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Live Strong,Learn Strong:Sierra Strong
Dr. Erin Schwier OTR/L
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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
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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
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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.
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Treating the whole childThrough a true interdisciplinary model andproject based learning
OTSLPPT
Teacher Counselor
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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
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Common goal areasSelf regulationSelf advocacy
Motor Planning (and participation in largegroup PE, Sports)Fine Motor/ Handwriting/ KeyboardingMultistep problem solving and sequencingVisual Motor IntegrationSocial PragmaticsEtc.
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OT ServicesTraditional pull outClassroom support and integrationSLP/ OT groups- Man Club, Cooking ClubPEERS Social skills Summer SchoolSportsSierra StrongTransition Program (ACT)
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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
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Psycho social in OTPsychodynamic FORCognitive Behavioral FORMOHODynamic Systems/ CMOPOTPF
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Psycho-Social ComponentsSelf esteem/ Self confidenceSelf awarenessMotivationInitiation/ terminationEmotional awareness and regulation
Cognition: attention, memory, problemsolvingExecutive Function Skills
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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)
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Executive FunctionEmotional RegulationMetacognitionStress managementPragmatic social skillsJudgment
Safety awarenessSelf advocacy
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How do we know?
Behavior!!
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What is behavior?
The way in which an animal or person actsin response to a particular situation or
stimulus
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What is behavior Behavior is communication:
Getting needs met Attention, Escape, Tangible, Sensory
Expected Learning Behaviors What are yours?
Disruptive Behaviors What disrupts you?
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Behaviors affect on learning
How does behavior affect learning?
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The face behind the behavior
How and why the behavior manifests for the kids we work with.
The D Machine
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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
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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
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Causes of behavior
Our Behavior!!!
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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
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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
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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!
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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.
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How we address itTeacher/ Staff CommunicationSimilar ViewsSimilar AttitudesSimilar ApproachesConsistency is Key!
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Heres what weve tried Classroom support and integration/Teacher trainingSLP/ OT groups- Man Club, Cooking ClubPEERS Social skills SportsSierra StrongTransition Program (ACT)
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Developing Treatment PlansEvaluation of the whole childFoundational skills vs. Functional needsCollaboration with goal developmentActivity developmentPrimary person responsible
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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.
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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.
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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.
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Logistical BarriersBillingSchedulingParent/ Staff SupportIEP TeamPlanning time