Test 2 Flashcards

Question

Topic: Specific Intervention Techniques for Selected ADL Tasks Personal Hygiene and Grooming

Answer 1

``` Tooth brushing Independence by 6 years old Soft brush Toothette Electric toothbrush Large handled toothbrush One handed flosser Picture cues for sequence ``` Face washing/hair care Social stories Picture cues

Answer 2

Adolescents with disabilities are sexual beings Important to teach difference between necessary touching and intimate touching

Answer 3

Children with sleep disorders ``` Children with ASD – 50-80% have sleep disorders Other disorders with sleep issues ADHD Asthma Allergies Diabetes CP Epilepsy Sickle cell Obesity TBI ``` ``` *Shortened sleep cycles cause shortened memory, muscle repair and hormone release Can cause illness Can cause decreased skill development Can cause depression Can affect parenting* ```

Answer 4

Medical Assessment: 1)Polysomnography ``` 2)Interview Sleep patterns Sleep location What does he/she sleep with Bedtime Bedtime routines How long to fall asleep ```

Answer 5

Interventions: Bedtime routine and habits Calming routine (depends on sensory preferences) Quiet time before bed Visual schedule/social story Routine Routine for going back to sleep too No upsetting or alerting activities before bed Put child to bed when drowsy Same schedule for bed and wake up even on weekend

Answer 6

``` Types of inappropriate behaviors 1) Passive Noncompliance Withdrawal Avoidance Inattention Lack of response ``` ``` 2) Active Direct refusal to engage Opposition Aggression toward people or objects Self-injurious behaviors ```

Answer 7

1) Ruling out pain or illness Hunger/thirst, cold/hot, tiredness too 2) Establishing predictability 3) Creating calm atmosphere 4) Praise for appropriate behaviors 5) Using “do” statements 6) Keeping perspective

Answer 8

``` Completed by trained professional Observe child and gather data to determine: Triggers Behaviors Consequence Function ```

Answer 9

Obtaining desired object or event Avoiding situation Escaping from an undesired object, event or demand Sensory function

Answer 10

- Prevent Challenging Behaviors - Support desired behaviors - Intervene when challenging behaviors already exist

Answer 11

- Minimize Aversion Events - Sharing Control - Providing engaging environment - Increasing -Communication --Effectiveness - Clarifying expectations - Supporting self-regulation - Matching demands to abilities

Answer 12

Look at task through child’s eyes Once aversive tasks are identified - Minimize frequency - Decrease intensity - Decrease duration

Answer 13

Allow for choice making: - Helps child feel important - Fosters sense of commitment - Increases the desire the child may have to preserve the therapeutic relationship through desired behavior

Answer 14

- Mixture of structured and unstructured activities - Supplies readily available - Relax strict rules on supplies to allow creativity - The more the child is engaged the less challenging behaviors

Answer 15

-Children without an effective mode of communication will communicate in other ways Positive Smile, hug or clap Negative – pain, undesired activity or location, frustration, unpleasant Scream, hit, throw or destroy property -Important to provide ways child can communicate Physical gestures Sign language Picture exchange ``` -Important child understands the message Supplement verbal directives/information Sign language gestures picture cues ```

Answer 16

Child may have difficulty managing responses to environmental stimuli – causes fight or flight response by sympathetic nervous system ``` -Sensory triggers Background noise Flickering lights Constant movement of others Inadvertent touch Unpredictable stimulation ``` ``` -Behavioral responses Aggression Hyperactivity Violence Self injurious behaviors Immediate withdrawal ```

Answer 17

-General Strategies Meeting sensory needs Building new skills -Specific Strategies Increasing compliance through contingency methods Token economies Positive reinforcement Alternate preferred and non-preferred activities Addressing transition -General Support Strategies

Answer 18

Three levels of support: 1st – organize environment to support learning, provide instruction in communication and social skills 2nd – small group instruction and implementation of corrective teaching 3rd – FBA and implement BIP

Answer 19

GREEN ZONE: 1) Happy, calm, feeling ok, focused, ready to learn - ii. Green in history class 2) BLUE ZONE sick, tired, bored, sad -i. Blue at a funeral 3) RED ZONE mad/angry, mean, yelling/hitting/out of control -iv. Red when playing football 4) YELLOW ZONE frustrated, worried, silly/wiggly, excited, loss of some control -iii. Yellow at a party

Answer 20

1) Punishment: Limited effectiveness Only works when punisher is present If punisher does not punish every time then this leads to reward (i.e. “yes, I got away with it”) 2) Reinforcement Rewards increase in desired behavior How often Continuous – reward good behavior every time for 1-2 weeks Intermittent – reward sometimes after first 1-2 weeks “catch you being good” Should not need it at all after a while – maybe 1x weekly

Answer 21

``` IFEED reward: Immediately Frequency – high for difficult kids Eye contact Enthusiasm Diverse reward (i.e. time for preferred activity) ``` principals and ideas: First try group/class system then individualize if necessary Lower the bar until child can meet it – just right challenge Ignoring is difficult Can give out reinforcers to entire group or explain to the group that the difficult child is getting what he needs Wandering reinforcer - Give edible/chip/lottery ticket if caught being good

Answer 22

-Token economy Tokens have a value – the more tokens earned from good behavior then the more reinforcers the child can purchase due to good behavior -Behavior contract – written agreement with child/group defining behavioral expectations and rewards (or punishments) Points system and sticker charts - Self-management – teach child to monitor, record and reward self - Timer – earn rewards if behavior appropriate until for a designated amount of time - Group contingencies – pre-established behavioral expectation for entire group in order to earn reward

Answer 23

Complete a Functional Behavior Assessment Identify ABC (antecedent – behavior – consequence) Antecedent = triggers – look for patterns Behavior: what is the behavior? Consequence: What is the Consequence?

Answer 24

Antecedent Strategies: ``` Group vs. individual instruction Provide choices Use a variety of teaching/therapy media Post rules and consequences Rearrange work space to decrease distraction Modify pace Use high interest content/materials Use humor Be sure internal conditions are right Thirst/hunger/pain/temperature/sleep ``` (there are more ideas in the ppt, if you want more)

Answer 25

Behavior strategies: ``` Social skill training Social stories Opportunities to help others Coach/buddy Time to share what went wrong and how to fix it Video tape To show behavior Modify video to show success Teach child to request break Increase opportunities for movement Relaxation exercises ``` (there are more ideas in the ppt, if you want more)

Answer 26

Consequence strategies: Parent training Planned ignoring Differential attention – ignore inappropriate behavior but give attention to good behavior Systematic desensitization – gradual exposure to anxiety provoking stimuli with relaxation techniques taught Differential reinforcement of low rates – reward for performing the poor behavior less Reprimands – often paired with reinforcer (there are more ideas in the ppt, if you want more)

Answer 27

Scaffolding | Modify task to make just right fit

Answer 28

Discovery learning: Learning through exploration When adding scaffolding it becomes guided discover Provide questions to client during task so client changes approach Reinforcement is the information child gains by learning

Answer 29

-Children learn to evaluate their performance of task and reflect on strengths and weaknesses – they set new goals and feel empowered – display optimal learning when they can reflect on participation in their chosen occupation -Empowerment fosters commitment, enhanced performance and intrinsic motivation

Answer 30

Instructional Enrichment: ``` Adults assisting child in generalizing meaning from experience Techniques include: Process questioning Bridging Comparison/describing Modeling Challenging Elaborate feedback ```

Answer 31

Motivation: Influences learning, persistence willingness to participate Generalization and Transfer: Ability to apply what has been learned to other environments and activities (factors that effect generalization are external and internal) Lifelong Development: Work to help child to use strategies over the lifespan to different environments and tasks *this is the basic if want to know more go to ppt for this topic and slides 4 to 6)

Answer 32

Child is providing with problem to solve and given hints, coaching, feedback and modeling - One thing at a time - Ask don’t tell - If child discovers solution he is more likely to remember it than if he is told - Coach don’t adjust - Bring adjustments to child’s attention so he is aware of them and can use them in the future -Make it obvious Bring important parts the task and the solution to the child’s attention

Answer 33

- Learn specific behaviors - Become aware of social rules - Be aware of the perspective of others - Improvement in executive function such as self-management and problems solving

Answer 34

``` ASD Fetal Alcohol Spectrum Disorder ADHD Anxiety LD Mood disorders ```

Answer 35

``` -Social communication deficits Decreased social awareness Decreased social motivation Decrease theory of mind Decreased executive function ``` ``` -Other social problems Aware of others and want to approach but ineffective Too quiet Decreased assertiveness Too exuberant Poor understanding of boundaries ```

Answer 36

Social impairments: ``` Decreased social competence Decreased social relationships Decreased social problem solving Difficulty with peer relationships and socially appropriate relationships Social withdrawal Teasing Poor social judgement Difficulty perceiving social cues Difficulty exhibiting consideration for others Difficulty forming friendships ```

Answer 37

-Typical symptoms Inattention Impulsiveness hyperactivity ``` -Possible executive functioning issues Problem solving Planning Orienting Flexibility Sustained attention Response inhibition Working memory ``` -Possible social problems Limited self regulation causing irritation when things do not go his or her way – effects social relationships

Answer 38

1) Highly socially anxious children report lower levels of social acceptance, self esteem and negative peer interaction 2) teen years. ``` 3) Treatment Cognitive behavioral therapy Learn specific behaviors Awareness of others Self-management Problem solving ```

Answer 39

- Can have difficulty with interpersonal understanding and social interaction - Misconduct in the classroom - Inability to cooperate and establish positive relationship with peers - Marked difficulties in working through rough spots with peers - Difficulty with compromise

Answer 40

``` 1) Social problems Self regulation Coping Interpersonal difficulties More stress and decreased ability to cope with it ``` 2) Treatment Coping skills Social problem solving Communication skills

Answer 41

1) Theory of Mind Difficulty seeing the existence of other peoples thoughts, desires, beliefs and knowledge and intentions that cause others to act the way that they do 2) Weak central coherence hypothesis Tendency to see things in fragments instead of as an integrated and meaningful whole I.e. child with ASD – focuses on letters individually instead of using them to read words 3) Limitations in joint attention Process of sharing experience of observing object or event with another with following gaze or pointing 4) Executive dysfunction Difficulty with guided attention, inhibition, abstract rule following, generating goals can effect self-regulation, ability to deal with change, planning and problem solving Manages best with familiar task, context and people

Answer 42

``` Skills assessed: Eye contact Understanding non verbal communication Social awkwardness Sense of humor Turn taking Appropriate voice volume Interest in others Understanding rules Understanding appropriate proximity ``` Evaluation Tools: Portions of HELP/BDI2 Goal Attainment Tool

Answer 43

1. Lack of knowledge 2. Lack of practice and feedback 3. Lack of cues or opportunities 4. Lack of reinforcement 5. Presence of interfering problems behaviors

Answer 44

1. Social cognitive 2. Sensory modulation 3. Behavioral modifications 4. Self determination 5. Peer-mediation

Answer 45

-Partnering typical developing children with children with social difficulties to effect change -Peers can be as effective or more effective in this regard Children with autism become more responsive to social interactions and engaged in increased peer interactions when increased peer support is present Peers can be taught to cue that child

Answer 46

SI intervention: -children made gains in goal attainment, attention and cognitive-social skills - Children with autism improved self-regulation and mannerisms - Parent report happier child, increased tolerance to change, increased attention Treatment focus: -Distinguish which sensations to filter out Which sensations to attend to Strategies for optimal arousal

Answer 47

-Well being results from autonomy, competence and relatedness -Autonomy Sense of choice, initiative and endorsement of activities I.e. increase choices during treatment -Competence Sense of mastery over capacity to act in the environment I.e. just right challenges during treatment -Relatedness Feelings of closeness and connectedness to others I.e. small group treatment

Answer 48

Two phases 1) Acquisition Observation of actions and consequences 2) Performance Performs behavior based on his perception of situation and consequences

Answer 49

All behavior is a response to environmental stimulus and is reinforced by environmental consequences that follow that follow Treatment focus Using reinforcers to alter response and extinguish maladaptive behavior

Answer 50

1. Social scripts: Typical individuals have social scripts – expected sequence of interactions that involve specific verbal routines Individual with social impairments does not have these scripts 2. Video modeling

Answer 51

-Identify child’s hero -Make card with the hero advocating for the solution to the social problem - Practice role playing scenario - Post card or keep in pocket -Why this works so well for students with ASD? Visual Rule followers Special interests

Answer 52

Stories that solves a social dilemma that the child has difficulty with Can be successful if used with children with various disabilities (i.e. Autism, LD,DD, etc.) Four types of sentences in each social story: 1. Description sentence 2. Directive sentence Instruction on how to respond in a positive manner 3.Perspective sentence Describe how others feel or how they react 4.Affirmation sentence Recall the information / the plan

Answer 53

-Up to 40 hours per week ``` -Can help develop various skills IQ Language Academics Adaptive behaviors ``` -Discrete trials most recognized form of ABA Works on developing readiness skills I:I setting; specific task with specific cuing to perform correctly then praise/reinforce Data collection Work on generalizing the skill once mastered in the 1:1 setting May be best approach for more involved children with autism – not clear if it is for higher functioning children

Answer 54

- Help child identify most intimate people in their life to least intimate - Then provide examples of discussion items and help the child decide which group it is appropriate to talk to about the topic

Answer 55

-Helps child with poor theory of mind to learn what others might be thinking or feeling -Treatment Pictures of others to determine their feelings Discuss feelings of others in different scenarios Computer software/ apps can also be used

Answer 56

Act out emotion and child guesses

Answer 57

- Play video of individuals with various emotions without volume and child decides on the emotion being felt - Then watch the video again with the volume to discuss

Answer 58

-Discuss a social event that occurred and brainstorm other ways the child could have reacted Video clips can be used as well

Answer 59

``` Treatment strategies: Video modeling Checklists Goal charts Stress thermometers Wrist counting devices Role playing ```

Answer 60

Disabilities supported by improved self-management - ASD - LD Process: 1. Discriminate appropriate and inappropriate behaviors 2. Monitor and record own behaviors accurately 3. Reward themselves for appropriate behavior

Answer 61

-Comic Strip Conversation - yes, Research shows it Improves social satisfaction and decreased loneliness in children with ASD Reduced inappropriate social behaviors in children with ASD

Answer 62

Helps child grade the level of their emotions

Answer 63

Meet with child and rank the behavior on a five point scale I.e. voice scale if child is too loud

Answer 64

Relationship Development Intervention

Answer 65

Focus: Teach child to recognize their arousal states Expand the child’s self regulation strategies ``` Research : Children with emotional disturbance improved Self regulation Transitions Organization Coping focus ```

Answer 66

Coaching ``` Research: Helpful with college aged children with ASD Helped children with ADHD Motivation Time management Anxiety Test prep efficacy ```

Answer 67

-Helps child identify social problem situations, possible solutions and possible consequences for each solution ``` -Use steps after a difficult situation has occurred to examine the options for next time: Situation Options Consequences Choices – select the solution Strategies Simulation ```

Answer 68

``` 1) Research on social skill training: Improves peer relationships Improves theory of mind Improves social skills Improves greeting Improves play Increases social interaction Improves facial recognition ``` ``` 2) Key characteristics of effective social skill groups: Parent involvement Themes to promote playful aspect Schedule Sameness and predictability Visual schedule ```

Answer 69

1. Decrease... exploration can effect motivation – learned helplessness 2. Can effect perception, cognition and academics later in life ``` 3. Deprived of: Push/pull Open/close Under/over Choice making ```

Answer 70

``` Types of mobility devices: Scooters Hand held walkers Support walkers Manual wheelchair Power wheelchair ``` Areas of development: - Psychosocial - Visual spatial - Language - Cognitive development

Answer 71

- All types of mobility that supplement ambulation - Transitional mobility – mobility with augmented device that is not functional instead exploratory - Children with impaired mobility should have at least two mobility devices

Answer 72

-Never ambulate May need power wheelchair - Insufficient ambulation due to poor speed and/or endurance - Manual wheelchair -Lost independent mobility Mobility issues less critical to development -Requiring temporary assistance with expected independent mobility in the future

Answer 73

``` Selecting device Purpose Environments Child’s physical and psychosocial abilities Necessary modifications Cost to benefit ratio ```

Answer 74

-Evaluating child’s motor skills SFA PEDI CAT Wee FIM ``` -Team includes: ATP (assistive technology professional) Physician Child Parent OT and PT Manufacturer representative ```

Answer 75

``` Adapted tricycle Prone scooter Caster cart Aeroplane mobility device Mobile stander Walkers ```

Answer 76

``` Goals of seating: Alignment Accommodations Minimize tone and reflexes so distal movement can be better Improve physiological function Increase independence with ADLs Decrease fatigue Increase comfort ```

Answer 77

1) Planar flat 2)Contoured Curved to best have body make contact with all of the seating surface 3) Costume molded Contours to child with fixed contractors and asymmetries of pelvis and spine **Key points to achieving functional seating: -Hips in neutral or a bit tilted anteriorly Supportive cushion Seat belt at 45 degrees or sebaceous bar Lateral hip pads keep pelvic symmetry Support femur from back to an inch before the back of the knee

Answer 78

Level I: walks without limitations Level II: walks with limitations Level III: walks using hand held mobility device Level IV: self-mobility with limitations- may use powered mobility Level V: transported in manual chair *Child with mobility at Level III to V benefit from using support walker at early age*

Answer 79

-Children with muscle disease and spinal cord injury: Powered mobility from early age - Caster cart - Braces and hand held walkers - Self propelling manual chair

Answer 80

Social participation is influenced by actions of individuals as well as by environmental opportunities and constraints

Answer 81

Stairs Transportation Lack of appropriate space for interventions Socio-economic status

Answer 82

Skill focused interventions – self monitoring, social stories, practice

Test 2 Flashcards

(107 cards)