Deck 22: Viewing Intervention Through Different Lenses

Question 1

What is developmental coordination disorder (DCD)?

A)A neuromotor condition that cannot be explained by an intellectual disability or another neurological condition affecting motor performance and motor skill development
B)A condition that is just another name for a sensory-based motor disorder
C)A type of attention deficit-hyperactivity disorder (ADHD)with motor incoordination
D)A neuromotor condition of childhood always involving the atypical processing of somatosensory and vestibular sensations

Answer 1

A neuromotor condition that cannot be explained by an intellectual disability or another neurological condition affecting motor performance and motor skill development

Question 2

Which of the following statements is TRUE regarding occupational therapy interventions for children with sensory processing deficits?

A)It often makes good sense to combine Ayres Sensory Integration (ASI)and sensory-based approaches with other intervention frames of reference or treatment models.
B)It is always best to confine your intervention approach to one frame of reference.
C)In clinical occupational therapy practice, specific principles of ASI treatment should never be used or adapted in treatment sessions, unless all characteristics of the treatment (as described in the Fidelity Measure)are adhered to.
D)All treatment approaches should be directed to changing underlying body functions (such as ASI)if the underlying body functions have the potential to improve.

Answer 2

It often makes good sense to combine Ayres Sensory Integration (ASI)and sensory-based approaches with other intervention frames of reference or treatment models.

Question 3

For the case discussed in Chapter 22, stair climbing was a very appropriate goal to be addressed in therapy using a modified sensory integration (SI) approach because of all of the following reasons EXCEPT _______________________.

A)Poor processing of vestibular and proprioceptive sensations were contributing to difficulties with body awareness, and were believed to make stair climbing challenging for the child.
B)The goal was meaningful to the child and family.
C)The goal could simply be effectively addressed by practicing stair climbing over and over again.
D)The demands of stair climbing required coordinated use of the lower extremities and trunk, which could be addressed by sensory-based activities aimed at improving bilateral integration and sequencing.

Answer 3

The goal could simply be effectively addressed by practicing stair climbing over and over again.

Question 4

Which one of the following strategies was used as part of the Cognitive Orientation to Daily Occupational Performance (CO-OP) approach to teach the skill of stair climbing?

A)Using a climbing rock wall to build strength and coordination and to simulate the leg movements required for walking up and down stairs
B)Activities aimed at providing vestibular and proprioceptive sensory input such as swinging and climbing on suspended equipment
C)Creating a written story about a child who learned how to climb stairs comfortably.
D)Identifying where the task of stair climbing was breaking down and developing specific strategies to solve the problem, along with lots of practice climbing stairs using the identified strategies

Question 5

Which of the following best describes the Cognitive Orientation to Daily Occupational Performance (CO-OP) approach?

A)It is very similar to sensory integration (SI)because it is often an applicable and effective approach for working with children with SI deficits.
B)It applies a cognitive, problem-solving approach that emphasizes pencil-and-paper skills and other fine motor skills.
C)It emphasizes the development of cognitive skills such as memory, problem-solving, and ability to focus and concentrate.
D)It emphasizes the learning of a specific desired functional skill through problem-solving and practice, rather than on remediating underlying deficits that may be contributing to performance problems.