Motor Characteristics and Role of PT for ASD Flashcards
Motor characteristics
Low gross and fine motor scores, specifically in activities involving balance and coordination
Slow rate of motor learning and altered ability to form internal action models necessary
Rely on proprioceptive feedback over visual feedback when learning new motor skills
Posture
Gait
Motor characteristics
- Posture
Increased sway in all directions and in all sensory conditions
Motor Characteristics
- Gait
Toe walking
Wider, shorter steps
Increased cadence
Reduced speed
Gait asymmetry to compensate for the lack of postural control
Motor planning and coordination
Slower movement times
Rely more on sensory feedback as compared to feedforward mechanism
Greater variability in movement patterns
Coordination for limitation-based tasks is impaired
Body functions of ASD
Mental functions
Sleep pattern
Pain
Vision and hearing
Physical fitness
Control of movements
Structures of NS
Structures related to movement
Structures involved in voice and speech
Activities of ASD
Learning and applying knowledge
Communication
Eating and drinking
Dressing
Mobility
Doing chores
Participation of ASD
Playing with peers
Going to the movies
Attending school
Playing team sports
Dating
Finding a job/working
Env’t factors of ASD
Family, peers, and social support
Adaptive toys
Sound/light quality
Assistive technologies
Societal attitudes
Health, education, social services
Policies
Personal factors of ASD
Motivation
Priorities and goals
Age-developmental stage
Personal interests
Role of PT in ASD
Establishing eligibility for services
Improving motor function
Treatment setting
Role of PT
- improving motor function
Motor control and coordination
Developmental delay
Dynamic postural control
Role of PT
- Treatment setting
Early intervention
School-based
Outpatient
Subjective Examination
Hx: prenatal, perinatal and postnatal
Developmental milestones
Family Hx
Diagnosed at what age?
Taking medications?
Motor and cognitive function
Social function and communication
Caregiver and child’s goals
Objective Assessment
Standardized developmental testing
Observations of naturalistic play
Objective Assessment
- Standardized developmental testing
Peabody Motor Development Scale III
Movement ABD
Objective Assessment
- Observations of naturalistic play
Verbal and non-verbal communication
Repetitive behaviors
Motor function
Gestures
REciprocal interactions and turn taking
Spontaneous vs. reciprocal communication
Rapport btwn child and caregiver
Complexity and variability of play
Imitation?
Objective Assessment
- Assessments/tests
Cognitive Assessment
Sensory-perceptual assessment
Sensory integration and praxis test
Principles of PT Management
Convey evaluation instructions in a manner the child can comprehend
Identify cognitive impairments that govern motor activities planned
Identify sensory modulation impairments that will affect the child’s engagement in the intervention plan
Identify the child’s key motor impairments
Principles of PT Management
- Convey evaluation instructions in a manner the child can comprehend
Pictures schedules
SImplify verbal commands
Hand-on-hand instructions
Visual models
Breaks
Rewards
Understanding instructions
Demonstrate what is asked of him or her
Principles of PT management
- Identify cognitive impairments that govern the motor activities planned
Level of focus (overfocused attention or inattention)
Presence of hyperactivity and intellectual level (nonverbal, verbal but delayed, verbal/hyperverbal and age-appropriate)
Principles of PT Management
- Identify the child’s key motor impairments
Coordination
Balance
Praxis
Plan for activities that are comprehensive
Prioritize goals depending on the child and family’s highest need
Family has been asked to participate in multiple therapies and has little time to focus on a range of motor activities
PT Management
Structuring the environment
Instructions for the activity
Prompting/modeling/feedback
Repetition
Active Engagement
