Occupational Performance Implicationsâ€Free Samples for Students

Question: Discuss About The Occupational Performance Implications? Answer: Introduction: Based on the given information for the case study, the essay focuses on Stephanie, her family and prevailing disorder autism and epilepsy. Background information: Person Stephanie is eleven years old about to turn twelve soon. At the age of two and half years old, she was diagnosed with Autism spectrum disorder (ASD). Presently she is having both autism and epilepsy. These mental disorders have no cure and she will survive with these for life-long. Occupational therapists with interventions will assist her to perform her daily activities, communication and engagement in activities in leisure time. Environment Stephanie is mostly at home accompanied with either of her parents, or in her school for therapy sessions. At home, Stephanie converses with the help of PECS (picture exchange communication system) and has joined a special developmental school. When she is at home, a continuous administration of her activities is required. She pulls all the drawers and cupboards, empty the content out of it as if searching for some treasure. Consequently they have locked all the drawers and refrigerator as well. Occupation She enjoys playing in water and loves to bath, even though a constant supervision is required for both the activities. In addition to playing in water, she loves to walk in her garden. Her mother told about smearing issues of Stephanie, she smears her hands with mud and sometimes soils her hairs. She is fascinated by the reflection of light from the window against the shed walls. Stephanie has a care provider to aid her to join music therapy sessions per week. Comparatively, less support is accessed by her parents; therefore, they are thankful to the care provider for helping their daughter. Stephanie enjoys music; hence she also goes to the supported youth group once each fortnight. Anne and Chris stayed in a rural town surrounded by family and friends. They ran a small business in that town and then, they were blessed with a girl child named Stephanie. When she was diagnosed, her parents were disappointed to know that their local area specialist had insignificant awareness regarding this disorder. The pediatric was so uncomfortable to answer when enquired regarding autism by Chris. Since specialist services and therapies were not available in their hometown for Stephanies disorder, her parents shifted to Melbourne after selling their old house. Her parents decided to get best possible solution for her. In Melbourne, Anne and Chris feel homesick as they miss their family and friends. Both of them desired to have another child but with Stephanies daily needs and care it is time consuming/hectic. Therefore, they dropped their wish for second child so that they can pay complete attention towards Stephanie. It would be hard for them if they had to pay similar attent ion on second child as well. In Stephanies case, she cannot be left unattended as she needs regular supervision for daily activities. Description of health condition: At present Stephanie is eleven years old diagnosed with ASD and epilepsy both. Autism spectrum disorder is a developmental disability in brain in which patients are reported to have restricted and repetitive behaviour and impaired imaginative play, regression in communication and social interaction (Baio, 2012). It is a spectrum disorder because abilities of children with autism differ significantly from one another. In Epilepsy, patients get recurrent seizures which are not provoked. Epilepsy and ASD are reported to be co-occurrent (Spence and Schneider, 2009; Bolton et al., 2011). The children with ASD and epilepsy are diverse because their disabilities and needs are not similar. Cognitive and behavioural developments are significantly affected by seizures (Van Campen et al., 2016). Available data also suggests that person with ASD and epilepsy demonstrates worse social and behavioural consequences when compared to person with only ASD (Viscidi et al., 2014). Autism symptoms are ex istent in children prior to three years of age, hence, symptoms commence from early childhood. Approximately in 60-75% of children with autism, intellectual disabilities are noticed (Lindgren and Doobay, 2011). Available reports have shown that in children with autism common problems are balance control, coordination, movement and motor preparation. Occupational performance implications The implications of ASD and epilepsy restrict occupational performances such as learning effectively, playing, day-to-day activities, and social involvement. The motor skills are not developed, thus, limiting occupational performances. In children with ASD, sensory processing/modulating disorder, which is a strange response of sensory stimulus, is often observed (Neil et al., 2016; Van Campen et al., 2016). Epileptic children also exhibit altered neural responses to sensory stimulus (Chipaux et al., 2013). There are restrictions to numerous functional behaviour and occupational performances in children with autism due to dysfunction in perceiving stimulus, sensory processing, and impaired communication. Behaviours such aggression, self-injurious behaviour and undirected running have been related to abnormalities in sensory processing (Watling Dietz, 2007). Along with intellectual disabilities in children with autism, they may develop superior skills in music, mathematics or memory. Stephanies performance components: Motor skills In the video it was clear that from the car to the developmental school for therapy, she walks herself alone without any support. In her Canadian Occupational Performance an issue was reported that Stephanie has learnt to unclip her seat belt while travelling in car. Therefore, her fine motor skills need to be channelized in an appropriate manner by the therapist so that she can learn to take care of herself. Similarly, at her home, she walks in the garden and soils herself with mud. Hence, she can be guided to improve her skills and occupational performance. Cognitive skills Stephanie can convey her food desires with the help of PECS. She cannot communicate verbally but with the help of pictures she manages to meet her requirements. She can follow and understand the commands of her therapist at developmental school. Social/behavior skills Stephanie is not fearful in the presence of many people. It was clear from the video that she was enjoying her painting session as commanded by the therapist along with other participants. She even participates in supported youth group once a fortnight which proves that she is not scared of crowd or noise. As a result, Stephanie can be involved into other occupational activities which will eventually improve her occupational performance. Sensory skills Stephanie loves music which is a positive sign of her sensory skills. She responds to stimulus of light as told by her mother, Stephanie is fascinated by the reflection on shaded walls. She is receptive to external stimulus because while she is walking towards her school on the pavement or way she stops to view her environment. From the video it was clear that she gets engaged in the environment she stays or walks by. Thus, PEO model provides guidelines to analyze occupational performance problems of Stephanie and to plan interventions and interaction with her and family. Additionally, the application of PEO model also delivers a way to study physical, cultural, institutional, socioeconomic environmental factors that influence day-to-day life practices (Dunbar, 2007). Possible assessments: In occupation therapy, assessment of children with autism is vital for developing a plan and enforcing an efficient intervention. The bonding between children and family is unique and communications offer an understanding into childs abilities, occupational interests and requirements. The probable assessment by the occupational therapist (OT) for Stephanie will be based on emphasizing the reasons behind restrictions of her occupational performances. Focus will be on recognizing her priorities and desired activities. Friendly interaction and bonding with Stephanie is of utmost importance so as to observe her closely which will further help to evaluate her condition. Observation is the most imperative and primary tool to actually examine her performances in numerous daily activities. The development of occupational performance of children has to be understood by their routine works and habits (Vaughn, 2011). The best and comfortable place for assessment will be Stephanies familiar envi ronment either home or school. Information on her daily activities and habits has to be collected from family and other therapists in contact with Stephanie. From the occupational performances, the observed data will be analysed and evaluated to decide on the possible interventions. After completion of appraisal, the OT and family can select the best promising strategy of action centred on the present and future prospects. Accurate procedures to evaluate occupational performances of daily activities by using Canadian Occupational Performance Measure (Bumin et al., 2015). Her developmental parameters have to be assessed. Sensory profile has to be measured in case of Stephanie. Motor skill assessment has to be carried out. The occupational therapist then determines the performance skills such as methods used for communication, process skills such as attention, and motor skills such as mobility or position (Yalon-Chamowitz et al., 2010). Possible interventaion 1- For Stephanie, she has to be taught to self-care by not smearing which she usually does. She has to be taught to bath on her own. She has to learn to take her food on her won and finish her meals properly. The chief target of occupational therapist is to make sure that children with autism are able to reduce complications in performing day-to-day life activities which they generally face at school or home. 2- Next intervention for Stephanie will be to engage her in new playful activities at home, which will also include social interaction, sharing and taking turns. So that she can develop her motor skills by getting engaged in numerous activities. Most essential intervention is to teach her or improve her communication, so that she can easily understand and let others know what she needs. Behaviour management has also to be taught, therefore Stephanie can learn to sit and wait. Family centered issues. 1- In eleven years, Stephanies parents could not leave her alone for a moment, not even at night because her habit is she strips herself naked. So she needs complete supervision. At night also her parents have to stay with her to supervise her. 2- Stephanies parents could not go on a date since these many years. Only when Stephanie goes out for music once a fortnight, they can relax that time. 3-Their social life, partying or travelling along with friends or going to visit family has not been possible due to Stephanies condition. Conclusion: A characteristic of autism is delayed speech or language communication. There are many behavioural interventions to enhance speech in children but it is noted that most of children diagnosed with autism stay speechless. The children are taught to express their desire by using picture exchange communication system, such as they can show a picture of banana and convey they want to eat it or other such activities with the help of pictures. The occupational therapists train children with PECS along with play and different meaningful activities. Hence, occupational therapy emphasizes an insight on the active relationship among people, their work and surrounding environment with the help of a model Person-Environment-Occupation. Therapists practice this model to analyse occupational performance issues in children in a systematic manner during their study of complex human experience and behaviour patterns. The OTs explicitly converse their practices and its impact on patient with family mem bers. The PEO model is presented as a device used by therapist to ensure patient-centric interventions by improving participation of patients in significant occupations in their selected environments. References Bagby, M. S., Dickie, V. A., Baranek, G. T. (2012). How Sensory Experiences of Children With and Without Autism Affect Family Occupations. The American Journal of Occupational Therapy, 66(1), 7886. Baio, J. (2012). Prevalence of autism spectrum disorders - autism and developmental disabilities monitoring network, 14 sites, United States, 2008. MMWR Surveillance Summaries, 61(3):119. Bolton, P.F., Carcani-Rathwell, I., Hutton, J., Goode, S., Howlin, P., Rutter, M. (2011). Epilepsy in autism: features and correlates. The British Journal of Psychiatry, 198, 289-294. Bumin, G., Huri, M., Salar, S., Kahiyan, S. (2015). Occupational therapy in Autism. In: Autism spectrum disorder Recent advances. Fitzgerald Michael (Eds). Chapter -9, 161-203 pp. Croatia European Union: Intech Open. Case-Smith, J., Weaver, L.L., Fristad, M.A. (2014). A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism, 19, 1333-1348 Chipaux, M., Vercueil, L., Kaminska, A., Mahon, S., Charpier, S. (2013). Persistence of cortical sensory processing during absence seizures in human and an animal model: evidence from EEG and intracellular recordings. PLoS One, 8, e58180. Dunbar, S.B. (2007). Occupational therapy models for intervention with children and families. USA: SLACK Incorporated. Eyssen, I.C.J.M., Steultjens, M.P.M., Oud, T.A.M., Bolt, M., Maasdam, A., Dekker, J. (2011). Responsiveness of the Canadian Occupational Performance Measure. Journal of Rehabilitation Research and Development, 48(5), 517-528. Lindgren, S., Doobay, A. (2011). Evidence-based interventions for autism spectrum disorders. Retrieved from: https://www.interventionsunlimited.com/editoruploads/files/Iowa%20DHS%20Autism%20Interventions%206-10-11.pdf Neil, L., Olsson, N. C., Pellicano, E. (2016). The Relationship Between Intolerance of Uncertainty, Sensory Sensitivities, and Anxiety in Autistic and Typically Developing Children. Journal of Autism and Developmental Disorders, 46, 1962-1973. Spence, S.J., Schneider, M.T. (2009). The role of epilepsy and epileptiform EEGs in autism spectrum disorders. Pediatric Research, 65(6), 599-606. Watling, R.L., Dietz, J. (2007). Immediate effect of Ayress sensory integrationbased occupational therapy intervention on children with autism spectrum disorders. American Journal of Occupational Therapy, 6, 1574-1583. Van Campen, J. S., Jansen, F. E., Kleinrensink, N. J., Jols, M., Braun, K. P., Bruining, H. (2015). Sensory modulation disorders in childhood epilepsy. Journal of Neurodevelopmental Disorders, 7, 34. Vaughn, R.L. (2011). Occupations and quality of life of families with children with ASD: a survey. Online Retrieved from: https://encompass.eku.edu/cgi/viewcontent.cgi?article=1025context=etd Viscidi, E. W., Johnson, A. L., Spence, S. J., Buka, S. L., Morrow, E. M., Triche, E. W. (2014). The association between epilepsy and autism symptoms and maladaptive behaviors in children with Autism Spectrum Disorder. Autism?: The International Journal of Research and Practice, 18(8), 9961006. Yalon-Chamowitz, S., Selanikyo, E., Artzi, N., Prigal, Y., Fishman, R. (2010). Occupational therapy and intellectual developmental disability throughout the life cycle. Retrieved from: https://www.health.gov.il/UnitsOffice/HD/MHealth/Occupational_Therapy/Documents/OT_%20Intellectual_IJOT_EN.pd