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555-10
Play & School Based Services
| Term | Definition |
|---|---|
| play | Primary occupation of children Provides social, emotional, cog, & motor dev Is pleasurable, freely chosen, child driven In safe, resourced, challenging env |
| 3 characteristics of play | Control- internal (kiddo in charge), external Motivation- intrinsic or extrinsic Suspension of reality- free (lost) or not free (follow rules) |
| free play vs. guided play | Child initiates, child directs, no learning goal vs. Adult initiates (pick toy), child directs (decides what to do with toy), has a learning goal |
| co-opted play vs. playful instruction & direct instruction | Child initiates, adult directs, work to goal vs. Adult initiates & directs, achieve learning goal (school based is like this) |
| play development | Sensorimotor Symbolic & simple constructive Dramatic & complex constructive Games & rules Recreational & competitive |
| sensorimotor vs. symbolic & simple constructive | Peekaboo, playing in different textures, cause & effect vs. Blocks, learning to build & stack, cause & effect play, rolling stuff, manipulated toys |
| dramatic & complex constructive | 4-7 yo Learn about imagination, getting lost in own free play Planning & ideation Problem solve when things don't work out Stick stuff together, sorting, molding |
| games with rules vs. recreational & competitive | Video games, problem solving vs. Sports, playground play, more indoor activities |
| solitary vs. parallel play | Child in own world, unaware/ uninterested what's going on beyond world vs. Friend is playing beside, don't interact Not worried about sharing |
| associative vs. cooperative play | Intermingling Borrow objects but may not have same play goals vs. Both working towards same goals, interacting together Reciprocal, turn taking, switch between guiding roles |
| play-based OT as outcome vs. means | Promote play participation opportunities Address play skills w/ env mods & task analysis vs. Means to an end Use play activities to address occupational deficits |
| evaluation of play | Test of playfulness Test of environmental supportiveness Pediatric interest profiles Knox preschool play scale |
| play based interventions & strategies | DIR/ Floor time (parent-child interaction) Integrated play groups Learn to play program Social emotional programs |
| consider play based interventions to be | In playful env Client centered Unstructured & child directed tx Peer interaction activities Imitation & modeling Positive reinforcement, body cues |
| play occupations are | Child initiated Internally motivated Fun & flexible Non-productive Spontaneous |
| play based work occupations are | Adult initiated Externally controlled Structured Expectation bound Goal focused Productive Compulsory |
| play & adolescence | Slow paced video games enhanced problem solving skills & grades Sport games increase engagement in PA Find balance btwn length of time & lvl of enjoyment Leisure activities are essential |
| play & kids w/ severe multiple disabilities | May not be considered More dependent on caregivers Diff accessing materials & asking for own activities Hand over hand Watch others play |
| children who are hospitalized should play since | Reduces anxiety Negative emotions Lower BP Lower pulse Increase cooperation in medical procedures while in hospital |
| iCan-Play | Interactive child activity narrative of play Guides therapists to create meaningful & client centered goals Expands developmentally appropriate play |
| role of AT in play | Increased incidence of playing independently & active participation Indicates to caregivers on preferred play activities Increased playfulness |
| autistic play in literature | Less frequently Limited flexibility & creativity Use of play objects atypically or respectively Lack of symbolic play Results in limited friendships, bullying, greater anxiety during peer interactions |
| ASD play interventions | Imitation & modeling Modifications of play env (physical, cog, sensory) & modifying materials Alter adult interaction w/ kid (encourage, cue, responding contingently) Play groups, jnt attention Learn to play programs DIR floortime |
| autistic play & learning | Sensor exploration of self Self & environment Recognition of pattern & form Discovery of others Engagement w/ others |
| why risky play less common | New safety measures Safe as necessary vs. safe as possible Technology Unscheduled free play vs. structured activities Less opportunity to explore risky play environments |
| what is risky play | Thrilling & exciting forms of free play Involves uncertainty of outcome Possibility of physical injury |
| categories of risky play | Height Speed Involving tools & potentially dangerous elements Rough & tumble Risk of disappearing/ lost Involving impacts Vicarious play |
| physical risky play benefits | More mod- vigorous PA/day Less sedentary Support engagement in PA of life Improve health (less sport injury) Modulate immune system |
| mental & social-emotional health benefits of risky play | Less bullying Resilience Conflict resolution skills for boys Self esteem & concentration More likely to recognize & test their limits & tackle new challenges |
| benefits of risky play for disabled kids | Awareness of abilities Autonomy Self-responsibility Reduction in social exclusion |
| OT role in risky play for disabled kids | Education & make opportunities (reframe risk perception) Adapt play environment Advocacy Involved in community planning, developing outdoor spaces |
| traditional play | Colonization resulted in less traditional play Need to look at holistic development of African children Educators & parents have to use model that includes both |
| complications of play deprivation | Delayed developmental milestone achievement Associated w/ challenges w/ emotional & aggression Social participation Hidden barriers |
| role of OT in schools | Participate in academic & non-academic activities Early identification of difficulties & referral to other supports Shift to therapy in class environment Inclusive practice & strength based approach Holistic view of kid & school participation |
| specialist vs. targeted school OT | Kids with complex needs who need 1:1 input as indicated in EHCP Intense vs. Time limited classroom based group work Focalized |
| universal services school OT | Support within classroom Work closely w/ staff enable them to implement strategies throughout day Therapist is consultative |
| types of school OT | Consultation 1:1 intervention Small group Whole classroom input Coaching |
| key interventions & strategies in school | Engage kid in goal setting Practice real- life activities Work in natural environments Repeat often (neuroplasticity) Scaffolding, just right challenge Collaborative & team process |
| school team | Student Parent EA Teacher, principal OT, PT, SLP, psych Family liaison worker Special ed coordinator |
| PUF (program unit funding) | Funding provided to school Individualized to meet needs 32 months- 6yo (max 3 years of funding) Centre, home based, community setting Severe disability/ lang delay Standard ax results for codes IPP created & renewed |
| school based process | Different processes Teachers/ leads/ assistant principles identify priorities Classroom observations Screens, standard ax, reports PUF- written reports & sent to Alberta ed. Consultative & coaching Therapy packages sent home to parents |
| how can we work with teachers | Perceptions, communication, presence Combo of direct input w/ students and consultative service School based coaching Curriculum & classroom planning Communities of practice |
Created by:
craftycats_
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