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Occupational therapy practice guidelines for children and adolescents with autism / Scott D. Tomchek, Jane Case-Smith

Main Author: Tomchek, Scott D. Coauthor: Case-Smith, Jane Publication: Bethesda : The American Occupational Therapy Association, cop. 2009 Description: VII, 123 p.Series: The AOTA practice guidelines seriesISBN: 978-1-56900-276-6Topical name: Terapia ocupacional | Autismo | Crianças | Adolescentes CDU: 615.851.3*CR List(s) this item appears in: Terapia ocupacional
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Item type Location Call number Status Date due Barcode
Monografia
Biblioteca IPBeja
615.851.3*CR/TOM (Browse shelf) Available 44521

Índice
Acknowledgments, p. VII
Occupational Therapy Practice Guidelines for Children and Adolescents With Autism, p.1
Purpose and Use of This Publication, p. 1
Domain and Process of Occupational Therapy, p. 2
Domain, p. 2
Process, p. 2
Introduction, p. 5
Historical Aspects, p. 5
Prevalence, p. 8
Occupational Therapy Process for Individuals With an ASD, p. 11
Referral: Diagnostic vs. Intervention Planning Assessment, p. 11
Evaluation, p. 12
Occupational Profile, p. 12
Evaluation Considerations, p.13
Setting and Context Considerations, p. 13
Multidisciplinary and Discipline-Specific Assessment, p. 14
Diagnostic Signs and the Selection of Methods: Standardized vs. Non-Standardized, p. 14
Play as an Evaluation Method, p. 16
Collaborative Role of the Family, p. 18
Evaluation Outcomes, p. 18
Analysis of Occupational Performance, p. 18
Observations of Behavior in the Context of Play, p. 19
Participation in Áreas of Occupation, p. 20
Play, p. 20
School Occupations, p. 23
Adaptive Behavior and ADLs, p. 24
Analysis of Performance Skills and Patterns, p. 24
Gross Motor Skills, p. 25
Fine and Visual-Motor Skills, p. 25
Visual Perception, p. 26
Sensory Processing, p. 26
Contexts and Environments, p. 28
Activity Demands, p. 28
Client Factors, p. 28
Interpretation of Evaluation Results, p. 28
Intervention, p. 28
Intervention Plan and Implementation, p. 29
Intervention Review and Outcome Monitoring, p. 29
Transition, p. 30
Discontinuation, Discharge Planning, and Follow-up, p. 30
Documentation, p. 31
Interventions, p. 31
Sensory Integration and Sensory-Based Interventions, p. 32
Sensory Integration Intervention, p. 32
Research Evidence on Sensory Integration Interventions, p. 34
Therapeutic Listening and Auditory Integration Training, p. 34
Research Evidence on Sound-Based Interventions, p. 35
Relationship-Based Interactive Interventions, p. 35
Research Evidence on Relationship-Based Interventions, p. 36
School-Based Programs, p. 37
Developmental, Skill-Based Programs, p. 37
Research Evidence on Developmental Skill-Based Programs, p. 38
Elementary School Programs: TEACCH, p. 39
Research Evidence on TEACCH Effectiveness, p. 39
Social Skills Interventions, p. 40
Structured Social Interaction Groups, p. 40
Research Evidence on Social Interaction Groups, p. 40
Social Stories™, p. 41
Research Evidence on Social Stories, p. 42
Comprehensive Behavioral Interventions, p. 42
Intensive Behavioral Intervention (Discrete Trial Training), p. 42
Research Evidence on Behavioral Interventions, p. 43
Positive Behavioral Support, p. 44
Research Evidence on Positive Behavioral Support, p. 45
Overall Themes From the Research Evidence, p. 45
Individualized Analysis of the Child, p. 46
Family Is Central, p. 46
Intensive and Comprehensive Services, p. 47
Engagement, p. 48
Recommendations for Practice, p. 49
Evaluation, p. 49
Intervention, p. 50
Centrality of the Family, p. 50
Appendixes
Appendix A. Motor Performance and Sensory Processing in Children With an ASD, p. 55
Appendix B. Example Reinforcer Assessment, p. 61
Appendix C. Evidence-Based Literature Review Methodology, p. 65
Appendix D. Evidence Tables, p. 69
Appendix E. Selected CPT™ Coding for Occupational Therapy Evaluations and Interventions, p. 103
Appendix F. Preparation and Qualifications of Occupational Therapists and Occupational
Therapy Assistants, p. 105
References, p. 107
Figures, Tables, and Boxes Used in This Publication
Figure l. Occupational Therapy's Domain, p. 3
Figure 2. Aspects of Occupational Therapy's Domain, p. 3
Figure 3. Occupational Therapy's Process, p. 4
Table l. Pervasive Developmental Disorders (PDDs), p. 7
Table 2. Developmental Presentation of the ASDs Through Adolescence, p. 8
Table 3. Activity Demands and Context Considerations in Evaluation, p. 15
Table 4.Play Observations, p. 21
Table 5.Selected Evaluation Instruments of Occupational Performance for Individuals With an ASD, p. 22
Table 6. Structured Observations of Fine Motor Performance, p. 25
Table 7. Structured Observations During Evaluation of Sensory Processing, p. 27
Table 8. Application of the Guidelines: Examples of Evaluation and Intervention, p. 51
Table 9. Levels of Evidence for Occupational Therapy Outcomes Research, p. 66
Table 10. Evidence-Based Literature Review Search Terms, p. 67
Box l. Implications of Developmental, Play-Based Interventions for Occupational
Therapy, p. 39
Box 2. Implications of the TEACCH Program for Occupational Therapy, p.40


Acknowledgments, p. VII
Occupational Therapy Practice Guidelines for Children and Adolescents With Autism,p.I
Purpose and Use of This Publication, p. l
Domain and Process of Occupational Therapy, p. 2
Domain, p. 2
Process, p. 2
Introduction, p. 5
Historical Aspects, p. 5
Prevalence, p. 8
Occupational Therapy Process for Individuals With an ASD, p. 11
Referral: Diagnostic vs. Intervention Planning Assessment, p. 11
Evaluation, p. 12
Occupational Profile, p. 12
Evaluation Considerations, p.13
Setting and Context Considerations, p. 13
Multidisciplinary and Discipline-Specific Assessment, p. 14
Diagnostic Signs and the Selection of Methods: Standardized vs. Non-Standardized, p. 14
Play as an Evaluation Method, p. 16
Collaborative Role of the Family, p. 18
Evaluation Outcomes, p. 18
Analysis of Occupational Performance, p. 18
Observations of Behavior in the Context of Play, p. 19
Participation in Áreas of Occupation, p. 20
Play, p. 20
School Occupations, p. 23
Adaptive Behavior and ADLs, p. 24
Analysis of Performance Skills and Patterns, p. 24
Gross Motor Skills, p. 25
Fine and Visual-Motor Skills, p. 25
Visual Perception, p. 26
Sensory Processing, p. 26
Contexts and Environments, p. 28
Activity Demands, p. 28
Client Factors, p. 28
Interpretation of Evaluation Results, p. 28
Intervention, p. 28
Intervention Plan and Implementation, p. 29
Intervention Review and Outcome Monitoring, p. 29
Transition, p. 30
Discontinuation, Discharge Planning, and Follow-up, p. 30
Documentation, p. 31
Interventions, p. 31
Sensory Integration and Sensory-Based Interventions, p. 32
Sensory Integration Intervention, p. 32
Research Evidence on Sensory Integration Interventions, p. 34
Therapeutic Listening and Auditory Integration Training, p. 34
Research Evidence on Sound-Based Interventions, p. 35
Relationship-Based Interactive Interventions, p. 35
Research Evidence on Relationship-Based Interventions, p. 36
School-Based Programs, p. 37
Developmental, Skill-Based Programs, p. 37
Research Evidence on Developmental Skill-Based Programs, p. 38
Elementary School Programs: TEACCH, p. 39
Research Evidence on TEACCH Effectiveness, p. 39
Social Skills Interventions, p. 40
Structured Social Interaction Groups, p. 40
Research Evidence on Social Interaction Groups, p. 40
Social Stories™, p. 41
Research Evidence on Social Stories, p. 42
Comprehensive Behavioral Interventions, p. 42
Intensive Behavioral Intervention (Discrete Trial Training), p. 42
Research Evidence on Behavioral Interventions, p. 43
Positive Behavioral Support, p. 44
Research Evidence on Positive Behavioral Support, p. 45
Overall Themes From the Research Evidence, p. 45
Individualized Analysis of the Child, p. 46
Family Is Central, p. 46
Intensive and Comprehensive Services, p. 47
Engagement, p. 48
Recommendations for Practice, p. 49
Evaluation, p. 49
Intervention, p. 50
Centrality of the Family, p. 50
Appendixes
Appendix A. Motor Performance and Sensory Processing in Children With an ASD, p. 55
Appendix B. Example Reinforcer Assessment, p. 61
Appendix C. Evidence-Based Literature Review Methodology, p. 65
Appendix D. Evidence Tables, p. 69
Appendix E. Selected CPT™ Coding for Occupational Therapy Evaluations and Interventions, p. 103
Appendix F. Preparation and Qualifications of Occupational Therapists and Occupational
Therapy Assistants, p. 105
References, p. 107
Figures, Tables, and Boxes Used in This Publication
Figure l. Occupational Therapy's Domain, p. 3
Figure 2. Aspects of Occupational Therapy's Domain, p. 3
Figure 3. Occupational Therapy's Process, p. 4
Table l. Pervasive Developmental Disorders (PDDs), p. 7
Table 2. Developmental Presentation of the ASDs Through Adolescence, p. 8
Table 3. Activity Demands and Context Considerations in Evaluation, p. 15
Table 4.Play Observations, p. 21
Table 5.Selected Evaluation Instruments of Occupational Performance for Individuals With an ASD, p. 22
Table 6. Structured Observations of Fine Motor Performance, p. 25
Table 7. Structured Observations During Evaluation of Sensory Processing, p. 27
Table 8. Application of the Guidelines: Examples of Evaluation and Intervention, p. 51
Table 9. Levels of Evidence for Occupational Therapy Outcomes Research, p. 66
Table 10. Evidence-Based Literature Review Search Terms, p. 67
Box l. Implications of Developmental, Play-Based Interventions for Occupational
Therapy, p. 39
Box 2. Implications of the TEACCH Program for Occupational Therapy, p.40

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