Untitled Flashcard Set

What should you consider first when entering a case as an occupational therapist for a child with developmental delays affecting fine motor skills, self-care, and participation in classroom routines?

Review the referral reason/source, clarify the child's and school's concerns, understand the school OT role/resources, confirm consent, clarify parent/teacher expectations, and appropriately involve the child.

How should you manage differing parental expectations regarding a child's self-care and school performance?

Validate both parents' concerns, explore each parent's priorities, identify common goals using the child's priorities and occupational performance, and collaboratively establish shared goals.

What is an important consideration when the child's priorities differ from the parents'?

Acknowledge parents' concerns, explain the school OT role, explore differing priorities, include the child's perspective age-appropriately, and develop shared goals with complementary strategies across settings.

How should you respond if a child refuses to practice a self-care task prioritized by a parent?

Respect the child's response, explore barriers such as difficulty or sensory factors, and adapt the task rather than force participation.

What is a key response to a mother concerned about her child's self-care skills affecting independence?

Validate her concern, explore what independence means to her, determine if it affects school occupational performance, and establish a functional goal if relevant, or explain school OT scope if not.

How should you approach the situation if a mother wants her child to complete an entire self-care routine independently, but the child requires assistance?

Acknowledge the independence goal, assess the child's current ability, break down the routine into steps, grade support, and reduce assistance in accordance with the child's development.

When establishing a measurable goal for a self-care task, what should you include?

Identify the specific self-care task, establish a baseline level of assistance, target the desired level of assistance within a defined timeframe, and monitor progress.

What criteria should you consider when determining the appropriate time to reduce assistance for a child performing a self-care task?

Ensure the child can perform the task safely and correctly at the current support level, then gradually reduce assistance and reassess for readiness.