ADL Interventions

Question 1

Considerations for ADL interventions

Answer 1

Family Life Cycle and Developmental Stage
Social Environment
Cultural Context
Physical Environment
Activity Demands

Question 2

Evaluations that cover ADLs

Answer 2

• Assessment of Motor and
  Process Skills (AMPS)
• WeeFim
• Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT)
• School Function Assessment (SFA)
• Vineland Adaptive Behavior Scales-III - similar to dayc and bayley
• Adaptive Scales of DAYC & Bayley

Question 3

How do we create and promote ADLs?

Answer 3

Creating supports within the environment that offer children the ability to engage in age-appropriate occupations

Educating parents. we would use this there is no attempt to do these things on their own.

Have visuals of free play

Question 4

How does the OTPF suggest we create ADL interventions

Answer 4

Create or promote

Establish, restore and maintain
- Backward chaining
- Forward chaining

Modifying or adapt

Prevention, education

Question 5

How do we Establish, restore and maintain- treatment which can address child’s difficulties according to developmental sequence for ADLs?

Answer 5

Backward chaining - child does the last step
Forward chaining - child does the first step.

Question 6

Backward chaining -

Answer 6

child does the last step. Your progress to backing off more each time. You give them success to finish the task

Question 7

forward chaining

Answer 7

child does the first step. Then the first two, eventually they do the whole thing.

Question 8

How do you create ADL interventions that Modify or Adapt

Answer 8

using adaptive equipment
velcro shoes
adaptive spoons
sippy cups

Question 9

In order for a assistive device to be worthwhile it must:
Do not need to memorize but review for good practice purposes.

Answer 9

Assist in the task the child is trying to complete
Be acceptable to the child and family
Be practical
Be durable and easy to clean
Be expandable
Be safe for the child to use
Have a system of maintenance or replacement
Meet the cost constraints of family or purchasing agency

Question 10

How can we modify the environment ?

Answer 10

Architectural Barriers
Structural changes
Assistive Devices
Task modifications
Work surface
Positioning

Question 11

prevention and education

Answer 11

how can we best prevent contractures
how can we achieve independence to prevent a further need down the line.
this might mean that we need to educate parents.

Question 12

ADLs by one years old, what can we expect?

Answer 12

1 year old:
Cooperates
Pulls off shoes and socks

Question 13

ADLs by 2 years old, what can we expect?

Answer 13

2 year old:
Helps undress
Dresses with assistance

Question 14

ADLs by 3 years old, what can we expect?

Answer 14

3 year old:
Puts on shoes
Zips and unzips with help
Dresses with supervision

Question 15

ADLs for 4 year old, what can we expect

Answer 15

4 year old:
Puts on socks and shoes
Can identify front and back of garment

Question 16

5 year old ADLs what can we expect?

Answer 16

Dresses unsupervised

Question 17

Interventions for cognitive and sensory needs as it relates to dressing

Answer 17

Modify demands of task- color coding, labeling dressers, picture charts or checklists
Environmental and task adaptations- social stories, video modeling, and easy to manipulate clothing

Question 18

Interventions for physical or motor limitations for dressing

Answer 18

Modify demands- supportive positioning, use of button hooks, rings on zippers etc.
Adaptive Methods- Positioning, choice of clothing

if texture is a problem they child might need deep pressure first.

video modeling may help with the sequencing of dressing or showering

Using adapting equipment

Question 19

Typical development of toileting
1 year old

Answer 19

1 year old:
Indicates discomfort when soiled
Will sit on toilet while supervised

Question 20

Typical development of toileting 2 years old

Answer 20

2 year old:
Shows interest in potty training
Can stay dry for 2 hours or more
May need help getting onto the toilet

Question 21

Typical development of toileting 3 years old

Answer 21

3 year old:
Independent toileting
May need help with hygiene
May need help with managing clothing

Question 22

Typical development of toileting 4-5 year old:

Answer 22

Independent in toileting including hygiene and clothing management

Question 23

Toileting Interventions
Limited Motor Skills

Answer 23

smaller toilets

something to roll over your toilet to provide trunk support and proper seating

transition from toilet to wheelchair.

Question 24

Toileting interventions for Intellectual Limitations

Answer 24

Schedule or visual checklist to make sure they do all the parts like handwashing.

Question 25

What is the OT’s Role in toilet training

Answer 25

modifying the task or environment or consulting with classroom and parents on how to modify the environment to best support the routine.

Question 26

What is a fastener board good for?

Answer 26

practice fasten the things that the kid needs to fasten on their clothes.

Question 27

5 main problems of sleep

Answer 27

Bedtime resistance or falling asleep Awakening during the night Irregularity of amount of time in sleep Snoring Sleepiness during the day

Question 28

Sleep issues

Answer 28

Asthma ADHD Allergies Cerebral Palsy - difficult with circadian rhythm Brain Injury - difficult with circadian rhythm Autism

Question 29

How can OT's play a role in sleep

Answer 29

- Create a nighttime routine - equipment recommendations - positioning suggestions and modifications - modifying the environments with humifiers and such.

Question 30

Questions for parents:

Answer 30

Does your child have a regular sleep pattern? Where does the child sleep? When is the child put to bed or to sleep? What are typical bedtime routines?

Question 31

Routines and Habits to help with sleep interventions.

Answer 31

Creating a “wind down” routine to bedtime Looking at child’s sensory preferences and needs Consistency in routine and environment Routine for night waking

Question 32

Buddy the Elf 3 year old child being seen in outpatient OT Buddy is a focused worker but easily distracted Sensory Profile indicates that he falls within the seeker category. Occupational profile indicates parent concerns with sleep stating that Buddy will only sleep 4 hours per night.

Answer 32

Goal: Buddy will participate in 3 step nighttime sensory schedule with no more than 2 verbal cues within 2 months Objective: With use of visual schedule, Buddy will complete one sensory activity, after 2 verbal prompts in 5 consecutive days.

Question 33

Play development through infancy through preschool

Answer 33

Infancy: Exploratory play, then object play 2nd year: abstract, Pretend play Preschool years: Constructive play, Complex imaginary play, Rough and Tumble Play Social play

Question 34

When making play goals make sure that they are developmentally appropriate what does that mean.

Answer 34

Amount of time child plays Developmental complexity of play content Availability of play objects Learning object functions Pretense of play ( for example, exploratory, pretend) Building broad repertoire of object uses Increasing independence with play initiation and discontinuation

Question 35

Physical limitationn of play

Answer 35

Fear of movement, decreased active play and preference for sedentary activities Children with CP

Question 35

Sensory processing difficulties

Answer 35

Limited or distorted perception of themselves and their world, decreased ability to plan and execute motor and cognitive tasks, poor organization of behavior.

Question 36

cognitive limitation of play

Answer 36

Delayed skills, difficulty in structuring their own behavior or lack of sustained attention

Question 36

visual impairment effects on play

Answer 36

Delays in developing an integrated perception of the world.

Question 37

What kind of attitude should a therapist should have when they are doing an intervention of play

Answer 37

The therapist should express a playful attitude through speech, body language and facial expressions.

Question 38

For play intervention Child must develop:

Answer 38

Intrinsic motivation Internal control Ability to suspend reality Ability to read verbal and nonverbal cues

Question 39

Aspects of Play interventions

Answer 39

Parent Education and Training Play spaces - Considering the environment and the objects, equipment and opportunities to play. - Toys may need adaptations - Spaces should offer variety of experiences and allow for creativity - Universal access