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621 Quiz #3 > Play > Flashcards

Play Flashcards

1
Q

4 classic theories of play

A
  • sensorimotor
  • symbolic
  • parallel play
  • cooperative play
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2
Q

2 OT theories & their developers

A
  • Ayres: play as a therapeutic modality

- Reilly: play as assessment and treatment

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3
Q

2 frameworks of play

A

exploration & participation

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4
Q

3 forms of play

A
  • play as a disposition
  • play as an observable behavior
  • play as a context
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5
Q

play as a disposition

A
  • *intrinsically motivated**
  • *internal locus of control**
  • more attention on the means
  • player guides & is an active participant
  • suspension of reality
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6
Q

different roles kids play out

A
  • work: waitress, school
  • relational: mom, kid
  • character: ninja turtles
  • no identity: come up with creative figure
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7
Q

social play with motor play

A
  • usually leads to play fighting

- wrestling, sword fighting, cops and robbers…

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8
Q

play as a context

A
  • describes conditions under which play will occur
  • availability of toys, peers, etc
  • adult behavior is minimally intrusive or directive
  • timing considers the needs of others
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9
Q

how are play and playfulness different?

A
  • play: interaction with the environment

- playfulness: composed of continuum moving from intrinsic motivation to internal control to suspension of reality

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10
Q

continuum for playfulness/3 components for play

I have this section highlighted and bolded and all sorts of things - it’ll probably be on the quiz

A
  • intrinsic motivation
  • internal control
  • suspension of reality
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11
Q

intrinsic motivation in playfulness (and relation to OT services)

A
  • if I’m not intrinsically motivated, I can’t move to internal control
  • something about the activity is appealing
  • takes into consideration what drives the child
  • *we need to be intrinsically motivating with our clients - use it to your advantage**
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12
Q

internal control in playfulness

A
  • feeling physically and emotionally safe
  • match between activity and skill
  • player helps make decisions
  • they don’t have to run the show - they really might not care about who chooses what
  • ability to share control - difficult for a lot of kids
  • share ideas and negotiate
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13
Q

2 things to always work on in play!!!

A

intrinsic motivation and internal control - they’re important through the rest of life

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14
Q

suspension of reality in play

A
  • pretend/fantasy play

* *reduction of consequences that might normally be associated with doing that action in real life**

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15
Q

the incorporation of language in play

A

it doesn’t have to be incorporated

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16
Q

types of individual play

A
  • unoccupied
  • onlooker
  • solitary
17
Q

types of group play

A
  • parallel (close to each other but playing different things)
  • associative (same thing but not really sharing)
  • cooperative (working together with shared interests, interacting for the sole purpose of play)
18
Q

physical effects of disability on play

A

mobility, exploration, and social aspects

19
Q

cognitive effects of disability on play

A

sequencing, planning movement, turn taking

20
Q

sensory effects of disability on play

A
  • impacts desire to engage* - needs or resistant to input
  • impacts what kids want to play
21
Q

4 behaviors that indicate play

A
  • incompletely functional (completely playful)
  • spontaneous/ voluntary/rewarding (internal motivation)
  • differs from other behavior in form and timing (not part of the routine)
  • totally absorbing
22
Q

assessing play looks at

A
  • play history
  • skills
  • development (cog, social…)
  • experience of state of mind
23
Q

Knox Preschool Play Scale basic info

A
  • capacity of play (what the player does)
  • 0-6 years
  • indoor and outdoor observations
  • 4 play dimensions
24
Q

4 play dimensions for Knox Preschool Play Scale

A
  • space management
  • material management (manipulation, construction…)
  • pretense-symbolic (imitation and dramatization)
  • participation (type, cooperation, humor, language)
  • all are important throughout life -seen in TBI patients*
25
Q

Assessment of Ludic Behaviors measures….

A

if they can be silly

26
Q

ToP

A
  • how the player approaches play
  • 3 months - 17 years
  • observation of play in more than one setting
  • TOES is sister assessment that looks at environment
27
Q

use standardized assessments for play when…

A
  • you need a baseline to compare progress

- identify an area of development

28
Q

things to look for when using play as assessment

A
  • what they do
  • why they enjoy it
  • how they approach it
  • their capacity to play
  • supportiveness of environment
29
Q

when is play used as a therapeutic MODALITY

A

when treatment goals are to improve specific component skills

30
Q

ways to turn non-play activities into play

A
  • create competition
  • asking to make something out of what you have
  • add a fantasy element
  • incorporate role play
  • be excited
  • let them direct
31
Q

2 uses for play-based intervention

A
  • develop play skills

- facilitate playfulness

32
Q

ways to develop play skills

A
  • focus on participation
  • focus on improvement of immature play skills
  • focus on improving mismatch between preference and skill
33
Q

interventions for playfulness

A
  • perception of control (choices, put them in charge)
  • find and encourage source of motivation
  • encourage freedom to suspend reality

621 Quiz #3 (3 decks)

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