Dominick
S: The child was happy, smiling and distracted some of the time.
O: The following activities were performed to facilitate therapeutic activities.
-Bilateral coordination exercise (jumping jacks, X-jumps, tree pose, cross crawls, squats, toe touches and donkey kicks) X20 to improve bilateral coordination and work behaviors.
-Weight-bearing activity: Child was placed in the wheelbarrow position while sorting and placing alphabet foam letters on the alphabet foam board to increase attention span, UE strength, activity tolerance and proprioceptive inputs.
-5 steps Obstacle course with a peer for 10 rounds: crab walking, walking on balance bar, picking up shapes, hopping on the 5 strips and placing the shapes on the poles to enhance concentration, …show more content…
He demonstrated fair to good work behaviors and following directions while sorting, scanning and placing the alphabet foam letters on the alphabet board. He required min visual, verbal and gesture cues to complete the bilateral coordination exercises. He displayed fair to good visual scanning to match the pictures of the sequencing stories cards. During the obstacle course, he displayed fair body control and following directions and was easily distracted and required frequent verbal, visual, tactile and gesture cues to complete the tasks. He exhibited difficulty writing alphabets letters ( A, B, C, D ) and was observed to used both hands to write. He required HOHA, max verbal and tactile cues to write. After many trials, he was only able to write letter A with min verbal …show more content…
-Behavioral modification techniques: Positive reinforcement (for task completion and following directions by giving praises) and negative reinforcement ( timeout) to increase firm kindness and motivation for task participation and to shape expected behaviors.
-Environmental modification techniques: The OT provided external stimuli to eliminate distraction in order to increase concentration and attention span.
-Caregiver education was provided.
A: Child was distracted most of the time and would frequently zone out but the OT was able to redirect him to focus on the task at hand. He demonstrated poor concentration, attention span, body control, and following OT initiated activities as a result, he received 3 sad faces for negative reinforcement. However, he exhibited good visual scanning and sequencing skills in matching 2 sequence cards together. He required mod verbal, visual, tactile and gesture cues in the beginning of the obstacle course. But after 4 rounds, he required min verbal, visual and gesture cues to complete the task.
P: Continue plan of
S: The child was happy, smiling and distracted some of the time.
O: The following activities were performed to facilitate therapeutic activities.
-Bilateral coordination exercise (jumping jacks, X-jumps, tree pose, cross crawls, squats, toe touches and donkey kicks) X20 to improve bilateral coordination and work behaviors.
-Weight-bearing activity: Child was placed in the wheelbarrow position while sorting and placing alphabet foam letters on the alphabet foam board to increase attention span, UE strength, activity tolerance and proprioceptive inputs.
-5 steps Obstacle course with a peer for 10 rounds: crab walking, walking on balance bar, picking up shapes, hopping on the 5 strips and placing the shapes on the poles to enhance concentration, …show more content…
He demonstrated fair to good work behaviors and following directions while sorting, scanning and placing the alphabet foam letters on the alphabet board. He required min visual, verbal and gesture cues to complete the bilateral coordination exercises. He displayed fair to good visual scanning to match the pictures of the sequencing stories cards. During the obstacle course, he displayed fair body control and following directions and was easily distracted and required frequent verbal, visual, tactile and gesture cues to complete the tasks. He exhibited difficulty writing alphabets letters ( A, B, C, D ) and was observed to used both hands to write. He required HOHA, max verbal and tactile cues to write. After many trials, he was only able to write letter A with min verbal …show more content…
-Behavioral modification techniques: Positive reinforcement (for task completion and following directions by giving praises) and negative reinforcement ( timeout) to increase firm kindness and motivation for task participation and to shape expected behaviors.
-Environmental modification techniques: The OT provided external stimuli to eliminate distraction in order to increase concentration and attention span.
-Caregiver education was provided.
A: Child was distracted most of the time and would frequently zone out but the OT was able to redirect him to focus on the task at hand. He demonstrated poor concentration, attention span, body control, and following OT initiated activities as a result, he received 3 sad faces for negative reinforcement. However, he exhibited good visual scanning and sequencing skills in matching 2 sequence cards together. He required mod verbal, visual, tactile and gesture cues in the beginning of the obstacle course. But after 4 rounds, he required min verbal, visual and gesture cues to complete the task.
P: Continue plan of