Module 2 Foundations For Ot Practice Audio

2,247 views

Published on

Published in: Health & Medicine
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
2,247
On SlideShare
0
From Embeds
0
Number of Embeds
11
Actions
Shares
0
Downloads
33
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Welcome to Module 2 Foundations in OT Practice 2. This is an overview of content covered in the OT Process course including the Occupational Therapy Practice framework and a discussion of clinical reasoning as the inherent tool of occupational analysis.
  • Inherent in our daily practice as OT’s is our set of core beliefs that are the heart and spirit of what our profession is about. If we obserefive best practice, we can clearly see these core beliefs in action.
  • Play is an essential occupation of pediatric populations. The complexity of play is well understood by occupational therapists and like all occupations, the di
  • Family Composition : Who are members? How many in same house? Decision Making Who makes decisions for the family-is it based on gender? Primary Caregiver: Who is the primary caregiver/Is this role shared? Independence/Interdependence: Do family members value independence?
  • Module 2 Foundations For Ot Practice Audio

    1. 1. Foundations for OT Practice Pediatric Populations Infants-Adolescents
    2. 2. Core Beliefs <ul><li>All people need to be able or enabled </li></ul><ul><li>to </li></ul><ul><li>engage in occupations of their need and choice, </li></ul><ul><li>to </li></ul><ul><li>grow through what they do </li></ul><ul><li>and </li></ul><ul><li>experience independence or interdependence, equality, participation, </li></ul><ul><li>security, health, and well-being </li></ul><ul><li>(Wilcock and Townsend, 2008) </li></ul>
    3. 3. Participation in Occupation
    4. 4. Participation in Occupation
    5. 5. Participation in Occupation
    6. 6. Participation in Occupation
    7. 7. Occupation Based Pediatric Practice <ul><li>The Occupational Therapy Practice Framework (OTPF) </li></ul>
    8. 8. Why OTPF? <ul><li>Designed to explain how occupational therapy contributes to health and participation </li></ul><ul><li>of people, organizations, and populations </li></ul><ul><li>through engagement in occupation. </li></ul>
    9. 9. OTPF <ul><li>Core belief in the positive relationship between occupation and health </li></ul><ul><li>People are “occupational beings” </li></ul>
    10. 10. FORMATIVE DOCUMENT <ul><li>Another Review in 5 yrs (2013) </li></ul><ul><li>Changes will emerge from AOTA </li></ul><ul><li>2017 Centennial Vision </li></ul><ul><li>Grounded in 1917 founding principles </li></ul>
    11. 11. 2 Major Components of OTPF
    12. 12. D O M A I N
    13. 13. THE OT PROCESS
    14. 14. Areas of Occupation ADL IADL REST AND SLEEP EDUCATION WORK PLAY LEISURE SOCIAL PARTICIPATION
    15. 15. Client Factors Values, Beliefs and Spirituality Body Functions Body Structures
    16. 16. Client Factors <ul><li>Body Functions and Structures </li></ul><ul><li>Impairments </li></ul>Anatomy Physiology Disabling Conditions Neurokinesiology
    17. 17. Impairment <ul><li>ROM </li></ul><ul><li>Strength </li></ul><ul><li>Sensory Processing </li></ul><ul><li>Praxis </li></ul><ul><li>Manipulation </li></ul><ul><li>Eye Hand Coordination </li></ul><ul><li>Visual Perceptual Skills </li></ul>
    18. 18. Performance Skills Sensory Perceptual Skills Motor and Praxis Skills Emotional Regulation Skills Cognitive Skills Communication and Social Skills
    19. 19. Performance Skills Communication and Social Motor and Praxis Emotional Regulation Cognition
    20. 20. Performance Patterns Habits Routines Roles Rituals
    21. 21. Activity Demands Objects Used and Properties Space Demands Social Demands Sequencing and Timing Required Actions Required Body Functions Required Body Structures
    22. 22. EVALUATION OCCUPATIONAL PROFILE ANALYSIS OF OCCUPATIONAL PERFORMANCE
    23. 23. INTERVENTION PLAN IMPLEMENTATION REVIEW OUTCOMES
    24. 24. TYPES OF INTERVENTION OCCUPATION BASED PURPOSEFUL ACTIVITY ADVOCACY CONSULTATION EDUCATION PREPARATORY METHODS Person Person Organizations Populations
    25. 25. INTERVENTION APPROACHES CREATE AND PROMOTE HEALTH ESTABLISH AND RESTORE MAINTAIN MODIFY PREVENT
    26. 26. Context <ul><li>Physical </li></ul><ul><li>Social </li></ul><ul><li>Cultural </li></ul>
    27. 27. Cultural Values and Styles <ul><li>Family Composition </li></ul><ul><li>Decision Making/Primary Caregiver </li></ul><ul><li>Independence/Interdependence </li></ul><ul><li>Feeding Practice </li></ul>? … .APPLIED VIA ETHNOGRAPHIC INTERVIEW
    28. 28. Cultural Values and Styles <ul><li>Sleeping Patterns </li></ul><ul><li>Discipline </li></ul><ul><li>Perception of Disability </li></ul><ul><li>Help Seeking </li></ul><ul><li>Communication and Interaction </li></ul>?
    29. 29. THE Process… ? ? ? ? ? ? ? ? ? ? ? ? C.R.
    30. 30. Types of Clinical Reasoning <ul><li>Scientific </li></ul><ul><li>Narrative </li></ul><ul><li>Pragmatic </li></ul><ul><li>Interactive </li></ul><ul><li>Ethical </li></ul><ul><li>Conditional </li></ul>
    31. 31. Legitimate Tools of Practice For OT With Children B. Atchison, 9/08
    32. 32. Legitimate Tools… <ul><li>Specific tools used to bring about change </li></ul><ul><li>Held in high regard </li></ul><ul><li>Symbolic </li></ul>
    33. 33. What are LT’s for OT’s? <ul><li>Conscious Use of Self </li></ul><ul><li>The Nonhuman Environment </li></ul><ul><ul><li>Toys </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><li>PAMS </li></ul></ul><ul><ul><li>Pets! </li></ul></ul>
    34. 34. And… <ul><li>Purposeful Activities </li></ul><ul><li>Activity Analysis and Adaptation </li></ul><ul><li>Activity Groups </li></ul><ul><li>Teaching Learning Process </li></ul>
    35. 35. <ul><li>Application of LT’s to Frames of Reference </li></ul>
    36. 36. Psychosocial/Psychodynamic <ul><li>Parent-Child Interaction </li></ul><ul><ul><li>Parent-Child Activity Groups: </li></ul></ul><ul><ul><ul><li>Games, constructional play, gross motor activities </li></ul></ul></ul><ul><li>Activity groups and peer interactions </li></ul><ul><ul><ul><li>Grading Levels: Parallel, Project, Cooperative </li></ul></ul></ul><ul><ul><ul><li>Choosing Activities: Art, constructional, social skills, work skills </li></ul></ul></ul><ul><ul><ul><li>Club Model: use of rituals and depersonalized controls </li></ul></ul></ul><ul><ul><ul><li>Skills for Living Group (OT Clinic, WMU) </li></ul></ul></ul><ul><ul><ul><li>School Intervention Project (CTAC, WMU) </li></ul></ul></ul>
    37. 37. Psychosocial <ul><li>Off The Shelf Programs </li></ul><ul><ul><li>TARGET </li></ul></ul><ul><ul><li>School Intervention Project (SIP) </li></ul></ul>
    38. 38. OT-SI <ul><li>Environmental Engineering: </li></ul><ul><ul><li>Physical Safety: </li></ul></ul><ul><ul><ul><li>Space </li></ul></ul></ul><ul><ul><ul><li>Mats </li></ul></ul></ul><ul><ul><ul><li>wooden floor is best, </li></ul></ul></ul><ul><ul><ul><li>tile on floor non-distracting, </li></ul></ul></ul><ul><ul><ul><li>overhead suspension system—load of 500 lbs </li></ul></ul></ul>
    39. 39. OT-SI <ul><li>Clinical Equipment </li></ul><ul><ul><li>scooter board </li></ul></ul><ul><ul><li>ramp </li></ul></ul><ul><ul><li>hammock net </li></ul></ul><ul><ul><li>assorted large therapy balls </li></ul></ul><ul><ul><li>mats </li></ul></ul><ul><ul><li>air mattress </li></ul></ul><ul><ul><li>a bolster </li></ul></ul><ul><ul><li>mini- trampoline </li></ul></ul><ul><ul><li>foam rubber pillows </li></ul></ul><ul><ul><li>mouth toys </li></ul></ul><ul><ul><li>sucking and chewing items </li></ul></ul><ul><ul><li>*large box with styrofoam packing material (“Ball Pool”) </li></ul></ul><ul><ul><li>any active toys </li></ul></ul><ul><ul><li>CD player </li></ul></ul>
    40. 40. OT-SI <ul><li>Off the Shelf Programs </li></ul><ul><ul><li>Alert Program </li></ul></ul><ul><ul><li>Astronaut Program </li></ul></ul><ul><ul><li>Henry’s OT for Students and Teachers </li></ul></ul><ul><ul><li>School Intervention Program (SIP) </li></ul></ul><ul><ul><li>Handwriting Without Tears </li></ul></ul><ul><ul><li>Ready, Set, Go </li></ul></ul>
    41. 41. NDT <ul><li>Handling- </li></ul><ul><ul><li>Hands of the therapist, various sized balls, rolls, benches, hard mat (plinth) </li></ul></ul><ul><li>Positioning and Adaptive Equipment </li></ul><ul><ul><li>To facilitate postural alignment via external stabilization </li></ul></ul><ul><ul><li>Prone wedge, prone lyer, sidelyer, adapted chair (Rifton) harness in a wheelchair, angled work surface, prone stander, scooter board, adaptive tricycle, adapted potty seat </li></ul></ul>
    42. 42. Visual Processing <ul><li>Also referred to as Visual Perception and Visual Information Analysis, Visual Discrimination, depending on source </li></ul><ul><li>Visual Cognitive Triad fits with Visual Discrimination concept in SPD </li></ul>
    43. 43. Reference <ul><li>American Occupational Therapy Association (2008). Occupational Therapy Practice Framework, Domain and Process. (2nd ed.) American Journal of Occupational Therapy, 62, 625-683. </li></ul>

    ×