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Summary Atypische Ontwikkeling 2
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ATYPISCHE ONTWIKKELING2
Sofie Decock
2021-2022
,Inhoudsopgave
ADHD................................................................................................................................................................................ 3
Doelen _ waarom bestudeert je dit thema als ergotherapeut?.................................................................................................3
Cliënt in beeld.............................................................................................................................................................................3
RRICHTLIJNEN.........................................................................................................................................................................4
OBSERVATIE............................................................................................................................................................................4
ASSESMENTS...........................................................................................................................................................................5
Ergotherapeutische interventies................................................................................................................................................5
RICHTLIJNEN...........................................................................................................................................................................5
PSYCHO-EDUCATIE.................................................................................................................................................................5
COGNITIEVIE STRATEGIE TRAINING.......................................................................................................................................6
Cognitieve strategietraining ..................................................................................................................................................8
ASS (AUTISMESPECTRUMSTOORNIS)............................................................................................................................... 12
1. richtlijnen..............................................................................................................................................................................12
Ergotherapeutische interventies..............................................................................................................................................14
1. richtlijne............................................................................................................................................................................14
2. interventies gericht naar dagelijks handelen...................................................................................................................15
3. partnerschap.....................................................................................................................................................................23
DCD................................................................................................................................................................................. 23
doelen _ waarom bestudeer je als ergo dit onderwerp...........................................................................................................23
client in beeld...........................................................................................................................................................................23
richtlijnen..............................................................................................................................................................................24
observaties...........................................................................................................................................................................24
ERGOTHERAPEUTISCHE INTERVENTIES....................................................................................................................................25
RICHTLIJNEN.........................................................................................................................................................................25
PSYCHO EDUCATIE................................................................................................................................................................25
TAAKGERICHTE INTERVENTIES.............................................................................................................................................25
PARTNERSCHAP....................................................................................................................................................................26
client in beeld.................................................................................................................................................................. 26
wat is CP?.................................................................................................................................................................................26
Classificatie van motorische stoornissen bij CP........................................................................................................................27
WAT IS CP.............................................................................................................................................................................27
CLASSIFICATIE VAN MOTORISCHE STOORNISSEN BIJ CP.....................................................................................................27
Geassocieerde neurologische disfuncties.................................................................................................................................29
Assessment instrumenten CP...................................................................................................................................................30
ergotherapeutische interventies..............................................................................................................................................31
taak van de ergotherapeut...................................................................................................................................................31
psycho-educatie...................................................................................................................................................................31
Hands on technieken bij een kind met spastische cerebrale parese...................................................................................31
, Taakgerichte interventie of skills training............................................................................................................................32
Constraint Induced Movement Therapie & Bimanuele training..........................................................................................33
omgevingsaanpassingen.......................................................................................................................................................33
ROBOTS, VR EN TECHNOLOGIE............................................................................................................................................35
Introductie oriëntatie en mobiliteit bij kinderen met een visuele handicap......................................................................35
begripsomschrijving.................................................................................................................................................................35
de invloed visuele handicap op mobiliteit................................................................................................................................36
cliënt in beeld...........................................................................................................................................................................37
Mobiliteit- en oriëntatietraining 3-7 jaar.................................................................................................................................37
Cerebraal visuele inperking - CVI..............................................................................................................................................38
CVI - Wat is het?...................................................................................................................................................................38
cvi – Cliënt in beeld...............................................................................................................................................................42
CVI- Interventies...................................................................................................................................................................43
ergotherapie bij personen met een verstandelijke beperking...........................................................................................44
Verstandelijke beperking, kwaliteit van leven, ondersteuningsgebieden................................................................................44
DSM 5: verstandelijke beperking.........................................................................................................................................44
Model Verstandelijke beperkingen......................................................................................................................................45
Fiche 9 verstandelijke beperking..........................................................................................................................................45
Kwaliteit van leven volgens Schalock, ondersteuningsgebieden.............................................................................................47
schema kwaliteit van bestaan..............................................................................................................................................47
ergotherapeutische ondersteuning..........................................................................................................................................48
5 principes............................................................................................................................................................................48
def volgens aaid.......................................................................................................................................................................49
Assessments naar Kwaliteit van leven en participate..............................................................................................................49
ervaringsordening....................................................................................................................................................................50
de visie van D. timmers- huigens..........................................................................................................................................50
communicatie...........................................................................................................................................................................55
belang van communicatie....................................................................................................................................................55
communicatiefuncties..........................................................................................................................................................55
Belangrijke begrippen...........................................................................................................................................................56
ergo.......................................................................................................................................................................................56
communicatievoorwaarden.................................................................................................................................................56
COMMUNICATIENIVEAU'S.......................................................................................................................................................57
COMMUNICATIE EN CEREBRAL PALSY.....................................................................................................................................57
COMMUNICATIEPROBLEMEN - CLIËNT IN BEELD....................................................................................................................58
EMOTIONELE ONTWIKKELING.......................................................................................................................................... 58
GEDRAGSINDICATOREN EMOTIONELE ONTWIKKELING - SOCIAAL-EMOTIONELE ONTWIKKELING........................................58
CLIËNT IN BEELD.......................................................................................................................................................................58
ONTWIKKELINGSPROFIEL.....................................................................................................................................................58
SCHAAL VOOR EMOTIONELE ONTWIKKELING – REVISED (SEO-R).......................................................................................59
, FASES........................................................................................................................................................................................59
EERSTE FASE: ADAPTATIEFASE – 0-6M.................................................................................................................................59
tweede fase: eerste socialisatie ( 6-18 maanden)................................................................................................................60
DERDE FASE: EERSTE INDIVIDUATIE -> 1,5-3J......................................................................................................................62
VIERDE FASE: IDENTIFICATIEFASE ( 3-7 jaar)........................................................................................................................63
VIJFDE FASE: REALITEITSBEWUSTWORDINGSFASE ( 7-12Jaar)............................................................................................65
DE DRAAD (GERRIT VIGNERO)..................................................................................................................................................66
sherborne.................................................................................................................................................................................66
Bewegingspedagogiek..........................................................................................................................................................66
Wat, waarom........................................................................................................................................................................67
Drie basisdoelstellingen........................................................................................................................................................67
Multi-sensory storytelling (MSST)............................................................................................................................................68
wat........................................................................................................................................................................................68
voor wie................................................................................................................................................................................68
hoe........................................................................................................................................................................................68
vorm verhaal.........................................................................................................................................................................68
doel.......................................................................................................................................................................................69
aandachtspunten verteller...................................................................................................................................................69
DEEL VAN LENAERTS
ADHD
DOELEN _ WAAROM BESTUDEERT JE DIT THEMA ALS ERGOTHERAPEUT?
ADHD kan het functioneren van een kind op verschillende levensdomeinen danig verstoren en de verdere ontwikkeling
bemoeilijken.
CLIËNT IN BEELD
Het is enkel op basis van een uitgebreid diagnostisch onderzoek mogelijk om te bepalen of het geobserveerde gedrag al dan
niet gekaderd kan worden als ADHD. Het stellen van de diagnose ADHD en het starten van een behandeling gebeuren ideaal
volgens nationale en internationale richtlijnen door een deskundige of deskundigenteam (HGR, 2013).
1. Richtlijnen
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