CLIENT CASE STUDY 1
Week7 Assignment: Reflective Pediatric OT Client Case Study withPsychosocial Focus
Week 7 Assignment: Reflective Pediatric OT Client Case Study withPsychosocial Focus
The field work was an evaluation assignment designed to test theclient’s interaction with other children. The patient also failedto demonstrate proper turn-taking during play. In this regard, otherchildren would be perplexed by her inability to share items.Admittedly, the pediatric client population fewer occupationaltherapy problems in comparison to the adult population. Nevertheless,children experience many challenges that necessitate the interventionof OTRs.
The child’sinitials are A.G. and she was 6 years 10 months 10 days at the day ofevaluation. In particular, assessment was performed on 4thNovember, 2016. The child was referred to the OTR since she could notmanifest proper turn-taking during play. In this regard, the clientcould not share and cooperate with other children. Also, she did notvary her activities due to her propensity to play repetitively withan object. Nevertheless, her previous health status was devoid ofmajor problems or traumatic exposure. The child’s parents alsoprovided proper discipline at home. Hence, an OTR had to examineprobable ways of addressing the client’s occupational deficits.
The dischargeplan is dependent on several factors. Firstly, it is important toascertain whether she can play and socialize at an appropriate agelevel with other children. Furthermore, the occupational therapistmust determine whether the client demonstrates behavior that isacceptable for her age. Such observations would mostly be made duringfamily outings and gatherings. The time spent in stores andrestaurants can also be used to gauge the child’s behavior.
The child is homeschooled by the mother. She experiences several limitations. Forexample, the child is unable to interact with other children throughsocialization or play. She is also limited in her capacity to sharewith her peers. Nevertheless, the occupational therapy aims toimprove her weaknesses. In particular, the client’s social skillsneed to improve through enhanced interactions with other children.Some of the assessment tools include the Test of Visual-PerceptualSkills 3rd Edition (TVPS 3). This method evaluates thechild’s visual perception, memory discrimination and sequence. TheDevelopmental Programming for Infants and Young Children (DPYIC) 3 &5 is also used to test several areas. Some of these include grossmotor function, self-care, social/emotional function, cognition, andperceptual/fine motor.
Occupational Therapy Theories/ Frames of Reference (FOR)
Several theorieswere used to foster the child’s occupational performance. Firstly,play focused on gross motor planning activities. This wasaccomplished through the development of process sequencing skills.Secondly, interventions focused on activities of daily living such astying shoe laces and hygiene. The latter practices were accomplishedthrough repetitive sequencing techniques. Besides, the areas ofoccupation addressed in the intervention include leisure, play, andeducation. Specific performance skills such as motor skills, socialinteraction, and processing skills were also evaluated to help theclient make notable improvements.
Child’s andFamily’s Perception
An interviewconducted with the child’s parents helped to show the family’sperception towards occupational care. Notably, both parents werehighly supportive and appreciative of all the efforts that wereexpended in improving the child’s occupational performance.Granted, the family had not considered her behavior as that whichwarranted the input from an OTR. In particular, the parents assumedthat the child’s selfish tendencies would change with advancingmaturity. They even considered her play mates as responsible forcausing her to react in such ways. Nevertheless, they traced thechild’s behavior using previous behavior. Hence, they established apattern that merited occupational therapy intervention.
The Family’s/Child’s Social Network and Social Interaction opportunities
The family’ssocial interactions were quite limited. Hence, the child had fewfriends to play with. The client is hindered by the lack of playopportunities and toys. Therefore, she is predisposed to hogging playitems. Her lack of exposure also causes her to perform repetitiveroutines. Interactions with other children would help the child tobecome all-rounded in her perspective. She would also learn how toshare her play items and perform turn-taking.
The Length,Structure, and Funding for OT services
Notably, herlength of therapy at the current time is 6 months. The child’smedical insurance covers six months of occupational therapytreatment. In this regard, she has three sessions each week for aduration of 60 minutes per session. Therefore, the child’s parentsdo not experience any difficulties while ensuring that their child isprovided with occupational therapy.
The results fromthe evaluation would be used to enhance the child’s current OTtreatment plan. In particular, specific interventions would beformulated to ensure that proper attention is given to heroccupational needs. For example, the OT professional would developstrategies aimed at increasing her social participation. In thisrespect, the parents may decide to move to an area with greaterpopulation. They could also take the child to several outings whereshe can meet and interact with other children. Fosteringage-appropriate play routines can also help to address pertinentpsychosocial needs and issues. The observations made duringassessment would be used to reinforce activities such as turn-taking.The child would also be encouraged to share during regular socialparticipation.