Chapter 13 Self Care Skills

Self Care Skills Toileting Dressing Grooming Personal Hygiene

Why Every day Time Energy Social Acceptance Sensorimotor Cognition Independence Accomplishment Pride

Creating a Program Meet with family and therapists Select specific skills and goals Instructional method Socially valid Age appropriate Meaningful assessments Task analysis

Keep in mind Partial Participation Caregivers Appropriate environment Uncomplicated methods Adapting materials Sequences of activities Physical assistance (as needed) Related Skills

Toileting Skills Difficult to teach Self awareness Sequences of related skills May not be able to complete independently

Assessing Physiological readiness Current elimination patterns Age Awareness Pattern Current elimination patterns Chart Ability to preform related tasks Separate goals May not be able to complete all goals independently Starting point

Methods Habit training Massed Practice Stage 1 Habit Training Stage 2 Self Initiated Stage 3 Toileting Independence High intensity Multiple opportunities Increased Fluid Dry Pants inspection Accident treatments Self initiating training Moisture signaling

Difficulties Fear Reactions Unfamiliar Size Noise Temperature Public Materials Distractions

Dressing

Dressing Select skill Frequency Age Vocational Requirements Connection to other skills Setting Modeling

Deciding Strategies Current level Minimal assistance Undressing before dressing Techniques Modified clothing Where and when

Position Comfortable Best for maximizing ability Aware of disability

Clothing Fabric Design Durability Fasteners Specialized Clothes Latex Comfort Care Design Cut Durability Fasteners Size Type Specialized Clothes Special Clothes Inc. Latex Aids

Personal Hygiene

Key Reasons Clean Well Groomed Prevent illness and infection Social acceptance Well Groomed pride Prevent illness and infection

Strategies Adapted Items Assisted devices Routines Skills Personal Care Partial independence