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Peds Quiz 2 Material > Hand Skills > Flashcards

Hand Skills Flashcards

1
Q

Interaction of visual skills, visual-perceptual skills, and motor skills

A

visual-motor integration

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2
Q

This term is used interchangeably with terms fine motor coordination, fine motor skills, and dexterity

A

hand skills

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3
Q

adjustment of an object in the hand after grasp

A

in-hand manipulation

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4
Q

use of two hands together to accomplish an activity

A

bilateral hand use

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5
Q

T/F: Social and cultural factors play important roles in acquisition and use of various hand skills

A

true

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6
Q

T/F: Development of hand skills is related to visual-motor integration and occulo-motor control

A

true

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7
Q

T/F: Any problems that reduce ROM are likely to affect a child’s ability to grasp larger objects or to flatten the hand to stabilize materials

A

True

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8
Q

T/F: Sufficient strength is needed to initiate all types of grasp patterns and to maintain these patterns during lifting and carrying

A

True

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9
Q

T/F: Development of fine motor skills is dependent on experience, exploration, and refinement of skills

A

True

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10
Q

While postural control is non-volitional, fine motor control is largely volitional. Therefore has a _______ and ______ component.

A

Cognitive and attentional

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11
Q

T/F: Impairment of the thumb does NOT have a significant effect on hand skills

A

False

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12
Q

Pushing or lifting an object with the fingers or the entire hand

A

nonprehensile movements

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13
Q

grasp of an object and may be subdivided according to the purpose of the grasp: precision or power

A

prehensile movements

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14
Q

Grasp: opposition of the thumb to fingertips

A

precision grasps

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15
Q

Grasp: use of the entire hand

A

power grasps

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16
Q

Grasp: used when strength of grasp must be maintained to carry objects

A

hook grasp

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17
Q

Used to exert power on or with a small object - partial thumb adduction, MCP flexion, and slight IP flexion

A

lateral pinch

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18
Q

Opposition of thumb to index finger describes:

  1. pad-to-pad
  2. two-point pinch
  3. pincer grasp
  4. all of the above
A
  1. all of the above
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19
Q

Opposition of the thumb simultaneously to the index and middle finger pads describes:

A

three-point pinch or three-jaw chuck grasp

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20
Q

Significant wrist extension, finger abduction, and some degree of flexion at the MCP and IP joints describe the (ex. grasping a ball)

A

spherical grasp

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21
Q

transverse arch is flattened to allow the fingers to hold against the object, fingers are only slightly abducted, and IP and MCP joint flexion is graded according to the size of the object (ex. holding a jar)

A

cylindrical grasp

ex. opening a jar

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22
Q

Incorporates finger abduction that is graded according to the size of the object held, hyperextension of the MCP joints, and flexion of the IP joints (ex. opening the lid of a jar)

A

disk grasp

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23
Q

What is this describing?

  1. the part of the hand/fingers used in the grasping pattern: ulnar grasp to palmar grasp to radial grasp
  2. location of the object on the hand surface: palmar contact to finger surface contact to finger pad contact
  3. the muscle activity used in grasp: use of long finger flexors to increasing control of intrinsic muscles with extrinsic muscles
A

Progression of grasp development

24
Q

Grasping the object with the pads of the fingers and thumb and moving it into the palm (ex. picking up a coin with the fingers and moving it into the palm of the hand)

A

Finger-to-palm translation

25
Q

ex. moving coin from palm of hand to finger before inserting coin into vending machine

A

palm-to-finger translation

26
Q

ex. adjusting a pen or pencil after grasp so that the fingers are positioned close to the writing end of the tool)

A

shift

27
Q

Turning or rolling of an object held at the finger pads approximately 90 degrees or less

A

simple rotation

ex. unscrewing a small bottle cap

28
Q

Rotation of an object 180 degrees to 360 degrees once or repetitively; fingers and thumb alternate producing the movement

A

complex rotation

29
Q

Name the motor skill prerequisites for in-hand manipulation (there are 7)

A
  1. movement into and stability in various degrees of supination
  2. wrist stability
  3. opposed grasp with thumb opposition and object contact with finger surface (not in palm)
  4. isolated thumb and radial finger movement
  5. control of the transverse metacarpal arch
  6. dissociation of the radial and ulnar sides of the hand
  7. successive increases and decreases in fingertip forces
30
Q

The specific skills needed for ADL’s are:

  1. finger manipulation and grip ability
  2. use of two hands in a complementary fashion
  3. ability to use the hands in varied positions with and without vision
  4. execution of increasingly complex action sequences
  5. development of automaticity
  6. all of the above
A
  1. all of the above
31
Q

In an effort to increase function, child seeks another pattern to substitute for movements impaired by the primary problem

A

compensatory patterns of movement

32
Q

Preparation for treatment of hand function includes:

  1. positioning of the child
  2. attending to postural tone issues
  3. improving postural control
  4. improving muscle strength
  5. all of the above
A
  1. all of the above
33
Q

Development of hand skills includes:

  1. promoting isolated arm and hand movements such as external rotation, supination, and wrist extension
  2. enhancing reach, grasp, carry, and release skills
  3. enhancing in-hand manipulation skills
  4. facilitating bilateral hand use skills
  5. generalizing skills (integration of hand skills into functional activities)
  6. all of the above
A
  1. all of the above
34
Q

T/F: Development of hand skills occurs as a result of proximal to distal mechanisms

A

False - proximal AND distal

35
Q

Active memory of touch, texture, shape, and temperature - allows identification of object without vision

A

haptic perception

36
Q

Children as young as ____ y.o. can identify common objects by touch alone

A

2.5 y.o.

37
Q

Children ___ y.o. demonstrate good haptic perception of unfamiliar objects

A

5 y.o.

38
Q

The ____ has fully developed haptic perception

A

adolescent

39
Q

When grasping a cube, a child uses this grasp when their thumb is not involved (~5 months)

A

palmar grasp

40
Q

When grasping a cube, a child uses this grasp when thumb is actively holding cube (7 months)

A

radial palmar grasp

41
Q

When grasping a cube, a child uses this grasp when fingertips are holding the cube with the thumb (9 months)

A

radial digital grasp

42
Q

Put these grasps in order of appearance

  1. Inferior pincer
  2. Scissor grasp
  3. Fine Pincer
  4. Raking
  5. Pincer
A

4 (raking - 8 months); 2 (scissor grasp); 1 (inferior pincer); 5 (pincer - 11 months); 3 (fine pincer - 12 months)

43
Q

Put these writing utensil grasps in order:

a. dynamic tripod
b. palmar-supinate
c. static tripod
d. digital pronate

A
  1. (b) palmar-supinate - 1 year
  2. (d) digital pronate - 2 years
  3. (c) static tripod - 3.5 years
  4. (a) dynamic tripod - 4.5 years
44
Q

At what age?

Transfer objects

A

7 months

45
Q

At what age?

Rake

A

8 months

46
Q

At what age?

Clap hands, wave bye-bye, controlled release

A

9 months

47
Q

At what age?

Bang blocks together

A

10 months

48
Q

At what age?

Pincer

A

11 months

49
Q

At what age?

Palmar supinate for markers, finger to palm translation and fine pincer

A

12 months

50
Q

At what age?

use a spoon

A

18 months

51
Q

At what age?

Throw a ball forward, digital pronate, simple shift and palm to finger translation

A

2 years

52
Q

At what age?

use a fork and bilateral hand use

A

2.5 years

53
Q

At what age?

large buttons, static tripod, cut along a line

A

3.5 years

54
Q

At what age?

complex rotation

A

4 years

55
Q

At what age?

dynamic tripod, cut simple shapes

A

4.5 years

Peds Quiz 2 Material (3 decks)

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