Case-Smith's Occupational Therapy for Children and Adolescents

9th Edition - November 1, 2024
Imprint: Elsevier
Authors: Jane Clifford O'Brien, Heather Kuhaneck
Language: English
Hardback ISBN:
9 7 8 - 0 - 4 4 3 - 1 1 0 2 1 - 4
eBook ISBN:
9 7 8 - 0 - 4 4 3 - 1 1 2 0 0 - 3

**Selected for 2025 Doody’s Core Titles® with "Essential Purchase" designation in Occupational Therapy**The number one book in pediatric OT is now revised and better than eve… Read more

Case-Smith's Occupational Therapy for Children and Adolescents

Purchase options

BLOOM INTO SPRING SAVINGS

Save up to 25% on books and eBooks!

Shop now

Institutional subscription on ScienceDirect

Request a sales quote

**Selected for 2025 Doody’s Core Titles® with "Essential Purchase" designation in Occupational Therapy**

The number one book in pediatric OT is now revised and better than ever! Focusing on children and youth from infancy through adolescence to transition to adulthood, Case-Smith's Occupational Therapy for Children and Adolescents, Ninth Edition, provides comprehensive coverage of evidence-based pediatric practice across all settings. The textbook covers foundational concepts for OT for children and youth; evaluation and assessment; intervention across all major life occupations; interventions addressing social-emotional, behavioral, cognitive, sensory and motor function; and a final chapter providing case studies to illustrate professional reasoning.

Title of Book
Cover image
Title page
Table of Contents
Copyright
Contributors
Preface
Organization
Distinctive Features
Ancillary Materials
Acknowledgments
Dedication
Video Table of Contents
Section I. Foundational Knowledge
1. The Occupational Therapy Process in Pediatrics: Overview of Essential Concepts
Introduction
What Is Pediatric Occupational Therapy Practice?
Developmental Impact on the Focus of Intervention
Families
Legal Influence
Funding
Service Delivery Methods in Pediatric Practice
The Occupational Therapy Process in Pediatrics
Essential Concepts in Pediatric Occupational Therapy Practice
Referral
Screening
Evaluation
Interpretation and Goal Setting
Intervention
Monitoring Progress
Discharge
Occupational Engagement
Cultural Humility
Sample Intervention Activities
Child- and Family-Centered Practice
Family-Centered Activities
Strengths-Based Approaches
Active Involvement of Child
Just-Right Challenge
Self-Efficacy and Self-Determination
Occupational Identity
Generalization of Intervention
Therapeutic Relationship
Use of Evidence
Interprofessional Practice
Team Makeup.
Competencies.
Barriers to Interprofessional Practice.
Background
Research Evidence
Professional Reasoning
Summary
Summary
2. Creativity as a Building Block of Successful Therapeutic Sessions
Introduction
Creativity Explored
Creativity Defined: Clarification of Terminology for This Chapter
Related Terminology for this Chapter
Types or Levels of Creativity
Where Does Creativity “Live” in the Brain?
Requirements for Creativity
The Process of Creativity
Personality Characteristics of the Creative
Creativity Within Occupational Therapy
Importance of Creativity for Occupational Therapy Practitioners
Fostering Creativity in Practice
Making Time.
Establish a Favorable Environment.
Storytelling.
Sketching.
Serious Games and Gamification.
Fluency, Originality, Flexibility, and Elaboration.
Improvisation.
Nonordinary States of Consciousness
Summary
3. Intentional Relationships: Working With Children and Families
Building Intentional Relationships in Pediatrics
Therapeutic Use of Self
Communication
Therapeutic Style
The Intentional Relationship Model
Principles of the Intentional Relationship Model
Understanding Therapeutic Communication Modes
Advocating Mode
Collaborating Mode
Empathizing Mode
Encouraging
Instructing
Problem-Solving
Understanding Child and Family Interpersonal Characteristics
Understanding Inevitable Interpersonal Events in Therapy
Applying the Interpersonal Reasoning Process
Anticipate.
Identify and Cope.
Determine Whether a Mode Shift Is Required.
Choose a Response Mode or Mode Sequence.
Gather Feedback.
Responding to Strong Emotions.
Responding to Challenging Interpersonal Behaviors.
Background
Scenario
Analysis
Strategies to Develop Therapeutic Use of Self
Cultivating Interpersonal Mindfulness.
Cultivating Critical Self-Awareness.
Cultivating a Growth Mindset.
Recognizing Opportunities for Self-Care.
Summary
4. Embracing Diversity and Bridging Differences in Pediatric Occupational Therapy Practice
Introduction
Terminology Related to Embracing Diversity
Diversity, Equity, and Inclusion
Bias
Cultural Humility
Cultural Sensitivity
Cultural Safety
Decolonization
Occupational Justice
Capabilities Approach
Barriers to Diversity, Equity, and Inclusion Efforts
Microaggressions, Microinvalidations, Microinsults and Microassaults
Embracing Diversity and Bridging Differences
Bridging Differences
Bridging Differences: Relevance to Pediatric Practice
A Roadmap to Change: Challenging One’s Worldview
Self-Reflection.
Expanding One’s View Through Education and Networking.
Action Steps
Language.
Critically Analyzing.
Advocating.
Creating Inclusive Programs.
Communicating With Clients
Interpreters.
Technology for Interpretation.
Assessing with Interpreters.
Managing Missteps
Tips for Success While Working With Children and Families
5. Pediatric Conditions
Introduction
Categorization of Conditions
Mental, Behavioral, or Neurodevelopmental Disorders
Attention Deficit Hyperactivity Disorder
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Inattention
Hyperactivity-Impulsivity
Activities of Daily Living (ADLs)
Instrumental Activities of Daily Living (IADLs)
Health Management
Rest and Sleep
Play and Leisure
Education
Work
Social Participation
Anxiety
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Developmental Motor Coordination Disorder
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Role of the Occupational Therapy Practitioner
Depressive Disorders
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Autism Spectrum Disorder
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Feeding or Eating Disorders
Types of Feeding and Eating Disorders.
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Improve Engagement and Interaction, Reduce Fear or Anxiety
Improve Behavior and Task Completion, Reduce Fear or Anxiety
Improve Comfort, Reduce Fear and Anxiety
Improve Motor Skills/Praxis
Improve Play and Ideational Praxis
Diseases of the Nervous System
Cerebral Palsy
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Prenatal
Perinatal
Postnatal
Traumatic Brain Injury
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Injuries to Unspecified Part of Trunk, Limb, or Body Region
Spinal Cord Injury
Causes.
Characteristics and Symptoms.
History
Intensive Care Unit
Goals Areas
Plan
Inpatient Rehabilitation
Goals Areas
Plan
Outpatient Rehabilitation
Goal Areas
Plan
Outcomes
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Chromosomal Anomalies, Excluding Gene Mutations
Down Syndrome
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
Neoplasms
Leukemia and Brain Neoplasms
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
History
Intervention Progression
Intensive Care Unit
Plan
Acute Care
Goals
Plan
Outcomes
Trauma/Adverse Childhood Experiences
Causes.
Characteristics and Symptoms.
Challenges in Occupational Participation.
Implications for Occupational Therapy.
6. Pediatric Settings
Introduction
Types of Pediatric Health Care
Hospital Settings
Types of Hospitals.
Acute Care Services.
Intensive Care Services.
Hospital Inpatient Rehabilitation or Rehabilitation Hospital.
Inpatient Psychiatric Units.
Palliative Care Units.
Outpatient Therapy Clinic or Center
Community Health
Day Treatment Programs.
Home Health
Early Intervention
Early Intervention Programs.
Early Education and Care.
Head Start/Early Head Start.
School Settings
Laws Impacting Occupational Therapy Services
Laws That Apply to Practice in the Schools
Individuals With Disabilities Education Improvement Act.
Section 504 and the Americans With Disabilities Act.
Every Student Succeeds Act.
Additional Option for Children Aged 3-9
Reimbursement for Occupational Therapy Services
7. Documentation and Billing in Pediatric Practice
Introduction
Considerations for Documentation and Reimbursement Across Settings
Legislation and Privacy
Electronic Medical Records for Documentation
Professional Writing and Importance of “Audience”
Documentation for Billing
Documentation and Reimbursement for Specific Settings and Situations
School-Based Practice
Screening.
Evaluation.
Individualized Education Plan Goals and Objectives.
Progress Reports, Annual Review, and Reevaluation.
Discharge Reports.
Early Intervention Services
Evaluation for Eligibility.
Developing the Individualized Family Service Plan.
Documenting Occupational Therapy Sessions.
Transition Planning.
Medically-Based Occupational Therapy Services
Diagnosis Coding.
Eligible Diagnoses.
Current Procedural Terminology Coding for Patient Contact.
Requirements for Reimbursement in Medical Facilities
Referral.
Evaluation.
Plan of Care and Authorization for Therapy Services.
Progress Note—Subsequent Plans of Care.
Appeal for Denial of Services.
Letter of Medical Necessity.
Intervention Session Notes.
Discharge Plans.
Summary of Billing Compliance.
Specific Requirements for Medicaid
Community-Based Practice
8. Developmental Trajectories
Introduction
Occupational Therapy Perspective of Child Development
Importance of Developmental Trajectories
Factors that May Influence Developmental Trajectories
Relationships.
Adverse Childhood Experiences.
Community.
Geopolitical Structures and Policies.
Culture.
Occupational Performance and Development
Development: Prenatal Period to Adolescence
Prenatal Period
Infancy
Reflexes.
Sensory.
Gross Motor.
Fine Motor.
Process Skills.
Social Interaction and Play Skills.
Preschool: 3–5Years
Gross Motor.
Fine Motor.
Process Skills.
Social Interaction and Play Skills.
Context.
Middle Childhood: 6–10Years
Gross Motor.
Fine Motor.
Process Skills.
Practice (Sensorimotor Exploratory) Games
Symbolic Games
Games With Rules
Summary
Adolescence: 10–24Years
Section II. Occupational Therapy Evaluation and Assessment
9. Evaluation and Assessment in Pediatrics
Introduction to Occupational Therapy Evaluation for Children and Youth
The Occupational Therapy Evaluation Process for Children and Youth
Gathering While Also Giving
The Occupational Profile
Analysis of Occupational Performance
Purposes of Evaluation
Creating an Evaluation Plan
Prioritizing for the Evaluation Plan
Top-Down and/or Bottom-Up Approach
Additional Considerations to Guide Evaluation Planning
Using Theory to Guide Evaluation Planning
A. Kielhofner’s Model of Human Occupation
Volition
Habituation
Performance Capacity
Environment
Synthesis (Strengths and Challenges)
Goals for Therapy
Using MOHO to Support Professional Reasoning
B. Canadian Model of Occupational Performance (CanMOP)
Person
Occupation
Environment
Synthesis (Strengths and Challenges)
Goals for Therapy
Using CanMop to Support Professional Reasoning
Finalizing the Evaluation Plan
Implementing the Evaluation Plan
Person
Occupation
Environment
Evaluation Methods
Interview
Using Interview-Based Assessment
Interview Strategies
Activity Analysis
Client-Focused Activity Analysis and Occupational Analysis
Observation
Observation Strategies
Screening Tools and Methods
Assessment Using Tests and Measures
Purpose of the Evaluation Related to Selection of Assessment Tool
Types of Assessments
Characteristics and Testing Mechanics
Scoring Methods
Test Psychometrics
Validity
Becoming a Competent Test User
Selecting and Preparing the Optimal Testing Environment
Advantages and Disadvantages of Standardized Testing
Interpreting Performance
Ethical Consideration in Testing
Test Results
Observations and Recommendations
Specific Considerations for Evaluation of Occupational Performance
Evaluation of Feeding and Eating
Importance of Feeding and Eating for Child and Family Functioning
Common Challenges Associated With Feeding and Eating
Gastroesophageal Reflux
Food Allergies
Difficulties With Oral Motor Function
Difficulties With Tongue Function
Drooling.
Challenging Behaviors
Specific Areas of Assessment Regarding Feeding and Eating
Anatomy and Development of Oral Structures
Cranial Nerves
Pharyngeal Structures and Function
A Model for a Comprehensive Evaluation of Feeding and Swallowing
The Process of the Evaluation of Feeding and Eating
Additional Medical Diagnostic Evaluations and Measures
Interview Questions for Parents
Evaluation History
Current Status
Evaluation of Rest and Sleep
Importance of Rest and Sleep to Client and Family Functioning
Common Challenges Associated With Sleep
Specific Areas of Assessment Regarding Sleep
Additional Medical Evaluation of Sleep
Evaluation of Activities of Daily Living
Importance of ADLs to Child and Family Functioning
Common Problems Associated With ADLs
Specific Areas of Assessment Regarding ADLs
Comprehensive Evaluation of ADLs
Evaluation of Instrumental Activities of Daily Living
Importance of IADLs for Child and Family Functioning
Common Challenges Associated With IADLs
Specific Areas of Assessment Regarding IADLs
Evaluation of Education
Importance of Education for Child and Family Functioning
Common Challenges Associated With Education
Specific Areas of Assessment Regarding Education
Evaluation of Education Through Telehealth
Evaluation of Play
Importance of Play to Child and Family Functioning
Step 1
Step 2
Step 3
Common Challenges Associated With Play
Specific Areas of Assessment Regarding Play
Evaluation of Leisure
Importance of Leisure to Child and Family Functioning
Common Challenges Associated With Leisure
Specific Areas of Assessment Regarding Leisure
Evaluation of Social Participation
Importance of Social Participation for Children and Families
Common Challenges Associated With Social Participation
Specific Areas of Assessment Regarding Social Participation
Evaluation of Sexuality
Importance of Sexuality for Youth and Families
Common Challenges Associated With Sexuality
Specific Areas of Assessment Regarding Sexuality
Evaluation of Driving and Community Mobility
Importance of Driving and Community Mobility
Common Challenges Associated With Driving and Community Mobility
Specific Areas of Assessment Regarding Driving and Community Mobility
Evaluation of Transition to Work
Common Challenges Associated With Transition to Work
Specific Areas of Assessment Regarding Transition to Work
Assessment of Performance Skills and Client Factors
Assessment of Behavior
Common Challenges Associated With Behavior
Specific Areas of Assessment Regarding Behavior
Assessment of Cognition
Common Challenges Associated With Cognition
Specific Areas of Assessment Regarding Cognition
Assessment of Sensory Integration and Sensory Processing
Common Challenges Associated With Sensory Processing and Integration
Sensory Reactivity
Sensory Discrimination and Perception
Praxis
Specific Areas of Assessment Regarding Sensory Processing and Integration
Specific Assessment Tools and Measures
Assessment of Motor Control
Common Challenges Associated With Motor Control
Specific Areas of Assessment Regarding Motor Control
Assessment of Hand and Fine Motor Skill
Common Challenges Associated With Hand and Fine Motor Skills
Specific Areas of Assessment Regarding Hand and Fine Motor Skills in Pediatric Hand Therapy
Pain
Tenderness
Skin.
Edema
Sensation
Wrinkle Test
Hand Skills for Tool Use
Two-Point Discrimination
Muscle Tone
Range of Motion
Strength
Clinical Observation
Additional Assessment of Fine Motor Skills Related to Developmental Difficulties
Assessment of Vision and Visual Perceptual Motor Skills
Importance of Vision and Visual Perceptual Motor Skills for Children and Youth
Common Challenges Associated With Vision and Visual Perceptual Motor Skills
Specific Areas of Assessment Regarding Vision and Visual Perceptual Motor Skills
Vision Screening
Screening for Binocular Vision
Visual Spatial Skills
Visual Analysis Skills
Visual Motor Integration Skills
Assistive Technology Assessment
Specific Areas of Assessment Regarding Assistive Technology
Motor
Sensory and Perceptual
Cognitive and Communication
Psychosocial
Context
Assessment of Mobility
Common Challenges Associated With Mobility
Specific Areas Regarding Assessment of Mobility
Assessing to Select a Control Device
Specific Assessment Tools and Measures
Questions for Mobility Device
Questions Regarding AAC and Mobility
General Assessment of Developmental Status
Common Challenges Associated With Developmental Delays
Specific Areas of Assessment Regarding Development
Calculating the Chronologic Age
Calculating the Corrected Age
Interpretation, Summary, and Recommendations
Overview
Observation
Bruininks-Oseretsky Test of Motor Proficiency
Developmental Test of Visual Performance
Sensory Processing Measure (areas that are bolded represent definate dysfunction)
Assessment
Plan
Occupational Therapy Intervention
Outcomes
10. Data Interpretation, Goal Setting, and Outcome Measurement in Pediatrics
Consolidation and Interpretation of Data
Interpretation of Standardized Assessment Data
Measures of Central Tendency and Variability
Standard Scores
Rasch Scores
Percentile Scores and Age Equivalents
Interpretation of Nonstandardized Data
Qualitative Data
Quantitative Data
Setting Goals
Identify the Concern and Impact on the Child
Establish Baseline and Expected Goals or Outcomes
Define the Conditions, Actions, and Criteria for the Goal
Measuring Outcomes in Pediatrics
Data Gathering During Implementation of Intervention
Gathering Data About Intervention Fidelity.
Identify Methods of Gathering Client Outcome Data
Specific Tools.
Examination of Programmatic Outcomes
IDEA’s Early Childhood Outcomes
Data for Programmatic Outcomes
Section III. Occupational Therapy Intervention
11. Interventions for Feeding and Eating
Feeding and Eating
Feeding and Eating Interventions: Guiding Principles and Approach to Intervention
Multidisciplinary.
Holistic.
Focus on Safety.
Approaches to Address Feeding and Eating Difficulties
Interventions for Feeding
Adaptive Equipment for Feeding.
Activities to Promote Grasp, Release, and Active Range of Motion in the Upper Extremities for Feeding.
Phases of Eating and Swallowing
Interventions for the Oral Preparatory Phase
Positioning for the Oral Preparatory Phase.
Interventions to Improve the Oral Motor Skills Required of the Oral Preparatory Phase.
Interventions to Support Reduce the Oral Control Required for Drinking.
Interventions to Improve Oral Control and Reduce Drooling.
Bottle Feeding
Breast Feeding
Interventions for the Oral Propulsive Phase
Interventions for the Pharyngeal Phase
Changes to Positioning to Support Optimal Swallowing and Reduce Likelihood of Aspiration.
Changes to the Presentation of Foods and Liquids.
Modifications to Food and Liquid Consistency.
Interventions for the Esophageal Phase
Recommended Foods
Contraindicated Foods
Interventions to Reduce Feeding and Eating Refusal
Interventions to Improve Behaviors Related to Feeding and Eating
Intervention to Address the Sensory Aspects of Feeding and Eating
Interventions to Add New Foods and Textures to the Child’s Diet
Interventions for Transitioning From Nonoral Feeding to Oral Feeding
Intervention Considerations
Discharge Status
12. Intervention to Improve Sleep and Rest
Introduction to Sleep and Rest
Typical Sleep Process
Sleep Stages
Typical Development of Sleep
Consequences of Poor Sleep
Common Sleep Disorders
Sudden Unexpected Infant Death Syndrome
Environmental and Personal Factors Influencing Sleep and Rest
Environmental Factors
Physical.
Social Support and Relationships.
Attitudes.
Systems and Policies.
Culture.
Personal Factors
Occupational Therapy Interventions to Address Sleep and Rest
Lifestyle Modifications
Sleep Hygiene: Bedtime Routines, Habits, and Environment.
Intervention Plan
Cognitive Behavioral Training for Insomnia
Education and Training
Advocacy
Caring for Assistive Devices/Equipment
Activities
Mindfulness Meditation, Yoga, and Progressive Muscle Relaxation.
Integrating Rest Breaks Throughout Activities.
Summary
13. Interventions to Address Activities of Daily Living
Activities of Daily Living
Client Factors, Performance Patterns, and Performance Skills
Environmental and Personal Factors
Activity Demands
Evidence-Based Interventions that Support Participation and Performance in Activities of Daily Living
Occupation-Based Interventions
Education, Training, and Coaching
Education and Training on Positioning.
Education and Training on Safety.
Providing Training in Natural Contexts
Collaboration
Visual Supports
Visual Activity Schedules.
Video Modeling.
Visual Stories.
Activities of Daily Living—Specific Intervention Strategies and Approaches
Dressing
Bathing or Showering
Personal Hygiene and Grooming
Toileting and Toilet Hygiene
Acknowledgment
14. Interventions for Instrumental Activities of Daily Living
Defining Instrumental Activities of Daily Living
Influence of Context on Instrumental Activities of Daily Living Performance and Participation
Self-Determination
Intervention Approaches to Target Instrumental Activities of Daily Living
Occupational Performance Coaching
Visual Supports
Cognitive Orientation to Daily Occupational Performance to address Money Management
Task and Environmental Modification
Technology Supports
Addressing Instrumental Activities of Daily Living Across Practice Settings
15. Intervention for Education: Early Intervention Through Transition from High School
Overview of Occupational Therapy in Education
Emphasis on Access and Participation
Providing Services Across the Continuum
Services to Support Systems
Early Intervention.
Preschool and Schools.
Services to Support Populations and Groups
Early Intervention.
Preschool and Schools.
Services to Support the Individual
Early Intervention.
Preschool and Schools.
Setting the Environment and Tasks for a Child’s Success
Ecological Assessment
Assistive Technology
Universal Design for Learning
Not Just Classroom.
16. Play Intervention
What Is Play? An Occupational Science Perspective
Forms of Play
Infant Play
Preschooler Play
Play in Middle Childhood
Imagination and Playfulness
Meaning of Play
Identifying the Contribution Play Makes to Childhood: Function of Play
Context of Play
Theories of Play: Play Rhetoric and Moving Beyond Play as Development
Play in Occupational Therapy
Play-Centered Occupational Therapy Practice: Continuum of Play Provision
Work/Nonplay
Directed Play/Guided Play
Evidence for Play-Based Interventions Using Directed or Guided Play.
Sarah and Her Magic Beads
Play as an Occupation
Evidence for Interventions for Play as an Occupation.
Toys
Arts and Crafts as Play
Toy Design
General considerations as they relate to the toy:
Specific considerations as they relate to the toy:
Considerations as they relate to the child:
Recommendations and Guidance for the Future
17. Promoting Leisure Participation
Leisure Participation During the Developing Years
Defining and Categorizing Leisure
Benefits of Structured Leisure Participation
Personal Development.
Interpersonal Development.
Preparation for Future Work.
Challenges Associated With Unstructured and Passive Leisure
Boredom.
Qualities Associated With Healthy Leisure Participation
Context.
Breadth.
Density.
Barriers and Constraints to Leisure Participation
Youth with Disabilities and/or Mental Health Challenges.
Financial and Transportation Limitations.
Promoting Leisure Participation Within a Multitiered Framework in Occupational Therapy
Intervention Approaches Used to Promote Leisure Participation
Use of an Ecological Model.
Leisure Coaching.
Focus on Strengths.
Embed Playfulness.
Occupational Therapy Strategies for Promoting Leisure Participation Within a Tiered Framework
Tier 3: Individualized Intervention.
Making Leisure Matter, Phase 1 Implementation and Outcomes
Making Leisure Matter, Phase 2 Implementation and Outcomes
Every Moment Counts’ OT Leisure Coaching
Why Occupational Therapy?
About OT Leisure Coaching
OT Leisure Coaching Process: Six Steps to Success
Tier 2: Targeted Leisure Groups for Youth at Risk of Leisure Deprivation.
Tier 1: Universal School and Community-Based Leisure Promotion.
HOPE Groups: Healthy Occupations for Positive Emotions (Bazyk, 2006)
Organization of the Group Sessions
Research Outcomes
18. Social Participation and Community Integration
An Introduction to Social Participation and Community Integration
Barriers to Social Participation and Community Integration
Physical Environment.
Attitudes.
Policies.
Child Characteristics.
Family Characteristics.
Supports for Social Participation
Policy Supports.
Opportunities and Outcomes.
Self-Determination and Self-Advocacy.
Identity.
Skills and Competence.
Belonging and Friendship.
Social Participation in Youth with Disabilities
Goals for Social Participation
Occupational Therapy Interventions for Social Participation
Removing Barriers
Providing Supports and Adapting Activities
Teaching Specific Skills
Group Interventions.
Social Coaching.
Peer-Mediated Intervention.
Fostering Relationships
Evidence for Occupational Therapy Social Participation Interventions
19. Sexuality
The Role of Occupational Therapy: Intimate Partner Relationships and Sexual Activity
Sexual Knowledge and Personal Safety
Sexual Activity
Sexual Interest
Sexual Response
Sexual Self-View
Sexual Orientation.
Gender Identity.
Sexual Expression
Intimacy
Sexual Health
Family Planning
Importance of Occupational Therapy for Sexuality
Occupational Therapy Interventions Addressing Sexuality
Sexual Education
Caregiver Education
Social Skills Training
Behavioral Interventions
Sexual Self-Advocacy
Adaptive Equipment
Sensory Interventions
20. Driving and Community Mobility
Driving and Community Mobility
The Importance of Driving and Community Mobility
Dangers of Driving and Community Mobility for Adolescents
Cultural Trends and Disparities
Disability-Related Challenges for Driving and Community Mobility
Attention Deficit Hyperactivity Disorder.
Autism.
Anxiety and Mood Disorders.
Visual Impairment.
Language and Hearing Impairment.
Developmental Coordination Disorder/Dyspraxia.
Spina Bifida/Hydrocephalus and Cerebral Palsy.
Traumatic Brain Injury.
Occupational Therapy’s Role in Driving and Community Mobility
Levels of Specialty: Community Mobility and Driving
Assessment
Interventions to Address Driving and Community Mobility
Education.
Technology and Training.
Addressing Readiness Skills.
Programs to Address Driving and Community Mobility for Adolescents.
Ethical Considerations in Driving and Community Mobility
21. Treatment for Work Skills and Employment
Occupational Therapy and the Context of Transition to Employment
Employment as an Occupation
Work Skills and Employment: Occupational Therapy Approaches and Interventions
Collaborative Interdisciplinary and Interagency Teamwork
Mental Health Interventions
Fostering Student Involvement in Transition Planning
Self-Advocacy Interventions
Self-Determination Interventions
Choice Maker Program and Self-Directed IEP.
Whose Future Is It Anyway?.
Self-Determined Learning Model of Instruction.
Early, Paid Work Experience
Technology Skills for Employment
What Operating System Should I Use?
What Hardware Capability Do I Need?
What Size of Device Would Be Best?
What Built-in Accessibility Features Will the Student Need?
What Apps Should Be Purchased to Make the Most out of the Device?
The Project SEARCH Internship Model
Section IV. Approaches to Intervention
22. Empowering Families
Introduction
Continuum of Caregiver-Mediated Intervention Approaches
Family-Centered Care
Collaborative Assessment and Goal Setting.
Caregiver Engagement.
Family Capacity Building
Family and Professional Collaboration
Coaching
Occupational Performance Coaching
Occupation-Based Coaching
Health Coaching
Solution-Focused Coaching
Coaching in Context
Features of Effective Interventions With Families
Contextually Based Intervention
Evidence for Specific Caregiver-Mediated Approaches
23. Using Telehealth in Pediatric Occupational Therapy
Introduction
Telehealth in Early Intervention
Telehealth Facilitates Coaching and Collaboration
Videoconferencing Platforms
Policies and Procedures
Telehealth in EI Services:
Telehealth Models in Early Intervention
Telehealth Technologies in Early Intervention
Background
Assessment
Telehealth
Summary and Interpretation
Intervention
Implications
Telehealth Occupational Therapy Intervention in Early Intervention
Summary of Telehealth Occupational Therapy in Early Intervention
Telehealth in School-Based Practice
Telehealth Models and Technologies for School-Based Practice
Adaptive Skill: Self-Feeding
Fine Motor Skill: Release Objects Into Containers
Motor Planning and Functional Mobility
Constructive and Imaginary Play Using Household Objects
Telehealth School-Based Occupational Therapy Intervention
Resources for Telehealth School-Based Occupational Therapy Practice
Telehealth in Hospital and Pediatric Community-Based Settings
Hospital and Community Feeding Clinics
Pediatric Outpatient and Community Settings
Telehealth Practice Considerations for the Occupational Therapy Process
Fine Motor Skills
Visual-Motor and Handwriting
Multisensory Keyboarding Interventions
Emotional Regulation
Background
Telehealth Assessment
Summary and Interpretation
Intervention
Implications
Planning for Occupational Therapy Intervention Through Telehealth
Intervention Implementation
Assessment of Outcomes
Section V. Social-emotional, Behavioral, Cognitive, Sensory, and Motor Interventions
24. Social-Emotional Learning
Occupational Therapy’s Role in Social-Emotional Learning
Occupational Therapy Intervention for Each Competency Across Childhood and Adolescence
Self-Awareness
Self-Awareness in Infants and Toddlers
Self-Awareness in Preschool- and School-Age Children
Self-Awareness in Adolescents
Self-Awareness
Self-Management
Social Awareness
Relationship Skills
Responsible Decision-Making
Self-Management and Self-Regulation
Self-Management and Self-Regulation in Infants and Toddlers
Self-Management and Self-Regulation in Preschool-Age and School-Age Children
Self-Management and Self-Regulation in Adolescents
Social Awareness
Social Awareness in Infants and Toddlers
Social Awareness in Preschool- and School-Age Children
Social Awareness in Adolescents
Relationship and Social Interaction Skills
Relationship and Social Interaction Skills in Infants and Toddlers
Relationship and Social Interaction Skills in Preschool- and School-Age Children
Relationship and Social Interaction Skills in Adolescents
Responsible Decision-Making
Responsible Decision-Making in Infants and Toddlers
Responsible Decision-Making in Preschool- and School-Age Children
Responsible Decision-Making in Adolescents
25. Approaches for Managing Challenging Behavior
Introduction
Understanding Behavior
Challenging Behavior
Contributions from Behavior Theory
Behavior Always Has a Purpose
Functional Behavior Assessment
Interventions Based on Behavior Theory
Antecedent Interventions
Functional Communication Training
Pivotal Response Training
Specific Environmental Modifications
Visual Schedules
Signals
Representational Objects
Positive Behavioral Intervention and Supports
Consequence Interventions
Reinforcement
Contingency Methods
Token Economies
Behavior Methods and Occupational Therapy’s Holistic Approach
Collaboration with Other Professionals to Manage Behavior
26. Cognitive-Based Interventions
Cognitive-Based Interventions
Cognitive Orientation to Daily Occupational Performance
Primary Objectives of CO-OP
Who Benefits From CO-OP?
Goals for CO-OP Intervention
Daily Activity Log
Pediatric Activity Card Sort
Canadian Occupational Performance Measure
Performance Quality Rating Scale
Other Assessments to Measure Performance Changes
Key Features of the CO-OP Approach
Cognitive Strategies Used Within Occupational Therapy
Scaffolding
Discovery Learning
Instrumental Enrichment
Rationale for Using Cognitive-Based Approaches
Motivation
Generalization and Transfer
Lifelong Development
27. Ayres Sensory Integration Intervention
Ayres Sensory Integration Intervention
Ayres Sensory Integration Setting
A Word of Caution Regarding the Use of Vestibular and Tactile Stimulation
Summary of Essential Features of ASI Intervention
History
Reason for Referral
Evaluation Procedure
Evaluation Results
Recommendation
Occupational Therapy Program
Expected Outcomes of ASI Intervention
Evidence of Effectiveness of ASI Intervention
Measuring Outcomes of ASI Intervention
Other Interventions for Children With Sensory Integrative Challenges
28. Specific Sensory Techniques, Environmental Modifications, and Related Interventions: A Multifaceted Approach to Intervention for Children and Youth With Challenges in Sensory Integration and Sensory Processing
Introduction to Specific Sensory Techniques and Related Interventions
Specific Sensory Techniques
Somatosensory Techniques.
Vestibular Techniques.
Auditory Techniques.
Sensory Environmental Modifications and Supports
Education and Coaching
Cognitive Interventions
Occupation-Based Interventions With Strong Sensory Input
Emerging Interventions
29. Application of Motor Control and Motor Learning
Introduction
Principles of Motor Control and Their Application in Pediatric Clinical Populations
Goal-Directed Movements
Agency
Prospectivity
Flexibility
Adaptability
Interactions Among Multiple Systems Underlie Skilled Motor Behavior
Person Factors
Tasks
Environmental Contexts
Principles of Motor Learning
Meaning
Practice
Practice Related to Task: Whole-Task Training
Practice Related to Task: Part-Task Training
Practice Distribution and Intensity
Mental Practice/Imagery
Variability
Problem-Solving or Error-Based Learning
Transfer of Learning
Feedback
Knowledge of Performance
Knowledge of Results
Verbal Feedback
Intervention Strategies Based on Motor Control/Learning Principles
Handling and Facilitating
Combining Motor Control and Learning Principles
Specific Existing Pediatric Evidence-Based Intervention Protocols Based on Principles of Motor Control and Learning
Occupation-Centered Practice Models
Task-Specific Training
Whole Learning Within the Child’s Capacity and Interests
Variability
Problem-Solving
Meaning
Occupational Profile
Volition
Habituation
Performance Capacity
Environment
Strengths
Areas for Improvement
Evaluation Results
Intervention Plan
Analysis of Intervention
Occupational Performance
Living Situation/Home Environment
Sensory
Motor
Tasks (Motor Performance)
Handwriting
Self-Care
Play
Environments
School
Assessment
Goals
Analysis of Intervention Planning
Constraint-Induced Movement Therapy
Intensive Bimanual Therapy
Hand-Arm Bimanual Intensive Training
30. Intervention for Fine Motor Skills
Introduction
Fine Motor Skills
Factors Influencing Fine Motor Skills
Diagnosis or Condition
Proximal Stability
Wrist Stability
Arches
Strength and Endurance
Visual-Motor Integration
Sensory Integration
Praxis
Cognition
Environment
Grasp of Writing Utensils
Prewriting Skills
Fine Motor Intervention: Body Function Versus Occupation Based
Handwriting
Keyboarding
Scissor Skills
31. Vision and Visual Information Processing
The Importance of Understanding Vision for Pediatric Occupational Therapy Practitioners
Models of Vision: Background Information
Three-Component Model of Vision
Component 1: Visual Integrity
Visual Acuity.
Refractive Error.
Eye Health.
Component 2: Visual Efficiency
Accommodation (Focusing).
Binocular Vision (Eye Teaming).
Eye Movements.
Component 3: Visual Information Processing Skills
Visual Spatial Skills.
Visual Analysis Skills.
Visual Motor Skills.
One-Component Model of Vision
The Eye Care Professions
Prevalence of Vision Problems in Children with Typical Development
Prevalence of Vision Problems in Children with Disabilities
Prevalence of Vision Problems in Pediatric Concussion
Vision Screening for Occupational Therapy Practitioners
Screening for Visual Efficiency Problems
Accommodation.
Binocular Vision.
Eye Movements.
Screening for Visual Information Processing Problems
Visual Spatial Skills.
Visual Analysis Skills.
Visual Motor Integration Skills.
Visual Intervention
Eyeglasses
Prism
Occlusion
Vision Therapy
Vision Therapy and Occupation.
The Role of the Occupational Therapy Practitioner in Vision Therapy
Occupational Therapy Intervention Addressing Visual Skills for Occupational Performance
32. Interventions for Mobility
Mobility for Occupational Performance
Principles of Mobility
Mobility Is Complex and Critical for Embodied Cognition.
Mobility Is Important Throughout the Lifespan.
Immobility Has a Widespread Impact.
Early Intervention for Independent Mobility Matters.
Moving Takes Time to Learn.
The Environment Matters.
Posture Matters.
The Role of the Occupational Therapy Practitioner in Mobility Intervention
Equipment to Improve Mobility
Equipment Trial
Technology for Self-Initiated Movement and Mobility
Manual Wheelchairs
Medical Strollers.
Tilt-In-Space Wheelchairs.
Self-Propelling Manual Wheelchairs.
Power Assist and Power Add-On Devices
Power Wheelchairs
Mobility Scooters
Standers
Supine Versus Prone Versus Sit-To-Stand.
Dynamic, Static, or Mobile.
Wheelchair Standers.
Walkers
Emerging Technology
Sports and Recreation Mobility Technology
Interventions for Pressure Relief
Equipment for Pressure Relief: Cushions and Backs
Methods of Pressure Relief
Intervention for Mobility and Propulsion Training
33. Interventions for Hand Impairments in Children and Youth
Occupational Therapy’s Role in Addressing Hand Challenges
Biomechanical Frame of Reference and Occupational Therapy Interventions
Assessment
Intervention Plan
Improving Range of Motion
Intervention Plan
Improving Strength
Improving Endurance
Reducing Pain
Joint Protection Strategies.
Activity Modifications.
Physical Agent Modalities.
Provision of Orthoses
Casting
Kinesiology Tape
Wound Care
Scar Management
Edema Control
Desensitization and Sensory Reeducation
Reducing Muscle Tone
Mirror Therapy
34. Assistive Technology Interventions to Promote Occupational Performance
Introduction to Assistive Technology
Assistive Technology (AT) Recommendations
Assistive Technology to Enhance Occupational Participation
Device Procurement and Funding
Implementing the Assistive Technology Plan
Interprofessional Collaboration
Measuring Progress and Outcomes
Follow-Up Plan
Assistive Technology Discontinuance or Abandonment
Quality Assurance
Transition Planning
Important Functions and Outcomes of Appropriate Assistive Technology
AT Provides Greater Access
Using Computers, Tablets, and Phones for Greater Access.
Switches as Access Method.
Assistive Technology (AT) Recommendations
Response to Questions
Positioning
Supporting Life Skills
Improving Communication
Types of Alternative and Augmentative Communication Devices.
Ethical and Cultural Considerations.
Selecting an Alternative and Augmentative Communication System.
Training in Alternative and Augmented Communication Devices.
Improving Engagement in Leisure
Improving Daily Living
Changing the Landscape in Education: Planning for Every Student
Universal Design for Learning
Instructional Technology
Supporting Learners’ Education
Principle One: Equitable Use
Principle Two: Flexibility in Use
Principle Three: Simple and Intuitive Use
Principle Four: Perceptible Information
Principle Five: Tolerance for Error
Principle Six: Low Physical Effort
Principle Seven: Size and Space for Approach and Use
Literacy Skills
Reading Skills
Writing Skills
Math Skills
Executive Functioning Skills
Section VI. Resources for Application
35. Case Studies to Illustrate Professional Reasoning in Pediatric Practice∗
Professional Reasoning Process
Neonatal Intensive Care Unit Setting
Synopsis of Professional Reasoning
Early Intervention Setting and Outpatient Care
Intervention Plan
Synopsis of Professional Reasoning
Outpatient Setting
Observations and Findings
Interpretation
Synopsis of Professional Reasoning
School Setting
Occupational Profile
Gathering Information and Assessment
Impact of Challenges With Motor Planning on Observable Behaviors and Classroom Citizenship.
Impact of Challenges With Sequencing Tasks on Engagement in Classroom Learning Activities.
Impact of Challenges With Generating Ideas for Action on Recess Behaviors.
Evaluation Summary
Goals
Synopsis of Professional Reasoning
School Setting
Volition
Habituation
Performance Capacity
Environment
Interpretation
Plan
Synopsis of Professional Reasoning
Sample Group Session.
School Setting
Synopsis of Professional Reasoning
Hospital Setting
Synopsis of Professional Reasoning
High School Setting and Transition Planning
Synopsis of Professional Reasoning
Conclusion
Appendix A. Pediatric Assessments
Key to Abbreviations
Appendix B. Online Learning Resources
Each chapter includes
Appendix C. Matrix of Case Examples Included in Each Chapter
Case Examples
Chapter 1
Chapter 2
Chapter 3
Video Clip Descriptions
Chapter 1 (Videos 1.1–1.5Video 1.1Video 1.2Video 1.3Video 1.4Video 1.5)
Chapter 2 (Videos 2.1–2.5Video 2.1Video 2.2Video 2.3Video 2.4Video 2.5)
Chapter 3 (Videos 3.1 and 3.2Video 3.1Video 3.2)
Janice and Cole
Instructions
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Interpersonal Reasoning Note
Christine (Videos 4.1 and 4.2Video 4.1Video 4.2)
Teagan (Videos 5.1 and 5.2Video 5.1Video 5.2)
Peggy (Video 6.1)
Sam (Videos 6.2 and 6.3Video 6.2Video 6.3)
Camerias
Caitlin (Video 8.1)
Elly (Video 8.2)
Teagan (Videos 8.3 and 8.4Video 8.3Video 8.4)
Activity Analysis (Videos 9.1–9.20Video 9.1Video 9.2Video 9.3Video 9.4Video 9.5Video 9.6Video 9.7Video 9.8Video 9.9Video 9.10Video 9.11Video 9.12Video 9.13Video 9.14Video 9.15Video 9.16Video 9.17Video 9.18Video 9.19Video 9.20)
Luke (Videos 9.21–9.25Video 9.21Video 9.22Video 9.23Video 9.24Video 9.25)
Mat Assessment (Videos 9.26 and 9.27Video 9.26Video 9.27)
Eli (Videos 9.28–9.30Video 9.28Video 9.29Video 9.30)
Peggy (Video 9.31)
Sydney (Video 9.32)
Jacob
Finger-Feeding (Videos 11.1 and 11.2Video 11.1Video 11.2)
Spoon Feeding (Videos 11.3 and 11.4Video 11.3Video 11.4)
Bottle Feeding (Videos 11.5 and 11.6Video 11.5Video 11.6)
Cleft Lip and Palate (Videos 11.7 and 11.8Video 11.7Video 11.8)
Gavin (Video 12.1)
Paige (Video 13.1)
Occupational Therapist Point of View (Video 15.1)
Paige (Video 15.2)
Adam (Video 15.3)
Ema (Video 15.4)
Peggy (Video 16.1)
Teagan (Videos 16.2 and 16.3Video 16.2Video 16.3)
Matt
Miracle League: Adapted Baseball Game (Video 17.1)
Christine (Video 17.3)
Sydney (Video 18.1)
William (Video 18.2)
Dylan (Video 19.1)
Christine (Video 20.1)
Christine (Video 21.1)
Ansley (Video 22.1)
Lhianna (Video 22.2)
Henry (Video 24.1)
Zane (Video 25.1)
Jessica (Video 25.2)
William (Video 25.3)
Jessica (Video 27.1)
Adam (Video 27.2)
Liam and James (5-year-old twins)
Nathan (Video 29.5)
Michael (Video 30.1)
Adam (Video 30.2)
Peggy (Video 30.3)
Peggy (Video 31.1)
Adam (Video 31.2)
Luke (Video 32.1)
Cushions (Video 32.2)
ROHO Cushions (Video 32.3)
Katie (Video 32.4)
Tucker (Video 32.5)
Matt
Miracle League Park (Video 32.6)
Riding Bicycle at Home (Video 32.7)
Christine (Video 33.1)
Jacob (Video 33.2)
Serial Casting (Video 33.3)
Christian (Video 34.1)
Emily (Video 34.2)
Matt on the Adapted Playground (Video 34.3)
Sam (Video 35.1)
Faith (Video 35.2)
Annabelle (Video 35.3)
Sample answers to Eli (Videos 9.28–9.29Video 9.28Video 9.29)
Index

Life Sciences

Physical Sciences & Engineering

Social Sciences & Humanities

Health

Case-Smith's Occupational Therapy for Children and Adolescents

Purchase options

BLOOM INTO SPRING SAVINGS

Institutional subscription on ScienceDirect

Jane Clifford O'Brien

Heather Kuhaneck

Related books