Verfügbarkeit: Occupational therapy for children and adolescents

Occupational therapy for children and adolescents:

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Bibliographische Detailangaben
Format:	Buch
Sprache:	English
Ausgabe:	Seventh edition
Schlagworte:	Occupational Therapy Adolescent Child, Exceptional Child Developmental Disabilities Disabled Children Ergotherapie
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	xviii, 882 pages Illustrationen 29 cm
ISBN:	9780323169257

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245	1	0	\|a Occupational therapy for children and adolescents \|c Jane Case-Smith (EdD, OTR/L, FAOTA (deceased), Professor and Chair, Division of Occupational Therapy, School of Health and Rehabilitation Sciences, The Ohio State University, Columbus, Ohio), Jane Clifford O'Brien (PhD, MS, EdL, OTR/L, FAOTA, Associate Professor, Occupational Therapy Program Director, Occupational Therapy Department, Westbrook College of Health Professions, University of New England, Portland, Maine)
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Datensatz im Suchindex

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adam_text	Titel: Occupational therapy for children and adolescents Autor: Case-Smith, Jane Jahr: 2015 Contents SECTION I Foundational Knowledge for Occupational Therapy for Children 1 An Overview of Occupational Therapy for Children, 1 Jane Case-Smith Essential Concepts in Occupational Therapy for Children and Adolescents, 1 Individualized Therapy Services, 1 Inclusive and Integrated Services, 4 Cultural Competence That Embraces Diversity, 6 Evidence-Based Practice and Scientific Reasoning, 8 Comprehensive Evaluation, 9 Ecologie Assessment, 10 Analyzing Performance, 12 Occupational Therapy Intervendon Process, 12 Interventions to Enhance Performance, 13 Activity Adaptation and Environmental Modifications, 18 Interventions Using Assistive Technology, 18 Environmental Modification, 20 Consultation, Coaching, and Education Roles, 20 Consultation and Coaching, 21 Education Roles, 21 2 Foundations and Practice Models for Occupational Therapy with Children, 27 Jane Case-Smith Overarching Conceptual Models, 28 Occupation and Participation, 28 Ecologie Theories, 30 Occupational Therapy Practice Framework and World Health Organization International Classification of Functioning, Disability, and Health, 32 Child-Centered and Family-Centered Service, 33 Strength-Based Approaches, 34 Conceptual Practice Models Specific to Performance Areas, 36 Cognitive Performance, 36 Social Participation, 40 Sensorimotor Performance, 44 Biomechanical Approaches, 51 Neurodevelopmental Therapy, 51 Task and Environment Adaptation, 54 Coaching and Consultation Models, 56 3 Development of Childhood Occupations, 65 Jane Case-Smith Developmental Theories and Concepts, 65 Cognitive Development, 65 Motor Development, 67 Stages of Motor Teaming, 70 Social-Emotional Development, 71 Self-Identity and Self-Determination Development, 74 Development of Occupations, 76 Ecologie Models and Contexts for Development, 77 Children s Occupations, Performance Skills, and Contexts, 79 Infants: Birth to 2 Tears, 79 Early Childhood: Ages 2 to 5 Tears, 87 Middle Childhood: Ages 6 to 10 Tears, 94 4 Adolescent Development: Transitioning from Child to Adult, 102 Kerryellen Vroman Adolescence, 102 Adolescent Development, 102 Physical Development and Maturation, 105 Physical Activities and Growth: Teenagers with Disabilities, 105 Puberty, 106 Psychosocial Development of Puberty and Physical Maturation, 107 Cognitive Development, 108 Psychosocial Development, 109 Search for Identity: Identity Formation, 109 Self-Identity and Well-Being, 112 Sexual Orientation: Gender Identity, 112 Self-Concept and Self-Esteem, 112 Adolescence and Mental Health, 113 Areas of Occupation: Performance Skills and Patterns, 115 Work: Paid Employment and Volunteer Activities, 115 Instrumental Activities of Daily Living, 116 Leisure and Play, 117 Social Participation, 117 Evolution of Adolescent-Parent Relationships, 120 Environments of Adolescence, 121 Occupational Therapy to Facilitate Adolescent Development, 121 5 Working with Families, 129 Lynn Jaffe, Sharon Cosper Reasons to Study Families, 129 The Family: A Group of Occupational Beings, 130 System Perspective of Family Occupations, 131 Family Subsystems, 133 Parents, 133 Siblings, 133 Extended Family, 134 Family Life Cycle, 134 Early Childhood, 135 School Age, 136 Adolescence, 137 Family Resources and the Child with Special Needs, 137 Financial Resources, 137 Human Resources, 138 Time Resources, 139 Emotional Energy Resources, 139 Sources of Diversity in Families, 140 Ethnic Background, 140 Family Structure, 141 xi xii Contents Socioeconomic Status, 141 Parenting Style and Practices, 142 An Ecologie Perspective, 142 Supporting Participation in Family Life, 142 Development of Independence in Self-Care and Health Maintenance Routines, 142 Participation in Recreational and Leisure Activities, 143 Socialization and Participation in Social Activities, 144 Fostering Readiness for Community Living, 145 Family Adaptation, Resilience, and Accommodation, 145 Partnering with Families, 146 Establishing a Partnership, 147 Providing Helpful Information, 147 Providing Flexible, Accessible, and Responsive Services, 147 Respecting Family Roles in Decision Making, 149 Communication Strategies, 149 Home Programs: Blending Therapy into Routines, 149 Working with Families Facing Multiple Challenges, 149 Families in Chronic Poverty, 149 Parents with Special Needs, 151 SECTION II Occupational Therapy Evaluation in Pediatrics 6 Use of Standardized Tests in Pediatric Practice, 163 Pamela K. Richardson Influences on Standardized Testing in Pediatric Occupational Therapy, 164 Purposes of Standardized Tests, 167 Determination of Medical or Educational Diagnoses, 167 Documentation of Developmental, Functional, and Participation Status, 167 Planning Intervention Programs, 168 Measuring Program Outcomes, 168 Measurement Instruments for Research Studies, 168 Characteristics, 168 Types of Standardized Tests, 168 Technical Aspects, 174 Descriptive Statistics, 174 Standard Scores, 175 Reliability, 176 Validity, 179 Becoming a Competent Test User, 181 Choosing the Appropriate Test, 181 Learning the Test, 182 Checking Inter-rater Reliability, 182 Selecting and Preparing the Optimal Testing Environment, 184 Administering Test Items, 184 Interpreting the Test, 184 Evaluating the Clinical Usefulness of the Test, 185 Ethical Considerations in Testing, 185 Examiner Competency, 185 Client Privacy, 185 Communication of Test Results, 186 Cultural Considerations When Testing, 186 Advantages and Disadvantages of Standardized Testing, 186 Advantages, 187 Disadvantages, 187 SECTION III Occupational Therapy Intervention: Performance Areas 7 Application of Motor Control/Motor Learning to Practice, 193 lane O Brien Motor Control: Overview and Definition, 194 Dynamic Systems Theory, 195 Person, 195 Task, 200 Environmental Contexts, 200 Motor Performance Results from an Interaction Between Adaptable and Flexible Systems, 200 Dysfunction Occurs When Movement Lacks Sufficient Adaptability to Accommodate Task Demands and Environmental Constraints, 201 Therapists Modify and Adapt the Requirements and Affordances of Tasks to Help Children Succeed, 201 Practice Models That Use Dynamic Systems Theory, 202 Translating Dynamic Systems Theory Principles to Occupational Therapy, 202 Whole Learning, 202 Variability, 205 Problem Solving, 206 Meaning, 206 Development of Motor Control, 207 Motor Learning, 209 Transfer of Learning, 209 Sequencing and Adapting Tasks, 209 Practice Levels and Types, 211 Error-Based Learning, 212 Feedback, 212 Application of Motor Control/Learning Theory in Occupational Therapy Practice, 213 8 Hand Function Evaluation and Intervention, 220 Jane Case-Smith, Charlotte E. Exner Components of Hand Skills, 220 Factors That Contribute to the Development of Hand Function, 220 Social and Culttiral Factors, 221 Somatosensory Functions, 221 Visual Perception and Cognition, 222 Musculoskeletal Integrity, 222 Development of Hand Skills, 223 Reach and Carry, 223 Grasp Patterns, 224 In-Hand Manipulation Skills, 225 Voluntary Release, 227 Bimanual Skills, 227 Ball-Throwing Skills, 228 Tool Use, 229 Hand Preference, 230 Contents xiii Relationship of Hand Skills to Children s Occupations, 230 Play, 230 Activities of Daily Living, 231 School Functions, 231 Evaluation of Hand Skills in Children, 231 Intervention Models, Principles, and Strategies, 232 Biomechanical and Neurodevelopmental Approaches, 232 Occupation-Based Approaches, 240 Adaptation Models, 249 9 Sensory Integration, 258 L. Diane Parham, Zoe Mailloux Introduction to Sensory Integration Theory, 259 Neurobiologically Based Concepts, 259 Sensory Integrative Development and Childhood Occupations, 261 When Problems in Sensory Integration Occur, 265 Types of Sensory Integration Problems, 266 Sensory Modulation Problems, 267 Sensory Discrimination and Perception Problems, 270 Vestibular-Bilateral Problems, 271 Praxis Problems, 272 Sensory-Seeking Behavior, 273 Impact on Participation, 274 Assessment of Sensory Integrative Functions, 275 Interviews and Questionnaires, 275 Direct Observations, 276 Standardized Testing, 277 Interpreting Data and Making Recommendations, 278 Interventions for Children with Sensory Integrative Problems, 279 Ayres Sensory Integration Intervention, 279 Sensory Stimulation Protocols, 289 Sensory-Based Strategies, 290 Individual Training in Specific Skills, 290 Group Interventions, 290 Consultation on Modification of Activities, Routines, and Environments, 291 10 Cognitive Interventions for Children, 304 Angela Mandich, Jessie Wilson, Kaity Gain Theoretical Foundations of Cognitive Approaches, 304 Scaffolding, 306 Discovery Learning, 306 Metacognition, 306 Instrumental Enrichment, 306 Rationale for Using Cognitive Approaches, 306 Motivation, 306 Generalization and Transfer, 307 Lifelong Development, 307 Cognitive Interventions, 307 Cognitive Orientation to Daily Occupational Performance, 307 Primary Objectives of CO-OP, 308 Who Benefits from CO-OP?, 308 Key Features of the CO-OP Approach, 309 Evaluations Used in CO-OP, 314 Evidence for Using Cognitive Approaches, 314 11 Interventions to Promote Social Participation for Children with Mental Health and Behavioral Disorders, 321 Claudia List Hilton International Classification of Functioning, Disability, and Health, Occupational Therapy Practice Framework, and Social Participation, 321 Importance of Social Skills and Social Participation, 321 Occupational Therapy Goals for Social Participation and Social Skills, 322 Social Participation Impairments in Specific Childhood Conditions, 322 Autism Spectrum Disorders, 322 Fetal Alcohol Spectrum Disorder, 323 Attention-Deficit/Hyperactivity Disorder, 323 Anxiety Disorders, 323 Learning Disabilities, 323 Mood Disorders, 323 Theoretical Basis of Social Deficits, 324 Occupational Therapy Evaluation of Social Participation, 324 Assessment of Social Participation in Children, 325 Goal Attainment Scaling, 325 Theoretical Models and Approaches for Social Skills Interventions, 325 Peer-Mediated Intervention, 325 Sensory Integration Intervention, 328 Self-Determination, 328 Social Cognitive, 329 Behavioral Interventions, 329 Interventions for Social Skills, 329 Social Interventions, 329 Description and Evidence for Specific Interventions in Social Skills Groups, 338 12 Social Participation for Youth Ages 12 to 21, 346 Jessica Kramer, Kendra Liljenquist, Matthew E. Brock, Zachary Rosetti, Brooke Howard, Melissa Demir, Erik W. Carter What is Social Participation?, 346 Identity Development and Social Participation, 346 Participation and International Classification of Functioning, Disability, and Health, 347 Role of the Environment and Culture on Social Participation, 347 Environment and the International Classification of Functioning, Disability, and Health, 348 Social Participation in Adolescence and Young Adulthood, 349 Interpersonal Relationships, 349 Education and Postsecondary Training, 351 Work and Prevocational Experiences, 351 Community Life, Religion, and Citizenship, 353 Recreation and Leisure, 356 Evaluating Social Participation, 357 Youth Self-Reports of Social Participation, 357 Parent Assessments of Social Participation, 358 Interventions to Facilitate Social Participation, 359 Skill-Focused Interventions, 359 Environment-Focused Interventions, 363 Peer Support Interventions, 363 xiv Contents 13 Interventions and Strategies for Challenging Behaviors, 374 Renee Watting Strategies for Managing Difficult Behavior, 374 Behavior Happens, 374 Behavior Always has a Purpose, 374 Being Prepared for Problem Behavior, 376 Behavior Management Approaches, 377 Preventing Challenging Behavior, 377 Supporting Positive Behavior, 379 General Strategies, 380 Specific Strategies, 381 General Support Strategies, 384 Intervening When Children are Known to Have Challenging Behaviors, 384 Positive Behavioral Support, 384 Functional Behavioral Analysis, 385 14 Feeding Intervention, 389 Kimberly Korth, Lauren Rendell Feeding: Definition and Overview, 389 Incidence of Feeding Disorders, 389 Common Medical Diagnoses Associated with Feeding Disorders, 390 Feeding Development and Sequence of Mealtime Participation, 390 Anatomy and Development of Oral Structures, 390 Pharyngeal Structures and Function, 391 Phases of Swallowing, 391 Stages and Ages of Feeding Development, 392 Mealtime: An Overview, 393 Contextual Influences on Mealtime: Cultural, Social, Environmental, and Personal, 394 Comprehensive Evaluation of Feeding and Swallowing Skills, 396 Initial Interview and Chart Review, 396 Structured Observation, 397 Additional Diagnostic Evaluations, 397 Intervention: General Considerations, 398 Safety and Health, 400 Intervention Strategies, 400 Environmental Adaptations, 400 Positioning Adaptations, 400 Adaptive Equipment, 402 Interventions to Improve Self-Feeding, 402 Modifications to Food Consistencies, 403 Modifications to Liquids, 403 Interventions for Dysphagia, 404 Interventions for Sensory Processing Disorders, 405 Behavioral Interventions, 406 Interventions for Food Refusal or Selectivity, 407 Delayed Transition to Textured Foods, 407 Delayed Transition from Bottle to Cup, 408 Neuromuscular Interventions for Oral Motor Impairments, 409 Transition from Nonorai Feeding to Oral Feeding, 410 Cleft Lip and Palate, 411 Other Structural Anomalies, 411 15 Activities of Daily Living and Sleep and Rest, 416 Jayne Shepherd Importance of Developing ADE Occupations, 416 Factors Affecting Performance, 417 Child Factors and Performance Skills, 417 Performance Environments and Contexts, 418 Evaluation of Activities of Daily Living, 420 Evaluation Methods, 421 Team Evaluations, 422 Measurement of Outcomes, 422 Intervention Strategies and Approaches, 423 Promoting or Creating Supports, 423 Establishing, Restoring, and Maintaining Performance, 423 Adapting the Task or Environment, 426 Prevention and Education, 431 Specific Intervention Techniques for Selected ADE Tasks, 433 Toilet Hygiene and Bowel and Bladder Management, 433 Dressing, 438 Bathing or Showering, 443 Personal Hygiene and Grooming, 445 Sexual Activity, 445 Care of Personal Devices, 447 Sleep and Rest, 448 Evaluation of Sleep and Sleep Needs at Different Ages, 450 Sleep Issues for Children with Disabilities, 450 Occupational Therapy Interventions for Sleep Disorders, 451 16 Instrumental Activities of Daily Living, Driving, and Community Participation, 461 M. Louise Dunn, Kathryn M. Loukas Occupational Development of Instrumental Activities of Daily Living and Community Participation, 462 Late Adolescence (16 to 18 Tears), 462 Early Adolescence (12 to 15 Tears), 464 Middle Childhood (6 to 11 Tears), 465 Preschool (3 to 5 Tears), 465 Personal and Contextual Influences on Instrumental Activities of Daily Living and Community Participation, 466 Personal Influences, 466 Contextual Influences, 467 Evaluation of Instrumental Activities of Daily Living and Community Participation, 468 Measurement of Outcomes, 468 Transition Planning, 470 Theoretical Models and Intervention Approaches, 471 Family- and Client-Centered Models of Practice, 471 Ecological Models, 475 17 Play, 483 Kari J. Tanta, Susan H. Knox Play Theories, 483 Form, 484 Function, 486 Meaning, 486 Context, 486 Contents xv Play in Occupational Therapy, 487 Play Assessment, 488 Developmental Competencies, 488 Play, Playfulness, and Play Style, 488 Interpreting Play Assessments, 489 Constraints to Play, 489 Effects of Disability on Play Behavior, 489 Play in Intervention, 491 Playfulness in Occupational Therapy, 492 Play Spaces and Adaptations, 492 Parent Education and Training, 493 Societal Concerns, 493 18 Prewriting and Handwriting Skills, 498 Colleen M. Schneck, Jane Case-Smith The Writing Process, 499 Preliteracy Writing Development of Toung Children, 499 Writing Development of School-Aged Children, 499 Handwriting Readiness, 500 Problems in Handwriting and Visual Motor Integration, 500 Pencil Grip Progression, 501 Handwriting Evaluation, 501 Occupational Profile, 501 Analysis of Occupational Performance, 503 Measuring Handwriting Performance, 503 Domains of Handwriting, 503 Legibility, 504 Writing Speed, 504 Ergonomie Factors, 504 Handwriting Assessments, 505 Interplay of Factors Restricting Handwriting Performance, 505 Educator s Perspective, 506 Handwriting Instruction Methods and Curricula, 506 Manuscript and Cursive Styles, 513 Handwriting Intervention, 513 Models of Practice to Guide Collaborative Service Delivery, 513 Acquisitional and Motor Learning Approaches, 514 Sensorimotor Interventions, 515 Biomechanical Approaches, 516 Cognitive Interventions, 518 Psychosocial Approaches, 519 Service Delivery, 519 19 Influencing Participation Through Assistive Technology and Universal Access, 525 Judith W. Schoonover, Rebecca E. Argabrite Grove Introduction, 525 Influencing Children s Growth and Development with Assistive Technology, 526 Definition and Legal Aspects of Assistive Technology, 526 Models for Assistive Technology Assessment and Decision Making, 527 Human Activity Assistive Technology, 527 Student Environment Task Tool, 527 Matching Person and Technology, 528 Child- and Family-Centered Approach, 528 Technology Abandonment, 528 Learned Helplessness and Self-Determination, 529 Setting the Stage for Assistive Technology Service Provision, 529 Practice Settings, 529 Occupational Therapy Process and Assistive Technology in the Schools, 530 The Interprofessional Team, 530 Assistive Technology Evaluation and Intervention: A Dynamic Process, 531 Evaluation, 532 Decision Making, 533 Device Procurement, 534 Funding, 534 Implementation of Assistive Technology Services, 535 Measuring Progress and Outcomes, 536 Universal Design and Access, 536 Access, 536 Universal Design, 537 Positioning and Ergonomics, 537 Participation: Supporting Life Skills with Assistive Technology, 538 Switch Use to Operate Toys and Appliances, 538 Switch Use with Computers, 539 Alternative and Augmentative Communication, 540 Computers, 545 Electronic Aids for Daily Living, 548 Changing the Landscape in Education: Planning for Every Student in the Twenty-First Century, 549 Universal Design for Learning, 549 Instructional Technology, 550 Assistive Technology for Literacy Skills, 550 Reading Skills, 551 Assistive Technology for Writing, 552 Assistive Technology for Math, 553 Assistive Technology as a Cognitive Prosthetic , 553 Assistive Technology and Transition, 554 Evidence-Based Practice and Assistive Technology, 554 20 Mobility, 560 Christine Wright-Ott Developmental Theory of Mobility, 560 Impaired Mobility, 562 Self-Initiated Mobility, 562 Augmentative Mobility, 564 Assessment and Intervention, 564 Classification of Mobility Skills, 564 Mobility Assessments, 564 Mobility Evaluation Teams, 565 Mobility Devices, 566 Alternative Mobility Devices, 566 Wheeled Mobility Systems, 570 Manual Wheelchairs, 571 Power Wheelchairs, 572 Selection of Wheelchair Features, 577 Powered Mobility Evaluation and Intervention, 579 Selecting the Control Device, 579 Assessing Driving Performance, 582 Power Mobility Training, 582 xvi Contents Seating and Positioning, 583 Understanding the Biomechanics of Seating, 583 Seating Guidelines, 583 Seating Evaluation, 585 Mobility Devices and Diagnoses, 586 Transportation of Mobility Systems, 587 Factors That Influence the Successful Use of Mobility Devices, 587 SECTION IV Areas of Pediatric Occupational Therapy Services 21 Neonatal Intensive Care Unit, 595 Jan Hunter, Anjanette Lee, Leslie Altimier Overview of the NICU and Developmental Care, 595 Nursery Classification and Regionalization of Care, 596 Developmental Specialists Emerge as Integral Members o/T/k N7CU Team, 5% Becoming a Developmental Specialist, 597 Developing a Medical Foundation, 597 Abbreviations and Terminology, 597 Classifications for Age, 597 Classifications by Birth Weight, 600 Medical Conditions and Equipment, 600 Models of Care in the NICU, 600 Universe of Developmental Care Model, 600 Neonatal Integrative Developmental Care Model, 600 NICU Environment and Caregiving, 602 Evidence-Based Practice and Potentially Better Practices to Support Neurodevelopment in the NICU, 602 Mismatch of an Immature Infant in the High-Tech Environment, 602 Physical Environment, 604 Sensory Environment, 604 Potential Impact of the NICU Environment on Brain Development in the Preterm Infant, 609 Safeguarding Sleep, 610 Minimizing Pain, 611 NICU Caregiving, 612 Infant Neurobehavioral and Neuromotor Development, 614 Evaluation of the Infant, 614 Infant Neurobehavioral Development, 615 Neuromotor Development and Interventions, 618 Feeding, 622 A Word about Breastfeeding, 622 Oral Feeding, 622 Partnering with Families in the NICU, 626 Skin-to-Skin Care: Kangaroo Mother Care, 628 Establishing Your Niche in the NICU Team, 629 Building a Successful NICU Practice, 629 Reflective Practice, 630 22 Early Intervention, 636 Christine Teeters Myers, Jane Case-Smith, Jana Cas on Definition of Early Intervention Programs, 636 Legislation Related to Early Intervention, 636 Importance and Outcomes of Early Intervention, 636 Occupational Therapy Services in Early Intervention Systems, 637 Best Practices in Early Intervention, 638 Partnering with Families, 638 Partnering with Professionals, 639 Evaluation and Intervention Planning, 640 Working in Natural Environments, 644 Occupational Therapy Early Intervention Practices, 646 Occupational Therapy in Natural Environments, 646 Occupational Therapy Interventions, 651 23 School-Based Occupational Therapy, 664 Susan Bazyk, Susan Cahill Federal Legislation and State-Led Initiatives Influencing School-Based Practice, 664 Individuals with Disabilities Education Act, 665 Free and Appropriate Public Education, 666 Section 504 of the Rehabilitation Act and Americans with Disabilities Act, 667 Elementary and Secondary Education Act and No Child Left Behind, 667 Common Core Standards: A State-Led Initiative, 668 Occupational Therapy Services for Children and Youth in Schools, 668 Occupational Therapy Domain in School-Based Practice, 668 Shifts in Occupational Therapy Service Provision, 668 Occupational Therapy Process in General Education, 669 Occupational Therapy Process in Special Education, 670 Data-Based Decision Making and Special Education, 680 Occupational Therapy Services and Special Education, 682 Target of Services: Who Occupational Therapists Serve, 683 Range of Service Delivery Options: What Occupational Therapists Provide, 684 Integrated Service Delivery: Where Services Should be Provided, 685 School Mental Health: Emerging Roles for Occupational Therapy, 690 School Mental Health Movement, 690 Multitiered Public Health Model of School Mental Health, 692 Role of Occupational Therapy, 692 24 Hospital and Pediatric Rehabilitation Services, 704 Brian J. Dudgeon, Laura Crooks, Elizabeth Chappelle Characteristics of Children s Hospitals, 705 Region (Location) Served, 705 Missions of Children s Hospitals, 705 Research on Systems and Care Outcomes, 706 Family and Child-Centered Care, 706 Accrediting and Regulatory Agencies, 706 Reimbursement for Services, 707 Occupational Therapy Services in a Children s Hospital, 707 Functions of Occupational Therapists, 707 Contents xvii Documentation of Occupational Therapy Services, 712 Scope of Occupational Therapy Services, 712 Organization of Hospital-Based Services, 713 Hospital-Based Therapy Teams, 713 Acute Care Units, 715 Intensive Care Unit Services, 715 General Acute Care Unit, 715 Specialty Units, 715 Oncology and Bone Marrow Transplantation Units, 715 Rehabilitation Services, 718 Transition from Rehabilitation to the Community, 720 Outpatient Services, 722 25 Transition to Adulthood, 727 Dennis Cleary, Andrew Persch, Karen Spencer Occupational Therapy Contributions to Transition, 728 Intersection of Policy and Scientific Evidence, 728 Transition to Adulthood in America, 731 Transition Outcomes, 736 Best Practices in Occupational Therapy, 738 Early, Paid Work Experience, 738 Student Involvement in Transition Planning, 739 26 Intervention for Children Who Are Blind or Who Have Visual Impairment, 747 Kathryn M. Loukas, Patricia S. Nagaishi Terminology, 747 Visual Impairment, 751 Developmental Considerations and the Impact of Visual Impairment, 751 Parent-Infant Attachment, 752 Sleep and Rest, 752 Exploration and Play, 752 Learning, Education, and Academic Performance, 753 Use of Information from Other Sensory Systems, 754 Sensory Modulation, 754 Activities of Daily Living and Instrumental Activities of Daily Living, 755 Social Participation and Communication, 755 Occupational Therapy Evaluation, 756 Occupational Therapy Intervention, 756 Develop Self-Care Skills, 758 Enhance Sensory Processing, Sensory Modulation, and Sensory Integration, 758 Enhance Participation in Play or Productivity Through Postural Control and Movement in Space, 758 Develop Occupation-Based Mobility Through Body Awareness and Spatial Orientation, 759 Develop School-Based Tactile-Proprioceptive Perceptual Mdk, 760 Improve Manipulation and Fine Motor Skills, 760 Maximize Use of Functional Vision, 760 Encourage Social Participation, 760 Strengthen Cognitive Skills and Concept Development, 760 Maximize Auditory Perceptual Abilities, 761 Supporting the Transition to Adulthood, 761 Specialized Professionals, Services, and Equipment for Children with Visual Impairment, 761 27 Autism Spectrum Disorder, 766 Heather Miller-Kuhaneck Introduction to Autism Spectrum Disorder, 766 History of the Diagnosis, 766 Recent Diagnostic Changes, 766 Prevalence, 767 Occupational Performance in Autism Spectrum Disorder, 767 Social Participation, 767 Play, 768 Sk# 76 Activities of Daily Living, 768 Education, 768 Performance Patterns, 769 Performance Skills and Client Factors, 769 Family Impact, 769 The Role of Occupational Therapy in Autism Spectrum Disorder, 770 Evaluation, 770 Family-Centered Practice, 772 Interventions, 773 Specific Intervention Approaches, 773 Specific Interventions for Areas of Occupation, 778 Additional Intervention Concerns, 783 28 Neuromotor: Cerebral Palsy, 793 Patty C. Coker-Bolt, Teressa Garcia, Erin Naber Introduction, 793 Prevalence and Etiology of Cerebral Palsy, 793 Practice Models to Guide Interventions for Children with Cerebral Palsy, 794 Sensorimotor Function in Children with Cerebral 794 Associated Problems and Functional Implications, 796 Assessment, 798 Occupational Therapy Interventions, 799 Adaptive Equipment Training, 800 Casting, Orthotics, and Splinting, 801 Constraint-Induced Movement Therapy, 802 Physical Agent Modalities, 805 Therapeutic Taping and Strapping, 805 Positioning, Handling, and Neurodevelopmental Treatment, 805 Community Recreation, 806 Complementary and Alternative Medicine, 806 Robotics and Commercially Available Gaming Systems, 806 Medical Based Interventions, 808 29 Pediatric Hand Therapy, 812 Jenny Dorich, Karen Harpster Assessment, 812 Initial Screening and Assessment, 813 Clinical Assessment, 814 Standardized Assessment Tools, 817 Unstructured Clinical Observations, 818 Intervention Principles and Strategies, 819 Pain Management, 819 Splinting, 821 Casting, 823 Kinesiology Tape, 823 xviii Contents Child and Family Education: Activity Modification, Joint Protection, and Energy Conservation, 824 Wound Care, 824 Scar Management, 825 Edema Control, 825 Desensitization and Sensory Re-education, 826 Range of Motion Exercises, 826 Strengthening, 827 Reducing Muscle Tone, 827 Fine Motor Skills and Bimanual Coordination, 827 Mirror Therapy, 827 Interventions for Specific Conditions, 827 Congenital Differences of the Upper Extremity, 827 Upper Extremity Impairments Caused by an Underlying Disorder, 828 Upper Extremity Injury, 831 30 Trauma-Induced Conditions, 839 Amber Lowe, Patti Sharp, Carrie Thelen, Beth Warnken Introduction, 839 Spinal Cord Injury, 839 Traumatic Brain Injury, 840 Burn Injury, 840 Therapeutic Relationships, 843 Grief Management, 843 Caregiver Education, 844 Multidisciplinary Team, 844 Post-Trauma Occupational Therapy Interventions, 844 Post-Trauma Continuum of Care, 844 Intensive Care Unit, 846 Children with Spinal Cord Injury in the Intensive Care Unit, 846 Children with Traumatic Brain Injury in the Intensive Care Unit, 846 Children with Burn Injury in the Intensive Care Unit, 847 Acute Care, 847 Children with Spinal Cord Injury in Acute Care, 847 Children with Traumatic Brain Injury in Acute Care, 848 Children with Burn Injury in Acute Care, 848 Inpatient Rehabilitation, 849 Children with Spinal Cord Injury in Inpatient Rehabilitation, 852 Children with Traumatic Brain Injury in Inpatient Rehabilitation, 852 Children with Burn Injury in Inpatient Rehabilitation, 853 Outpatient Rehabilitation and Community Reintegration, 853 Children with Spinal Cord Injury in Outpatient Rehabilitation and Community Reintegration, 855 Children with Traumatic Brain Injury in Outpatient Rehabilitation and Community Reintegration, 855 Children with Burn Injury in Outpatient Rehabilitation and Community Reintegration, 856 Conclusion, 856
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id	DE-604.BV043045599
illustrated	Illustrated
indexdate	2024-07-10T07:15:53Z
institution	BVB
isbn	9780323169257
language	English
lccn	014033094
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-028470123
oclc_num	953639538
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owner	DE-B1533
owner_facet	DE-B1533
physical	xviii, 882 pages Illustrationen 29 cm
publishDateSearch	2015
publishDateSort	2015
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spelling	Occupational therapy for children and adolescents Jane Case-Smith (EdD, OTR/L, FAOTA (deceased), Professor and Chair, Division of Occupational Therapy, School of Health and Rehabilitation Sciences, The Ohio State University, Columbus, Ohio), Jane Clifford O'Brien (PhD, MS, EdL, OTR/L, FAOTA, Associate Professor, Occupational Therapy Program Director, Occupational Therapy Department, Westbrook College of Health Professions, University of New England, Portland, Maine) Seventh edition St. Louis, Missouri Elsevier, Mosby © [2015] xviii, 882 pages Illustrationen 29 cm txt rdacontent n rdamedia nc rdacarrier Occupational Therapy Adolescent Child, Exceptional Child Developmental Disabilities Disabled Children Ergotherapie (DE-588)4673586-0 gnd rswk-swf Ergotherapie (DE-588)4673586-0 s DE-604 Case-Smith, Jane Sonstige oth O'Brien, Jane Clifford 1953- Sonstige (DE-588)140397450 oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028470123&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Occupational therapy for children and adolescents Occupational Therapy Adolescent Child, Exceptional Child Developmental Disabilities Disabled Children Ergotherapie (DE-588)4673586-0 gnd
subject_GND	(DE-588)4673586-0
title	Occupational therapy for children and adolescents
title_auth	Occupational therapy for children and adolescents
title_exact_search	Occupational therapy for children and adolescents
title_full	Occupational therapy for children and adolescents Jane Case-Smith (EdD, OTR/L, FAOTA (deceased), Professor and Chair, Division of Occupational Therapy, School of Health and Rehabilitation Sciences, The Ohio State University, Columbus, Ohio), Jane Clifford O'Brien (PhD, MS, EdL, OTR/L, FAOTA, Associate Professor, Occupational Therapy Program Director, Occupational Therapy Department, Westbrook College of Health Professions, University of New England, Portland, Maine)
title_fullStr	Occupational therapy for children and adolescents Jane Case-Smith (EdD, OTR/L, FAOTA (deceased), Professor and Chair, Division of Occupational Therapy, School of Health and Rehabilitation Sciences, The Ohio State University, Columbus, Ohio), Jane Clifford O'Brien (PhD, MS, EdL, OTR/L, FAOTA, Associate Professor, Occupational Therapy Program Director, Occupational Therapy Department, Westbrook College of Health Professions, University of New England, Portland, Maine)
title_full_unstemmed	Occupational therapy for children and adolescents Jane Case-Smith (EdD, OTR/L, FAOTA (deceased), Professor and Chair, Division of Occupational Therapy, School of Health and Rehabilitation Sciences, The Ohio State University, Columbus, Ohio), Jane Clifford O'Brien (PhD, MS, EdL, OTR/L, FAOTA, Associate Professor, Occupational Therapy Program Director, Occupational Therapy Department, Westbrook College of Health Professions, University of New England, Portland, Maine)
title_short	Occupational therapy for children and adolescents
title_sort	occupational therapy for children and adolescents
topic	Occupational Therapy Adolescent Child, Exceptional Child Developmental Disabilities Disabled Children Ergotherapie (DE-588)4673586-0 gnd
topic_facet	Occupational Therapy Adolescent Child, Exceptional Child Developmental Disabilities Disabled Children Ergotherapie
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028470123&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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