QUIZ 3 Flashcards
(91 cards)
1
Q
zone of proximal development
A
range of skills that the child can achieve through social interaction with a more competent individual
2
Q
ideational dyspraxia
A
may use an object in an incorrect way and have difficulty carrying out the appropriate sequence of actions in order to perform a task.
3
Q
praxis
A
ability to conceptualize, plan, and execute a nonhabitual motor act
4
Q
adaptive response
A
the child also organizes a successful, goal-directed action on the environment when brain processes of sensory integration are going well
possible because the brain has been able to efficiently organize incoming sensory information, which then provides a basis for action
5
Q
just-right challenge
A
challenges that are not so complex that they overwhelm or induce failure nor so simple that they are routine or uninteresting
requires effort but is accomplishable and satisfying
6
Q
functional behavioral assessment
A
systematic process designed to identify the variables in the A-B-C relationship so that they can be analyzed to determine which ones are maintaining the behavior
7
Q
end products of Ayres’s sensory integrative processes
A
ability to concentrate
ability to organize
self-esteem
self-control
self-confidence
academic learning ability
capacity for abstract thought and reasoning
specialization of each side of the body and brain
8
Q
CO-OP stages
A
(1) skill acquisition
(2) cognitive strategy use
(3) generalization
(4) transfer of learning
9
Q
CO-OP features
A
- goal identification
- dynamic performance analysis
- cognitive strategies that are used to support skill acquisition, generalization, and transfer
- guided discovery
- Enabling principles
- Parent or caregiver involvement
- Intervention format
10
Q
CO-OP domain specific strategies
A
specific to a task or part of a task
11
Q
global problem solving strategy used in CO-OP
A
intended to be used over long periods of time, in a variety of different context
GOAL-PLAN-DO-CHECK (GPDC)
12
Q
motivators for challenging behaviors
A
removing antecedants
contingency methods
inclusion of personally meaningful activities
13
Q
environmental modifications that support positive behavior
A
helpful in supporting transitions between activities, a time during which challenging behavior is common
Visual schedules, timers, and representational objects
14
Q
Ayres’s view of sensory input
A
necessary for optimal brain function
must be actively organized and used by the child to act on and respond to the environment
15
Q
how Aryes’s view promotes neural plasticity
A
change occurs in neural synapses and circuits as adaptive responses
enriching environments lead to significant increases in dendritic branching, synaptic connections, synaptic efficiency, and size of brain tissue
16
Q
Aryes’s theory of CNS organization
A
critical aspects of sensory integration are seated in parts of the brain that are phylogenetically older and more primitive than the neocortex
17
Q
sensory cues or prompts from the environment that the individual provides to him/herself to help guide skill acquisition
A
Tactile, visual, auditory, and/or kinesthetic cues
ex: pictures, alarm
18
Q
self-coaching
A
Encouragement, positive self-talk, strength-based thinking to help increase persistence and/or to control and regulate the learner’s emotions.
ex: “I can do this”
19
Q
self-guidance
A
Providing instruction to him/herself to assist in completing a new/difficult task, cueing oneself and reminders to prepare for or complete an activity.
ex: talking through the steps
20
Q
self-questioning
A
Identifying and asking him/herself or visualizing key questions relating to the activity or task performance.
ex: picturing key transitions
21
Q
imagery
A
mental ___ created in to represent physical objects, actions, experiences, or events.
ex: creation of symbols, or representations that have direct meaning to the client
22
Q
association
A
Relating previous knowledge to relevant information about task.
23
Q
rote-script
A
A pattern of words or phrases that are meaningful to the client and can help to guide a sequence of actions or improve the recall of information.
ex: “dribble, dribble, shoot”
24
Q
mnemonic techniques
A
Associating pictures, words, phrases, or images to cue an action or enhance memory recall.
ex: bunny ears when tying shoes
24
elaboration
Increase and add new information and relate it back to previous knowledge.
25
rehearsal
Repeating information visually or mentally to aid in retention of important information related to the given task/occupation.
ex: Repeating key words/actions out loud
26
anticipation
Preparing for a new activity through imagining or verbalizing possible outcomes, areas of difficulty, or scenarios the learner might encounter.
ex: client goes to school they plan for loud noises, crowds, visual distractions, and possible “safe spots” to collect their thoughts when feeling overwhelmed
27
knowledge
Identifying, acknowledging, and reflecting on what the individual knows about a given task.
ex: Observing the individual completing the task, conducting assessment/interview to discover how much the learner knows and understands regarding task sequence and demands
28
translation
Converting written instructions and directions into different mediums to meet the individual’s unique learning needs.
ex: Creating visual images/schedules explaining written information
29
finger-pointing
Similar to attention to doing but limited to pointing with one’s finger directly at relevant task stimuli to enhancing timing within a task or refocus the learner’s attention.
30
task simplification
Simplifying or breaking apart the parts of a task into more manageable pieces.
ex: the learner writes their name, date, and title at the top of the page and then the teacher scribes the rest of the assignment.
31
lists
Creating and/or using a list of steps to help guide task performance and/or cue actions.
32
task specification
Discussion regarding the specifics of a task, its components, or relevant features prior to engaging in the activity.
ex: placing an “x” where the child hangs his book bag or places his lunch bag
33
attention to doing
Identifying the specific and relevant cues or features that need to be attended to when completing the task.
ex: “Where do you need to start your letters?”
34
pacing strategies
Activities that assist with the timing of tasks.
ex: humming a song, taking breaks, counting out loud or to oneself, or tapping one’s foot
35
stimuli reduction
Removing or decreasing the amount and number of stimuli present at a given time.
ex: when reading a page of information placing a blank sheet over of the rest of the lines of text
36
organization
Restructuring and reorganizing task materials or steps so that they are grouped together in a more logical or meaningful way.
ex: Reorganizing a list of chores so that all the ones that need to be completed in the morning are together, and all the ones that need to be completed in the evening are together
37
co-op dynamic performance analysis
analyzes the child performing the task and documents the performance problems or performance breakdowns
38
guided discovery
learner is helped to identify a problem to solve; he is not given the solution but is provided with hints, coaching, feedback, or modeling to identify a solution
39
guided discovery elements
(1) One thing at a time
(2) Ask, don’t tell!
(3) Coach, don’t adjust!
(4) Make it obvious!
40
functional behavioral assessment steps
1. team building and goal setting,
2. functional assessment of the behavior,
3. hypothesis formulation,
4. development of the comprehensive support plan, and
5. implementation and outcome monitoring of the plan, including refining the plan as needed
41
visual schedules
particularly useful in situations where the schedule remains relatively similar from day to day or week to week, or to represent changes in the schedule for a child who has difficulty tolerating change
42
timers
provide an objective signal that something is about to occur
43
representational objects
concrete objects that clearly represent the various activities or events that make up the child’s day are assembled
When the child needs to transition to a new activity, he is shown or given the relevant representational object and a simple verbal instruction. For example, the occupational therapist may hand the child a crayon and say, “Time for art.” The child may take the object and carry it with him to the location where the designated activity will occur
44
co-op goal identification
occupational therapist works with child and family to establish meaningful goals. The child’s perspective is key, and the child is actively involved in choosing goals.
45
co-op enabling principles
used during the intervention process to keep the child engaged and include: (1) make it fun, (2) promote learning, (3) work toward independence, and (4) promote generalization and transfer.
46
co-op parent or caregiver involvement
primary role of parents or caregivers is to support the child in learning the occupations and the strategies and to facilitate the generalization and transfer of these to the home, school, and other environments
47
co-op intervention format
involves 10 intervention sessions that include identifying goals, learning strategies, implementing strategies, and measuring outcomes
48
antecedant interventions
removing or modifying environmental events that maintain challenging behavior, the challenging behavior can be subverted before it occurs, allowing the individual to spend more time in functional occupational behavior
ex: FCT, PRT, environmental modifications, PBIS
49
functional communication training
involves teaching specific strategies for communication that result in the individual acquiring the same result as is typically acquired through the use of a challenging or undesired behavior
ex: if a student typically escapes from doing math worksheets by yelling and dropping to the floor, the student could be taught to express disinterest in completing the worksheet through another communication method
50
pivotal response training
Key pivotal behaviors include motivation, initiation, and response to cues. Pivotal behaviors should be taught in low pressure situations to support acquisition of the skill prior to facing a demand to use the skill.
51
Positive Behavioral Intervention and Supports (PBIS)
an approach to managing the behavior of individuals and groups that involves incorporating principles of applied behavior analysis via antecedent approaches
three tiers of supports
52
tier 1 PBIS
school-wide strategies for all students, such as social and emotional learning or bully prevention programs
designed to prevent new cases of challenging behavior from occurring
53
tier 2 PBIS
involves strategies aimed at reducing current occurrences of challenging behavior
targeted at students who are identified as at-risk for more serious behaviors and can involve more focused strategies such as group social skills interventions, classroom management systems such as working together to earn group privileges or rewards, or check-in/check-out systems in which the students check in with an adult and receive daily goals upon arriving at school and then check out, which includes reviewing goals at the end of the day
54
tier 3 PBIS
provided to individual students to reduce more intense or problematic behaviors and improve quality of life
include the FBA process with resulting intervention plan and outcomes measurement, wraparound planning, strategies to address individual antecedents, and teaching replacement behaviors to reduce the effectiveness of established challenging behavior
55
consequence interventions
aim to impact behavior by addressing those situations or stimuli that occur after, or as the result of, a child’s behavior
punishment, extinction, and reinforcement
56
punishment
involves the child experiencing an aversive consequence after exhibiting the challenging behavior
57
extinction
occurs when the variables reinforcing a behavior are no longer present, causing the behavior to gradually fade away
58
reinforcement
occurs when the variables reinforcing a behavior are no longer present, causing the behavior to gradually fade away
differentially applied to three types of behaviors
59
positive reinforcement
involves adding something pleasant or desirable to increase the likelihood of a behavior occurring, such as giving the child a preferred object when he uses good manners to request it
60
negative reinforcement
involves taking away something unpleasant to increase the desired behavior, such as the child being allowed to leave the dinner table after she eats two bites of food.
61
differential reinforcement
involves intentionally using reinforcement to strengthen a desired behavior while simultaneously removing reinforcement from undesired or challenging behaviors
provides a rewarding consequence for behaviors that take the place of the child’s challenging behavior
62
differential reinforcement of incompatible (DRI)
behaviors that are incompatible with the target behavior
63
differential reinforcement of alternative (DRA)
behaviors which are alternative and could replace the target behavior
64
differential reinforcement of other (DRO)
other behaviors which are not related to the target behavior but are positive in nature
65
contingency methods
group of consequence interventions that proactively implement a specific response-consequence relationship (also called if-then; e.g., if the child does X, then Y will occur) that is designed to elicit a desired behavior
66
purposes for challenging behavior
attention, alone/nonsocial, escape, and tangible
67
problems with sensory reactivity
limited sensory registration
tactile defensiveness
gravitational insecurity
auditory /visual / olfactory and gustatory defensiveness
68
limited sensory registration impact on participation
Participation may be severely limited by lack of awareness of people, objects, or sensations
69
tactile defensiveness impact on participation
Participation is often limited in self-care activities such as dressing, bathing, grooming, and eating
Participation in classroom & play activities is often limited, e.g., finger painting, sand and water play, and crafts
May avoid or become upset by activities that require proximity to others, such as playing near other children or standing in line
Behavior is often misinterpreted as rejecting, demanding, or aggressive
70
gravitational insecurity impact on performance
Participation in community activities may be severely limited when movement is involved
Participation with peers in games & sports may be very limited, walking or running on uneven ground, bicycle riding, ice skating, roller skating, skateboarding, skiing, and hiking
71
auditory /visual/olfactory and gustatory defensiveness impact on performance
Limited or no participation in events such as birthday parties or community fairs & festivals
Participation in classrooms and cafeterias very stressful due to sights, sounds, smells
Mealtime participation may be limited by smells & tastes of food, especially if food is not familiar
72
problems with sensory perception
tactile perception
proprioceptive perception
visual perception
auditory perception
73
tactile perception impact on performance
challenges with play, classroom, and self-care tasks requiring precise hand and finger movements, like assembling construction toys, writing, and using utensils. These tasks may become stressful, and the child often compensates by visually guiding their actions to complete fine motor activities.
74
proprioceptive perception impact on performance
Participation at school or in play with peers may be compromised by behaviors that get them into trouble because they are misperceived as intentionally disruptive
Participation in movement and sports activities may be hindered
75
visual perception impact on performance
Participation in play activities may be limited, e.g., puzzles, building block activities, and crafts
Participation in academic activities at school may be affected, e.g., handwriting, art activities, projects requiring construction
76
problems with BIS and praxis
vestibular-bilateral integration
poor praxis
77
auditory perception impact on performance
Participation in social play may be affected due communication difficulties with peers
Participation in sports, games, & music or dance activities may be affected by inability to rapidly and accurately interpret temporal & spatial qualities of auditory cues
Participation in activities at home and in school may be compromised by difficulty understanding auditory cues & spoken instructions
78
vestibular-bilateral integration impact on participation
Difficulty participating in sports, dance, or play activities due to poor balance
Trouble participating in activities that require coordination of both sides of the body such as pedaling a bicycle or tying shoes
79
poor praxis impact on participation
limited participation in sports, games involving new movements, and construction activities. They also struggle with developing independence in self-care tasks like dressing and bathing, as well as in arts activities requiring novel movements, such as dance or drawing. Social participation is impacted by difficulty joining and coordinating actions with others.
80
ideal type of environment for using Ayres Sensory Integration intervention
safe yet challenging
81
FOR developed by Dr. Lucy Miller
Sensory Therapies and Research (STAR)
82
STAR assumptions
nonlinear development
interactions between systems
systems are self-organizing
nothing happens in isolation
83
STAR nonlinear development
development is a nonlinear, dynamic process that occurs within a system where mutual, simultaneous events coact, resonate, synchronize, cascade, and initiate downstream change
84
STAR interactions between systems
drive development whereby a change in one aspect of a system impacts other aspects of the system
85
STAR systems are self-organizing
evolve toward attractor states that are dynamically sustained much like a web or bridge
stabilized by the coaction of every part within the system and by the system as a whole
open to change
86
STAR nothing happens in isolation
everything that occurs has a bidirectional impact, with all levels and systems interacting (e.g., macro to microscopic, intra- to interpersonal, individual to the community to cultural settings)
87
primary regulator of neonate
the parent
88
Why are self-regulation and co-regulation considered circular causal processes?
each affects the outcome of the other
integrated as both partners regulate their inner state and coordinate with the other
89
Why is regulation the foundation of development and what is it a precursor to?
refers to the process of adjusting to life outside the womb, when regulation is no longer provided by the mother’s body-- maintaining homeostasis and the “just right” state of arousal by adapting to the current environment and task demands
precursor to the more conventional milestones of early childhood
90
self-regulation
As infants initiate, maintain, and adjust to soothing interactions, they learn to repair, evade, and terminate uncomfortable and poorly attuned interactions
