Page 171 - Super Duper Publications 2022 Catalog
P. 171

                                                                                   OT/PT Sensory Integration
 Webber Activities of Daily Living Tips and Teaching Companion
Self-Care Activities and Routines Manual
NEW by Dani Kinsley, MS OTR/L
Ages 4 & Up
Grades PreK & Up
Activities of daily living (“ADLs”) are self-care activities and routines that are vital for everyday life. The Activities of Daily Living Tips and Teaching Companion provides a variety of resources to help clinicians, instructors, parents, and caregivers teach these important skills in a way that best supports the learning styles of a diverse range of clients.
This book can be used alone or in conjunction with the Webber® Activities of Daily Living Photo Sequencing Cards (#WFC-99) to help teach self-care skills. The 20 basic activities of daily living covered in #WFC-99 are included in this product, and several more complex and individualized ADLs are also addressed here.
     • 188 pages
• Tip Sheets, Data Sheets, and How-To Visuals
• 26 activities of daily living
• 8 categories of skills:
Daily Living Cards
p. 168
    • Basic grooming and personal hygiene
• Toileting, incontinence management, and menstrual care
BK 399 Sections 1 & 2 7-50.indd 14
• Bathing
• Hair care
• Dressing
• Health and personal device
Brushing Teeth and Oral Care: Tip Sheet Ask Before You Start
• What kind of toothbrush and toothpaste does the client use?
• Who usually assists the client?
• When/how often does the client usually brush his or her teeth during the day?
• Does the client use floss and mouth wash?
• Does the client have dentures or any other oral fixtures, appliances, or prostheses? • Does the client have any significant mouth or oral sensitivities?
• What is the client’s overall oral health?
Evaluate Before You Teach
• How independent and thorough is the client with brushing his or her teeth before any teaching or intervention has taken place?
■ Complete a full observation-based activity analysis
to assess the client’s current abilities by using the
Brushing Teeth and Oral Care: Data Sheet on p. 13. • Can the client:
■ ...tolerate oral stimulation without gagging or becoming upset?
■ ...swish and spit into the sink when prompted?
Teaching Tips
• It may be helpful to complete this task alongside your client to help demonstrate.
• Make sure the client is thoroughly brushing all quadrants including the top and bottom teeth, the
right and left sides, the inside (tongue) surfaces, and the outside (cheek) surfaces of the teeth.
• Some individuals may be more successful by using an electric toothbrush, but the vibrations may be
over-stimulating for people with oral hypersensitivities.
• You can use a tooth-brushing app, visual timer, or sand timer to help improve thoroughness.
Individuals should brush for at least two minutes. Some apps or electric toothbrushes will even
prompt the client to switch between quadrants every 30 seconds.
• If the client has dentures or other oral prostheses, it is important to maintain a proper fit. Jaw anatomy and alignment can change over
time, especially if original teeth are missing. Ill-fitting dentures should be evaluated by a prosthodontist.
Activity Idea
• Demonstrate on a toy mouth (such as the Super Duper® Mighty
Mouth® or Mini Mouth® puppets, #MOUTH-32 or #MM-56) how to
properly brush all of the mouth quadrants/surfaces of the teeth thoroughly.
12
       management
• Feeding and eating
• Sleep and rest
• Supplemental materials and forms
#BK-399............................$68.95
Activities of Daily Living Tips and Teaching Companion
1/21/22
3:57 PM
14
   A. Turn on the water, and wet your toothbrush.
D. Rinse your mouth with water. Spit the toothpaste out.
Brushing Teeth: How-To
B. Put toothpaste on your toothbrush.
C. Brush your teeth.
E. Rinse the toothbrush, and dry your
F. Put away your toothbrush and face.
toothpaste.
    BK 399 Sections 1 & 2 7-50.indd 12 1/21/22 3:57 PM
        Washing Hands: Tip Sheet
 Client Name:
Date of Activity Assessment:
Location of Activity Performance:
Identifies when hands are
dirty/need washing & initiates
Knows when to wash hands prior to activity & initiates
Stands at sink for duration of washing
Turns water on
Adjusts water temperature safely
Wets hands
Pumps or retrieves soap effectively & neatly
Scrubs hands thoroughly
Rinses soap from hands thoroughly
Keeps most water in sink Turns water completely off
Dries hands thoroughly
Hangs up towel or throws away paper towel
Uses hand dryer appropriately
Fixes mistakes/cleans up any messes
Asks for help if needed
Washing Hands: Data Sheet
oClinician Observation oPre-intervention oCaregiver Report oPost-intervention
Completed by (Caregiver/Clinician Name):
Not Applicable
BK 399 Sections 1 & 2 7-50.indd 11
2/11/22
10:17 AM
 Ask Before You Start
 • Does the client have any allergies or skin sensitivities to soaps or other skin care products?
Evaluate Before You Teach
• How independent and thorough is the client with washing his or her hands before any teaching or intervention has taken place?
■ Complete a full observation-based activity analysis to assess the client’s current abilities by using
the Washing Hands: Data Sheet on p. 10. • Can the client:
■ ...adjust the water temperature safely?
■ ...use two hands at the same time for different actions (e.g., pumping the soap with one hand
and “catching” the soap with the other)?
■ ...adequately and safely reach the sink, handles, soap dispensers, and towels or drying aids in
his or her familiar environments?
■ ...identify when it is important to wash hands throughout the day (e.g., before meals or food
preparation, after being outside or handling animals, after toileting, before performing grooming/hygiene, frequently when ill, after sneezing/coughing, etc.)?
Teaching Tips
• It may be helpful to model or demonstrate this activity alongside your client.
• Remind new learners to scrub their hands thoroughly after applying the soap and before rinsing.
This is a commonly-missed step in the process, as many people will rush to rinse the soap off
before scrubbing adequately.
• Teach your client to sing a short song (“The ABCs,” “Happy Birthday,” etc.) to make sure he or she
scrubs for at least 20 seconds.
Activity Ideas
• Practice washing non-toxic paint or visible dirt off of the client’s hands.
• Practice washing hands in a variety of settings to gauge the client’s familiarity with different types of sinks/handles, soap dispensers, and methods of drying: home bathroom, kitchen, public restroom, etc.
           Indepe
Independent, No Adaptations Needed
Caregive
Inconsistently Independent or Requires Periodic Cues/Prompts
r/Clinicia
A Little Assistance Required Consistently
        Description of Component Skill Step
Notes or Observation Details
          5
  5
  5
  5
  5
     5
  5
  5
  5
   5
  5
  5
  5
  5
  5
  5
ndent
Independent with Adaptations
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
  10
BK 399 Sections 1 & 2 7-50.indd 10 2/11/22 10:17 AM
n Assist R
A Lot of Assistance Required Consistently
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
equired
Does Not Attempt or Requires Complete Caregiver Assistance
  0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
11
A. Turn on the water, and wet your hands.
D. Rinse your hands.
Washing Hands: How-To
B. Put soap on your hands.
E. Turn off the water.
C. Rub your hands together, and make lots of bubbles.
F. Dry your hands.
BK 399 Sections 1 & 2 7-50.indd 9 2/11/22 10:17 AM
9
  Call 1-800-277-8737 | Fax 1-800-978-7379 • www.superduperinc.com
169
   169   170   171   172   173