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ICF/MR FOCUSED TRAINING

ICF/MR FOCUSED TRAINING. ICF/MR FOCUSED TRAINING . Henry. ICF/MR FOCUSED TRAINING. MAJOR MOVEMENT DISORDERS. ICF/MR FOCUSED TRAINING. BAD REPUTATIONS. ICF/MR FOCUSED TRAINING. CREATIVE COMMUNICATION STYLES. ICF/MR FOCUSED TRAINING. MEDICALLY FRAGILE. TRADITIONAL PERSPECTIVES.

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ICF/MR FOCUSED TRAINING

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  1. ICF/MR FOCUSED TRAINING

  2. ICF/MR FOCUSED TRAINING Henry

  3. ICF/MR FOCUSED TRAINING MAJOR MOVEMENT DISORDERS

  4. ICF/MR FOCUSED TRAINING BAD REPUTATIONS

  5. ICF/MR FOCUSED TRAINING CREATIVE COMMUNICATION STYLES

  6. ICF/MR FOCUSED TRAINING MEDICALLY FRAGILE

  7. TRADITIONAL PERSPECTIVES • This person is disabled • The disability is a problem • This problem needs to be fixed • Special people are needed to fix it • It can only be fixed in special places • It needs to go to one of those special places to be fixed • It can only come back when it is fixed

  8. FORM VS. FUNCTION Function = the purpose of the behavior, service, objective, etc.

  9. FORM VS. FUNCTION Form = the way we do it

  10. ICF/MR FOCUSED TRAINING “The most critical deficiency in typical assessment is the emphasis on teaching skills of a specific form rather than focusing on training relevant behavior.” (Campbell and Bricker)

  11. MORE HELPFUL ASSUMPTIONS ALL PEOPLE SHARE THE SAME BASIC NEEDS: • Autonomy and Independences • Individuality • Love and Acceptance • Stability and Continuity • Continuous Growth and Learning • Community Status • Protection of Rights and Personal Interests People with disabilities do not have qualitatively different needs.

  12. ICF/MR FOCUSED TRAINING “The description of the disability is relevant only to the extent that the condition complicates the fulfillment of the above-mentioned needs. What people with disabilities do not have in common is the independent ability and means to create conditions, situations and experiences to meet all of their basic needs.”

  13. FOCUSING ON WHAT THE PERSON CANNOT DO

  14. ICF/MR FOCUSED TRAINING Assuming Unlimited Time For Learning

  15. ICF/MR FOCUSED TRAINING Eradicating Functional Behavior (Functional Communication)

  16. ICF/MR FOCUSED TRAINING • Too sick • Too retarded Labeling the person as Incapable of Change, e.g. • Too crazy • Too worthless

  17. CRITICAL DIMENSION OF ASSESSMENT • Underlying functions critical to performance of more complex forms of behavior • Useful in analyzing obstacles to development

  18. ICF/MR FOCUSED TRAINING Thriving

  19. ICF/MR FOCUSED TRAINING Motor Quantitave—how much does the person move?

  20. ICF/MR FOCUSED TRAINING Motor Qualitative—How well does the person move?

  21. ICF/MR FOCUSED TRAINING Oral Motor Function Eating

  22. ICF/MR FOCUSED TRAINING Oral Motor Function Vocalizing

  23. ICF/MR FOCUSED TRAINING Mobility How does person get from one place to another?

  24. ICF/MR FOCUSED TRAINING Sensory Status

  25. ICF/MR FOCUSED TRAINING Visual Status What can this guy see?

  26. ICF/MR FOCUSED TRAINING Auditory Status

  27. ICF/MR FOCUSED TRAINING Smell/Taste • Muscle tone & movement affect smell & taste • Taste requires smell • Open mouth affects both

  28. ICF/MR FOCUSED TRAINING Tactile/Proprioceptive • Joint sense • Place in space • Righting reactions • Movement causes pain

  29. ICF/MR FOCUSED TRAINING Manipulative • How the person uses hands • Hand development takes many months • Sensory preparation

  30. ICF/MR FOCUSED TRAINING Consequence Preference • Response to possible enforcers

  31. ICF/MR FOCUSED TRAINING Use of Objects • Primary circular reactive • Object permanence

  32. ICF/MR FOCUSED TRAINING Compliance • Willingness to cooperate • Creative communication used so you will “buzz off”

  33. ICF/MR FOCUSED TRAINING Object Permanence • Knowing things continue to exist • Indicates “readiness” for symbols

  34. ICF/MR FOCUSED TRAINING Social Responsiveness • Seeking interaction with others • Range of behaviors used to control social environment

  35. ICF/MR FOCUSED TRAINING Motor Imitation Imitates movement sequence modeled by others

  36. ICF/MR FOCUSED TRAINING Vocal Imitation Imitates sounds or parts ofsounds initiated by others

  37. Top Ten Approaches for Functional Assessment 1. Discover the Person

  38. Top Ten Approaches for Functional Assessment 2. Evaluate from more than one point of view.

  39. Top Ten Approaches for Functional Assessment • Are skills present in different places (Grandma’s Law).

  40. Top Ten Approaches for Functional Assessment 4. What supports are needed to do valued things?

  41. Top Ten Approaches for Functional Assessment 5. Make sure they don’t already have it.

  42. Top Ten Approaches for Functional Assessment 6. Identify splinter skills and fill in the blanks.

  43. Top Ten Approaches for Functional Assessment • Discover how (not if) the person controls environment.

  44. Top Ten Approaches for Functional Assessment • Identify developmental obstacles.

  45. Top Ten Approaches for Functional Assessment 9. Find the passionate relationship in the person’s life.

  46. Top Ten Approaches for Functional Assessment • Ask: If the person can’t do it, will we have to hire someone todo it for him/her?

  47. Basic Guides for Helping 1. Pass the Dead Person’s Test, e.g. “If a dead person can do it, it’s not an objective!” e.g. tolerating side lying.

  48. Basic Guides for Helping • Real Life, e.g. What would an able-bodied person of the same age and sex be doing?

  49. Basic Guides for Helping • Pay attention to the antecedents in the A-B-C (antecedent-behavior-consequence).

  50. Basic Guides for Helping 4. Demystify Clinical Skills-a person who implements clinical interventions must be directly trained, and supervised. And clinician must be accessible for change.

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