ROM/coordination
-Memory
-Sequencing
-Concept formation
-Body image
-Cleanliness
-Problem solving
-Accomplishment and pride
-Helps caregivers
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2
Q

What factors affect performance?

A

Child factors and Performance Skills:

-Body structures and functions
Sensory processing
Strength
Coordination
Cognitive – organization, sequencing, memory
Pain
  • Interests
  • Self confidence
  • Motivation
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3
Q

Rehabilitation study shows the less the ……affected then the greater the independence with ADLs

A

gm/fm (gross/fine motor)

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4
Q

What tasks a child can a performs most competently?

A

Sometimes ADLS are the tasks child performs most competently

*Partial participation – gives them some control

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5
Q 
Social Environment
(finish the sentence)
ADLS taught during ...	
ADLS embedded into ...
ADLS practiced with ....
A
  • routine become part of repertoire quicker
  • natural routine are practiced more
  • with peer buddies help increase success
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6
Q

What are some Some cultural differences to consider?

A
  • Bed time
  • Age for independent feeding
  • Utensil use
  • Food preparation
  • Adaptations that are acceptable
  • Hand use for toileting
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7
Q

What are some Influences on ADLs?

A
  • Economics
  • Beliefs
  • Values
  • Attitudes about child rearing
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8
Q

Name some examples of barriers and inaccessibility

A
  • Furniture
  • Rugs
  • Lighting
  • Noise level
  • Temperature
  • Visual stimulation
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9
Q

How can we collect data on occupational performance from a variety of sources

A
  • Interviews
  • Inventories
  • Structured observation

-Natural observation

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10
Q

Which is a useful method to collect data on occupational performance for children with moderate to severe disabilities?

  • Interviews
  • Inventories
  • Structured observation
  • Natural observation
A

-Natural observation

*Particularly useful for children with moderate to severe disabilities
They do not need to generalize the task from one environment to the other

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11
Q

What’s Naturalistic or ecological observation

A
  • Complete task analysis to identify necessary steps, sequence and how child adapts to demands of environment
  • Time consuming but provides good information
  • Identify the level of assistance needed as well as the number of modifications needed
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12
Q

What are the 3 measurements of outcomes for team evaluations?

A
  • Defined after interviewing family
  • Collect data
  • Modify goals as needed
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13
Q

Topic: Intervention Strategies and Approaches

What are 4 approaches for intervention strategies?

A

1) Promoting and Creating Supports
2) Establishing, Restoring and Maintaining Performance
3) Adapting the Task or Environment
4) Preventing Problems and Educating

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14
Q

Topic: Intervention Strategies and Approaches

How do you promote/create supports? There’s 4 ways

A

1) Developing practice activities embedded into routine
2) In-services
3) Universal design strategies
4) Checklists and visual supports

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15
Q

Topic: Intervention Strategies and Approaches

What 5 Approaches often used to remediate?

A

1) biomechanical
2) Motor control
3) NDT
4) Sensory integration
5) Behavioral

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16
Q

Topic: Intervention Strategies and Approaches

What are some strategies to adapting the Environment or Task?

A

1) Strategies
Modify task

2) AT
- Trial for success
- Considerations

3) Modify environment
- Work surface

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17
Q

Topic: Intervention Strategies and Approaches

What are some examples of low tech equipment for positioning?

A

Positioning: Allow for maximal movement with good alignment and safety

Low tech:
Lap board
Pillows
Towel rolls

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18
Q

Topic: Intervention Strategies and Approaches

What are some examples of high tech equipment for positioning?

A

Positioning: Allow for maximal movement with good alignment and safety

High tech:
Customized cushions
Wheelchairs
Orthotics
*Sometimes makes individual less efficient
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19
Q

Topic: Intervention Strategies and Approaches

Prevention and Education

A

-Problem-Solving: Cognitive Approach
(Anticipate the problem
problem solve prior to problem)

-Cognitive Orientation Approach
(Learn about problem solving approaches)

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20
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Toileting

A

Independent toileting is often prerequisite to prk

Sign child is ready for toileting – pattern of urine and feces elimination – volitional control of sphincter reflexes

Bowel control before bladder control

Girls train 2.5 months sooner than boys on average

Independent toileting requirements:
On and off toilet independently
Manage fasteners and clothes
Clean themselves
Wash and dry hands
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21
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Positioning devices for toileting includes?

A
  • Low enough to touch floor with feet or step
  • Reducer ring
  • Safety ring
  • Commodes
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22
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Menstrual Hygiene

A 
Picture cards
Practice prior to onset
Social stories
Timers 
Universal cuff
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23
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Dressing

A 
Skills needed:
Kinesthetic awareness
Vision
Dynamic postural stability
Bilateral coordination
Memory and sequencing
Strategies
Cognitive and sensory limitations
Visual cues
Color coding
Labeling dressers/bins
Picture charts and checklists
Partial participation 
Backward and forward chaining
Social stories
Read before dressing and read daily
Video modeling
Larger clothes
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24
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Bathing/Showering

A

Four years old – wash and dry with supervision
8 years old – independent shower prep

Bathing for establishing or restoring performance
ROM
Decrease muscle tone
Decrease hypersensitivity
Improve grasp and release and strength with bath toys

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25
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Personal Hygiene and Grooming

A 
Tooth brushing
Independence by 6 years old
Soft brush
Toothette
Electric toothbrush
Large handled toothbrush
One handed flosser
Picture cues for sequence

Face washing/hair care
Social stories
Picture cues

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26
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Sexual Activity

A

Adolescents with disabilities are sexual beings

Important to teach difference between necessary touching and intimate touching

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27
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Sleep and Rest

A

Children with sleep disorders

Children with ASD – 50-80% have sleep disorders
Other disorders with sleep issues
ADHD
Asthma
Allergies
Diabetes
CP
Epilepsy
Sickle cell
Obesity
TBI
*Shortened sleep cycles cause shortened memory, muscle repair and hormone release
Can cause illness
Can cause decreased skill development
Can cause depression
Can affect parenting*
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28
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Sleep and Rest: What are the 2 medical assessment used?

A

Medical Assessment:
1)Polysomnography

2)Interview
Sleep patterns
Sleep location
What does he/she sleep with
Bedtime
Bedtime routines
How long to fall asleep
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29
Q

Topic: Specific Intervention Techniques for Selected ADL Tasks

Interventions for Sleep and Rest:

A

Interventions:
Bedtime routine and habits

Calming routine (depends on sensory preferences)
Quiet time before bed
Visual schedule/social story
Routine
Routine for going back to sleep too
No upsetting or alerting activities before bed
Put child to bed when drowsy
Same schedule for bed and wake up even on weekend

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30
Q

Topic: Intervention and Strategies for Challenging Behaviors

What are the 2 types of inappropriate behaviors?

A 
Types of inappropriate behaviors
1) Passive
Noncompliance
Withdrawal
Avoidance
Inattention
Lack of response
2) Active
Direct refusal to engage
Opposition
Aggression toward people or objects
Self-injurious behaviors
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31
Q

Topic: Intervention and Strategies for Challenging Behaviors

Being prepared for problem behaviors, what are some things you should do?

A

1) Ruling out pain or illness
Hunger/thirst, cold/hot, tiredness too

2) Establishing predictability
3) Creating calm atmosphere
4) Praise for appropriate behaviors
5) Using “do” statements
6) Keeping perspective

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32
Q

Topic: Intervention and Strategies for Challenging Behaviors

Functional Behavioral Analysis

A 
Completed by trained professional
Observe child and gather data to determine:
Triggers
Behaviors
Consequence
Function
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33
Q

Topic: Intervention and Strategies for Challenging Behaviors

Four researched based purposes for challenging behavior

A

Obtaining desired object or event

Avoiding situation

Escaping from an undesired object, event or demand

Sensory function

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34
Q

Topic: Intervention and Strategies for Challenging Behaviors

Behavior Management Approaches

A
  • Prevent Challenging Behaviors
  • Support desired behaviors
  • Intervene when challenging behaviors already exist
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35
Q

Topic: Intervention and Strategies for Challenging Behaviors

How to Prevent Challenging Behaviors?

A
  • Minimize Aversion Events
  • Sharing Control
  • Providing engaging environment
  • Increasing -Communication –Effectiveness
  • Clarifying expectations
  • Supporting self-regulation
  • Matching demands to abilities
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36
Q

Topic: Intervention and Strategies for Challenging Behaviors

How to Minimize Aversions

A

Look at task through child’s eyes

Once aversive tasks are identified

  • Minimize frequency
  • Decrease intensity
  • Decrease duration
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37
Q

Topic: Intervention and Strategies for Challenging Behaviors

How to Control Sharing

A

Allow for choice making:

  • Helps child feel important
  • Fosters sense of commitment
  • Increases the desire the child may have to preserve the therapeutic relationship through desired behavior
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38
Q

Topic: Intervention and Strategies for Challenging Behaviors

Providing Engaging Environment

A
  • Mixture of structured and unstructured activities
  • Supplies readily available
  • Relax strict rules on supplies to allow creativity
  • The more the child is engaged the less challenging behaviors
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39
Q

Topic: Intervention and Strategies for Challenging Behaviors

How to increase communication effectiveness?

A

-Children without an effective mode of communication will communicate in other ways
Positive
Smile, hug or clap
Negative – pain, undesired activity or location, frustration, unpleasant
Scream, hit, throw or destroy property

-Important to provide ways child can communicate
Physical gestures
Sign language
Picture exchange

-Important child understands the message
Supplement verbal directives/information
Sign language
gestures
 picture cues
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40
Q

Topic: Intervention and Strategies for Challenging Behaviors

How to support self-regulation?

A

Child may have difficulty managing responses to environmental stimuli – causes fight or flight response by sympathetic nervous system

-Sensory triggers
Background noise
Flickering lights
Constant movement of others
Inadvertent touch
Unpredictable stimulation
-Behavioral responses
Aggression
Hyperactivity
Violence
Self injurious behaviors
Immediate withdrawal
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41
Q

Topic: Intervention and Strategies for Challenging Behaviors

How can we support positive behavior?

A

-General Strategies
Meeting sensory needs
Building new skills

-Specific Strategies
Increasing compliance through contingency methods
Token economies
Positive reinforcement
Alternate preferred and non-preferred activities
Addressing transition

-General Support Strategies

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42
Q

Topic: Intervention and Strategies for Challenging Behaviors

Intervening When Child is Known to Have Challenging Behaviors: What’s the 3 levels of support?

A

Three levels of support:

1st – organize environment to support learning, provide instruction in communication and social skills
2nd – small group instruction and implementation of corrective teaching
3rd – FBA and implement BIP

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43
Q

Topic Zones of Regulation

What do the 4 colors represent?
Green/Blue/Red/ and Yellow Zone?

A

GREEN ZONE:

1) Happy, calm, feeling ok, focused, ready to learn
- ii. Green in history class

2) BLUE ZONE
sick, tired, bored, sad
-i. Blue at a funeral

3) RED ZONE
mad/angry, mean, yelling/hitting/out of control
-iv. Red when playing football

4) YELLOW ZONE
frustrated, worried, silly/wiggly, excited, loss of some control
-iii. Yellow at a party

44
Q

Topic: Behavior Management for School-aged Children

What’s the different between Punishment vs Reinforcement?

A

1) Punishment:
Limited effectiveness
Only works when punisher is present
If punisher does not punish every time then this leads to reward (i.e. “yes, I got away with it”)

2) Reinforcement
Rewards increase in desired behavior
How often
Continuous – reward good behavior every time for 1-2 weeks
Intermittent – reward sometimes after first 1-2 weeks
“catch you being good”
Should not need it at all after a while – maybe 1x weekly

45
Q

Topic: Behavior Management for School-aged Children

What are the reward principals and ideas?
What’s IFEED reward?

A 
IFEED reward:
Immediately
Frequency – high for difficult kids
Eye contact
Enthusiasm
Diverse reward (i.e. time for preferred activity)

principals and ideas:
First try group/class system then individualize if necessary
Lower the bar until child can meet it – just right challenge
Ignoring is difficult
Can give out reinforcers to entire group or explain to the group that the difficult child is getting what he needs

Wandering reinforcer - Give edible/chip/lottery ticket if caught being good

46
Q

Topic: Behavior Management for School-aged Children

What are different reinforcement delivery systems? (hint: there’s 6)

A

-Token economy
Tokens have a value – the more tokens earned from good behavior then the more reinforcers the child can purchase due to good behavior

-Behavior contract – written agreement with child/group defining behavioral expectations and rewards (or punishments)
Points system and sticker charts

  • Self-management – teach child to monitor, record and reward self
  • Timer – earn rewards if behavior appropriate until for a designated amount of time
  • Group contingencies – pre-established behavioral expectation for entire group in order to earn reward
47
Q

Topic: Behavior Management for School-aged Children

Behavior plan:

1) what assessment should be completed?
2) Identify ABC

A

Complete a Functional Behavior Assessment

Identify ABC (antecedent – behavior – consequence)

Antecedent = triggers – look for patterns

Behavior: what is the behavior?

Consequence: What is the Consequence?

48
Q

Topic: Behavior Management for School-aged Children

Behavior plan: What are some Antecedent strategies?

A

Antecedent Strategies:

Group vs. individual instruction
Provide choices
Use a variety of teaching/therapy media
Post rules and consequences
Rearrange work space to decrease distraction
Modify pace
Use high interest content/materials
Use humor
Be sure internal conditions are right
Thirst/hunger/pain/temperature/sleep

(there are more ideas in the ppt, if you want more)

49
Q

Topic: Behavior Management for School-aged Children

Behavior plan: What are some Behavior strategies
?

A

Behavior strategies:

Social skill training
Social stories
Opportunities to help others
Coach/buddy 
Time to share what went wrong and how to fix it
Video tape
To show behavior
Modify video to show success
Teach child to request break
Increase opportunities for movement
Relaxation exercises

(there are more ideas in the ppt, if you want more)

50
Q

Topic: Behavior Management for School-aged Children

Behavior plan: What are some Consequence strategies?

A

Consequence strategies:
Parent training
Planned ignoring
Differential attention – ignore inappropriate behavior but give attention to good behavior
Systematic desensitization – gradual exposure to anxiety provoking stimuli with relaxation techniques taught
Differential reinforcement of low rates – reward for performing the poor behavior less
Reprimands – often paired with reinforcer

(there are more ideas in the ppt, if you want more)

51
Q

Topic: Cognitive Interventions for Children

Theoretical Foundations of Cognitive Approaches:

What’s scaffolding?

A

Scaffolding

Modify task to make just right fit

52
Q

Topic: Cognitive Interventions for Children

Theoretical Foundations of Cognitive Approaches:

What’s Discovery learning?

A

Discovery learning:
Learning through exploration
When adding scaffolding it becomes guided discover
Provide questions to client during task so client changes approach
Reinforcement is the information child gains by learning

53
Q

Topic: Cognitive Interventions for Children

Theoretical Foundations of Cognitive Approaches:

What’s Metacognition?

A

-Children learn to evaluate their performance of task and reflect on strengths and weaknesses
– they set new goals and feel empowered – display optimal learning when they can reflect on participation in their chosen occupation

-Empowerment fosters commitment, enhanced performance and intrinsic motivation

54
Q

Topic: Cognitive Interventions for Children

Theoretical Foundations of Cognitive Approaches:

What’s Instructional Enrichment?

A

Instructional Enrichment:

Adults assisting child in generalizing meaning from experience
Techniques include:
Process questioning
Bridging
Comparison/describing
Modeling
Challenging
Elaborate feedback
55
Q

Topic: Cognitive Interventions for Children

Rationale for Using Cognitive Approaches- what are the 3 mentioned

A

Motivation: Influences learning, persistence willingness to participate

Generalization and Transfer: Ability to apply what has been learned to other environments and activities (factors that effect generalization are external and internal)

Lifelong Development: Work to help child to use strategies over the lifespan to different environments and tasks

*this is the basic if want to know more go to ppt for this topic and slides 4 to 6)

56
Q

Topic: Cognitive Interventions for Children

What’s guided discovery?

A

Child is providing with problem to solve and given hints, coaching, feedback and modeling

  • One thing at a time
  • Ask don’t tell
  • If child discovers solution he is more likely to remember it than if he is told
  • Coach don’t adjust
  • Bring adjustments to child’s attention so he is aware of them and can use them in the future

-Make it obvious
Bring important parts the task and the solution to the child’s attention

57
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are OT Goals for Social Participation and Social Skills?

A
  • Learn specific behaviors
  • Become aware of social rules
  • Be aware of the perspective of others
  • Improvement in executive function such as self-management and problems solving
58
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are some specific childhood conditions that effect social participation impairments?

A 
ASD
Fetal Alcohol Spectrum Disorder
ADHD
Anxiety
LD
Mood disorders
59
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Autism Spectrum Disorder: what are some social communication deficits and other social problems they face?

A 
-Social communication deficits
Decreased social awareness
Decreased social motivation
Decrease theory of mind
Decreased executive function
-Other social problems
Aware of others and want to approach but ineffective
Too quiet
Decreased assertiveness
Too exuberant
Poor understanding of boundaries
60
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Fetal Alcohol Spectrum Disorder: what are some social impairments?

A

Social impairments:

Decreased social competence
Decreased social relationships
Decreased social problem solving
Difficulty with peer relationships and socially appropriate relationships
Social withdrawal
Teasing
Poor social judgement
Difficulty perceiving social cues
Difficulty exhibiting consideration for others
Difficulty forming friendships
61
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

ADHD: what are some typical symptoms, possible executive/social functioning issues?

A

-Typical symptoms
Inattention
Impulsiveness
hyperactivity

-Possible executive functioning issues
Problem solving
Planning
Orienting
Flexibility
Sustained attention
Response inhibition
Working memory

-Possible social problems
Limited self regulation causing irritation when things do not go his or her way – effects social relationships

62
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Anxiety Disorders-
Answer the following
1) Highly socially anxious children report lower levels of what?

2) Anxiety disorder can result in social anxiety disorder during _____ years.
3) What are some treatments for anxiety disorders?

A

1) Highly socially anxious children report lower levels of social acceptance, self esteem and negative peer interaction
2) teen years.

3) Treatment 
Cognitive behavioral therapy 
Learn specific behaviors
Awareness of others
Self-management
Problem solving
63
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Learning Disability: can have difficulty with….?

A
  • Can have difficulty with interpersonal understanding and social interaction
  • Misconduct in the classroom
  • Inability to cooperate and establish positive relationship with peers
  • Marked difficulties in working through rough spots with peers
  • Difficulty with compromise
64
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Mood Disorder: Answer the following…

1) What are social problems do they face?
2) What are some treatments?

A 
1) Social problems
Self regulation
Coping 
Interpersonal difficulties
More stress and decreased ability to cope with it

2) Treatment
Coping skills
Social problem solving
Communication skills

65
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are the 4 Theoretical Basis of Social Deficits?

A

1) Theory of Mind
Difficulty seeing the existence of other peoples thoughts, desires, beliefs and knowledge and intentions that cause others to act the way that they do

2) Weak central coherence hypothesis
Tendency to see things in fragments instead of as an integrated and meaningful whole
I.e. child with ASD – focuses on letters individually instead of using them to read words

3) Limitations in joint attention
Process of sharing experience of observing object or event with another with following gaze or pointing

4) Executive dysfunction
Difficulty with guided attention, inhibition, abstract rule following, generating goals
can effect self-regulation, ability to deal with change, planning and problem solving
Manages best with familiar task, context and people

66
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Occupational Therapy Evaluation of Social Participation:

1) what skills are assessed?
2) What evaluation tools are used?

A 
Skills assessed:
Eye contact
Understanding non verbal communication
Social awkwardness
Sense of humor
Turn taking
Appropriate voice volume
Interest in others
Understanding rules
Understanding appropriate proximity

Evaluation Tools:
Portions of HELP/BDI2
Goal Attainment Tool

67
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are Five factors that contribute to social skill deficits?

A
  1. Lack of knowledge
  2. Lack of practice and feedback
  3. Lack of cues or opportunities
  4. Lack of reinforcement
  5. Presence of interfering problems behaviors
68
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are Five approaches to facility social participation?

A
  1. Social cognitive
  2. Sensory modulation
  3. Behavioral modifications
  4. Self determination
  5. Peer-mediation
69
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Whats peer-mediation?

A

-Partnering typical developing children with children with social difficulties to effect change

-Peers can be as effective or more effective in this regard
Children with autism become more responsive to social interactions and engaged in increased peer interactions when increased peer support is present
Peers can be taught to cue that child

70
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Sensory Integration Intervention:

1) What are benefits of SI interventions?
2) What are treatment focus?

A

SI intervention:
-children made gains in goal attainment, attention and cognitive-social skills

  • Children with autism improved self-regulation and mannerisms
  • Parent report happier child, increased tolerance to change, increased attention

Treatment focus:
-Distinguish which sensations to filter out
Which sensations to attend to
Strategies for optimal arousal

71
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What is self-determination?

A

-Well being results from autonomy, competence and relatedness

-Autonomy
Sense of choice, initiative and endorsement of activities
I.e. increase choices during treatment

-Competence
Sense of mastery over capacity to act in the environment
I.e. just right challenges during treatment

-Relatedness
Feelings of closeness and connectedness to others
I.e. small group treatment

72
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Social Cognitive: What are the 2 phases?

A

Two phases
1) Acquisition
Observation of actions and consequences

2) Performance
Performs behavior based on his perception of situation and consequences

73
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

Behavioral Interventions:
All behavior is a response to……… and is reinforced by _________ that follow

A

All behavior is a response to environmental stimulus and is reinforced by environmental consequences that follow

that follow Treatment focus
Using reinforcers to alter response and extinguish maladaptive behavior

74
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are 2 social interventions that can be used?

A
  1. Social scripts: Typical individuals have social scripts – expected sequence of interactions that involve specific verbal routines
    Individual with social impairments does not have these scripts
  2. Video modeling
75
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are power cards?

A

-Identify child’s hero

-Make card with the hero
advocating for the solution to the social problem

  • Practice role playing scenario
  • Post card or keep in pocket

-Why this works so well for students with ASD?
Visual
Rule followers
Special interests

76
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are Social stories?
What are the 4 types of sentences in each social story?

A

Stories that solves a social dilemma that the child has difficulty with
Can be successful if used with children with various disabilities (i.e. Autism, LD,DD, etc.)

Four types of sentences in each social story:
1. Description sentence

  1. Directive sentence
    Instruction on how to respond in a positive manner

3.Perspective sentence
Describe how others feel or how they react

4.Affirmation sentence
Recall the information / the plan

77
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are some components of Applied Behavioral Analysis

A

-Up to 40 hours per week

-Can help develop various skills
IQ
Language
Academics
Adaptive behaviors

-Discrete trials most recognized form of ABA
Works on developing readiness skills
I:I setting; specific task with specific cuing to perform correctly then praise/reinforce
Data collection
Work on generalizing the skill once mastered in the 1:1 setting
May be best approach for more involved children with autism – not clear if it is for higher functioning children

78
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are privacy circles?

A
  • Help child identify most intimate people in their life to least intimate
  • Then provide examples of discussion items and help the child decide which group it is appropriate to talk to about the topic
79
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What’s minding reading?

A

-Helps child with poor theory of mind to learn what others might be thinking or feeling

-Treatment
Pictures of others to determine their feelings
Discuss feelings of others in different scenarios
Computer software/ apps can also be used

80
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What’s emotional charades?

A

Act out emotion and child guesses

81
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What’s Video Detective

A
  • Play video of individuals with various emotions without volume and child decides on the emotion being felt
  • Then watch the video again with the volume to discuss
82
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What’s Social Autopsies

A

-Discuss a social event that occurred and brainstorm other ways the child could have reacted

Video clips can be used as well

83
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What are treatment strategies for self-management?

A 
Treatment strategies:
Video modeling
Checklists
Goal charts
Stress thermometers
Wrist counting devices 
Role playing
84
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What Disabilities supported by improved self-management?

What’s the process to self-management?

A

Disabilities supported by improved self-management

  • ASD
  • LD

Process:

  1. Discriminate appropriate and inappropriate behaviors
  2. Monitor and record own behaviors accurately
  3. Reward themselves for appropriate behavior
85
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders:

What’s Similar to social autopsy but uses comics once child is calm after a social situation did not go well?

Does research back up this method?

A

-Comic Strip Conversation

  • yes,
    Research shows it
    Improves social satisfaction and decreased loneliness in children with ASD
    Reduced inappropriate social behaviors in children with ASD
86
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders:

Stress Thermometer helps with..?

A

Helps child grade the level of their emotions

87
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders:

What’s the Incredible Five Point Scale?

A

Meet with child and rank the behavior on a five point scale

I.e. voice scale if child is too loud

88
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders:

What intervention Teach the family to provide cues to child to facilitate appropriate behavior

A

Relationship Development Intervention

89
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders:

What’s the focus of the alert program?

Does research back it up?

A

Focus:
Teach child to recognize their arousal states
Expand the child’s self regulation strategies

Research :
Children with emotional disturbance improved
Self regulation
Transitions
Organization
Coping
focus
90
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What intervention is described below? And what does research say about this intervention?

-An interactive process that promotes the care provider’s ability to support the child’s participation in every day experiences and interactions across all settings
-Develop new skills
-Refine existing abilities
-Gain deeper understanding of their actions
Uses questioning to elicit reflective thinking and prompt child to plan and carry out goal

A

Coaching

Research: 
Helpful with college aged children with ASD
Helped children with ADHD
Motivation
Time management
Anxiety
Test prep
efficacy
91
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

What’s SOCCSS?

What are the steps after a difficult situation has occurred?

A

-Helps child identify social problem situations, possible solutions and possible consequences for each solution

-Use steps after a difficult situation has occurred to examine the options for next time:
Situation
Options
Consequences
Choices – select the solution
Strategies
Simulation
92
Q

Topic: Interventions to Promote Social Participation for Children with Mental Health and Behaviors Disorders

1) What does research say about social skills groups?
2) What are the key characteristics of effective social groups?

A 
1) Research on social skill training:
Improves peer relationships
Improves theory of mind
Improves social skills
Improves greeting
Improves play
Increases social interaction
Improves facial recognition
2) Key characteristics of effective social skill groups:
Parent involvement
Themes to promote playful aspect
Schedule
Sameness and predictability
Visual schedule
93
Q

Topic: Mobility

Who theorized the following:
-Early movement with vision and hearing lay basis for understanding of space, objects, causality and self

-Motor effects influencing environment which effects motivation, curiosity, exploration, mastery and persistence

A

Piaget

94
Q

Topic: Mobility

Impaired Mobility Deprived of self initiated and self produced mobility

  1. Decreases…?
  2. Can effect …
  3. Deprived of:… ?
A
  1. Decrease… exploration can effect motivation – learned helplessness
  2. Can effect perception, cognition and academics later in life
3. Deprived of:
Push/pull
Open/close
Under/over
Choice making
95
Q

Topic: Mobility

  1. What are different types of mobility devices
  2. Mobility devices aid in many areas of development (4) , what are they?
A 
Types of mobility devices:
Scooters
Hand held walkers
Support walkers
Manual wheelchair
Power wheelchair

Areas of development:

  • Psychosocial
  • Visual spatial
  • Language
  • Cognitive development
96
Q

Topic: Mobility

What’s augmentative mobility

A
  • All types of mobility that supplement ambulation
  • Transitional mobility – mobility with augmented device that is not functional instead exploratory
  • Children with impaired mobility should have at least two mobility devices
97
Q

Topic: Mobility

Classification of Mobility Skills

A

-Never ambulate
May need power wheelchair

  • Insufficient ambulation due to poor speed and/or endurance
  • Manual wheelchair

-Lost independent mobility
Mobility issues less critical to development

-Requiring temporary assistance with expected independent mobility in the future

98
Q

Topic: Mobility

Mobility Assessments

A 
Selecting device	
Purpose
Environments
Child’s physical and psychosocial abilities
Necessary modifications
Cost to benefit ratio
99
Q

Topic: Mobility

  • What is used for Evaluating child’s motor skills
  • Who’s included in the evaluation team?
A

-Evaluating child’s motor skills
SFA
PEDI CAT
Wee FIM

-Team includes:
ATP (assistive technology professional)
Physician
Child
Parent
OT and PT
Manufacturer representative
100
Q

Topic: Mobility

What are some Alternative mobility devices

A 
Adapted tricycle
Prone scooter
Caster cart
Aeroplane mobility device
Mobile stander
Walkers
101
Q

Topic: Mobility

What are the goals of seating?

A 
Goals of seating:
Alignment
Accommodations 
Minimize tone and reflexes so distal movement can be better
Improve physiological function
Increase independence with ADLs
Decrease fatigue
Increase comfort
102
Q

Topic: Mobility

What are the 3 types of seating cushions?

What are the key points to achieving functional seating?

A

1) Planar
flat

2)Contoured
Curved to best have body make contact with all of the seating surface

3) Costume molded
Contours to child with fixed contractors and asymmetries of pelvis and spine

**Key points to achieving functional seating:

-Hips in neutral or a bit tilted anteriorly
Supportive cushion
Seat belt at 45 degrees or sebaceous bar
Lateral hip pads keep pelvic symmetry
Support femur from back to an inch before the back of the knee

103
Q

Topic: Mobility

What are the 5 levels of the gross motor function classification system?

At what level do children need to be at to benefit from using support walker at an early age?

A

Level I: walks without limitations
Level II: walks with limitations
Level III: walks using hand held mobility device
Level IV: self-mobility with limitations- may use powered mobility
Level V: transported in manual chair

Child with mobility at Level III to V benefit from using support walker at early age

104
Q

Topic: Mobility

  • Children with muscle disease and spinal cord injury benefit from what type of mobility at an early age?
  • Children with spina bifida benefit from different mobility devices, what are they (3)?
A

-Children with muscle disease and spinal cord injury: Powered mobility from early age

  • Caster cart
  • Braces and hand held walkers
  • Self propelling manual chair
105
Q

Topic: Social participation for youth ages 12-21

Social participation is influenced by …..?

A

Social participation is influenced by actions of individuals as well as by environmental opportunities and constraints

106
Q

Topic: Social participation for youth ages 12-21

What are some barriers faced by those with a disability?

(there’s 16 slides in the powerpoint the cards don’t have much because most things seem like if you read it you’ll be able to figure it out, but review this topic just incase)

A

Stairs
Transportation
Lack of appropriate space for interventions
Socio-economic status

107
Q

Topic: Social participation for youth ages 12-21

What are 3 ways OT can help with social participation?

(there’s 16 slides in the powerpoint the cards don’t have much because most things seem like if you read it you’ll be able to figure it out, but review this topic just incase)

A

Skill focused interventions – self monitoring, social stories, practice

OTB 514 (5 decks)

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