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Pediatric OT Primer Course
HandoutsKoscinski
6/24/2019
(c) The Pocket Occupational Therapist, 2018 1
Pediatric OT Primer
© Cara Koscinski, 2019
Objectives• Utilize tools and strategies in evaluation• Select and implement strategies for difficult behavior in
therapy • Describe Sensory Processing Disorder and strategies for
goal achievement• Define and understand the difference between IEPs
and 504 plans• Identify difference between IEP accommodations and
modifications• Create functional goals and choose treatment
strategies for goal achievement.
© The Pocket Occupational Therapist, 2019
Mother to two children with autism & SPD.
Advisor for OT and contributing author for
Autism Asperger’s Digest Magazine, Asperkids, Autism Parent
Speaker across the US for Universities, Future Horizons, state
AOTAs, other national autism conferences
Doctor of Occupational Therapy from Rocky Mountain University
Co-Founder of Aspire Pediatric Therapy, Founder of
Route2Greatness, LLC, & Owner of The Pocket Occupational
Therapist, and OT2OT Program
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© The Pocket Occupational Therapist, 2019
© The Pocket Occupational Therapist, 2019
NEW!!
• OT2OT for all things therapy related!
• Evaluation templates
• Treatment activities
• Games
• Worksheets
ALL in easy, no prep PDF downloads!
OT2OT……..for OTs by OTs
© The Pocket Occupational Therapist, 2019
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© The Pocket Occupational Therapist, 2019
Occupation is the ‘job of living.’
Children learn through playing:
-Cause and Effect
-Natural Consequences
-Fine and Gross Motor Skills
-Sensory Development
EVERY Person Wants to Succeed!
Occupational Therapy
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© The Pocket Occupational Therapist, 2019
Pencil grasp is
NOT
your
priority!
Outcome Measures and Evidence-Based Considerations for OT
© The Pocket Occupational Therapist, 2019
OT Assessments
• Functional/Adaptive/Life Skills:1. School Function Assessment2. Pediatric Evaluation of Disability Inventory3. Children’s Kitchen Task Assessment (CKTA)4. Goal-Oriented Assessment of Lifeskills(GOAL)5. REAL: Roll Evaluation of Activities of Daily Living6. COSA: Child Occupational Self Assessment7. School Setting Interview8. CAPE/PAC: Children's Assessment of Participation and
Enjoyment (CAPE) and Preferences for Activities of Children (PAC)
•SensoryIntegration/processing/regulation:1. SIPT2. Dunn Sensory Profile (infants, toddlers, school age, adolescent, adult) (questionnaire)3. Sensory processing Measure (questionnaire)4. Sensory Profile School Companion
Developmental/motor skills:1. Peabody Motor Scales2. Bayley Scales of Infant and Toddler Development3. Miller Function and Participation Scales4. Bruininks-Oseretsky Test of Motor Proficiency5. Schoodles Pediatric Fine Motor6. Miller Assessment of Preschoolers7. Educational Assessment of School Youth (pre to highschool_
© The Pocket Occupational Therapist, 2019
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OT Assessments
• Executive Function/Clinical Observations:1. Quick Neurological Screening Test2. Clinical Observations of Motor and Postural Skills Motor Skills3. BRIEF
• Visual Motor/Visual Perception:1. VMI (Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition); 3 subtests2. TVPS-3 (Test of Visual Perception Skills)3. Motor-Free Visual Perception Test4. Wide Range Assessment of Visual Motor Abilities5. Developmental Test of Visual Perception (DTVP)6. Wide Range Assessment of Visual Motor Abilities
• Handwriting:1. The Test of Handwriting Skills2. The Print Tool (Handwriting without Tears Evaluation)3. WOLD (Sentence Copy Test)4. Evaluation Tool of Children’s Handwriting5. McMaster Handwriting assessment Protocol6. DeCoste Writing Protocol
• Screenings:1. Developmental Indicators for the Assessment of Learning (DIAL)2. Bayley-III Screening Test3. Developmental Assessment of Young Children4. FirstSTep: Screening Test for Evaluation Preschoolers
© The Pocket Occupational Therapist, 2019
DOMAINOCCUPATIONS*Table 1
CLIENTFACTORS*Table 2
PERFORMANCESKILLS*Table 3
PERFORMANCEPATTERNS*Table 4
CONTEXTS &ENVIRONMENTS*Table 5
ADLs Values Motor Skills PERSON: Habits Cultural
iADLs Beliefs Process Skills Routines Personal
Rest and Sleep Spirituality Social InteractionSkills
Rituals Temporal
Education Body Functions Roles Virtual
Play Body Structures GROUP: Routines
Physical
Work Rituals Social
Social Participation
Roles
© The Pocket Occupational Therapist, 2019
Fill out an Occupational Profile
• Organize information
• Keep track of all categories in the AOTA Framework III
• Consider supports and barriers
• Thorough and organized.
• Considers the WHOLE child!
• It’s what the evidence mandates………..
© The Pocket Occupational Therapist, 2019
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Evaluation According To Framework III
• Evaluate- Select evaluation measures to determine
• Occupational Performance: Self-care, IADL’s, handwriting, academic and work tasks, play, social participation, rest, sleep, leisure/interests
• Performance skills: fine motor, visual motor, visual perception, sensory processing, social emotional and self-regulation abilities, social interaction
• Environment Considerations: classroom, PE, art, music, cafeteria, playground
© The Pocket Occupational Therapist, 2019
Clinical utility
• Cost of Instrument
• Training Required
• Time to administer
• Type of Measure
– Patient-reported
– Clinician-rated
• Burden of measure
– To the clinician
– To the patient
• Resources required?
– Clinical space and equipment
– Instrument-specific requirements
• Organizational constraints
© The Pocket Occupational Therapist, 2019
AOTA Vision 2025
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• Effective: Occupational therapy is evidence based, client centered, and cost-effective.
• Leaders: Occupational therapy is influential in changing policies, environments, and complex systems.
• Collaborative: Occupational therapy excels in working with clients and within systems to produce effective outcomes.
• Accessible: Occupational therapy provides culturally responsive and customized services.
• Equity, Inclusion, and Diversity: We are intentionally inclusive and equitable and embrace diversity in all its forms.
© The Pocket Occupational Therapist, 2019
https://www.aota.org/
Brain-Based Strategies
© The Pocket Occupational Therapist, 2019
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Higher Abstract Concrete Thought Affiliation AttachmentSexual Behavior Emotional Reactivity Motor Regulation Arousal Appetite/SatietySleep Blood Pressure Heart Rate
© The Pocket Occupational Therapist, 2019
Autism
DSM V (2013), Autism (299.00) diagnostic criteria:
• deficits in social communication and social interaction across multiple contexts
• deficits in social-emotional reciprocity
• deficits in nonverbal communicative behaviors used for social interaction incl. poorly integrated verbal and nonverbal communication
• Deficits in developing, maintaining, and understanding relationships
• If you’ve seen ONE child with autism, you’ve seen ONE child with autism.
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Autism Accommodations
• Visual schedule
• Move to front of classroom
• Decrease visual stimuli
• Standing time/desk
• Hands-on learning opportunities
• Reward to motivate
• NC Headphones
• Oral-motor considerations
© The Pocket Occupational Therapist, 2019
Behavior and Sensory
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Stress Is Individual:
(c) The Pocket Occupational Therapist,
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Behavior as Communication:
special needs do not cause challenging behaviors
• For example: Someone with seizures cannot control his/her body when having an episode.
• Some behavioral responses are simply reflexes
• Before babies learn to speak or gesture, we read their BEHAVIORS.
• It’s common for parents to forget that behaviors in older children still indicate issues such as hunger, fear, fatigue, health/illness, etc.DO NOT let children get away with unacceptable behavior JUST because they
have a special need!
© The Pocket Occupational Therapist, 2019
Behavior as Communication:
• If a child hears a sound that’s frightening or dangerous (such as a fire alarm) he may go into the “flight or fight” mode.
• Chemically driven reaction (stress hormones).
• Decreased ability to describe feelings accurately causes a great deal of frustration/behavior issues.
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Tantrums Meltdowns
Goal Oriented No demands are being made
Watches for reactions – depending on reaction the intensity of tantrum may increase or decrease
No interest in reaction of those around him
Avoids getting hurt May hurt himselfActing on primal level!
Ends quickly Slow to end as it’s driven by sympathetic nervous system and stress chemicals
Individual is in control NOT in controlIn basic survival mode and acting instinctively
Warning signs:Requests somethingDesires a certain outcomeBelieves outcome can be achieved
Warning Signs:Physiological signs of redness of face, quick breathing, overwhelmed by sensory input, spacing out or distancing from the situation. Medical issues may be linked© The Pocket Occupational Therapist, 2019
Upstairs vs Downstairs Brain
(c) The Pocket Occupational Therapist, 2019
Tantrum:
• Conscious choice
• Strategic and manipulative
• Can reason, make choices
• Emotions under conscious
control
• STOP when demands are
met
Sensory:
• Flood of hormones
• Over-ride conscious choice
• Loss of body control
• Can NOT be reasoned with
• Not capable of choices
What are possible functions?
• Escape from difficult task
• Sensory Processing Issues
• Gets attention for behavior
• Transition difficulty
• Does not understand what’s being asked
• Illness, pain, hunger (physical) or Co-morbid conditions
© The Pocket Occupational Therapist, 2019
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Behavior Chart
© The Pocket Occupational Therapist, 2019
Intervention Strategies:
• Learning style
• Post rules and review frequently✓ Creating a visual system for working through challenging
situations can be considered a strength based approach since most individuals with autism tend learn most effectively through concrete, predictable systems (Baron-Cohen).
• Consequences need to be discussed and reviewed with the child BEFORE a time of crisis. **NEVER try to teach a child during a crisis**
© The Pocket Occupational Therapist, 2019
Intervention Strategies:
• Have a “cool down” area or plan.
• Use an exit plan if the behavior is dangerous.
• Make a list of frequent behavioral difficulties across time and determine possible causes.
• What are the negotiable and non-negotiable things? CHOOSE YOUR BATTLES!
• Discuss transitions in classrooms and
provide a warning (visual or verbal) to allow for shift
of attention and preparation.
© The Pocket Occupational Therapist, 2019
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Intervention Strategies:
• What coping strategies have been successful? Examples: deep breathing, drawing or writing when frustrated.
• Use distraction and re-direction.
• Stress Pass
• ABC Chart
• Whole Class interventions/Brain
breaks
© The Pocket Occupational Therapist, 2019
Helpful Downloads www.PocketOT.com
© The Pocket Occupational Therapist, 2019
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Optimal Arousal
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SPD Nosology Clarified
Dyspraxia
• “To Do” (PRAXIS) “Difficulty” (DYS)
• Planning, organizing, and carrying out movements is difficult.
• Delays in milestones and difficulty w/ bike, PE, writing, Math, speech, ADLs
Postural Disorder
• Muscle tone, balance, operation of muscles
• Difficulty stabilizing body
• Motor control issue
• Slouch during writing and can be classified as “lazy”
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© The Pocket Occupational Therapist, 2019
SPD Basics
• Vestibular:
– Head upside-down
– Against gravity
– Climbing
– Swinging
– Rotary
• Semi-Circular Canals
© The Pocket Occupational Therapist, 2019
Vestibular**LASTS the longest at 6-8 hours**
– MONITOR!
– For kids who do not get “dizzy” (they are not registering input). NO more than ten times in one direction at 1 revolution per second….then change directions
– Generally calming in linear fashion
– CHILD directed is a MUST
– NO more than 15 minutes
© The Pocket Occupational Therapist, 2019
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Non-Swing Interventions
© The Pocket Occupational Therapist, 2019
─ T-Stool─ Righting reactions─ Brain Gym─ Stretching and elongation─ Inverting head─ Rocking chair─ Vibration─ Use of rope/scooter─ Sitting on ball/air cushion─ Alternative seating
SPD vs. ADHD/ADD
• How does movement impact attention
• Organizational and executive functioning
• Impulsive behavior
• Conversation and turn-taking
• 40% of all dx. With ADHD/ADD had BOTH
© The Pocket Occupational Therapist, 2019
Proprioceptive Input
**Lasts 2-4 hours**
• Deep pressure releases Dopamine and Serotonin. Critical for registering other brain chemistry.
• Input registered by receptors embedded deep in the muscle.
• GENERALLY calming
• Push, pull, lift, carry
© The Pocket Occupational Therapist, 2019
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Proprioceptive
• Compression garments
• Weighted pads, vests, etc.
• Heavy work to hands with fidgets
• Backpack and classroom helper
• PMR
• Ace Wraps
• YOGA
© The Pocket Occupational Therapist, 2019
Proprioceptive
• Tape worksheets to the wall
• Staple papers to wall/bulletin board
• Balloon volleyball
• Tape letter or math fact on the floor and ask kids to stop on it and complete the ‘move of the day.’ Stand on one foot, do a YOGA pose, etc.
© The Pocket Occupational Therapist, 2019
Organized Group
Activity
Transitions from place to place
Music
Lower lighting
Desk/chair organizers
Playground parachute
Walking slowly on taped line
SLOW & Controlled movement
© The Pocket Occupational Therapist, 2019
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Dyspraxia
• Trouble processing sensory information properly
• Resulting in problems planning and carrying out new motor actions
• Difficulty in forming a goal or idea, planning a sequence of actions or performing new motor tasks
• Clumsy, awkward, and accident-prone
• They may break toys, have poor skill in ball activities or other sports, or have trouble with fine motor activities
• They may prefer sedentary activities or try to hide their motor planning problem with verbalization or with fantasy play
• Trouble processing sensory information properly
• Resulting in problems planning and carrying out new motor actions
• Difficulty in forming a goal or idea, planning a sequence of actions or performing new motor tasks
• Clumsy, awkward, and accident-prone
• May break toys, have poor skill in ball activities or other sports, or have trouble with fine motor activities
• May prefer sedentary activities or try to hide their motor planning problem with verbalization or with fantasy play
Dyspraxia
Postural Disorder
© The Pocket Occupational Therapist, 2019
• Difficulty stabilizing his/her body during movement or at rest in order to meet the demands of the environment or of a motor task.
• When postural control is good, the person can reach, push, pull, etc. and has good resistance against force.
• Individuals with poor postural control often do not have the body control to maintain a good standing or sitting position
• MAY be sensory cravers but lack the support of posture
• Prefer to be sedentary
• Fear challenging positions
• Aversive response to movement
Interoception
• Receptors internally that detect INTERNAL responses
• Organs, muscles, skin, bones, smooth muscle
• Toileting, sexual drive, hunger, thirst, fatigue, heart rate, deep breathing
• May significantly affect our external responses
• Chemically controlled
• Basic brainstem functions
• Higher level functions and
emotions
© The Pocket Occupational Therapist, 2019
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Interoception
© The Pocket Occupational Therapist, 2019
• Intuition
• Perspective-Taking
• Self-Awareness
• Mindfulness
• We feel nervous prior to reading aloud in class and our body responds
• Teach children to ‘control’ their internal body such as breathing, relaxation, visualization
• Body scans
School-Based Strategies
© The Pocket Occupational Therapist, 2019
OTs new to SCHOOL Setting
• Learn district’s requirements for documentation and data collection.
• Make friends with the school’s secretary AND the custodial staff!
• Make an introductory letter to staff and teachers that’s friendly and encourages open communication. Be certain to explain your role as OT and a team player.
© The Pocket Occupational Therapist, 2019
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OTs new to SCHOOL Setting
• What type of handwriting is used in your district?
– D’Nealian
– HWT
– Cursive
• Establish system for communication with team and parents.
© The Pocket Occupational Therapist, 2019
Executive Function
© The Pocket Occupational Therapist, 2019
Neuroscience’s Star Patient
(c) The Pocket Occupational Therapist,
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Phineas Gage:
• Injured by explosion
• Changed personality
• Impulsive
• Poor decision
making
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What IS Executive Function:
▪ Set of skills to manage tasks we complete every day.
▪ What we will pay attention to and what we choose to do.
▪ Manage emotions and thoughts so we can be efficient.
▪ Regulate behavior when difficulties arise.▪ Assist in ability to function with independence.
(c) The Pocket Occupational Therapist,
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Two Types of Skills
• Planning• Organization• Time Management• Working Memory• Metacognition (Self-
observation and assessment) Looking at self and evaluating how you’re doing.
Thinking
• Response Inhibition• Emotional Control• Sustained Attention• Task Initiation• Flexibility• Goal-directed activity (not be
distracted by competing activities/interests)
Doing
(c) The Pocket Occupational Therapist,
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Accommodation strategies:▪ Make the learning process as concrete and visual as
possible.
▪ Allow a child to dictate information to a “scribe” or parents
▪ Use graphic organizers to provide visual prompts and help a student to organize their thoughts.
▪ Use post-it notes and word webs to brainstorm essay ideas
▪ Social stories geared to specific students
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Accommodation strategies:
▪ Paired learning (students make up their own problem, swap and discuss/correct answers)
▪ Peer tutor
▪ Mnemonics (memory tricks)
▪ Visual Posting of key information on strips of poster board.
▪ Use a scoring rubrics to define what is to be included in class assignments and what a quality end product includes. Rubric can be written as a checklist.
(c) The Pocket Occupational Therapist,
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Writing SMART Goals
© The Pocket Occupational Therapist, 2019
Documentation of GOALS
• GOOD educationally-relevant goals.
• NOT directly from assessments
****NEW clinician mistake****
• Must have three things:
1. Timeframe for achievement
2. Measureable
3. Functional
© The Pocket Occupational Therapist, 2019
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SMART Goals
Goals and objectives do not state the actual intervention but what are you trying to achieve.
______ will hold 2 prone Belly stretches for at least 10 seconds, with 1 cue, 2 of 3
consecutive therapy sessions
Improve scores on Berry VMI by ____ standard deviations from the mean.
Given two different S’cool Moves posters, __ will scan with eyes only in a left to right, top to bottom approach, performing the movements in the proper sequential order, 4 of 5 attempts with 1 prompt.
By the end of the school year, ___ will replicate crossing midline/bilateral coordination asymmetrical movements with 80% accuracy 3 of 4 sessions.
© The Pocket Occupational Therapist, 2019
• Benjamin Bloom
• 3 Domains of Learning
o Cognitive
o Psychomotor
o Affective
Bloom’s Taxonomy & Objective Writing
© The Pocket Occupational Therapist, 2019
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© The Pocket Occupational Therapist, 2019
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Higher Order Thinking Skills_____________________________________
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
___________________________________
Lower Order Thinking Skills
Bloom’s Taxonomy Cognitive Domain
© The Pocket Occupational Therapist, 2019
IEP vs. 504 Plans
• 504 Plans are born from a civil-rights law (Rehabilitation Act of 1973) Section 504
• Remove barriers that prohibit students to participate freely in education
• Physical OR mental condition documented by Dr.
• NO funding from IDEA
LIST OF ACCOMMODATIONS
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Accommodations• -NO CHANGE in the actual material being taught
-Strategies to supplement or change the WAY the information is presented
-Generally FIVE types of changes
1) Timing
2) Flexible Scheduling
3) Material Presentation
4) Setting
• 5) Student Response
Modifications• Change in the MATERIAL being taught. LOWERS
performance expectations
-Fit curriculum to child
-Example: Child is in sixth grade and he must use a reading comprehension book of second grade level.
• Standardized results are invalid with modifications
© The Pocket Occupational Therapist, 2019NCLD.org
You Try
• Anna needs closer seating to see the board.
• Joshua requires use of a tape recorder to take notes in Social Studies.
• Michael’s IEP requires him to test in the library.
• Jennifer takes a shortened version of the test her classmates are taking.
• Brant goes to the Special Ed classroom for Math class. He works from a book which is two grades lower than his peers.
© The Pocket Occupational Therapist, 2019
You Try
• Max uses an enlarged worksheet for low-vision
• Tabby is permitted to work on her Math assignments for two extra days.
• In reading class, Molly sits among her peers and circles foods as they are mentioned in a story.
• Julie may answer orally vs. writing on paper.
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Goal Setting
© The Pocket Occupational Therapist, 2019
Goal Setting: handwriting/fine motor
GOALS:
Billy will legibly write text on college ruled paper 90% of the time during ELA assignment.
When writing, Jasmine will write using left to right, and top to bottom progression with 100% accuracy in 4/5 trials.
Jacob will fold paper in half length (hotdog) and widthwise (hamburger) within 1/8 inch of corners, 4 of 5 trials.
© The Pocket Occupational Therapist, 2019
Goal Setting: handwriting
GOALS:When orally presented 5 dictated sentences, Leeanwill correctly write them (spelling, punctuation, capitalization) with 90% accuracy in 2 of 3 trials.
During typing instruction, Jason will maintain home row and perform reach executions with appropriate hand and finger to complete each section of lesson with 85% accuracy.
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Goal Setting motor/sensory:
GOALS:
Demonstrate the ability to assume an optimal sitting posture at a desk during fine motor tasks for 5 min. independently by first quarter.
Demonstrate the ability to maintain appropriate body alignment during fine motor tasks for 10 min. by second quarter.
© The Pocket Occupational Therapist, 2019
Goal Setting motor/sensory:GOALS:Joshua will improve in sensory processing skills to independently participate in educational and classroom activities.
As precursor to fine motor task, Nicole will complete upper body strengthening activity when modeled by peer/therapist independently without complaint.
Lance will follow a number of steps using visual schedule to help self-regulate when following classroom rules 90% of the time.
© The Pocket Occupational Therapist, 2019
Goal Setting attention/sensory
GOALS:
Improve ability to maintain attention in science class/control unnecessary touch of objects/people 90% of the time.
Improve ability to tolerate touch to hands, arms, legs, feet, face during scientific experiments 100% of the time.
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Goal Setting executive function
GOALS:
Given a specific routine for monitoring task success, such as Goal-Plan-Do-Check, Rae will accurately identify tasks that are easy/difficult for him.
Having failed to achieve a predicted grade on a test, Luke will create a plan for improving performance for the next test.
© The Pocket Occupational Therapist, 2019
Goal Setting behavior
GOALS
If Ben has negative behaviors, debriefing session held at appropriate time and place and student is able to identify his triggers and possible strategies.
Given training in and visual reminders of, self regulatory scripts Leah will manage unexpected events and violations of routine without disrupting classroom activities.
© The Pocket Occupational Therapist, 2019
Goal Setting assistive technology
GOALS:
• Sue will demonstrate the ability to use word prediction software to produce a 6 word sentence with moderate assistance by the third quarter.
• Jeffy will demonstrate the ability to use right and left hands on the appropriate side of the keyboard with minimal verbal cues in twelve weeks.
© The Pocket Occupational Therapist, 2019
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Handwriting Strategies
© The Pocket Occupational Therapist, 2019
Handwriting in SCHOOL
• Remember reversals are common until first even second grade!
• Consider functional visual evaluation
• DYSGRAPHIA!!!!
• If child cannot correctly identify letters, he will NOT be able to reproduce them correctly!
• Need for perfect model-whatever the handwriting curriculum used.
© The Pocket Occupational Therapist, 2019
Handwriting
• Underlying deficit?
– Motor
– Sensory (Dyspraxia) (Pressure on utensil) (lack of prop. awareness)
– VP
• When to consider AT
• Referrals in higher grades for handwriting
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Dysgraphia
• Dysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult. It can lead to problems with spelling, poor handwriting and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers and words on a line or page. This can result partly from:
✓ Visual-Spatial difficulty
✓ Processing and making sense of what the ear hears
© The Pocket Occupational Therapist, 2019
Dysgraphia
• Suspect as diagnosis when:
– Difficulty w/ fine motor tasks overall and writing utensil use
– Difficulty w/ margins and spacing
– Inconsistencies in writing and spelling not otherwise explained
– Letters tilt and slant in many directions
– Language good, but spelling and writing not good
© The Pocket Occupational Therapist, 2019
Treatment Ideas handwriting & reading:
• Irlen/Colored overlays
• Wikki-Sticks bendable
• Hand warm-up activities at desk
• Pocket on back of chair for organizing
• Visual-perceptual worksheets
• Multi-sensory writing practice
• Mosaic patterns
• Letter BINGO
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Handwriting Accommodations
• Letter strip school AND home
• Grease pencil OR chalk and construction paper
• NCR paper for light pressure
• Vertical surface OR 3 ring binder
• Use smiley face on upper left of page
• B, b, p, r, F, K, L, R….make ‘stick’ portion first
• Consider lead on pencil; felt pen; mechanical pencil
© The Pocket Occupational Therapist, 2019
Treatment Ideas handwriting & reading:
• Paper type, sizing, graph paper
• Highlighters
• Color of paper
• Stickers
To CHANGE goals
1) Grade down the size of the paper then change the percentage of achievement.
© The Pocket Occupational Therapist, 2019
Other Pocket OT Courses!
• Is it Sensory or is it Behavior?
• Up Close and Personal with the Frontal Lobe: Executive Function Disorder
• ADHD & Learning Disorders Toolbox
• The Business of OT Course
• Building Better Brains: Movement
Course
• Mentor Programs
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Contact Cara [email protected]
www.PocketOT.com
• www.facebook.com/PocketOT
• @PocketOT on Twitter
• http://www.pinterest.com/pocketot/boards/
Questions?
© The Pocket Occupational Therapist, 2019
Web Resources & Clip Art Credit
• http://www.children-special-needs.org/visiontherapy/what_isvisiontherapy.html
• http://synergyclinic.net/retained-neonatal-reflexes/
• Bruce D. Perry, M.D., Ph.D. www.ChildTrauma.org Body Temperature
• http://serendip.brynmawr.edu/bb/kinser/Structure1.html
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References:
• American Occupational Therapy Association, http://www.aota.org.
• Code of Ethics
• Framework III
• I suggest joining the AOTA, NBCOT, and your state’s OT association. Each state has its own licensure and supervision requirements and it’s beneficial to know your state’s expectations.
© The Pocket Occupational Therapist, 2019
References
Anderson, P.J. (2002). "Assessment and development of executive functioning (EF) in childhood". Child Neuropsychology 8 (2): 71–82
Anderson, R. Jacobs & P. Anderson (Eds). Executive functions and the frontal lobes: A lifespan perspective (24-48). New York:Psychology Press.
Balmer, K. (2012). Executive functioning activities at home. Retrieved from: http://nspt4kids.com/therapy/executivefunctioning- activities-at-home/
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46.
Baron-Cohen, S., & Robertson, M. (1995). Children with either autism, Gilles de la Tourette syndrome or both: Mapping cognition to specific syndromes. Neurocase, 1, 101–104.
Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (Eds.). (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.). Oxford, England: Oxford University Press.
Best, John R., and Patricia H. Miller. “A Developmental Perspective on Executive Function.” Child development 81.6 (2010): 1641–1660. PMC. Web. 2 July 2016.
Bock, Allison M.; Gallaway, Kristin C.; and Hund, Alycia M., "Specifying Links Between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding" (2015). Faculty Publications
– Psychology. Paper 5. http://ir.library.illinoisstate.edu/fppsych/5
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Brown, C. (2011). Cognitive skills. In C. Brown & V. C. Stoffel (Eds.), Occupational therapy in mental health: A vision for participation (241-261). Philadelphia: F.A. Davis Company
Brown, C. & Stoffel, V. C. (Eds.). (2011). Occupational therapy in mental health: A vision for participation. Philadelphia, PA:F.A. Davis Company.
Cantio, C., Jepsen, J. R. M., Madsen, G. F., Bilenberg, N. and White, S. J. (2016), Exploring ‘The autisms’ at a cognitive level. Autism Res. doi: 10.1002/aur.1630
Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved fromwww.developingchild.harvard.edu.
Cramm HA, Krupa TM, Missiuna CA, Lysaght RM, Parker KH. (2013). Executive functioning: a scoping review of the occupational therapy literature. Canadian Journal of Occupational Therapy. 2013 Jun;80(3):131-40.
Craig, F., Margari, F., Legrottaglie, A. R., Palumbi, R., de Giambattista, C., & Margari, L. (2016). A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatric Disease and Treatment, 12, 1191–1202. http://doi.org/10.2147/NDT.S104620
Dawson, P. and Guare, R. (2010) “Executive Skills in Children and Adolescents, Second Edition”. New York: Guilford Press
Degner, J. (2018). A System-Wide Approach to Universal Design for Learning Implementation. Educational Renaissance, 6(1), 44-47. https://doi.org/10.33499/edren.v6i1.111
Geurts, H. M., Broeders, M., & Nieuwland, M. S. (2010). Thinking outside the executive functions box: Theory of mind and pragmatic abilities in attention deficit/hyperactivity disorder. European Journal of Developmental Psychology, 7(1), 135-151. 10.1080/17405620902906965
Garon, N.; Bryson E.; Smith, I. M. (2008) Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, Vol 134(1), Jan 2008, 31-60. http://dx.doi.org/10.1037/0033-
2909.134.1.31
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References
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References:
• Koscinski, C.N. (2013). The Pocket Occupational Therapist. London. Jessica Kingsley Publishers.
• Koscinski, C.N. (2014). Special Needs SCHOOL Survival Guide. Charleston, SC. CreateSpace.
• Lagattuta, K.H. & Wellman, H.M. (2001) ‘Thinking about the Past: Early Knowledge about Links between Prior Experience, Thinking, and Emotion’, Child Development 72: 82–102.
• Lantz, J. (2002). Theory of mind in autism: Development, implications, and interventions. The Reporter, 7(3), 18-25.
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Hudry K, Aldred C, Wigham S, Green J, Leadbitter K, Temple K, Barlow K, McConachie H; (2013) PACT Consortium. Predictors of parent-child interaction style in dyads with autism. Res Dev Disabil. 2013 Oct;34(10):3400-10. doi: 10.1016/j.ridd.2013.07.015. Epub 2013 Aug 2. PubMed PMID: 23911646.
Kitchie, S. (2011). Determinants of learning. In S.B. Bastable, P. Gramet, K. Jacobs, & D.L. Sopczyk, Health Professional as Educator (pp. 103-150). Sudbury, MA: Jones & Bartlett Learning.
Koscinski, C.N. (2013). The Pocket Occupational Therapist. London. Jessica Kingsley Publishers.Lagattuta, K.H. & Wellman, H.M. (2001) ‘Thinking about the Past: Early Knowledge about Links
between Prior Experience, Thinking, and Emotion’, Child Development 72: 82–102.Lantz, J. (2002). Theory of mind in autism: Development, implications, and interventions. The
Reporter, 7(3), 18-25. Learning Styles Online. (n.d.). Overview of learning styles. Retrieved from http://www.learning-styles-online.com/overview/
Marinan, J.J., 2015, ‘Mindblindness Theory: Touchstone for Interdisciplinarity’, PsyArt 19, pp. 85–102. Mazefsky CA, Schreiber DR, Olino TM, Minshew NJ. (2013). The association between emotional
and behavioral problems and gastrointestinal symptoms among children with high-functioning autism. Autism. 2013 Oct 8. PubMed PMID: 24104507.
Mukherjee S, Rupani K, Dave M, Subramanyam A, Shah H, Kamath R. (2013). Evaluation of Effectiveness of Integrated Intervention in Autistic Children. Indian J Pediatr. 2013 Sep 21. PubMed PMID: 24057967.
National Dissemination Center for Children with Disabilities; http://www.nichcy.org/resources/transition101.asp
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References:
Rajendran, G. & Mitchell, P. (2007) ‘Cognitive Theories of Autism’, Developmental Review 27:
224–260.
Reynhout, G., & Carter, M. (2007). Social StoryTM efficacy with a child with Autism Spectrum
Disorder and moderate intellectual disability. Focus on Autism and Other Developmental
Disabilities, 22(3), 173–182.
Richard, Annette E., "Visual Attention Shifting in Autism Spectrum Disorder" (2014). Master’s Theses and Doctoral Dissertations. Paper 596.
Rowe, C. (1999). Do social stories benefit children with autism in mainstream primary schools?
Special Education: Forward Trends, 26(1), 12–14.
Rust, J., & Smith, A. (2006). How should the effectiveness of Social Stories to modify the behaviour of children on the autism spectrum be tested? Autism, 10, 125–138.
Sansosti, F., Powell-Smith, K., & Kincaid, D. (2004). A research synthesis of social story
interventions for children with autism spectrum disorders. Focus on Autism and Other
Developmental Disabilities, 19, 194–204.
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References:
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Resource books for parents/therapists
• “Helping Students Take Control of Everyday Executive Functions” by Paula Moraine
• “Late, Lost and Unprepared: A Parent’s guide to helping children with executive functioning” by Joyce Cooper-Kahn
• North Shore Pediatric Therapy, Inc. (2011) “Executive Functioning Skills Check-List”
• “Smart but Scattered Teens: The Executive Skills Program” for Helping Teens Reach their Potential by Peg Dawson (EdD) and Richard Guare (Phd)
• “The Parent’s Guide to Occupational Therapy for Autism and Special Needs” by Cara Koscinski (MOT, OTR/L)
• “The Special Needs SCHOOL Survival Guide Book” by Cara Koscinski (MOT, OTR/L)
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