Ron: the "pouch " is for storing the 3 lacings when the LACLS is not being used. It prevents the leather from getting tangled, ripped, etc. It fits: the whip stitch holds one end of the pouch; the single cordovan holds the other end. There should be a velcro "dot" provided with the kit. Attach it to the bottom of the pouch/where it meets the leather lacing piece. Remember that you should always start the testing with the small ACL. Should your client complaint/have difficulties seeing the holes, then provide the large ACL. Following the standardized administration guidelines protect the integrity of the test and of the scores obtained. I hope this is more helpful than confusing. I will be happy to help with more info. E-mail me [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> Thanks, Carmen Aguirre, OTR ----- Original Message ----- From: Ron Carson<mailto:[EMAIL PROTECTED]> To: Joan Riches<mailto:[email protected]> Sent: Sunday, May 08, 2005 6:22 PM Subject: Re[2]: [OTlist] What to do?
Hello Joan: I received my LACLS (Large Allen Cog. Level Screen). It took about 1 hour to figure out the lacing! I guess that puts me on the lower end of the cognitive scale <grin>. In all seriousness, the directions indicate that a leather 'pouch', which is supplied, should be stitched onto the large leather rectangle. What is the purpose of this 'pouch' and how the heck does it fit?? Thanks, Ron ===========> Original Message Follows .... On5/5/2005, Joan Riches, <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> said: JR> Hi Ron JR> Of course I agree with Elizabeth's suggestion that you look at cognition JR> with the Allen Cognitive Levels. I guess this is the time to keep my promise JR> to talk about that model. JR> Your difficulty is that "she doesn't identify any occupational goals". With JR> declining cognition one of the first effects is loss of the ability to JR> predict the possible implications of one's actions. These are people who JR> seem just fine - still remembering things - good communication - often JR> pleasant and cooperative - still able to explain proverbs or perhaps a bit JR> concrete. With a difficulty they look for obvious causes ie balance in the JR> case of a fall and want to remediate it. They will know they don't want to JR> fall again however they are likely to be unable or find it very difficult to JR> speculate about the effect on their valued occupation(s) if they do fall JR> (Allen Cognitive Level 5). JR> Identifying an occupational goal is a very sophisticated cognitive activity JR> - think how OT students struggle to develop that point of view. JR> I think you would find these sites interesting JR> http://www.allencogadvisor.com/<http://www.allencogadvisor.com/> and JR> http://www.ot-innovations.com/home.html<http://www.ot-innovations.com/home.html>. JR> The new Allen Cognitive Network site will be up soon and I'll post it to the JR> list as soon as it is available. JR> Joan Riches JR> -----Original Message----- JR> From: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> JR> [mailto:[EMAIL PROTECTED] On Behalf JR> Of Veronica JR> Sent: Thursday, May 05, 2005 7:22 AM JR> To: [email protected]<mailto:[email protected]> JR> Subject: Re:[OTlist] What to do? JR> Hi Ron, JR> Didn't mean to cause offence (if I did, apologies!). I did realise that you JR> were seeing the lady from your email, but was wondering if PT was also JR> involved to address purely mobility issues. JR> And I agree that from a philosophical point of view it raises a can of JR> worms! We so often see clients that have 'mobility' difficulties and their JR> main goal is to 'walk'. They don't understand the other factors that need JR> to be addressed at the same time. JR> Similar factors affect the therapy input that we provide for kids (only JR> there you also have the parents and teachers adding their concerns). With JR> kids we end up asking: 'who is the client?' and 'who's goals do you treat?' JR> is it the parent or the teacher who's goals take precedence, or do we listen JR> to what the children say and focus on their desires... I could add my JR> opinion (and the opinion of a number of other OT's that I've spoken to), JR> where the child is our primary client and the one who's wishes should be JR> considered. The problem arises when you have mom who wants little Johnny to JR> write neatly and the teachers who want little Johnny to sit still in class JR> and pay attention. All legitimate concerns but not something that JR> particularly bothers little Johnny and not something that he is particularly JR> keen on or motivated to do!!! JR> Veronica JR> PS in answer to the question 'should you be seeing her' my answer is: what JR> would happen if you DIDN'T see her? JR> Ron Carson <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> wrote: JR> Hello Veronica: JR> I am seeing the patient! However, I am struggling to understand if I JR> should be seeing the patient because she doesn't identify any JR> occupational goals. I used to tell students, if there no occupational JR> goals identified, then there's no role for OT. The goals with the client JR> are mobility related like: "Client will safely ambulate to bathroom JR> using appropriate mobility aid". I am comfortable with the goal IF the JR> client identified the deficit. But she didn't, I did! I know that in JR> some cases, clients are cognitively unable to identify goals, but such JR> is not the case with this client. JR> What I am asking is more of a philosophical rather than practical JR> question. Of course, the client needs therapy and of course, OT can JR> treat the client but based on our treatment philosophy of being JR> client-centered and addressing occupation, my question is SHOULD I be JR> seeing her? JR> Ron JR> --------------------------------- JR> How much free photo storage do you get? Store your holiday snaps for FREE JR> with Yahoo! Photos. Get Yahoo! Photos -- Unsubscribe? [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> Change options? www.otnow.com/mailman/options/otlist_otnow.com<http://www.otnow.com/mailman/options/otlist_otnow.com> Archive? www.mail-archive.com/[email protected]<http://www.mail-archive.com/[email protected]> Help? [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> -- Unsubscribe? [EMAIL PROTECTED] Change options? www.otnow.com/mailman/options/otlist_otnow.com Archive? www.mail-archive.com/[email protected] Help? [EMAIL PROTECTED]
