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Writer will needs to follow this text book to complete the assignment: Campbell, S. K., Palisano, R. J., & Orlin, M. N. (Eds.). (2012). Physical therapy for children (4th ed.). st Louis, MO. Elsevier/ Saunders. Chapter: 6, 15, & 19 Additional resources on attached file. Case Study of D.J.: A case study is posted below for D.J., a child with Down Syndrome. Like many children with Down Syndrome, D.J. is overweight and generally inactive. He does not have an ongoing fitness routine. How might you help him develop a daily or weekly physical activity or conditioning program? What special considerations would you need to make considering D.J.’s impairments including his educational level or cognitive status, and his family situation? D.J.: Background Information: D.J. is a 10 year old male with Down Syndrome. He was born with a ventricular-septal defect which was surgically repaired within a few days after his birth. Although he has not had any other serious cardiac complications, he is fairly inactive and tends to fatigue readily during supervised activities. Throughout his early childhood years, he has experienced a number of upper respiratory tract infections and middle ear infections (otitis media). D.J. lives with his parents and attends the local elementary school which has special education services and classrooms. He participates in one class each day, lunch, and recess with his age-matched peers. For the majority of his school day, D.J. attends a special needs classroom with a small number of students. He receives adaptive physical education services and is being monitored by the school physical therapist on a once per month basis. Activity Level: D.J. tends to spend the majority of his free time (after school and on weekends) watching television. He is overweight for his age and height. D.J. has low muscle tone and a generally slouched posture in sitting and standing. He is able to walk, run, and negotiate stairs, therefore, he is able to move throughout the school each day. He tends to slow down by the mid-afternoon and needs to be supervised in order to complete classroom activities. During recess, D.J. plays actively for the first few minutes but takes frequent breaks or rest periods. During adaptive physical education, D.J. rides an adapted tricycle, however, he has not learned how to ride a two-wheel bicycle. He does not have an adapted tricycle or bicycle at home. For organized physical activities such as games or sports, D.J. can follow simple instructions but requires close supervision in order to stay on task. Currently, D.J. is not involved in after school or weekend community sports programs, although his community has a YMCA (with an indoor swimming pool) and a recreation program through the county parks department. D.J.’s parents show care and concern for his well-being, however, are not physically active themselves (they do not currently exercise daily or participate in community activities).



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