Our intervention approaches for James will include establishment and prevention. We will focus on establishing client factors and performance skills. Client factors will include sensory functions and movement functions (AOTA, 2014). Performance skills will include motor and process skills (AOTA, 2014). Also, we will prevent any further contractures along with preventing environmental distractions. James may have a hard time attending to task due to overstimulation of the visual or auditory senses such as too much noise or clutter within the room (Case-Smith & O’Brien, 2010).
Two frames of references that address James’ needs include sensorimotor and developmental. The sensorimotor frame of reference is focused on learning motor skills through …show more content…
The Jean Ayres’ sensory integration (SI) theory within the sensorimotor frame of reference is based off of brain neuroplasticity and a hierarchical view of the central nervous system (Cole, 2012). Sensory integration is used to facilitate normal development and improve one’s ability to process and integrate sensory information in order to have a normal adaptive behavioral response (Patel, 2005). The three basic sensory systems at the primary level include vestibular, proprioceptive, and tactile. According to Jean Ayres’ sensory integration theory, proprioception and vestibular senses provide the child with gravitational security (Cole, 2012). James does not participate in many occupations because he is afraid of moving, which is a sign of gravitational insecurity and proprioception and vestibular issues. Without proper …show more content…
The guiding theory of this approach is that “people are seen as dynamic, developing organisms whose life cycles go through predictable stages of growth and decline that necessitate by the individual” (Creek & Lougher, 2011). This means that development takes place in a sequence familiar to everyone, however the pace of achievements and regression vary widely. Development is influenced biologically and by environmental opportunities. Each stage becomes more complex, which results in progress to higher level skills. Age range typically suggests when specific skills should be achieved, however the developmental FOR states that one can proceed to the next stage only if the previous level was achieved successfully. If regression occurs, the skills must be relearned using the same sequence in which they would typically develop (Cole, 2012). Overall, this FOR helps practitioners to identify the highest level motor, social, and cognitive skills in which a client can engage, and facilitate improvements in function from the first intervention and build on existing skills. Interventions take place at the client’s present level of development. This allows the practitioner to grade activities, so the client is able to successfully achieve them using the
Two frames of references that address James’ needs include sensorimotor and developmental. The sensorimotor frame of reference is focused on learning motor skills through …show more content…
The Jean Ayres’ sensory integration (SI) theory within the sensorimotor frame of reference is based off of brain neuroplasticity and a hierarchical view of the central nervous system (Cole, 2012). Sensory integration is used to facilitate normal development and improve one’s ability to process and integrate sensory information in order to have a normal adaptive behavioral response (Patel, 2005). The three basic sensory systems at the primary level include vestibular, proprioceptive, and tactile. According to Jean Ayres’ sensory integration theory, proprioception and vestibular senses provide the child with gravitational security (Cole, 2012). James does not participate in many occupations because he is afraid of moving, which is a sign of gravitational insecurity and proprioception and vestibular issues. Without proper …show more content…
The guiding theory of this approach is that “people are seen as dynamic, developing organisms whose life cycles go through predictable stages of growth and decline that necessitate by the individual” (Creek & Lougher, 2011). This means that development takes place in a sequence familiar to everyone, however the pace of achievements and regression vary widely. Development is influenced biologically and by environmental opportunities. Each stage becomes more complex, which results in progress to higher level skills. Age range typically suggests when specific skills should be achieved, however the developmental FOR states that one can proceed to the next stage only if the previous level was achieved successfully. If regression occurs, the skills must be relearned using the same sequence in which they would typically develop (Cole, 2012). Overall, this FOR helps practitioners to identify the highest level motor, social, and cognitive skills in which a client can engage, and facilitate improvements in function from the first intervention and build on existing skills. Interventions take place at the client’s present level of development. This allows the practitioner to grade activities, so the client is able to successfully achieve them using the