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Special Population: Chronic Schizophrenia Rehabilitation Unit
Published in Diane Gibson, Group Protocols: A Psychosocial Compendium, 2014
Fine Motor GoalsDemonstrate the ability to manipulate tools and materials within the individual's level of performance.Demonstrate accuracy and control of materials within the individual's level of dexterity.
Feasibility and acceptability of the multicontext approach for individuals with acquired brain injury in acute inpatient rehabilitation: A single case series
Published in Neuropsychological Rehabilitation, 2022
Abhishek Jaywant, Chelsea Steinberg, Alyson Lee, Joan Toglia
The MC approach used in this study involved 30–45 min sessions conducted within occupational therapy, five out of seven days weekly. The MC approach has been described in detail previously (see [Sheline et al., 2010; Steinberg & Zlotnik, 2019; Toglia, 2018; Toglia et al., 2010; Toglia & Foster, in press] for a full description). The initial focus of MC treatment is on helping the individual to self-discover cognitive error patterns and learn to anticipate cognitive performance challenges through repeated structured experiences across functionally relevant activities. Thus, generalization across activities is emphasized from the outset. Activities can address the person’s motor goals while simultaneously requiring targeted cognitive performance skills. A metacognitive framework of guided questions is used throughout treatment to facilitate error detection and monitoring, self-assessment of performance, and patient self-generation of strategies.
Developmental Functioning of Toddlers At-Risk for Autism With and Without Down Syndrome
Published in Developmental Neurorehabilitation, 2023
Celeste Tevis, Johnny L. Matson, Megan Callahan
Despite an increased risk for ASD symptomology among individuals with DS, ASD is often diagnosed later in individuals with DS.15,39 This may in part be due to the developmental or behavioral differences in children with DS being attributed to the DS or intellectual disability diagnosis, rather than a co-occurring ASD diagnosis.15,39 For example, rigid and repetitive behaviors that are characteristic of ASD are also commonly observed in individuals with intellectual disabilities, making it very challenging to distinguish between behaviors associated with comorbid ASD from those associated with DS only.30,47 However, it is imperative that ASD symptomology be identified in those with DS to ensure appropriate early intervention and educational services. Given the large discrepancy in motor and adaptive skills between the groups, toddlers at risk for a dual diagnosis may experience increased difficulties with developing motor skills and adaptive or daily living skill tasks. Clinicians should consider targeting gross and fine motor goals, such as improvement in balance and control and coordination of movements. Similarly, adaptive skills or self-care tasks, like feeding, dressing, and toileting, should also be targeted to increase independence and improve quality of life. Any strengths, such as the relative strength the personal-social domain (e.g., peer interaction, adult interaction) among the DS+ group, should be used by clinicians to teach skills that may be challenging to the child. While these findings should help guide treatment in children with DS at risk for ASD, all early intervention services should be individualized.