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Week-5 Discussion Pediatric

Week-5Discussion Pediatric

Week-5Discussion Pediatric

Taskanalysis involves the breakdown of a given activity of daily living(ADL) into smaller components or steps. The child followed severalsteps when donning the pullover shirt. First, the child put the shirton his laps with its front facing downwards. The child then rolledthe bottom edge to expose the shirt’s sleeve for the weaker arm.The child then moved the sleeve to open for the weak arm between theknees. The child used the strong arm to grab the weak hand beforeplacing it into the sleeve opening. The shoulder seam was then pulledup the arm and past the elbow. The strong arm was then put into theother sleeve opening. The shirt was then pulled on the weaker armside up the child’s shoulder. The child then gathered the back ofthe shirt up the strong arm. The strong arm was then used to push thebulk of the pullover shirt over the weak shoulder and towards theback. Finally the child pulled the shirt down over the stomach on itsboth sides.

Theprocess of doffing the pullover shirt was simpler and it involvedfour steps. First, the child reached the back with his stronger armbehind his neck and began gathering the shirt upwards. Secondly, thechild leaned slightly forward, lowered the chin, and pulled it overthe head. Third, the strong arm was pulled out of the sleeve.Finally, the child used the strong arm to pull the other side of theshirt’s sleeve of his weak arm.

Althoughthe task analysis was effective in helping a child with a disability,there are several steps that need to be added in order to make theprocess easy for the child. First, it is important to add both thephysical and the verbal cues in order to help the child understandinstructions. One advantage associated with these cues is that theyfacilitate a quick expression of messages, which help the learnerscomprehend instructions faster (Blahova, 2015). The non-verbal cuesalso help instructors add emphasis on the critical issues, thushelping the learners understand instructions without experiencingdifficulties. Secondly, the child with disability requires more timeand moderate assistance when putting on the shirt. More time isrequired, especially when doffing the shirt.

Reflectionand Conclusion

Thetask analysis was useful and effective in assisting the children todress on pullover shirt. However, a child with obesity suffered fromfatigue when performing the upper body dressing, a decrease incoordination, and sequencing skills. This makes it necessary to givethe child more time. The normal child performed the same ADL withinthe functional time and did not suffer from fatigue. The childexpressed good sequencing skills.


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Latha,M. (2014). First impressions: A study of non-verbal communication.Frontiersof Language and Teaching,5, 160-163.