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O CCT 657A
Presented by:
Evelyn Babaroudi, OTS
Touro University, Nevada
School-Based O ccupationalTherapy
Postural stability
Self-help skills
Fine motor skills
Sensory processing
Social and play abilities
Visual motor and perception
Task completion and organization
School-Based Occupational Therapy. (2016). Retrieved from:
https://www.google.com/search?q=schoolbased+OT&biw=1366&bih=644&source=lnms&tbm=isch&sa=X
&ved=0ahUKEwjakejOs5TLAhXLVh4KHRXhBl4Q_AUIBigB#imgrc=
sCL8L9XTd6XveM%3A
Client D escription
Name: Jacob Flores
Age: 9 years, 11 months
Gender: Male
Eligibility: Multiple Disabilities-Orthopedic
Medical Diagnosis: Traumatic Brain Injury; Cerebral Palsy
Curriculum: Alternate Curriculum
Placement: Special Education
Friendly and cooperative
M edicalH istory
Full-term, uncomplicated pregnancy
Accident at 9 months of age
Seizure
Intentional head trauma
Department of Children and Family Services
Mr. Flores arrested
Diagnosis
Hydrocephalus
Cortical bleeding in left eye
Severe brain damage
Background
Resides with maternal grandparents
Primarily Spanish speaking household
Parents visit on weekends
O ccupationalTherapy Services
Frequency: 1-5
Interval: Monthly
Minutes: 60
Service Delivery Model: Direct Service (Collaborative)
PEO P M odel
Person
Person
Physiological
Decreased upper-extremity tone and strength
Cognitive
Attention and problem-solving skills
Expressive and receptive language
Spiritual
Kindness
Enthusiasm
Neurobehavioral
Right side preference
Views objects at close range
Psychological
Self-esteem and self-efficacy
Environm ent
Built
Assistive technology
Natural
Classroom
Playground
Cultural
Student success
Societal
Social acceptance from peers
Social interaction
Family, school staff, and skilled services
Social and economic system
California Childrens Services
O ccupation
Abilities
Motor skills
Process skills
Actions
Fine motor tasks
Visual motor tasks
Tasks
Functional writing
Occupations
Educational participation
Social and occupational roles
Student
Perform ance
Seating, positioning, and performance of physical activities
Decreased upper-extremity strength and tone
Response to sensations in environment
Difficulty determining qualities of smaller objects
Unable to manipulate objects using refined movements of hands
Visual skills for academic performance
Able to use visual skills functionally
Manipulation and management of classroom materials
Demonstrates functional ability to rake
Requires extra time to grasp and release objects
Sensory and motor skills for written communication
Maximal prompting to determine boundaries of pictures or image
Unable to stay on designated lines when tracing
O ccupationalAdaptation (O A)
Occupation
Adaptation
Increase adaptability in order to increase function
(Schultz, 2014)
Demands to perform
Dysfunction
Adaptive capacity
Demand for changes
Success in occupational performance
(Schultz, 2014)
Person
Desire
for
Master
y
Interaction
Performance
Process
for
Mastery
Occupational
Deman
d for
Mastery
Occupational Challenge
Person
Occupational Role
Expectations
Occupational Response
Occupatio
nal
Performan
ce
Applying O A to Client
1) Person
Physical
Visual
Access and participation in school activities
2) Occupational Environment
Curriculum
Level of performance in learning
3) Interaction
Fine motor and visual motor skills
Limiting access to curriculum
Reasons for adaptive response:
Interaction with environment creates occupational challenges
In order to function more efficiently, adaptation must occur
Implementation:
Adaptations and modifications
Assistive technology
Tactile learning strategies
Collaborating with teacher
Advancing Childrens Educational Success
Treatment ideas:
Utilize a dark (black surface) before placing items on table
Attempt letter formation through dot art-activities
Collaborate with teacher on access to AT
Role competence
Ability to meet the demands of the student role
(AOTA, 2014)
References
American Occupational Therapy Association. (2014). Occupational therapy practice
framework: Domain
Bass-Haugen (Eds.),