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Effective Remediation Strategies for Grading Activities in Therapy

This resource outlines key strategies to effectively grade activities in therapeutic settings, focusing on student challenges in creating appropriate task difficulties for diverse clients. It encourages students to assess the suitability of activities based on client demographics, motivation, and adaptability. Task analysis is emphasized, guiding students to break down steps, determine necessary cues, and adjust demands as needed. The synthesis component helps tailor tasks to match client abilities. Engaging students in comparing different client needs fosters a deeper understanding of grading complexities.

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Effective Remediation Strategies for Grading Activities in Therapy

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  1. Remediation Ideas for Grading Activities Dr. Traci O’Connor Dr. Lisa Tekell

  2. Difficulty Grading Activities • Students have difficulty adapting tasks to make just the right challenges for clients • May make tasks too easy/boring or hard/frustrating • Clients do not experience success http://healthprofessions.missouri.edu/services/images/OTAdultClinic.1.jpg

  3. Identify Activity Rationale • Have students consider these questions: • Are these activities appropriate for the clients? • Culture? • Age? • Gender? • Are the clients intrinsically motivated to perform these activities? • Are these tasks easily adaptable? http://www.ctcqc.org/Photos/Services/OT/OT_0161.jpg

  4. Task Analysis • Have students list steps of activities, assistance/cues to provide, and how to gradually increase/decrease performance demands • Example Chart

  5. Task Analysis • Students should consider: • Task demands • Possible changes (positioning of clients and materials, sizes of materials, types of tools, types of cues, amounts of assistance) • Changing environments or tasks • Writing this prior to treatment for cognitive analysis http://sensorysmarts.com/images/lindsey-arlo-ball.jpg

  6. Synthesis • Task demands are changed to match client abilities • Essence of grading a task • If students have problems with this component, have them analyze the same task with two very different patients (a five year-old with CP and an adult with TBI) • Discuss the analysis and synthesis components with the students http://www.nwpediatrictherapy.com/images/photostogo-536417.jpg

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