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OTD752 (PEDS) Lecture Final Exam Questions with complete solutions 2024 100% Verified.
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OTD752 (PEDS) Lecture Final Exam Questions with complete solutions 2024 100% Verified.
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OTD752 (PEDS) Lecture Final ExamRole of OT in Middle and High School - ANS ADLS, IADLs, social participation, assistive
technology, planning and organization
ADLs - ANS self care: hygiene, grooming
sexuality: boundaries (abuse prevention), public vs private spaces, privacy issues
IADLs - ANS communication management, money management, food prep, safety
social participation - ANS social skills, self-regulation, self-advocacy
Assistive Technology - ANS alternatives to handwriting, apps to improve accessibility
planning and organization - ANS class changes, locker, homework/projects
research shows that... - ANS most students are discharged from OT prior to middle and high
school; OTs are often not involved in the transition process; OTs are seldom involved in job
readiness programs
transition to young adulthood: Occupations - ANS post secondary education, paid employment,
volunteering, establishing a home, participating in meaningful occupations, developing healthy
relationships
Section 504 of rehabilitation Act and ADA - ANS applies to students without an IEP, employers
must provide reasonable accommodations, vocational rehabilitation services created
IDEA (2004) - ANS mandates transition services to begin by the time a student is 16 years old
Common Core State Standards (2009) - ANS to improve preparedness for post-high school,
adopted national standards, focus on practical life skills
workforce innovation and opportunities act (WIOA) (2014) - ANS improved relationship
between voc rehab and schools, create funding for pre-employment transition services
(pre-ETS)
Transition services - IDEA definition - ANS coordinated set of activities for a child with a
disability with goal to prepare for post-school plans
designed to be within a results-oriented process, which is focused on improving the academic
and functional achievement
,based on the individual child's needs, taking into account the child's strengths, preferences, and
interests
student - ANS most crucial member of transition team
transition team - ANS interdisciplinary and interagency team responsible for the individualized
education program and transition services; student, parents, and professionals
planning process - ANS includes instruction, related services, community experiences,
development of employment and other post-school adult living options
active involvement of student - ANS take part in planning and decision making (can attend IEP
meetings starting at age 14; those with IEP may remain in school through age 21)
self-determination
become positive agents of change in their own lives
actively pursue their goals
direct support and preparation in process
professionals must relinquish control (and parents to some degree)
collaborate to implement strategies
social competency
OT contribution to transition - ANS positive, holistic, student-centered, future-oriented
have the skill set to help student access, participate in, and benefit from OTs specialized
education and transition services throughout middle and high school
understand the educational performance and participation demands - ANS activity analysis
superpowers and use conditional reasoning to understand and anticipate potential problems
transition planning - ANS happening as mandated, but OT's are not taking an active role
other transition planning facts - ANS In one study, 100% of students with an IEP received
transition planning, over 93% participated in their own transition plan, and over 82% of parents
or guardians participated in the process. (Bouck and Joshi, 2016).
● Quality job matching plays a very important role in the success of the transition to employment
(Persch et al. 2015).
, ● Occupational therapists have not taken a strong role in aiding in either post-secondary
transition planning or the implementation of ADA at the organizational level (Eissman et al.,
2017: Umeda et al., 2017)
● By expanding beyond traditional models of service provision, occupational therapists can
implement training and education, not only to clients and their families, but to the community
(Johnson, Blaskowitz, & Mahoney, 2019).
post-school options - ANS workforce, post-secondary education, neither
workforce - ANS segregated employment (sheltered workshops)
- historically (since 1970s) served people with more severe disabilities
-medicated will no longer pay for starting next year
-pros and cons
supported employment: receive on the job training and ongoing support
customized employment: rearranging job tasks to best match needs of employee
regular workforce jobs: more prone to work part-time than non-disabled people & less likely to
have benefits
volunteering
post-secondary education - ANS 2-year colleges, trade or technical schools, 4 year college,
those graduating from functional curriculum cannot attend 4 year college directly out of high
school
paid work during high school - ANS Students who had increased experience working in
integrated job settings had
a better outlook for securing ongoing employment after graduation
Ways to promote:
-Supported employment
-On-the-job training
-Job carving—creating duties to match child
-Customized employment—negotiate job to match child
programs - ANS employment first, project SEARCH, Think college
employment first - ANS A national movement that promotes community employment over
sheltered workshops and allows work without danger of losing federal benefits (disability and/or
insurance)
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