An adolescent with a below-elbow amputation seeks to improve independence; which approach is most appropriate given dislike of a prosthesis?

An adolescent with a below-elbow amputation seeks to improve independence; which approach is most appropriate given dislike of a prosthesis?

• A. Refer the adolescent to the child psychologist to deal with adjustment to disability
• B. Work on unilateral skills for completion of meaningful activities
• C. Attend teeth amputee support group
• D. Refer the adolescent to a prosthetist for a cosmetic hand

Answer: (B)

Maximizing independence after a below-elbow amputation when a prosthesis isn’t preferred relies on building proficient use of the remaining limb and compensatory strategies. Focusing on unilateral skills means teaching efficient one-handed techniques for daily activities that are meaningful to the adolescent—dressing, grooming, feeding, school tasks, and leisure—so they can function independently without a prosthesis. This involves task analysis to break down activities, selecting adaptive equipment and setup that favor one-handed performance, and practicing in real-life contexts such as home, school, and social settings. The goal is to enhance autonomy, reduce frustration, and support participation and self-efficacy during adolescence. If the individual later chooses to reconsider prosthetics, that option can be explored, but the immediate priority is enabling independence through unilateral skills aligned with their preference.

Maximizing independence after a below-elbow amputation when a prosthesis isn’t preferred relies on building proficient use of the remaining limb and compensatory strategies. Focusing on unilateral skills means teaching efficient one-handed techniques for daily activities that are meaningful to the adolescent—dressing, grooming, feeding, school tasks, and leisure—so they can function independently without a prosthesis. This involves task analysis to break down activities, selecting adaptive equipment and setup that favor one-handed performance, and practicing in real-life contexts such as home, school, and social settings. The goal is to enhance autonomy, reduce frustration, and support participation and self-efficacy during adolescence. If the individual later chooses to reconsider prosthetics, that option can be explored, but the immediate priority is enabling independence through unilateral skills aligned with their preference.