This fourth edition continues to focus on the importance of occupation and all of the frames of reference have been revised to include examples that relate to the importance of occupation and active involvement in a meaningful life. This edition includes three new frames of references, including the STAR frame of reference for working with children with sensory processing disorders, a frame of reference for working with children with anxiety and depression, and a strength-based frame of reference for working with adolescents with autism. A major thrust of this revision was the updating of material in all chapters. Content was overhauled to reflect changes in theory and practice. In addition, all frames of reference have a new section called Supporting Evidence that reflects the importance of research to practice.
As with previous editions, this fourth edition is meant to be an effective tool for teaching pediatrics to entry-level students; however, it can be equally beneficial for therapists who want to enhance the use of theory in their practice and for those who are seeking new and updated approaches to interventions. The book continues to provide pediatric information organized through the structure of frames of reference.
For this edition, we continued to use the language of the World Health Organization’s International Classification of Functioning, Disability, and Health (ICF). Incorporation of ICF language broadens the appeal of the book. This language resulted in an emphasis on the importance of the child’s ability to participate in meaningful activities of life (occupations). It is our hope that both new and experienced therapists will use this text to bring new approaches into their practice and update their knowledge of their favorite frames of reference. We hope that practice never becomes habit and is continually updated through the use of current theory.
|Contact Hours: 10|
Text Course Format: Text
|Instructional Level: Intermediate||BOC Level of Difficulty: Advanced|
|State||Discipline||Approval Status||Provider Code||Expiration Date|
- Chapter 13- A Frame of Reference for Developing Handwriting Skills
- Chapter 14- A Frame of Reference for Enhancing Social Participation
- Chapter 15- A Strength-based Frame of Reference for Autistic Individuals
- Chapter 16- A Frame of Reference for School-Aged Children With Anxiety and Depression
Course Goals & Objectives:
This course is intended to instruct the professional on assisting students, practitioners, and researchers who want to apply and contribute to the body of knowledge and evidence of occupational therapy and have an impact on the lives of children and youth with a range of conditions and their loved ones.
At the end of this course the professional will be able to:
- Recognize the theoretical base of the Frame of Reference for Developing Handwriting Skills
- Identify Gardner’s Theory of Multiple Intelligences, Schema Theory of Discrete Motor Learning, and the Theory of Optimal Challenge Point.
- Recognize the function/ dysfunction continua with use of symbols in pictorial activities, grasp, use of writing tools, and writing legibility.
- List screening tools, standardized assessments and evaluations tools used in the Evaluation of Handwriting skills
- Recognize the application of the Frame of Reference for Developing Handwriting Skills into practice
- Identify the theories used in the theoretical base of the Frame of Reference for Enhancing Social
- List the functional skills noted in the function/ dysfunction continua within this Frame of Reference
- Recognize the guide to evaluation using Assessment of Children’s Social Participation, and Assessing Caregiver’s Need for Support in Increasing Children’s Social Participation.
- Recognize the postulates regarding change and the application to practice within the Frame of Reference for Enhancing Social Participation
- Identify the theoretical base for the Strength-based Frame of reference for Autistic Individuals
- List the functions and dysfunctions on the continua regarding Autonomy, Competence, and Relatedness
- Identify the postulates regarding change within the Strength-based Frame of Reference for Autistic Individuals
- Identify the theories that make up the theoretical base of the Frame of Reference for School-aged Children with Anxiety and Depression
- List the functions and dysfunctions on the continua regarding social participation in the classroom, adaptive coping skills, and academic competence
- Identify Screening and Assessment tools that can aide in the evaluation of children with anxiety and depression
- Recognize the application to practice of the Frame of Reference for School-aged Children with Anxiety and Depression
Contact Hours: 10
Target Audience: Occupational Therapists, Occupational Therapist Assistants
Instructional Level: Intermediate
BOC Level of Difficulty: Advanced
Course Type: Text
The course materials for this text are available in our online format available instantly, or by mail.
Our mail order format allows you to obtain a hardcopy of the course materials. When you choose the mail format we will rush your course materials the next business day via USPS Priority, UPS Ground or USPS Priority Express 2 Day.
Financial – Course content is provided via a royalty based financial arrangement between the parties, Wolters Kluwer Health, Inc. & Rocky Mountain Publishing, LLC, d/b/a
Nonfinancial - no relevant nonfinancial relationship exists.
Content Disclosure: This course does not focus solely on any specific product or service.
Criteria for Completion: A score of 70% or more is considered passing. Scores of less than 70% indicate a failure to understand the material and the test will need to be taken again until a passing score has been achieved.
Cancellation Policy: For activity cancellation, returns, or complaint resolution, please contact Anne Osborn by email Anne@HomeCEU or by phone at 1.800.55.4CEUS (2387). We have a 100% satisfaction guarantee. Refunds will be issued for courses that have not been completed (exam not taken), or for any course that has been rejected by your board of approval. Webinar attendance must be canceled 24 hours before the scheduled start time.