- Setting goals for intervention
- Considerations for intervention
- The physical environment of intervention
- Therapeutic interventions related to modulation
- Therapeutic interventions related to sensory discrimination
- Therapeutic interventions related to bilateral integration and sequencing
- Therapeutic interventions related to promoting praxis
- Sensory discrimination
- Postural-ocular control
- Praxis
- Bilateral integration and sequencing
- Sensory discrimination
- Postural-ocular control
- Praxis
- Bilateral integration and sequencing
- Modulation, discrimination, and integration of sensory information
- Self-Regulation
- Postural control and bilateral motor coordination
- Praxis
- Organize behavior needed for developmentally appropriate tasks and activities
- Self-esteem
- Participation in self-care, leisure, and academic and social activities
- Populations for whom this frame of reference is used
- Record review
- Identifying patterns of dysfunction
- Communication with parents, care providers, and teachers
- Sensory modulation abilities
- Sensory discrimination
- Dyspraxia
- Bilateral integration and sequencing dysfunction
- Modulation, discrimination, and integration of sensory information
- Poor visual perception and visual motor integration (visuodyspraxia)
- Development of reach and grasp
- Kinesiological and biomechanical concepts
- Movement dysfunction
- Range of movement and dissociation of movement
- Alignment and patterns of weight bearing
- Muscle tone
- Postural tone
- Balance and postural control
- Coordination
- Overall assessment of functional skills
- Evaluation of posture and movement
- Handling
- Qualities of touch
- Preparation, facilitation, and inhibition
- Learning the process of therapeutic handling
- Integration of neuro-developmental treatment into activity
- Positioning and adaptive equipment
- The four-quadrant model of facilitated learning - Task specification
- Decision making
- Key points
- Autonomy
- Does the child know what to do and how to do it?
- Is the child making astute decisions about their performance? Is the child aware of errors?
- Is the child recalling the steps of the task and other key features of performance?
- Are there any signs of self-prompting?
- Mental imagery to complete a task
- Self-instruction to complete a task
- Successfully uses self-monitoring to complete a task
- Successfully uses self-instruction to complete a task
- Successfully problem solves to complete a task
- Successfully uses automaticity to complete a task
- Synthesis of child, occupational, performance, and environment - in time.
- The child–environment–occupation fit
- Work and productivity
- Play and leisure
- Activities of daily living
- Rest and sleep
- Occupational patterns
- Work and productivity
- Play and leisure
- Activities of daily living and self-care
- Rest and sleep
- Evaluating occupational performance in time
- Evaluating the environment
- Evaluation synthesis
- Interaction between caregivers and children
- Interaction between caregivers and children with disabilities
- Developing habits and routines
- Developing habits and routines for children with disabilities
- Social participation with peers
- Children with disabilities: social participation with peers
- Temperament
- Habits and routines
- Environment
- Peer Interaction
- Assessing caregivers’ needs for support in increasing children’s social participation
- Assessment of children’s social participation
- Consulting with caregivers
- Role modeling
- Activity-based intervention when parents are ill
- Promoting social participation in classroom settings
- Promoting effortful control in inclusive settings
- Occupation-based groups to increase children’s social participation with peers
- Structuring an activity group
- Choosing activities
- Dealing with activity group process
- Grading the amount of frustration
- Aggressive behavior
- Group resistance
- Culture, beliefs, and values
- Termination
- Visual perception is a developmental process.
- Visual perceptual processing is learned and increases with development, experience, and practice, and through stimulation from the environment.
- Children can learn by interacting with and observing adults and other children.
- Learning does not necessarily follow a developmental sequence. A deficit in one area does not predict a deficit or problem in another area.
- Difficulty with visual perception can interfere with daily occupations including the development of reading and writing skills.
- Visual reception skills
- Visual attention
- Visual memory
- Visual discrimination
- Visual spatial
- Visual motor integration
- Visual spatial assessment
- Visual motor integration assessments
- Input: environmental adaptations
- Processing: remediation of visual reception
- Processing: remediation of visual cognition
- Processing: visual reception strategies
- Processing: visual cognition: strategies
- Processing: environmental adaptations for visual reception
- Visual cognition: environmental adaptations
- Output: remediation of performance skills
- Output: strategies for performance
- Output: strategies for occupation
- Motor control, motor learning, and motor development
- Dynamic systems
- Learning
- Concepts
- Child-task-environment match
- Motor task
- Child’s environment
- Task requirements
- Child-task-environment
- Occupational therapy evaluation
- Observation of task performance
- Art project
- Goals and objectives
- Intervention
- Physical education
- Multiple intelligences
- Discrete motor skill learning
- Optimal challenge point
- Teaching writing
- Writing posture
- Components
- Use of writing tools
- Grasp
- Writing legibility
- Handwriting legibility
- Speed
- Tool use
- Functional visual skills
- Sensory processing
- Attentional issues
- Learning issues
- Peer Support
- Working in a first-grade classroom
