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Occupational Therapy for Children Module 1

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Format(s):   Home-study
Discipline(s):   Occupational Therapy
Contact Hours:   10
Registration Fee:   $159


Objectives
1. Identify 6 primary evaluation purposes of occupational therapy. 2. Recognize 4 points when screening children to determine whether further evaluation is warranted. 3. Recognize three major points used when selecting instruments for clinical research. 4. Differentiate between the different functions of an OT and OTA in the evaluation of clients. 5. Identify 10 behavior strategies for testing young children. 6. Identify 2 questions used when developing recommendations for a child based on evaluation results. 7. Differentiate between standardized assessments including norm-referenced measures and criterion-referenced measures. 8. Identify 9 basic strategies for conducting effective caregiver interviews. 9. Identify the Pediatric Evaluation of Disability Inventory (PEDI) and what it measures. 10. Identify 3 purposes of standardized tests. 11. Recognize and differentiate between developmental domains assessed in four screening tools. 12. Recognize how to calculate the chronologic age of a child. 13. Recognize characteristics of the Standing Heel-to-Toe test on a Balance Beam. 14. Differentiate between test-retest reliability, interrater reliability, and standard error of measurement. 15. Differentiate between construct-related validity, content-related validity and criterion-related validity. 16. Recognize the function and components of the Rasch Model of Measurement. 17. Differentiate between 5 selected general pediatric standardized tests including age range, domains tested, standard scores used, and time to administer. 18. Recognize 4 ethical considerations in testing. 19. Differentiate between advantages and disadvantages of standardized testing. 20. Recognize the typical development of 6 hand skills in children including reach, grasp, carry, voluntary release, in-hand manipulation and bilateral hand use. 21. Recognize 4 types of sensory integration problems likely to influence hand use including sensory registration problems, tactile hypersensitivity, poor tactile discrimination and dyspraxia. 22. Differentiate between prehensile movements and non-prehensile movements. 23. Recognize and differentiate between grasp patterns including three-jaw chuck grasp, hook grasp, pincer grasp and tip pinch. 24. Recognize the sequential development of grasp. 25. Identify 7 motor skill prerequisites for in-hand manipulation. 26. Recognize ball-throwing skills that are age appropriate for children. 27. Identify The Peabody Developmental Motor Scales sequence pattern for scissors skills. 28. Recognize general motor problems that affect hand skills including inadequate isolation of movements, poorly graded movement, insufficient force, poor timing of movements and disorder in bilateral integration of movements. 29. Differentiate between the biomechanical frame of reference, developmental frame of reference, neurodevelopmental treatment frame of reference and sensory integration frame of reference. 30. List 9 screening activities for hand skills for in-hand manipulation. 31. Recognize the use of supine, side-lying, sitting, and standing positions to elicit specific hand skills. 32. Recognize the promotion of isolated arm and hand movements for supination control. 33. Identify 8 problems in the development of effective grasp. 34. List 7 appropriate goals to enhance voluntary release skills. 35. List 7 appropriate goals to enhance facilitation of bilateral hand use skills. 36. Recognize 4 problems that children may have that will benefit the most from splinting. 37. Differentiate between precautions for splint use including poor sensation, loss of functional skill patterns, and nonverbal children.

Target Audience
Occupational Therapist and Occupational Therapist Assistants

Agenda
Chapter 7: Purposes, Processes, and Methods of Evaluation Chapter 8: Use of Standardized Tests in Pediatric Practice Chapter 10: Evaluation and Intervention to Develop Hand Skills

Description
By Jane Case-Smith, EdD, OTR/L, FAOTA, Professor, Division of Occupational Therapy, Ohio State University, Columbus, OH, USA This course utilizes text from a hard back textbook by Jane Case-Smith, EdD, OTR/L, FAOTA, Professor, Division of Occupational Therapy, Ohio State University, Columbus, OH, USA “Occupational Therapy for Children” ©2010. “Occupational Therapy for Children” is a market-leading text that takes an evidence-based look at children at various ages and stages in development, comprehensively addressing both conditions and treatment techniques in all settings. The sixth edition of “Occupational Therapy for Children” maintains its focus on children from infancy to adolescence and gives comprehensive coverage of both conditions and treatment techniques in all settings. Inside you'll discover new author contributions, new research and theories, new techniques, and current trends to keep you in step with the changes in pediatric OT practice. This edition provides an even stronger focus on evidence-based practice with the addition of key research notes and explanations of the evidentiary basis for specific interventions.

Dates and Locations
 
Purchase Address:   Home-study
Location:  
Dates:   01-31-2020 - 01-31-2020, 12:00AM 12:00AM
Instructor(s):  
Accommodation(s):