live strong, learn strong, sierra strong2012

8/2/2019 Live Strong, Learn Strong, Sierra Strong2012

1/34

Live Strong,Learn Strong:Sierra Strong

Dr. Erin Schwier OTR/L


2/34

Learning ObjectivesHow psychosocial components such as executivefunction, emotional regulation, self esteem and self-advocacy impacts a childs occupational

participation at every age.Methods of addressing psychosocial components toincrease academic performance for elementarythrough transitional age clients.How an interdisciplinary model supports the ability tosuccessfully address the psychosocial needs ofchildren, adolescents and transitional age adults.Ways of integrating these concepts into moretraditional service delivery models including barriersto a psychosocial emphasis in school based practice


3/34

Sierra AcademyNon Public School,Serving children 6yrs- 22 yrsWide Variety of abilities and needsStudents are both Certificate andDiploma bound

Offers OT, SLP, PT etc. in a collaborativeand comprehensive way to support achilds academic goals


4/34

Treating the whole childTo provide an opportunity for our students

to learn about themselves and thecommunity in order to become happy,

confident, productive and successfulmembers of society regardless of ability.


5/34

Treating the whole childThrough a true interdisciplinary model andproject based learning

OTSLPPT

Teacher Counselor


6/34

Interdisciplinary CollaborationAllows for:

Facilitation of the generalization of skills.Ability to better identify the areas affectinggeneralization and skill maintenanceWe can support ad address the use ofstrategies and compensation in the naturalenvironmentWe can support and develop self esteemand self advocacy through naturalconsequences


7/34

Common goal areasSelf regulationSelf advocacy

Motor Planning (and participation in largegroup PE, Sports)Fine Motor/ Handwriting/ KeyboardingMultistep problem solving and sequencingVisual Motor IntegrationSocial PragmaticsEtc.


8/34

OT ServicesTraditional pull outClassroom support and integrationSLP/ OT groups- Man Club, Cooking ClubPEERS Social skills Summer SchoolSportsSierra StrongTransition Program (ACT)


9/34

Life at Sierra is never dull and boring

Except for the kid who is on the beanbag snoring.Everydays a new adventure were always on the go,

Our teachers impart knowledge but little do theyknow.

Our students do the teaching and from them wemust learn.

Behavior is communication and their respect wehave to earn.

Life at Sierra Academy


10/34

Psycho social in OTPsychodynamic FORCognitive Behavioral FORMOHODynamic Systems/ CMOPOTPF


11/34

Psycho-Social ComponentsSelf esteem/ Self confidenceSelf awarenessMotivationInitiation/ terminationEmotional awareness and regulation

Cognition: attention, memory, problemsolvingExecutive Function Skills


12/34

Executive Function SkillsAbility to initiate behavior towardachieving goals and inhibit behavior incompatible with achieving those goalsAbility to monitor and evaluateperformance in relation to the goalsAbility to flexibly revise plans andstrategically solve problems in the eventof difficulty or failure.

(Ylvisaker, M. &DeBonis, D. 2000)


13/34

Executive FunctionEmotional RegulationMetacognitionStress managementPragmatic social skillsJudgment

Safety awarenessSelf advocacy


14/34

How do we know?

Behavior!!


15/34

What is behavior?

The way in which an animal or person actsin response to a particular situation or

stimulus


16/34

What is behavior Behavior is communication:

Getting needs met Attention, Escape, Tangible, Sensory

Expected Learning Behaviors What are yours?

Disruptive Behaviors What disrupts you?


17/34

Behaviors affect on learning

How does behavior affect learning?


18/34

The face behind the behavior

How and why the behavior manifests for the kids we work with.

The D Machine


19/34

What behavior do we see Anxiety Violence

On the go Avoidance The good kid The perfectionist

The drama king/queen

Lying andexaggerating

Hypochondriac Copiers Referee/ Quality

Control Know it all


20/34

Causes of behavior Neurodevelopmental

Involvement

Medications/ withdrawal Home life/

environmental structure Prenatal exposure/ brain

injury

Changes in schedule/testing Lack of structure

Novel situation

Change of expectations Perceived difficulty Environmental causes Internal causes Unpredictable social

expectations


21/34

Causes of behavior

Our Behavior!!!


22/34


23/34

Collaborative strategies Get caught, own it, repair it Engagement- show up ready to interact positively Know the kid/ Find the good

After a behavior- help the kid to understand, process andmove on Change your expectations- for learning and behavior Flexibility- be ready for anything- learning doesnt have to

happen at a table or in a book or on a piece of paper! Tap out-know when you have hit your limit- dont fight mad. Recognize the value of what you did- not what you didnt

get to! Ask for help, ask questions, try everything


24/34

What it takesImagination/ Creativity/ Humor Bravery/ Confidence

High Expectations/ High Support (Miller)Out of the box thinking (Comfort being outside of the box and staying there)Enjoyment in the processSpontaneous improvisationFacilitation vs. Direction Giving (letting go)Observation skills- to learn from play


25/34

Life at SierraThe one thing we want you to take away

today,Is that behaviors will happen every day.

Be calm be cool,Use strategies at school,

And tomorrow is another day!


26/34

How we address it Our services aim to support the

foundational issues and psycho social issuesthat prevent optimal occupational

performance for any client in any setting.


27/34

How we address itTeacher/ Staff CommunicationSimilar ViewsSimilar AttitudesSimilar ApproachesConsistency is Key!


28/34

Heres what weve tried Classroom support and integration/Teacher trainingSLP/ OT groups- Man Club, Cooking ClubPEERS Social skills SportsSierra StrongTransition Program (ACT)


29/34

Developing Treatment PlansEvaluation of the whole childFoundational skills vs. Functional needsCollaboration with goal developmentActivity developmentPrimary person responsible


30/34

Treatment GoalArea of Need: Pragmatic Language/Self-

Advocacy/Self Regulation

Measurable Annual Goal: By (date), whenfaced with a challenging situation, e.g.(change of routine, too much noise, noveltask, off task peers, confusing directions) thestudent will select a strategy, e.g., (selfcalming, question asking, appropriatecomments) to respond to the situation with amaximum of 1 adult prompt, on 8/10 trials asmeasured by SLP/ OT/Staff/ and records.


31/34

Treatment GoalArea of Need: Expressive Language Skills/

Sequencing/ Organization

Measurable Annual Goal: By (date), givengraphic organizers and no more than 1verbal cue, the student will give directions toanother person in order to complete real-lifeactivities or events (i.e., cooking recipes,science projects) involving 4 steps usingappropriate sequencing with 80% accuracyon 4/5 trials as evidenced by records.


32/34

Treatment GoalArea of Need: Self Advocacy

Measurable Annual Goal: By (date), when facedwith a challenging situation, e.g. (change ofroutine, novel situations, unexpectedcircumstances) the student will use problemsolving strategies, e.g., (recognizing a need,identifying support personnel, identifyingalternative solutions, following through with the

selected choice, making necessary revisions) torespond to the situation with a maximum of 1 adultprompt, on 8/10 trials as measured bySLP/OT/Staff/and records.


33/34


34/34

Logistical BarriersBillingSchedulingParent/ Staff SupportIEP TeamPlanning time

live strong, learn strong, sierra strong2012

Documents