OT in schools Flashcards
(25 cards)
essential school knowledge
- map of building
- school calendar
- schedules
- school nurse, principal, etc.
- Janitors names
- establish yourself with building principal
Legal IEP requirements
If IEP calls for OT twice a week for 30 minutes then you must do 30 minutes. COTA can help but paraprofessional cannot
- Explain to IEP team what we will be doing, how OT services will occur for the student
- OT services listed on IEP must accurately reflect what is happening
Intervention/Implementation process
- OT interventions must complement not disrupt what is occurring in classroom
- can be disrupting and interfering to the classroom (effects the learning of the other children)
OT documentation in schools: legal documents
OT evaluation reports- obtain baseline data from evaluations/function based assessments prior to development of IEP goals
Student IEP goals- PLAFFP and annual goals and subsequent objectives/benchmarks for calendar year.
OT progress notes- related to student goals that OT is responsible for
Medicaid documentation- computerized.
goals for different grades
1st- function and academic goals and performance
3rd-5th- increase independence (help them become more aware about how they function)
Middle school- apply skills to high school, time managements, function level
Reading disability
Difficulty processing and interpreting written language, poor phrenological processes (decoding so they can read and spell)
Math Disability
difficulty solving problems with multiple steps (math is all about memory patterns, math is all about mathematical patterns
Written Expression Disability
difficulty with transcription of a text (copying), or composing (coming up with what to say). Can be paired with Dysgraphia or may not. Don’t have ability to be automatic in their writing,
Common areas of concern for OT referrals or services
- handwriting/handedness/grasp of writing tool
- fine motor skills (bilateral tasks, cutting, fasteners, etc)
- task initiation and completions
- Attention
- Disorganiation
- Academic issues
- Behavior management issues
- Transition from school to
Prerequisites for writing and prehension
- ability to balance without use of hands
- ability to grasp and release an object voluntarily
- ability to interact with environment by building and putting objects together
- ability to coordinate eyes and hands together
- sensory motor skills (individual finger skills, grading of pressure for tool usage)
Stability and motor control interventions
Address posture- stability and control
- 90-90-90 sitting posture
- feet on ground or stable surface
hands skills influenced by 3 main components
Sensorimotor components
- proprioception
- bilateral integration
- posture and balance
- shoulder, wrist stability and mobility
- tactile input, processing
- motor planning
Fine motor skill components
- individual finger movements
- in hand manipulation
- thumb open web space
- thumb development
- hand arches
- wrist stability
- separation of two sides of hand
- laterality and hand preference
Visual perceptual skill components
posture and balance interventions
-seatwork after “heavy work” after gyp, recess, mvmt
work for brief periods and in different positions
-Disc-o-sit, wedge cushion (facilitates upright sitting posture)
writing problems and intervention strategies
Problems:
formation of letters, shape
-grasp of writing tools
-visual attention to task
Strategies
- Stencils, using fingers to imitate letter in sand or salt.
- highlighted shapes, letters to trace
- whole arm movements
- vertical surface to increase visual attention
- positioning of child
Visual or cognitive strategies
- line usage
- space usage- spaces between words, not writing on top of words
- letter formation- continuous stroke
*stability and control of wrist
Grasp problems and intervention strategies
Problems
- grasp patterns or pressure
- Position of wrist and forearm
- no palmar arch
Strategies: -small objects in palm -cup hand around objects -squeeze actions -pick up fragile items with tweezers -in hand manipulation -
Visual perceptual skill components
visual memory
-difficulty storing and retrieving letters, numbers, words
visual discrimination
-ability to see difference between symbols that are similar (was, saw) or discriminate numbers that look similar - (see number picture)
letter perception
-ability to interpret, perceive that “A is A”, “g is g”
form constancy
-recognize same object or symbol within array
of other symbols ( see heart picture)
spatial organization
-Which way is up? top to bottom- see reversals
position in space
-puzzle pieces – finding correction orientation to place in form board, problems with lining up math problems
Hand skill and visual perceptual strategies
Problems
- doesn’t recognize errors
- letters cramped or spread out on page
- math problems not lined up
Strategies
- Needs visual cues/models on paper
- memory games
- use other sensory systems to discriminate letter, shapes, numbers
- highlight left margin
- Practice, take away vision for memory
Visual motor skills for letter/number formation
- activities that use tools other than pencil, marker
- vary size of paper, adapted lined paper
- vertical placement of paper
- groups lower and upper case letters for letter starting position (goal is continuous strokes)
formation of lower case letters
- clock climbers
- hills and valleys
- tail letters- go below bottom line
- tall letters- start on top line
Reading difficulties
-Have the child READ what they have written- know the curriculum for the grade
compensatory interventions
- reduce written assignments
- provide visual supports on desk, letter memory and reversals
- adapted paper, raised lined paper, etc
- introduce keyboarding for speed and functional skills
informal assessments for hand skills and writing skills
review classwork samples
- spellings lists, journals, math worksheets, art work
- interviews with parent/teacher
classroom observations
- position of desk
- grasp of tools/use both hands together.
- sitting posture,
- visual memory perceptual skills
- handedness
- attention/distractibility/avoidance behaviors
psychosocial/cognitive interventions
- motivation- make writing successful “just right challenge”
- self confidence/self esteem- social praise. Tangible reinforcement, offer choices
- Preferred-non preferred activities (first, do this, then we can do this)
