Occupational Therapy for Children

Description

Front Cover ......Page 1 Occupational Therapy for Children......Page 4 Copyright Page......Page 5 Dedication......Page 6 Contributors......Page 8 Ancillary Materials......Page 12 Acknowledgments......Page 14 Contents......Page 16 Chapter 1: An Overview of Occupational Therapy for Children......Page 18 Best Practices in Occupational Therapy for Children......Page 19 References......Page 35 Chapter 2: Foundations for Occupational Therapy Practice with Children......Page 39 Occupational Therapy Practice with Children......Page 40 Foundational Theories......Page 45 Models Of Practice Used by Occupational Therapists......Page 50 Clinical Application Examples......Page 63 References......Page 67 Developmental Theories and Concepts......Page 73 An Occupational Therapy Perspective......Page 79 Children's Occupations, Performance Skills, and Contexts......Page 81 References......Page 97 Adolescent Development......Page 101 Areas of Occupation: Performance Skills and Patterns......Page 112 The Environments of Adolescence......Page 117 Occupational Therapy to Facilitate Adolescent Development......Page 118 Summary......Page 120 References......Page 121 Reasons to Study About Families......Page 125 The Family: A Group of Occupational Beings......Page 126 System Perspective of Family Occupations......Page 127 Family Subsystems......Page 128 Family Life Cycle......Page 132 Family Resources and the Child with Special Needs......Page 134 Sources of Diversity in Families......Page 136 An Ecologic Perspective......Page 139 Supporting Participation in Family Life......Page 140 Family Adaptation, Resilience, and Accommodation......Page 143 Partnering with Families......Page 144 Home Programs: Blending Therapy into Routines......Page 147 Working with Families Facing Multiple Challenges......Page 149 References......Page 152 Accessing Services and Resources......Page 158 Whose Distress, Whose Struggle?......Page 159 School......Page 160 Gifts and Dreams......Page 162 Cardiopulmonary Dysfunctions......Page 163 Musculoskeletal Disorders......Page 167 Neuromuscular Disorders......Page 172 Traumatic Brain Injuries......Page 184 Developmental Disabilities......Page 185 Toxic Agents......Page 194 Infectious Conditions......Page 197 Burns......Page 199 General Developmental Concerns......Page 202 References......Page 205 Suggested Readings......Page 208 Chapter 7: Purposes, Processes, and Methods of Evaluation......Page 210 Evaluation Purposes......Page 211 Evaluation Process......Page 217 Evaluation Methods......Page 223 References......Page 227 Appendix 7-A: Common Measures Used in Pediatric Occupational Therapy......Page 229 Influences On Standardized Testing In Pediatric Occupational Therapy......Page 233 Purposes of Standardized Tests......Page 235 Types of Standardized Tests......Page 238 Technical Aspects......Page 242 Becoming a Competent Test User......Page 251 Ethical Considerations in Testing......Page 254 Advantages and Disadvantagesof Standardized Testing......Page 256 References......Page 259 Chapter 9: Application of Motor Control/Motor Learning to Practice......Page 262 Motor Control: Overview and Definition......Page 263 Dynamical Systems Theory......Page 264 Factors Affecting Motor Performance......Page 267 Relating Dynamical Systems Theory to Balance......Page 269 Vision, Visual Perception, and Motor Control......Page 274 Motor Learning......Page 281 Application of Motor Control/Learning Theory in Occupational Therapy Practice......Page 285 References......Page 287 Components of Hand Skills......Page 292 Contributions of Body Functions to Hand Skills......Page 293 Development of Hand Skills......Page 295 Relationship of Hand Skills to Children's Occupations......Page 306 General Motor Problems that Affect Hand Skills......Page 308 Other Factors that Affect Hand Skills in Children with Disabilities......Page 310 Evaluation of Hand Skills in Children......Page 312 Guidelines for Intervention......Page 314 Research on Intervention for Hand Skill Problems......Page 330 Splinting......Page 332 References......Page 337 Chapter 11: Sensory Integration......Page 342 Neurobiologically Based Concepts......Page 343 Sensory Integrative Development and Childhood Occupations......Page 345 Research Base for Sensory Integrative Problems......Page 350 Sensory Integrative Problems......Page 360 Assessment of Sensory Integrative Functions......Page 368 Interventions for Children with Sensory Integrative Problems......Page 372 References......Page 386 Definitions......Page 390 The Visual System......Page 391 Developmental Sequence......Page 395 Visual-Perceptual Problems......Page 397 Evaluation Methods......Page 404 Intervention......Page 406 Summary......Page 415 References......Page 417 Computer Programs......Page 421 Chapter 13: Psychosocial Issues Affecting Social Participation......Page 422 Attachment: A Dynamic Interaction of Biology and Environment......Page 423 Child Abuse and Neglect: Problems with the Parent-Child Relationship and Environment......Page 425 Environmental Factors and Social Participation......Page 427 Mental Health Factors Affecting Social Participation......Page 428 Selected Mental Disorders Commonly Affecting Children and Adolescents......Page 429 Practice Environments......Page 433 Evaluation and Intervention......Page 441 Summary......Page 445 References......Page 446 Strategies for Managing Difficult Behavior......Page 452 Behavior Management Approaches......Page 455 Support Positive Behavior......Page 457 Summary......Page 461 References......Page 462 Feeding: Definition and Overview......Page 464 The Mealtime: An Overview......Page 465 Developmental Sequence of Mealtime Participation......Page 466 Oral Motor Development Associated with Eating Skills......Page 468 Evaluation......Page 472 Intervention: Global Considerations......Page 475 Intervention Strategies......Page 476 Intervention: Specific Referral Problems and Medical Diagnoses......Page 483 Summary......Page 488 References......Page 489 Importance of Developing Adl Occupations......Page 492 Factors Affecting Performance......Page 493 Evaluation of Adls......Page 497 Intervention Strategies and Approaches......Page 502 Specific Intervention Techniques for Selected Adl Tasks......Page 513 Summary......Page 528 References......Page 530 Suggested Readings......Page 535 Introduction......Page 536 Occupational Development of Iadl and Community Participation......Page 537 Personal and Environmental Influences on Iadls and Community Participation......Page 540 Evaluation of Iadl and Community Participation......Page 542 Intervention Models and Strategies......Page 548 Summary......Page 554 References......Page 555 Play Theories......Page 558 Play Assessment......Page 561 Constraints to Play......Page 565 Play in Intervention......Page 566 References......Page 569 Chapter 19: Prewriting and Handwriting Skills......Page 573 The Writing Process......Page 574 Handwriting Evaluation......Page 576 Measuring Handwriting Performance......Page 578 Handwriting Assessments......Page 580 Educator's Perspective......Page 581 Handwriting Intervention......Page 585 References......Page 595 The Print Tool......Page 599 Zaner-Blöser Handwriting......Page 600 Loops and Other Groups......Page 601 Introduction......Page 603 Setting the Stage for Assistive Technology Service Provision......Page 607 Universal Design and Access......Page 614 Participation: Supporting Life Skills with Assistive Technology......Page 617 Changing the Landscape in Education: Planning for Every Student in the 21st Century......Page 629 Summary......Page 635 References......Page 637 Developmental Theory of Mobility......Page 640 Impaired Mobility......Page 641 Augmentative Mobility......Page 643 Assessment and Intervention......Page 644 Mobility Devices......Page 645 Wheeled Mobility Systems......Page 650 Powered Mobility Evaluation and Intervention......Page 657 Seating and Positioning......Page 660 Factors that Influence the Successful Use of Mobility Devices......Page 663 Summary......Page 664 References......Page 666 Suggested Reading......Page 668 Chapter 22: Neonatal Intensive Care Unit......Page 669 Evolution of Neonatal Intensive Care......Page 670 Changing Focus of Neonatal Occupational Therapy......Page 671 Developing a Medical Foundation......Page 672 NICU Environment......Page 673 Families in the NICU......Page 677 Infants in the NICU......Page 680 References......Page 695 Appendix 22-A: Medical Abbreviations Commonly Usedin the Neonatal Intensive Care Unit......Page 698 NICU Case Study: “King” James......Page 701 What is early intervention?......Page 706 Current Practice in Early Intervention......Page 707 Occupational Therapy Intervention......Page 719 Summary......Page 732 References......Page 734 Suggested Readings......Page 735 Evolve Tables ......Page 737 Special and General Education Legislation......Page 740 Occupational Therapy Services for Children with Disabilities......Page 743 New Directions in School-Based Practice: Prevention-Based Multitiered Services and School Mental Health......Page 762 Occupational Therapy's Role in School Mental Health......Page 764 References......Page 768 Chapter 25: Service for Children with Visual or Hearing Impairments......Page 771 Visual Impairment......Page 772 Hearing Impairment......Page 792 Multisensory Impairment......Page 804 Summary......Page 807 References......Page 808 Diagnostic Information......Page 812 Specialized Assessment Tools......Page 815 References......Page 816 Hearing Loss......Page 818 Specialized Assessment Tools......Page 821 References......Page 822 Hospitalization......Page 823 Consultation Services......Page 836 Specialty Units......Page 839 Rehabiltation Services: Levels of Rehabilitation Service......Page 842 Summary......Page 846 References......Page 847 Suggested Readings......Page 849 Chapter 27: Transition Services: From School to Adult Life......Page 850 The Intersection of Policy and Scientific Evidence......Page 851 References......Page 868 Index......Page 871 Uploaded by [StormRG]......Page 895