Pediatric Skills for Occupational Therapy Assistants – E-Book
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Contents
| 1 | |
| 11 | |
| 22 | |
4 Educational Systems | 43 |
5 Community Systems | 60 |
6 Principles of Normal Development | 70 |
7 Development of Performance Skills | 77 |
8 Development of Occupations | 97 |
A Neurodevelopmental Approach | 335 |
19 Activities of Daily Living and SleepRest | 353 |
20 Instrumental Activities of Daily Living | 375 |
21 Play and Playfulness | 405 |
Handwriting | 425 |
Activity with Purpose | 453 |
24 Motor Control and Motor Learning | 472 |
25 Sensory ProcessingIntegration and Occupation | 486 |
Becoming an Adult | 114 |
10 The Occupational Therapy Process | 137 |
11 Anatomy and Physiology for the Pediatric Practitioner | 161 |
12 Neuroscience for the Pediatric Practitioner | 178 |
13 Pediatric Health Conditions | 195 |
14 Childhood and Adolescent Psychosocial and Mental Health Disorders | 238 |
15 Childhood and Adolescent Obesity | 277 |
16 Intellectual Disabilities | 299 |
17 Cerebral Palsy | 314 |
Common terms and phrases
ability able activities adaptive adolescents allow areas assessment assistance associated begin behaviors body cause changes chapter child classroom client cognitive complete considered daily Describe developmental devices difficulty disabilities disorders early eating effective engage environment evaluation example experience factors Figure function goals hand handwriting head identify important improve increase independence individual infant integration interaction intervention involves joint learning ment mental months motor move movement muscle needs objects observed occupational therapy occur organization orthosis OT practitioner parents participation patterns pediatric performance physical play position postural practice practitioner present problems promote refers require response result role sensory session setting skills social specific strategies TABLE tasks teacher therapeutic therapist tion typically understand variety visual weight writing