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DANIELLE LORD
Occupational Therapist – Bachelor of Applied Science (Occupational Therapy)
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Danielle Lord
Staff Supervision
Student Supervision
Professional Supervision
Review Meetings
Review Meetings + Tribunal
Tribunal Cases – links to AATA website
Disability Royal Commission
Assessments
Funding usage considerations
Allocating funding over the course of a year
Independent Assessments
Reporting Fraud re: NDIS
OT
Environment Modifications and Support Strategies
Exploration of Employment Options
Personal goal setting
Short term goals
Long term goals
Understanding resilience with challenging tasks / interactions
Personal Organisational Skills
Development of skills
Environmental Safety
Support for financial planning
Home Modifications – long term support
Environmental Supports – documents
Hoarding Vs Time Management Vs Problem Solving Management Skills
Exploring identity
Relationships
Home Management
Organisation of roles within the home or environment
Regulatory Strategies
Personal decision making re personal health
Knowledge vs decision making
Time Management
Working together
When to walk away
Direction, speed, intensity etc
Exploring new and old environments together
Searching for friends of similar interests
Understanding rules versus fairness
Repeated conversations
Active ignoring of information
Imitating versus copying versus personal identity
Limitations – learning them
Being able to manage challenges
Hand drawings
Directing attention
Hand drawings / written supports
Impact of health conditions on self regulatory skills
Sequencing + self regulation
Coping with dysregulation
Energy conservation and self regulation
Visibility in public when dysregulated
Integrating regulation into real situations
Changes in regulatory levels – environmental demands
Repairing challenging situations
Learning how to take risks
Repairing dysregulation in others
Thinking Skills
Endurance
On topic vs Off topic
Repetitive thinking – looping
Structure of an interaction
Foreground through to background
Coding isn’t coding (early years)
Thinking in pairs
Learning how to learn
Failure versus being supported to make decisions
Whose fault is it when something doesn’t work
Tangible outcomes of learning
Who is responsible for teaching how to learn?
I don’t want to learn – you do it for me
Permission
Managing negative feedback
Remembering
Linking concepts together
Use of particular words
Movement Skills
Goal directed
Movement in patterns
Stopping repetitive behaviours
Construction
Body Awareness
Managing forces
Functional examples of linking things together
Learning to manage hair
Sensation – playing with it
Flow of movement patterns
Supporting health care emergencies for individuals with severe disabilities and chronic medical conditions
Navigational Skills
Super Mario 3D World + Bowsers Fury
Endurance
Visual Supports
Historical Information
Managing energy levels
Sport
Self Regulatory examples within professional sport
Issues with Attention
Imitation
Sequencing or Planning….
Obstacles and Interferences
Supervision – What is it?
Progression of skill(s)
Patterns of processing
Disinterest
Being forced to do something
Unknown information
Learning how to say no
Inability to deal with challenges
Skill Deficits
I want
I don’t want
I don’t know what I want
I’m sorry I didn’t understand
Its too hard
Group focus
Under targeting skill development
Predicting skills
Education
Interactions related to academics and placement options
Dealing with advanced skills
Working around skill difficulties
Post school options
Technology access and usage across settings
Curriculum
Curriculum modifications – sequenced tasks
Mixed Media
Working through source material
Simplicity versus Complexity
Graded learning
Where do you start? Nope. You start with the whole thing.
Accountability
Feedback from others about your progress
Knowing how to break something down
Attention to detail
Vocational Support
Capabilities versus safety / home
Families who start their own businesses
University programming
Collecting evidence of skills
Math
Understanding others use of time language
Putting things back together again
Dividing them up vs sharing vs goals of reallocating them
Moving and maths
Positioning and maths
Dividing up labour
Communication and Social Interaction
Quantity
Use of touch and physical handling
Physical gestures
Physically inappropriate behaviour
Tasks with shared physical interactions
Workload balance during shared tasks
Responsibility for regulating someone
Regulating yourself whilst communicating
Seeking support
Depth of topic knowledge
Depth of exploration of personal interests
Being a helper
Being a carer
Providing and Receiving Feedback
Online Safety
Online Interaction
Self Care related to online safety
Group targeting possibilities
Posting photographs or video using social media
Online gaming access
Vocabulary for reporting complaints
Managing Challenging Places
Theme Park Rides
WaterPark Rides
Technology Usage
Gaming
Movement within Nintendo games
Understanding the use of Physics in gaming
Nintendo Switch
Yoshi’s Crafted World
Captain Toad: Treasure Tracker
UltraWings
Super Mario Bros. U Deluxe
Mario and Sonic at the Olympic Games Tokyo 2020
Super Mario 3D All Stars
Construction Simulator 2+3
Paper Mario: The Origami King
Cities: Skyline Nintendo Switch Edition
Super Mario Odyssey
Mario + Rabbids Kingdom Battle
Super Mario Maker 2
Cars 3: Driven To Win
The Legend of Zelda: Links Awakening
Mario Kart 8 Deluxe
Xbox Console
Driving Games
Ipad
Apps for Ipad
Grading pressure
Issues with use in public settings
Organising information on your iPad
Wacom
For Sequencing within animation
Adobe
Adobe Character Animator
Can I play with my friends
Scratch
Damage to devices
Health
Caring relationships
Personal Care
Travel beyond
Packing
COVID – travel without masks
Sensory processing
Meal management
Resources
Personal safety
The art of interaction
Supporting self care with personal and family health
Toileting
Symptom management
Pain assessment
Supporting injuries
Managing recurrent illnesses
Home Management support
Appropriate use of touch
Inappropriate touch inherent in the environment
Supervision within bathing / showering / toileting
Personal touch
Physical Layout
Room use
Daily Schedule – family vs individual
Qualifications of staff
Relationships
Management of clothing
Food Management
Supporting comprehension vs supporting ability to act
Working as a group
Clothing
Swimming
Jeans
Socks and Shoes
Categorising clothing is helpful
Meal Management
Organisational strategies for snacking
Support for breaking down routines within the home
Organisational skills for families with managing meal issues
Leisure Activities
Environmental Choices
Exploring family travel
Accomodation and Food management on Holidays
Holidays – types of activities
Traveling
Airplane travel
Car travel
Time use over the day
Creation
Board Games
Sports activities at home
Structured Sport
Swimming
Alternatives to structured swimming lessons
Equipment Providers
Aquatics Professional Development
Pool design ideas to consider
Water Slide Parks – options
Safety
Gymnastics
Equipment Providers
Alternative Supports
Soccer
Equipment Supports
Tennis
Example programs
Snowboarding
Home Therapy Supports
Vision
Visual Analysis Skills
Understanding links and using that information
Elements that link visuals together
Visual Obstacles
Visual Structural Elements
Dealing with repetition with visually presented information
Eye Movement Control Skills
Vision & Movement in general
Movement and tiny details that give perspective or take it away
Progress through visual examples of tasks for learning to support academic post vocational programming
Age Appropriateness and Labelling on products
Developmental Profiles
Assessment Tools
Comparison
Consolidating information
Handing down of toys and of preferences
Duplo through Lego
K’Nex
MegaBloks
Hot Wheels
Galt Puzzles
Crayola
Clip Circuit
Quercetti
Gamewright
Melissa and Doug
Toys that you might not think about
Hasbro
TV and Movies
Scary
Books
Scary
Leisure Interests
Depth of knowledge
Concepts
Measurement of progress
Access options
Leisure activities from childhood into adulthood
Managing siblings play
Friendships over time
Environments that support or don’t
Unseen contributing factors
Managing high intensity interests
Exploring reading / watching options
Music
Levels of violence / aggression
Drawing
Lego and K’Nex
Purchasing individual bricks
Types of Models
Duplo
Storage Options
Themes
Regular Kits
Themes
Time Management
Storage
Playmobil – alternative
Technic
Paying attention in 3D
K’Nex
Kid K’Nex
Instructional Issues
Communication and Social Interaction
Comparing knowledge bases
Adding in new knowledge bases on top of existing ones
Integrating new knowledge bases by yourself or without help
What determines appropriateness?
What determines inappropriateness?
Appropriate speed of interactions
Concept of Occupational Deprivation
What is enough?
How long has it lasted for?
What has been the impact on health?
Limitations of the environment
Choosing not to listen
Underused resources
Time management and problem solving
Working through issues one by one
Resource management
Emergency Supports
Safety – Office
Bush Fire management
Absconding
Emergency Housing Options
Covid
Knowledge Management skills
Same but different
Understanding layers
Exploring versus look here
But I want to go this way
Obstacles
Managing opponents in gaming systems
Working ‘with’ others within gaming systems
Why I might like things done in certain ways
Knowledge and movement
Resources
Journal Articles
Video
Occupational Therapy Supports
Journal Articles
Covid – for professional review only for clinical personal education
Covid – paediatric symptoms of long covid
Toileting Management Issues / Concepts
Adverse Childhood Experiences
Cyber Bullying Assessment tools
Justice System
Meals / Food Intake
Body Awareness / Sensation Processing / Discrimination
Thinking Skills
Sensory Issues
Seizure Disorders
School Work
ADD / ADHD Long term outcomes
Adults with mental health issues – NDIS report supports
Chronic Pain
Data Sources
Education
Employment
Adding in new knowledge bases on top of existing ones