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ADOLESCENCE

Stages of change
a. Early - 10 to 13 yrs
- increase hormonal activity
- newly formed skills
b. Middle
- 13 to 16 yrs
- experimentation
- risk taking due to peer
pressure,
acceptance, rebellion
c. Late - 16 to 19 yrs
- challenges
- future plans
Development Task (Havinghurst, 1953)
- clear sexual identity
- emotional independence
- economic independence
- select and prepare for occupation
- socially responsible
- establishing values and ethics
Issues/Challenges
- acceptance
- independence
- establish identity
Characteristics of adolscent with disabilities
1. Visual impaired
- subaverage speed
- limited mobility
- decrease abstract reasoning
2. Auditory impaired
- language develpomental delay (oral
& written)
- interferes in emotions and behaviors
3. Learning disabled
-cognitive, social, emotional,
behaviors
(primary concern)
4. Behavior disorder
- inappropriate satisfactory relations
w/ others
- fails to meet and/or exceeds
interpersonal
skills (i.e., conversation)
a. Mild - transient, disability w/ or w/o
interventn
b. Mod - intensive, interferes school
c. Sev - inability to function in all areas
5. Mental retaardation (mild to moderate)
- language development
- abstract reasoning
1

July 9, 2015
Cornerstone Therapy Hub, Gusa, CDO
Lectured by: Thea Sheila Ocheda-Alonto, OTRP, MOH

DAVAO DOCTORS COLLEGE 2015


Anne Bernadette Barte, BSOT

limited incidental learning


short term memory
absent generalization
diminished motor/physical health
generally isolated
challenging behaviors

Assessment with disability


- obtain informations of persons competency
2 types of transition
1. Traditional - validity yet limited practical
usage
2. Functional - nonstandardization, informal
assessmt
I.

Traditional assessment
a. Psychometric/Standardized testing
i. Intellectual & academic
assessment
Ex. Weischler Adult (WAIS)
b. Academic achievement test
Ex. Basic Occupational Therapy Test
(BOLT)
c. Aptitude test - disadvantage: limited
validity
II. Functional assessment
- independence in doing ADLs in the
environment
a. Psychometric/Standardized testing
i. Interest inventories
Ex. Ready Prevocational Interest
Inventory (RPII), Strong
Campbell
b. Personality test - qualitative attitude
c. Adaptive behavior scales
Ex. Adaptive Behvavior
Assessment System (16-89 yrs) a selfrating tool
Informal functional assessment
1. Work Sample
- predict trainability
- types
Ex. Valpar Component Work Sample:
10 series
- each series amounts to 15K
- very expensive but very
concrete
- face-out

2.
3.
4.
5.
6.
7.

Student school records


Rating devices
Rating scales
Interview
Portfolio assessment
Situational assessment
- used with ASD/PDD
- realistic, has minimum anxiety
Ex. Jacobs Prevocational Skills
Assessment
8. Behavioral analysis
- focuses one to two behaviors at a
time
a. Anecdotal recording - narrative
b. Frequency recording - counting
behaviors
c. Duration recording - long time
d. Internal recording - percentage
e. Behavior recording
9. Environmental assessment
- functional mastery of environment
TRANSITIONING TRAINING
Goal: be functional in home and community
- preferences
- post-school (i.e., vocational)
- adolescence to adult
- being practical
EXECUTIVE SKILLS
- therapist acts like a coach
- helps identify, organize, plan & manage
emotions
- handle novel situations
- manage one self to achieve a goal
Ex. Executive Skills Questionnare by Peg
Dawson & Richard Guare (for 10+ yrs/can
already understand)
5 elements
1. Planning
2. Error correction
3. Novel sequences
4. Difficult situations
5. Resisting temptation/inhibition
1 yrs - selective
2 yrs - problem solve, language
development
2

July 9, 2015
Cornerstone Therapy Hub, Gusa, CDO
Lectured by: Thea Sheila Ocheda-Alonto, OTRP, MOH

3 yrs 5 yrs 11-13 12 yrs 12-15 15/16 15-18 18-21 20-29 Ages -

DAVAO DOCTORS COLLEGE 2015


Anne Bernadette Barte, BSOT

flexible to plan
significant inhibition, reflect actions
boys has good visual memory
goal
goes thru changes, on going plan
intentional
plan maturely
peak planning
peak of executive functioning
declines

Metacognition - thinking of thinking what to


do
Requires SSS: Self-awareness, Selfmonitoring,
Self-control
Executive functions - works together,
isolation is not
possible
1. Thinking skills (POTMW)
2. Behavior regulation (RSTFG)
a) Response inhibition
b) Self-regulation emotion
c) Task initiate
d) Sustained attention
e) Flexibility (revising plans)
f) Goal-directed persistence (volitiontenacity)- eye on the prize; pacing
Time management - project planning
Metacognition - talk about how?; process
Flexibility - brainstrom, situation
- Social thinking by Michelle Garcia
Winner
Self-regulation
- Relaxation techniques (10 types)
Memory - digit retention
In psych eval tools used are: pick-a-test,
COTE, MSE

DAVAO DOCTORS COLLEGE 2015


Anne Bernadette Barte, BSOT

*** RED FONTS ARE SUBJECT FOR FURTHER


SEARCHING ***

July 9, 2015
Cornerstone Therapy Hub, Gusa, CDO
Lectured by: Thea Sheila Ocheda-Alonto, OTRP, MOH