Midterm Motor Behavior Flashcards
1
Q
what is “the ability to regulate or direct the mechanisms essential to movement”
A
motor control
2
Q
- muscle activity is a response to a reflex
- reflex chain: peripheral stimulus sets off a reflex which in turn sets off another reflex, resulting in movement
A
reflex theory
3
Q
- “top down” approach
- the higher level exhibits control over the lower levels
- based on Darwin’s theory of evolution
- CNS controls movements, which result from activation of muscle groups
- Assumes CNS maturation drives motor control & development
A
hierarchical
4
Q
theorized that movement is not solely generated and located in the CNS
- movement depends on the internal and external forces acting upon the body
- the body is a mass which has a variety of forces and vectors acting upon it.
- control of movement is an action of a variety of systems working together
- output of the nervous system, filtered through the musculoskeletal system
A
systems theory
5
Q
- “self organization”
- when a system of individual parts comes together, it’s elements behavior an ordered way.
- no need for “higher center” for organization
- variable that regulates change in the behavior of the entire system
- stable movement patterns become more variable right before transition to a new movement pattern
A
dynamic action theory
6
Q
- environment drives motor control and behavior.
- behaviors are goal driven in a specific environment
- perception of the environmental factors surrounding a task
- use of perceptual information as feedback to adjust motor response
A
ecological theory
7
Q
-nervous system focus
-layered networks with multiple elements
recovery is possible
A
parallel distribution theory
8
Q
defined as a centrally located pattern which governs movement which does not require external sensory stimulation to produce a movement response
-not meant to be an exclusive theory
A
motor program theory
9
Q
- normal movement emereges as a result of an interaction of many different systems which contribute different aspects of control
- movement is organized around a goal
- limitation in movement result from a failing of one or more systems
A
task orientated
10
Q
set of processes associated with practice or experience leading to relatively permanent changes in the capability for producing skilled action
A
motor learning
11
Q
-sensory feedback is used to control and refine a movement.
A
adam’s closed-loop theory
12
Q
movement is initiated by _____ trace and ____takes over to perform movement and detect error
A
memory
perceptual
13
Q
-developed to address the limitations of Adam’s closed loop theory
-motor programs are not specific, but general rules for a type of movement
-individual leans general rules which are applied to different situations
emphasis on open-loop control
A
Schmidt’s schema theroy
14
Q
abstract representation stored in memory following multiple presentations of a class of object
A
schema
15
Q
what gets stored in schema theory?
A
initial movement conditions
parameters for general motor program
outcome of the movement
sensory consequences
16
Q
- every time we make a movement, we make a memory of that movement outcome
- when we make a similar movement, we continue to make memories about that specific movement and compare it to other similar movements
- by repeatedly doing this, we create rules and parameters for doing movements
A
recall schema
17
Q
sensory conditions of a previous moevment are used with the initial conditions to predict the sensory consequences
-we use the outcome of that movement and analysis of the situation to make future movements
A
recognition schema
18
Q
two unrelated stimuli, association
A
classical conditioning
19
Q
behavior due to a stimulus-response; if positive: increase stimulus. if negative response: decrease stimulus
A
operant conditioning
20
Q
what are the areas of the brain which are active during operant conditioning
A
deep cerebellar nuclei (movement)
amygdala (emotions)
lateral dorsal premotor area of cortex (integration of sensation with movement)
21
Q
learning tasks that van be performed automatically without attention or conscious thought, like a habit
stored in the stratum of basal ganglia
A
procedural learning
22
Q
what is stage is learner in:
- learner is trying to understand the task
- lots of attention
- performance is variable
A
cognitive
23
Q
what is stage is the learner in:
- best strategy selected
- refinement of skill
- performance is streamlined
- weighing of explicit vs. implicit strategies
A
associative
24
Q
what stage is the learner in:
automatic
least amount attention needed
A
autonomous
25
in early learning, what area of the brain is very active?
cortex
26
in later learning, what area of the brain is more active
subcortical areas
27
what stage is the learner in:
- limiting degrees of freedom to make the easier
- using lots of muscles
- less energy efficient
- slow response to environmental change
novice(systems 3 stage model)
28
what stage is the learner in:
- increase in degrees of freedom
- more energy efficient,
- faster response to environment
advanced stage (systems 3 stage model)
29
what stage is the learner in:
- full degrees of freedom
- refining muscle use
- efficient and coordinated
- respond to environmental changes
expert (systems 3 stage model)
30
learner is developing skills of the task
- developing movement strategies
- understanding how environment factors impact the task
1st stage of Gentile's 2 stage model
31
Fixation/diversification stage
- in a closed skill, performance will become more refined
- in an open skill, performance will be more flexible and adaptable to a variety of situations
2nd stage of Gentile's 2 stage model
32
knowledge that can be consciously recalled and thus requires processes such as awareness, attention and reflection, factual knowledge
explicit learning
33
neural components of explicit learning
sensory association cortices
medial temporal lobe
hippocampus
34
left side of hippocampus is important for
words and objects
35
right side of hippocampus is important for
spatial representation
36
explicit learning involves what 4 stages of memory
encoding, consolidation, storage, retrieval
37
learning without awareness; reflexive, automatic, or habitual character
implicit learning
38
neural components of implicit learning
right ventral premotor cortex
right ventral caudate
right thalamus
bilateral visual association cortex
39
- visual cue appears on screen, which has some kind of a coding position-subject has to press a corresponding button for the cue
- visual cues appear either at random or in some kind of a sequence
- multiple sequences are performed
- reaction time for sequence is measured
- tests implicit learning
serial reaction time task (SRTT)
40
neuroanatomical integration explicit and implicit learning
```
caudate
prefrontal
medial temporal areas
striatum
anterior cingulate
mediofrontal cortical area
```
41
- concurrent explicit learning will impair procedural learning
- the two compete for the same resources
capacity-driven theory
42
- explicit and implicit use different resources
| - operate independently without competing
capacity-independent theory
43
some _____information is good if the task is easier, but may interfere if the task is complex
explicit
44
- Performance (Acquisition) vs. Learning (Retention)
- In younger, healthy individuals
- In healthy older adults
- In those with limited cognitive capacity
- In those with lesions to the areas responsible for learning (medial temporal, primary motor cortex, etc)
when implicit and explicit strategies work together
45
- reflexive activation
- sense of effort of muscle force, length of muscle rate of contraction
- Ia afferent fibers sense the speed
- II afferenet fibers sense the muscle length
muscle spindles
46
modulates muscle output in response to fatigue
golgi tendon organ
47
perception of the body in space
joint receptors
48
mechanoreceptors
thermoreceptors
nociceptors
cutaneous receptors
49
what cortex is important for leaning new movements?
sensory cortex
50
key nucleus for sensation of learned movements
ventral lateral nucleus of the thalamus
51
motor inputs to the primary motor cortex and corticospinal tract come from the...
supplemental motor area
premotor area
cerebellum
basal ganglia
52
motor cortex receives sensory info from?
association areas, VL of the thalamus
53
movements initiated internally, learning of sequences occurs where?
supplemental motor area
54
when we learn a simple skill, we only use ....?
primary motor and sensory cortices
55
complex tasks utilize bilateral....?
SMA and primary and sensory areas
56
mental practices uses ____ exclusibely
SMA
57
- receives input from cerebellum.
- control of movements activated by external stimulus; movements as a response
- retrieval of movements which require visual cues
Premotor area
58
where does motor learning occur where strategy planning of complex motor functions; spatial tasks requiring attention; motor tasks after a delay
prefrontal area
59
function of the cerebellum is?
coordination, balance
60
" it acts as a comparer, a system that compensates for errors by comparing intention with performance."
cerebellum
61
receives an exact copy of the motor execution plan from the motor cortex of what is going to the spinal cord.
- occurs where?
- what is it called?
cerebellum
"efference copy"
"corollary discharge"
62
receives signals from all the sensory receptors as well
cerebellum
63
balance and eye movements
flocclonodular
64
when our response is different from the intended response, it is corrected
- modulate muscle tone
- feedforward movement
vermis
65
-high level activities
-preparatory or preplanned movement
-evaluation of incoming sensory information
timing of movement
non-motor learning (cognition)
recall of automatic responses
lateral cerebellum
66
role is selectively actvation of some movements and supression of others.
- problems fall on the efferent side of things
- important for internally generated behavior while cerebellum for visually triggered and guided movements
basal ganglia
67
best goals for both learning and retention are goals which are
specific, absolute, moderate difficulty
68
for a novice where should focus of attention be focused?
internal
69
for a expert where should focus of attention be focused?
external
70
what do we learn through modeling?
strategies of a movement and spatial information
71
can pt still pick up information about the task through observation
yes
72
a session in whcih the amount of practice time in a trial is greater than the amount of rest between trails
massed practice
73
a session in which the amount of rest between trials is equal to or greater than the amount of time for a trial
distributed practcie
74
less learning per session, but overall requires more time. less injury potential
distributed practice
75
more learning per session, but overall requires less time. more injury potential (overuse)
massed practcie
76
practice the same activity over and over
constant practcie
77
practice different activities
variable practcie
78
better for learning, poorer acquisition, better task transfer to novel task
variable practice
79
poorer learning, better acquisition, poorer task transfer to novel task
constant practice
80
women benefit more from what kind of practice?
variable practcie
81
practicing the trials of a task in no specific order
random practice
82
practicing all trials of one specific trial before proceeding to the next trial
blocked practice
83
what practice is better for acquisition?
blocked
84
what practice is better for learning
random
85
the concept of blocked vs. random is also known as
"contextual interference"
86
random practcie encourages increased flexibility to transition from one movement to another
"switch cost phenomenon"
87
why does contextual interference assist learning?
the task is more memorable and meaningful
88
increased activation of of what area leads to stronger memory of each task
primary motor cortex
89
which practice is more effective for tasks with higher task difficulty
blocked practice
90
which practice is more effective for tasks that are less difficult
random practice
91
allowing an individual to self-regulate their practice schedules enhance or retard motor learning?
enhance
92
breaking down a larger motor task into smaller parts
part practice
93
practicing the entire motor task
whole practice
94
a task which has separate steps which proceed in a specific order
serial task
95
behavior continues uninterrupted
continuous task
96
very rapid task
discreet task
97
part practice is useful in what type of task,
serial tasks, and some part of continuous task
98
whole practice is better for what type of task
discreet
99
imagining of an action without its physical execution. no improvements in motor skills expected
motor imagery
100
repetition or rehearsing of imagined motor acts with the intention of improving their physical execution
mental practice
101
rehearsal of sequence ahead of time increases an individual's _____
awareness of movement
102
1st person perspective involves what cues?
visual and kinesthetic
103
3rd person perspective involves what cues?
visual cues
104
- "inherent feedback"
- the feedback we receive ourselves after a task
- information that comes into our own senses about our performance or result of a task
intrinsic feedback
105
- "augmented feedback"
- the advice that we give people about their performance or results of a task
- this feedback can be given verbally or non verbally
extrinsic feedback
106
sometimes use one sense more that another for a particular task
"sensory weighting"
107
even after a lot of practice, accuracy of a task relies on
vision
108
learning is specific to the afferent information available during practice
specificity of practice hypothesis
109
in what phase of practice for we identify the source of the information which is most valuable and ignore other sources
early
110
in what phase of practice do we process the senses together?
late
111
what sense is considered the most important source of intrinsic feedback
vision
112
- information about the outcome of the movement
- "verbal, terminal, augmented feedback about goal achievement"
- can be motivating
- can be used to guide the learner
knowledge of results (KR)
113
- information about the movement pattern or kinematics
knowledge of performance (KP)
114
what are the options for giving KP
video, kinematic feedback, biofeedback
115
guidance enhances performance during acquisition, but performance may degrade once guidance is removed
guidance hypothesis
116
set an acceptable range of performance and only give feedback when its outside that range. provides automatic fading schedule
bandwidth KR
117
the amount of KR given
absolute frequency
118
the percentage of trials KR is given
relative frequency
119
waiting until a certain number of trials has passed, and giving feedback about all trials
summary feedback
120
what combination demonstrates the best learning?
self assessment with KR
121
acquisition of knowledge or ability
learning
122
- outcome of learning
| - retention and storage of knowledge
memory
123
working memory, limited capacity, lasts for a few moments
short-term memory
124
actual changes to the synapses occur
long-term memory
125
- short term changes include greater synaptic efficiency
| - long term changes include synthesis of new proteins and new synaptic connections
associative learning
126
-allows for more Ca++ released into presynaptic terminal allowing for more neurotransmitters to be fired, more action potential, propogation
classical conditioning & operant conditioning
127
- reduction in EPSP amplitude
- changes occur gradually
- long term change is a reduction in the amount of synapse connections
- larger long term effect when there is rest between session
habituation neuronal structure changes
128
- occurs through more NT release, resulting in an increased EPSP.
- improves movement of transmitter down the axon, allowing it to be more readily released
- growth of synapses, dendrites, active zones at synaptic terminal
sensitization
129
implicit learning takes place by a process known as....
adaptation
130
the amount of change (gain) of the response.
adaptation
131
what fibers of the cerebellum synapse with purkinje cells for correction of ongoing movement
climbing fibers
132
what type of fibers synapse with purkinje cells relaying kinesthetic information about ongoing movement for control of movement
mossy fibers
133
the climbing fiber can influences the strength of the mossy fibers long term, leading to
motor learning
134
long-term potentiation (explicit learning)
takes place in the hippocampus
135
- 1-3hrs
- does not require protein
- no new synapses
short term phase
136
- 24hrs
- requires protein
- new synapses
long term phase
137
what takes place with plasticity?
axon sprouting and cortical remapping
138
- body weight supported treadmill training (BWSTT)
- constraint induced movement therapy
- robotic therapies (UE and LE)
- task oriented approach/motor learning program
PT treatments driven by neuroplasticity theory
139
postural control is the interaction of
task, individual, environement
140
- internal representations
- adaptive mechanisms
- anticipatory mechanisms
- sensory strategies
- individual sensory systems
- neuromuscular synergies
- musculoskeletal components
components of postural control
141
controlling teh body's position in space for the dual purpose of stability and orientation
postural control
142
ability to maintain an appropriate relationship between the body's segments and between the body and the environment for a task
postural orientation
143
the ability to control the center of mass over the base of support
postural stability
144
where all of our mass is concentrated
COM
145
vector drawn down from COM
COG
146
exact point of the BOS where the COG hits it
COP
147
coupling of that act together
muscle synergy
148
what is used to maintain static stance
- frontal and motor cotices(planning)
- brainstem & cerebellum (coordination
- motor neurons, muscles (generation of force
149
muscular elements of muscular contribution in quiet stance
- intrinsic stiffness of muscles
- muscle tone
- postural tone
150
the body acts as an inverted pendulum with the point of rotation at the ....
ankle
151
- postural control occuring in response to sensory feedback from an external perturbation
- aka "reactive", "compensatory" postural control
- postural response that are made in anticipation of a voluntary movement that is potentially destabilizing in order to maintain stability during movement
- "aka" predictive or anticipatory postural control
152
- used for smaller perturbations
| - used more in younger rather than older
ankle strategy
153
what muscles are activated in a forward lean, using the ankle strategy
gastroc/soleus
hamstrings
paraspinals
154
what muscles are activated in a backward lean, using the ankle stratgey
TA
quad
abdominals
155
what muscles are used in a backward perturbation, using hip strategy?
abdominals
| quad
156
what muscles are used in a forward perturbation, using hip strategy
hamstrings and paraspinals
157
- used in older individuals
- used in bigger perturbations
- when surface is compliant
- narrow BOS
hip strategy
158
which joints involved in most mediolateral movement?
hips and trunk
159
COM movement requires muscle synergies in the _____ direction to be activated
opposite
160
typically when quicker responses are required, what kind of information contributes more initially?
somatosensory
161
small movements that we do right to brace our body right before a movement or pertubation
anticipatory postural control
162
what sense is critical component of anticipatory postural control?
vision
163
anticipatory reactions are better when moving _____
fast
164
use of what decreases the speed of anticipatory postural control
external support
165
breakdown in dual task behavior results from a limited amount of space for information storage
capacity theroy
166
when two or more tasks are being performed there is competition for stimulus encoding, identification, or response selection. one task win out over another
bottleneck theory
167
if someone is doing a cognitive task, and posture is perturbed, switching of attention to postural control aspects happen ____ in the reaction
early
168
the ability to control the body's position in space
postural ton
169
- suggests that postural tone results from hierarchially organized reflex responses that triggered by sensory systems
- implies that during development, there is a shift from primitive spinal reflexes to higher levels of postural reactions
- finally cortical responses dominate as nervous system matures
reflex/hierarchial theory
170
- suggests an emergence of postural control from an interaction of the individual with the task and the environment
- implies a complex interaction of musculoskeletal systems and neural systems, which is referred to as the postural control system
systems approach
171
cognition occurs where?
cerebral cortex
172
righting/postural reactions occur where?
mid brain
173
primitive reflexes occur where?
spinal cord/brain stem
174
-most powerful sensory system to regulate posture, feedback correction and anticipation on anticipatory postural changes.
visual system
175
babies as young as ________ are able to orient themselves toward a visual stimulation
60 hours
176
- plays a predominant role in the development of postural actions
- report the body's position in space
- appear to be mapped to muscular actions earlier than other inputs from sensory systems
visual system
177
activates semicircular canals, signals and drives postural activity and head control in reference to gravitational forces
vestibular system
178
- primarily triggers postural activity related to body positioning and righting
- interacts with vestibular system to influence overall outcome of motorneuron activations
somatosensory system
179
if you take vision away, ____ still listen to somatosensory
kids
180
In _____ take vision away listen to vestibular information
adults
181
Children under ___ are unable to balance efficiently when both somatosensory and visual cues are removed
7
182
rules for moving in a gravity environement are developed and are reflected in an __
altered synaptic relationship
183
_____ interprets self motion and calibrates motor actions
body schema
184
in the area of postural control, development follows a _______ sequence
cephalocaudal
185
____ increase myelination of brain circuits, refinement of selective motor pathways with practice and accommodation by sensory awareness
movements
186
interneuronal networks in spinal cord or brainstem that order the selection and sequenxing of the motor neurons independent of descending/peripheral input
central pattern generators (CPGs)
187
proposed to account for basic neural organization required to execute locomotion, chewing, grooming (scratching), respiration
central pattern generators
188
CPG's can be modulated by neural input from:
brain stem reticular nuclei
peripheral afferents
propriospinal regions
189
_____ alters make up, cortical mapping and response time
CPGs
190
the functional coupling of groups of muscles such that they are constrained to act together as a unit; this simplifies the demands of the CNS
synergy
191
greater variability in reactive postural adjustments in kids ages ____
4-6
192
infants as young as ___ months show activation of postural muscle in trunk in advance of reaching movement
9 months
193
in standing, children ____ are able to activate postural muscles in advance of arm movements
12-15 months
194
By ____, anticipatory postural adjustments preceding arm movements while standing are essentially mature
4-6 years
195
spontaneous sway reaches adult levels by ages _____ with eyes open and by age ______ eyes closed. Sway velocity reaches adult levels by ____
9-12
12-15
12-15
196
_____ is the primary constraint to the musculoskeletal system in the newborn
gravity
197
____ is suggested to be primary rate limiting factor for emergence of independent walking.
strength
198
directionally appropriate responses in ankle muscles
7-9 months
199
with practice, muscles in thigh segment were added to coordinated muscle activity
9-11 months
200
Independent standing and early walking, and late independent walking show a gradual increase in trunk extensor EMG activity
12 months
201
_____processes assist with acquiring spatial maps
cognitive
202
____ can influence the strength of connections between the sensory and motor pathwards controlling balance
experience
203
____ does not have an affects on the muscle response latency
training
204
_____ of nervous system pathways is a rate-limiting factor in development of postural control
myelination
205
______ is developed in a continuum, with discontinuous progression
postural control
206
Ages: Pre term and Full term Neonates
Measures: arousal state, suck-swallow, motor control, social interaction, state regulation
Why: motor behavioral stratus
When: In NICU
How: 10-15min in NICU
Used to see if baby is stable enough to leave the NICU
Quiet alert, active, agitated, and drowsy
Brazelton Neonatal Behavioral Assessment Scale
207
Ages: Preterm, term newborns and young infants
Measure: Spontaneous movements from video. Classifies quality: writhing, fidgety, wiggling-oscillating, saccadic, ballistic
Why: Strong predictive value for specific types of CP, ADHD, DCD
When: best at 2-4 months
How: Documentation of frequency, amplitude, power, speed, flow, irregularity, abruptness
Infant needs to be in an quiet awake state or alert active state not crying. SUPINE position only
General Movement Assessment
208
Ages: Birth to 1
Measure: Muscle tone, reflexes, automatic reactions, volitional movement
Why: Identification of motor dysfunction
How: 63 items, Ordinal scale rank 0-4 or 0-6
Asymmetry noted, predictive value high in section on volitional movement for CP
Movement Assessment of Infants
209
Ages: Birth to 4 months (including premature babies)
Measure: Quality of movement, state regulation, reflexes, head and trunk postural control in supine, prone, and upright
Why: picks out kids who are normally developing and those who aren’t. STRONGLY Predictive of cerebral palsy
When: Used often in NICU and developmental follow up clinics to determine what babies might benefit from therapy
How: 13 items pass/fail by observation of spontaneous movements
29 items elicited by the examiner
Test of Infant Motor Performance(TIMP)
210
Ages:0-18 months
Measure: Observation of child doing spontaneous mvmts
Why: Designed as a standardized screening tool to identify infants at risk for motor dysfunction
When: Observation of infant in four positions: supine, prone, sitting and standing
How: If they have a diagnosis then you don’t need to use it, it is a discriminative test!
Alberta Infant Motor Scales (AIMS)*
211
Ages: 1 month-42 months
Measure: 5 subscales; Cognition, Language, Motor, Social-Emotional, and Adaptive behavior
When: Autism
How: Requires specific training to administer.
Limitation in number of motor skills.
Poor Predictive Value.
Bayley III
212
Ages: Birth to 8 years of age
Measure: Personal-social, Adaptive, Motor, Communication, Cognitive Domain
Why: Identify children with disabilities, evaluate programming, and assessing typical developing children
When: Test used in Louisiana to determine eligibility for Early Steps(1-3 years)
How: Specifically trained professional administers test items to child
Better to do in a series
Battelle Developmental Inventory-2nd Edition
213
Ages: Ages-0-71 months
Measure: Fine Motor and Gross Motor. Subtests: Reflexes (0-1yr unless neuro impaired), Locomotion and non-locomotive skills, Stationary (balance), Object Manipulation, Visual- Motor Integration, Grasping
Why: As sensitive to change in children with CP in 6 month intervals as GMFM
How:Performance Based- typical performance (Don’t base on babies mood that day)
Peabody Developmental Motor Scales 2nd Edition
214
Ages: 3-6
Measures: Sensorimotor component includes: position sense and kinesthesia, stereognosis, postural stability, mobility and coordination (fine, gross, and oral motor)
Cognitive component include: sequencing and imitative
Behavioral component: attention, social interaction
Why: Designed as a screening tool to identify mild, moderate delays in development
When: Useful for future school-related problems
How: Looks at functional limitations and abilities
Miller Assessment for Preschoolers (MAP)
215
Ages: 3-10
Measures: Measures how the children coordinate their trunk and limbs during a movement task performance rather than the end result
Why: Designed to identify/screen for motor delays in pre-school and school aged children
How: Two subtest areas-Locomotion and Object Control
Test of Gross Motor Development-TMGD-2
216
Ages: Ages 4.5 -14.5 years of age (new one to age 27)
Measures: Fine Motor and Gross Motor: Running Speed & Agility, Balance,
Bilateral Coordination, Visual-Motor control, Manual Dexterity, Strength
Bruininks-Oseretsky Test of Motor Proficiency
217
Ages: 6-18 years
Measures: Test items: 1-mile walk- run, sit and reach, pull-up, bent knee sit up, shuttle run
Why: Cardiopulmonary endurance, flexibility, upper body strength, abdominal strength, power
Presidential Physical Fitness Program
218
Ages: 5 months to 12 years
Measures: Lying & Rolling; Sitting; Crawling & Kneeling; Standing; and Walking, Running, & Jumping
Why: Designed for children with cerebral palsy, More recently normed for children with Down Syndrome
How: Observational assessment of child’s performance regardless of quality.
PT set up postures or motor behavior, not spontaneous
GMFM-88 and 66
219
Ages: 5 months -12 years
Measures: Alignment, Coordination, Dissociated Movements, Stability, Weight shift
Why: evaluating QUALITY OF MOVEMENT of children with cerebral palsy
When: Evaluate change over time in specific features of gross motor behavior
Gross Motor Performance Measure (GMPM)
220
Ages: 3-16 years old
Measures: manual dexterity, ball skills, static and dynamic balance
Why: Uniquely sensitive for children with DCD not developmental delays, not designed for children with severe disability
DCD- condition in children who are clumsy/awkward/not as coordinated
Movement Assessment Battery for Children
| MABC
221
Ages: Up to 7 ½ yrs
Measures: Three domains: Self-care, Functional Mobility, and Social function
Why: Have to have a known problem area- disease (CP)
When: Discriminative tool that looks at functional limitations and participation restrictions
How: Tracks progress in programs and children with disabilities
Pediatric Evaluation of Disability Inventory PEDI
222
Ages: Not specified
Measures: Domains: self-care, sphincter control, mobility, locomotion, communication and social cognition
Why: Useful across multiple diagnoses
When: Discipline free test of disability used frequently in rehabilitation centers due to its cross disciplinary communication
How: Looks at Level of Caregiver Assistance decreases with functional skill
Wee FIM
223
Age: 4-9 years
Measures: Domains: Balance, Proprioceptive and tactile sensation, motor control
Why: Can differentiate between children with and without motor disabilities
When: Used for children with mild to moderate learning impairment in the absence of diagnosis.
How: Deficits in sensory processing can lead to deficits in motor planning and execution
Sensory Integration and Praxis Test SIPT
224
Ages: Kindergarten-fifth grade
Measures: Measures caregiver assistance and use of adaptive equipment
When: Useful determination of participation of children with disabilities in school setting
Only test that you can make environmentally significant in the school setting
School Function Assessment
225
Ages: Infant, child, adolescent, and adult versions
Measures: Identifies typical sensory responses compared to under or over responsiveness
Why: Encompasses different environments than therapy clinic
How: Administered by parental interview or questionnaire
Percentile or standard deviation determines how different from “normal
Sensory Profile Questionnaire
226
Ages: 4-9
Measure: Scoring: Time the child can stand, rating of AP sway
Why: Children with learning disabilities generally perform poorly with sensory conflict environment
How: Same 6 conditions as adult version
Pediatric Clinical Test of Sensory Interaction of Balance
227
Ages: 4 and up
Measures: Normal, Impaired, Unable
Why: Specifically designed for children with CP
When: Prognostic benefit for treatment planning,
selection of candidates for SDR, Orthopedic Surgery
How: Child is asked to perform individual movements at the hip, knee, ankle, subtalar and toe. Seated or sidelying
Children without severe cognitive impairments or motor deficits
Selective Control Assessment of the Lower Extremity (SCALE)
228
Age: 3 and older
Measures: Looks at spontaneous movement, dynamic segmental alignment , grasp and release in 3 positions of wrist
Why: Designed for children with hemiplegia
When: Purpose: to determine potential for improved function, direct intervention, and evaluate effects of treatment
Strength: Functional tasks. Great tool for CIMT, surgical procedures, BOTOX effectiveness
Shriner’s Hospital Upper Extremity Examination
229
Age: 2-100 years
Measures: Looks at how the child integrates vision and motor skills
Why: To get age equivalency, standard score, percentile ranking
When: Screen for visual motor difficulties, judge effectiveness of treatment, research
How: Child is presented with geometric forms presented in increasing difficulty to copy and draw
Strength: Non-verbal, cultural bias-free, easy to adminster
Beery Visual Motor Integration 6th Edition
230
what are age related changes which impact balance
strength, ROM, vision, cognition, sensation
231
older adults tend to use what strategy more often?
hip and stepping strategy
232
Older adults have a later and longer onset of activation of what muscles?
ankle
233
What do unstable adults do to recover from perturbations?
bend their knees and use their arms
234
Ages: Infant, child, adolescent, and adult versions
Measures: Identifies typical sensory responses compared to under or over responsiveness
Why: Encompasses different environments than therapy clinic
How: Administered by parental interview or questionnaire
Percentile or standard deviation determines how different from “normal
Sensory Profile Questionnaire
235
Ages: 4-9
Measure: Scoring: Time the child can stand, rating of AP sway
Why: Children with learning disabilities generally perform poorly with sensory conflict environment
How: Same 6 conditions as adult version
Pediatric Clinical Test of Sensory Interaction of Balance
236
Ages: 4 and up
Measures: Normal, Impaired, Unable
Why: Specifically designed for children with CP
When: Prognostic benefit for treatment planning,
selection of candidates for SDR, Orthopedic Surgery
How: Child is asked to perform individual movements at the hip, knee, ankle, subtalar and toe. Seated or sidelying
Children without severe cognitive impairments or motor deficits
Selective Control Assessment of the Lower Extremity (SCALE)
237
Age: 3 and older
Measures: Looks at spontaneous movement, dynamic segmental alignment , grasp and release in 3 positions of wrist
Why: Designed for children with hemiplegia
When: Purpose: to determine potential for improved function, direct intervention, and evaluate effects of treatment
Strength: Functional tasks. Great tool for CIMT, surgical procedures, BOTOX effectiveness
Shriner’s Hospital Upper Extremity Examination
238
Age: 2-100 years
Measures: Looks at how the child integrates vision and motor skills
Why: To get age equivalency, standard score, percentile ranking
When: Screen for visual motor difficulties, judge effectiveness of treatment, research
How: Child is presented with geometric forms presented in increasing difficulty to copy and draw
Strength: Non-verbal, cultural bias-free, easy to adminster
Beery Visual Motor Integration 6th Edition
239
what are age related changes which impact balance
strength, ROM, vision, cognition, sensation
240
older adults tend to use what strategy more often?
hip and stepping strategy
241
Older adults have a later and longer onset of activation of what muscles?
ankle
242
What do unstable adults do to recover from perturbations?
bend their knees and use their arms
