Pass OT-Pediatric Conditions and Interventions-Pediatric Diagnoses and Treatment Approaches

"Acquired Brain Injury Problems"

"-Unable to complete basic self-care tasks

-Unable to write

-Delayed processing of information

-Expressive, receptive or global aphasia

"Acquired Brain Injury Problems"

-Decreased postural control

-Ataxic motor movements

-Visual impairments

-Sensory damage"

"Attention Deficit Hyperactivity Disorder Problems"

"Inattention, Impulsivity, Hyperactivity"

"Autism Spectrum Disorder Problems"

"-Impaired communication and social interaction skills

-repetitive patterns of behavior

-impaired intellectual development

-perseveration on specific items/subjects

-excessive routines, inflexible

"Autism Spectrum Disorder Problems"

-may have difficulty transitioning

-lack of eye contact

-lack of reciprocal interactions

-decreased awareness of environment

-lack of safety judgment -rigid food preferences"

"Child Abuse, Child Neglect and Shaken Baby Syndrome Problems"

"-Delayed growth, delayed development and/or cognitive deficits"

"Cystic Fibrosis Problems"

"Accumulating thick, sticky mucus that causes coughing, shortness of breath, and frequent chest infections."

"Developmental Delay Problems"

"Excessive functional limitation in one or more of the following areas: self-care, communication, motor development, sensory processing, social skills, cognition."

"Developmental Coordination Disorder (Dyspraxia) Problems"

"Clumsiness. Excessively delayed motor development that negatively influences daily functional tasks such as ADL or school activities and is not related to any other diagnoses."

"Down Syndrome Problems"

"Slanted eyes, protruding tongue, flat nose, epicanthal fold over the eyes, shortened fingers and limbs, hypotonia and hyperextension of joints, delayed development of reflexes, delayed or impaired sensory development, cognitive impairment, may have heart defect, creases in the hands."

"Failure to Thrive Prob"

"-body weight is well-below normal weight of peers of the same age range -feeding difficulties"

"Fetal Alcohol Syndrome Problems"

"-neural abnormalities

-facial abnormalities

-cranial abnormalities

-cardiac abnormalities

"Fetal Alcohol Syndrome Problems"

-delays in cognitive and physical development

-fussy

-poor coordination

-deficits in sensory processing

-visual impairments"

"Intellectual Disability Problems"

"–intellectual functioning that is significantly below average

-delays in two or more areas of occupation such as play skills, ADLs, homemaking skills

-deficits in intellectual functioning (academics, abstract thinking) and adaptive behaviors"

"Learning Disability Problems"

"-difficulties in learning

-may result in language deficits

-difficulties in attention and impulse control

"Learning Disability Problems"

-visual

-spatial organization deficits

-memory deficits or difficulties with motor function"

"Rett Syndrome Problems Neurodevelopmental disorder that affects girls almost exclusively"

"– Loss of normal movement and coordination. May lose ability to perform motor skills previously learned e.g. walking Eventually muscles become weak or may become rigid or spastic with abnormal movement and positioning

-Abnormal hand movements. repetitive, purposeless hand movements include hand-writing, squeezing, clapping, tapping or rubbing

-Cognitive disabilities. Loss of skills can be accompanied by a loss of intellectual functioning

-Seizures

-Scoliosis"

"Spina Bifida Problems"

"-poor prognosis for those with high level spinal cord involvement and congenital anomalies"

"Visual Impairments Problems"

"-difficulty focusing on faces or toys

-holds objects very close

-tilts head to look at objects

"Visual Impairments Problems"

-crossed eyes

-jerky eye movements

-decreased school performance

-poor gross and fine motor skills"

"Acquired Brain Injury OT Intervention"

"–ADL retraining with hand over hand assist/sequence pictures as needed.

-Adaptive toys

-Non-slip mats

-Low stimulated and group learning environments

-Increased time to complete home and school activities

"Acquired Brain Injury OT Intervention"

-Positioning equipment for seating and for extremities

-Address concentration/ sustained attention with grading time for tasks

-External supports for memory

-Activities to improve following directions

-Natural weight bearing to decrease ataxic motor movements"

"Attention Deficit Hyperactivity Disorder OT Intervention"

"–Encourage consistent routines

-Limit background noises

-Provide concise and clear directions

-Write notes and use checklists

-Encourage verbal responses vs written responses in the classroom

"Attention Deficit Hyperactivity Disorder OT Intervention"

Limit distractions in the environment by providing quiet areas with only essential items and facing work surfaces toward walls -Eye-tracking activities

-Gross motor games that develop body awareness and coordination

-Calming strategies"

"Autism Spectrum Disorder OT Intervention"

"-Examine sensory processing and modulation and provide appropriate sensory input or decrease input as necessary (visual; tactile; vestibular; auditory; proprioceptive; olfactory; oral)

-feeding/eating therapy to increase repertoire of food preferences for improved nutritional intake

-provide schedules and timers to anticipate change/ transitions -social stories written for child to encourage new learning and social skill development

"Child Abuse, Child Neglect and Shaken Baby Syndrome OT Intervention"

"-ADL training in self- care tasks

-address academic success by providing school-based OT as necessary

-gross motor & strengthening activities to increase postural control

-visual-perceptual & visual-motor activities to address visual inattention, visual scanning deficits and visual motor integration

"Child Abuse, Child Neglect and Shaken Baby Syndrome OT Intervention"

-symbolic play, social stories and art activities to promote expression of feelings

-sensory processing examination and providing appropriate sensory input to regulate/modulate sensory systems for calming

-bilateral integration activities -coping strategies ."

"Cystic FibrosisOT Intervention"

"-Training in daily routine management, including medications and respiratory treatments.

-Education in energy conservation techniques during ADLS and IADLs.

-For adolescents, training in self-management of disease, transitioning away from parents to independence."

"Developmental Delay OT Intervention"

"-determine underlying diagnosis to facilitate OT intervention

-self-care training

-sensory strategies as appropriate

-smaller step learning for developing complex skills and concepts

-visual supports -gross-motor activities

"Developmental Delay OT Intervention"

-construction tasks -fine motor activities

-postural activities -UB strengthening & coordination

-backward chaining

-coping skills training

-social skills and turn-taking"

"Developmental Coordination Disorder (Dyspraxia) OT Intervention"

"-Clothing such as pullover garments and elastic pants until child develops ability to manage fasteners (zip, button, snap)

-provide alternatives to fork and knife use until able to manage cutting meats etc.

-adaptive scissors for cutting

-activities to develop bilateral hand use, increase right and left discrimination and crossing midline (playing a musical instrument, swimming, baseball and Wii boxing

-sensory-based tasks to develop motor planning and motor learning

"Developmental Coordination Disorder (Dyspraxia) OT Intervention"

-activities to develop postural control and stability

-visual activities that address spatial relations, visual closure and figure ground

-teach how to plan and check for progress

-provided environmental modifications as necessary (computer, handwriting modifications, line guides, arm rests on chairs)

-break occupations and activities into steps for training and sequence for completing (forward and/or backward chaining.)"

"Down Syndrome OT Intervention"

"-place food to sides of mouth to encourage lip closure while eating

-repetitive activities to promote mastery of skills

-compensatory strategies for ADLs

-early intervention and school based OT to promote intellectual development, incorporating problem solving, organization skills, life skills, vocational skills and social skills training so that child is prepared for transition from school to work"

"Failure to Thrive OT Intervention"

"-Oral motor skills, eating/feeding schedule based on child’s expression of hunger

-food additives for increasing calories

-small portions with frequent mealtimes

-nutrition monitored for proper balance

"Failure to Thrive OT Intervention"

-pleasurable eating environments and child selected dinnerware and utensils

-food play

-establish daily routine with regular eating times

-compensatory strategies

-remediation"

"Fetal Alcohol Syndrome OT Intervention"

"-organizational, proprioceptive activities such as wheelbarrow walking, climbing, pushing loaded carts

-motor planning tasks such as obstacle courses and mazes

-appropriate sensory diet

-calming tasks including deep pressure, “cuddling” activities

"Fetal Alcohol Syndrome OT Intervention"

-use schedules and timers to prepare for transitions

-break tasks into smaller segments

-gross motor activities to develop body awareness, coordination, and alerting behaviors and cognition, i.e. tug of war, running races, hanging on a bar"

"Intellectual Disability OT Intervention"

"-varies depending on level of disability

-develop behavior modification plans

-develop alternatives for communication in collaboration with SLP -reciprocal play tasks -ADL skills

-handwriting skills and modifications

-development of performance patterns that include rituals, habits and roles to enhance engagement in meaningful activities with emphasis on occupations"

"Learning Disability OT Intervention"

"School based OT services that include sensory integration strategies, cognitive-behavioral therapy techniques, handwriting, organization training, motor planning tasks"

"Rett Syndrome OT Intervention"

"– Look for potential. E.g. use of eye gaze, or initiation of movement towards a desired object

– Keep in mind the effect of dyspraxia. May be a marked delay between a prompt and reaction

– Progress is often very slow. Improvements in functional self-care and hand skills can be achieved throughout the lifespan.

"Rett Syndrome OT Intervention"

– Identify and encourage use of body parts which she may have better control. E.g. head, elbows

– Maximize hand use for functional activities

– Develop ability to access communication devices and assistive technology"

"Spina Bifida OT Intervention"

"-increase basic self-care skills and IADLs with adaptive equipment, assistive devices and wheelchair seating and positioning if required

-bladder and bowel training including self-catheterization -skin integrity education

-range of motion, strengthening, gross and fine motor activities within the patient’s level of ability

-home accessibility and safety training as applicable

-consultation with educators to assist with academic success and school based OT services as indicated"

"Traumatic Brain Injury OT Intervention"

"-schedules to prepare child for the environment

-use textures to improve sensory awareness and muscle tone

-develop skills for ADLs and play (visual attention, memory, UE strength)

-weight shifting and weight bearing tasks

-engage in daily ADL skills and simple IADLs, such as meal prep and clean up"

"Visual Impairments OT Intervention"

"-varies depending on the severity of eye impairment

-use of contrast

-clear and descriptive explanations of environment

-sensory integration strategies to address gravitational insecurity, tactile defensiveness, and movement aversions

-encourage hand exploration and association of sounds and smells"

"Cognitive Orientation to Occupational Performance (CO-OP)"

"a performance-based treatment approach for children and adults who experience difficulties performing the skills they want to, need to or are expected to perform. Focused on enabling success

- Approach employs collaborative goal setting, dynamic performance analysis, cognitive strategy use, guided discovery, and enabling principles."

A. Skill acquisition in child-chosen tasks

B. Development of cognitive strategies

C. Generalization and transfer of learned skills and strategies.

"The main objectives of CO-OP are:"

Autism Spectrum Disorder Intervention

-start treatment with a less desirable task followed by a pleasurable task

-address development of play skills, sharing and turn-taking

-develop body awareness to improve motor planning through massage, swings, weighted materials, hanging activities

-educate caregivers on safety modifications for the environment

– peer mediated approach is designed to teach typically developing children ways to help children with ______