Midterm #1 Flashcards
(182 cards)
1
Q
3 commons images/ representations of PWD?
A
1.. Poster child’
2. ‘Supercrip’
• Flip side of poster child
• Overcome limitation through extraordinary
feats
3. Cripsploitation’
2
Q
What do the images/ representations of PWD do?
A
Do not allow normal interaction • Automatically underestimate the capabilities of people with disabilities • Ableism • discrimination or prejudice against individuals with disabilities
3
Q
Representation of disability?
A
(Often) seen as a problem, something that needs to be ‘fixed’ • Perhaps we should fear disability • At times, disability can be overcome • people triumph over their hardship • all ends well
4
Q
10 common stereotypes?
A
Stereotype 1: To be pitied • Stereotype 2: Victims • Stereotype 3: Sinister or Evil • Stereotype 4: Exotic, curious • Stereotype 5: Triumph over tragedy • Stereotype 6: Laughable entertainment • Stereotype 7: Resentful and hostile • Stereotype 8: Burden to others /dependent on others • Stereotype 9: Non-sexual • Stereotype 10: Cannot participate fully in everyday life
5
Q
Why do we need to categorize disability?
A
•Identify one’s philosophy
•Understand terms
•Understand how we approach service
delivery
6
Q
3 models of categorizing disability?
A
Categorical, Deficit or Medical Model
• Social Minority or Disability Rights Model
• Ecological Model
7
Q
Categorical, Deficit or Medical model?
A
Disability Definition
• Equated with being defective, inferior or less than
• Identity Perception
• Individuals have common anomalies and deficits that are
viewed as personal tragedy
• Terminology
• Negative (i.e. deficits, problems)
• Service Delivery Basis
• Is a treatment based on deficits, problems or characteristics
• Service Delivery Purpose
• Give advice, prescription or remediation
• Symbols
• Passive
8
Q
Social Minority Model?
A
• Disability Definition
• Equated with being different where different is not less
than
• Identity Perception
• Individuals have one commonality (social stigma created
around differences)
• Terminology Use
• Person-first and positive or neutral
• Service Delivery Basis
• Based on individual assessment and personal strengths and
weaknesses
• Service Delivery Purpose
• Empower individual to assume active role in self- actualization
• Symbol
• Active
9
Q
Ecological Model?
A
Disability Definition
• Equated with being different and with person-environment
interactions that cause difference
• Environment can impede or enable functioning
• Identity Perception
• Persons have some common barriers and enablers
• Barriers must be eliminated
• Terminology
• Person-first
• Environment variables emphasized
Service Delivery Basis
• Assessment encompasses individuals and their ecosystems
• Goals focus on barriers and enablers
• Service Delivery Purpose
• Empower individual to assume active role in self-actualization
• Appropriate Symbol
• Active
10
Q
Social
Minority &
Ecological
Model both use?
A
•Empowerment is the Ultimate Purpose • Interactional process by which persons, groups, societies acquire the vision, motivation, resources, and power to strive toward being the best they can be • Self-Actualizing
11
Q
Process of devaluation?
A
Historically people with disabilities have been treated as
“abnormal” or special.
• This role perception is based on the assumption - that people
with disabilities are in need of “special things” because their
needs cannot be met in traditional ways.
• Does this belief perpetuate segregation
• May serve more of a professional purpose than anything
else
• In order to understand devaluation, social scientists have put
forward theories of deviance. These theories centre on how
people come to be defined as deviant or different
12
Q
Cycle of Devaluation?
A
Person has impairment, loss of physical, mental, emotional function. Impairment is viewed negatively by society. Because of the impairment, the person has a disability and support is required. ----> In order to get support, the person is given a label. ----> Because of label, person is segregated from services. ----> Isolated from community. ----> Person congregates with others who are also labeled which accentuates differences. ----> Feelings of powerlessness ----> Lowered expectations ----> Few opportunities ----> Further impairment and social handicap Repeat.
13
Q
How do we know that someone has a disability?
A
World Health Organization Definitions (1980):
International Classification of
Functioning, Disability & Health
•Classification of health and healthrelated domains
14
Q
Components of World Health Organization Definitions (1980) (3)?
A
Impairment - any loss or abnormality of psychological, physiological, or
anatomical structure or function, which might result from a disease,
accident, genetic or other environmental agents
Disability - any restriction or lack of ability to perform an activity in the
manner or the range considered normal for a human being
Handicap – a disadvantage for a given individual that limits or prevents the
fulfillment of a role that is normal for that individual
15
Q
What is the ICF?
A
Developed by the World Health Organization
•Is the revision of the International Classification of
Impairment, Disabilities and Handicaps
•Reflects a universal, integrative, and interactive
approach to functioning, disability, and health.
•Is a global model that provides classifications of
health and functioning while allowing for a holistic
approach to wellbeing
•Provides a common language for health-care
disciplines
16
Q
The World Health Organization: ICF(2001) Looks at ‘disability’ from what 3 perspectives?
A
- One’s body (body function & structure)
- The individual (activities & participation)
- Societal (environmental factors)
17
Q
What is perspective of one’s body?
A
- Body Function (formerly disease)
• Physiological functions of the body systems (including
psychological functioning) - Body Structure (formerly impairment)
• Anatomical parts of the body such as organs, limbs and
their components
• Can involve an anomaly, defect, loss or other significant
deviation in body structure
• Can be temporary, permanent, progressive, regressive
or static
18
Q
What is perspective of the individual?
A
- Activities and Participation (formerly disability)
• Activity – execution of a task or action
• Participation – involvement in a life situation
• Activity Limitations – difficulties an individual may have in
executing activities
• Participation Restrictions – problems an individual may
experience in involvement in life situations.
19
Q
What is perspective of societal?
A
- Environmental Factors(formerly handicap)
• Organized into two different levels (physical, social and
attitudinal environment in which people live and
conduct their lives)
a. Individual – Immediate environment of the
individual (e.g. home, workplace and school)
b. Societal – Formal and informal social structures,
services and approaches/systems in the
community or society (e.g. transportation, policies,
attitudes, government agencies)
20
Q
How does the ICF change how we view disability?
A
Think of ‘health’ and ‘disability’ in a new light.
•It acknowledges that every human being can
experience a decrement in health and thereby
experience some degree of disability.
•‘Mainstreams’ the experience of disability and
recognizes it as a universal human experience.
Shifts to focus of disability from cause to impact.
• Takes into account the social aspects of disability and
does not see disability only as a ‘medical’ or ‘biological’
dysfunction.
• Considers environmental factors and how the
environment affects the person’s functioning.
21
Q
What’s unique about the ICF?
A
• It utilizes a non-linear model
• Recognizes an intervention at any area may impact other areas
• Does not assume a disablement syndrome – just because there is an
impairment present, doesn’t mean there is a decrease in activities and
participation.
• Regardless of ability and impairment, it can be classified in the ICF
• Biopsychosocial Model – Challenges the medical model by removing
all labelling and negative characteristics (i.e., handicap)
22
Q
What does the ICF allow?
A
Allows professionals to classify what an individual can do.
• Provides a picture of functional abilities and classifies things that
decrease functions
23
Q
How is the ICF Used?
A
• Health and disability reporting
• Measure health status of countries
• Used to teach others how to report on health and disability
• Clinical and epidemiological use
• Functional status assessment, goal setting & treatment
planning and monitoring, as well as outcome measurement
• Social policy
• Anti-discrimination law, disability evaluation
• Research
• Impact, intervention, application
24
Q
What is the strengths perspective?
A
With the Strengths Perspective – We are rallying to an individual’s interests,
capacities, motivations, resources, and emotions in the work of reaching their hopes
and dreams, help them find pathways to those goals. This type of approach can
possibly enhance the quality of daily life for an individual.
25
What happens once labeled?
Once labeled – other elements of a person’s character, experiences, knowledge,
aspirations, slowly fade into the background – and can be replaced by language of the
symptom or syndrome, and the conversation becomes dominated by the imagery of
disease or deficit.
26
What does the strengths perspective allow?
Allows us to see what people want their lives to be.
27
Components of strengths perspective?
Capacities, assets, and resources.
Personal qualities, traits, and virtues.
Knowledge – People come ‘into view’ when we assume that they know something,
learned lessons from experience, have hopes and interests, and do some things
masterfully.
Talents- ex. telling stories, motivational specking, cooking, home repair, etc.
28
How can you discover strengths?
Stories, Narratives and Accounts – The interpretive angles they take on THEIR OWN
EXPERIENCES
29
What are Survival Questions?
How have you managed to survive (or thrive) thus far, given all
the challenges you have had to contend with? How have you been able to rise to the
challenges put before you? What was your mindset as you faced these difficulties?
What have you learned about yourself and your world during your struggles? Which
of these difficulties have given you special strength, insight, or skill? What are the
special qualities on which you can rely?
30
What are support questions?
What people have given you special understanding, support, and
guidance? Who are the special people on whom you can depend? What is
exceptional about what they give you? How did you find them or how did they come
to you?
31
What are exception questions?
Provide people with the opportunity to identify times
when things have been different for them. I.e., There’s an exception to every
rule. With exception questions we can discover strengths by thinking of the
times when we may have thought that we had a problem or issue but they
either overcame it, didn’t realize it was a problem, or it takes the focus off of
the fact that they (at the moment) they may feel the way they do, and
potentially gives them a different perspective.
32
What are possibility questions?
What now do you want out of life? What are your
hopes, visions, and aspirations? How far along are you toward achieving
these? What people or personal qualities are helping you move in these
directions? What do you like to do? What are your special talents and abilities?
How can I help you achieve your goals or recover those special abilities and
times that you had in the past?
33
What are esteems questions?
When people say good things about you, what are they likely to
say? What is it about your life, yourself, and your accomplishments that give you real
pride? How will you know when things are going well in your life –what will you be
doing, who will you be with, how will you be feeling, thinking, and acting? What gives
you genuine pleasure in life? When was it that you began to believe that you might
achieve some of the things you wanted in life? What people, events, and ideas were
involved?
34
What are perspective questions?
What are your ideas or theories about your current situation?
How do you understand, what kind of sense do you make of your recent experiences
and struggles? How would you explain these to yourself, to me, or anyone else?
35
What are change questions?
What are your ideas about how things –thoughts, feelings,
behavior, relationships, etc. - might change? What has worked in the past to bring
about a better life for you? What do you think you should or could do to improve
your status, your affairs? How can I help?
36
What are meaning questions?
What are the primary ideas and values of your system of
meaning system: those things that you utterly believe in and value above all? What
13
are those transcendent, iridescent beliefs that give you a sense of purpose beyond
the self? Where do they come from; experience, spirituality? What part do they play
in your everyday life?
37
What is the hope aspect of the strengths perspective?
Liberation is founded on the idea of possibility – The opportunities for choice,
commitment, and action. It is the ‘flicker of possibility’ that can ignite the fire of
hope.
Visions and dreams.
Service providers must find ways for the hope/ 'the possible' to survive.
38
What is the resource aspect of the strengths perspective?
To be empowered – a person requires an environment that provides options.
In every environment there are individuals, associations, groups, and institutions and
organizations who have something to give.
Create a roster of resources
39
What is the most basic form of civic participation?
Caring for each other.
40
What is a paradigm?
A set of assumptions, concepts, values, and practices that constitutes a way of
viewing reality for the community that shares them, especially in an intellectual
discipline.
An accepted way of thinking.
41
What is facility based?
PWD are menace.
Should be isolated from the public.
Have very different needs from typical population.
Results from following actions:
Institutions
Residential programs
Specials schools
Education based on labels rather than needs
No treatments
Corrective therapy ignored conditions that could not be corrected (ID,
blindness, deafness)
42
What is services based?
public outcry due to:
Unfair treatment of PWD
lack of support for veterans
Research revealed the capabilities and potential growth of those who were thought to be uneducable
43
What is supports based?
Meant well.
No move away from isolated residential and vocational programs
Programming seemed to be inefficient
Made use of natural, human, or technical supports to assist with inclusion
44
What is empowerment?
Make choices, reach decisions, assume responsibility, take risks, regulate personal learning, know personal strengths and weaknesses, and live as independently as possible.
Offers choice and control
Requires assistance
Supportive change within the community.
45
What did supports based implement?
Teaching assistants/aides
Peer support
Use of computers
Individualized physical activity plans; focus on lifetime development
Inclusion- Physical activity/phys ed programs focused on “the science of analyzing
movement, identifying problems in the psychomotor domain and developing
instructional strategies for remediating problems and preserving ego strength”
46
What is the resistance theory?
Views people experiencing disability as oppressed and the acknowledgement of the social forces that oppose people experiencing disability
Recognizes the presence of power in social relations- power is manifested through policy, support practices, inequities and lack of accessibility.
Resistance begins with a simple recognition of oppression. - a desire to change, fuelled by collective consciousness, leading to empowerment, action, and societal change.
47
What is personal coherence?
Rooted in a strength perspective.
People experiencing disability are experts in their own lives and that professional support should be based on their strengths
48
What is contemporary APA?
```
Cross-disciplinary
Philosophy and attitude
Focus on differences
Advocacy
Adaptions to accommodate
Offers opportunities fr independence and self-determination
```
49
What does 'adapted' really mean?
Suggests that there are changes, modifications, or adjustments of goals, objectives, and/or instruction
Used to enhance learning, practice and enjoyment of independent PA, choice, and opportunity leading empowerment.
50
Why is adapted a myth?
The term adapted does not solely refer to programs designed specifically for PWD
51
Why is quality PE/PA adapted?
Individualized
Choice-driven
Encourages people of all abilities to engage and succeed.
Most adaptations are changes of instructional methods and use of adaptive
devices, not changes to the activity per se
Programming for students with disabilities is more about preservation of quality
in PE
52
What is the theory of adaption?
Stressed individual and envy interactions
• Adaptation is a reciprocal process
• Holistic, age-appropriate, person-centered
approach
53
What is the adaption theory?
Asserts that certain environmental variables
create barriers and risks when they interact with
personal variables in a goal-oriented physical
education setting.
• Other person-environment variables serve as
enablers, and it’s the teacher’s role to help the
student find or create the best situational match
of all interacting variables.
54
What is adaptiion?
Purposeful change process to promote goals for
students who are experiencing environmental
barriers and physical limitations
• An umbrella process that encompasses related
services, and such supports as accommodations
(small changes), modifications (large changes),
supplementary resources or aids
Art and science of assessing, prioritizing, and
managing variables to facilitate the changes
needed to achieve desired physical activity and
movement outcomes.
55
What is adapted physical activity?
```
• An attitude and philosophy (believing
component)
• A service delivery system (doing
component)
• A cross-disciplinary body of knowledge
• Focus on individual differences
• Lifespan approach
• Process of advocacy
• Promotion of independence and selfdetermination
```
56
The 3 branches of APA?
```
Adapted Physical
Education
Adapted Physical
Recreation
Adapted Sport
```
57
What are adapted physical activity programs?
Adapted physical activity programs have the same
objectives as regular physical activity programs (i.e.,
motor, cognitive, affective, social), but adjustments are
made in regular offerings to meet the needs and
abilities of all participants.
• APA programs may be integrated or segregated
and may involve groups or individuals.
58
Stages of APA model?
1) Access to movement needs
2) Select functional goal (functional, top down approach)
3) Specify objectives
4) Assess, prioritize, and manage variables
5) Evaluate program and change plan
59
APA: Select functional goals?
Follow a Top-Down Approach
• Start with chronological age of the student and
focus on acquisition, generalization and
maintenance of movement skills and patterns that
will enrich quality of family, school and
neighbourhood activities.
• Functional Competence
• Being able to use movement skills and patterns in
meaningful, age appropriate drills and games and
to be able to perform under varied conditions.(ex. to catch a ball during a game of basketball, to run on varied surfaces, etc.)
60
APA: Specifying objectives?
What are the things that you want to achieve in
order to reach your goals?
• Difference between Goals vs. Objectives
• A goal is a desired result you want to achieve and
is typically broad and long-term.
• An objective, on the other hand, defines the
specific, measurable actions taken to achieve the
overall goal.
61
APA: Assessing, prioritizing, and managing variables?
With the selection of functional goals variables
that must be changed are identified
• Engaging in adaptation decisions leads to
awareness of the barriers to overcome,
personal limitations that may or may not be
modifiable and enablers to facilitate social
change
62
APA: Evaluate the lesson or program and plan for change?
• Engaging in Continuous Assessment
• Underlying principle is to engage the person in
critical thinking and make him/her feel responsible
for making environmental conditions the best
they can be
• Evaluating the Overall Program & Planning
Change
• All aspects of the program should be evaluated by
as many participants as possible
• Changes are planned as needed and the cycle of
instruction or intervention is begun anew
63
What do you need to keep in mind for the person you are working with?
* Interests
* Strengths and weaknesses
* Needs
* Cognitive ability
* Social skills
64
What do you need to keep in mind for yourself when working with PWD?
```
Strengths and weaknesses
• Needs
• Body language / gestures
• Patience
• Experience
• Your knowledge of disability
```
65
What are the interacting variables for APA?
```
Task variables
Physical environment
Objects and equipment
Psychosocial
The learner
Instruction and information
Temporal environment
```
66
What are task variables? APA
```
Speed – Fast, medium, slow; constant or
changing
• Pathway – Horizontal, vertical, curved
zigzag
• Direction – Constant, changing; to
midline, preferred side, no preferred
side, forward, backward; to a target or
unspecified
• Height –Way above head, eye level,
chest or waist level ground
• Accuracy – no error, some error lots of
error
• Force – Hard, medium, soft.
```
67
What are physical environment? APA
```
Space – Open, closed; blank or
structured lines; large or small; barriers
• Lighting – Bright, dull; direct, indirect • Sound – Loud, average, soft ; clear,
muffled; use of music
• Support –Wall and ceiling surfaces – their stability and colors; their influence
on sound, lighting and movement
• Mirrors
• Distracters
• Allergens – Pollens, molds, dusts
• Temperature/Humidity –Air temperature;
water temperature
• Equipment – For play, sport, exercise,
mobility communication.
```
68
What are objects and equipment? APA
```
Size – Small medium or large
• Weight – Light, medium, heavy
• Color – Blue ball against white
background yellow or orange ball
against black background
• Surface – Smooth or rough, cushy or
soft rubber like projections
• Texture – Soft, firm or hard
• Sound – Silent, beeping loud or soft,
jingling with bells or rattling with
noisemakers
• Shape – Round oblong or irregular
• Movement – Stationary or moving
```
69
What are psychosocial? APA
```
Attitudes and feelings about one’s
self and others
• Encompasses the nature and number of
persons sharing the space, how they are
perceived by the teacher and the
learner, and how they affect learning.
• Perceptions of the instructor and
others
• Is only one person recognized as the
teacher or are several individuals
helping (sometimes giving conflicting
directions)?
• Are peers viewed as supportive,
indifferent, neutral, or hostile?
```
70
What are the learner? APA
* Interest
* Previous experience
* Learning style
* Age, gender, race
* Strengths and weaknesses
* Is this activity meaningful?
71
What are instruction and information? APA
```
Type of feedback
• Methods of presentation
• Level of assistance during practice
• Use of time
• Distance between teacher and learner
• Model Type
• Teacher or student?
• Similar or dissimilar to student?
• How do you present new material? How
much feedback or information do you
provide?
```
72
What are temporal environment? APA
```
How is time structured and
determine speed of instruction
and activities
• Planned time or unplanned time
• Time on task, number of trials
within time period
• Duration of time for each set of
instructions and other parts of
lesson
• Time intervals between cues,
performance correction,
reinforcement
```
73
Adaptions to accommodate specific limitations? (Strength, power, endurance)
• Lower targets
• Reduce distance, playing field
• Reduce weight, size of striking implements,
balls, projectiles
• Allow student to sit or lie down while playing
• Use deflated or suspended balls
• Decrease activity time, increase rest time
• Reduce speed of game
74
Adaptions to accommodate specific limitations? (Balance)
• Lower center of gravity
• Keep as much of body in contact with surface
as possible
• Widen bases of support
• Extend arms
• Use carpeted surface rather than slick surfaces
• Provide structures to assist with stability
75
Adaptions to accommodate specific limitations? (Coordination and accuracy)
Use light, soft, small/large balls for catching or
striking
• Decrease distance ball is thrown and reduce
speed
• Use stationary balls for striking and kicking
• Increase surface of striking implement
• Increase size of target
76
What is inclusion?
• To contain as part of a whole (no matter what -
| everyone can take part)
77
What is integration?
Incorporating or amalgamating activity/facility etc.
• Needs something added so everyone can take part
• i.e. A piece must be added
78
What is inclusion/integration?
• Process vs. A Product
• Ensuring choices, having support, having
connections and being valued
• Examines each person and determines how
best that person can be fully included by
determining what supports are necessary,
what skills the person needs, and how those
supports can be generalized to all
environments
Being socially connected including the
exchanges and sharing of responsibilities
• People with disabilities become, full,
active, learning members of the
community
79
What does inclusion/integration suggest?
```
Suggests that diversity is valuable:
• Focus on capabilities
• Recognizes there is an array of
contributions
• All people are worthy
• Understands that doing one’s best
and helping others to do the same is
what is most important
```
80
Values of inclusion?
Uniqueness – Everyone has unique qualities
• Empowerment – Believing in self
• Belonging – Feeling a part of the whole
• Security – Knowing rules are enforced fairly
and feeling safe
• Purpose – Setting realistic goals and also
feeling challenged
81
Components of inclusion? (3)
```
Physical (location/environment)
• Instructional (involvement in learning
activities)
• Social (positive, personal and
meaningful interaction with peers)
```
82
Benefits of inclusion?
```
Everyone is included
• People do not feel like they are any
different
• Feelings of importance
• Breaks the Cycle of Devaluation
```
83
Risks of inclusion?
May make some feel embarrassed
therefore not feel like part of the group
• Rejection (Fear of)
• Safety in a physical activity environment
• Feel vulnerable
84
The 4 approaches to facilitate inclusion?
1) enhance your attitude
2) improve on other's attitude
3) use and be aware of sensitive terminology
4) encourage integration
85
Enhance your attitude? (Inclusion)
```
Many of our attitudes are
based on our earliest
experiences with PWD
• Attitudes are based on our
knowledge of a
situation/event, our beliefs
about that situation/event,
past experiences and
outcomes (+ or -)
```
86
improve on other's attitude? (Inclusion)
```
People often fear what
they do not know, what is
different or what makes
them vulnerable
• A negative attitude
based on fears or
ignorance can create
barriers to full
participation in society by
PWD
Think about the impact of the following real statements:
• We’d like to schedule
separate time for the psych patients b/c no one else
comes to public swimming
when they are here
• What a waste of time, why
are those blind people at a football game
• After arriving at a bar with
my friend the server said and what does your friend
want
```
87
use and be aware of sensitive terminology? (Inclusion)
```
Use of insensitive
terminology/language to
describe others often creates
tension between people
being referred to and the
person speaking
• Sensitive terminology
communicates a positive
attitude toward PWD and has
a ‘people first’ philosophy
• Ex: Spread the Word to End
the Word
```
88
encourage integration? (Inclusion)
```
Know the benefits of
integration/inclusion:
• For people with disabilities
• For people without
disabilities
• Be aware of barriers
• Facilitate self-determination
• Advocate for services
```
89
Enhance your attitude strategies? (Inclusion)
```
Personal attempts
• Cultivate a sense of
professional competence
• Attend
presentations/discussions
• Develop awareness of
personal attitudes
• Simulations
• Direct contact
```
90
improve on other's attitude strategies? (Inclusion)
```
• Focus on similarities
• View people as part of
humanity
• Adopt a person-centered
approach
```
91
improve on other's attitude actions to change perceptions? (Inclusion)
```
• Structure interactions
• Encourage personal
contact
• Promote joint participation
• Facilitate equal status
• Foster cooperative
independence
• Develop effective
communication
```
92
use and be aware of sensitive terminology strategies? (Inclusion)
```
Focus on similarities
• Consider the person first
• Emphasize each individual’s
abilities
• Communicate dignity and
respect for each individual
• Use consistent terminology
to enhance understanding
```
93
What is active living alliance?
A society where every person in
Canada, regardless of background or
ability, has the opportunity to be active
and healthy across their lifespan.
94
Internal barriers to inclusion?
```
Lack of physical ability
• Lack of time
• Lack of confidence or motivation
• Lack of awareness of the benefits of
physical activity
• Lack of awareness of opportunities
• The perceived attitudes of others
```
95
External barriers to inclusion?
```
Architectural accessibility
• Prohibitive costs
• Discriminatory practices and policies
• Accessible transportation
• Lack of appropriate opportunities
• Lack of staff/teacher training and
awareness
```
96
Step by Step
Inclusion
Process?
1. Obtain Information
2. Identify Support
3. Define Safety Concerns
4. Assess Skill
5. Set Realistic Objectives
6. Contribute to I.E.P. / I.P.P.
7. Select Activities
8. Make Modifications
9. Implement & Evaluate
97
Inclusion process: Step 1:
Obtain
Information?
```
Identify what information you
need:
• Information about the
participant (age, skill level, fitness level, interests, goals, etc.)
• Participant’s behavior/attitude
towards active living
• Past physical activity experience
• Nature of disability
• Nature of the activity
• Venue/environment in which the
activity will take place (e.g. school, community)
• Requirements of the activity (e.g.
equipment, cost)
```
98
Inclusion process: Step 2:
Identify
Support?
```
Identify persons who currently
support and/or those who can
provide support in the future:
• Participant
• Family Members
• Teachers/Program Leaders
• Therapists (Recreation,
Occupational, Physio)
• Community Organizations
• Adapted Physical Activity
Specialists
• Friends, peers
• Volunteers
• Other participant(s)
Recognize and respect when no support is needed
```
99
Inclusion process: Step 3: Define Safety? (4 components)
1) Participant
2) Environment
3) Equipment
4) Instruction
100
Inclusion process: Step 4:
| Assess Skill?
```
Assessment is the cornerstone
of appropriate programming,
implementation and
evaluation.
• Needed to ensure individuals
receive appropriate instruction
• Think – In addition to assessing
skill, what else should you be
assessing?
```
101
Inclusion process: Step 5:
Set Realistic
Objectives?
```
• Objectives are the stepping
stones to the ultimate goal – and provide the framework for
working towards achievement
of the goal.
• The information from
assessments (Step 4) serve as the
basis for identifying objectives.
• Objectives are SMART:
Specific
Measurable
Attainable
Realistic
Timely
```
102
Inclusion process: Step 6:
Individualized
Plan?
```
Individualized programming is
key in helping to people to be
successful in accomplishing
their goals.
• In a school setting, this plan is
called an IEP(Individualized
Education Plan), however, the
principle of planning is important
for all settings.
• A parent or caregiver may share
the IEP with you and ask you to
try and be consistent with it
```
103
Inclusion process: Step 7:
Select
Activities?
```
Choose activities appropriate
for the interests, age, and
capabilities of the individuals)
concerned.
• Activity selection may be based
on:
– The expressed interest of the
participant(s)
– Program criteria
– Activities suitable for the
situation (e.g. season;
availability of resources - facilities, equipment,
personnel, finances; etc.)
```
104
Inclusion process: Step 8:
Make
Modifications?
```
Modifications are based on
individual needs and strengths,
and are made when needed to
ensure proper progress and
development
```
105
Inclusion process: Step 3: Define Safety? PARTICIPANT
```
Safety Consideration: PARTICIPANT
• Personal safety of ALL participants
• Respect other peoples’ personal space
(if appropriate)
• Wear protective clothing/equipment if
appropriate; wear appropriate footwear
for activity
• Be aware/understand disability or
medical condition only as it relates to
participation in the activity (e.g. triggers
for seizure, breathing difficulties, etc.;
visual limitations; atlanto-axial
instability; use of medications; etc.)
Know participants’ limits; respect that
they know their own limits
• Be cognizant of environmental factors
(e.g. wearing hats, sunscreen, layered
clothing, etc.)
• If limiting others’ abilities (e.g. using
blindfolds in an activity, playing in
wheelchairs, etc.) – ensure proper use
and give relevant instruction
```
106
Inclusion process: Step 3: Define Safety? EQUIPMENT
Safety Consideration: EQUIPMENT
• Require/provide protective equipment if
appropriate (e.g. hockey helmets, bicycle
helmets, gloves, lifejackets, etc.)
• Ensure equipment and assistive devices
are in good condition and proper
working order
• Select equipment appropriate to
participants’ age, skill and ability levels;
e.g. substitute softer, larger balls for a
safer game if appropriate
107
Inclusion process: Step 3: Define Safety? ENVIRONMENT
```
Safety Consideration: ENVIRONMENT
• Set up/structure the environment to
ensure safety
• Consider the playing surface (e.g. asphalt
versus gravel)
• Be aware of temperature issues (both
weather related and water temperature,
such as pool temperatures)
• Familiarize participants with
environment; ‘orient’ persons with visual
limitations to the environment
Ensure cleanliness of environment
(e.g. clean floor, safe water, etc.)
• Reduce clutter in environment
• Ensure appropriate levels of lighting
• Ensure proper signage - easy to read
fonts, appropriate size, colour, etc.
```
108
Inclusion process: Step 9:
Implement
& Evaluate?
```
Be Present and Observe:
• Whether you have enough
communication with others
involved with the participant
• Equipment needs
• Teaching techniques that work or
don’t
• Activity modifications that are
successful or not
• Peer involvement
```
109
Only make modifications when? (Step: 8)
-Necessary
• To the Extent necessary
• Without jeopardizing the
integrity of the activity
110
Step 8: Modification categories? (5)
```
-Modifications can be made to various
elements of any activity:
• Participants – e.g. participant groupings; participant’s role in the
activity; methods of locomotion to
be utilized
• Activity – e.g. rules; skills; methods
of scoring; timing aspects; nature of
the activity
• Environment - e.g. organizational aspects; any aspect related to space
and distance; site selection such as
surface of playing area
• Equipment
• Methods of Instruction
```
111
Step 8:
Make
Modifications: ACTIVITY?
```
Guidelines/General Ideas:
• Opportunity for success
– Create activities that promote
opportunity for success rather than
failure
– Consider activities that do not
single-out participants who make
mistakes or who have lower skill
levels
• Cooperation vs. Competitiveness
– Encourage cooperation during
activity by promoting teamwork
opposed to individual success
– Adapt the activity so that all players
must participate in some way
– Play two people in one position to
promote teamwork
Group Dynamics
– Provide opportunities for group
problem solving and teamworktaking the emphasis off winning and
individual skills
– Encourage group members to gain
insight for each other’s personal
strengths and weaknesses
• Inclusion vs. Elimination
– Avoid games like dodge ball where
participation gradually decreases as
people with lover skill levels are
eliminated
– Use substitution instead of
elimination (sub frequently)
```
112
Step 8:
Make
Modifications: ACTIVITY? (4) - refer to tables
```
Guidelines/General Ideas:
• Opportunity for success
– Create activities that promote
opportunity for success rather than
failure
– Consider activities that do not
single-out participants who make
mistakes or who have lower skill
levels
• Cooperation vs. Competitiveness
– Encourage cooperation during
activity by promoting teamwork
opposed to individual success
– Adapt the activity so that all players
must participate in some way
– Play two people in one position to
promote teamwork
Group Dynamics
– Provide opportunities for group
problem solving and teamworktaking the emphasis off winning and
individual skills
– Encourage group members to gain
insight for each other’s personal
strengths and weaknesses
• Inclusion vs. Elimination
– Avoid games like dodge ball where
participation gradually decreases as
people with lover skill levels are
eliminated
– Use substitution instead of
elimination (sub frequently)
```
113
Step 8: Modification to Activity: Rules? Example; soccer?
Take away defense in order to decrease the challenge and feeling of
competitiveness
– Allow participants to throw and kick the ball
– Allow participants a free run with the ball (without defense) for a
certain number of steps
– Add a rule that requires each team to pass to everyone before they
are allowed to score a goal
– Increase or decrease the number of players allowed on the field
114
Step 8:
Make
Modifications? EQUIPMENT? -refer to tables
```
Age appropriate
− Colorful and/or auditory
− Durable
− Has multiple uses
− Inexpensive
− Novel
− Readily available
– Size
– Shape
– Weight
– Color
– Texture
– Density
– Squeezability – Auditory quality
```
115
Step 8:
Make
Modifications? EQUIPMENT? - Can help with?
```
Speed
– Distance
– Timing
– Force required
– Accuracy
– Skill form
```
116
Step 8:
Make
Modifications? EQUIPMENT? -Balls
```
Lighter balls…beach or sponge
– Larger balls…monster balls
– Balls with tails…foxtails, balls with
ribbons attached
– Suspend the balls…beach or sponge
balls
– Use brightly colored balls
– Under-inflate the balls
– Use scarves, bean bags or Koosh
balls as alternatives
```
117
Step 8:
Make
Modifications? EQUIPMENT? -Targets
– Use larger targets as goals
– Move targets closer
– Raise or lower the target
– Use targets with an auditory cue
118
Step 8:
Make
Modifications? EQUIPMENT? -Racquets and bats
```
Shorten the handle
– Use plastic bats
– Use larger faces racquets
– Place Velcro on the end of the racket
and the bird
– Attach the racquet handle to the
wrist
```
119
Step 8: Modification to environment? Example; volleyball
Play volleyball using a beach ball or balloon rather than a regular
volleyball..
– Use a brightly coloured volleyball.
– Introduce more than one kind of ball at once (i.e. Nerf ball, beach
ball, and balloon).
– Raise or lower the volleyball net.
– Use a brightly coloured volleyball net to increase visibility
120
Step 8:
Make
Modifications? ENVIRONMENT - refer to tables
```
Guidelines/General Ideas:
− Change the size of the play area
− Change boundaries or incorporate
zones
− Decrease clutter and traffic to allow
more room for mobility aids
− Decrease distractions
− Increase visual cues
− Alter the lighting
− Orient participants to the environment
before playing
```
121
Step 8: Modification to Environment : Play Area? Example; baseball
Change the running bases by cutting out strips of carpet. Use
carpeting in order to modify the size of the base (i.e. easier to target
if cut larger than standard), and the height of the base (i.e. carpet is
flat on the ground and easier for people who use wheelchairs and
walkers to use)
– Decrease the distance between the bases.
– Decrease the outfield
122
Step 8:
Make
Modifications? INSTRUCTION
Consult the participant
− Involve the participant immediately
− Begin with least modified tasks
− Determine future modifications
123
What is an assessment?
The process of estimating or measuring the level of ability, characteristics, or personal values of an individual.
Process of collecting data for The purpose of making decisions about people
124
Why do we need to assess PWD?
Accurately measure a person skills, limitations, patterns and restrictions (categorize, identify, diagnose)
Determine if someone is eligible for service, support, continued support
Determine the appropriate intervention strategies
Monitor change in progress overtime
Provide feedback to the person or others involved
To predict
125
Why do we need to assess PWD?
Accurately measure a person skills, limitations, patterns and restrictions (categorize, identify, diagnose)
Determine if someone is eligible for service, support, continued support
Determine the appropriate intervention strategies
Monitor change in progress overtime
Provide feedback to the person or others involved
To predict
Employer funding agent requires evidence
Legal obligation
Compared to others or outlined criteria
Departure from typical development
Appropriate placement
Moral obligation to provide best support
126
Assessment model: Participant involved?
Individual is involved in the decision-making process to the largest extent possible
127
Assessment model: Clinical assessment?
Expert decides what to do
| Individual follows recommendations
128
The 2 types of collected information?
1) Objective information
| 2) Subjective information
129
Assessment: Objective information?
Emphasizes features and characteristics
Info is objective when two individuals can measure and observe the object and come up with the same results
Distance one can walk, The Ability to initiate conversation, muscular strength, endurance, flexibility
130
Assessment: Subjective information?
Information about a thought or feeling, or something that exists only in individuals mind
Two individuals are unable to come up with the same results
Boredom with the environment,Artwork preference,Attitudes toward leisure activities
131
4 Types of assessment?
1) Norm-Referenced
2) Criterion-referenced
3) Non-standardized
4) Standarized
132
Assessment: Norm-referenced?
Standardized tests to collect Performance data
Compared to other people
Specific conditions
Ensure we measurability without influence of environment
133
Assessment: Criterion-referenced?
Compare performance against set of criteria
| Example: Compare to components of the skills or movement
134
Assessment: Non-standardized?
Meet the needs of the professional but has not been vigorously tested
Provide the professional with a guided format developed to meet needs
Usually used in combination with other types of assessment
135
Assessment: Standardized?
Systematic procedures for testing behavior or measuring attitudes
Limited range of answers
Tested for validity and reliability
Establish procedures for scoring and interpreting
136
Assessment: Measurement characteristics?
How do we know whether our assessment measures what it is supposed to measure?
How can we reduce error and increased confidence in the assessment?
137
Validity?
How well the assessment measures what is supposed to be measured?
Does than student measure what it intends to measure?
138
Content validity?
How well the assessment measures the scope of the subject matter and behavior under consideration
Determined by comparing the content of the tests of the possible elements that might be measured
139
Criterion-Related validity?
Tell us how well the test scores compared to what is being measured
To measure, compare measurements with another way of measuring the same thing
140
Construct Validity?
How well have we describe the content so that it can be accurately measured?
Did we select the right way to measure the content and criterion information?
141
Clinical validity?
Measures how well results can be used to predict performance and healthcare outcomes
142
4 types of validity?
1) Criterion related validity
2) Construct validity
3) Clinical validity
4) Content validity
143
What is reliability?
How accurately and consistently does the assessment measure what it is supposed to measure
Means of determining how much air is present
144
What are the four types of reliability?
1) Stability measure
2) equivalency measures
3) Internal consistency measures
4) Inter-rater reliability
145
Stability measures?
How stable is this assessment overtime
| Test retest:The relationship between scores obtained on two different occasions
146
Equivalency form reliability?
Estimates the consistency between two forms of the test was slightly different items
147
Internal consistency?
Compares to have's of the test that can be measured and compared
148
Inter-rater reliability?
Two different professionals come up with the same findings in the same situation
The test is written so multiple professionals interpret performance same
Professionals follow the same protocol each time the assessment is conducted
149
What are movement skills? - refer to tables!!
Movement skills appeared different people
Example:Baby using fingers to get food into their mouth and adults using fork
Organize sequence
Coordination
Adaptive
150
Movement skills: Organize sequence?
Movements directed toward a desired outcome
151
Movement skills: Coordination?
use of Different body parts to produce a total movement
152
Movement skills: Adaptive?
You can alter movement organization to adjust the environment
Same movement skill in different environments
153
Movement skill foundations?
Not the movement skills themselves, but aspects of an individual that facilitate or limit performance of movement skills
Deficits and one of the foundation areas can lead to a deficit in one or more movement skills
154
(12) Commonly assessed movement skill foundations?
1) Balance/ Postural control
2) Cardiovascular endurance
3) Knowledge
4) Neurological functioning/ reflexes
5) Body composition
6) Cognition
7) Motivation and affect
8) Sensation/ Sensory
9) Body size and morphology
10) Flexibility/ Range of motion
11) Muscular strength and endurance
12) Integration/ Perception
155
Assessments that evaluate motor abilities?
Assessments that evaluate motor abilities are composed of a variety of movement tasks grouped into one or more ability areas such as agility, balance, or coordination
156
Purpose of assessments that evaluate motor abilities?
Purpose is to measure general traits or capacities that underlie performance of a wide variety of motor skills
157
What are early movement milestones?
Locomotor and object control skills that emerge before a child attains upright or bipedal locomotion
Events are important because assist in Assessing motor development
Rolling over, crawling, creeping, sitting, standing, walking, and object manipulation
158
What are the approaches to assessment and instruction?
```
Bottom up (ex. TGMD-2)
Top-down
ETA- Ecological task analysis
```
159
Bottom up strategy?
Provides a broad foundation of fundamental skills during early years
These skills will allow the person to engage in sports and games
Initial assessment begins with foundations, motor abilities, or early movement milestones
**Examines deficits of components of function- Such as strength, range of motion, balance, etc.
Task analysis is used to work towards mastery of skill
Break skill down into its parts and work on one at a time
Lower level deficits must be corrected before proceeding to next level
160
What is the primary goal of bottom-up strategies To achieve success? (2)
1) Movement skill foundations
2) Basic skills
These can help develop specialized and functional skills
161
Advantages of bottom up strategy?
Provides sound base for learning future skills
Experience success at each step
Well-suited for young learners, persons with disabilities
Persons with disabilities may not have learned more than EMM
162
Disadvantages of bottom up strategy?
Time-consuming
Deprived of opportunities
Exclusive emphasis on movement skill foundations
Not very motivating
163
What is top-down strategy?
Task specific strategy
Step down skill hierarchy
Forces instructor to focus on critical skills
The primary goal is to help the person that experience success while performing skills in their natural context
164
What is the purpose of the top-down strategy?
Identify target skill
Look for an efficient movement and investigate ability components
**Ask what specific abilities does this person need to work on to achieve this skill?
Develop programs I can facilitate the development of the ability deficets
165
What does the top-down approach combine?
Adapted PE
Developmental PE
166
What is adapted PE?
Modifications or adoptions that allow students to participate in functional, age-appropriate PA as fully as possible
167
What is developmental PE?
Improve actual skills of performer
168
What are the advantages of top-down strategy?
Considers the ultimate goal
Students sees what needs to be addressed
Takes less time
Efficient and motivating
Useful for older learners
169
What are the disadvantages of top-down strategy?
Specific functional movement skill may be beyond the capabilities of student
Frustration and failure
170
What is ecological task analysis?
It is a method of assessment and instruction
Suggest that there is not just one best way to perform skill
Encourages professionals to think about movement performance in terms of independent and interactive influences
Contains the three main factors that influence movement performance Which are Task goal, the environment, and the characteristics of the performer
**Context is crucial
* Goal of ETA Assessment is to understand what a person can do in a particular context
* Performances are not compared to others based on norms
171
What are three main factors that influence movement?
Task goal, the environment,And the characteristics of the performer
172
What are the ecological task analysis functional task goals? (4)
Ask us us to look at the big picture
Motor skills based on functional task goals
1) Locomotion (Get from point a to point B)
2) Object manipulation (Use of objects in an activity)
3) Object propulsion and reception (Moving objects towards/away from the body)
4) Postural maintenance and orientation (The position of the body)
173
ETA: Movement form visit an outcome of which three factors?
Task goal (What the performers trying to do)
Environmental conditions ( performer is subjected to)
Performance characteristics (Performers past experiences, intention, effect, physical abilities)
174
T or F A vest movement does not exist?
The best moment does not exist
Individuals will use their own optimal movements
Optimal movements will be determined through discovery
If one or more factors of these elements is changed, movement outcome for movement toys may change
175
ETA and Affordance?
What an environment offers to a person in terms of action
Example: Children run in the gymnasium automatically because without being told because the space affords it
176
What does it affordance want you to remember?
Environments are not perceived exactly the same way by all people
Physical space may afford running but if a child feels incompetent, scared, shy, then here she may not see running as an option
177
ETA does movement emerge from?
Movement emerges from the complex relationships among these elements
- Affordances / constraints
- task goal
- Movement solution
Experience equals a better problem-solving
178
What are the steps of ETA to assess motor skills? (3)
1) Establish task goal to be assessed
2) Allow choices for movement solutions
3) Manipulate variables
179
ETA Assess motor skills: Step one: Establish task goal to be assessed
Functional task goal
What is to be accomplished
Different than skill (Skills is what the performer does to meet task goal)
Will the task will contribute to an individual's ability to engage in lifelong activities?
What are the constraints or affordances of the individual?
Set up the environment soda for the skills you're assessing/constructing
180
ETA Assess motor skills: Step 2: Allow choices for movement solutions?
Determine task or functional goal, allow child to choose skill/form to meet goal
181
ETA Assess motor skills: Step 3: Manipulate variables?
Affordances and constraints (conditions)
What kinds of conditions should you be aware of?
Physical, social, emotional
182
What are the benefits of using ETA to assess motor skills?
Encourage uniqueness
Step towards inclusion
Our some movement forms test solutions Are more valued than others?
Acquire specific, valued, skills
take note of what conditions are necessary for success Example physical, social, emotional
