Embedded Files
Purpose:
Purpose:
To determine the factors, both intrinsic and extrinsic, that impact participation in the student role.
Retrieved from: TOT 1: Factors That Influence Participation and Performance (2019)
Children who have a history of adverse childhood experiences (ACES) are likely to demonstrate risk factors associated with social and emotional well-being (Felitti, et al., 1998). Childhood-onset of mental health conditions often disrupts an individual’s ability to participate in necessary and meaningful daily life activities and meet expectations associated with social roles (Henry & Coster, 1995). How a child manages socially appropriate behavior in the student role has implications for academic achievement and emotional well-being at school (Case-Smith, 2005).
Retrieved from: TOT 1: Factors the influence performance and participation (2019)
Adverse Childhood Experiences (ACES):
Adverse Childhood Experiences (ACES):
Journal Entery:
Journal Entery:
ACEs Impact on Self-Efficacy
ACEs Impact on Self-Efficacy
Taking on a role means internalizing a set of attitudes, habits, and routines that are associated with a certain identity (Kielfhofner, 2008).
Acting as a student means that a child has a sense of:
What he/she can and can’t do
What information is valuable and what information is not so valuable
What is expected of him/her and why
What is common practice or expected at school
Acting in a role is based on a positive sense of self-efficacy or believing, "I'm good at doing this stuff!” (Kielfhofner, 2008).
Retrieved from: TOT 1: Factors the influence performance and participation (2019)
Occupational Therapy Practitioners can help children who struggle with taking on this role.
OTs collaborate with school teams and:
Evaluate the mismatch between the child, the environment, and the everyday activities that they need to engage in at school
Evaluate performance patterns, like habits and routines
Evaluate person-centered factors, like self-efficacy and sensory processing
Develop recommendations to support children
Teach children strategies to use so that they can be more successful throughout the day
Retrieved from: TOT 1: Factors the influence performance and participation (2019)
Group Discussion Post:
Group Discussion Post:
Watch the following video about being an undocumented student. https://www.youtube.com/watch?v=LFVoxezIxLU
Select one of the factors related to the video, mentioned in the chapter, or even another factor that you've thought about, and write a discussion board post about it in your Group Discussion Board.
After watching this video, I found it very interesting that the video focused on undocumented students in the U.S.A. I thought it was an interesting point of view on mental health. I had never truly thought about the fear and “shadows” the undocumented workers have to live in. I think one of the biggest factors to consider is the idea that these students can’t complete their “student role”. These students have a huge mismatch with their environment and their role (person). As students, they seek a final end game of college or a master’s degree or even a Ph.D. without their environment causing fear of deportation, they could continue their education and use the skills the American schools have taught them and become something in their lives. However, the mismatch of them being undocumented workers and their environment telling them that they cannot go any further without risk of being caught and deported is a huge factor to consider when talking about the mismatches as an undocumented student in the student role. As OT’s, it is important for us to help find ways for students from undocumented families to find the matches that are necessary to reduce the constant fear of capture and decrease their levels of mental health. Another factor that I had never considered, is not only the constant feat of the student being deported as Pablo was in the video on the bus, but the fear that young children go to school each day not knowing if their parents will be taken while they are away. That fear of potentially never seeing your parents again has got to mess with the student role. That fear would be so distracting and most likely prevents a lot of student from participating in their role.
I also found the factor that being an undocumented student in the U.S.A. can cause a lot of developmental distractions in the student’s lives. Being a student is more than just sitting in class and learning. So much of being a student is learning about the world around you. For example, going to college is just as much about growing up and taking on more responsibility as it is about going to class and passing the classes. So much of college is about decision making and growth, so student who feel like they need to “live in the shadows” do not get to grow and develop during those years. It was made clear in the video that the students who do “live in the shadows” are typically neglected from normal peer activities, such as driving, or participating in extracurricular activities. I find it sad to know that so many students are neglected from participating in peer gathering because friends are critical to human beings. Humans are social beings and need to grow and develop cognitively as well as physically. It is hard to think about the fact that so many American schools are currently struggling with this problem.
As OT’s, I think it is important for us to help find the matches in these student’s environments, person, and activities so they can participate and grow with their peers. I think it is important for all children to hit milestones such as driving or going to the prom. As OT’s, we have a duty to find ways to help obtain their dreams and turn them into realities.
Assessments to help students identify their student role:
Assessments to help students identify their student role:
Data from OT assessment tools can help teams support children as they struggle with the demands associated with the student role. These tools can also help teams decide when children need more intensive PBS support.
Some examples:
• Perceived Efficacy and Goal Setting System
• Children’s Assessment of Participation & Enjoyment
• Preferences for Activities for Children
• Pediatric Volitional Questionnaire
• Volitional Questionnaire
• School Setting Interview
• OT-PAL
• Child Occupational Self-Assessment
• School Function Assessment
• Sensory Processing Measure
• School AMPS
• Evaluation of Social Interaction Skills (ESI)
Retrieved from: TOT 1: Factors the influence performance and participation (2019)
Group Discussion Post:
Group Discussion Post:
Select one of the assessment tools from the list below that you are unfamiliar with. Do a google search on the assessment tool.
Write a post about the tool. Provide important information like the focus of the tool, the age range that it can be used with, and the information the team would gain by using it. Add any websites you think are helpful for the tool.
School Assessment of Motor and Process Skills (School AMPS):
School Assessment of Motor and Process Skills (School AMPS):
The School AMPS Assessment is an assessment that measures a student’s performance skills with school tasks. The AMPS scale is a standardized evaluation of a student’s schoolwork task performance that is looking to see if a student has any clumsiness and/or increased physical effort or fatigue (CLOTS, 2019). The school specific AMPS assessment monitors school specific tasks the children should be able to complete in order to remain at the typical developmental level of their age group. The AMPS is measurable for children aged 3-15 years old regardless of diagnosis, and observes 25 school skills such as writing, drawing, coloring, cutting, pasting, and computer work (CLOTS, 2019). The AMPS assessment requires a student to be “observed in his or her classroom performing at least two schoolwork tasks that have been assigned by the teacher” (CLOTS, 2019). There is a standardized results report that the OT must fill out and the OT must complete a plan, similar to the normal AMPS assessment. The School AMPS plan includes a plan intervention, developing goals, written documentation, and provide evidence of change in the student’s schoolwork tasks (CLOTS, 2019).
The School AMPS Assessment is an assessment that measures a student’s performance skills with school tasks. The AMPS scale is a standardized evaluation of a student’s schoolwork task performance that is looking to see if a student has any clumsiness and/or increased physical effort or fatigue (CLOTS, 2019). The school specific AMPS assessment monitors school specific tasks the children should be able to complete in order to remain at the typical developmental level of their age group. The AMPS is measurable for children aged 3-15 years old regardless of diagnosis, and observes 25 school skills such as writing, drawing, coloring, cutting, pasting, and computer work (CLOTS, 2019). The AMPS assessment requires a student to be “observed in his or her classroom performing at least two schoolwork tasks that have been assigned by the teacher” (CLOTS, 2019). There is a standardized results report that the OT must fill out and the OT must complete a plan, similar to the normal AMPS assessment. The School AMPS plan includes a plan intervention, developing goals, written documentation, and provide evidence of change in the student’s schoolwork tasks (CLOTS, 2019).
Center For Innovative OT Solutions (CLOTS)(2019). School amps overview. Web access Jan 30, 2019. Doi: https://www.innovativeotsolutions.com/tools/school-amps/
OT's other roles:
OT's other roles:
In addition to conducting evaluations and providing direct services, Occupational Therapy Practitioners have expertise in identifying target behaviors, writing goals, and monitoring progress. They can help teams identify whether or not the interventions put in place are helping children achieve social emotional and behavioral outcomes at school.
Retrieved from: TOT 1: Factors the influence performance and participation (2019)
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