NICU , School Based OT , Early Intervention

gestational age

total time from first day of last menstrual period to the day of birth

infants born before 38 weeks considered preterm

chronological age

refers to infants actual age since birth

corrected age

how old a preterm infant would be if they were born full term

signs of physiological instability

gagging

color changes

leg extension and finger splay

arching

looking away

irritability

signs of physiological stability

regular respiratory rate

smooth movements

hand to mouth, grasping

normal sleep states

eye contact

extremity flexion

mimic the womb

warm, quiet, dim/dark, tight (proprioception)

teach caregivers to

read and respect behavioral cues

slow interactive single sensory input approach

speak softly

contain extremities during movement

thermoregulation

skin to skin

control bed space temp

incubators or radiant warmers

nurturing touch and proprioception

kangaroo care

gentle static swaddle

infant massage

sound and noise

reducing environmental sounds

controlling environmental sounds

light

cycled light

adjustable ambient lighting

ROM

therapeutic positioning

PROM with therapeutic handling

PROM okay for non-moving

PROM is NOT a routine intervention

IEP

Individualized Education Plan

rights include FAPE and LRE

OT services must be

educationally relevant and improve the child's academic and functional school performance

- academic

- social

- extracurricular

- independent living

- vocational activities

OT process

30 days to make IEP, get consent, and start treatment

reviewed once per year and reevaluated once every 3 years

IEP must include

level of performance

goals and objectives

start/end date

frequency

location

duration

type of service

transition planning

begin with a child turns 14

include PLOP and successful interventions and approaches

termination occurs when

no longer educationally relevant

met goals

contraindicated

parents decline services

repeated failed approaches and lengthy attempts

Section 504

broader and includes any student with physical or mental impairment

less detailed plan than IEP

Response to Intervention

identify and address student problems early to reduce the need for more intensive services later

tier 1: all students with and without disability

tier 2: struggling or at risk students (small group)

tier 3: intensive 1:1 services

Goal Attainment Scaling

+2: Best Expected Outcome/Much More than Expected

+1: More than Expected Outcome

0: Expected Outcome/Goal

-1: Less than Expected Outcome/Baseline

-2: Much Less/Worse Than Expected Outcome

IDEA Part C

requires states provide services for all infants and toddlers with developmental delay

services should occur within the child's most natural setting and have family centered focus

evaluation

observation in natural setting

criterion referenced assessments preferred for EI

IFSP

Individualized Family Service Plan

includes:

- location of services

- provider

- frequency

- intensity

- duration

- funding source

goal setting

family centered

reflect real life settings

relates to daily family routines

transition planning

begin when child turns 2

assess new preschool environment, social issues, physical issues

socialization

necessary for social participation

structured community play groups

spending time with higher level kids

interactive and social cues

engagement

use toys/materials found in the home

objects that interest the child

teach caregivers how to develop play relationships

adaptation

compensate for physical deficits