Week 7 Flashcards
(17 cards)
Autism severity levels
- Requiring support
- Requiring substantial support
- Requiring very substantial support
Diagnostic pathways
concerns raised → private / public → GP or allied health team / autism assessment team
Difficulties at school
- Sitting still
- Communication difficulties
- Learning difficulties
- Intellectual difficulties
- Fitting in socially
- Sports participation
Sensory processing
Acquire → process → respond → feedback
Sensory threshold
Level at which one detects and responds to sensory input
levels and characteristics of Autism
- social communication
- emotional reciprocity
- non-verbal communication
- difficulties in maintaining and understanding relationship
- Restrictive repetitive patters of behaviour
- Insistent on sameness, sensory reactivity
- Symptoms must be present in early childhood, can have been masked.
- Symptoms lead to impaired daily functioning; usually seen in the first two years
Describe the aetiology and epidemiology of autism spectrum disorder
- No known cause but rather genetic and environmental factors
- Cortex: executive functions, movement perceptions, behaviours
- Basal ganglia: regulates automatic movements
- Cerebellum: fine tunes movements, regulates balance and coordination
- Amygdala: emotional responses
- Girls often mask and can go undiagnosed, presents differently as more shy, better social skills, fewer narrow and repetitive interests
Occupational performance milestones of a typically developing three year old child
- Fine motor: draw straight lines, use sxizzors, build blocks 10 high, start to copy shapes / letters
- Gross motor: runs and jumps easily, walk upstairs unassisted, balance on tiptoes, can climb, kick ball
- Self care: dress and undresses except for buttons, laces, zips. Toilets independently but needs assistance wiping
- Play: engages in imaginative play, act out roles, cooperate with other children, express emotions
Define family-centred practice in working with children
When the client is not just the child, but the family, and all needs must be considered whilst engaging with the clients.
NDIS Early Childhood Approach for children 0-9 years
- Children younger than 6 do not need a diagnosis to get support
- Supports best practise intervention, supports inclusion and enabling growth in children
- Early years are formative in their growth and development
- Families at the centre of child’s support
features of Early Childhood Intervention in Victoria
- Support includes therapy, education, counselling, service coordination
- Looks to empower parents with knowledge and skill to support their child’s development
Describe what a paediatrician, psychologist, speech pathologist and Key worker might assess and assist with when working with a child diagnosed with autism spectrum
Sensory skills, social skills, cognitive skills. Development tracking, emotional regulation assessment. Can assist with behavioural strategies, social skills training, mechanisms to cope with day-to-day life
Outline key areas that an occupational therapist might observe/assess in the home, kinder/school and community environments of a child diagnosed with autism spectrum
- Daily living skills
- fine motor skills
- gross motor skills, communication skills
- cognitive functioning
- theory of mind
- sensory processing skills.
school readiness skills of what is expected of a child prior to commencing primary school
- Social emotional: able to play with others, manage emotions, show empathy, share, cooperate, social norms
- Cognitive: recognizing shapes, colours, numbers, understand simple stories, identify patterns, developing critical thinking and problem solving.
- Language: understand and responds to instructions, expresses ideas, recognise letters and some words
- Physical: developing usage of small tools eg pencil, scissors.
- Developing coordination and balance for running, jumping, throwing.
- Self-care: can dress / undress
The Sensory Profile™ 2
help evaluate a child’s sensory processing patterns in the context of home, school, and community-based activities.
helps you:
1. Identify and document how sensory processing may be contributing to or interfering with a child’s participation
2. Contribute information of the child’s sensory strengths and challenges in differnet contexts
3. Develop effective treatment plans and interventions
The Hawaii Early Learning Profile for Pre-schoolers Assessment Strands: Ages 3-6 years 2 nd Edition (HELP 3-6 (2nd Edition).
Tracks progress of 6 domains
1. Cognitive
2. Language
3. gross motor
4. fine motor
5. social emotional
6. self help skills
RBI routine-based interview
Semi structured interview covering child and family’s daily routine to build rapport w family and gather information.
