presentation (explain the signs and symptoms of diabetes and how diabetes will affect on patient’s occupational performance
Scenario Based
Learning 3
Intellectual
Disability (ID)
&
Down Syndrome
(DS)
The main learning objective of this presentation
The main content of this presentation
Introductio
n
illustrating the impact
of Down syndrome (DS)
on the individual’s
occupational
performance.
Question
&
Recommendation
03
05
Clarifying the various
health problems and
complications
associated with Down
Syndrome (DS)
that affect the
individual’s occupational
performance
Refiring to Mr. Fahad case
scenario and apply the
Canadian model of
occupational performance and
engagement (CMOP-E) on Mr.
Fahad case scenario.
Conclusion
Introduction
? Down syndrome is a genetic disorder caused when abnormal cell division
results in an extra full or partial copy of chromosome 21(Asim et al., 2015).
? In a study conducted by AlSalloum et al. (2015) illustrated that the
prevalence of Down syndrome has been reported to be 18 per 10,000 live
births in Saudi Arabia.
? Down syndrome patients typically present with mild to moderate intellectual
disability, growth delay, and a range of physical besides distinctive facial
features contribute to their difficulty in performing occupations (Malt et al.,
2013)
? Justice et al. (2021) demonstrated that individuals with intellectual
The various health problems and complications associated with Down
Syndrome (DS) that affect the individual’s occupational performance
There are various health problems, intellectual disabilities,
and complications that are associated with individuals with
down syndrome
(DS) impacting on their daily performance, such as:
Hearing loss and
poor vision
Congenital heart
defects
Early-onset
dementia and
Alzheimer disease
Breathing issues
(Malt et al.,
2013)
Slow learning
capabilities
Poor fine and gross
motor skills .
The impact of Down syndrome (DS) on the individual’s occupational
performance.
Activities of daily
living (ADLs).
Social participation
related activities
Work and productive
activities
Leisure and
recreational activities
The impact of Down syndrome (DS) on the individual’s
performance of Activities of daily living (ADLs).
Difficulty in clothing
Difficulty in
managing
medications
(Lussier-Desrochers et al.,
2014)
Difficulty in cooking
and preparing food
Struggling in
managing
finances
The impact of Down syndrome (DS) on the individual’s
performance of work and productive activities.
Difficulty in performing
productive activities that
required to high body
capacity and endurance
Difficulty in performing
productive activities that
need concentration and
attention for a period of
time
Difficulty in time
management
Difficulties in
learning how to
perform a new
task
(Costa et al., 2015; Johnson et al., 2019; Surjus, 2017)
The impact of Down syndrome (DS) on the individual’s
performance of social participation related activities.
Difficulty in
interacting with
family, peers, and
community members
Difficulty in understanding information
received from other
persons
Struggling in the
initiation and
suppression of
response, problem
solving, and planning.
(Akyurek & Bumin, 2017; Ciucurel & Iconaru,
The impact of Down syndrome (DS) on the individual’s
performance of leisure and recreational activities.
Difficulty in engaging
in active manner of
leisure activities.
Difficulty in
controlling that
experienced fatigue
and low energy level.
Difficulty in acquiring the
knowledge and skills
required to take control of
their leisure participation.
Facing barriers
to encounter
leisure activities.
(Dattilo, 2013; Melbøe & Ytterhus, 2017; Steinhardt et al.,
Mr. Fahad medical and personal history
Gender:
Male
Age:
56
Medical
diagnosis:
Down
syndrome (DS)
•
Likely to get early
onset of dementia.
•
Hearing impairment.
•
He lives in a group
home with other
people with ID.
•
He have a supportive
sister.
•
His friend Anwar
passed away 4
months ago.
Applying the Canadian model of occupational performance and
engagement (CMOP-E ) on Fahad’s case scenario.
•
The CMOP-E is a general model that could be used &
applied to several types of clients and in any type of
sittings.
•
The CMOP-E focuses on the occupational
performance & engagement, which result from the
dynamic interaction between the person, occupation,
and environment.
•
CMOP-E aims to promote the client-centered practice
and the therapists’ view of the occupation as the core
domain of concern.
•
The Application of CMOP-E model enables the ideal
function of the occupational therapist within a
multidisciplinary team. Hence, it reinforces the role of
occupational therapy.
(DAVIS, 2016)
Applying the Canadian model of occupational performance and
engagement (CMOP-E ) on Fahad’s case scenario.
Perso
n
Occupati
on
Physic Affectiv CognitiveSpiritual Self
al
e
care
Environme
nt
Productivi LeisurePhysic Cultura SocialInstitution
al
l
al
ty
Applying the Canadian model of occupational performance and
engagement (CMOP-E ) on Fahad’s case scenario.
– Mr. Fahad has a hearing
impairment and he is
using a hearing aid.
-He is likley to get early
onset of dementia.
-His receptive language
skills are good.
Perso
n
Physic Affectiv CognitiveSpiritual
al
e
-He is a brother and
friend.
-Mr. Fahad value his
previous role as a friend
to Anwar and assist her
in communicating her
needs.
-Mr. Fahad is prone to
depression as a reasone of
his friend death.
– He is at risk of developing
anixity due to the loss of his
ability to travel
independently.
-Mr. Fahad is
experiencing little
motivation and loss of
interest.
Applying the Canadian model of occupational performance and
engagement (CMOP-E ) on Fahad’s case scenario.
-Mr. Fahad in
independent in
performing his selfcare
occupations.
-His DS associated
conditions might
impact on his ability to
be fully independent.
Occupati
on
Self
care
Productivi Leisure
ty
– His condition poses
several complications
restricting his ability to
travel independently.
-Mr. Fahad is prone to face
difficulties in socializing
and integrating in the
community.
– His opportunity to engage
in leisure activities is
challenging due to the
limited leisure chances that
meet his age needs.
Applying the Canadian model of occupational performance and
engagement (CMOP-E ) on Fahad’s case scenario.
-He lives in a group
home with other ID
individuals.
-His home environment
is not identified.
Environme
nt
Physic Cultura SocialInstitution
al
l
al
-His age where
culturally it is expected
that he is a worker or
retired.
-Mr. Fahad get his
needed recourses
from the community
health services
along with the
occupational
therapists.
-Mr. Fahad is expected to face
challenges in integrating with the
community since he used to
socialize with his friends, sister, and
the healthcare team only.
– The harassment that he faced
might impact his social skills.
Quick question
From an occupational therapy point of
view, demonstrate a task, activity, or
occupation that you expect that an
individuals with DS could face
difficulties while performing it?
After that, name an intervention that you
expect that it would be effective to be
used with individuals with DS to enable
them to perform the mentioned task,
activity, or occupation?
Recommendation
Conclusion
THANK YOU!
Do you have any
questions?
Raseel Alhabeeb
References
Akyurek, G., & Bumin, G. (2017). Community participation in people with disabilities.
Occupational Therapy-Occupation Focused Holistic Practice in Rehabilitation. Croatia:
Intech, 81–107.
AlSalloum, A., El Mouzan, M. I., AlHerbish, A., AlOmer, A., & Qurashi, M. (2015).
Prevalence of selected congenital anomalies in Saudi children: a community-based
study. Annals of Saudi Medicine, 35(2), 107–110. https://doi.org/10.5144/02564947.2015.107
Asim, A., Kumar, A., Muthuswamy, S., Jain, S., & Agarwal, S. (2015). “Down syndrome: an
insight
of
the
disease”.
Journal
of
Biomedical
Science,
22(1),
41.
https://doi.org/10.1186/s12929-015-0138-y
Ciucurel, C., & Iconaru, E. I. (2012). Occupational Therapy for Children with Down
References
Costa, H. M., Purser, H. R. M., & Passolunghi, M. C. (2015). Improving working memory abilities in
individuals with Down syndrome: a treatment case study. Frontiers in Psychology, 6, 1331.
https://doi.org/10.3389/fpsyg.2015.01331
Dattilo, J. (2013). Inclusive Leisure and Individuals With Intellectual Disability. Inclusion, 1, 76–88.
https://doi.org/10.1352/2326-6988-1.1.076
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References
Justice, H., Haines, D., & Wright, J. (2021). Occupational therapy for adults with
intellectual disabilities and sensory processing challenges: a Delphi study exploring
practice within acute assessment and treatment units. Irish Journal of Occupational
Therapy, ahead-of-print(ahead-of-print). https://doi.org/10.1108/ijot-11-2020-0018
Lussier-Desrochers, D., Lachapelle, Y., & Caouette, M. (2014). Challenges in the
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Disabilities, 20(1), 16–24.
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and disease in adults with Down syndrome. Tidsskrift for Den Norske Legeforening.
References
Melbøe, L., & Ytterhus, B. (2017). Disability leisure: in what kind of activities, and when
and how do youths with intellectual disabilities participate? Scandinavian Journal of
Disability Research, 19(3), 245–255.
Steinhardt, F., Ullenhag, A., Jahnsen, R., & Dolva, A.-S. (2021). Perceived facilitators and
barriers for participation in leisure activities in children with disabilities: Perspectives
of children, parents and professionals. Scandinavian Journal of Occupational
Therapy, 28(2), 121–135. https://doi.org/10.1080/11038128.2019.1703037
Surjus, L. T. de L. e S. (2017). Occupational therapy, work and intellectual disabilities:
subsidies for acting in the Unified System of Social Assistance. Cad. Bras. Ter. Ocup,
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