Play, Theory, Assessment and Intervention (Week 9) Flashcards
(34 cards)
1
Q
Classic theories of play
A
Sensorimotor Symbolic Parallel Play Cooperative play Reilly was the one who was instrumental in bringing play into OT
2
Q
OT theories of play
A
Ayers-therapeutic modality
Reilly-play as assessment and treatment
3
Q
OT framework which includes play
A
Exploration
Participation
4
Q
Play as a disposition
A
A way of being; playfulness; Intrinsically motivated
5
Q
Play as an observable behavior
A
- completely non functional
- sponaneous
- different in form and timing
- completely absorbed
6
Q
Play as a context
A
- Happens in different places; where it happens matters
- Usually describes the conditions under which play is likely to occur…
- The availability of an array of familiar peers, toys, and other materials interesting to the child
- An agreement is made between the child and adult that the child is free to choose
- Adult behavior is minimally intrusive or directive- the child leads
- A comfortable atmosphere is created
- The timing of play considers the timing of other needs (i.e., eating, sleeping)— make sure you think about this as you schedule your appointments
7
Q
Functional Play
A
Functional roles– pretending that I am something (Dr., Waitress, Housewife)
8
Q
Relational roles
A
Mom, dad, kid, cousin
9
Q
Character roles
A
Superman, spiderman
10
Q
Role with no identity
A
Kids make up their own character
11
Q
Social play with motor play
A
play fighting
12
Q
3 characteristics of playfulness
A
Intrinsic motivation, internal locus of control, not bound by reality (Bundy)
13
Q
Play is intrinsically motivated, meaning it is…
A
self-directed
14
Q
Player guides the play…
A
not stimulus or adult
15
Q
Non-serious renditions of activities, meaning…
A
suspension of reality
16
Q
Player is active or passive?
A
Active
17
Q
Intrinsic motivation
A
- Suggests that something about the chosen activity is appealing to the individual (important to be able to get kids out of their shell)
- Takes into consideration what drives the individual (competitive, sensory seeking, etc)
- Consider possible sources of motivation, including… (Mastery, Arousal, Social interactions, Competition, Pure sensation seeking)
- How do we know if an activity
is intrinsically motivating?
18
Q
Internal control
A
- Feeling physically and emotionally safe
- Match between activity and skill (may be easy and accessible to them)
- Player helps makes decisions about what the activity will look like (some like to be in charge, some go with the flow)
- Not necessarily “run the show”
- Ability to share control (hard for kids; opportunity for social learning; teachable moment)
- Share ideas with others
- Negotiate to have needs met
19
Q
Freedom from reality
A
- Pretend or fantasy play
- Reduction of consequences that might normally be associated with performing activity in ‘real life’
20
Q
Observable categories of play: Behavior
A
- Play with language
- Play with motion/objects
- Exploratory play
- Competency behavior
- Achievement behavior
21
Q
Observable categories of play: Social interaction
A
- Onlooker
- Solitary independent play
- Parallel play
- Associative play
- Cooperative play
22
Q
Social behavior in play: Individual
A
unoccupied, onlooker, solitary (under 2 yrs)
23
Q
Social behavior in play: group
A
- Parallel
- Associative: not necessarily sharing or interacting; both in the same space doing similar things (“do you want this?”)
- Cooperative: working together, shared interest; interacting only for the interest of play (usually appears around 4-5 yrs old)
24
Q
Effects of disability on play
A
Sensory, cog., physical
25
Behavior that indicates play (has to be these 4 things to actually be play)
- incompletely functional
- spontaneous/voluntary/rewarding
- differs from other behaviors in form or timing (original and unique)
- totally absorbing
26
Assessments of play
- skills
- development (social-emotional, cognitive, language, physical/motor)
- experience of state of mind
27
Play as an assessment in OT
what the player does; why the player enjoys chosen play activities, How the player approaches play, The player’s capacity to play, The relative supportiveness of the environment.
28
Gathering play history
- What the player does (environmental supportiveness, how the player approaches play)
- How the parent engages with the child affects how the child plays (what is the parent saying to the kid, etc)
- Children (infancy through mid-adolescent)
- Semi-structured interview with parent or other caregiver (narrative approach)
- Set of basic questions about play
29
Knox preschool play scale (PPS-R)
- Player’s capacity to play (what the player does in play)
- Children ages 0 to 6 years
- Indoor and outdoor observation (30 minutes each)
- 4 play dimensions
(1)Space management (where do they go, are they aware of their body)
(2)Material management (manipulation, construction, purpose, attention)
(3)Pretense-symbolic (imitation and dramatization)
(4) Participation (type, cooperation, humor, language)
Knox (1997)
30
Test of Playfulness (ToP)
- How the player approaches play (capacity of play, what the player does)
- Children ages 3 months to 17 years
- Observation of play in more than one setting (preferably outside and inside) for 15-20 minutes each
- Primarily available for research purposes (to track, etc)
31
Play as Intervention
- Play can be used as a therapeutic modality when treatment goals are to improve specific component skills.
- Play-based intervention may also be used to develop play skills.
- Play-based intervention may also focus on facilitating playfulness.
32
Development of play skills
- Focus on participation in the occupation of play
- Focus on the improvement of immature play skills (Look at developmental stages: Work on specific play deficits (where the assessment comes in handy; can the kid even play?))
- Focus on improving a mismatch between a preference and a skill (Alter preference; Alter environment)
33
Intervention for playfullness
- Perception of control
(How do you give a child sense of control?
By the way you set up the activity/tx session
Have the kid choose, in whatever order!)
- Source of motivation
(How do you know what is motivating to the child?)
- Freedom to suspend reality
(How do you encourage this?)
34
Why play?
- Building skills
- unstructured play time builds Creativity, imagination
- consequences of children not developing play skills? Difficulty with certain skills (social, motor, cognitive, coping, no stress outlet; isolation)
