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Case Study

Using CmopE and CCPF occupational therapy frameworks

Zainab Esau

on 1 November 2012

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Transcript of Case Study

Meet Puku Basic Info 12 years old
Soft hearted
Easily scared So what does the
medical file say about
Lets take a closer
look -Intellectual disability
-Poor growth
-Mutiple congenitial problems
-Single palmar crease
-Planovalgus feet - (flat foot)
-Epiblepharon with eyelashes inturning and rubbing the cornea
-Epicanthus inversus with mild ptosis
-Cardiac right aortic arch, trivial patent arterial duct
- Dilated aortic sinuses
-Self-injurous behavior – bites hand Impacts on occupation and participation? CMOP- E SD School Frameworks/Approaches Puku - The Person Spiritual Physical Affective Cognitive Puku's Environment Physical Cultural Social Institutional Therapy Program Following the Canadian Practice Process Framework Therapy Time : Twice a week CMOP-E linked to NZ
curriculum T - thinking
R - relate to others
U - use of language symbol & texts
M - managing self
P - participating & contributing Educational approach
Aquisitional approach
Manual Guidance
Verbal Prompts
Positive reinforcements Maori Frame work Enter/Initiate Set the stage Visiting classrooms

Identified OT need /Consult

Shadowing OT

Discussed with OT interest in working with Puku /Collaborate IEP Meeting with carer

Collaborate OIs/OGs

Building rapport by spending time in classroom

Priority Issues - Time frame Assess/Evaluate Agree/Objectives Plan Implement Plan Monitor/Modify Evaluate Outcome Conclude/Exit Limitations Development of skills
/knowledge/ attitude - Friendliness/unaware of danger
-Soft spoken, gets hurt by other kids - unable to be assertive
-Fear - prevents him from participating readily in tasks
- lack of concentration - he is unable to carry out tasks accurately
-Low concentration - difficulty with fine motor activities SD is a school for children with
intellectual disabilities Puku gets exposure to mainstream school kids

Individual Education Programme for each student with therapy from SLT, PT & OT

Drama, Music & Art therapy Music
Talking to staff
Independent Friendly
Motivated by food
Scared Easily distracted
Limited concentration
Good memory
Slow learner -Limited fine motor skills
-Good Spatial awareness
-Limited body awareness
-Good gross movements -SD School
-Playground at Dom Rd
-Park -Maori/NZ culture
-Multi cultures at school
-Culture of the school
-Positive attitude Gran
Friends at school
staff at school
Mainstream students
Older sister -ORRS funding
-Maori framework
-school uniform
-Privacy Act
-Human Rights Act
-OT code of ethics Partnership

Achieved through upholding traditional cultural values Kaumatua - Bill
Visits to Marae
Disability awareness

Independent with toileting, eating, sleeping, dressing

Trouble eating without messing - washing hands after toileting and orienting clothes Self cares Productivity Participates well in class discussions

Attends horse riding sessions once a week to help with coordination, balance and planning skills

Uses colour semantics, social stories, communication board to communicate effectively

Signs and talks well Leisure Enjoys swimming
Ants - follows them on the playground
Socializing with staff and classmates Consulting Puku and staff to gain a broader picture

Assessed current level of competency in activity

Using specialized skills to access and identify how exactly should therapy be planned out Already agreed on in IEP

Design plan - time, space, resource boundaries

Music to encourage Power-sharing

Engage Puku through occupation


Positive reinforcements

Working to Puku's mood

Ensuring teachers are following through Adapting and redesigning plan

Too many ideas

Monitoring changes/improvements

Home-visit Re-assess

Compare with initial findings

Recommendations of next steps Conclusion of interaction /student summary report

Document for transferring to OT Limited Space/area

Noise control

Distractions/ other students

Absences/ Class outings Strengths Positive reinforcements worked

Cooperative / flexibe staff

Modified to be simpler

Meaningful - able to engage Patience

Use intervention on another client

"You CAN do it"

Importance of positive reinforcements How practice could be improved ? Separate area

More time


Feedback from family / OT Occupational Deprivation No access to smartboard

No access to class pets

Limited equipment in class
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