Transition in school based settings Flashcards
When do we stop working on handwriting?
What should be taken into consideration?
When do we look for other options for writing?
What are the other options?
3rd grade when state testing starts. Do we need an accomodation for computer use
muscle tone, are they making progress, is OT in their best interest, when are they motivated to do it? Does the kid want OT?
Other options - gen ed,
Middle Childhood:
6-10 years
child development for middle childhood: 6-10 years old
Education- reading, writing and comprehension of academic subjects
Independent in ADLs
Beginning participation in IADLs
- Simple meal preparation
- community mobility
- household chores
Play is both structured and unstructured
- Cooperation and competition
Adolescence:
10-18( proposed extension to 24) years
Child development - adolescence (10-18)
Developmental transitions between childhood and adulthood.
Independent in self-care tasks
Independent in most IADLs
Expected to be able to organize variety of performance patterns and routines in day.
Time spent outside of school focused on social participation and leisure.
Work exploration, career development and job acquisition.
Identity development
Includes
defining who one is, what one values and which directions to pursue in life.
Development of identity related to occupations
Trying new things
Learning your limits
Social participation
Identity development
Development of identity related to occupations
- Trying new things
- Learning your limits
Social relationships
Connecting with others in similar ways
Disability-only summer camp
Friendships
Middle Childhood:
Adolescence:
Middle Childhood: More competent and confident and selective when choosing friends
Adolescence:
Continue to change, become more complex, more intimate and more strongly impacted by social context, more significant to psychological adjustment.
Expectations in friendships increase, conflicts decrease and levels of empathy, intimacy and attachment tend to remain stable or increase.
Social Emotional Development
Understand factors that create stress
Factors that motivate performance
Thoughts and emotions affecting decision-making and behaviors
Understand how emotions affect others
Friendships can be more complex and impacted by social context
Brain Changes during adolescence
Dopamine
- Increases until adolescence
- Enhance hippocampus and prefrontal cortex connection to increase planning and memory.
Noradrenergic systems
- Sleep memory, learning and emotions
- Reverse learning and attention set shifting-critical for cognitive flexibility.
**executive functioning is maturing and increasing in adolescence **
Impulsivity and Risk Taking during adolescence occurs more because of
- Brain changes impact executive functioning and self-control
- Imbalance can occur due to different developmental trajectories within the cortical and subcortical connections
- Increased testosterone levels may increase imbalance and may not suppress risk taking behaviors.
In adolescence occupations change a lot what is the priority
Social Participation - becomes very important
ADLs - independent
IADLs - access more IADLs - responsible for care of others or pets
Work - depending on the family and circumstances
Leisure - as play decreases, leisure increases
*Sleep and Rest and Education still important**
more occupations and more independent with them.
Transition - IDEA
What is the whole purpose?
The purposes of IDEA include ensuring that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
Next steps - what happens after HS (further employment, education, independent living)
What does the IDEA reauthorization include
Include instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation.
Additional Legislation for children to transition post HS
Common Core/ Next Generation
Learning Standards
Section 504 Rehabilitation Act
Americans With Disabilities Act
Workforce Innovation and
Opportunities Act
Home and Community Based Services Final Settings Rule
What is the team that is involved in transition services
Members from various agencies
- School Employees
- Community employees,
- Healthcare and worksite employees
- The STUDENT (14 - 16 )
- Parent and/or guardian
Responsible for the development of the students IEP and transition services
The Child must be Invited - by law?
The local education agency (LEA) must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b).
Federal Level Supports
The Office of Special Education Programs (OSEP) funds three centers to provide technical assistance for the collection and analysis of data for these indicators:
-National Secondary Transition Technical Assistance Center (NSTTAC);
-National Dropout Prevention Center for Students with Disabilities (NDPC-SD);
-National Post-School Outcomes Center (NPSO).
From an OT perspective of transition
What about the state’s perspective
The Child- from an OT perspective, to gain assistance in developing, finding and maintaining a functional, meaningful path beyond high school
a State is required to set measurable and rigorous targets and annually report data on:
graduation rates;
competitive employment rates;
postsecondary school enrollment rates;
and percent of eligible IEPs that contain the required secondary transition elements
Occupational Therapy Involvement in transition services
Fostering human engagement in:
Education
Work, Work habits
Community Integration
Independent Living
Life Skills
Assistive or Adaptive Technology
Social participation goals and interventions
Social skills
Awareness of social rules
Awareness of others
Sensory processing
Self-management
Problem-solving
Environment
look up goal attainment scale
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Guiding questions for the client when transitioning out of HS
What are the long-term goals?
What are the unique cultural, social and family factors?
What are possible complications that could affect transition?
Guiding quesions for anticipatated needs
Does the transition involve a location change?
Are there different social, structural, behavioral changes expected?
Does family support need to change?
How much time is needed between anticipation of transition and occurrence?
How do we need to prepare - guiding questions
What activities should be incorporated into intervention?
What occupations or skills are necessary?
What occupations is the client successful in?
What supports exist?
What trainings are needed?
Assessments
Vocational Fit Assessment
Developed by OTs to facilitate job selection, training and accommodation process.
Life Skills Inventory
Helps individual identify skills they may need to develop to become healthier and more productive. Provides suggestions for improving these skills
Canadian Occupational Performance Measure (COPM)
Worker Role Interview (WRI)
Addresses psychosocial and environmental factors that impact return to work. Three versions- workers with recent injury, chronic disabilities and a combined WRI and OCARIS interview
School Function Assessment
Purpose: Measure student performance of functional tasks that affect the academic and social aspects of an elementary school program. SFA facilitates collaborative program planning for students with various disabling conditions.
Ages: Kindergarten- 6th grade
Administration: Questionnaire completed by one or more professionals. Evaluates students on three scales:
- Participation
- Task Supports
- Activity Performance
Roll Evaluation of Activities of Life (REAL)
Purpose: To help professionals assess children’s ability to care for themselves at home, at school, and in the community.
Ages: 2- 18:11
Administration: Questionnaire completed by one or more professionals in a variety of settings. Evaluates individuals in:
- ADLS: Dressing, Toileting, Hygiene & Grooming, Feeding, Functional Mobility and Personal Care Devices
- IADLS: Housework/Chores, Managing Money and Shopping, Meal Preparation, Travel, Personal Safety, School Related Tasks.
Goal-Oriented Assessment of Lifeskills (GOAL)
Purpose: An evaluation of functional motor skills in activities of daily living
Ages: 7-17 years old
Administration: Takes 45-60 mins to administer and consists of seven tasks.
- Fine-motor activities: (1) using utensils to cut, spear, and scoop; (2) opening keyed and combination padlocks; (3) coloring, cutting, folding, and taping a paper box; (4) organizing and filling a three-ring notebook.
- Gross-motor tasks: (5) putting on and taking off clothing; (6) bouncing and kicking a ball; and (7) carrying a loaded tray and avoiding obstacles.
Children’s Assessment of Participation and Enjoyment/ Preference for Activities of Children (CAPE/PAC)
Purpose: Provide an understanding of the social well-being and activity performance of a child with disabilities.
Ages: 6-21 years old
Administration: CAPE- 30-45 mins; PAC- 15-20 mins. The CAPE explores an individual’s day-to-day participation for the purpose of intervention planning or measuring outcomes. The PAC can be used to assess an individual’s preference for activities. Activity types addressed in both measures include: recreational, physical, social, skill-based, and self-improvement.
OT and Transition Team
Conditional Reasoning- Understanding and anticipating how a student’s disability may affect his or her transition to post-high school activities and roles.
Contexts:
- High school classroom
- In-school environments
- Public transportation systems
- General community
- Home
- Internship placements
- Community job sites
Interventions establishing new skills, transferring skills to new contexts and activities, and modifying contexts and activities to increase performance and participation and prevent new performance problems.
Transition practices
Early, paid work experience
- Supported employment
- Customized employment
Employment preparation programs
Student involvement
Emphasis on student’s social competence
Development of Life Skills
Use of AT
Collaborative interdisciplinary and interagency teamwork
When should students come to their IEP meeting?
Law says 16 - best practice 14 or as soon as possible
OT can address what in middle school and HS
Meaningful occupation and interests
Assess life and work skills
Provide interventions for life skills: ADLs and IADLs, social participation
Provide simulation for real-life work opportunities
Task analysis
Work simplification
Develop instructional resources
What wil the OT look at when thinking about what’s next after school?
Environmental needs
Level of support for each individual
Tasks required of each occupation
Motivation
A students strengths and needs
Sensory needs
And can look at career opportunities based on these facts
