Motor Harmonization in a Childs Daily Activities - Research Paper Example

? Cases on children Case one a. Objective David should use a timer clock and a reminder to assist him mark the end and beginning of activities. David should have clocks around the house; with a big, visible clock in his bedroom. This will assist him in coping with Attention Deficit Hyperactivity disorder. b. Reasons for choosing the objective David suffers from ADHD and is easily distracted, thus setting this objective for him would assist keep him on track. Clock timers and reminders assist children suffering from Attention Deficit Hyperactivity Disorder to remember things they are supposed to achieve at different moments. c. How the Strategy Works Children with Attention Deficit Hyperactivity Disorder have shortfalls in implementation function. Debatably, their ability to think, plan ahead, manage impulses and finishing task is impaired. This implies that the child requires an intervention that can assist him or her keep on track. It is for this reason that David should use a timer clock and a reminder to help him mark the end and beginning of an activity. However, this objective can only be attained through the help of the parent. David’s parent should act as the executive, by providing him with guidance on how to set and follow the timer and the reminders. In this regard, David’s timer should be set by his parents. David’s mother should set the timer for him and stick the reminders at strategic positions where he can see them. The timer and reminders should be placed in the kitchen, bedroom and the dining room. It is much advisable that David’s mother places a large wall clock on David’s bedroom. This will provide David with a routine of when the tasks are to be completed. However, the timers and reminders should provide David with enough time to complete his tasks and homework. Since sometimes David may be playful and forget what activities follow, his mother should have stickers around the house noting the different activities and responsibilities he is supposed to accomplish by the end of the day. The timers and reminders help him to keep on track. The timers will alert him that an activity has ended and another activity is supposed to begin. On the other hand, the reminders will provide him with the activities that he is supposed to do. d. Literature Review ADHD is one of the frequently identified illnesses among children (Farone, 2005). Research indicates that it affects more than 5 percent of the children United States. It is a psychiatric problem characterized by over-activity, inattention, and impulsivity or a combination of all. In essence, ADHD is a mental disorder that affects the behavior of children. For this reason, a study by Pliszka & AACAP (2007) revealed that children with ADHD can be difficult to supervise and control. Most children, just like David, who suffer from ADHD, are more inattentive and hyperactive than the normal children. These symptoms are more rampant when a child is performing a task that requires him or her to pay attention. The single most effectual intrusion with ADHD for improving attention and concentration is setting objectives and goals and keeping the children away from disturbances. This assists in getting work done among children with ADHD (Pliszka & AACA, 2007). Completing tasks within a period is aided by the use of timer clock and reminders (Pliszka & AACA, 2007). This assists in getting a child with ADHD back on track. Using timers and reminders nearly everywhere especially at home can assist David remember things he is supposed to accomplish (Pliszka & AACA, 2007). Arguably, the use of clocks and reminders should be implemented when the tasks of the child are broken down to smaller segments that are controllable by the child. However, for this method to be effective, it requires his mother to sit down with him and make a list of all the things that he needs to accomplish. Case two a. Objective Since Riley has a high insatiable appetite, he should use smaller cups and plates to make his food spread out. In addition, due to the effects of excessive calories in the body, his meal should majorly consist of low calorie products. b. Reasons for Choosing the Objective and how the strategy Works Riley has a high insatiable appetite that can only be resolved through spreading out his meals. Research indicates that many symptoms associated with Prader-Willi syndrome are challenging to treat and is advisable to use of smaller cups and plates. This assists in spreading out food in smaller portions which reduce the uptake of excessive food. Notably, it is easy for people suffering from Prader-Willi Syndrome to gain weight. This is due to the combination of the overriding longing to eat together with muscle tone. In order to avoid weight gain, reducing the number of calories in the food one takes can reduce the chances of weight gain. In this regard, providing Riley with low calorie products such as vegetable and fruits can reduce his chances of gaining weight. Arguably, the symptoms associated with Prader-Willi syndrome are challenging to treat. The incapability to control food ingestion is frequently the principal impediment that keeps individuals with Prader-Willi Syndrome from living independently. Since all medications have proven ineffective, Prader-Wili syndrome can, therefore, be managed through environmental and behavioral control and supervision. Since hiding food may result to excessive behaviors such as stealing other children’s food and breaking lockers, dividing the food into portions will assist in dealing with this problem. Riley’s food will be divided into smaller portions and put into different containers. This will assist in spreading his food. Each of this portion will be issued to him when hungry, temporarily satisfying his appetite. In addition, his food should consist of low calorie substances to reduce exposure to weight gain as a result of excessive food consumption. Dividing the food into smaller portions will allow him to eat the same amount of food he would have eaten at once but at different times since his appetite is insatiable. This will minimize his chances of gaining weight and deal with his insatiable appetite. c. Literature Review Prader-Willi syndrome is typified by behavior challenges and voracious appetite. A report by Dykens et al (2000) indicates that the hankering for food, which in most times is obsessive other than hunger, is multifaceted by the fact that individuals suffering from prader-Willi syndrome have poor calorie consumption resulting to weight gain. In this regard, Riley’s objective should be a behavior intervention or prevention oriented. Research by Carrel et al (2002) indicates that the incapacity to control food intake is the biggest challenge in managing Prader-Willi syndrome. People suffering from this disorder have diminutive or no control over their hungering. Carrel et al (2002) denotes that their brains fail to record that they had enough food. For this reason, dividing the food to small portions can assist in dealing with Riley’s condition. Since the many symptoms associated with prader-Willi syndrome are challenging to treat, it is advisable to use of smaller cups and plates (Carrel et al, 2002). The use of smaller cups and plates will reduce the size of food consumed by Riley and in turn reduce calorie uptake. Weight gain is one of the symptoms of Prader-Willi Syndrome that can be controlled through restricting food intake. It is exceptionally easy for people with Prader-Willi syndrome to gain weight. According to Dykens et al (2000), dietary restriction is a significant environmental and behavioral control that supervises the food intake and ensures that the calorie uptake is controlled. However, since a majority of people with Prader-Willi syndrome show excessive behaviors such as stealing food and breaking locks on fridges and cupboards, it would not be advisable to lock Riley’s food in the school locker or anywhere else. In addition, Carrel et al (2002) asserts that punishment for taking food would not be appropriate for dealing with Prader-Willi Syndrome. This is a negative behavior support that is least effective not only in children with Prader-Willi syndrome but also with other disabilities and disorders. Dividing the food into portions is a positive behavior support that views the high insatiable appetite as the problem and works to transform and adapt to it. In essence, such a positive behavior support attempts to change the environment so that the conditions for the suitable behavior and its support are present to edify apposite manners in the environment. Case Three a. Objective Cody’s parents should work restorative with the society and sensitize the parents on the impacts of HIV related stigma on children. b. Reasons for Choosing the Objective and How the Strategy Works Cody has been prejudiced and excluded from the society by other parents since they believe that their children’s health can be at risk. Though Cody suffers from a severe disease, discriminating her from the society would not be the best solution to preventing their children from contracting HIV. It is for this reason that the society be sensitized on the negative effects of HIV related stigma on people, especially children. This intervention sought promotes inclusion and elimination of discrimination. Life is full of confronts, but few can be excruciating to cope with such as the feeling of being lonely and discriminated against. Cody’s parents can approach Cody’s teacher and talk to her about how she has been alienated from the rest of the children on the fear that she could contract them with HIV. Talking to her teacher will ensure that the message is conveyed to the other parents. It is assumed that the teacher well understands the effects of discrimination and seclusion to children and can take up the initiative of sensitizing the society on its effects. Sensitizing the community about the effects of HIV related stigma will ensure inclusion of Cody to the society and will eliminate chances of feeling lonely and worthless. c. Literature Review As much as we desire children to be loved and adored by all and sundry, there are moments that the child has to cope with rejection and exclusion. In this case, HIV related discrimination and exclusion refers to prejudice and detachment of an individual with HIV from social associations and precluding him or her from participating in the ordinary activities, in their life. Exclusion has adverse effects on people, and according to Brown et al (2003), it has more adverse effects on children. Brown et al (2003) notes that HIV related stigma results to a feeling of insignificance and hopelessness among children. In reference to Sengupta et al (2011), HIV related stigma exists because HIV is a life frightening illness that everybody retorts to strongly. Cody experiences both community and health care stigma. According to a report by Sengupta et al (2011), HIV positive people experience stigma in health care settings through rejection of access to health care facilities and lack of privacy. Lack of confidentiality is an eminent problem facing HIV positive people. These people never get to decide how, when and whom to unveil their health status. Community stigma is the discrimination of an individual resulting to change in the daily activities. A report by Brown et al (2003) reveals that information based strategy is an outstanding intervention method of dealing with HIV related stigma. Information can be passed to people through advertisements, forums and workshops. The information presented can include a description of the disease and the effects of stigma on people. In this case, Cody’s situation can be managed by information based strategies to educate the society on the effects of HIV stigmatization on people. Case four a. Objective Carly should involve herself in making a button drop game, filling piggy banks with pennies, or through placing pegs on a peg board. b. Reasons for Choosing the Objective and How the Strategy Works Carly’s condition can be addressed through promoting arts, crafts and games. This can be done by involving herself in frequent basic activities such as making a button drop game, filling piggy banks with pennies, or through placing pegs on a peg board. These activities will assist Carly practice pincer grip by placing her index finger and her thumb together to pick it. Research indicates that children who suffer motor skills disorder experience dearth in motor skills improvement which is apparent in anomalous gaucheness. This clumsiness can be managed through increased pincer grip activities such as art, crafts and games. Carly’s parents should give her a piggy bank and some rolls of pennies and ask her to take them by her hand, one by one. This will assist Carly practice her pincer grasp by using her thumb and index fingers. In addition, Carly’s parents can take a container and cut a slot at the lid and fill the container with water, then provide her with buttons to drop them through the lid and watch them as they fall to the bottom. This will improve her grasp as she will be fascinated to drop buttons through the slot on the lid. Debatably, the parents may decide to introduce a timer where the child is obligated to fill pegs on a peg board within a given time. Matter of fact, Carly will enjoy using the timer to check how fast she can get the pegs into the board. This will then enhance Carly pincer grasp. According to a study by Peters and Schaal (2008), this activity will require Carly to center on precise factions of her small muscles, which will develop her delicate motor skills. Since clumsiness is as a result of scrawny development of motor skills, Carly will also strengthen her small hand muscles through putting stickers in a sticker board. The process of removing the stickers from the sticker sheet and placing them in the sticker board will strengthen Carly’s hand muscles for it is hard to remove the stickers from the sticker sheet. c. Literature Review In reference to Maxwell et al (2010), motor skills disorder is a developmental defect that hampers motor harmonization in a child’s daily activities. The study by Peters and Schaal (2008) reveals that some children experience challenges with acute motor skills. Basic ordinary things such as buttoning, picking up tiny items and zipping clothes can be difficult. This makes a child feel that he or she is left out and that he or she does not fit in among other children. This condition can be addressed through promoting arts, crafts and games (Maxwell et al, 2010). This can be done by involving her in frequent basic activities such as making a button drop game, filling piggy banks with pennies, or through placing pegs on a peg board. According to a study by Peters and Schaal (2008), these activities assist the child to practice pincer grip by placing her thumb and her index finger together to pick it. Notably, in order to improve refined motor skills, one must work on the crucial muscles groups, as well (Maxwell et al, 2008). Therefore, in order to increase a child’s finger dexterity, his or her parent should work to strengthen his or her shoulder and arm physique, which in turn benefits her wrist and hand movement. References Brown, L., Macintyre, K., & Trujillo, L. (2003). Interventions to reduce HIV/AIDS stigma: What have we learnt. Journal of AIDS education Prevention, 15(1), 49-69. Carrel, A. L., Myers, S. E., Whitman, B. Y., & Allen, D. B. (2002). benefits of longterm GH therapy in Prada-Willi syndrome :a 4year study. Journal of Clinical Endocrinal Metabolism, 87(4), 1581-1585. Cooke, M., & sande, M. A. (2001). the HIV epidemic and training in internal medicine. The new England Journal of Medicine, 321, 1334-1338. Dykens, E. M., Hodapp, R. M., Walsh, K., & Nash, L. J. (2000). Adaptative and Maladaptative Behavior in Prader-Willi Syndrome. The journal of American Academy of Child & Adolescent Psychiatry, 31(6), 1131-1136. Faraone, S. (2005). The science foundation for understanding attention deficit hyperactivity disorder as a valid psychiatric disorder. Journal of Europe Child Adolesc Psychiatry, 14(1), 1-10. Maxwell, J. P., Masters, R. W., & Eves, F. F. (2010). From Novice to know-how: A longitudinal Study of Implicit Motor Learning. Journal of sports Sciences, 18(2), 111-120. Peters, J., & Schaal, S. (2008). Reinforcement Learning of Motor Skills with Policy gradients. Journal of Robotics and Neuroscience, 21(4), 682-697. Pliszka, S., & AACAP Work Group on Quality Issues (2007). Practice parameters for the assessments and treatment of children and adolescents with attention deficit hyperactivity disorder. Journal of American Academic, children and adolescent psychiatry, 46(7), 894-921. Sengupta, S., Bank, B., Jonas, D., Miles, M. S., & smith, G. C. (2011). HIV interventions to reduce HIV/AIDS stigma: A systematic Review. Journal of A IDS behavior, 15(6), 1075-1087. Whittington, J., Holland, A., Webb, T., & Buttler, J. (2004). Cognitiove abilities and genotype in a population-based sample of people with Prader-willi syndrome. Journal of Intellectual Disabilities Resource, 48(2), 172-187. Read More