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OSOT1305 Therapeutic Applications

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OSOT1305 Therapeutic Applications

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OSOT1305 Therapeutic Applications

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Course Code: OSOT1305
University: St. Catherine University

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Country: United States

Question:

As the plan for the presentation is developed, the plan should include each of the following 6 components in the intervention, with evidence support, and how you would adapt to provide a “just right challenge” to the various components for your assigned group of clients:

1.Activity introduction (how you would introduce the unit)
2.Warm-up for activity – the warm up might include sensory and/or motor components
3.Sensory activity (s) for the unit
4.Gross motor activity (s) for the unit
5.Fine motor activity (s) for the unit
6.Cool-down- transition from the unit

In the plan for the presentation, equipment should be identified that will be needed for the activities and equipment you would need to adapt the activity for various participants.
Once feedback on the plan is received from the course instructor, final preparations should be made for the lab presentation.  The lab presentation should be interactive and clearly include the 6 components above as well as considerations for adaptations and equipment.  

The teacher indicates that there are at least three others with similar behaviors, but no diagnoses. She has asked you to develop a sequence of activities and suggestions that she could use each day prior to her reading instruction that would engage students, increase classroom skills, and increase classroom focus for learning (and decrease out of seat behaviors).
1.What were your group goals for developing this presentation?  How did you and your group work together to meet these goals?
2.Did your group have to make any changes while you were working on this project?
3.Did you do your work the way other people did theirs?  In what ways did you do your work on the project differently?
4.What resources did your group use?  Were these resources helpful?  What other resources might you consider in the future?
5.What problems did your group encounter while you were working on this presentation?  How did you solve them?  What did you learn from them?
6.List the contributions of each group member.

Answer:

A plan for the presentation:
Developmental disabilities are long-term and severe problems, which comprises of both physical and mental problems. Early intervention in the schoolchildren is required to minimize or to prevent the developmental delays (Chopra et al., 2014). Sometimes an intervention is necessary to support a child’s development in a particular field. In school, specific interventions for the core subjects like math and english is required to gain their attention, particularly in that subject. Many children in the school face many self- regulation disabilities, so proper self-regulatory programs are necessary for their guidance. The children should be offered with school-based programs to teach them how to deal with the emotional skills. Several media campaigns can be applied for the treatment of the children. Individualized educational programs and individualized education program meeting can be required with the parents of the children. The sessions are needed with the parents to deal with the learning disabilities of the children (Kamhi & Catts, 2014). Service planning and the delivery methods should be incorporated to influence the outcomes of the intervention programs. Prevention is required for the children with the developmental disabilities to improve the condition of health and the improvement of the risk-taking abilities in the later stages of the life. Several other methods are applicable for the children. Individual cares should be given to the children with the aid of the caregivers.
According to Wong et al., (2015) plan of work is necessary to execute the performance with the children with disorder disabilities.
Plan of work to the children with the disorder disabilities:

Activities

What

How or why is chosen

Introduction

Introduction is the necessary to implement the activities in that particular group of children.

The specific group of children who has the disorder disabilities should be identified at first

Warm-up activities

Rearrangement of the book shelves or squeezing the ball

It will increase the focus of the children.

Sensory activities

Identification of the primary color squishy bags

It will enhance the growth of the physical skills and cognitive skills of the body.

Gross motor activities

Animal games would be perfect for the children.

It will help in gaining or strengthening the confidence within the body.

Fine motor activities

Poking straws into the holes would be fun in commencing the activities.

It will enhance the improvement of the small muscles in the body

Cool down activity

Ladder climbing is very much effective.

It will decrease the heart rate of the body.

Support from the parents can be helpful in this presentation. Parents involvement in the role plays aimed to help the participants to achieve the self-management approaches they experienced in the everyday classroom exercise, was an important component in the success in the study. Proper data should be maintained for the children with the disabilities so timely parent-teacher meeting should be conducted to show those reports to their respective parents. Some of the students face hearing disabilities whereas some of the students may meet learning disabilities or some of them may have visual impairments. In these events, the children should be treated differently with the help of audio and visual aspects (Moll et al., 2016). The students may be treated with the psycho-educational programs in which the educations are projected to the students in a psychological manner so that the students can understand the educational subjects easily.
Part 2: The presentation:
After the presentation plan has been developed for the unit, it is the time for the introduction of the presentation to the unit or the group of the children. Several groups of the children should be created to implement the program. In a particular group, there could be children with differently disabled, so proper identification is needed before the implementation. The data should be recorded for each group, and an appropriate analysis of the data should be maintained. The children who had behavioural changes cannot socialize with the other children. For them proper socio-behavioural treatment is required. Likewise, after the identification of the appropriate diagnosis then the groups should be treated differently according to the student’s needs (Seligman & Darling, 2017).
Warm up activities-(sensory and motor components)- Warm up activities for the children is necessary because it increases the posture of the child and it improves the child’s range of performance and motion. Warm-Up activities are needed to improve the focus of the child, particularly in one aspect. The children should be advised for heavy work activities like the rearrangement of the bookshelves, opening doors to the others, wash the desk or the tabletops, carry the baskets for the items, and squeeze the stress balls or the fidget toys. The children should be advised for the movement activities like to hand out papers to the teachers, while seating on a chair they should roll their neck and shoulder, or they can sit or jump on an inflated air cushion. Several weight bearing activities were also recommended for the children like to do the chair pushups, crab walk, spider walk or the wheel borrow walk.
Sensory activities for the children- Sensory activities are needed for the children with the developmental disabilities because it will enhance the growth of physical skills and the cognitive skills in the body. It will also help in the emotional development because most the children are emotionally unstable and also it improves the communication and the social skills. Sensory play will give the children endless ways to develop and to learn new ideas or activities which are quite impossible for the disabled children. The teachers and the caregivers should advance the children with particular kind of events like homemade rubbery goop recipe, identification of the primary colors squishy bag experiment, how to colour the rice for the sensory play or how to make squishy bags for the visual game.
Gross motor activity for the unit- Gross motor activities helps the child to gain confidence and in the strengthening of the body. Several games or other activities should be performed with the young ones to achieve their goal. The teachers and the other caregivers should engage themselves to help the child to play certain kind of tasks. The tasks may include the pillow mountain, several types of animal games, obstacle courses to be performed within themselves. Running after bubbles or the ball games are also a useful technique for the improvement of the gross motor activity.
Fine motor activity- Fine motor activities are the certain small type of activities that are helpful to increase the strength of the small muscle for the fingers or toes. The teachers should timely communicate with the students to help to perform certain kind of activities like making the pasta necklaces, poking straws into the holes, threading with beads into the pipe cleaners. This activity will enhance the growth of the specific small muscle activities of the body.
Cooldown activities or the cooldown transition- These certain kinds of activities are necessary for the children after the heavy exercises or the activities, which are discussed above. These activities are necessary to calm down the heart rate and the temperature of the body. If it is not decreased, then it can lead to fatigue or elevation of the heart rate. Specific activities that can be applied to the children are the sidearm circles, to climb the ladder activities, hugs and deep breaths and slow march towards a point.
In order to perform the activities, which are expressed above, some equipment are required, that will facilitate the teachers in helping the children. The materials, which are necessary, are the sands, ropes, beads, some type of balls, ladder, and soap bubbles.
The plans, which are selected for the intervention programs, should be interactive to the children and the teachers as well. The structure or the framework of the proposed plan should grasp the eyes of the children with developmental disabilities.
Reflection:

My group’s goals for developing this presentation are to enable ADHD children to focus on the self-regulation skills. Selection for the group among 22 children is very much necessary object for the intervention. A school may contain specific type of children, and some of them have especially disabled, so specific programs are needed for a particular group of children.
Yes, my group has to make changes while performing the presentation because the main issue is that, we are dealing with children. Children are very tough to handle especially those who are dealing with ADHD (Erskine et al., 2015). Therefore, it is hard to make them understand about certain activities like showing them the necessary videos or songs or images.
Not exactly, I have performed my work like the others. Small changes are always needed to improvise your work.

I have not chosen only children to perform the activities like others. I have also chosen parents, teachers and the caregivers in the same frame. It is not the only children; everyone should be educated enough to perform the presentation.

Groups and I collaboratively use science journals, internets, several types of magazines as a resource for the presentation. Along with that, we have performed certain kind of fun games and small environmental tasks to keep them engaged (Meltzer, 2018)

These resources are used to a certain extent.
The others sources that I might consider in the future is a survey in different schools to understand the activities what the others are performing to deal with the situations.

The problems that we face from the presentation are from the children and especially from their parents. Most of the parents do not allow their children to be taken part in the activities. They are afraid from the interventions.

We conduct a proper meeting with the parents, and we have incorporated several small exercises, which are to be performed with the child to increase their physical strength.
What I learn from them is that physical disabilities children can revert to the healthy life after proper diagnosis.

In the group everyone contributes differently to perform the activities:

I have managed the whole task and the presentations.
The teachers have performed their parts by educating the children.
The caregivers and the health takers take care of the children. If some of the students face any health problems, then the caretakers will serve accordingly.
References
Chopra, V., Harley, K., Lahiff, M., &Eskenazi, B. (2014). Association between phthalates and attention deficit disorder and learning disability in US children, 6–15 years. Environmental research, 128, 64-69.
Erskine, H. E., Moffitt, T. E., Copeland, W. E., Costello, E. J., Ferrari, A. J., Patton, G., … & Scott, J. G. (2015). A heavy burden on young minds: the global burden of mental and substance use disorders in children and youth. Psychological medicine, 45(7), 1551-1563.
Kamhi, A. G., &Catts, H. W. (2014). Language and reading disabilities.
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.
Moll, K., Göbel, S. M., Gooch, D., Landerl, K., &Snowling, M. J. (2016). Cognitive risk factors for specific learning disorder: processing speed, temporal processing, and working memory. Journal of learning disabilities, 49(3), 272-281.
Seligman, M., & Darling, R. B. (2017). Ordinary families, special children: A systems approach to childhood disability. Guilford Publications.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., … & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders, 45(7), 1951-1966.

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