Save
Busy. Please wait.
Log in with Clever
or
show password
Forgot Password?
Don't have an account?  Sign up 
Sign up using Clever
or
Username is available taken
show password


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account. Your email address is only used to allow you to reset your password. See our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
focusNode
Didn't know it?
click below
 
Knew it?
click below
Don't Know
Remaining cards (0)
Know
0:00
edit
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

Disordr/Intrvention2

Disorders and General Intervention Consideration for PEDS #2

DisordersSigns/SymptomsInterventionDefinition/Example
Autism Delays: motor processing, comm./interaction skills. Impaired body fxs, limited repertoire of behavior, stereotypical behaviors, decreased attention to purposeful acts/occ. Not reaching milestones. Infants showing decreased exploration/interest in environ Behavior management programs work with child at their level, redirect when child begins self-stimulation, use positive behavioral reinforcers, use behavioral management techs.
Autism Delays: motor processing, comm./interaction skills. Impaired body fxs, limited repertoire of behavior, stereotypical behaviors, decreased attention to purposeful acts/occ. Not reaching milestones. Infants showing decreased exploration/interest in environ "Listen" to child read child's verbal/ nonverbal cues, follow childs cues, provide child w/choices (may have to start with only 2), allow child time to respond. work on occ-centered goals so therapy is meaningful to child/family. Allow child to play w/others.
Autism Delays: motor processing, comm./interaction skills. Impaired body fxs, limited repertoire of behavior, stereotypical behaviors, decreased attention to purposeful acts/occ. Not reaching milestones. Infants showing decreased exploration/interest in environ Communicate with child Use signs, pics, communication boards, and/or singing. Listen to parents for child's preferences. Keep talking to a minimum-use simple directions. Listen to parents.
Autism Delays: motor processing, comm./interaction skills. Impaired body fxs, limited repertoire of behavior, stereotypical behaviors, decreased attention to purposeful acts/occ. Not reaching milestones. Infants showing decreased exploration/interest in environ Be resilient Realize practitioners/ children have "off days". Change plans if needed or think about what could have been done diff.
Genetic/Chromosomal Disorders Microencephaly, impaired cognitive development, unusual or excessive eating habits/patterns, small body structure, congenital anomalies, facial feature characteristics of syndrome, Simian crease in hands, FTT, developmental delays Failure to Thrive (FTT) May be due to motor, cognitive, structural functions. Should evaluate/treat through training, compensation, adaptive technology, or remediation.
Genetic/Chromosomal Disorders Microencephaly, impaired cognitive development, unusual or excessive eating habits/patterns, small body structure, congenital anomalies, facial feature characteristics of syndrome, Simian crease in hands, FTT, developmental delays Developmental delays (motor, social, language, self-care skills) Help children learn skills needed for their occupations thruogh intervention.
Genetic/Chromosomal Disorders Microencephaly, impaired cognitive development, unusual or excessive eating habits/patterns, small body structure, congenital anomalies, facial feature characteristics of syndrome, Simian crease in hands, FTT, developmental delays Cognitive delays (may show difficulty in problem solving/abstract thought & reasoning) Practicing occupations in a variety of contexts helps children generalize skills.
Genetic/Chromosomal Disorders Microencephaly, impaired cognitive development, unusual or excessive eating habits/patterns, small body structure, congenital anomalies, facial feature characteristics of syndrome, Simian crease in hands, FTT, developmental delays congential anomalies (exhibit certain physical features: short stature, flat hand arches) Help child by compensating or adapting to perform occupations
Genetic/Chromosomal Disorders Microencephaly, impaired cognitive development, unusual or excessive eating habits/patterns, small body structure, congenital anomalies, facial feature characteristics of syndrome, Simian crease in hands, FTT, developmental delays psychosocial/emotional issues Help child by coping with everyday situations, deal with periods of stress, adapt to life changes, work with their strengths.
Genetic/Chromosomal Disorders Microencephaly, impaired cognitive development, unusual or excessive eating habits/patterns, small body structure, congenital anomalies, facial feature characteristics of syndrome, Simian crease in hands, FTT, developmental delays Social participation/ behaviors Work w/child, family, community to help child engage in occupations. Can assist child in fitting into groups by helping them develop socially appropriate behaviors.
Neoplastic Disorders weight loss, night sweats, chronic fatigue, recurrent headaches, vomiting, behavioral changes, pain, lumps, misalignment of bones or joints, evident growths on bone Energy conservation Child may benefit from learning ways to perform occupations w/less physical stress. Ex: getting ready for school while seated conserves energy.
Neoplastic Disorders weight loss, night sweats, chronic fatigue, recurrent headaches, vomiting, behavioral changes, pain, lumps, misalignment of bones or joints, evident growths on bone Compensation Techniques Teaching strategies to perform everyday tasks. Ex: using L hand instead of R hand for eating.
Neoplastic Disorders weight loss, night sweats, chronic fatigue, recurrent headaches, vomiting, behavioral changes, pain, lumps, misalignment of bones or joints, evident growths on bone Psychosocial/emotional issues Child may require intervention to help them deal w/their illness so they may engage in occupations.
Neoplastic Disorders weight loss, night sweats, chronic fatigue, recurrent headaches, vomiting, behavioral changes, pain, lumps, misalignment of bones or joints, evident growths on bone Adaptive Equipment OT can reccomend AE to assist w/ child's occupations. Ex: using a bath seat to make positioning during bath time easier for caregiver.
Neoplastic Disorders weight loss, night sweats, chronic fatigue, recurrent headaches, vomiting, behavioral changes, pain, lumps, misalignment of bones or joints, evident growths on bone Engagement in occupations Can help child return to daily occupations through education, assistive tech, and compensation techs.
Autism Delays: motor processing, comm./interaction skills. Impaired body fxs, limited repertoire of behavior, stereotypical behaviors, decreased attention to purposeful acts/occ. Not reaching milestones. Infants showing decreased exploration/interest in environ SI approach tactile, vestibular, proprioceptive, olfactory, gustatory (may enjoyr very spicy or sour tastes instead of bland tastes.)
Autism Delays: motor processing, comm./interaction skills. Impaired body fxs, limited repertoire of behavior, stereotypical behaviors, decreased attention to purposeful acts/occ. Not reaching milestones. Infants showing decreased exploration/interest in environ Structured environment provide consistency and same routine, provide quiet setting.
Created by: 100000007924890
Popular Occupational Therapy sets

 

 



Voices

Use these flashcards to help memorize information. Look at the large card and try to recall what is on the other side. Then click the card to flip it. If you knew the answer, click the green Know box. Otherwise, click the red Don't know box.

When you've placed seven or more cards in the Don't know box, click "retry" to try those cards again.

If you've accidentally put the card in the wrong box, just click on the card to take it out of the box.

You can also use your keyboard to move the cards as follows:

If you are logged in to your account, this website will remember which cards you know and don't know so that they are in the same box the next time you log in.

When you need a break, try one of the other activities listed below the flashcards like Matching, Snowman, or Hungry Bug. Although it may feel like you're playing a game, your brain is still making more connections with the information to help you out.

To see how well you know the information, try the Quiz or Test activity.

Pass complete!
"Know" box contains:
Time elapsed:
Retries:
restart all cards