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Person: Mikey by Mind Map: Person: Mikey

1. Needs

1.1. transport between computer lab & class

1.1.1. Who will transport it for him?

1.1.1.1. Depending on the AT, either Mikey or a teacher can transport it. Ideally Mikey will be transporting it himself.

1.2. "cool"

1.2.1. interests

1.2.1.1. computer games

1.2.1.2. Baseball

1.2.1.3. hanging out with friends

1.2.1.4. LOVES sports or any active activity

1.2.1.5. Running (School has a 100-mile by end of year program: he completes it early on).

1.2.1.6. Is shy/quiet, but has friends and is involved

1.3. mechanically correct

1.4. doesn't isolate him from his peers

2. Occupation: keyboarding

2.1. typing

2.2. writing papers/academics

2.3. note taking in class

3. Barriers to Performance

3.1. cost?

3.2. making the tech light enough to be carried between classes

4. Performance Skills

4.1. physical

4.1.1. adjusts

4.2. cognitive

4.2.1. inquires

4.2.2. notices and responds

4.2.3. time duration

4.2.4. heeds instructions from teacher

4.2.5. accommodation

4.2.6. questions

4.2.7. organizes

4.3. emotional

4.3.1. expresses emotions normally

5. Environment

5.1. Physical

5.1.1. Reaches chest height when sitting

5.1.2. power outlets near computers

5.1.3. classroom at elementary school

5.1.3.1. 33-35 students in the classroom

5.1.4. Primary room for school work is computer lab

5.2. Social

5.2.1. teacher

5.2.1.1. student teacher ratio 33-35:1

5.2.2. classmates

5.2.3. Shy/quiet, but socially involved

6. SOLUTION

6.1. Occupation = keyboarding

6.1.1. Problem = Mikey too petite for school chair to type normally

6.1.1.1. 1st Solution = booster seat

6.1.1.1.1. Psychosocial, Mikey did NOT want a booster seat.

6.1.1.1.2. Did not want to stand out among peers

6.1.1.1.3. Visually apparent to carry from classroom to classroom

6.1.1.1.4. Would have to be left at computer lab

6.1.1.2. 2nd Solution = shoebox (place feet on shoebox to "elevate" towards desk.

6.1.1.2.1. Unable to hold significant weight

6.1.1.2.2. Thought of "stuffing" shoebox, but still not durable enough.

6.1.1.2.3. Visually apparent to carry from classroom to classroom.

6.1.1.3. 3rd Solution = 2-3 phone books stacked under feet to elevate.

6.1.1.3.1. Visually apparent to carry from classroom to classroom

6.1.1.3.2. Heavy to transport, ideally should be left in the computer lab

6.1.1.3.3. Can hold significant weight so Mikey can support himself to sit with better posture

6.1.1.3.4. While enabling Mikey to sit taller, height is not enough to facilitate Mikey to type comfortably

6.1.1.3.5. Can be customized (painted, wrapped in wrapping paper, stickers, etc.)

6.1.1.4. 4th Solution = DIY foam cushion small enough to not be seen when Mikey sits on it.

6.1.1.4.1. Small enough to slip into backpack when done

6.1.1.4.2. would not be seen by peers when sitting

6.1.1.4.3. Lightweight, easy to transport

6.1.1.4.4. Wrapped in discreet fabric to match with school chair color

6.1.1.4.5. Provides adequate support so Mikey is able to sit tall, better postural control

6.1.2. Problem not keyboarding but not being tall enough to type comfortably.

6.2. Clinical Reasoning

6.2.1. Narrative

6.2.1.1. mainstreamed child with CP child who needs modifications to make computer lab/typing more accessible

6.2.1.2. petite stature makes the desk too high, the keyboard out of reach, and the chair put him in a position that isn't ergonomically

6.2.2. Scientific

6.2.2.1. Cerebral Palsy Diagnosis

6.2.2.2. not progressive

6.2.2.3. fairly stable diagnosis

6.2.2.4. cognitive functioning will stay the same

6.2.3. Diagnostic

6.2.3.1. Mikey has a very petite body

6.2.3.2. Mikey functions at a very high level but is limited in school activities due to LE stiffness and petite frame

6.2.4. Ethical

6.2.4.1. No booster seat due to Mikey's desire to not "stand out" from peers

6.2.4.2. can't make recommendations that are too expensive for the family

6.2.5. Pragmatic

6.2.5.1. Nothing too expensive for us

6.2.5.2. Easy to transport

6.2.5.3. materials that are readily available

6.2.5.3.1. something that could be replicated or modified if our design ends up not working

6.2.5.4. after not being able to try it out o n our actual student, we can only make best guesses about measurements

6.2.6. Generalization

6.2.6.1. we needed to create a pad that Mikey would be motivated to use

6.2.6.1.1. generally kids will forget or intermittently use interventions provided to them without adult supervision

6.2.7. Procedural

6.2.7.1. school visit

6.2.7.1.1. measurements take of chair width, height and depth

6.2.7.1.2. client was absent from school

6.2.7.1.3. measurements for approximate size of step

6.2.7.1.4. computer lab is a shared area by the whole school

6.2.7.2. consult with Dr Salamat

6.2.7.2.1. received basic demographic information, occupational profile, and needs

6.2.8. Interactive

6.2.8.1. received information about the client through the OT

6.2.8.2. had to take measurements and try out things on a different child of similar size

6.2.8.3. Client is a mainstream student and only experiences physical limitations, not cognitive limitations

6.2.8.4. intervention had to meet his needs without making him stand out anymore than he has to

6.2.8.5. we weren't able to get his input on the final project because he was absent on "testing" day

6.2.8.6. Cushion design

6.2.8.6.1. round design had to be redesigned into square pad design at request of OT

6.2.8.6.2. needed a thicker, more angled pad

6.2.8.6.3. we needed to adjust the size so that it wouldn't move around on the chair

6.2.8.6.4. still lacking Mikey's input on how he likes our design because he was absent

6.2.8.7. Foot rest design

6.2.8.7.1. needs at least 5 inches height

6.2.8.7.2. still unsure about transportation or storage

6.2.8.7.3. had difficulty finding phone books

6.2.8.7.4. used UPS box filled with books

6.2.8.7.5. still a work in progress design

6.2.9. Conditional

6.2.9.1. more cushions may need to be made in the future

6.2.9.2. Mikey may need to have his view of booster seats changed

6.2.9.3. the heavier he gets the less a foam pad like this one will support him

6.2.9.4. an entirely new design will be needed in middle school and high school as the desk and chair heights will be different

6.2.9.5. could face issues with carpal tunnel if interventions are implemented consistently and correctly

7. Client Factors

7.1. Cerebral Palsy

7.1.1. what limbs are affected?

7.1.1.1. Lower limbs

7.1.2. cognition?

7.1.2.1. Short attention span, occasional emotional outbursts

7.1.3. dexterity

7.1.3.1. Good

7.2. General Ed (4th Grade)

7.2.1. English composition, history, science

7.2.2. how long are class periods?

7.2.2.1. 1.5 hours on average

7.2.2.1.1. Full school day = 5 hrs 20 min

7.3. Ambulation

7.3.1. Some limping due to multiple surgeries and stiffness

7.4. Past Medical History

7.4.1. seizures

7.4.1.1. No seizures

7.4.2. Multiple lower body surgeries

7.5. Positioning

7.5.1. Positioning Precautions

7.6. very petite

7.7. fatigues easily

7.7.1. needs frequent breaks