Summary
Samenvatting Ergotherapie in ontwikkelingsstoornissen 1
- Course
- Institution
- Book
Volledige overzichtelijke samenvatting van het vak ontwikkelingsstoornissen 1. Cursus handboek Succes ! xoxo goed studentje
[Show more]
Connected book
Book Title:
Author(s):
- Edition:
- ISBN:
- Edition:
6 reviews
By: bobjadoul • 4 year ago
By: Mluyckx • 5 year ago
By: studentergo020 • 6 year ago
By: celinecoeck_12 • 6 year ago
By: student008 • 6 year ago
By: Antwerpstudent • 6 year ago
Seller
Follow
goedstudentje
Reviews received
Content preview
ONTWIKKELINGSSTOORNISSEN 1Inhoudsopgave
1 Visie op ergotherapie en ontwikkelingsproblemen.........................................................................4
1.1.1 Hoe? Kernbegrippen?............................................................................................................4
1.2 Ergotherapie bij ontwikkelingsproblemen....................................................................................7
1.2.1 Werk Setngn ergotherapeut :...............................................................................................7
1.2.2 Doelgroep..............................................................................................................................8
1.2.3 Rollen ergotherapeut:..........................................................................................................11
2 Professioneel redeneren en ontwikkelingsproblemen..................................................................13
2.1 Het ICF als uniforme taal............................................................................................................13
2.1.1 ICF aln clannifcaaenenteem..................................................................................................13
2.1.2 ICF in notendop....................................................................................................................13
2.1.3 ICF – CY................................................................................................................................13
2.1.4 Stagerapport........................................................................................................................14
2.1.5 Link met ergotherapie modellen..........................................................................................15
2.2 Referentekaders........................................................................................................................16
2.2.1 Pernon-environment – occupaaon model : PEO..................................................................16
2.2.2 Methodinch ergotherapeuanch handelen en profennioneel redeneren...............................17
2.2.3 4-kwadrantenmodel voor faciliterend leren........................................................................18
3 Evidence based practce................................................................................................................19
3.1 EBP in notendop.........................................................................................................................19
3.2 EBP proces: 5 stappen................................................................................................................19
3.2.1 Formuleren beantwoorde profennionele vraag....................................................................19
3.2.2 Zoeken van bent evidence om vraag te beantwoorden.......................................................19
3.2.3 Beoordelen literatuur op betrouwbaarheid + validiteit.......................................................20
3.2.4 Toepannen bevindingen in prakaik.......................................................................................20
3.2.5 Evaluaae veranderingen......................................................................................................20
3.3 Onderzoeks piramide..................................................................................................................20
3.4 Implementate in ergotherapeutsche praktjk...........................................................................20
4 HC 2 : Ondersteuningsvormen......................................................................................................21
4.1 M-decreet...................................................................................................................................21
4.1.1 M-decreet: de aanleiding.....................................................................................................21
4.1.2 M-decreet: in de prakaik.....................................................................................................21
4.2 Zorgcontnuüm...........................................................................................................................21
4.2.1 Brede baninzorg: fane 0:.......................................................................................................21
4.2.2 Verhoogde zorg: fane 1........................................................................................................22
4.2.3 Uitbreiding van zorg: fane 2.................................................................................................22
4.2.4 Zorg op maat: IAC: fane 3.....................................................................................................22
4.3 Buitengewoon BASISonderwijs...................................................................................................22
4.4 Buitengewoon Secundair onderwijs...........................................................................................23
4.5 Opleidingsvormen......................................................................................................................23
4.5.1 Opleidingnvorm 1: maatnchappeliike paracipaae en eventueel arbeidndeelname in een
omgeving met ondernteuning.......................................................................................................23
, 4.5.2 Opleidingnvorm 2: maatnchappeliike paracipaae en tewerkntelling in een omgeving met
ondernteuning..............................................................................................................................23
4.5.3 Opleidingnvorm 3: maatnchappeliike paracipaae en tewerkntelling in het gewone
arbeidnmilieu................................................................................................................................23
4.5.4 Opleidingnvorm 4: algemeen, beroepn-, kunnt- en techninch onderwiin..............................24
4.6 Ondersteuningsteams................................................................................................................24
5 Basaal leren en toepassen van kennis...........................................................................................25
5.1 Spel- Partcipate........................................................................................................................25
5.1.1 Paracipaae:..........................................................................................................................25
5.1.2 Spel en npelen......................................................................................................................25
5.1.3 Ergotherapeuanche intervenae...........................................................................................26
5.1.4 Spelntadia.............................................................................................................................26
5.1.5 Spelbegeleiding....................................................................................................................27
5.2 Fijne motoriek.............................................................................................................................28
5.3 Motorische ontwikkeling............................................................................................................29
5.3.1 Ontwikkeling grove motoriek..............................................................................................29
5.3.2 Babereacaen........................................................................................................................29
5.3.3 fundamentele motorinche vaardigheden.............................................................................32
5.3.4 Ontwikkeling van het griipen...............................................................................................32
5.3.5 Integraae griipen en reiken.................................................................................................34
5.3.6 Lateralinaae.........................................................................................................................34
5.4 Assessments...............................................................................................................................35
5.4.1 Bruininkn – oneretnke of motor profcience 2 de ediaon........................................................35
5.4.2 Dominanae onderzoek voor linker en rechterhand Muller.................................................36
5.4.3 Tandemiint...........................................................................................................................36
6 Visueel perceptuele vaardigheden................................................................................................36
6.1 Visuele en visueel ruimtelijke vaardigheden & vormgeving........................................................36
6.1.1 Hiërarchinch model van de ontwikkeling van vinueel perceptuele vaardigheden................37
6.1.2 Vinueel ruimteliike problemen – npecifek...........................................................................38
6.1.3 Vormgeving..........................................................................................................................42
6.1.4 Ruimteliike oriëntaae en ntructuraae..................................................................................44
6.2 Schrijven.....................................................................................................................................45
6.2.1 Aanleren nchriifaak.............................................................................................................45
6.2.2 Annennment..........................................................................................................................46
6.2.3 Ergotherapeuanche intervenae...........................................................................................46
6.3 Rekenen......................................................................................................................................47
6.3.1 Cogniaeve ontwikkeling in relaae tot rekenen....................................................................47
6.3.2 Voorwaarden denkontwikkeling tot komen getalbegrip Piaget :.........................................49
6.3.3 Vinie op behandeling............................................................................................................50
6.3.4 Ergotherapeuanche intervenaen..........................................................................................51
7 Zelfverzorging...............................................................................................................................52
7.1 Zelfverzorging binnen het taakgebied ergotherapeut................................................................52
7.2 Interventes en methodieken......................................................................................................53
7.2.1 Botom-up en top-down......................................................................................................53
7.2.2 Forward chaining en backward chaining..............................................................................53
7.2.3 Aanvulling mediaae technieken Pnina Klein........................................................................54
7.2.4 Annennment..........................................................................................................................54
8 HC 3: Methodisch handelen..........................................................................................................54
, 8.1 Methodisch ergotherapeutsch handelen...................................................................................55
8.1.1 Stap 1: ergotherapeuanch handelingnprofel opntellen - diagnonacun.................................56
8.2 Chronologische leefijd – ontwikkelingsleefijd...........................................................................58
8.2.1 Stap 2: ergotherapeuanche handelingndiagnone formuleren..............................................58
8.2.2 Stap 3: ergotherapeuanche intervenaen – behandelaar – advineur – begeleider................58
Praktijk ...........................................................................................................................................60
8.3 Klinische schalen.........................................................................................................................61
8.3.1 Pnina Klein-Mediëren..........................................................................................................61
8.3.2 Zelfredzaamheid..................................................................................................................63
8.3.3 Methodieken.......................................................................................................................63
8.4 4 kwadrantenmodel voor facilliterend leren...............................................................................64
9 Reighnilde.....................................................................................................................................65
, 1 Visie op ergotherapie en ontwikkelingsproblemen
Lendoelen
• De ntudent kent de uitgangnpunten van het werken aln ergotherapeut bii
ontwikkelingnproblemen
• De ntudent herkent de fanen van Donen en Timmern-Huigenn en benoemt de kenmerken
per fane.
• De ntudent weet welke rollen de ergotherapeut opneemt bii ontwikkelingnproblemen en
kent de taken hierbii
• De ntudent kent de domeinen waarbinnen de ergotherapeut intervenaen kan toepannen
en kan hier voorbeeld van geven.
• De ntudent herkent diverniteit binnen het domein ontwikkelingnproblemen.
• De ntudent weet wie de cliënt in in het domein ontwikkelingnproblemen en herkent de
handelingnproblemen.
• HB p 25-36
• HB p 80-82
• Downloadn HB (deel 3) betrefende verntandeliike beperking
• Lenmateriaal: downloadn HB deel 3 (op webpagina acco), ondernteuningnfchen. Die moet
ie downloaden van de webnite en kennen.
VLOE: 5 piilern ergotherapie
1. kern in het handelen
2. de cliënt in een npecifeke handelingncontext in funcae van
3. kwaliteit van leven, waarbii de ergo
4. zich duideliik profleert in relaae tot
5. de maatnchappeliike veranderingen en tendennen.
1.1.1 Hoe? Kernbegrippen?
1.1.1.1 Handelingsgericht – occupaton based
o ENABLING: zorgen dat betekeninvol handelen mogeliik in.
o Occupatonal performance (handelen) = de betekeninvolle, doelgerichte uitvoering
van dageliikne acaviteiten gerelateerd aan het pernoonliike leven en context
gebonden.
o Handelen = een acaviteit of een verzameling acaviteiten die op een bepaald
moment, in een bepaalde rol, in een bepaalde context plaatnvindt.
o Het in allen wat mennen doen een waaraan ze meedoen op gebied van:
Wonen/zorgen/zelfredzaamheid, vriie aid/npel, werken/leren
o Autonomie/betrokkenheid/competenae
Occupaaon baned: wannen vanuit de rolntoel, bed opmaken, in bad ntappen,
Je biedt acaviteiten aan die een funcae oefenen. Foto wannen, bed opmaken,
in bad ntappen in funcaegericht evenwicht verbeteren.
Occupaaon baned: nchriiven, vetern
ntrikken, bouwen met kleuren (ie oefent ook geliik ruimteliike vaardigheden,
noorteervaardigheden). Je werkt naar betekeninvol handelen toe maar ie
gebruikt ook betekeninvol handelen.
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller goedstudentje. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $4.88. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
67232 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now