1
Q
What’s described below?
Standardized or Non-standardized tests?
- specific directions to follow in order to have a valid score
- must be given the same way every time
- must use the same terminology [directions every time you give
A
Standardized
2
Q
What’s described below?
Standardized or Non-standardized tests?
check lists, screens and clinical observation
A
Non-standardized tests
3
Q
What are the types of standardized tests?
A
Norm referenced
Criterion referenced
4
Q
What standardized test is described below:
Score compared to norm group
Get percentile rank or standard score or zscore
Ie Developmental Test of Visual Motor Integration
A
Norm referenced
5
Q
What standardized test is described below:
Assesses goal mastery
Helpful for lesson or program planning
Ie HELP
A
Criterion referenced
6
Q
What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?
-Norm-referenced
-Quick Test (approximately 20 minutes)
-Evaluates VM, VP and Motor Coordination
• No kit/manipulatives required – only test booklet and pencil and table and chair needed
• Norms from age 2 – 99 years
• Good reliability
Test items – scribble, design imitate and copy, tracing, matching
A
VMI
7
Q
What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?
- Norm-referenced
- Can administer within 30 minutes or so in quiet, distraction-free environment
- Need booklet, pencil, table and chair and vp book
- Evaluates VP including visual closure, figure ground and form constancy as well as eye hand coordination and copying
- Good reliability
- Test items – trace, copy, match and find figures
A
DTPVS-3
8
Q
What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?
-Norm-referenced
-0 to 7-11
-Looks at many domains including social-emotional, fine motor, gross motor, communication, cognition
-Administer in natural environment
Good reliability
-Examples of test items – ball, string beads, use spoon, eye contact, babble, cause and effect, etc
A
BDI2
9
Q
What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?
- Norm-referenced
- Quiet, distraction-free room, large enough for gross motor tasks
- Approximately 1 hour to administer
- Good reliability
- Sections include fine manual precision, fine motor integration, manual dexterity, upper limb coordination, bilateral balance, running speed and strength
- Test items include ball, blocks, pennies, booklet and pencil, stop watch, tape measure, balance beam, etc
A
BOT2
10
Q
What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?
- Norm-referenced
- 0 to 5-11
- Quiet, distraction free environment
- 45-60 minutes to administer
- Good reliability
- Areas tested include reflexes, stationary, locomotion, object manipulation, grasping and vm integration
- Test items needs include blocks, pegs, lacing card, rattle, ball, child scissors, etc.
A
Peabody
11
Q
What’s postural reactions?
A
allow us to maintain balance in variety of positions; occur in predictable sequence with motor development
12
Q
What’s postural control?
A
ability to maintain body in a position by keeping the center of gravity over the base of support or returning it over the base of support following displacement
13
Q
Define:
Base of Support
Balance
A
Base of Support: area within the objects points of touching the ground (demo)
Balance: postural stability
14
Q
What are the 3 categories of postural reactions?
A
- Righting
- Equilibrium
- Protective reactions
15
Q
Which of the 3 categories of postural reactions is defined below?
-> process of bringing body parts into alignment
A
- Righting
16
Q
Which of the 3 categories of postural reactions is defined below?
->reestablishing the center of mass over the base of support after displacement.
A
Equilibrium
17
Q
Which of the 3 categories of postural reactions is defined below?
-> provide a safety response and protection of face and head during fall
A
Protective reactions
18
Q
Describe what Righting Reaction is
A
Orient the head and body in space / align body parts to each other
Automatic movements that maintain and restore
- Vertical position of head in space
- Alignment of head and trunk
- Alignment of trunk and limbs
19
Q
What are the 2 righting reactions?
A
- Neck on body righting
- Body on body righting
20
Q
Which of the 2 righting reactions is described below?
Immature – turning head to the side results in a log roll
Mature - integrates at 4-6 months – turning head produces segmental roll
A
-Neck on body righting
21
Q
Which of the 2 righting reactions is described below?
Immature - rotation of hips stimulates log roll of upper body
Mature- integrates at 4-5 months – rotation of hips stimulates segmental roll of upper body - demo
A
-Body on body righting
22
Q
Describe Equilibrium Reaction
A
- Serves to return the body to a vertical position after displacement from center of gravity
- Functions to maintain and regain balance during movement.
- Attempts to reestablish center of mass over the base of support when displaced
- Counter rotation of head and trunk away from direction of displacement
23
Q
Are Equilibrium reactions present at birth?
A
NO.
Equilibrium reactions are not present at birth but “lag”.
-They emerge at 5-6 months and remain throughout life.
24
Q
Describe Protective reactions
*Is it present at birth?
A
- Reaction that protects us when we fall.
- Occurs when displacement is so great the equilibrium reactions are not sufficient to regain balance.
- Arms come out in extension to catch or protect proximal body parts as we fall.
- Not present at birth but “lag”
25
When is the Protective reactions developed for the following:
Forward
Lateral
Backward
Forward 6-7 months
Lateral 6-11 months
Backward 9-12 months
26
Muscle Tone
Define each:
Hemiplegia
Diplegia
Quadraplegia
Hemiplegia: One side
Diplegia: LE involvement
Quadraplegia: All four extremities
27
Define Spasticity
- Rigid
- Poor voluntary movement (no paralysis)
- ROM limited to mid ranges usually
-Asymmetries
Infants are often irritable– poor self-calming
28
Define low tone
- Floppy
- Poor head control
- Often full ROM – hyper extension
- Poor co-contraction and decrease joint stability
- Infants are often “good” and quiet
29
What's described below:
Athetoid or Ataxia?
- Too much movement due to poor co-contraction
- Trunk tone is usually low
- Movements increase with excitement/insecurity
- Movements decrease with fatigue, external stability and prone lying
- Personality traits may include flucuating emotions, less fear of movemnt, more out going, more frustrated
Athetoid
30
What's described below:
Athetoid or Ataxia?
Usually starts out low tone – underlying tone is low
- May see intention tremors
- Uses wide base for walking
- Balance problems
- Child usually knows what he wants to do but can not do it
- Associated problems may include nystagmus, below average IQ, hearing loss perceptual difficulties, poor attention, poor fine motor
Ataxia
31
Describe the Degrees of Spasiticity
Severe
Severe:
Tone is high at rest
Can lead to scoliosis, contractures, deformities, decreased AROM, decreased speed of movement
Moderate:
Near normal at rest, but increases with excitement, movement or speech
Can lead to back problems or subluxations, contractures, more active movement then severe, may be able to walk
```
Mild:
Normal tone at rest with increse tone with effort or quickness
Limitations seen more distally
Deformities minimal
Usually walks
```
32
What are some Treatment ideas for Spasticity?
- Rhythmical rocking
- Passive movement
- Elongation
- Rotation of trunk
- Vibration to opposite muscle groups
- Handling techniques (facilitating postural reactions)
33
What are some Treatment ideas for Low Tone?
- Active movement
- Weight bearing
- Tapping
- Resistive exercises
- Handling techniqes (facilitating postural reactions)
34
Describe Motor Control
- Ability to regulate or direct the mechanisms essential to movement
- Refers to how the CNS organizes movement, how we quantify movement and the nature of movement
- Helps us determine interventions
35
What are some types of motor problems?
Types of motor problems
- Coordination
- Timing
- Sequencing
- Bimanual control
- Force production
- Balance
- Sensory processing
- Motor planning
36
What diagnosis with movement deficits is described below?
- Poor motor planning and body awareness/Sensory impairments
- Poor postural control/Neuromuscular and sensory impairments
- Poor voluntary movement/Muscle tone issues
Cerebral Palsy
37
What diagnosis with movement deficits is described below?
- Disorders of vestibular processing
- Body perception and motor planning
- Sensory processing and modulation difficulties
Sensory integration disorders
38
What diagnosis with movement deficits is described below?
- Poor timing
- Decreased strength
- Decreased postural control
Downs Syndrome
39
What diagnosis with movement deficits is described below?
-Two possible motor control deficits
Poor integration of information for motor planning
-Increase variable in sensory inputs and motor output
Autism
40
What diagnosis with movement deficits is described below
- Slower reaction time
- Less accuracy in bimanual tasks
- Timing and sequence problems
Developmental Coordination Disorder (DCD)
41
Motor control approaches:
| Describe NDT
- Children are not feeling the movement correctly
- Therapist must normalize tone then through key points of control helps child go through the movements in a typical pattern
42
Motor control approaches:
| Describe reflex integration
- Reflexes are not integrated in typical sequence and rate
| - Therapist helps integrate reflexes
43
Motor control approaches:
| Describe Sensory integration
-Therapist provides child-directed sensory input to challenge the child into an appropriate adapted response
44
Motor control approaches have limited effectiveness:
Describe the Bottom up process
Bottom up process:
* Treat underlying causes of dysfunction then movement will improve
- Muscle tone
- Sensory dysfunction
- Dyspraxia
**These approaches should be used in conjunction with other approaches**
45
What are the stages of writing (5)
1) Controlled scribble
2) Discrete lines, dots, symbols
3) Straight line or circular upper case letters
4) Uppercase letters
5) Lowercase letters, numbers, words
46
AT Continuum
-No Tech
-Low Tech
Pencil grips
High lighter tape
-Mid Tech
Portable keyboard
Big key calculator
-High Tech
Lap top with voice recognitions system
Kurzweil providing text to speech
47
What are the 2 models of Assistive technology decision making?
1) Student Environment Task Tool- SETT framework worksheet to determine student need for AT devices/services
2) Child and Family Centered Approach- social context, cultural attitudes towards AT, training to team members, use in natural setting, follow up regularly to monitor use
48
What are the 3 key AT assessments?
Ecological
Practical
Ongoing
49
Which out of the 3 AT assessments is described below? (Ecological/Practical/Ongoing)
Consider all environments/all contexts/all people involved – use observation and teacher rating scales
Ecological
I.e.. 7th grader with reading disability – in class activity – assign each student to a junior high teaching assignment and answer the questions below
Assess all classes
what needs to be read,
how much,
what needs to happen with this information,
what is the environment like
50
Which out of the 3 AT assessments is described below? (Ecological/Practical/Ongoing)
Using the device in the natural setting where the student’s actions will take place (i.e. school/work/etc.)
practical assessment
- User gains experience with device
- User is trained on the device
- Device is practiced in multiple settings
- Training can occur with multiple people
51
Which out of the 3 AT assessments is described below? (Ecological/Practical/Ongoing)
AT assessments never end
Monitored and evaluated with follow ups and follow alongs
On-going Assessment
Why have follow-ups?
- Ensure device is being used
- Ensure devices is still appropriate
- Ensure that the AT is helpful and has not become obsolete or abandon
- AT can be considered a hypothesis that must be tested over time – trial and error
52
Define Switches
| and what a simple/complex response is
- Input a signal into toy, communication board, electronic aid to living
- Simple, single response
-Complex response
I.e. scanning – indirect select – wait for choice to be highlighted then activate switch
53
Designing Switch Operation
What's described below (Momentary/Latch/Timed activation)
-Activated as long as user presses switch
Momentary
54
Designing Switch Operation
What's described below (Momentary/Latch/Timed activation)
-User presses switch to turn on and presses it again to turn off
Latch
55
Designing Switch Operation
What's described below (Momentary/Latch/Timed activation)
-Switch programmed using timer to stay on for set time when pressed
Timed activation
56
What are ways Switches Can Be Used
1)Movement
-Mechanical
Force from body part
-Electric activation
Electromagnetic
I.e. remote control
I.e. head-mounted light pointer
-Proximity (heat sensitive)
2)Respiration
Inhale and exhale
I.e. sip and puff switch
3)Phonation
Voice/sound
I.e. voice recognition
I.e. The Clapper
57
What are the different types of Single-Switch Options
1) Paddle
Activated by body movement
2) Wobble
Activated by body movement in two directions; has auditory feedback
3) Pneumatic
Sip and puff
4) Pillow
Respond when pushed
58
Whats AAC?
-Augmentative and Alternative Communication
-All methods of communicating that do not include speech
Any alternative methods used to express thoughts, ideas, wants and needs
-alternative methods are considered when speech is inadequate for communication
59
Does AAC interfere with language development?
AAC does not interfere with language development
Relieves stress
Supports communication
60
What are Non-Electric AAC Devices?
Non-electric devices:
Flexible
Inexpensive
Single display of words
Number, size and position of pictures depend on motor, vision and vocabulary of user
Could be “back up” for the electronic device when breaks/needs service
61
What are types of Non-Electric AAC Devices?
Types:
Communication board
Communication book
Eye gaze
62
What are benefits of Electronic AAC Devices
Benefits:
-More powerful; elicits greater reinforcement from communication partner
-More independence
63
What are Disadvantages
| of Electronic AAC Devices
```
Disadvantages:
Cost
$1000ssss
Portability
Can be heavy
Maintenance
Programming
Charging
```
64
What skills are closely linked with handwriting?
with eye hand coordination (strongest predictor of handwriting legibility) and moderately associated with dexterity
65
Teach handwriting readiness before handwriting to avoid frustration
Wait until _____________
first nine figures in VMI mastered (lines, circle, square, triangle)
66
Ready for handwriting between _____ years old
4-6 years old
67
Necessary components
| for handwriting?
- UE support
- Wrist and hand development
- Visual control
- Bilateral integration
- Spatial analysis
- Kinesthesia
68
How foes pencil grip progress?
- 12 months – gross grasp or extended fingers with pronation
- 18 – 36 months – transitional pencil grip
```
-6-7 years old :mature pencil grip – no difference is sustained grip for any of these grasps
Dynamic tripod
Lateral tripod
Dynamic quadripod
Lateral quadripod
```
69
What does the Handwriting Evaluation include?
1) Interview team members including the child
2) Work samples
3) File review
4) Observation of handwriting skill
70
What are the domains of handwriting?
- Writing alphabet upper and lower case
- Copying
- Near point copying
- Far point copying
- Manuscript to cursive writing
- Writing dictated information
- Composing
71
How do you measure the percentage for handwriting legibility?
Write lower case alphabet - Number of legible letters divided by number of letters
Above 75% is acceptable
72
Why is a Written Productivity Profile helpful?
– helpful in determining if handwriting or keyboarding is more effective
73
What are some Ergonomic factors that helps handwriting performance to significantly improve?
- Upright posture
- Chair and desk height
- Stability of the shoulder, elbow, wrist
- Stabilize paper
- Grasp pattern
74
What are some examples of handwriting assessments?
- Evaluation Tool of -Children’s Handwriting (ETCH)
- Test of Handwriting Skills
- The Print Tool
- Minnesota Handwriting Assessment
75
Handwriting Instruction Methods and Curricula
What's described below?
(Whole Language Approach or Systematic Approach)
*Child writes a story then teacher give advice and assigns practice
Whole Language Approach
**For children with learning disabilities both a systematic approach and whole language approach together is best**
76
Handwriting Instruction Methods and Curricula
What's described below?
(Whole Language Approach or Systematic Approach)
Student introduced to a letter’s formation then practice
Systematic Approach
**For children with learning disabilities both a systematic approach and whole language approach together is best**
77
What are some benefits of manuscript
- Simpler to learn and easier to visually discriminate
- Closely resembles text in books
- Needed through out adult life to complete applications, etc.
- More readable then cursive
- Easier to read and write for young children
78
What are some benefits of cursive?
- Patterns allow for faster and more automated movements
- Less reversals and transpositions of words
- See words as units because connected letters
79
Handwriting Interventions include remediation and compensation:
Describe Remediation
Intensive systematic handwriting program – handwriting support is only effective if there is handwriting instruction and practice
80
Handwriting Interventions include remediation and compensation:
Describe Compensation
- Increase time
- Oral reporting
- Decrease volume of written work
- AT (especially when writing is illegible and slow)
81
Handwriting Interventions:
What are the 3 Acquisitional and Motor Learning Approaches?
1) Cognitive phase
- Child is working on understanding the demands of handwriting and forming strategies
2) Associative
- Child continues to adjust and refine strategies
- Relies on cuing less
3) Autonomous
- Handwriting automatic
- Performance consistent and small errors only
- Can attend nicely to other aspects of writing
82
Handwriting Interventions:
Describe the
Sensorimotor Interventions
- Novel sensory based activities keep child engaged
- Children need handwriting practice too – more gains than sensorimotor interventions alone
```
**Sensorimotor strategies
Various pens/pencils –scented, textured, colorful, weighted, vibration, chalk, paint brush, etc.
Writing on textured surfaces
Colored paper/colored lines
Slant board
```
83
Handwriting Interventions:
Describe the Biomechanical Approach
-Ergonomic strategies:
Desk/chair height
Pencil grip
Helps legibility and fatigue
Easier to modify grip of younger child
Thicker pencil for young children is not helpful – allow them to choose which is most comfortable
Slant board
Correct angle of paper
84
Handwriting Interventions:
Describe the focus and strategies for the Cognitive Interventions
-Focus
Child generates own solutions with guidance
Imitation, practice, self-evaluation and feedback
```
-Strategies:
Attention
Paper on black background
Reduce visual stimulation on work sheets
Reduce competing stimulation
Finger to point
Highlight and underline
Take breaks
Monitor tendencies for distractibility
Directional cues
Word banks/word walls
Various paper with small or larger lines as well as raised or colored
```
85
Handwriting Interventions:
Describe the Psychosocial Approach
- Improve self-control and coping
- Reinforce the importance of handwriting for communicating
- Offer choices, success, encouragement and responsibilities to reinforce good handwriting
- Use peer evaluation in small groups – peer modeling as well
86
What ways are Service Delivered for handwriting
1) Direct service with systematic handwriting program
2) Consultation
Model
Clearly articulate rationale
Designs well-organized program
OTB 514
flashcards
Decks in class (5)
# Cards
