Disorders and General Intervention Consideration for PEDS #4
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| Intelectual Disability (ID) | Significantly below-average intellectual fx'ing, deficits in 2 or more skilled areas, shorter attention span. Deficits with: perception, memory, thought,emotion, high level cog., global mental fxs. | Behavioral/Emotional Functions (may develop depression, ADHD, OCD, ADD): Behavioral approach | List behaviors that interfere w/learning, socialization, engagement in occup. Collect date/analyze on how often/y/when behaviors occur. Consider setting of behaviors/prioritize them. Create plan/ task analysis 2 diminish behavior. Keep plan simple.
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| Intelectual Disability (ID) | Significantly below-average intellectual fx'ing, deficits in 2 or more skilled areas, shorter attention span. Deficits with: perception, memory, thought,emotion, high level cog., global mental fxs. | Sensory Function & Pain (trouble w/hearing, vision, touching) | Analyze sensory input/ responses. Give more time to accomplish target occupations. Change time or setting of target occupations. Establish protocol for target occupations. Be sensitive to their perceptions. Provide comfort in testing or procedural setting
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| Intelectual Disability (ID) | Significantly below-average intellectual fx'ing, deficits in 2 or more skilled areas, shorter attention span. Deficits with: perception, memory, thought,emotion, high level cog., global mental fxs. | Movement Related Functions (low muscle tone, inadequate oral- motor) | Evaluate movment-related fx & help them adapt to or compensate for problems. Train them to perform movments w/repetition, simple directions/modifications and/or adaptation.
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| Intelectual Disability (ID) | Significantly below-average intellectual fx'ing, deficits in 2 or more skilled areas, shorter attention span. Deficits with: perception, memory, thought,emotion, high level cog., global mental fxs. | System Functions | Be keen observers & have knowledge of how body systems affect clients functional ability.
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| Cerebral Palsy (CP) | Atypical muscle movements. Muscles controlling breathing/speech/ eye movmnts affectd. Cont. use of primitive reflexes limits participation in meaningful acts. Impaired muscle coactivation/use of reflexively controlld postures may lead 2 futher contracture | Posture, Postural Control & Movement (balance reactions, equilibrium, muscle tone) | Be familiar w/typical body control/execution of skilled movmnts & possess an understanding of ways in whicl postural control/motor skills develop, which is imperative for planning fxl ther. acts.
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| Cerebral Palsy (CP) | Atypical muscle movements. Muscles controlling breathing/speech/ eye movmnts affectd. Cont. use of primitive reflexes limits participation in meaningful acts. Impaired muscle coactivation/use of reflexively controlld postures may lead 2 futher contracture | Postural Development & Motor Control | Recognize 2 main schools of thought on motor control. This knowledge will help w/guidance in seeking info that can contribute to implementing effective ther. approaches.
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| Cerebral Palsy (CP) | Atypical muscle movements. Muscles controlling breathing/speech/ eye movmnts affectd. Cont. use of primitive reflexes limits participation in meaningful acts. Impaired muscle coactivation/use of reflexively controlld postures may lead 2 futher contracture | Additional interventions | Distributing custon-designed orthotic device or assistive or adaptive devices. designing appliances to preven tchild from biting or injuring themselves. Utilize techs for weight bearing/ shifting.
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| Intelectual Disability (ID) | Significantly below-average intellectual fx'ing, deficits in 2 or more skilled areas, shorter attention span. Deficits with: perception, memory, thought,emotion, high level cog., global mental fxs. | Mental Function | Help with performance in their occupations.
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| Intelectual Disability (ID) | Significantly below-average intellectual fx'ing, deficits in 2 or more skilled areas, shorter attention span. Deficits with: perception, memory, thought,emotion, high level cog., global mental fxs. | Language Function: deevelopmental/behavioral FORs | Refer to speech therapist, possible collabo between OT/ST possible. Short simple, structured sessions. replicate occupation as close as possible. Simple directions, clear expectations, positive rewards, playful sessions.
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