bo4 304 otty - rehab summit...improved holst,language skills (sabado& fuller2008)...
TRANSCRIPT
To comply with professional boards/associations standards:• I declare that I (or my family) do not have a financial relationship in any amount, occurring in the last 12 months with a commercial interest whose products or services are discussed in my presentation. Additionally, all planners involved do not have any financial relationship.•Requirements for successful completion are attendance for the full session along with a completed session evaluation.•Vyne Education and all current accreditation statuses does not imply endorsement of any commercial products displayed in conjunction with this activity.
Session 304: Adolescents & High Functioning ASD: Solutions to Influence Motor Coordination
Robyn Otty, OtD, OTR/L, MEd, BCPR
Leading the Way in Continuing Education and Professional Development. www.Vyne.com
Abstract
Session 304: Adolescents & High Functioning ASD: Solutions to Influence Motor Coordination
Adolescents diagnosed with High Functioning Autism Spectrum Disorder present unique challenges as they physiologically change and develop. The distinct developmental process, coupled with neurological brain development, require therapy approaches to capitalize on their underlying neurological strengths to influence motor performance. Several strategies will be covered to augment motor‐learning‐based activities including assistive technology and cognitive approaches.
Objectives
Learning Objectives
1) Indicate current theories that guide motor development & dexterity skills.
2) Identify strategies that can enhance motor coordination & encourage adolescent engagement.
3) Apply various approaches to develop motor skill mastery & further enhance higher‐level ADL performance.
Overview of Session
Dx: Autism Spectrum Disorder (ASD)
Associated motor features
Approaches to influence motor performance
Autism Spectrum Disorder (ASD)
Prevalence:
1 in 68
4.5 times more common in boys than girls(Christensen, et al., 2016)
Characteristics
Communication Problems
Socialization Difficulties
Repetitive Behaviors
(American Psychiatric Association, n.d.)
Autism Spectrum Disorder (ASD)Diagnostic Statistical Manual (5thedition, pp. 50‐51)
A. Persistent deficits in social communication and social interaction across multiple texts.
B. Restricted, repetitive patterns of behavior, interests, or activities.
Hyper or Hyporeactivity to sensory input or unusual aspects of the environment
C. Symptoms must be present in the early developmental period (can be masked or fully manifested later in life).
D. Symptoms cause clinically significant impairment in social, occupational, or other areas of functioning.
With or Without Language Impairment
With or Without Intellectual Impairment
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Autism Spectrum Disorder (ASD)*Diagnostic Statistical Manual (5thedition, pp. 52)
Level 3: Requiring very substantial support
Behaviors: Inflexibility, extreme difficulty coping with change, restricted/repetitive behaviors that markedly interfere with functioning in all spheres. Great distress/difficulty focus or action.
Level 2: Requiring substantial support
Behaviors: Inflexibility, Marked difficulty coping with change, restricted/repetitive behaviors that markedly interfere with functioning appear frequent enough to be obvious and interfere with functioning. Great Distress/difficulty focus or action.
Level 1: Requiring support Behaviors: Inflexibility of behavior causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.
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Problem
Less likely to participate in physically active leisure activities.
42.2% overweight or obese
Higher body mass index (BMI) ‐ reduced participation
(Lawson & Foster , 2016)
Motor Related
Reduced core stability
(Whyatt & Craig, 2012)
Greater severity of repetitive behaviors will stand with less symmetry and reduced postural stability.
(Travers, Powell, Klinger, L., & Klinger, M., 2013)
Motor Related
(Pan, 2012)
ASD vs Non‐ASD
Highly Significant Differences:
Running Speed and Agility
Strength
Fine Motor Control
Manual Coordination
Body Coordination
Measures:
Bruinicks OseretskyTest of Motor Proficciency
Physical Fitness:
20‐m PACER
Isometric Push‐up
Motor Related
(Abu‐Dahab, Skidmore, Holm, Rogers, & Minshew, 2013)
HfASD vs Non‐ASD
Significant Differences
Fine Motor Coordination
Grip Strength (increase with age)
Motor Speed (increase with age)
Measures:
Grooved Pegboard
Dynamometer
Finger Tapping Test
Strengths‐Based Approach
Strengths‐Based Approach
Positive traits that benefit oneself and others.
The Science of Character
Aware‐Explore‐Apply
1) Build general awareness of character strengths
2) Connect strengths with previous experiences
3) Alignment with personal goals
(Niemiec, Shogren, & Wehmeyer, 2017)
Strengths
Visual Processing
(Clawson, Clayson, South, Bigler, & Larson, 2015)
Implicit Learning
(Izadi‐Najafabadi, Mirzakhani‐Araghi, Miri‐Lavasani, Nejati, & Pashazadeh‐Azari, 2015)
Ability to Imitate‐ Learn by Observation
(Foti, et al., 2014)
StrengthsVerbal Reasoning
(Reinvall, Voutilainen, Kujala, & Korkman, 2013)
Strengths‐Based: The Basics
1) Identify the Passion and Use it
2) Indicate the Learning Strengths
3) Make it Real
(Modified from Biano, Carothers, & Smiley, 2009)
Application Activity
Divide into _____ groups
Discuss the environment and how to capitalize on the client’s strengths.
EnvironmentActivity
Creative Commons Roger Mommaerts
Outpatient Environment
Environment Activity
School Environment
Environment Activity
Retrieved from anha.org
Inpatient Environment
Environment Activity
Traditional Work Environment
EnvironmentActivity
Environments ‐ Leisure
Strengths‐Based
Sibling Relationships and Involvement in the Rehabilitation Process
(Diener, Anderson, Wright, & Dunn, 2015)
Strengths‐Based Assessment Options
VIA Inventory of Strengths (Youth Version) viacharacter.org
Pediatric Activity Card Sort (PACS)
School Function Assessment (SFA)
Strengths‐Based: Activity
Think about your client with ASD:
List his/her strengths
Apply his/her strengths to your program
Use of implicit strategies to learning
Incorporate others to generalize
Motor Control Theory
Motor ControlTheoryAssumptions(Mathiowetz, 2016)
Motor development changes over time based on multiple factors.
SYSTEMS MODEL OF MOTOR BEHAVIOR
Role Performance
Occupational Performance Task
PERSON FACTORS
ENVIRONMENT
Motor ControlEvaluative Process
1) Evaluate role performance
2) Assessment of occupational performance tasks
3) Task selection and analysis
Determine PERSON or ENVIRONMENT is constraining performance
4) Perform assessments CRITICAL Control Parameters
Task‐Oriented Approach
Perform the task within the context of performance
Allow clients to determine the most efficient method of performance.
Repeated practice
Motor Learning
Acquisition of movement similar to typical children.
(Gidley, Bastian, Donchin, Shadmehr & Mostofsky, 2008)
Motor Learning Theory
Motor Learning Principles
3 Key Motor Learning Principles
1) Random and variable practice‐natural context
2) Decrease amounts of physical guidance
3) Encourage task analysis and problem solving
(Mathiowetz, 2016)
Motor Learning
Table Tennis
8 weeks
Executive Function and Motor Coordination
(Pan, Chu, Tsai, Sung, Huang, & Ma, 2017)
Cognitive Theory
Cognitive Theories
Theory of Mind
Education
Assumption: Profound difficulty understanding the minds of others – emotions, feelings, and thoughts.
Approach: Education
Cognitive ‐ Behavioral
Psychology
Assumption: Unconscious meaning behind behaviors
Approach: Problem and Action Oriented
Cognitive Orientation to Daily Occupational Performance (CO‐OP) (Polotajko & Mandich, 2004)
Combines Learning Theory, Cognitive, Motor and Cognitive Behavior Theories
Considers THREE key factors:
Client‐Centered
Performance Based
Problem Solving
Encourages:
Child’s success
Practice in context
Retrieved from www.scienceandenvironment.com
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CO‐OP
Application of CO‐OP:GOAL: Identify occupation (meaningful activity)
Perform the activity‐ Determine if the child has a general idea how to complete the activity
PLAN: Develop strategy
DO: Trial the PLAN
CHECK: Confer with child for performance satisfaction
If performance is not successful, repeat PLAN and DO until CHECK is achieved
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CO‐OP Practice ‐Prep
The quick brown fox jumped over the lazy
dog
CO‐OP
Application of CO‐OP:GOAL: Identify occupation (meaningful activity)
Perform the activity‐ Determine if the child has a general idea how to complete the activity
PLAN: Develop strategy
DO: Trial the PLAN
CHECK: Confer with child for performance satisfaction
If performance is not successful, repeat PLAN and DO until CHECK is achieved
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CO‐OP Practice Activity
42
Research to Support CO‐OP
Promote self‐regulatory and metacognitive skill for motor skill acquisition with children with DCD
Results: Improved task performance link with self‐regulatory performance
(Sangster Jokic, Polatajko, & Whitebread, 2013)
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Promoting Strategy Use
Benefits for Physical Activity
Reduced stereotypical and self‐injurious behaviors
Ability to self‐regulate own behaviors
(Sorenson & Zarrett, 2014)
Assistive Technology
Assistive Technology
Access:
6 individuals with ASD, 6‐20 yrs. of age
Results:Academic applications accessed 51% of the timeAugmentative communication applications accessed 36% of the timeGame applications accessed 13% of the time
(King, Thomeczek, Voreis, & Scott, 2014)
Assistive Technology
Feedback loop
1) Self‐determine errors
2) Encourage problem solving to improve performance
3) Repeat and practice
Assistive TechnologyActivity
Hand Coordination Game/Activity
Technology Related Solutions
Interactive Metronome©
Improved hand function
(Shank & Harron, 2015)
Improved language skills
(Sabado & Fuller 2008)
Therapeutic Listening/Auditory Stimulation
Improved behavioral responses
(Gee, Thompson, Pierce, Toupin & Holst, 2015)
Reduced self‐stimulatory and sensitivity to sound
(Gee, Thompson, & St John, 2014).
Think OUTSIDE the
Retrieved from x4mr.blogspot.com
Retrieved from shannonmillerlifestyle.com
Think OUTSIDE the
Parks and RecreationAfter‐School ProgramsYouth Specific Gym ProgramsCommunity Events & Activities
Available Resources:
Pediatric Activity Card Sort
School Function Assessment
AOTA’s Occupational Therapy Practice Guidelines for Individuals with Autism Spectrum Disorder
Canadian Occupational Profile Measure
Contact Information
Robyn Otty
Associate Professor
School of Occupational Therapy
(702) 777‐3095
Linkedin.com/in/robynotty
References
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