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• Cover image
• Title page
• Table of Contents
• Copyright
• Dedication
• Contributors
• Reviewers
• Preface
• Acknowledgments
• section 1. Foundational Knowledge for Occupational Therapy for Children and Youth
• 1. The Occupational Therapy Process in Pediatrics: Overview of Essential Concepts
• Introduction to Pediatric Occupational Therapy
• The Process of Occupational Therapy
• Pediatric Practice: Similarities and Differences to Adult Practice
• 2. Using Occupational Therapy Models and Frames of Reference With Children and Youth
• Introduction
• Theory
• Therapeutic Reasoning: Models and Frames of Reference
• Occupational Therapy Models of Practice
• Frames of Reference Used in Pediatric Occupational Therapy
• Combining Frames of Reference
• 3. Working With Families
• The Purpose and Power of Families
• Family Resources and Diversity
• Dynamic Family Systems and Occupations in Context
• Family Subsystems
• Family Life Cycle
• Supporting Participation in Family Life
• Families and The Interprofessional Team
• Communication Strategies
• Home Programs: Blending Therapy into Routines
• Summary
• 4. Occupational Therapy View of Child Development
• Human Development Through an Occupational Science Lens
• Occupational Development Versus Skill Acquisition
• Neurophysiological Development
• Neurophysiological Growth and Occupational Development
• Understanding Development Through Occupational Science Theories
• 5. The Intentional Relationship: Working With Children and Families
• Introduction: Working with Families
• Therapeutic Use of Self
• The Intentional Relationship Model
• Understanding Child and Family Interpersonal Characteristics
• Inevitable Interpersonal Events
• section 2. Occupational Therapy Assessment and Evaluation Methods and Process
• 6. Observational Assessment and Activity Analysis
• Activity Observation and Analysis
• 7. Use of Standardized Tests in Pediatric Practice
• Purposes of Standardized Tests
• Becoming A Competent Test User
• Types of Standardized Tests and Measures
• Characteristics and Testing Mechanics
• Scoring Methods
• Ethical Consideration in Testing
• Advantages and Disadvantages of Standarized Testing
• 8. Evaluation, Interpretation, and Goal Writing
• What is evaluation?
• Areas of Evaluation
• Purpose of Evaluation
• Top-Down Evaluation
• Capturing The Parent’s and Child’s Perspective
• Evaluation Process
• Interpretation
• Goal Writing
• 9. Documenting Outcomes
• Introduction to Outcomes and Data Collection
• Data Collection to Determine Efficacy of Services
• section 3. Assessment and Treatment of Occupations
• 10. Assessment and Treatment of Feeding, Eating, and Swallowing
• Feeding, Eating and Swallowing: Overview
• Feeding Disorders: Incidence and Influences
• Specialized Knowledge Required for Feeding and Swallowing Evaluation
• Comprehensive Evaluation of the Development of Feeding and Swallowing
• General Intervention Considerations
• Case Application: Occupational Therapy Intervention Considerations
• 11. Assessment and Treatment of Play
• Introduction
• Defining Play
• Theories of Play
• Occupational Therapy’s Early Contributions to Play Literature
• Impact of Play Deprivation
• Leisure
• Play and Leisure Assessment in Occupational Therapy
• Play Goals
• Play in Occupational Therapy Intervention
• 12. Assessment and Treatment of Activities of Daily Living, Sleep, Rest, and Sexuality
• Importance of Deveoping Adl Occupations
• Factors Affecting Performance
• Evaluation of Activities of Daily Living
• Intervention Strategies and Approaches
• Specific Intervention Techniques for Selected Adl Tasks
• Sleep and Rest
• Education About Sleep and Rest
• Summary
• 13. Assessment and Treatment of Instrumental Activities of Daily Living and Leisure
• Defining Instrumental Activities of Daily Living (IADL)
• IADL Performance in Relationship to Participation
• How Children Learn to Perform and Participate in Iadls
• IADLs and Environment
• Self-Determination and IADLs
• Person, Environment, and Occupation Factors That Influence IADLs
• Evaluation Approaches to Target IADLs
• Intervention Approaches to Target IADLs
• 14. Assessment and Intervention of Social Participation and Social Skills
• Overview of Social Participation
• Environmental Influences on Social Participation
• Outcomes of Successful Social Participation
• Theoretical Basis of Social Skill Challenges
• Goals for Social Participation and Social Skills
• Influence of Common Mental Health Conditions on Social Participation
• 15. Assessment and Treatment of Educational Performance
• Education as an Occupation
• Roles of the Student
• The Occupational Therapy Evaluation Process in Schools
• Interventions
• Focused Areas of Intervention for Educational Performance
• section 4. Occupational Therapy Approaches
• 16. Application of Motor Control and Motor Learning
• Introduction
• Motor Control and Motor Learning: Definitions
• Overview of Guiding Theories
• Principles of Motor Control
• The Process of Motor Learning
• Application of Motor Control/Learning Theory in Occupational Therapy Practice
• 17. Cognitive Interventions
• Theoretical Foundations of Cognitive Approaches
• Cognitive Strategies
• Rationale for Using Cognitive Approaches
• Cognitive Interventions
• Cognitive Orientation to Daily Occupational Performance (CO-OP)
• Evidence for Using Cognitive Approaches
• 18. Mobility
• Mobility for Occupational Performance
• Occupational Therapy Theory, Frame of Reference, and Models of Practice
• Mobility is Complex and More Than a Physical Skill
• Mobility Evaluation
• Seating and Mobility Intervention
• 19. Assistive Technology
• Introduction to Assistive Technology
• Influencing Children’s Growth and Development with Assistive Technology
• The Reasoning Process for AT
• The AT Evaluation
• Occupational Therapy Intervention and AT
• Important Uses for AT
• Specific Types of AT
• Changing The Landscape in Education: Planning for Every Student in The Twenty-First Century
• Technology Discontinuance or Abandonment
• 20. Sensory Integration
• Introduction to Sensory Integration
• When Problems in Sensory Integration Occur
• Sensory Integration and Impact on Participation
• Assessment of Sensory Integrative Functions
• Interventions for Children with Sensory Integrative Problems
• 21. Behavioral Approaches
• Introduction
• Understanding Behavior
• Interventions Based on Behavior Theory
• section 5. Pediatric Occupational Therapy Services
• 22. Neonatal Intensive Care Unit
• The Neonatal Intensive Care Unit in Broad Context
• Occupational Roles of Infants and Caregivers in the NICU Setting
• The Evolving NICU Care Environment
• The NICU Patient
• Foundations of Developmental Family-Integrative Care in the NICU
• Neuroprotectoin of the Developing Brain and the NICU Caregiving Environment
• Evaluation of the Infant
• Specific Therapeutic Interventions in the NICU
• Partnering With Families in the NICU
• Reflective Practice
• 23. Early Intervention Services
• Definition and Purpose of Early Intervention Programs
• Best Practices in Early Intervention
• Occupational Therapy Early Intervention Practices
• 24. School-Based Occupational Therapy
• Federal Legislation and State-Led Initiatives Influencing School-Based Practice
• Occupational Therapy Services for Children and Youth in Schools
• Occupational Therapy Services
• School Mental Health: Emerging Roles for Occupational Therapy
• 25. Transition Services
• Making the Transition to Young Adulthood
• Additional Laws, Policies, and Trends Influencing Transition services
• Seamless Transition: the Alignment of Outcomes
• Evidence-Based Practices in Transition Services
• 26. Hospital and Pediatric Rehabilitation Services
• Characteristics of Children’s Hospitals
• Occupational Therapy Services for Children and Youth Within a Hospital
• Acute Care Units
• Rehabiltation Services
• Outpatient Services
• 27. Pediatric Hand Therapy
• Assessment
• Intervention Principles and Strategies
• Interventions for Specific Conditions
• section 6. Occupational Therapy for Specific Conditions
• 28. Mental Health Conditions
• Introduction to Childhood Mental HealtH Disorders
• Mental Health Conditions of Children and Adolescents
• Occupational Performance in Children with Mental Health Conditions
• Caregiver Strain and Parent/Family Supports
• Occupational Therapy Evaluation: Process
• Strengths-Bases Occupational Therapy Intervention to Address Mental Health
• Strength-Based Occupational Therapy Intervention to Address Mental Health
• 29. Neuromotor Conditions: Cerebral Palsy
• Introduction
• Evaluation Process and Methods
• Medical-Based Interventions
• Occupation-Focused Intervention for Children with Cerebral Palsy
• 30. Autism Spectrum Disorder
• Introduction to Autism Spectrum Disorder
• Occupational Performance in Autism Specturm Disorder
• Autism Spectrum Disorder: Impact on the Family
• The Role of Occupational Therapy in Autism Spectrum Disorder
• 31. Trauma-Induced Conditions
• Introduction
• Spinal Cord Injury
• Traumatic Brain Injury
• Burn Injury
• Therapeutic Relationships
• Posttrauma Occupational Therapy Assessment and Interventions
• Interprofessional Team Collaboration
• Posttrauma Continuum of Care
• 32. Vision Impairment
• The Importance of Understanding Vision for Pediatric Occupational Therapists
• Models of Vision
• Prevalence of Vision Problems in Children
• Vision Screening for Occupational Therapists
• Intervention
• Vision Therapy Procedures
• Appendix A
• Index