Frames of Reference for Pediatric Occupational Therapy

Cover......Page 1
Title Page......Page 3
Copyright......Page 4
Dedication......Page 5
CONTRIBUTORS......Page 7
FOREWORD......Page 9
PREFACE......Page 11
ACKNOWLEDGMENTS......Page 13
CONTENTS......Page 15
PART I: Foundations of Pediatric Practice......Page 25
CHAPTER 1: Structure of the Frame of Reference......Page 27
THEORETICAL BASE......Page 31
Theoretical Base for Facilitating Reciprocal Social Interaction in Preschool Children with Autism......Page 33
Assumptions......Page 35
Definitions......Page 36
Theoretical Postulates......Page 37
Organization of the Theoretical Base......Page 38
FUNCTION–DYSFUNCTION CONTINUA......Page 39
Indicators of Function and Dysfunction......Page 40
POSTULATES REGARDING CHANGE......Page 42
Specific Postulates regarding Change......Page 44
APPLICATION TO PRACTICE......Page 45
REFERENCES......Page 46
TRADITIONAL DEVELOPMENTAL PERSPECTIVES......Page 47
NEW PERSPECTIVES ON CHILD DEVELOPMENT......Page 48
Newer Developmental Perspectives and Occupational Therapy......Page 50
REFERENCES......Page 53
CHAPTER 3: Domain of Concern of Occupational Therapy: Relevance to Pediatric Practice......Page 55
CLASSIFICATION SYSTEMS......Page 56
International Classification of Functioning......Page 57
Occupation-Based Life Areas (Activities and Participation)......Page 59
Foundational Body-Level Components......Page 63
Contextual Factors......Page 67
THE RELATIONSHIP OF THE OCCUPATIONAL THERAPY DOMAIN OF CONCERN TO INTERVENTION......Page 70
REFERENCES......Page 72
CHAPTER 4: Contemporary Legitimate Tools of Pediatric Occupational Therapy......Page 74
CRITICAL REASONING......Page 75
CONSCIOUS USE OF SELF......Page 76
ACTIVITIES......Page 77
Purposeful Activities......Page 78
Activity Analysis......Page 79
Activity Synthesis......Page 80
THE NONHUMAN ENVIRONMENT......Page 82
Toys......Page 83
Pets......Page 84
Technology......Page 85
TEACHING–LEARNING PROCESS......Page 87
SENSORY STIMULATION WITH AN ADAPTIVE RESPONSE......Page 88
Summary......Page 89
REFERENCES......Page 90
CHAPTER 5: The Perspective of Context as Related to Frame of Reference......Page 91
WHAT IS CONTEXT?......Page 92
INFLUENCES THAT SHAPE HEALTH AND EDUCATION CONTEXTS......Page 95
CURATIVE MODEL PARADIGM......Page 98
PALLIATIVE CARE PARADIGM......Page 100
ECOLOGICAL MODEL PARADIGM......Page 101
CONSIDERING CONTEXT WHEN PLANNING OCCUPATIONAL THERAPY SERVICE......Page 102
The Family......Page 103
Pediatric Occupational Therapy from a Curative Paradigm......Page 107
Pediatric Occupational Therapy from a Palliative Paradigm......Page 109
Pediatric Occupational Therapy from an Ecological Paradigm......Page 111
FAMILY AND PROFESSIONAL RELATIONSHIPS IN THE CONTEXT OF HEALTH AND EDUCATION SYSTEMS......Page 113
REFERENCES......Page 115
PART II: Frames of Reference......Page 121
OVERVIEW......Page 123
THEORETICAL BASE......Page 124
Sensory Information Provides an Important Foundation for Learning and Behavior......Page 125
Sensory Integration is a Developmental Process......Page 126
The ‘‘Just Right Challenge’’ Provides the Milieu for Sensory Integration to Occur......Page 130
Sensory Integration Promotes Neuroplasticity......Page 131
Sensory Integration is a Foundation for Participation......Page 132
Historical Perspectives on the Development of Sensory Integration Theory......Page 134
Patterns of Sensory Integration Dysfunction......Page 135
Sensory Modulation......Page 136
Sensory Discrimination......Page 137
Postural-Ocular Control......Page 138
Praxis......Page 139
SENSORY INTEGRATION: CURRENT UPDATES......Page 141
Updates in Sensory Modulation......Page 142
Updates on Sensory Discrimination......Page 145
Updates on Praxis......Page 146
OUTCOMES OF ADEQUATE SENSORY INTEGRATION......Page 150
Self-Regulation......Page 151
Postural Control and Bilateral Motor Coordination......Page 152
Self-Esteem......Page 153
Participation in Self-Care, Leisure, and Academic and Social Activities......Page 154
Populations for Whom This Frame of Reference is Used......Page 156
FUNCTION–DYSFUNCTION CONTINUA FOR THE SENSORY INTEGRATION FRAME OF REFERENCE......Page 157
Sensory Modulation Abilities......Page 158
Sensory Discrimination......Page 160
Dyspraxia......Page 164
Bilateral Integration and Sequencing Dysfunction......Page 166
Poor Visual Perception and Visual Motor Integration (Visuodyspraxia)......Page 169
Record Review......Page 170
Communication with Parents, Care Providers, and Teachers......Page 174
Identifying Patterns of Dysfunction......Page 171
POSTULATES REGARDING CHANGE......Page 175
Specific Postulates Regarding Change for Sensory Modulation Disorder......Page 176
Postulates Regarding Change Related to Dyspraxia......Page 177
Specific Postulates Regarding Change for Bilateral Integration and Sequencing Deficits......Page 178
Setting Goals for Intervention......Page 179
Considerations for Intervention......Page 180
The Physical Environment of Intervention......Page 182
Therapeutic Interventions Related to Modulation......Page 183
Therapeutic Interventions Related to Bilateral Integration and Sequencing......Page 186
Therapeutic Interventions Related to Promoting Praxis......Page 187
SAMPLE INTERVENTION SESSION......Page 188
Evaluation: Process and Results......Page 191
Goals for Intervention......Page 193
The Intervention Plan......Page 194
Progress......Page 196
Evaluation: Process and Results......Page 200
Goals for Intervention......Page 203
Progress......Page 205
REFERENCES......Page 206
HISTORY......Page 211
THEORETICAL BASE......Page 212
Development of Reach and Grasp......Page 214
Kinesiological and Biomechanical Concepts......Page 215
Movement Dysfunction......Page 217
Assumptions......Page 223
Current Theoretical Foundations......Page 225
Indicators of Function and Dysfunction: Range of Movement and Dissociation of Movement......Page 228
Indicators of Function and Dysfunction: Alignment and Patterns of Weight Bearing......Page 229
Indicators of Function and Dysfunction: Muscle Tone......Page 230
Indicators of Function and Dysfunction: Postural Tone......Page 231
Indicators of Function and Dysfunction: Coordination......Page 233
GUIDE TO EVALUATION......Page 235
Evaluation of Posture and Movement......Page 236
General Postulates Relating Change......Page 238
Postulates Relating to Muscle Tone/Postural Tone......Page 239
Postulates Relating to Balance and Postural Control......Page 240
Handling......Page 241
Qualities of Touch......Page 244
Preparation, Facilitation, and Inhibition......Page 246
Integration of Neuro-Developmental Treatment into Activity......Page 253
Summary......Page 254
REFERENCES......Page 255
THEORETICAL BASE......Page 258
Assumptions......Page 260
Foundational Concepts and Definitions......Page 262
Key Concepts and Definitions......Page 264
Theoretical Postulates......Page 274
FUNCTION–DYSFUNCTION CONTINUUM......Page 275
GUIDE FOR EVALUATION......Page 276
POSTULATES REGARDING CHANGE......Page 278
APPLICATION TO PRACTICE......Page 279
REFERENCES......Page 288
THEORETICAL BASE......Page 290
Assumptions......Page 292
Synthesis of Child, Occupational, Performance, and Environment-In Time (SCOPE-IT Model)......Page 296
FUNCTION–DYSFUNCTION CONTINUA......Page 300
Indicators of Function and Dysfunction for Work and Productivity......Page 301
Indicators of Function and Dysfunction for Play and Leisure......Page 302
Indicators of Function and Dysfunction for Activities of Daily Living and Self-Care......Page 303
Indicators of Function and Dysfunction for Rest and Sleep......Page 304
Evaluating the Child......Page 305
Evaluating Occupational Performance In-Time......Page 308
Evaluating the Environment......Page 309
POSTULATES REGARDING CHANGE......Page 311
APPLICATION TO PRACTICE......Page 312
The Child–Environment–Occupation Fit......Page 313
Work and Productivity......Page 314
Play and Leisure......Page 316
Activities of Daily Living......Page 318
Rest and Sleep......Page 321
Occupational Patterns......Page 322
ACKNOWLEDGMENTS......Page 325
REFERENCES......Page 326
CHAPTER 10: A Frame of Reference to Enhance Social Participation......Page 330
Interaction between Caregivers and Children......Page 331
Interaction between Caregivers and Children with Disabilities......Page 333
Developing Habits and Routines......Page 334
Developing Habits and Routines for Children with Disabilities......Page 335
Social Participation with Peers......Page 336
Children with Disabilities: Social Participation with Peers......Page 337
Dynamic Theories that Support Social Participation......Page 339
Temperament......Page 341
Environment......Page 343
Peer Interaction......Page 346
Assessing Caregivers’ Needs for Support in Increasing Children’s Social Participation......Page 347
Assessment of Children’s Social Participation......Page 348
POSTULATES REGARDING CHANGE......Page 350
Consulting with Caregivers......Page 353
Role Modeling......Page 354
Activity-Based Intervention When Parents Are Ill......Page 355
Promoting Social Participation in Classroom Settings......Page 357
Promoting Effortful Control in Inclusive Settings......Page 358
Occupation-Based Groups to Increase Children’s Social Participation with Peers......Page 359
Structuring an Activity Group......Page 360
Choosing Activities......Page 361
Grading the Amount of Frustration......Page 363
Group Resistance......Page 364
Culture, Beliefs, and Values......Page 365
Termination......Page 366
Summary......Page 369
REFERENCES......Page 370
CHAPTER 11: A Frame of Reference for Visual Perception......Page 373
THEORETICAL BASE......Page 375
Developmental Theories......Page 376
Acquisitional Theories......Page 378
Major Concepts......Page 381
Dynamic Theory......Page 386
Visual Attention......Page 388
Visual Memory......Page 389
Visual Discrimination......Page 390
Visual Motor Integration......Page 392
GUIDE FOR EVALUATION......Page 394
Visual Motor Integration Assessments......Page 396
POSTULATES REGARDING CHANGE......Page 399
Input: Environmental Adaptations......Page 400
Processing: Remediation of Visual Cognition......Page 401
Processing: Visual Cognition: Strategies......Page 403
Visual Cognition: Environmental Adaptations......Page 405
Output: Remediations of Performance Skills......Page 406
Output: Strategies for Occupation......Page 407
Case Study Application......Page 408
REFERENCES......Page 410
THEORETICAL BASE......Page 414
Motor Control, Motor Learning, and Motor Development......Page 415
Dynamic Systems Theory......Page 416
Principles of Learning Theory......Page 417
Concepts......Page 418
Child-Task-Environment Match......Page 421
Stages of Learning......Page 423
Practice......Page 424
Feedback......Page 426
Assumptions......Page 428
Indicators of Function and Dysfunction......Page 429
GUIDE FOR EVALUATION......Page 430
POSTULATES REGARDING CHANGE......Page 432
APPLICATION TO PRACTICE......Page 433
Occupational Therapy Evaluation......Page 438
Art Project......Page 439
Intervention......Page 442
Physical Education......Page 443
REFERENCES......Page 446
CHAPTER 13: A Frame of Reference for the Development of Handwriting Skills......Page 449
Theory of Multiple Intelligences......Page 451
Theory of Discrete Motor Skill Learning......Page 454
Optimal Challenge Point......Page 456
Teaching Writing......Page 461
Assumptions......Page 462
Writing Posture......Page 463
Use of Writing Tools......Page 464
Grasp......Page 465
Writing Legibility......Page 466
GUIDE TO EVALUATION......Page 467
POSTULATES REGARDING CHANGE......Page 470
APPLICATION TO PRACTICE......Page 472
Peer Support......Page 474
Working in a First Grade Classroom......Page 480
REFERENCES......Page 482
INTRODUCTION......Page 485
Concepts and Definitions......Page 487
Assumptions......Page 495
FUNCTION–DYSFUNCTION CONTINUUM......Page 496
Indicators of Function–Dysfunction......Page 497
GUIDE FOR EVALUATION......Page 500
POSTULATES REGARDING CHANGE......Page 502
APPLICATION TO PRACTICE......Page 503
REFERENCES......Page 511
CHAPTER 15: A Biomechanical Frame of Reference for Positioning Children for Functioning......Page 513
Motor Patterns Develop from Sensory Stimulation......Page 514
Automatic Motor Responses That Maintain Posture Develop Predictably......Page 515
Components of Postural Control and Skill Development in Developmental Positions......Page 517
Interference with Postural Reactions That Result from Damage or Dysfunction......Page 523
Factors that Interact with Postural Responses to Facilitate Participation in Occupation......Page 527
FUNCTION–DYSFUNCTION CONTINUA......Page 528
Indicators of Function and Dysfunction: Trunk Control......Page 529
Indicators of Function and Dysfunction: Control of Arm Movements......Page 530
Function and Dysfunction Continua Related to Participation in Life Activities......Page 531
Indicators of Function and Dysfunction: Accessing Switch for Technological Aides......Page 532
GUIDE TO EVALUATION......Page 533
Can the Child Right His or Her Head and Is It Mobile in All Planes?......Page 535
Can the Child Right His or Her Trunk and Maintain Stability?......Page 536
Can the Child Place, Maintain, and Control Position of His or Her Hands?......Page 539
Can the Child Get to a Desired Goal by Walking, Creeping, Crawling, or Rolling?......Page 540
Can the Child Void When Seated on a Toilet or Potty?......Page 541
What Personal Factors Might Restrain or Support Use of the Equipment?......Page 542
Will Physical, Cultural, and Social Environmental Factors Be Supports or Barriers to Effective Use of the Device, and Vice Versa?......Page 543
POSTULATES REGARDING CHANGE......Page 544
Central Stability......Page 547
Supported Standing Position......Page 569
Prone Stander......Page 570
Ability to Place, Maintain, and Control Hand Position......Page 572
Ability to Move through Space......Page 574
Ability to Feed......Page 578
Ability to Activate the Switch for a Technological Aide......Page 582
Summary of Application to Practice......Page 584
Summary......Page 588
REFERENCES......Page 589
PART III: Issues When Applying Frames of Reference......Page 593
ARTICULATING THE FRAME OF REFERENCE......Page 595
THE ART OF PRACTICE WITH CHILDREN......Page 597
Single Frame of Reference......Page 599
Multiple Frames of Reference......Page 601
Frames of Reference in Parallel......Page 602
Frames of Reference in Combination......Page 603
FORMULATION OF ORIGINAL FRAMES OF REFERENCE......Page 604
REFERENCES......Page 605
WHAT IS EVIDENCE-BASED PRACTICE?......Page 606
The Advantages of Applying Evidence-Based Practice......Page 607
The Disadvantages/Limitations of Applying Evidence-Based Practice......Page 609
Applying Evidence-Based Practice in Occupational Therapy......Page 610
EFFICACY OF A FRAME OF REFERENCE......Page 611
Efficacy of the Entire Frame of Reference......Page 612
Summary......Page 613
REFERENCES......Page 614
INDEX......Page 617