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Case Study

Using CmopE and CCPF occupational therapy frameworks
by

Zainab Esau

on 1 November 2012

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Transcript of Case Study

Meet Puku Basic Info 12 years old
Maori
Musical
Spiritual
Fun
Rhythmic
Soft hearted
Friendly
Easily scared So what does the
medical file say about
Puku?
Lets take a closer
look -Intellectual disability
-Microcephaly
-Poor growth
-Mutiple congenitial problems
-Hypospadism,
-Micropenis
-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
Modeling
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
Dancing
Drama
Talking to staff
Independent Friendly
Bubbly
Happy
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
-Orthotics
-Playground at Dom Rd
-Pecs/Coreboard
-Computer/IPAD
-Park -Maori/NZ culture
-Multi cultures at school
-Culture of the school
-Independence
-Positive attitude Gran
Friends at school
staff at school
Mainstream students
Cousins
Older sister -ORRS funding
-Maori framework
-school uniform
-Privacy Act
-Human Rights Act
-OT code of ethics Partnership
Protection
Participation

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

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
Dancing
Music
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

Educate

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

Experience

Feedback from family / OT Occupational Deprivation No access to smartboard

No access to class pets

Limited equipment in class
Full transcript