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Learning disability
- 1. LEARNING DISABILITY OCCUPATIONAL THERAPY MANAGEMENT MsKaaynat Khan Occupational Therapist
- 2. Learning Disability • Neurodevelopmentaldisorder of biological origin • learning difficulty and problems in acquiring academic skills markedly below age level and manifested in the early school years • Lasting for at least 6 months • Not attributed to intellectual disabilities, developmental disorders, or neurological or motor disorders. • specified as having impairment in reading, written expression and, mathematics. • Mild, moderate, severe
- 3. Evaluation • The occupationaltherapy evaluation is an important component of the multidisciplinary assessment process. • Purpose is to identify the areas of strengths and weaknesses of an individual.
- 4. General evaluation • History •Open ended interview • Naturalistic observation Standardized test • Sensory Profile • Berry Buktenica Developmental Test • Evaluation Tool Of Children's Handwriting • Dynamic Occupational Therapy Cognitive assessment for children • Behaviour Rating Inventory Of Executive Functions
- 5. Child Sensory Profile2 Caregiver questionnaire for children ages 3–14 years. Evaluate a child's sensory processing patterns in the context of home, school, and community-based activities 5–20 minutes
- 6. Berry Buktenica DevelopmentalTest Ages: 2 through 100 years 3 tests: • Visual-Motor Integration • Visual Perception • Motor Coordination 15 minutes
- 7. Evaluation Tool OfChildren’s Handwriting (ETCH) Ages: Grades 1 to 6 Assesses Manuscript and cursive handwriting skills for • Legibility components • Pencil grasp • Hand preference • Pencil pressure • Manipulative skills with the writing tool Classroom observations 15-25 minutes
- 8. Dynamic Occupational TherapyCognitive Assessment For Children Ages: 6 to 12 years 22 subtests in 5 areas of cognition: • Orientation • Spatial Perception • Praxis • Visuo-motor Construction • Thinking Operations 1-1/2 hours
- 9. Behaviour Rating InventoryOf Executive Function Age: 5 years to 18 years Eight clinical scales • Inhibit • Shift • emotional control • Initiate • working memory • plan/organize • organization of materials • monitor 10-15 minutes
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- 11. Occupational Areas ADL LearningWork Play and Leisure Social Participation
- 12. Occupational Components Sensory Integration Cognition Executive functions Prewriting skills Adaptation of environment Adaptationof task Assistive devices and technology Intervention for accompanying deficits
- 13. Sensory Integration Sensory processingactivities
- 14. Cognition and memoryprocesses • Attention • Working memory • Processing speed
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- 16. Executive functions • Organisation •Self management in time and space • Planning
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- 19. Adaptation of task •Reducing length of written tasks to suit a student’s endurance • Adapting time required for learning/working based on attention span • Adapting the instruction for an activity and adapting rules of a game
- 20. Adaptation of environment •Ergonomic design for sitting • Height • Type of pen • Placement of students seat
- 21. Assistive devices andtechnology • Adapted keyboard • Electronic Calendar • Time tables • Slanted writing board • Pencil grips
- 22. • Talking calculator •Pen reader
- 23. Intervention for accompanyingdeficits
- 24. Attention deficit hyperactivedisorder • Attention • Level of arousal • Modulating responses • Adapted computer programs • Weighted vest
- 25. Development coordination disorder •Motor and perceptual skills • Postural control • Coordination • Movement planning and execution of movements in time and space
- 26. Sensory modulation andprocessing disorders • Sensory integration • Brain gym
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