PLAY

DAVAO DOCTORS COLLEGE 2015

Anne Bernadette Barte, BSOT

ADOLESCENCE

Stages of change

a. Early- 10 to 13 yrs

- increase hormonal activity

- newly formed skills

b. Middle- 13 to 16 yrs

- experimentation

- risk taking due to peer pressure, acceptance, rebellion

c. Late- 16 to 19 yrs

- challenges

- future plans

Development Task (Havinghurst, 1953)

- clear sexual identity

- emotional independence

- economic independence

- select and prepare for occupation

- socially responsible

- establishing values and ethics

Issues/Challenges

- acceptance

- independence

- establish identity

Characteristics of adolscent with disabilities

1. Visual impaired

- subaverage speed

- limited mobility

- decrease abstract reasoning

2. Auditory impaired

- language develpomental delay (oral & written)

- interferes in emotions and behaviors

3. Learning disabled

-cognitive, social, emotional, behaviors (primary concern)

4. Behavior disorder

- inappropriate satisfactory relations w/ others

- fails to meet and/or exceeds interpersonal skills (i.e., conversation)

a. Mild - transient, disability w/ or w/o interventn

b. Mod - intensive, interferes school

c. Sev - inability to function in all areas

5. Mental retaardation (mild to moderate)

- language development

- abstract reasoning

- limited incidental learning

- short term memory

- absent generalization

- diminished motor/physical health

- generally isolated

- challenging behaviors

Assessment with disability

- obtain informations of persons competency

2 types of transition

1. Traditional - validity yet limited practical usage

2. Functional - nonstandardization, informal assessmt

I. Traditional assessment

a. Psychometric/Standardized testing

i. Intellectual & academic assessment

Ex. Weischler Adult (WAIS)

b. Academic achievement test

Ex. Basic Occupational Therapy Test (BOLT)

c. Aptitude test - disadvantage: limited validity

II. Functional assessment

- independence in doing ADLs in the environment

a. Psychometric/Standardized testing

i. Interest inventories

Ex. Ready Prevocational Interest Inventory (RPII), Strong Campbell

b. Personality test - qualitative attitude

c. Adaptive behavior scales

Ex. Adaptive Behvavior Assessment System (16-89 yrs) a self-rating tool

Informal functional assessment

1. Work Sample

- predict trainability

- types

Ex. Valpar Component Work Sample: 10 series

- each series amounts to 15K

- very expensive but very concrete

- face-out

2. Student school records

3. Rating devices

4. Rating scales

5. Interview

6. Portfolio assessment

7. Situational assessment

- used with ASD/PDD

- realistic, has minimum anxiety

Ex. Jacobs Prevocational Skills Assessment

8. Behavioral analysis

- focuses one to two behaviors at a time

a. Anecdotal recording - narrative

b. Frequency recording - counting behaviors

c. Duration recording - long time

d. Internal recording - percentage

e. Behavior recording

9. Environmental assessment

- functional mastery of environment

TRANSITIONING TRAINING

Goal: be functional in home and community

- preferences

- post-school (i.e., vocational)

- adolescence to adult

- being practical

EXECUTIVE SKILLS

- therapist acts like a coach

- helps identify, organize, plan & manage emotions

- handle novel situations

- manage one self to achieve a goal

Ex. Executive Skills Questionnare by Peg Dawson & Richard Guare (for 10+ yrs/can already understand)

5 elements

1. Planning

2. Error correction

3. Novel sequences

4. Difficult situations

5. Resisting temptation/inhibition

1 yrs- selective

2 yrs- problem solve, language development

3 yrs- flexible to plan

5 yrs- significant inhibition, reflect actions

11-13- boys has good visual memory

12 yrs- goal

12-15- goes thru changes, on going plan

15/16- intentional

15-18- plan maturely

18-21- peak planning

20-29- peak of executive functioning

Ages- declines

Metacognition - thinking of thinking what to do

Requires SSS: Self-awareness, Self-monitoring, Self-control

Executive functions - works together, isolation is not possible

1. Thinking skills (POTMW)

2. Behavior regulation (RSTFG)

a) Response inhibition

b) Self-regulation emotion

c) Task initiate

d) Sustained attention

e) Flexibility (revising plans)

f) Goal-directed persistence (volition-tenacity)- eye on the prize; pacing

Time management - project planning

Metacognition - talk about how?; process

Flexibility - brainstrom, situation

- Social thinking by Michelle Garcia Winner

Self-regulation

- Relaxation techniques (10 types)

Memory - digit retention

In psych eval tools used are: pick-a-test, COTE, MSE

*** RED FONTS ARE SUBJECT FOR FURTHER SEARCHING ***

2

July 9, 2015

Cornerstone Therapy Hub, Gusa, CDO

Lectured by: Thea Sheila Ocheda-Alonto, OTRP, MOH