Evaluating Gross Motor and Mobility in pediatrics Flashcards
Early movements provides
foundation for later growth, learning and sensory
motor control and movement is essential to out
participation in occupations
kids needs what to master motor skills
repetition
Dynamic Systems Theory
Takes into account the learning (the brain) but also the influence of the body and environmental variables.
Motor behavior- Emerges through dynamic cooperation of subsystems required in a task
“Dynamically stable behavior pattern”
Internal variables
of dynamic system theory
motivation
temperament
fatigue level
external variables of dynamic sustem theory
who is there, what type of feedback are you getting
environmental contrainsts of dynamic system theory
how does the environment impact your movement
task constraints
of dynamic system theory
everything involves in the movement itself. the goal, the equipment, certain grasp needed.
Motor Control-
How one directs and regulates the movement
Motor Learning-
How child learn movement
Helping the child achieve goal-directed functional actions
Occupational based approach as it is directed toward the search for a motor solution that emerges from an interaction of the child with the task and the environment.
Feedback – knowledge of results and knowledge of
performance
Practice
Demonstration
Mental imagery
Key techniques used in motor learning
Verbal instruction
Physical and manual guidance
movement deficits
presents as poor coordination, timing, sequencing, bimanual control, balance, sensory processing and motor planning
Common diagnoses that cause movement deficits
Cerebral Palsy (CP)
Developmental Coordination Disorder (DCD)
Autism Spectrum Disorder
Down syndrome
Sensory Integration Disorder
Acquired Brain Injury
Etc.
We treat what is
in front of us.
Ages and Stages Questionnaire 3
1 month - 51/2
available in multi languages
takes parent 10-15 min, 2-3 to score
monitoring zone to indentify children at risk for delay
communication, gross motor, fine motor, problem soling and personal -social
Not standardized but a screening tool.
How do we evaluate movement in young children?
I. Observations
II. Facilitation of movement through movement progression
III. Informal Assessments
Movement Observation Checklist (Qualitative Assessment of Postural & Movement Strategies)
Bayley Infant Neurodevelopmental Screener (BINS)
IV. Formal Assessment
Bayley Scales of Infant Development (Bayley III/IV)
Peabody Developmental Motor Scales (PDMS-2)
Battelle Developmental Inventory (BDI-2)
In our evaluation template we are putting all of our observations in the
first part.
Movement Evaluation: I. Movement Observations
Observe movement in all positions
Comment on motor planning/coordination issues observed
Assess tone and any ROM limitations.
How do you observe ROM in children
play.
symmetry
Both sides of the body involved in equal proportions
weight bearing
allows maintenance of position in space supported on a specific part of the extremities.
Child bears weight in position before they can
move in it!
Preferred position
Position that the child is found in most of the time and / or tolerates the longest
Undifferentiated
no difference in body segments around moving joints
Differentiated
increased stability allows for independent movement at one joint while maintaining stability at other
Evaluation: I. Movement Observations
Observe movement in all positions
Movement Evaluation: 2. Motor Planning/Coordination
Observe the quality of movement:
Smooth/continuous vs Rigid/broken up
Pacing of movement
Awareness of surroundings/ Interaction with environment
In typical movement-the strength and intensity of the muscle contraction is monitored by the
cerebellum so that the movement is smooth «
Write outcomes for Amy
Write outcomes for Amy
Write outcomes for Amy
