Test 2: coping, behavioral, and cognitive

Question 1

Occupation-based FoR for children

Answer 1

Psychosocial approach
-coping FoR

Behavioral approach
-Behavioral/Behavioral modification FoR

Cognitive approach
-Social-cognitive theory, social participation FoR, and Cognitive Orientation to Daily Occupational Performance (CO-OP)

Question 2

Psychosocial approach

Answer 2

• based upon developmental theories related to temperament, attachment, peer interactive skills, play, ability to cope and environmental interaction.
• Places a large emphasis on temperament, attachment, and peer-interaction skills
• emphasizes group process and facilitating play-work balance
• Coping FoR falls under the psychosocial approach.

Question 3

Coping FoR

Answer 3

• Focuses on healthy adaptations to demands and expectations rather than pathology.
• Process of making adaptations to meet personal needs and respond to the demands of environments.
• Childs ability to cope with stress when engaged in all areas of occupational performance.
• Focuses on facilitating internal and external resources rather than focusing on pathology.
• Grading and modifying the task to build positive esteem and competence is important.

Question 4

Behavioral FoR

Answer 4

• Major premise: all behavior is learned
• Utilizes behavioral principles of reinforcement, active ignoral chaining, shaping, and extinction.
• Important to evaluate children and their families behaviors, determine the desired behaviors to participate in occupations, and develop a behavioral modification program.

Question 5

Positive reinforcement

Answer 5

-addition of something that increases the likelihood that a desired behavior will occur

Question 6

Negative reinforcement

Answer 6

-withdrawal of something that increases the likelihood that a desired behavior will occur.

Question 7

Positive punishment

Answer 7

-Addition of something to decrease the likelihood of a behavior occurring

Question 8

Negative punishment

Answer 8

-Withdrawal of something to decrease the likelihood of a behavior occurring.

Question 9

Active ignoral

Answer 9

This is a technique used to reduce the occurrence of an undesireable behavior from occurring. This technique gives external positive reinforcement when the child does something well, but does not give eye contact, attention, or verbal responses to undesirable behaviors.

Question 10

shaping

Answer 10

-Shaping behaviors through reinforcement of positive behaviors.

Question 11

chaining

Answer 11

-Chaining behaviors through reinforcement of smaller steps in desired behavior.

Question 12

Token economies

Answer 12

-designed to alter behavior with tangible reinforcements.

Question 13

applications of behavioral FoR to PEDS

Answer 13

• Building skills– teach specific skills
• Activities broken down into specific tasks and skill components for independence in daily living, work and leisure.
• Skills must be practiced repeatedly in order to maintain skill.
• Activities that produce an end product
• Activities that provide a sense of accomplishment that comes from task completion – source of reinforcement

Question 14

How OT use behavioral

Answer 14

• Evaluate how children and families interact
• what is happening before and child displays the behaviors
• How are the parents, caregivers, or teachers reacting/reinforcing the child’s behavior.

Question 15

Cognitive FoR

Answer 15

Top-down, occupation based approach.

-Focuses on teaching the child to select, monitor, and evaluate performance

Question 16

CO-OP

Answer 16

• client centered, performance based, problem solving approach that enables skill acquisition through a process of strategy use and guided discovery.
• CO-OP places emphasis on interaction between child and environment.
• Draws from behavioral and cognitive psychology, health and human movement science and OT.

Question 17

Objectives of CO-OP

Answer 17

1) skill acquisition
2) Cognitive strategy use
3) Generalization
4) Transfer of learning

Question 18

CO-OP

Answer 18

• child selects 3 occupations to work on over 10 sessions
• sessions involve teaching the child cognitive strategies
• over intervention the child learns global problem solving
• Then the child is given the opportunity to generalize the skills at home and school and transfer the learning to other areas of occupation.

Question 19

Social learning theory

Answer 19

• based off of Vygotsky’s developmental theory
• social context influences language
• zone of proximal development (concept of scaffolding is crucial)

Question 20

Social learning theory continued

Answer 20

• purports that individuals learn through imitating or modeling
• observations of others performing tasks can lead to vicarious learning.
• Can be applied to OT to promote vicarious learning for social skill development.
• promotion of self-efficacy is important- Children can learn to believe he or she has the ability to achieve goals or be the agent of change.