Demonstrate a knowledge of dysfunction and interventions in assessing and programming for the development of eating skills

Demonstrate a knowledge of dysfunction and interventions in assessing and programming for the development of eating skills

SpEd 417/517

Course Objective:

SpEd 417/517

Course Objective:

Demonstrate a knowledge of assessing and teaching toileting and dressing skills including positioning techniques and adaptations

Demonstrate a knowledge of assessing and teaching toileting and dressing skills including positioning techniques and adaptations

Personal Cares

Maintain health

Enhance acceptability

Reduce amount of dependency

Increase feeling of self-worth and perception of competency

Cause of dependency

Limited motor development

Physical or sensory disabilities

Reduced social awareness

Inadequate learning opportunities

Limited cognitive development

Combination of the above

Considerations

Ethical considerationsFamily involvementTiming and natural settingsSelf-determinationCollaborationInstructional strategiesSelf-management

Impact of eating skills on development

Nutrition

Pleasure

Social interaction

Independence

Eating and Feeding

Typical development

Major body systems

Skeletal system

Muscular system

Nervous system

Eating and Feeding

MilestonesNewborn

SuckingSucklingSwallowing

Six monthsSemisolids introduced - sucklingTongue pushes food to back of mouthLips close to take food from spoonMunchingChewingDrinking from a cup

Eating and Feeding

Mealtime skills

Finger feeding

Reaching

Grasping

Lifting food from table to mouth

Putting food into mouth

Chewing and swallowing food

Mealtime skills

Drinking from a cup

Place cup on lips

Tilt gradually

During swallowing, tilt cup back but maintain contact

Begin with thicker liquids

Mealtime skills

Using a spoon or other utensilPicking up and holding spoonLowering spoon to plate or bowlScooping foodLifting food from container to mouthInserting spoon into mouthRemoving food with lips

Characteristics of multiple disabilities which cause eating difficulties

Disorders of muscle toneAbnormal reflexesStructural abnormalitiesLearning problemsCombination

Eating and Feeding

Intervention techniquesModifying positioningModifying foodsModifying utensilsModifying feeding schedulesModifying food presentationModifying the mealtime environmentProviding physical assistanceProviding sensory stimulationProviding specific trainingPreventing aspiration

Eating and Feeding

Feeding skillsPassive feeding alternatives

Intravenous feedingEnteral feeding

Cooperative feeding skillsSelf-feeding

Finger foodsDrinking from a self-held cupEating with a spoonAdvances mealtime skills

Eating and Feeding

Nutritional concerns

Signs and symptoms

Nutritional risk factors

Diet and behavior

Eating and Feeding

Dental care

Dental concerns

Care and prevention

Eating and Feeding

Assessment and Planning

Determination of child’s abilities and limitations

Nutritional concerns

Environmental issues

Positioning

Use of utensils/equipment

Eating and Feeding

Determining readinessRegular pattern of eliminationDryness for 1-2 hoursAt least 2 1/2 years of ageOther characteristics

Fine motor abilityReceptive languageVisual ability

Toileting Skills

Teaching toilet use

Data collectionSitting on toiletVoiding on toilet

Attempt when student is most likely to voidContinue to check for dryness“On/off” ratio

Related toileting skillsWalking to bathroomLifting or lowering the seatLowering garments and undergarmentsSitting on toiletWiping after voidingStanding upPulling up garmentsWashing/dryingLeaving bathroom

Dressing skills

Determining appropriate skillsCurrent and future needsNormal dressing skills sequencePhysical ability

Assess abilityUse instructional strategies

Order of instructionPromptingMaterials

Partial participation

Positioning

Task analysis

Modified clothing

Related dressing skills

Natural opportunities

Clothing selection

Purchasing

Cleaning and maintaining

Grooming and hygieneAssessment of ability and needs

Task analysis

Format for data collection

Systematic instruction

Plan for generalization

Functional AcademicsNever underestimate the learning potential of studentsIf one level of instruction is not successful, try another...Traditional teaching strategies may not be successful, so implementation of modified curriculum is necessaryIf students are unable to demonstrate what they know, they may still enjoy literary experiences

Levels of curriculum

General curriculum

Regular-adapted or streamlined curriculum

Functional or limited academic curriculum

Embedded functional instruction

Teaching Literacy SkillsNatural environmentsSight wordsPhonicsOral readingCommercial materialsComprehension & reading in real lifeWriting skillsSpelling

Teaching ArithmeticBasic concepts and skills

CountingOne-to-one correspondenceAddition & subtractionManipulativesHandling moneyCalculator

Time managementtell timemanage time

Instruction in the regular classroom

Cooperative learningIncidental learningParallel activitiesMultilevel curriculumCurriculum overlappingIndividual instruction

Community Skills

Determine appropriate age to begin community instructionPartial participationDetermine appropriate locationDetermine target sites and skillsDetermine operational skills

Community Skills

Determine associated skillsDevelop instructional plansPlan for generalizationImplement instructionEvaluating community skillsSecuring funding for community instruction

Community settings

Grocery stores

Restaurants

Vending machines

Pedestrian skills

Public transportation

Safety issues

Domestic skills

Preparing meals and snacks

Household chores

Using a telephone