Orthopedic And Other Health Impairments

Front 1

Order of Tasks in Task Analysis

Back 1

Forward chaining
Backward chaining

Front 2

Task analysis as a tool for Assessment

Back 2

size of steps (response units)
-formative
-summative

Front 3

Using Typical sequences as Guides

Back 3

compares performance and programming for students in relationship to some systematic sequence

Front 4

Task analysis process

Back 4

apply typical sequences with modified expectations
-certain milestones may be inappropriate
-awareness of different methods of accomplishment

Front 5

TA Process (cont)

Back 5

Develop Intermediary Steps (sub-tasks)
-Caution about Using Developmental Sequences
--(physical, timed, demonstration outside of context reduces motivation)

Front 6

TA Process...
Differentiating Motor from Cognintive

Back 6

Motor impairment
discrimination skills (cognitive)

Front 7

Identifying Student response difficulties and Needs in Lessons

Back 7

Students must be actively engaged in activities
-Lesson response requirements
Performance requirements
---target more effective responses, adaptations, augmentations and supplements or alternative response and performance methods

Front 8

Determining kinds and amounts of assistance needed

Back 8

assistance needs identified in relation to sub tasks
-overuse of assistance contributes to learned helplessness
mildest form of assistance is desired

Front 9

TA - Types of assisting/ Prompting

Back 9

verbal instruction
-modeling/demonstration
gestures
visual cues
physical assistance

Front 10

Prompting Procedures

Back 10

graduated guidance
constant time
progressive time delay
wait time

Front 11

Types of Assistance - Shaping:
--Accepting approximations of the Outcome of Behavior

Back 11

Prompt progression
-demonstration and practice
-visual cues
-cue fading

Front 12

Determining Amounts of Assistance
(weighting to determine levels of independence)

Back 12

1-physical guidance
2-modeling
3-direct verbal
4-indirect verbal
5-gestural
6-natural cue

Front 13

Task Analysis as a Product

Back 13

Fromative Assessmenets- applied during instructional process
Summative- applied after instruction
Comparing Skills of Different Students
Developing Specialized Curricula

Front 14

Developing Specialized Curricula

Back 14

Fundamental Skills and Adaptive Behaviors:
-Interpersonal effectiveness
-self-care and personal needs
-practical academic knowledge
-good work habits
-self reliance
-selection of either paid or voluntary
-tools for adaptation to working environments

Front 15

Steps for Identifying Curricular Content

Back 15

1 Select skill or domain
2 Identify all the environments
3 Delineate the sub environments within each environment
4 Identify the activities performed within
5 use task analysis to determine what skills are needed to perform the activities

Front 16

Situation Analysis

Back 16

Ecological Inventories

Front 17

Situation Analysis (cont)

Back 17

Teacher Recollesctions
-Questionaires for Similiar Age Peers
Notice response patterns
allows identification of noticeable discrepancies
discrepancies become targets for focused instruction

Front 18

building Communication and Social networks

Back 18

Using the communication Matrix to access and Support student communication

Front 19

The communication Matrix involves

Back 19

3 major aspects of communication

-the reason ppl communicate
-specific communication states, functions, or intents they communicate
-behaviors that ppl use to communicate

Front 20

Hierarchy levels of communication

Back 20

Pre-intentional behavior
-intentional behavior
unconventional pre-symbolic communication
-concrete symbols
-abstract symbols
-language

Front 21

Matrix organization - 4 reasons to communicate

Back 21

-refuse (unwanted things)
OBTAIN wanted things
engage in SOCIAL interaction
Seek INFORMATION

Front 22

Task Analysis as a TOOL for Students

Back 22

Learning and Practicing Self care Routines
(partial participation)
Analyzing bodies of Information
(pattern method - graphic organizer)
Solving Personal Access Problems

Front 23

Cerebral Palsy (define)

Back 23

a static neuroklogical condition resulting form brain injust before cerebral development is complete

Front 24

Cerebral Palsy is

Back 24

-static/nonprogressive
-results from brain damage
-a developmental disability

Front 25

Causes of Cerebral Palsy

Back 25

Prenatal - (before birth)brain malformation, infection

Perinatal- (during/shortly after) anoxian/hypoxia, malpresentation, infection, etc

postnatal- (infancy or early childhood) TBI, poisoning, anoxia

Front 26

Classifications

Back 26

-neuroanatomical
-type of movement disorder
-location of limb involvement
-levels of severity

Front 27

CP- Neroanatomical

Back 27

-Describes Area of Brain Damage (corresponds with type of movement disorder)
-Pyramidal Tract Damage (cerebral cortex)
-Extrapyramidal Tract Damage ( deep brain structures/basal ganglia)
-Cerebellum (tissue at the base of the brain)

Front 28

Spastic CP

Back 28

-associated with pyramidal tract and cerebral cortex area damage
-increased muscle tome (hypertonia) & exaggerated reflexes
-abnormal muscle contractions result in stiff jerky movements

Front 29

Dyskinetic CP

Back 29

associated with extrapyramidal tract
-includes athetosis, rigidity, & tremor
-involuntary, nonpurposeful movements

Front 30

Ataxic CP

Back 30

-associated with cerebellar damage
-lack of coordination in balance and equilibrium

Front 31

Mixed CP

Back 31

mixed form of CP
spastic
dyskinetic
ataxic

Front 32

level of Severity Classification

Back 32

Associated with Functional impairment and motor function

Front 33

level of severity classification

associated with level of functional impairment and gross motor function

Back 33

Functional Limitation:
-mild
-moderate
-severe
-profound

Front 34

Condition associated with cerebral palsy

Back 34

Vision
Hearing
Communication
Orthopedic Deformities
Nutrition and Feeding Needs
-Cognitive Deficits
Learning disabilities
Seizures

Front 35

Diagnosis and Therapeutic management
-Medical Diagnosis

Back 35

-observation
-parental report
-developmental assessments (likely unreliable if based on motor criteria)

-- Physical Therapy
-- occupational therapy

Front 36

medical Treatment

Back 36

Orthopedics
-medication/Injections
-surgery

Front 37

Developmental Issues in Cerebral Palsy - physical

Back 37

Role of Physical Development -
movement fosters spatial relations, balance and knowledge about objects and their properties

Front 38

development issues in CP
communication

Back 38

Role of communication-
typical avenues of communication
may be distorted or absent
-effect on caregiver interactions and perceptions of cognition
-need for AAC

Front 39

Dev. issues CP
social.emotional

Back 39

-fostering social communication
-assistance with dignity
-managing social and physical encounters

Front 40

Implications for Education
(educational segregation)

Back 40

-support must match physical needs
-resist impulse fo exclude based on motor challenges

Front 41

Implications for Education
(learning disabilities)

Back 41

-multimodal approach (visual, auditory, tactile, kinesthetic prompts)
-addresses proprioceptive difficulties

Front 42

Implications for Education
(personal Autonomy)

Back 42

-equipment use
-activities of daily living
(career and adult function)

Front 43

Physical disabilities-
caused by...

Back 43

neuromotor impairments
degenerative diseases
orthopedic/musculoskeletal disorders
-Congenital or Acquired
Acute or Chronic

Front 44

Neural Tube Defects

Decriptions.Characteristics

Back 44

Commonly called Spina Bifida
Classified as:
-encephalocele
anencephaly
Spina Bifida--

Front 45

Spina Bifida Occulta

Back 45

Mildest form

Front 46

Meningocele

Back 46

Meninges involved (spina bifida)

Front 47

Myelomeningcele

Back 47

protrusion of meninges and spinal cord

Front 48

Associated medical conditions

Spina Bifida

Back 48

-loss of bladder/ bowel control
hydrocephalus
decreased sensation to:
-touch
-temperature
-pressure
-pain
Joint Deformities and spine curvatures
-Tethered cord

Front 49

Medical or Therapeutic Treatment of Spina Bifida

Back 49

Surgery- defect closure or shunt placement
Orthopedic- braces and/or splints
Clean intermittent Catheterization

Front 50

Spina Bifida- motor

Back 50

-delays in typical motor milestones
-need for bracing and mobility equipment

Front 51

SB- cognitive

Back 51

reduced abstract ability and memory deficits

Front 52

Spina B.
psychosocial

Back 52

-personal care dependency
-handling incontinence

Front 53

Implications for personal Autonomy (SB)

Back 53

Academic Impact
Language Issues
Strategies to Enhance!
-Teacher awareness of shunt malfunction. skin care, fracture, bladder.bowel management, and fostering independence in locomotion

Front 54

Implications for Career and Adult outcomes

Confronting Psychosocial Issues
(SB)

Back 54

-learned helplessness
-mastery motivation
social isolation
-disability permanence
-sexual dysfunction

Academic Education
Career Education

Front 55

Traumatic Brain Injury

Back 55

Head Injury (includes damage to scalp and skull)
Brain Injury (excludes damage to scalp and skull)
Traumatic Brain Injury
-may be open or closed

Front 56

TBI-
--acquired condition

Back 56

Concussion:
-brief loss of consciousness
-second impact syndrome
Contusion
Coma

Front 57

Associated Medical Conditions
TBI

Back 57

Imparied Executive Functions
Vision Impairments
Speech/Language Impairments
Behavioral/Emotional (aggression, apathy)

Front 58

Medical/Therapeutic Treatments

Back 58

Surgery:
initial treatments
assessment via CT, MRI
Therapy:
-supportive & multidisciplinary
-rehabilitation (OT, PT, speech)

Front 59

TBI

Physical Impact

Back 59

based on physical, treatment, and patient- related factors

Front 60

TBI

Cognitive

Back 60

attention, perception, memory, organizational ability, reasoning, problem solving, etc

Front 61

TBI

Psychosocial Impact

Back 61

Adjusting to status change, emotional liability, impaired impulse control, etc

Front 62

TBI School and Adult Outcomes

Back 62

Employment potential affected by deficits
-need for self awareness (social)
-Provision of ADA reasonable accommodations

Front 63

Muscular Dystrophy

Definition and Descriptions

Back 63

Most common type is Duchenne Muscular

Sex linked

Progressive-
symptoms manifest at 2-6 years
-progression from lower limbs upward/outward
-death in adolescence/adulthood from respiratory or heart failure

Front 64

Associated Medical Conditions
(muscular dystrophy)

Back 64

-loss of respiratory function
-involvement of cardiac muscle
-muscle weakness/atrophy
--decreases ambulation
---contractures
---negative impact on stamina
--Spinal curvature

Front 65

Medical and Therapeutic Treatments for MD

Back 65

medicications
-Handling respiratory problems
(assisted coughing, tracheostomy)
-Orthopedic Treatments
-maintaining ambulation, progression of equipment and therapy goals
Surgery
-maintaining function and slowing symptom progression

Front 66

Physical Impact (MD)

Back 66

progressive loss of function

match goals to current physical status

Front 67

Cognitive Impact

Back 67

verbal performance may be impaired

focus on academic proficiency

Front 68

Physical Impact (md)

Back 68

progressive loss of function

match goals to current physical status

Front 69

Cognitive Impact (MD)

Back 69

verbal performance may be impaired

focus on academic proficiency

Front 70

psychosocial impact (MD)

Back 70

positive coping strategies

attitude of student value use and expectations

Front 71

physical impact (MD)

Back 71

progressive loss of function

match goals to current levels

Front 72

Adaptation Strategies

Back 72

low tech adaptations

computer assisted learning

Front 73

Enhancing Personal Autonomy
(MD)

Back 73

Reduce fatigue-
flexible scheduling
universal access
peer assistance

Front 74

Implications for career and adult outcomes (MD)

Back 74

Life Expectancy Expanding

Emphasis on Appropriate Careers

Maintain Autonomous Living

Focus on Positive Quality of Life