Transcript What is school-based Physical Therapy?

SCHOOL BASED
RELATED SERVICES
1
OCCUPATIONAL
THERAPY
2
School-Based
Occupational Therapy
• What is School Based Occupational
Therapy?
• What is the purpose of OT in a
School Setting?
3
Indicators of Eligibility
•
•
•
•
•
Task Behavior
Pre-Handwriting/Handwriting
Fine Motor
Sensory Motor
Sensory Integration
4
Indications of Possible
Sensory Deficits
• VESTIBULAR
• TACTILE – Hyper-sensitivity (over
sensitive to tactile experiences)
• TACTILE – Hypo-sensitivity (under
sensitive to tactile experiences)
• PROPRIOCEPTIVE
• VISUAL
5
Types of Sensory
Integrative Activities
• VESTIBULAR ACTIVITIES
• TACTILE ACTIVITIES
• PROPRIOCEPTIVE ACTIVITIES
• VISUAL ACTIVITIES
6
School Based Disorders and
Strategies for Interventions
Occupational Therapy in the school
setting is defined as an
intervention service to help the
child achieve their educational
goals.
7
Primary difficulties seen in
children in a school based setting
• Autistic Spectrum Disorder
• Pervasive Developmental Disorder
(PDD)
• Sensory Integration Deficits
• General Developmental Delays
• Other various genetic disabilities
and syndromes (cerebral palsy,
muscular dystrophy)
8
Variety of strategies to help school
aged children become functional
• Fine Motor – eye-hand and arm
skills
• Handwriting and pre-handwriting
skills
• Visual Motor skills
• Self-Help skills
• Sensory Processing skills (as relates to
functional school based activities)
9
PHYSICAL
THERAPY
10
What is school-based
Physical Therapy?
IDEA Part B defines physical therapy as,
services provided by a qualified physical
therapist. These RELATED services are
implemented to optimize a child’s function
and facilitate a child’s ability to benefit from
their educational program.
11
School Environment
•
•
•
•
•
•
•
•
•
Bus
Classroom
Hallway
Bathroom
Cafeteria
Doors
Gym
Stairs
Playground
12
Considerations for Physical Therapy
Qualifications
• Impact of clinical findings on student’s safety
and function in school
–
Decreased sitting balance
• Stability of student’s condition in relation to
function in school
–
Seizure disorder
• Severity of student’s current condition
–
Ability to communicate pain or discomfort
• Developmental expectations in relation to
function in school
–
Based on current research in child’s disability
13
Considerations for Physical Therapy
Qualifications
• Priorities of student, parents, staff
– Child may lose interest in gross motor activities, skills
may plateau
• Current abilities and needs of child in relation to
function in the school environment
– Help or hinder child’s achievements in educational
program (less is more?)
• Physical environment in relation to student’s
function
– Need to negotiate stairs, distance between classes,
mobility within classroom, etc.
14
Physical Therapy Interventions in
the School-Based Environment
therapeutic exercise
•
•
Balance, coordination, gait, and mobility
training;
Aerobic endurance activities; strengthening
exercises
15
Physical Therapy Interventions in the
School-Based Environment
functional training in school
activities
•
Up and down the stairs, getting up and down
from chair, negotiating playground
equipment
16
Physical Therapy Interventions in the
School-Based Environment
prescription, training and use of
adaptive equipment
•
•
•
•
•
•
Assistive devices: crutches, canes, walkers, wheelchairs
Power devices: motorized wheelchairs
Adaptive devices: seating systems, raised toilet seats, grab
bars; supine, prone, or dynamic standers
Orthotic devices: braces, shoe inserts
Protective devices: cushions, helmets
Supportive devices: compression garments, collars
17
Physical Therapy Interventions in the
School-Based Environment
respiratory/rib cage exercises
•
Breathing strategies, positioning, movement, and
exercises to improve function
18
Physical Therapy Interventions in the
School-Based Environment
manual therapy
•
Hands-on techniques for joint and soft tissue
mobilization
19
Physical Therapy Interventions in the
School-Based Environment
motor learning in the outside
environment
•
Ambulating on sidewalk
20
Physical Therapy Interventions in the
School-Based Environment
compensation/ adaptation
•
Energy conservation techniques for the day
or specific task
21
Physical Therapy Interventions in the
School-Based Environment
preventing further disability
•
Education of student, family, and staff on
specific helpful exercises or stretches
22
Physical Therapy Interventions in the
School-Based Environment
promoting health
•
The education of a student, family, and staff
in the impact of daily routines on a student’s
ability to be successful in educational
program. For example: nutrition and sleep
23
References
http://www.pediatricapta.org/consumer-patientinformation/pdfs/09%20ABCs%20of%20Ped%20PT.pdf
http://www.pediatricapta.org/consumer-patient-information/pdfs/Evidencebased%20Practice%20Fact%20Sheet.pdf
www.apta.org
http://dpi.wi.gov/sped/pdf/ot-pt-guide-2nd-edition.pdf
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/PTGuidelines.pdf
24
TEACHER
OF THE DEAF
25
Teacher of the Deaf
A qualified teacher with the skills and
knowledge required to provide quality
teaching to students that are deaf/hard
of hearing in the general education
classroom.
26
Educate and train staff regarding hearing loss, modifications
and accommodations.
Use of equipment (personal FM and soundfield system)
•Importance
•Function
•Care
•Daily check on hearing aids/cochlear implants
27
Two main types of services
Consultation
– Provide information to staff
– Instructional techniques to use
– Ways to improve noise ratios in the classroom
– Providing information to the student’s classmates on
hearing loss or devices
– Participation in IEP
– Observation of the student in class and other school
environments
– Helping the student to advocate for his/her needs within
the school/environment
– Monitor hearing aid/cochlear implants, both visually and
listening to them
– Assist in the appropriate placement of students
– Meet regularly with general education teacher to discuss28
areas of concern and to ensure communication is effective
Direct Instruction
Assistance with language and auditory skills are provided within
the classroom environment or the student is pulled out into a quiet
environment.
Daily, weekly consult
Instruction in the use and care of hearing aids, cochlear implants
and FM systems
Individual instruction in and out of the regular classroom
Language development
Auditory training
Social and emotional support.
29
Working with students who are deaf/hard of
hearing requires a team approach to determine
the individual needs and to develop an
appropriate educational plan.
The ultimate goal is teaching the students to self
advocate and to become independent learners.
30
SPEECH-LANGUAGE
31
The Individuals With Disabilities
Education Act (IDEA) Provides
Speech-Language Services For:
School-age children with
communication disorders that adversely
affect children’s educational performance
32
Good Communication Skills
Lead to Successful:
• Speaking
• Thinking
• Reading
• Writing
• Learning
33
Poor Communication Skills
Lead to Problems:
• Understanding classroom
instruction
• Participating in classroom
instruction
• Developing and maintaining
relationships
34
SLPs Work With Children Who
Have a Variety of Disabilities
• Language
•
•
•
•
Voice
Fluency or stuttering
Articulation
Swallowing , also
called dysphagia
35
Language Disabilities Include:
• Slow development of vocabulary, concepts
or grammar
• Inability to use different communication
styles for different situations
• Poor building blocks of
understanding/expressing ideas, social
development, learning, reading, and
writing
36
SLPs Have Many Roles
in Schools
• Prevention of communication disorders
• Identification of students at risk for later
problems
• Assessment of students’ communication
skills
• Evaluation of the results of
comprehensive assessments
• Development and implementation of IEPs
37
SLPs Have Many Roles in Schools
(continued)
• Documentation of outcomes
• Collaboration with teachers and
other professionals
• Advocacy for teaching practices
• Participation in research projects
38
SLPs Work With Children
in a Variety of Ways
• Combine communication goals with academic and
social goals
• Integrate classroom objectives
• Help students understand and use basic language
concepts
• Support reading and writing
• Increase students’ understanding of texts
and lessons
39
SLPs Work With Children in a
Variety of Ways (continued)
• Services can vary depending on students’
needs
• Monitoring or periodic screening
• Collaborating and consulting
• Classroom based services
• Small group or individual sessions
• Speech classrooms
40
Signs of Communication
Disorders (continued)
• Problems understanding others
and following directions
• Doesn’t get along with others
• Problems taking tests
41
How to Get Help
• Meet with classroom teacher
• Request a screening
42
Guidance
Counseling
43
School-Based Counseling provides
support to our students in areas such as:
•Friendship/Social Skill
•Enhancing Self-Esteem
•Changing Families (Loss/Divorce)
•Managing Anger and Stress
•Coping and Anxiety
•School Performance
•Responsibility and Making Good Choices
Counseling services are offered through individual
sessions and/or small groups
44
SCHOOL
PSYCHOLOGY
45
What do
School Psychologists
do?
46
Whatever it Takes!
47
Work With Students to:
• provide counseling, instruction, and mentoring for those
struggling with social, emotional, and behavioral
problems
• increase achievement by assessing barriers to learning
and determining the best instructional strategies to
improve learning
• promote wellness and resilience by reinforcing
communication and social skills, problem solving, anger
management, self-regulation, self-determination, and
optimism
• enhance understanding and acceptance of diverse
cultures and backgrounds.
48
Work With Students
and Their Families to:
• identify and address learning and behavior
problems that interfere with school success
• evaluate eligibility for special education
services (within a multidisciplinary team)
• support students' social, emotional, and
behavioral health
• teach parenting skills and enhance home–
school collaboration
• make referrals and help coordinate community
support services.
49
Work With Teachers to:
• Identify and resolve academic barriers to
learning
• Design and implement student progress
monitoring systems
• Design and implement academic and
behavioral interventions
• Support effective individualized instruction
• Create positive classroom environments
• Motivate all students to engage in learning
50