The PEO model is an appropriate tool to use to diagnose a person with Down Syndrome (DS) and motor disabilities. The PEO model of practice has three main components which include the person (P), environment (E), and occupation (O), which will be used for the interventions in this case study. According to Rousseau, Potvin, Dutil, and Falta (2002), knowing the individual’s environment and how it interacts with the person is one of the essential key factors needed to provide effective treatment and intervention in occupational therapy. More specifically, the interaction between the person and the environment are major considerations to gain normal abilities because the nature of the DS is different compared to the other diagnosis.
Down syndrome
…show more content…
The larger the overlap is between three components, the healthier occupational performance. One of the strengths of the PEO model is that an occupational therapist can assess the individual with all three components to see which areas are causing the issues. From there, the therapist can provide an effective intervention to facilitate occupational performance. This also allows the therapist to measure and see the progresses according to the interactions within those three components. Occupational therapists will also have a clear, systematic, reciprocal action between P & E; P & O; and E & …show more content…
This assessment contains 6 subcategories including reflexes, stationary, locomotion, object manipulation, grasping, and visual-motor integration. Each subcategory has its own subtests to identify children’s development in depth. The reflexes contain 8 subtests to measure the ability of automatic reaction to the environments. Typically, the reflex integrates age around 12 months, and this subtest allows measurement of the reflex age from birth to 11 months. The stationary has 30 subtests that measure the ability to sustain control within the center of gravity and retain equilibrium of the body. The locomotion has 89 subtests to measure the ability to move from one place to another by walking, running, jumping forward, hopping, and crawling. The object manipulation has 24 subtests which measure an ability to manipulate balls such as throwing, catching, and kicking. Grasping has 26 subtests to measure hand and finger function such as holding an object with one hand and controlling the object with fingers in one and/or two hands. Visual-motor integration includes 72 subtests to measure visual perceptual skills that are required to perform the eye-hand coordination tasks such as building blocks and copying designs (Folio & Fewell, 2000). Generally, the duration of administration is about an hour long; however,
At birth surprisingly a child has intellectually learned to do things already such as smell their mother and recognise her voice. They have also learnt that when they cry it lets people know that they need help and within the first few days of life they learn to use their senses particularly touch, taste and sound. At infancy a child is expected to weigh around 3.5kg or 7 1/2lbs and 50cm long. Bonding is very important socially and emotionally for both mother and baby, helps relationship in later life because they become closer. The babies reflexes are now improving, some of them are automatic responses. E.g. sucking a nipple or a bottle. Grasp reflex is when a
From 3 to 7 years the child’s movements will be more coordinated. They will learn to balance when hopping, skipping and playing with balls. The fine pincer grip when holding pens, pant brushes will be more defined.
Thus, people with DS face limitations in developments in school, professional opportunities and in independent living. Furthermore, Lumind Research Down’s Syndrome Foundation (2017) add that in recent years, private and public services, including early intervention, special education and job training, have enhanced the lives of those who have DS. Nevertheless, cognitive challenges make it difficult for most to live independently during adulthood, and additionally most of those with DS experience the early onset of Alzheimer’s Disease (Castro, Zaman and Holland
Clients of a Professional Employment Organization (PEO) outsource their human resources to the PEO, yet maintain control of their companies. The PEO manages the paperwork responsibilities associated with having employees such as paying employee wages, workers' compensation premiums, payroll-related taxes, and employee benefits. The PEO becomes the employer of record, however, PEO’s have a co-employer relationship with their clients, which allows them to share and manage many employer-related liabilities and responsibilities. The client company typically pays the PEO for the employee costs plus an administrative fee.
Did you know that close to 6,000 babies are born with Down syndrome every year in the United States? The most common type of chromosomal condition is Down syndrome and there are a few different types of this condition, along with, several different traits that are displayed with this condition. I have always been interested in the topic of Down syndrome and thought it was a great idea to study more about it for my speech. First, I will tell you about what Down syndrome is and who discovered it. Second, I will talk to you about some symptoms and characteristics of this chromosome disorder. Third, I will discuss the 3 different types of this condition, and lastly, how they diagnose Down syndrome prenatally.
Throughout this assignment various models will be looked at and one of those models will be applied to a case study detailing the occupational circumstances of an individual. The models described will be person-environment-occupational performance models, focusing on those three subject areas, to detail what the client does in their daily life, the environments in which the activities are done, their personal goals and attributes, and how all these factors affect the individual’s occupational performance. (Christiansen & Baum, 1997) Models are significant theory which helps to guide and inform occupational therapy practice, the
As children’s bodies become more streamlined and less top-heavy, their center of gravity shifts downwards toward the trunk. As a result, balance improves greatly, paving the way for new motor skills involving large muscles of the body. (Berk, 1999) During the preschool years until approximately age seven, fundamental motor skills develop including the locomotor skills needed to run, jump, hop, and skip. Also the object control skills such as throwing, catching, and kicking are developing. By the age of six or seven, children begin to integrate two or more of these skills. Though all children will not develop these skills at the same age, they will follow the same sequence.
Physical Therapy (PT) interventions are commonly associated in the treatment of well-known genetic disorders such as Down syndrome (DS), with an incidence in United States of about 1 in every 700 individuals (Center for Disease Control and Prevention, 2014). These therapeutic interventions help minimizing developmental, balance and coordination challenges, and reduce compensatory movement patterns and musculoskeletal problems (American Physical Therapy Association, 2013).
Those with Down syndrome often experience physical issues such as poor muscle tone and poor immune function (Carmeli, Kessel, Merrick, & Bar-Chad, 2014). Individuals who are born with Down syndrome often need extensive help making adult decisions throughout their lives, but the severity of cases varies heavily within individuals that have Down syndrome. Down syndrome has some clear physical features, but it also has a number of features that affect the individual; for instance, individuals with Down syndrome are more likely to experience problems with congenital heart disease (Glasson, Dye, & Bittles,
This scale was used to evaluate the fine motor skills including grasping, visual motor integration (VMI) and fine motor quotient (FMQ). It provides a comprehensive sequence of fine motor skills, by which the therapist can determine the relative developmental skill level of a child, identify the skills that are not completely developed and plan an instructional program that can develop those skills. Grasping subtest measures a child's ability to use his or her hands. It begins with the ability to hold an object with one hand and progresses to actions involving the controlled use of the fingers of both hands (24-item). Visual motor integration subtest mea¬sures a child's ability to use his or her
The best treatment for children with Down syndrome or other disabilities is early intervention. Early intervention concept considered a methodical therapy which supports exercises and communication skills of children with down syndrome. In addition, there are many different types of early intervention which contribute to the development of the child's abilities: physical therapy, speech, and language therapy, and occupational therapy. It should start any time after birth usually this therapy continues until the three years.The earlier early intervention is the best, however, any person who has a child with Down syndrome can start to treat him anytime.
Motor skills involve movement of muscle in the body (John, 2009). These are larger movements such as crawling, running, and jumping (John, 2009). Most of the gross motor development occurs during childhood (John, 2009). Gross motor skills have two principals that determent how a child will regularly develop (Center of diseases Control and Prevention, 2016). Head to toe development this means the upper parts of the body will develop before the lower parts of the body (John, 2009). Children develop these skills throughout play (John, 2009). A tree year old Toddler can be very active therefore participating in activity that require movement, coordination, and balance can be beneficial to help a toddler to develop their motor skills (Jan, Beth & Melissa, 2012). A 3 year old child can throw a ball but catching it is more difficult. They start walking with good posture similar to an adult; they can also walk backwards (Jan, Beth & Melissa, 2012). A 3 year old can run which required strength and balance, during running they should be able to rotate their trunk and swing their arms (John, 2009). By the age of 3 a child walks up and down stairs alternating their feet without support which is possible because their balance has increase (John, 2009). A 3 year old child also learns to jump from a step and learn to jump forward (Center of diseases Control and Prevention, 2016). They start hopping at the age of 3 ½ and also can stand on one foot (Center of diseases Control and Prevention, 2016). Skipping requires sequencing and rhythm which makes it more difficult this include step and hop patterns.
Studies showed that families of children with down syndrome generally experience higher level of stress than families with typically developing children (Sloper, Knussen, Turner, & Cunningham, 1991; Hedov, Anneren, & Wikblad, 2002; Lam & Mackenzie, 2002 ; Gau, Chiu, Soong, & Lee, 2008). A child that is having a communication disorder tend to have other accompanying disabilities as well. For example, they can have behavioural issues or also learning difficulties because of their communication disorder. As parents, there are many life hassles that they must face through in their daily life when they are raising children with a communication disorder. Parents may experience time and financial costs, physical and emotional demands and logistical
Product included 1) a comprehensive annotated bibliography and 2) assistance with data collection for the externally funded project from the University of Delaware and NIH, NICHD sub-award contract: Advancing Locomotion and Development in Young Children with Down Syndrome
Down syndrome is a situation in which a person is born with too many copies of the twenty- first DNA segment. Every human being has a total of twenty-three genetic factors, in which about fifty percent are paternal. This disability has three causes which include Trisomy twenty-one, Mosaic Down syndrome, and Translocation Down syndrome with Trisomy twenty-one being the primary. Many people feel Down syndrome is hereditary but this carries a very small percent of proof. Down syndrome does not affect each effected the same but studies and progression has proven to be less than the average person. This makes it imperative for Teachers to find many different ways to make sure that every child with DS is gaining the same amount of education as other children. This can be done by speaking clear while reading to the children and being extremely patient when the children are taking longer than most students.