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Section B: CLDP Q2 - Coggle Diagram

- - - - Categories:
        Category A
        
        deficits in social communication and social interaction
        
        Deficits in social-emotional reciprocity (faliure of normal back and forth conversation, failure to initiate or respond to social interactions)
        2.Deficits in non-verbal communicative behaviours used for social interaction (abnormalities in eye contact or body language, deficits in understanding and using gestures, lack of facial expression)
        
        Deficits in developing, maintaining, and understanding relationships (difficulty adjusting behaviour to suit social contexts, difficulty making friends, absence of interest in peers.
        
        Category B
        
        Restrictive, Repetitive patterns of behaviour
        
        Stereotyped or repetitive motor movements, use of objects, or speech (lining up toys or flipping objects, echolalia, idiosyncratic phrases)
        
        Insistence on sameness, inflexible adherence to routines, or ritualised patterns of verbal/ non-verbal behaviour ( extreme distress to small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to eat the same food or take the same rout every day)
        
        Highly restricted, fixated interests that are abnormal in intensity or focus ( strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest)
        
        Hyper or hypo reactivity to sensory input or unusual interests in sensory aspects of the environments ( adverse response to specific sounds or textures, excessive smelling or touching of objects, visual facination with lights of movement)
        
        Executive Function:
        
        organises, controls and directs all thinking and physical activity
        
        Enables a person to Start, Stop, Switch activities
        
        Executive Dysfunction:
        
        problems with starting work/ initiating interaction
        
        repetitive behaviour because of not stopping timeously
        
        regulating attention, shifting focus too soon or becoming stuck in an activity because of problems switching/ shifting attention
        
        Central coherence:
        
        how an individual processes and interprets information
        
        weak= lead to fragmented understanding of information, which affects the relevance attached to information.
        
        ASD difficulties with social interactions bec of weak central coherence
        
        ASD struggle to attend to and integrate words, emotional expression, tone of voice, gestures as well as linking meaning to what is being said so they may respond in a very literal manner
        
        Theory of mind:
        
        person's ability to read and understand the thoughts of others
        
        allows person to predict the behaviour of others to be able to participate in social interaction
      - Rx:
        
        Refer to speechie and psychologist
        
        teach about emotions
        
        sensory regulations
        
        teaching social interactions
        
        expose to change in play environment
        
        transitional objects
        
        Play as means and end
        
        Play as means:
        
        To meet non-therapeutic goals through the medium of play
        
        goals are directed to sensory, motor, or socio-emotional skills
        
        Play as an end:
        
        Play as goal of OT intervention
        
        It is occupation focused
        
        Goals are directed towards ability as role of player
        
        Goals focus on elements of play
        
        Caregiver or playmate intervention, play prompts education, play education
        
        Play Intervention:
        
        create the just right challenge
        
        ZPD- zone of competence
        Guided play:
        
        Balance child's autonomy and intrinsic motivation with adult guidance
        
        meet the child at their level (Vygotsky's ZPD)
        
        Follow the child's lead
        
        Open ended questions and enquiry
        
        Therapeutic use of self:
        
        get on child's level
        
        open to change strategies in the moment
        
        suspend adult authority
        
        be attuned to child cues, communication signals, emotions and reponses to activities, toys and other objects, sensory experience
        
        back off when necesarry
        
        awareness of own play style
        
        Trans-disciplinary approach
        Combine approach:
        
        Behavioural
        
        Developmental
        
        Educational
        
        NDBI
        Naturalistic Developmental Behavioural Interventions
        
        Joint attention
        
        Symbolic play
        
        Engagement and regulation
        
        Pivitol response training
        
        Family centered practice
      - Ax:
        
        TOP & TOES- disposition to play
        
        Sensory profile- determine triggers
        
        Wits Developmental Profile
        
        Interviews w caregiver, cresh, traditional healer, nurse
        
        Ax through activities
        
        Ayres Gross Motor
        
        Bunty's Wall
        
        Handwriting Ax
    - - Avoids eye contact and prefers to be alone
        
        Struggles with understanding other people’s feelings
        
        Remains nonverbal or has delayed language development
        
        Repeats words or phrases over and over (echolalia)
        
        Gets upset by minor changes in routine or surroundings
        
        Has highly restricted interests Performs repetitive behaviours such as flapping, rocking or spinning
        
        Has unusual and often intense reactions to sounds, smells, tastes, textures, lights and/or colours