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KIN 120 - REC/PERSONS W DISABILITIES > MIDTERM > Flashcards

MIDTERM Flashcards

- not really the best set of cue cards but at least its something

1
Q

What are some ways the media portrays PWD?

A
  • “poster child” (usually cute and little)
  • “super crip” (overcome limitations through extraordinary features)
  • “cripsploitation” (taking advantage)
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2
Q

What are the disadvantages of the media portraying images if PWD?

A
  • does not allow for interaction or understanding

- automatically underestimates PWD

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3
Q

What is ableism?

A
  • discrimination or prejudice against individuals with disabilities
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4
Q

How are PWD portrayed in entertainment?

A
  • often portrayed as a comedian (laugh at, laugh with)

- disability is almost always visual

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5
Q

10 common stereotypes of PWD

A
  1. to be pitied
  2. victims
  3. sinister or evil
  4. exotic, curious
  5. triumph over tragedy
  6. laughable entertainment
  7. resentfully and hostile
  8. burden to others
  9. non-sexual
  10. cannot participate in everyday life
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6
Q

What does it mean to categorize?

A
  • we categorize to identify one’s philosophy

- understand terms, how we can approach service delivery

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7
Q

3 Models

A
  1. Deficit or medical model
  2. Social minority or disability rights model
  3. ecological model
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8
Q

What are some aspects of the deficit/medical model?

A
  • federal law dictated that students had to meet certain diagnostic criteria to specific disability categories in order to receive special education services
  • categorizes disability: intellectual and learning
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9
Q

What are some aspects of the social minority / disability rights model?

A
  • more recent and still evolving
  • does not group disabilities into categories
  • focuses on the individual
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10
Q

What are some aspects of the ecological model / individual difference model?

A
  • emphasizes that difference is the product of interactions between persons and their social and physical environments
  • persons with and without disabilities
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11
Q

How does the deficit/medical/categorial model view disability?

A
  • inferior
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12
Q

How does the social minority/disability rights model view disability?

A
  • equated with being different, not less than

- environment should be set up for their needs

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13
Q

How does the ecological model view disability?

A
  • equated with being different and with person-environment interactions that cause differences
  • environment can impede or enable functioning
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14
Q

What are the identity perceptions of the deficit/medical/categorial model?

A
  • individuals have common anomalies and deficits that are viewed as personal tragedy
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15
Q

What connotation is associated with the deficit/medical/categorial model?

A
  • negative

- views PWD as problems

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16
Q

What is the service delivery and its purpose of the deficit/medical/categorial model?

A
  • give advice, prescription or remediation

- is a treatment based on deficits, problems, or characteristics

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17
Q

What are some symbols associated with the deficit/medical/categorial model?

A
  • handicap symbol

- passive

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18
Q

What are the identity perceptions of the minority/disability rights model?

A
  • individuals have one commonality (social stigma created around differences)
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19
Q

What connotation is associated with the minority/disability rights model?

A
  • person-first

- positive or neutral

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20
Q

What are some symbols associated with the minority/disability rights model?

A
  • active
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21
Q

What is the service delivery and its purpose of the minority/disability rights model?

A
  • based on individual assessment and personal strengths and weaknesses
  • to empower the individual to assume active role in self-actualization
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22
Q

What are the identity perceptions of the ecological model?

A
  • persons have some common barriers and enablers (barriers must be eliminated)
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23
Q

What connotation is associated with the ecological model?

A
  • person-first

- environmental variables emphasized

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24
Q

What is the service delivery and its purpose of the ecological model?

A
  • assessment encompasses individuals and their ecosystems
  • goals focus on barriers and enablers
  • empower individual to assume active role in self-actualization
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25
Q

What are some symbols associated with the ecological model?

A
  • active
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26
Q

Why is empowerment so important?

A
  • it is an interactional process where everyone can acquire the vision, motivation, resources, and power to strive towards being the best they can be (self-actualization)
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27
Q

What is the process of devaluation?

A
  • perpetuates segregation - can be positive

- serves a profession purpose (supports and services)

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28
Q

What are the steps in the cycle of devaluation? (9)

A
  1. ) person has impairment (viewed negatively by society - support required)
  2. ) to get support, person is given a label
  3. ) person is segregated from services
  4. ) isolated from community
  5. ) person interacts with others who are also labeled - which accentuates differences
  6. ) feelings of powerlessness
  7. ) lowered expectations
  8. ) few opportunities
  9. ) further impairment and social handicap
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29
Q

What is impairment?

A
  • any loss or abnormality of psychological, physiological, or anatomical structure or function
  • may result from a disease, accident, genetic or other environmental agents
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30
Q

What is disability?

A
  • any restriction or lack of ability to perform an activity in the manner or range considered “normal”
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31
Q

What does handicap mean?

A
  • a disadvantage for a given individual that limits or prevents the fulfillment of a role that is normal for that individual
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32
Q

What is ICF?

A
  • international classification of functioning, disability, and health
  • classification of health and health related domains
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33
Q

What is function and structure?

A
  • physiological functions of the body systems
  • anatomical parts of the body such as organs, limbs, and their components
  • deviation in body structure
  • can be temporary, permanent, progressive, regressive, or static
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34
Q

What is function and structure formerly known as?

A
  • disease and impairment
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35
Q

What is the definition of activity?

A
  • execution of a task or action
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36
Q

What is the definition of participation?

A
  • involvement in a life situation
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37
Q

What does activity limitations mean?

A
  • difficulties an individual may have in executing activities
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38
Q

What are participation restrictions?

A
  • problems an individual may experience in involvement in life situations
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39
Q

What was environmental factors formerly recognized as?

A
  • handicap
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40
Q

How is an individual viewed from a societal/environmental perspective?

A
  • focuses on the individuals immediate environment (home, workplace, school)
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41
Q

What are sources that are available from a societal/environmental stand point?

A
  • focuses and services and approaches/systems in the community or society (transportation, policies, attitudes, government agencies)
  • exterior from individual
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42
Q

Is each disability the same?

A
  • FUCK NO

- Each disability comes in differing degrees or severity

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43
Q

How can we change the perception of disability?

A
  • change the connotation - think of them in a new light
  • acknowledge that everyone can experience a decline in health and thereby experience some degree of disability
  • “mainstream” the experience of disability
  • recognize it as a universal human experience
  • consider environmental factors and how the environment affects the persons functioning
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44
Q

How can we make disabilities “no long exist”?

A
  • activities must be changes and adapted so that limitations are minimized or eliminated
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45
Q

How is ICF used?

A
  • health and disability reporting (measure health status of countries)
  • social policy (anti-discrimination law)
  • clinical and epidemiological use (outcome measurement, treatment planning)
  • research (impact, intention, application)
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46
Q

A disability can either be….

how did they get it

A
  • congenital (present from birth)

- acquired (developed)

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47
Q

How has ICF changed the perception of disability?

A
  • more positive and realistic point of view

- look at “how can we change the perception of disability”

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48
Q

What is the strengths perspective?

A
  • an alternative to the dominant medical model perspective, focusing on an individuals strengths
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49
Q

How does the strengths perspective demand a new way of looking at individuals and communities?

A
  • all must be seen ins the light of their capacities, talents, competencies, possibilities, visions, values, and hopes
  • composing a roster of resources within and around the individual
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50
Q

What does the strengths perspective focus on?

A
  • it puts a line of focus on “what people want their lives to be like, and what resources and strength they have or need to get there”
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51
Q

What are strengths?

A
  • capacities, assets, and resources
  • personal qualities, traits, and virtues
  • knowledge
  • talents
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52
Q

How do you discover strengths?

A
  • look into interests, talents and competences

- go beyond standard assessment protocol……listen!

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53
Q

What are some questions to consider for assessment?

A
  • survival, support, exceptions, possibility, esteem, perspective, meaning
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54
Q

What is a key idea of the strengths perspective?

A
  • HOPE!
  • tapping into visions and dreams
  • belief in the possible
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55
Q

What are important aspects of the strengths perspective?

A
  • opportunities for choice, commitment, and action

- service providers (social workers, therapists, program, coordinators, companions)

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56
Q

What are some resources?

A
  • friends, family, coaches, teachers, pets, computers, cellphones, technology
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57
Q

What are the principles of the strength perspective?

A
  • recognizing that trauma, abuse, illness, and struggle may be a source of challenge and opportunity (positive growth resilience)
  • take aspirations seriously
  • we best serve client collaborating with them
  • SP is about the revolutionary possibility of hope
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58
Q

How did adapted physical activity evolve?

A
  • shifting through paradigms
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59
Q

What is a paradigm?

A
  • the generally accepted perspective of a particular topic or discipline at a given time - a set of assumptions, concepts, values, and practices that constitute a way of viewing reality
    • an accepted way of thinking that results in action
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60
Q

What are the beliefs associated with the facility based paradigm?

A
  • believed that people with disabilities were a menace, should be isolated from the general public
  • had very different needs from the typical population
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61
Q

When was the facility based paradigm in full effect?

A
  • prominent in the early 1900, and late 19th century
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62
Q

What was the effect and results of the facility based way of thinking?

A
  • institutions
  • residential programs
  • special schools
  • corrective therapy as only opportunity for physical activity
  • education based on labels rather than needs
  • NO treatment
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63
Q

Why did the service based approach come into effect?

A
  • public outcry due to lack of support for veterans returning from WWII
  • research revealed the capabilities and potential growth of those thought to be “educable”
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64
Q

When did the service based approach come into effect?

A
  • 1950s and 60s
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65
Q

What was the thought that sprung the service based approach into effect?

A
  • a belief that appropriate programming and skill development would lead to integration
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66
Q

What were the actions and results of the service based paradigm?

A
  • special classes, resource rooms, sheltered workshops
  • mainstreaming
  • physical activity opportunities were about assistance, not correcting and ignoring
  • a great move toward DEINSTITUTIONALIZATION
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67
Q

What is an institute?

A
  • a facility or establishment in which people live and receive care typically in a confined setting and often without individual consent
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68
Q

When did the supports based paradigm come into effect?

A
  • 1970s - 21st century
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69
Q

What is the importance of individualized physical activity plans?

A
  • focuses on lifetime skill development
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70
Q

What are individualized physical activity plans? (definition)

A
  • the science of analyzing movement, identifying problems in the psychomotor domain and developing instructional strategies for remediating problems and preserving ego strength
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71
Q

What does the supports based approach require implementation of?

A
  • teaching assistants/aides, peer supports, use of computers and individualized physical activity plans
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72
Q

What is a difficulty of the supports based paradigm that we still face?

A
  • we are very quick to fundraise for resources, but its tough to get funding needed to get human supports
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73
Q

The supports based approach had good intentions however…

A
  • there was no move away from isolated residential and vocational programs
  • programming seemed to be inefficient
  • made use of natural, human, or technical supports to assist with inclusion
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74
Q

What is inclusion?

A
  • a philosophy that everyone belongs, contributes and develops
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75
Q

What is empowerment?

A
  • self-determination is personal power

- living as independently as possible, making decisions, assuming responsibility, taking risks

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76
Q

How can becoming empowered require assistance?

A
  • empowerment is an individual process by which one secures increased control over ones life
  • abilities of an individual become apparent when in conjunction with supportive change within the community
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77
Q

Why are physical activity opportunities so important?

A
  • they offer choice and control
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78
Q

What is the resistance theory?

A
  • views people experiences disability as oppressed AND the acknowledgement of these social forces that oppose people with disability
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79
Q

How does the resistance theory recognize power?

A
  • recognizes the presence of power is manifested through policy, support practices, inequities and lack of accessibility
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80
Q

How does the concept of resistance begin?

A
  • with a simple recognition of oppression, a desire to change, and is fuelled by collective banding that raises consciousness, leading to empowerment, action, and societal change
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81
Q

What is the personal coherence theory?

A
  • rooted in strengths perspective
  • suggested that people experiencing disabilities are experts in their own lives and that professional support should be focused on the persons “talents, resourcefulness, possibility, meaning, history, and strengths
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82
Q

What is contemporary APA?

A
  • cross-disciplinary
  • philosophy and attitude
  • focus on differences
  • advocacy
  • characterized by adaptations to accommodate
  • offers opportunity for independence and self-determination
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83
Q

What does adapted really mean?

A
  • suggests that there are changes, modifications, or adjustments of goals, objectives, and/or instructions
    • all physical activity is adapted
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84
Q

Why are adaptations used?

A
  • to enhance learning practice and enjoyment of independent physical activity, choice, and opportunity leading to empowerment
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85
Q

How is quality education adapted?

A
  • individualized
  • choice drives
  • encourages people of all abilities to engage and succeed
  • trying to introduce skills to give people the indolence to use them in the future
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86
Q

Who came up with the theory of adaption?

A

Ernst Kiphard (1983)

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87
Q

What is the theory of adaption?

A
  • stressed individual and environmental interactions
  • adaption is a reciprocal process
  • must be holistic, age appropriate, person centred and person-directed (look at who the individual is)
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88
Q

Why is adaption important?

A
  • an umbrella process that encompasses related services and such supports as accommodations, modifications, supplementary resources for aids
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89
Q

What is the purpose of adaption?

A
  • to promote goals for students who are experiencing environmental barriers and physical limitations
90
Q

What is adaption?

A
  • it is the art and science of assessing prioritizing, and managing variables to facilitate the changes needed to achieve desired physical activity and movement outcomes
  • creative and systematic
91
Q

What is adapted physical activity?

A
  • an attitude and philosophy (believing component)
  • a service delivery system (doing component)
  • a cross disciplinary body of knowledge
  • focus on individual differences
  • process of advocacy
  • promotion of independence and self-determination
92
Q

What are adapted physical activity programs?

A
  • have the same objective as regular physical activity programs but adjustments are made in regular offerings to meet needs and abilities of all participants
  • may be integrated or segregated
93
Q

5 factors of APE/APA model

A
  • asses movement needed
  • select functional goal
  • specific objectives
  • assess, prioritizes, and manages variables
  • evaluate program and plan change
94
Q

How does one select a functional goal?

A
  • age of student and focus on learning/developing skills, generalization and maintenance of movement skills and patterns that ill enrich the quality of family, school, and neighbourhood activities
95
Q

What is functional competence?

A
  • being able to use movement skills and patterns in a meaningful, age appropriate drills and games to be able to perform under varied conditions
96
Q

How do we assess, prioritize and manage variables?

A
  • with the selection of functional goals, variables that must be changed are identified
97
Q

Why is assessing, prioritizing and managing variables important?

A
  • leads to awareness of the barriers to overcome, personal limitations that may or may not be modifiable and enablers to facilitate social change
98
Q

How do we evaluate the lesson or program and plan for change?

A
  • engage in continuous assessment
99
Q

Why is it important to engage in continuous assessment?

A
  • underlying principle is to engage the person in critical thinking and make them feel responsible for making environmental conditions the best they can be
100
Q

What are some important things to keep in mind when evaluating a lesson or program?

A
  • have barriers been overcome, personal limitations accepted or changed, enablers maximized to enhance goal achievement
101
Q

What things are important to keep in mind of the person you are working with?

A
  • interests
  • needs
  • social skills
  • strengths and weaknesses
  • cognitive ability
102
Q

What are some things to keep in mind about yourself?

A
  • strengths and weaknesses
  • body language and gestures
  • your knowledge of disability
  • needs
  • patience
  • experience
103
Q

What are task variables?

A
  • speed
  • pathways
  • direction
  • height
  • accuracy
  • force
104
Q

What re some interacting variables for APA?

A
  • task variables
  • physical environment
  • objects and equipment
  • psychosocial elements
  • the learner
  • instructions and informations
  • temporal environment
105
Q

What are important aspects of a physical environment for APA?

A
  • space
  • lighting
  • sound
  • support
  • mirrors
  • distractors
  • allergens
  • temperature/humidity
  • equipment
106
Q

What are some important aspects of objects and equipment to consider for APA?

A
  • size
  • weight
  • colour
  • surface
  • texture
  • sound
  • shape
  • movement
107
Q

What are some important psychosocial components to consider for APA?

A
  • attitudes, feelings about self and others
  • perceptions of the instructor, one or several
  • nature and number of ppl
  • expectations, reactions, and actions
  • are partners and/or peer tutors used?
108
Q

What are some aspects of the learner to keep in mind for APA?

A
  • their interests
  • previous experience
  • learning style
  • age, gender, race
  • strengths and weaknesses
  • is this activity meaningful?
109
Q

What are some important aspects of interactions and informations to consider for APA?

A
  • types of feedback and when you give it
  • methods of presentation/demo
  • level of assisting during practice
  • use of time
  • distance between teacher and learner
  • model type (teacher?student?)
  • how do you present new material
110
Q

What are some aspects of the temporal environment to keep in mind when practicing APA?

A
  • planned time vs. unplanned time
  • time on a given task, number of trials, within time period
  • duration of the time for each set of instructions
  • time intervals between cues, performance correction, and reinforcement
111
Q

What are some adaptions to consider when trying to accommodate specific limitations?

A
  • strength and power
  • endurance
  • balance
  • coordination and accuracy
112
Q

What are some adaption to accommodate limitations with strength and power?

A
  • lower targets
  • reduce distance, playing field
  • reduce weight, size of striking implement, balls, projectiles
  • allow student to sit or lie down while playing
113
Q

What are some adaption to accommodate limitations with endurance?

A
  • use deflated or suspended balls
  • decrease activity time, increase rest time
  • reduce speed of game
114
Q

What are some adaption to accommodate limitations with balance?

A
  • lower centre of gravity
  • keep as much of the body in contact w surface as possible
  • widen bases of support
  • extend arms
  • use carpet surface rather than slick surfaces
  • provide structure to assist with stability
115
Q

What are some adaption to accommodate limitations with coordination and accuracy?

A
  • use light, soft, small, large balls for catching or striking
  • decrease distance ball is thrown and reduce speed
  • use stationary balls for striking and kicking
  • increase surface of striking implement
  • increase size of target
116
Q

What are some modifications that can be made to the curriculum?

A
  • purpose or goal of the game
  • number of players
  • field of play
  • objects used
  • level of organization
117
Q

Good service delivery is adapting. What are some aspects of service delivery that can be adapted?

A
  • mainstream, non-mainstream, school, non-school

- adapting goals, content, pedagogy (education)

118
Q

What are the benefits of adapting for the participant?

A
  • minimize failure and maintain confidence

- inclusion

119
Q

What is inclusion?

A
  • to contain as part of a whole (everyone can take part)
120
Q

What is integration?

A
  • incorporating or amalgamating activity/facility, needs something added so everyone can take part (a piece has to be added)
121
Q

What is the purpose of inclusion and integration?

A
  • a process, not just a product
  • it is about ensuring choices, having support, having connections, and being valued
  • PWD become full, active, learning members of the community
122
Q

How does inclusion and integration suggest that diversity is valuable?

A
  • focuses on capabilities
  • recognizes there is an array of contributions
  • all people are worthy
  • understand that doing one’s best and helping other to do the same is what is most important
123
Q

What are the values of inclusion?

A
  • uniqueness
  • empowerment
  • belonging
  • security
  • purpose
124
Q

What are the components of inclusion?

A
  • physical (location)
  • instructional (involvement in learning activities)
  • **social (positive, personal and meaningful interactions with peers)
125
Q

What are the benefits of inclusion?

A
  • everyone is included!
  • people no not feel like they are any different
  • feelings of importance
126
Q

What are some risks of inclusion?

A
  • may make some feel embarrassed therefore not feel like part of the group
  • rejection
  • safety in physical activity environment
  • feel vulnerable
  • creates a culture of gentleness, culture of safety
127
Q

What are some approaches to facilitate inclusion?

A
  • enhancing your attitude
  • improving others attitudes
  • using and being aware of sensitive terminology
  • encouraging integration
128
Q

How do our attitude develop towards PWD?

A
  • attitude are based on our earlier experiences
  • based on knowledge of a situation or event and thus our beliefs about that situation or event, past experiences, and outcomes
129
Q

What are some ways to enhance your attitude towards disability?

A
  • attend presentations and discussions
  • develop awareness of personal attitudes
  • simulations
  • direct contact
130
Q

How can we improve others attitudes?

A
  • bad attitude is often based on fear and ignorance
  • focus on similarities
  • view people as part of humanity
  • adopt a person-centred approach
131
Q

What are some actions that can aid in improving others attitudes?

A
  • structure interactions
  • encourage personal contact
  • promote joint participation
  • facilitate equal status
  • foster cooperative independence
  • develop effective communication
132
Q

How can we use sensitive terminology and be aware of offensive terminology?

A
  • sensitive terminology communicates a positive attitude towards PWD and has a ‘people first’ philosophy?
133
Q

What are some strategies to create awareness of proper terminology?

A
  • focus on similarities
  • consider the person first
  • emphasize each individuals abilities
  • communicate dignity and respect for each individual
  • use consisted terminology to enhance understanding
134
Q

How can we encourage integration?

A
  • know the benefits of integration/inclusion
  • be aware of barriers
  • facilitate self-determination
  • advocate for services
135
Q

What is the inclusion process?

A
  • different model (gives us practical ideas and tools that you can experiment with to make adaptions)
136
Q

What are some internal barrier to inclusion?

A
  • lack of physical ability
  • lack of time
  • lack of confidence or motivation
  • lack of awareness of the benefits of physical activity
  • lack of awareness of opportunities
  • the perceived attitudes of other
137
Q

What are some external barriers to inclusion?

A
  • architectural accessibility (lecture halls)
  • prohibitive costs
  • discriminatory practices and policies
  • accessible transportation
  • lack of appropriate opportunities
  • lack of staff/teacher training and awareness
138
Q

What are the nine steps to the inclusion process?

A
  1. ) obtain information
  2. ) identify support
  3. ) define safety concerns
  4. ) assess skills
  5. ) set realistic objectives
  6. ) contribute to I.E.P./I.P.P
  7. ) select activities
  8. ) make modifications
  9. ) implement and evaluate
139
Q

INCLUSION PROCESS

1. OBTAINING INFORMATION

A
  • age, skill level, fitness level, interests, goals
  • participants behaviour/attitude towards active living
  • past physical activity experience
  • nature of disability
  • nature of the activity
  • venue/environment in which the activity will take place
  • requirements for the activity (equipment cost)
140
Q

INCLUSION PROCESS

2. IDENTIFY SUPPORTS

A
  • identify persons who currently support and/or who can provide support in the future
  • participants, family members, therapists
  • recognize and respect when no support is needed
141
Q

INCLUSION PROCESS
3. DEFINE SAFETY CONCERNS
(PARTICIPANT)

A
  • respect personal space
  • wear protective clothing, footwear, and equipment
  • know triggers for seizures, breathing difficulties, visual limitations,
  • know participants limits and respect that they know their limits too
  • be cognizant of environmental factors (sunscreen, layered clothing)
  • if it limits other abilities (using blind folds)
142
Q

INCLUSION PROCESS
3. DEFINE SAFETY CONCERNS
(EQUIPMENT)

A
  • ensure equipment and assertive devices are in good condition and proper working order
  • select equipment appropriate to age, skill, and ability level
  • require and provide protective equipment
143
Q

INCLUSION PROCESS
3. DEFINE SAFETY CONCERNS
(ENVIRONMENT)

A
  • set up/structure the environment to ensure safety
  • consider the playing surface
  • be aware of temperature issues
  • familiarize them with the environment
  • ensure things are clean/reduce clutter
  • ensure appropriate levels of lighting
  • ensure proper signage
144
Q

INCLUSION PROCESS
3. DEFINE SAFETY CONCERNS
(INSTRUCTION)

A
  • use clear, concise instructions
  • ensure eye contact and clear visual path to instructor during instructional sessions
  • uses cues and prompts
  • adjust your activity set up if relevant
  • utilize rules if necessary
  • have a clear stop signal; and utilize it
145
Q

INCLUSION PROCESS

4. ASSESS SKILLS

A
  • assessment is the cornerstone of appropriate programming, implementation and evaluation
  • needed to ensure individuals receive appropriate instruction
146
Q

INCLUSION PROCESS

5. SET REALISTIC OBJECTIVES

A
  • objective are stepping stone to the ultimate goal and provide the framework for working towards achievement of the goal
  • SMART goals
147
Q

INCLUSION PROCESS

6. CONTRIBUTE TO IEP IPP

A
  • individualized plan
  • in a school setting, this plan is called an IEP
  • principle of planning is important tin all settings
148
Q

INCLUSION PROCESS

7. SELECT ACTIVITIES

A
  • choose activities appropriate for the interests, age and capabilities of the individuals concerned
  • activity selection may be based on:
  • the expressed interest of the participants
  • program criteria
  • activities suitable for the situation
149
Q

INCLUSION PROCESS

8. MAKE MODIFICATIONS

A
  • only modify when necessary
  • participants can be modified
  • activity (rules, scoring, skills)
  • cooperation vs competitiveness (teamwork)
  • group dynamics to take emphasis off winning and individual skills
  • substitution instead of elimination
  • equipment
  • environment
  • how you instruct
150
Q

INCLUSION PROCESS

9. IMPLEMENT AND EVALUATE

A

-

151
Q

INCLUSION PROCESS

9. IMPLEMENT AND EVALUATE

A
  • be present and observe
  • peer involvement
  • what teaching techniques work and don’t
  • enough communication with others involved with the participant
  • equipment needs
152
Q

What is an assessment?

A
  • process of estimation or measuring the levels of ability, characteristics, or personal values of an individual
  • “a process of collecting data for the purpose of making decisions about people”
153
Q

Why do we need to assess?

A
  • accurately measure a persona skills, limitations, patterns and restrictions
  • determine if someone is eligible for service, support, continued support (screening)
  • determine appropriate intervention strategies
  • monitor change and progress over time
  • to predict outcomes
  • employer/funding agents require evidence
  • legal obligation
154
Q

What is participant involved assessment?

A
  • individual is involved in decision making process to the largest extent possible
155
Q

What is clinical assessment?

A
  • expert decides what to do

- individual follows recommendations

156
Q

What are two types of information collected during assessment?

A
  • objective and subjective
157
Q

What is objective information?

A
  • emphasizes features and characteristics

- objective when two individuals can measure and observe the object and come up with the same result

158
Q

What is an example of objective information?

A
  • distance one can walk, ability to initiate conversation, muscular strength, endurance, flexibility
159
Q

What is subjective information?

A
  • information about a thought or feeling, or something that exists only in an individuals mind
  • two individuals are unable to come up with the same results
160
Q

What is an example of subjective information?

A
  • boredom with the environment, art work preference, attitudes towards leisure activities
161
Q

What is a norm referenced assessment?

A
  • standardized test collect performance data
  • compare to other people
  • specific conditions
  • ensure we measure ability without influences of environment
162
Q

What is a criterion-referenced assessment?

A
  • compare performance against set of criteria

i. e.) compare components of the skills or movement patterns

163
Q

What is non-standardized assessment?

A
  • meets the needs of the profession but has not been vigorously tested
  • provides the professional with a guided format developed to see needs
  • usually used in combo with other types of assessment
164
Q

What is standardized assessment?

A
  • systematic procedures for testing behaviour or measuring attitudes
  • limited range of answers
  • tested for validity and reliability
  • established procedures for scoring and interpreting
165
Q

What is validity?

A
  • how well the assessment measures what it is supposed to measure
  • does the instrument measure what it intends to measure?
166
Q

What are the four types of validity?

A
  • content, criterion related, constructed, clinical
167
Q

What is content validity?

A
  • how well the assessment measures the scope of the subject matter and behaviour under consideration
  • determined by comparing the content of the test to the possible elements that might be measured
168
Q

What is criterion-related validity?

A
  • tells us how well the tests scores compare to what is being measured
  • to measure, compare measurement with another way of measuring the same thing
  • how closely do scores compare between an established tool and a new tool?
169
Q

What is construct validity?

A
  • how well have we described the content so that it can be accurately measured
  • did we select the right way to measure the content and criterion information
170
Q

What is clinical validity?

A
  • measures how well results can be used to predict performance and health care outcomes
171
Q

What is reliability?

A
  • how accurately and consistently does the assessment measure what it is supposed to measure?
  • means of determining how much error is present
172
Q

What are stability measures?

A
  • how stable is the assessment over time?

- test-retest: the relationship between scores obtained on two different occasions

173
Q

What is equivalency-form reliability?

A
  • estimates the consistency between two forms of a test with slightly different items
174
Q

What is internal consistency?

A
  • compares two halves of the test and can be measured and compared
175
Q

What is inter-rater reliability?

A
  • two different professionals come up with the same findings in the same situation
  • written so multiple professionals interpret performance the same
  • professionals follow the same protocol each time the assessment is conducted
176
Q

What are movement skills?

A
  • organized sequence of movements directed toward a desired outcome
  • coordination of different body parts to produce a total movement
  • adaptive in the sense that you can alter movement organization to adjust to the environment
177
Q

Are movement skills the same for everyone?

A
  • NO.

i. e.) a baby uses its hands too eat, whereas an adult uses a fork

178
Q

Classification of movement skills

diagram

A 
(Functional Movement Skill)
3. Specialized Movement Skills
2. Fundamental Movement Skills
1. Early Movement Milestones
*Motor Abilities
(Foundations of Movement Skills)
179
Q

What are movement skill foundations?

A
  • aspects of an individual that facilitate or limit performance of movement skills
  • deficits in one of the foundation ares can lead to a deficit in one or more movement skills
180
Q

What are the 11 commonly assessed movement skill foundations?

A
  • balance/postural control
  • cardiovascular endurance
  • knowledge
  • neurological functioning and reflexes
  • body composition
  • cognition
  • motivation and affect
  • sensation/sensory integration/perception
  • body size and morphology
  • flexibility/range of motion
  • muscular strength and endurance
181
Q

How can we assess motor abilities?

A
  • composed of a variety of movement tasks grouped into one or more ability areas such as agility, balance, or coordination
  • measure general traits or capacities that underline performance of a wide variety of motor skills
182
Q

What some early movement milestones?

A
  • locomotor and object control skills that emerge before a child attains upright or bipedal locomotion
  • crawling, creeping, sitting, standing, walking and object manipulation
183
Q

Why are EMM important?

A
  • they assist in assessing motor development
184
Q

What are fundamental motor skills?

A
  • locomotor and object control skills performed in an upright or bipedal position
  • *** used by persona in all cultures of the world
  • phylogenetic
185
Q

What does phylogenetic mean?

A
  • relating to the evolutionary development and diversification of a species or group of organisms, or of a particular feature of an organism
186
Q

What are some examples of fundamental motor skills?

A
  • walking, throwing, running, jumping, sliding, hopping, leaping, catching, striking, bouncing, kicking, pulling, pushing
187
Q

What are the ages when fundamental skills are developed?

A
  • between 1 and 7 years old
188
Q

What are specialized movement skills?

A
  • “mature fundamental movement patterns that have been refined and combined to form sport skills and other specific and complex movement skills”
  • combination and variation of one or more early movement milestones and/or fundamental movement skills
189
Q

What is an “ontogenetic skill”?

A
  • skills that need to be taught and developed
190
Q

What are some examples of specialized movement skills?

A
  • pitching a ball, spiking a volleyball, shooting a free throw, triple jump, sewing a button, hammering a nail
191
Q

What are functional movement skills?

A
  • can be EMM, FMS, or SMS
  • performed in their natural meaningful contexts
  • activities of daily living at home, work, or play
192
Q

What are some examples of functional movement skills?

A
  • infant sitting in crib

- throwing a ball to a friend

193
Q

What is the TGMD-2?

A
  • norm and criterion referenced
  • measures gross motor functioning
  • assessment for children aged 3-10
  • examines qualitative components of fundamental motor skills based on a normative component
194
Q

What are the uses of the TGMD-2?

A
  • identify children who are behind their peers
  • plan an instructional program
  • assess individual progress
  • evaluate the success of the program
  • serve as a measurement instrument in research
195
Q

What are gross motor patterns?

A
  • locomotor sub-teams such as running, galloping, hopping, leaping, horizontal jump, and sliding
196
Q

What does the object control subtest measure?

A
  • striking a stationary ball, stationary dribble, catch, kick, overhand throw, underhand roll
197
Q

What is the procedure for TGMD-2?

A
  • observe and analyze the specific performance criteria for all 12 skills
  • provide one demo that includes all the performance criteria
  • give the child one practice to make sure they understand the task
  • give the child 2 test trials
198
Q

How is the TGMD-2 scored?

A
  • each skill has specific performance criteria representing the mature pattern of the skill
  • if they meet criteria=1
  • if they don’t=0
  • raw score = sum of 1s and 0s
199
Q

What does IDBL stand for?

A
  • Idyll Arbor leisure battery
200
Q

What is the Idyll Arbor leisure battery?

A
  • comprised of four individual assessments that are taken together so the assessor gains a broad understanding of a persons leisure attitude and a persons leisure lifestyle
201
Q

What does the leisure attitude measurement assess?

A
  • assess attitude toward leisure on three different levels: cognitive, affective, and behavioural
202
Q

What does the leisure interest measurement assess?

A
  • identifies interests in each of the eight domains of leisure activities: physical, outdoor, mechanical, artistic, service, social, cultural, and reading
203
Q

What does the leisure motivation measurement assess?

A
  • measures motivation for participating in leisure activities
  • four key motivators: intellectual, social, competence-mastery, stimulus-avoidance
204
Q

What does the leisure satisfaction measurement assess?

A
  • identifies what need are being met during leisure
205
Q

What are some strategies for movement skill assessment and instruction?

A
  • bottom-up strategy
  • top-down strategy
  • ecological task analysis
206
Q

What is the bottom-up strategy for movement assessment and instruction?

A
  • Initial assessment begins with foundations, motor abilities, or early movement milestones
  • Examines deficits of components of function (strength, range of motion, balance etc)
  • Lower-level deficits must be corrected before preceding to next level
207
Q

What are the primary goals of the bottom-up strategy for movement skill assessment and instruction?

A
  • movement skills foundation

- basic skills

208
Q

What are the advantages of the bottom-up strategy for movement skill assessment and instruction?

A
  • provides sound base for learning future skills
  • experience success at each step
  • well suited for young learners and PWD
209
Q

What are the disadvantages of the bottom-up strategy for movement skill assessment and instruction?

A
  • time consuming
  • deprived of opportunities
  • exclusive emphasis on movement skill foundations
  • not very motivating
210
Q

What is the top-down strategy for movement assessment and instruction?

A
  • task-specific strategy (step down skill hierarchy)
  • forces instructors to focus on critical skills
  • combines adapted physical education and developmental physical education (improve skills)
211
Q

What the is primary goal of the top-down strategy for movement assessment and instruction?

A
  • to help the person experience success while performing skills in their natural context
212
Q

How does the top-down strategy for movement assessment and instruction work?

A
  • identify target skill then look for inefficient movement and investigate ability components
  • ask “what specific abilities does this person need to work on the achieve this skill?”
213
Q

What are the advantages of the top-down strategy for movement assessment and instruction?

A
  • considers the ultimate goal
  • student sees what needs to be addressed
  • takes less time, efficient and motivating
  • useful for older learners
214
Q

What are the disadvantages of the top-down strategy for movement assessment and instruction?

A
  • specific functional movement skill may be beyond the capabilities of student
  • frustration/failure
215
Q

What is the ecological task analysis strategy for movement assessment and instruction?

A
  • suggests that there is not just one best way to perform a skill
  • encourages professionals to think about movement performance in terms of the independent and interactive influences
  • not compared to others based on ‘norms’
  • what an environment offers to a person in terms of action (perception is dif for everyone)
216
Q

What are the three main factors that influence movement performance in the ecological task analysis model strategy for movement assessment and instruction?

A
  • task goal, the environment, and characteristics of the performer
217
Q

What is the main goal of the ecological task analysis strategy for movement assessment and instruction?

A
  • to understand what a person can do in a particular context

- look at the big picture: motor skills based on functional task goals

218
Q

What does the ecological task analysis strategy for movement assessment and instruction look into?

A
  • locomotion
  • object manipulation
  • object propulsion and reception
  • postural maintenance and orientation (position of the body)
219
Q

In the ecological task analysis strategy for movement assessment and instruction, what are the three outcomes factors analyzed?

A
  • task goal orientation
  • environmental conditions
  • performer characteristics
220
Q

What are the steps of the ecological task analysis strategy for movement assessment and instruction?

A
  1. establish task goal to be assessed
    - what are constraints and avoidances of the environment?
  2. allow choices for movement solutions
    - allow child to choose skill/form to meet goal
  3. manipulate variables
    - what conditions should you be aware of? (physical, social, emotional)
221
Q

What are the benefits of the ecological task analysis strategy for movement assessment and instruction?

A

encourages uniqueness, step towards inclusion, take not of what conditions are necessary for success

KIN 120 - REC/PERSONS W DISABILITIES (11 decks)

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