OT Terminology
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| Spatial Relations | show 🗑
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| Form Constancy | show 🗑
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| show | Coordinating the interaction of information from the eyes with body movements during activity
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| 4 Benefits of Slant Boards | show 🗑
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| What does the screening process do? | show 🗑
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| show | * sitting, focussing for learning, writing stories, doing math problems, creating and organizing age appropriate projects, moving on the playground or in gym, keeping track of belongings and assignments, making friends
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| show | The words comes from an older use of the term that refers to how one spends their time
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| show | * Intervention
*Environmental accommodations
* Working with the school team to determine the students best learning styles and cues
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| OT's have training in what fields? | show 🗑
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| show | *Regulation
* Handwriting
* Organization
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| show | Addresses students difficulty with praxis. Praxis is the process of creating an idea/project, organizing it, sequencing the steps and completing it in a feasible time frame.
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| Praxis: | show 🗑
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| What is regulation? | show 🗑
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| show | It has been fragmented due to changes in personnel and a period of time with no OT services.
Traditionally, the OT/COTA services had been contracted. Now, with a full-time COTA and FT system wide OT, marks changes in the service model.
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| show | *Creating an OT service data base (done)
*Piloting a screening process (done)
* Providing in-services (continuing)
*Developing a preventative hands skills program for K's with the system wide OT team
*Decrease referrals by preventative measures
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| How many students are at the Lowell School and what percent arrive on an IEP? | show 🗑
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| For many kids on my caseload, OT can be the only place they can: | show 🗑
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| show | * Provide a safe environment for the children we serve
* Educating educators not only about OT, but also about disabilities and expectations (what kids can do).
**We are a valuable resource about so many things)
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| OT's see the child as: | show 🗑
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| show | *Budget (supplies, compensation)
* Increased caseload, decreased prep time
* Booked schedule - little room to reschedule treatments when meetings occur
* Ot has to do a lot of treatments - take away eval time, swamped
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| Perceptual Motor Skills: | show 🗑
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| show | *If a child is unable to progress effectively in regular ed and require special ed in order to successfully develop the child's individual education potential (not behavior, not labels)
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| Chapter 766 and Public Law 94-142 (Individuals with Disabilities Act... | show 🗑
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| show | Successful Learning and respect for all
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| show | *Can have notes, memory aids
*Not accessible or revealed to authorized school personnel or 3rd party
* May be shared with student, parent or temporary sub
* If released to school personnel it becomes part of a student record
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| show | A person other than an employee of the school system or the state, who assists parents during the eval process
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| show | *Copy of file access log (form SR-1)
* Current IEP
* Progress Reports
* Education History
* Testing Reports from school personnel
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| Autism: | show 🗑
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| show | The learning capacity of a young child (age 3-9) is significantly limited, impaired, or delayed and is exhibited by difficulty in one or more certain area.
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| List the areas a child must have one or more difficulty in in order to be categorized as developmentally delayed? | show 🗑
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| What are the 9 Types of Disabilities: | show 🗑
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| show | Ensures that all students ages 3-22, are provided with a free and appropriate education in the least restrictive environment, regardless of the degree of disability
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| show | *Document designed to meet students' individual needs
*Written statement for each student with a disability that is developed,written,and revised in applicable statues
*Lists services the school will provide
* Reviewed at least 1 x/year;revised any t
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| K Screening Purpose: | show 🗑
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| K Screening Looks at: | show 🗑
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| 3 Facts about K Screening: | show 🗑
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| What is unacceptable at the first CST? | show 🗑
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| show | Grammar, sentence structure, language rules
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| Alignment: | show 🗑
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| show | To tend to meet in a point or line, to focus, incline toward each other, as lines which are not parallel
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| show | The act of fact of converging
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| Dipthong: | show 🗑
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| show | To tend or proceed from a common point in different directions; to deviate from a given course or line, to differ or vary
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| Pragmatic: | show 🗑
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| Semantics | show 🗑
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| Phonology: | show 🗑
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| Neurodevelopment: | show 🗑
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| show | To convert, as a message, into a code
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| Decode: | show 🗑
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| Sedimentary: | show 🗑
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| show | Refers to the brains ability to regulate activity level, may include facilitation or inhibition
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| show | Toward the thumb, precision side
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| show | Toward the little finger, power side
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| show | Distal Interphalangeal Joint, Proximal IP, Metacarphalangeal joint
Order of finger from tip to bottom: DIP, PIP, MP
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| show | Type of seizure characterized by a momentary lapse of consciousness that starts and ends abruptly
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| show | Using righting and equilibrium adjustments to maintain balance during functional movements
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| show | Fearfulness of movement or change in posture
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| show | U.S. Federal Law requiring free and appropriate public education for all handicap children up to age 21
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| Oculomotor: | show 🗑
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| show | Organizing sensory input into meaningful patterns
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| show | rhythmic, constant and rapid involuntary movement of the eye ball
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| show | Specialist who diagnoses and treats diseases of the nervous system
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| show | in part to poor habits as opposed to a learning disability.
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| show | To identify those children who may require further, in depth evals.
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| show | Social, behavioral, competency, readiness concepts, language and communication skills, fine and gross motor skills, ability to separate from parents
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| 3 Facts about K Screening: | show 🗑
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| show | Referral to Special Ed
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| show | Grammar, sentence structure, language rules
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| Alignment: | show 🗑
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| Converge: | show 🗑
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| show | The act of fact of converging
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| show | A continuous monosyllabic speech sound made by gliding from the articulatory position for one vowel toward that for another as oy in toy
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| Diverge: | show 🗑
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| show | Concerned with practical consequences or values; sensible
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| show | The study of word meaning; especially as they develop and change; the study of the relationships between signs or symbols and that which they represent
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| Phonology: | show 🗑
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| show | The progressive growth and development of the nervous system
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| show | To convert, as a message, into a code
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| Decode: | show 🗑
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| Sedimentary: | show 🗑
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| Modulation: | show 🗑
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| Radial Side: | show 🗑
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| show | Toward the little finger, power side
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| DIP, PIP, MP: | show 🗑
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| Petit Mal: | show 🗑
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| Postural Control: | show 🗑
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| show | Fearfulness of movement or change in posture
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| Public Law 94-142: | show 🗑
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| Oculomotor: | show 🗑
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| show | Organizing sensory input into meaningful patterns
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| show | rhythmic, constant and rapid involuntary movement of the eye ball
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| show | Specialist who diagnoses and treats diseases of the nervous system
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| OT referrals may be increasing due to... | show 🗑
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| show | Kinesthetic reinforcement for reading and spelling
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| show | Touch your nose, knee, elbow and ears
Copy a 3D pattern
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| Vestibular: | show 🗑
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| show | Awareness of posture, movement and changes in equilibrium and the knowledge of position, weight and resistance of objects in relation to the body.
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| show | Determining the relative distance between objects, figures, or landmarks and the observer and changes in planes on surfaces; ability to determine the relative distance between self and objects and figures observed.
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| show | Identifying the excursion and direction of joint movement; persons sense of position, weight, and movement in space. The receptors for kinesthesia are located in the muscles, tendons and joints.
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| Figure Ground: | show 🗑
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| show | 7
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| Sensory Integration: | show 🗑
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| show | Characterized by the inability to focus attention and impulsiveness; often diagnosed in children
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| show | Characterized by the inability to focus attention and impulsiveness and hyperactivity; often diagnosed in children
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| show | Under responsive and auditory filtering problems
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| show | Sorting cards, stringing beads, moving pennies
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| show | Bruininks
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| Ocular muscles still develop until what age? | show 🗑
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| show | Group of speech disorders resulting from disturbances in muscular control
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| show | Impairment of the brain's ability to translate images received from the eyes into understandable language.
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| When are reversals common up to? | show 🗑
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| Dyspraxia: | show 🗑
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| Apraxia (Apraxic): | show 🗑
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| Increase holding posture against gravity can help with what? | show 🗑
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| show | Ability to organize and execute movement patterns to accomplish a purposeful activity; performing new motor activities
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| show | Focussed, vacuum, embarrass
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| show | Brains ability to understand sensory input to determine size, shape, distance and form of objects; ability to interpret what one sees
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| Sensorimotor Component: | show 🗑
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| Praxis: | show 🗑
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| show | Using the body in functional and versatile movement patterns
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| A big spit in the performance and verbal score could indicate what? | show 🗑
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| What are the 7 sub-tests of the Gardner Test of VP? | show 🗑
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| Activity Tolerance: | show 🗑
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| show | Severe and sustained impairment in social interaction and development of restricted, repetitive patterns of behavior, interests and activities
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| Auditory Defensiveness: | show 🗑
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| Autism: | show 🗑
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| show | Process of reinforcing desirable responses; food, praise and tokens may be used.
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| show | Act of bending a body part
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| show | Pressure exerted on a held object or in lifting and object
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| Heavy Work: | show 🗑
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| Joint Protection: | show 🗑
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| Learning Disability: | show 🗑
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| The motor room does what for a child in the classroom? | show 🗑
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| What would we ask for/about when a teacher brings up an issue with a student (behavior, language problems, attention, etc.)? | show 🗑
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| show | *Do a classroom observation
*COTA might observe and give info to OT to do a formal screening
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| Describe handwriting: | show 🗑
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| Why introduce keyboarding? | show 🗑
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| show | *No services recommended
* No services recommended but accommodations suggested
* Used suggested recommendations and check back at a specified point in time
* OT on a reg. Ed plan
Full OT Eval (or team eval) recommended
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| Why would we see a child on a regular Ed plan? | show 🗑
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| show | *OT's do formal evals and assessments, write the students goals and objectives with input from the COTA's, and oversee treatment plans. They also develop workshops for the IA's and teachers.
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| show | Carry out treatment plans, attend meetings (team and student annual reviews), provide in-services and student observations, develop support materials and resources for teachers.
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| show | *Child Study Process
*Family Meetings
*Annual Reviews
*IEP or Re-Eval Meetings
*Special Team Meetings with high profile cases
*Team meetings
*Transition meetings (preschool, middle school)
*K Screenings
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| show | *Very organized
* Fells like suggestions, recommendations and accommodations are thoroughly followed
*If a strategy does not work, we get feedback on it
*We get copies of the student's IEP's and relevant reports in a timely fashion
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| show | *Caseload size (# students/treats
*Helpful to have reasonable access to school supplies to do our jobs; supplies needed to do bare minimum for record keeping i.e. file folders, staples, post-its
*Need a Mac format computer
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| How have you seen OT change over the years? | show 🗑
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| When is a grip hard to change? | show 🗑
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| Accommodations: | show 🗑
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| Inspection of Student Records: | show 🗑
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| Palmar supinate grasp: | show 🗑
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| Digital Pronate Grasp: | show 🗑
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| show | Tool held with crude approximation of thumb, index and middle fingers, ring and little fingers only slightly curled, pencil grasped high on shaft, continual adjustments with other hand, no fine, localized movements,hand moves as a unit, seen in ages 3.5-4
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| Pervasive Development Disorder (PDD): | show 🗑
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| Peabody Development Motor Scales: | show 🗑
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| Hand Use Screening: | show 🗑
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| List some OT Evals: | show 🗑
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| What do we look for when observing Handwriting: | show 🗑
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| show | stress, subject area, time of day, day of week
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| What is a 504 Plan? | show 🗑
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| What is a disability defined as by the legislature 504 Plan? | show 🗑
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| show | 1. Transcripts
2. Temporary Record
Both are kept at the school a child attends or graduated or last attended
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| show | Contains minimum data necessary to reflect the student's education process and can be limited to name, address, phone number, DOB, course titles, grades, grade level completed and year. Kept by school system at least 60 years after the student leaves
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| What is a temporary Record? | show 🗑
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| Current Performance Levels: | show 🗑
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| show | Describes the amount of progress a student is expected to make within a special segment of the year.
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| Intellectual Impairment? | show 🗑
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| Neurological Impairment: | show 🗑
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| show | Unit of school personnel which is assembled as a team,along with parents to determine whether the preschool child who has been referred and evaluated is in need of services.
This group reviews ,assesses and defines the needs of referred preschool childre
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| show | A method of teaching beginning reading, spelling and pronunciation through phonetic interpretation or words
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| show | The study of speech sounds in respect to how they are provided, transmitted, received and transcribed. The system of the speech sounds of a particular language
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| show | Whole language, short vowels, auditory processing, grips, tests, UE/LE disassociation, stages what can do K-5, narrative writing, all seizures (febrile)
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