Max-Mod A Case Study

Moda opened in fall of 2014 on 815 W Madison Street. Moda is an Italian restaurant, bar, and lounge, but not only is Moda that during the day it is also serves a club at night. Moda is located in College Town, which is walking distance from campus. This is key to Moda’s success because college people are on a budget and Uber costs add up over time. Since Moda is right on campus more students are likely to go even if its for a little bit because they know that they can get there and back in a very efficient time and never have to wait on anybody to come to the club or leave the club. College students like to be leisurely; in the way that they like to do things when and how they want so anytime that they have that option they’re going to take it.

STG: Client will don activities such as: writing, holding a spoon, picking object with the help of adaptive equipment in 1 week.

Pt required Max-Mod A, verbal, visual cues and encourangement when performing play dough act of making balls, rolling it into snakes and create letters of his name to form it to improve FM skills, dexterity, in hand manipulation, visual motor/oculomotor skills, scanning, attention, focus and creativity/self steem. He was able to make play dough balls, long and thing cilindric shapes with 40 % of accuracy, but demonstrated 20 % of accuracy during letters/name formation. Patient worked on FM skills while using tongs to picking up small blocks and cotton balls with poor ability to maintain tripod grasp and switched hands secondary to decreased hand strength. Patient also worked on bilateral coordination/integration and crosing midline, he

Don Anthony exhibits average physical strengths. He enjoys playing video games and on the computer. He can hold a pencil correctly, type on a keyboard in order to complete his assigned task within a regular classroom setting, as well as manipulate simple equipment with independence. His handwriting is legible and can be read by others. Don Anthony is able to participate well in most gross motor skill activities such as walking, running, skipping, jumping, throwing and climbing activities during P.E. class with multiple verbal encouragements.

The AAC technique is typically an evaluation strategized solution that can be easily utilized to establish communications [4]. The traditional and functional routines in the natural accommodations or settings for the environments allow and create ease for the structuring of the abilities as well as strengths for the AAC users. The AAC polishes and focuses more on the strengths of the learners or individuals as compared to focusing on flaws and weaknesses or impairments. The main and primary goal of AAC is to highlight the skills that require attention as well as the individuals standing according to his/ her participation, the design and follow ups as well as communication strategies that suffice the needs of the individuals. The accumulation and presence of this useful insight, knowledge and information actually aids the clinician to find out the gravity of impairments and to evaluate the possible potential that can be achieved by utilizing the AAC systems. This is also very helpful due to the use of the devices and appropriate enclosed features. The main responsibility of the team is to assess the overall comprehensive AAC system that includes not only an integrated symbol network but also comprises or various dependent/independent techniques, the collective aids systems, the approved and viable strategies as well as comprehensive and extensive skills [5]. The AAC evaluation primarily and necessarily consists of feature

OT treatment Intervention will include taping Cindy’s hands. She will then practice copying a 4-5 word prewritten sentence with an adaptive pencil.

Some activities, such as the use of free weights, may require more supervision. This precaution is due to lack of joint stability; increased time needed to master the motor skills associated with free weights because of hypotonia, balance, and intellectual disabilities; and importance of good technique. The use of free weights should be part of a larger progression program, and whoever is supervising needs to be extra cautious.1 All exercises should also be explained through visual demonstrations. As for exercise machines, they should be labeled with pictures for

The first component involves repetitive, task-oriented training of the affected upper extremity for 6 hours a day for 10 or 15 consecutive weekdays. During the intervention phase, the participant is supervised by an interventionist as they practice functional task activities such as shaping or task practice. Shaping is a training method based on principles of behavioral training. The motor objective is approached by small steps, and each functional activity is practiced for a set of ten 30 trials. Task practice is not structured to be individual trials. It involves functionally based activities (e.g., writing wrapping a gift) that are performed continuously for a period of 15 – 20

OUTCOME: Jaceen is making progress toward this outcome, as he been working with Occupational Therapy every Wednesday to improve his fine motor skills. Jaceen noted he able to use his cell phone to text and look at face books. He is now able to hold his cell and send text without assist from staff. He is now work with hold a spoon. He noted he not wasting his food as much as he use.

One thing that I can learn from this case study is that it takes specific muscle groups in order to perform certain tasks, with things as simple as writing a three letter word. In regards to functional neuroanatomy, the client’s data suggested that there was a deficit somewhere along the way with the messages being received from his brain to his hand in order for him to be able to write. After reading this case study, my question is: Is there a cure for this condition? How long would it take to recover? I would think that physical therapy and some sort of medication would probably help with this

Rationale: Therapeutic exercise and therapeutic activities will help the patient gain strength and activity tolerance for the performance of ADL’s. Cognitive tasks will address the patient’s deficit in memory, task segmentation and sequencing. If cognitive deficits are addressed, it will help the patient perform ADL task safely and

When well-learned motor skills fail such as an “athlete choking under pressure”, or a “gamer momentarily forgets how to hot-key. It is thought that when these things happen, but gamer or athlete is way too focused on the the execution of the action instead of just doing the action. Research findings have found that this inferior performance depend greatly on the left hemispheric activation.

O: The child participated in sensory preparatory activities to prepare for therapeutic activities: Jumping on trampoline and crashed on the pillow for 10X10; static wheelbarrow activity with the alphabets, therapeutic exercises (jumping jacks, toe touches, tree pose, x jumps, and cross crawls) X20, swinging on the swing platform with other kid while passing cones to each other, 4 step obstacle course for 3 rounds and Wilbarger's brushing protocol (providing deep pressure massage that involves brushing, joint compression, and oral swipe) to improve, sensory input, self regulation, body awareness, work behavior, bilateral coordination

The AntLion ModMic 4.0 was a huge success in the gaming community due to its ability to turn any audiophile-grade headphones into a high-quality headset. In an attempt to further improve the possibilities of DIY audiophile headsets, AntLion has released an updated version of their microphone, the ModMic 5. The ModMic 5 offers a large amount of customization options over the 4.0, but does so with a slightly higher price tag. The main question when looking at the ModMic 5 is not about it’s quality, but more so about its value over the 4.0.

Yosef’s active and passive range of motion for both hands are within normal limits. His gross grasp and pinch strength were determined using a dynamometer (Palmar grasp, R= 44lbs, L= 41lbs). Based on normative values, Yosef scored low on the strength tests, indicating below average strength in hands. Yosef was able to oppose his fingers to his thumb and was able to isolate his fingers. He is right hand dominant and held a pencil with a “four finger grasp”. While engaging in writing/coloring portion of the evaluation, he pressed too hard. Yosef was unable to color within the lines, but he rotated paper. He also had poor letter formation and sizing. Some letters were initiated from bottom to top (e.g. p,r,q, etc.) When copying a sentence he omitted