Demonstrate a knowledge of dysfunction and interventions in assessing and programming for the develo

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SpEd 417/517 Course Objective

• Demonstrate a knowledge of dysfunction and
  interventions in assessing and programming for
  the development of eating skills

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Demonstrate a knowledge of assessing and teaching
toileting and dressing skills including
positioning techniques and adaptations
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Personal Cares

• Maintain health
• Enhance acceptability
• Reduce amount of dependency
• Increase feeling of self-worth and perception of
  competency

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Cause of dependency

• Limited motor development
• Physical or sensory disabilities
• Reduced social awareness
• Inadequate learning opportunities
• Limited cognitive development
• Combination of the above

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Considerations

• Ethical considerations
• Family involvement
• Timing and natural settings
• Self-determination
• Collaboration
• Instructional strategies
• Self-management

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Eating and Feeding

• Impact of eating skills on development
• Nutrition
• Pleasure
• Social interaction
• Independence

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Eating and Feeding

• Typical development
• Major body systems
• Skeletal system
• Muscular system
• Nervous system

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Eating and Feeding

• Milestones
• Newborn
• Sucking
• Suckling
• Swallowing
• Six months
• Semisolids introduced - suckling
• Tongue pushes food to back of mouth
• Lips close to take food from spoon
• Munching
• Chewing
• Drinking from a cup

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Mealtime skills

• Finger feeding
• Reaching
• Grasping
• Lifting food from table to mouth
• Putting food into mouth
• Chewing and swallowing food

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Mealtime skills

• Drinking from a cup
• Place cup on lips
• Tilt gradually
• During swallowing, tilt cup back but maintain
  contact
• Begin with thicker liquids

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Mealtime skills

• Using a spoon or other utensil
• Picking up and holding spoon
• Lowering spoon to plate or bowl
• Scooping food
• Lifting food from container to mouth
• Inserting spoon into mouth
• Removing food with lips

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Eating and Feeding

• Characteristics of multiple disabilities which
  cause eating difficulties
• Disorders of muscle tone
• Abnormal reflexes
• Structural abnormalities
• Learning problems
• Combination

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Eating and Feeding

• Intervention techniques
• Modifying positioning
• Modifying foods
• Modifying utensils
• Modifying feeding schedules
• Modifying food presentation
• Modifying the mealtime environment
• Providing physical assistance
• Providing sensory stimulation
• Providing specific training
• Preventing aspiration

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Eating and Feeding

• Feeding skills
• Passive feeding alternatives
• Intravenous feeding
• Enteral feeding
• Cooperative feeding skills
• Self-feeding
• Finger foods
• Drinking from a self-held cup
• Eating with a spoon
• Advances mealtime skills

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Eating and Feeding

• Nutritional concerns
• Signs and symptoms
• Nutritional risk factors
• Diet and behavior

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Eating and Feeding

• Dental care
• Dental concerns
• Care and prevention

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Eating and Feeding

• Assessment and Planning
• Determination of childs abilities and
  limitations
• Nutritional concerns
• Environmental issues
• Positioning
• Use of utensils/equipment

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Toileting Skills

• Determining readiness
• Regular pattern of elimination
• Dryness for 1-2 hours
• At least 2 1/2 years of age
• Other characteristics
• Fine motor ability
• Receptive language
• Visual ability

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Teaching toilet use

• Data collection
• Sitting on toilet
• Voiding on toilet
• Attempt when student is most likely to void
• Continue to check for dryness
• On/off ratio

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Related toileting skills

• Walking to bathroom
• Lifting or lowering the seat
• Lowering garments and undergarments
• Sitting on toilet
• Wiping after voiding
• Standing up
• Pulling up garments
• Washing/drying
• Leaving bathroom

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Dressing skills

• Determining appropriate skills
• Current and future needs
• Normal dressing skills sequence
• Physical ability
• Assess ability
• Use instructional strategies
• Order of instruction
• Prompting
• Materials

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Partial participation

• Positioning
• Task analysis
• Modified clothing

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Related dressing skills

• Natural opportunities
• Clothing selection
• Purchasing
• Cleaning and maintaining

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Grooming and hygiene

• Assessment of ability and needs
• Task analysis
• Format for data collection
• Systematic instruction
• Plan for generalization

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Functional Academics

• Never underestimate the learning potential of
  students
• If one level of instruction is not successful,
  try another...
• Traditional teaching strategies may not be
  successful, so implementation of modified
  curriculum is necessary
• If students are unable to demonstrate what they
  know, they may still enjoy literary experiences

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Levels of curriculum

• General curriculum
• Regular-adapted or streamlined curriculum
• Functional or limited academic curriculum
• Embedded functional instruction

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Teaching Literacy Skills

• Natural environments
• Sight words
• Phonics
• Oral reading
• Commercial materials
• Comprehension reading in real life
• Writing skills
• Spelling

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Teaching Arithmetic

• Basic concepts and skills
• Counting
• One-to-one correspondence
• Addition subtraction
• Manipulatives
• Handling money
• Calculator
• Time management
• tell time
• manage time

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Instruction in the regular classroom

• Cooperative learning
• Incidental learning
• Parallel activities
• Multilevel curriculum
• Curriculum overlapping
• Individual instruction

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Community Skills

• Determine appropriate age to begin community
  instruction
• Partial participation
• Determine appropriate location
• Determine target sites and skills
• Determine operational skills

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Community Skills

• Determine associated skills
• Develop instructional plans
• Plan for generalization
• Implement instruction
• Evaluating community skills
• Securing funding for community instruction

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Community settings

• Grocery stores
• Restaurants
• Vending machines
• Pedestrian skills
• Public transportation
• Safety issues

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Domestic skills

• Preparing meals and snacks
• Household chores
• Using a telephone