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42 Cards in this Set
- Front
- Back
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4 things goals should be?
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Specific (behavior, condition, degree)
Measureable Attainable Motivating |
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Explain how you should make goals specific?
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By describing:
Behavior - describe the quality Condition - ie. 4 in ball Degree - ie. how accurate, assist level, etc. |
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Ways to make your goals measureable?
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By describing:
Length of time, accuracy (1/3 trials; w/in 1 ft of trgt) Level of assistance (support at pelvis), quality (ie. with NBOS, reciprocally) |
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What do you need to consider when planning interventions in Peds?
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The developmental sequenc
Secondary impairments Health promotion and disease prevention Contemporary approaches to interventions (ie. motor learning vs. NDT) The environiment (home, school, community) |
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Examples of Contemporary Apporaches to intervention?
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Mo. learning and NDT
Task-related SI Stretching, strenghtening, equipment use |
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How can you make goals Motivating?
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Include child if appropriate (4-5 yo)
Include family Be age or ability apporpriate Playful, stimulating fxt Individualistic |
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The ultimate goal for peds interventions?
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Optimize the child's participation in home, school, and community
The palces of fxt for kids! This is where practice and transfer of learnign is most likely to occur |
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Things to consider when setting goals?
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Age, gender, cultural background, socialization experiences
Cognitive abilities Environment Goals and concerns of the family |
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How do we take the Developmental Sequence into consideration when planning interventions?
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Use it as a guideline rather than a rigid structure
Consider skills gained from mo. development that are critical for future development such as antigravity strength and core stability |
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Sensitive periods and the developmental sequence
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We used to think ages 0-3 were sensitive periods (hence early intervention)
Now we aren't sure May need to see child more often during sensitive periods |
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What secondary impairments do we need to take into consideration when planning interventions?
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Recognize that normal movt patterns may not be achieveable
Analyze compensatory strategies to see if helpful vs. not helpful |
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Compensatory patterns
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May provide earlier or more fxt independence and dec 'learned helplessness' from parents doing everything for them
However, may lead ot secondary MSK impairments (ie. W-sit) -Dont let child be in bad positions or do interventions/cueing to get child out of bad positions |
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How do we implement mo. learning into intervention planning?
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Use purposeful tasks more than reflexive or passive
Practice Practice Practice PT will fluctuate btw being playmate and instructor |
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How do we get motor learning?
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By changing context and environment - this is permanent as opposed to motor performance
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How do you give intructions for Mo. Leraning inerventions?
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Verbal, nonverbal, physical cueing
Intermittent and dec frequency as progress Allow processing itme Can give feedback before, during, or after each trial Can relate to sensorimotor info, directions for task, end result/outcome, or environmental info |
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How do you give feedbakc for mo. learning and what can it relate to?
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Can give feedback before, during, or after each trial
Can relate to sensorimotor info, directions for task, end result/outcome, or environmental info |
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What is the context of mo. performance?
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Stimulating
Creative/novel Individual sessions, group, classroom, etc Important to vary environmental and fxn contexts to carry over into different situations |
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Theory of NDT tx approach
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Handing is used ot contorl abnormal movt patterns or fixations (fixing in a specific position that the child feels they are more stable in--break this positioning) and to assist with postural adjustments for fxt activities
Child must be an active participant in problem-solving and the movt/task The movt/task must be functional |
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Other things important in the NDT tx approach?
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Feedforward and feeback principles areimportant in postural reactions and mov
Continual assessment of intervention technique essential (individualized interventions) Practice is necessary for carryover (emphasis on parent and HEP) Developmental sequence serves as a guide but is not prescriptive; age-appropriate fx activity is the goal |
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Things to consider when trying to figure out frequency and duration of intervention?
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Potential to participate and/or benefitfrom interventions
Critical period for skill acquisition and/or regression Extent of "skilled" decision making req'd (can lay person do this?) Level of support available (transporation/desire to carry out HEP) Impact of mo. problem on fxt in env (home, school, comm) Prognosis - best predictor - severity of disability OVERALL - limited evidence to guide |
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Proximal vs. distal environment
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Environment: physical and social settings in which children develop, grow, & function
PROX: Home, child care setting (younger kids more influenced) DISTAL: neighborhood and community (older kids more influenced) |
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Premise of Early Intervenion Services? What services are included?
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Sensitive period more responsive to experiential learning d/t rapid brain growth and plasticity
Services: physical, cognitive, communication, social or emotional or adaptive development Services must be developmental and involve parent collaboration |
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Early legisltation that led to EI services?
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The Educatoin of the Handicapped Act Amendments of 1986
Part C of Individ's with Disabilities Education Act Amendment (IDEA) of 1997 and IDEIA of 2004 |
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5 components of Part C of IDEA?
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Deals with the governing of EI services:
Public awareness Central directory of service providers for families to access Mechanism to find kids at risk for delay Comprehensive eval and assessment once in system Mechanism for intervetnion thru IFSP (individualized family service plan) |
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How is Part C of Indiv with Disabilities Education Act finanaced (IDEA)
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Federally financed, but each state determines definition of developmental delay and eligibility for services... down to the county
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Five major elements of Part C of IDEA
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1. Team collaboration with service coordinator (ie. Help Me Grow)
2. Evaluation and assessment - comprehensive, multi-disciplinary performed by trained personnel IFSP - Indivualized Family Service Plan (Review every 6 months) Natural environemnets--not in clinic Transition planning Services must be provided by qualified personnel and focused on family centered care |
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Education for All Handicapped Children Act
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1975; Free and appropriate public education for all chilren with disabilities ages 6-21
Must be reauthorized at set intervals |
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What did the Education fo the Handicapped Act AMendements do?
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1986; extended services to infants, toddlers, and preschoolers (b/c Education for All Handicapped Children Act was only 6-21 in 1975)
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What is IDEA?
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Individ's with disabilities Education Act
Birth to 21 years An amendment to this in 1997 added transition planning |
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What is IDEIA? 3 parts
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Individual with disabilities education imporvement act
Part A = general provisions Part B= children ages 3-21 (Children ages 3-5 & 18-21 may not be served depending on state laws) Part C = 0-3 |
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Concepts within legislation?
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Zero reject--cant turn kids away if impaired
Least Restrictive Enironment (individualized) a) inclusion, mainstream, integrated: include children in with normally developing kids Right to Due Process (parent can take action if they feel child is not getting optimal care) Nondiscrimatory Eval Parent Participation Related Services - therapy, counseling, transporation |
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Individualized Educational Program (IEP)
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Present lvels of functioning, measurable annual academic goals, plan ways for mesauring progress towards goals, services to be provided with frequency, location nd duration specified
(concept within legislation) |
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Legislation and assistive technology?
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devices to improve function and participation within the school
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5 models of Service Delivery (educational delivery)
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Direct
Integrated Consultative Monitoring Collaboative |
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Models of Service Delivery: Direct
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Traditional interventions by PT; in classroom or child "pulled out": should not be used in isolation
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Models of Service Deliver: Integrated
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PT interventions with child nd collaboration with team members in the classroom; combo of direct and conultative models
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Models of Service Delivery: Consultative
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No direct PT interventions, PT regularly meets with and teaches other team members to carry out the interventions that occur in the classroom.
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Models of Service Delivery - Monitoring
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No direct PT intervention, PT instructs other team member to carry out interventions and rechecks child at regulatr intervals to mointor progress and update interventions
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Models of Service Delivery - Collaborative
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Cross-disciplinary, all team members working on common goals; traditional roles are released - no disciplinary boundaries or divisions
Everyone works on everything.. walk in and you don't know who the PT vs ST is |
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Describe some considerations for intervention planning
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Explain to parents positions or walking devices that are concerning or appropriate depending on child's impairments
Vary the different walkers & things that you place the child in to keep in different positions |
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Motor Performance vs Motor Learning
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Motor Performance is temporary, transient performance of a skill that will not carry over--motor learning is the goal with permanent improvement
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When do you give feedback for older vs younger kids
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Give feed forward anticipatory instructions more with bigger kids & feedback (talking while doing activity) more with little kids
Kids tend to be more visual learners than verbal |
