Case Study: Damion Ritter, Down syndrome
Down syndrome is characterized by significant limitations in intellectual functioning and adaptive behavior (Uyanik & Kayihan, 2010). The developmental, motor control, sensory integration, neurodevelopmental, and behavioral frame of references (FOR) in therapy are effective methods used by occupational therapists (OT) in their interventions in either combined or individual programs (Uyanik & Kayihan, 2010). All which are used to treat children with Down syndrome and developmental delays (Uyanik & Kayihan, 2010). The following are evidenced based research findings on the use of these FOR’s and modalities which will be used in the case study of Damion Ritter.
The developmental frame of reference is used with children with Down syndrome to help improve their limited or delayed development in cognitive, communication, social, and emotional functioning skills (Karaaslan & Mahoney, 2013). A successful developmental approach intervention plan will help improve the child in gross and fine motor skills, language skills, social emotional skills, and ADLs through education, and practice and repetition (Karaaslan & Mahoney, 2013). The plan could also be carried over to the child’s home as well with a variety of provided activities by the therapist (Karaaslan & Mahoney, 2013). Purposeful and preparatory activities such as dressing boards or dressing a doll can be used in this approach to help the child master and continue towards the next step in an activity such as dressing (Karaaslan & Mahoney, 2013).
Another frame of reference used with Down syndrome children is the motor control approach (Uyanik & Kayihan, 2010). Normal development occurs in stages, normal movement and function is essential to a ...
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...ility, they are weak and are not as vigorous/ active as kids that don’t have down syndrome. Many kids with translocation down syndrome function differently than others because they have to deal with mental and physical problems unlike others and often need physical therapy. Not only that, kids with this disorder take intervention classes to try to improve the disorder as well as try to improve their physical, mental and intellectual abilities. Also, kids with down syndrome are slow in motor development(the ability to control one’s body movement’s). They also have verbal short-term memory loss.At school, kids with down syndrome should interact with others to build a foundation of social abilities allowing the child to be more sociable and participate in discussions in class. This will improve the level of functioning of a child with translocation down syndrome.
Furthermore, to reinforce the Nursing and Midwifery Council (NMC) (2011) confidentiality guidelines, I have used the pseudonym “Thomas”. Description Thomas is a 29 year old who lives with Down Syndrome (DS). DS is a learning disability (LD) caused by the non-disjunction of chromosome 21 during cell division and is characterised by the presence of dysmorphic facial features; furthermore it affects mental and social development (Evans-Martin, 2009). When working with people with a LD, nurses must understand how to uphold the legal and ethical rights of the individual as well as ascertaining the individual's capacity to understand choices and outcomes (NMC, 2008).
Down syndrome is a very common disorder now a day’s, but not many know what it actually is. Down syndrome was a topic that was not as common back in that day. “John Langdon Down, an English physician, published an accurate description of a person with Down syndrome. It was this scholarly
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According to the 2010 AOTA Workforce Trend, twenty-two percent of occupational therapy takes place in schools of which the majorities are young children (American Occupational Therapy Association, 2010).This being said, Reilly and other late 20th century scholars, reclaimed play and leisure as a scientific and technical method of implementing therapy to clients, specifically young children and pediatrics (Boyt Schell, Gillen, & Scaffa, 2014). Reilly suggested that there are three hierarchical levels and stages of play in order for a child to achieve feelings of mastery: exploration, competency, and achievement. Ultimately, therapy introduced through play that a child had interest in, would achieve a high level of productivity (Askins, Diasio, Szewerniak, & Cahill,
In Occupational Therapy, playing games are essential for children as it is their way of learning about the world and it engages them in the same way that adults engage in world (Parham and Fazio, 2008). Like occupation, games are a difficult concept to define as there are so many interpretations of the concept and there are many different forms that games take. Playing games is an important occupation that allows us to be occupational beings through the four concepts of do, be, become and belong. I will further discuss these concepts and highlight examples of the significance of
However, when observed the surrounding and the different activities, you realize there is something different. With the SI model, many OT’s used playful activities to treat the children. By using positive and playful experiences in using their bodies for the brain to be properly oriented to organized different sensory information. Also, to have an understanding of why children have the ability to learn while playing first, we must understand that children seek their needs through action (play) (Kielhofner,2009). According to the American Occupational Therapy Association (2012), it states that “the act of playing is an important tool that influences a child’s life.
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..., J., & Garzoli, E. (2007, November 11). The Effectiveness of a Play-Based Curriculum in Early Childhood Education. Retrieved from http://teachplaybasedlearning.com/8.html
The characteristics that most occupational therapist needs to work on with children on in early intervention and preschool settings are very different depending on the child’s disability. Some of the main aspects occupational therapists try to help young children with are motor control, sensory modulation, adaptive coping, sensorimotor development, social-environment development, and daily living skills. The child’s disability and what the child is have troubles with in education and everyday life determines what the occupational therapist needs to work with the child o...
Studies have shown that there are several benefits to an inclusive education for students with Down syndrome (National Down Syndrome Society). Since 1996, the National Down Syndrome Society has done research on the inclusion of young students with Down syndrome in general education classrooms (National Down Syndrome Society). The study has found that students with Down syndrome had similar learning characteristics, more so than different when compared to their nondisabled peers (National Down Syndrome Society). Teachers that were involved in this study, reported that they had more positive experiences with students with Down syndrome when they were grouped with their nondisabled peers (National Down Syndrome
Scott told me she first found out Emily was diagnosed with down syndrome when she first was born. They saw some key identifiers that were typically related to the disease like her fingers etc. Around the time when Emily was born they had to educate themselves using books and the Early Intervention (EI) team, as they were limited with computers. The doctors were very helpful, and Mrs. Scott said it was the doctors first patient with down syndrome so he sat down with them, and was willing to also learn with them. It was not hard at all for them to access the services for the child and the Early Intervention team helped them to do so at about three weeks old in the hospital. However, Mrs. Scott did express some concerns. Emily is 19 years old and approaching the age soon of aging out of the services and to no longer be funded; which is age 21. Pretty soon Emily will no longer be followed through the school district anymore and will eventually result to handling situations on her own, even though they promised to help her as much as they could. Throughout the process Mrs. Scott said the only difficult thing for her was more of the early intervention stage and learning all the new terminology that comes with it. She said “It was a lot of new language for me to learn and it was very difficult to adjust to.” Also, in the school system it was adjusting to the services available for Emily, and they wanted her to be included as much as possible. Mrs. Scott believes that