| children |
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| changing expectations | as child gets older expectations for performance change | rehabilitative goal for restoring | habilitation- for developing new skills | prevention | therapist should know present and future expectations | (blank) |
| level of independance expected | expectations for independance gradually increase with age | first independant from parents- terrible 2s (No!) | ability to independantly follow through with occup performance | ability to be responsible for own actions | (last and may not happen) establish financial independance | emotional dependance changes also |
| recovery from brain or body trauma | cns has basic maturity around age 8 | children have more neuroplasticity | children's bones heal quicker | (blank) | (blank) | (blank) |
| safety awareness | children not so aware of cause and effect | (blank) | (blank) | (blank) | (blank) | (blank) |
| size | small size makes person easy to maneuver | also may cause problem with misjudging body mechanics | physical env needs to be adjusted for child | (blank) | (blank) | (blank) |
| motor development level | children master motor skills as they grow | adult with trauma may be able to remeber skills...but child has not yet learned so can't fall back on it | (blank) | (blank) | (blank) | (blank) |
| refinement of movement | isolated skills shows development beyond the programmed motor developmental milestones | this ability is first to be lost or fail to develop when a person has an orthopedic or neurological disorder | physical interaction with invironment is cruder before this is developed | (blank) | (blank) | (blank) |
| concrete | children interpret the world in the here and now and not ready for complex abstract concepts | ex- make a bubble with bunny | (blank) | (blank) | (blank) | (blank) |
| problem solving ability | early development of problem solving is based on trial and error | at first child uses physical problem solving | cognitive problem solving involves abstraction of concepts, manip of ideas and backgroud of previous prob solviong | (blank) | (blank) | (blank) |
| memory | memory grows with age and assoc with intelligence | children have more difficulty with tasks requiring many steps | (blank) | (blank) | (blank) | (blank) |
| pleasure principal as motivator | egocentric | children are driven by the need to satisfy "want" immediately | child who cant control in maturation later may be delinquent and maladjusted | (blank) | (blank) | (blank) |
| self-esteem | develops self esteem based on ability to move well | need emotional suport f significant others | need to know its ok to fail ( think they can do anything) | (blank) | (blank) | (blank) |
| level of social interaction | say it "the way it is" | egocentric may not allow for group participation or cooperation | gradually develop the ability to see the world through others eyes | (blank) | (blank) | (blank) |
| communication ability | children are very perceptive to body language | difficult with verbal communication | (blank) | (blank) | (blank) | (blank) |
| role | role of worker begins as child developspre voc skills through play and chores | relationship-child has subservient role | (blank) | (blank) | (blank) | (blank) |
| influence of peer group | most sig in teen years | (blank) | (blank) | (blank) | (blank) | (blank) |
| response to disability in oneself | response of society designates disability as they become old enough to recognize differentness | (blank) | (blank) | (blank) | (blank) | (blank) |
5th Grade Science
