Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Peds FAll 2024 > Movement Motor Control Intervention > Flashcards

Movement Motor Control Intervention Flashcards

1
Q

What is the Importance of Motor Control & Movement in Development

A

Motor Control required to engage in daily occupations!

Addressing postural/motor control can target other areas of need!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Kids need movement so that they can

A

play!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Common Diagnosis seen in EI/Preschool:

A

Developmental Coordination Disorder (DCD)
Cerebral Palsy
Down Syndrome
Acquired Brain Injury (ABI)
Autism
Brachial Plexus birth injury
Torticollis
Developmental Delay
Various Syndromes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What causes low or high tone?

A

Most of the time - High tone is often caused by a brain injury

Low tone is often a result of chromosomal abnormality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is the difference between muscle tone and strength?

A

Muscle tone is tension in the muscle at rest

Muscle strength is the ability of the muscle to contract when the brain signals.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Motor Learning:

A

The process of understanding and retaining motor skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Motor control

A

Ability to regulate or direct mechanisms essential to movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Motor Praxis:

A

Also referred to as “motor planning” is the ability of the brain to conceive, organize, and carry out a sequence of unfamiliar actions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Bottom Up Approaches (treating underlying causes of motor impairment) what are some treatment you would use?

A
  • Neurodevelopmental Treatment (NDT)
  • Sensory Integration
  • Reflex Integration Therapy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Bottom up approach Focus on addressing the underlying deficit to improve performance However there is

A

-Limited evidence improving occupations of childhood: should be used in conjunction with other approaches

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Neurodevelopmental Treatment (NDT) Description:

A

Description: Specialized handling techs to facilitate normal movement experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

NDT Principles

A

Principles: Benefits from “feeling” typical movement patterns
Abnormal tone interferes with movement
Goal to provide input to “normalize” tone & acquire normal movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

NDT strategies

A

Strategies: 1- Inhibit/Facilitate tone
2-Key points of control
3-Symmetrical alignment, full ROM, base of support and weight bearing, muscle strength, postural control
4- Intervention strategies to integrate reflexes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

NDT Treatment - Look for:

A

Facilitation/Inhibition
Key points
Symmetrical alignment, ROM, weight bearing etc.
Integration of reflexes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Why is sensory integration considered a bottom up approach?

A

Working on child specific needs, foundational skills that you need to build upon to get to higher level activities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Sensory Integration Description

A

Description: Engages children in movement during intervention which takes place in simulated environments to which the child adapts and responds to sensory stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Sensory integration Principles:

A

When children complete adaptive responses, change occurs at the neuronal level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Sensory integration strategies

A

Strategies: Child directed vestibular, proprioceptive and tactile activities designed to facilitate the “just right challenge”

Proximal or power senses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Reflex Integration Approach - Description

A

Description: Based on the premise that reflexes that are not integrated in the sequence and rate of typical development interfere with the acquisition of normal movement.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Reflex integration principles

A

Principles: Based on hierarchical models for motor development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

reflex integration Strategies

A

Strategies: Provide intervention activities that will integrate reflexes

22
Q

What are the 7 key concepts in motor learning

A

Meaning
Transfer of Learning
Feedback
Knowledge of Results and Knowledge of Performance
Distribution and variability of practice
Whole vs Part Practice
Mental Practice

23
Q

Motor learning - meaning

A

Meaning- Participation in task influenced by the extent to which the child can identify in own interests and goals and believes they will be more effective in those motor tasks.

24
Q

Motor learning transfer of learning

A

(Generalization) applying learning to new situations

25
Q

Motor Learning Feedback

A

Feedback
Intrinsic feedback- allows the child to self-correct. Most effective for sustaining motor performance
Extrinsic feedback- used in the early stages of motor skill development. Consists of providing verbal cueing or physical guidance.
Demonstrative feedback- modeling or imitating movements. Best when provided before the child actually practices the movement.

26
Q

Motor Planning - Knowledge of Performance-

A

helps children understand how they performed the desired movement that improves quality of movement.

27
Q

Motor learning - Knowledge of Results

A
  • Related to the desired outcome.
28
Q

Motor learning Distribution and variability of practice-

A

Performs motor tasks in a variety of ways.

29
Q

Motor Learning - Whole vs Part Practice-

A

Engaging in whole occupation vs shaping ability to perform task.

30
Q

Motor Learning - Mental Practice-

A

Effective in early and later stages of learning, combined with physical practice.

31
Q

What are the 5 principles of motor learning

A

Knowledge of performance
knowledge of results
distribution and variability of practice
Whole Vs. Part Practice
Mental practice

32
Q

Stages of Development of Motor Control

A

Cognitive- skill acquisition

Associative- skill refinement

Autonomous-perform movement functionally

33
Q

Cognitive stage of motor learning intervention

A

Use simple statements
Catchy words or pneumonics
Repeat skills
Provide time for problem solving
Allow child to review progress

34
Q

Associative stage of motor intervention

A

Relate new tasks to past activities
Use the same words/cue for similar tasks
Help child see links to previous success
Allow child to review process by relating to other activity

35
Q

Autonomous motor learning Intervention

A

Set up environment in which child can be successful
Allow child to self-reflect
Provide few, if any cues
Do not correct or address quality-allow child to self-evaluate

36
Q

Impacts of Impaired Movement

A
  • Limits sensorimotor experiences
  • Lost interests in the world that they can not control
  • Learned helplessness
  • Diminished expectations of caregivers and others
  • Lack of curiosity & initiative
  • Decreased intellectual performance
  • Decreased social interaction
37
Q

Long term physical restriction during infancy or early childhood can significantly alter and disrupt

A

the entire subsequent course of emotional 0r psychological development of the involved child

38
Q

Impacts of Impaired Movement- Hypotonia

A

Limited in ability to maintain secure posture
Exploration deprivation
May limit cognitive development
Self- stimulation to fill sensory void

39
Q

Impacts of Impaired Movement - Hypertonia (High Tone)

A

Positive sign of spasticity (increased tone)
Excessive co-contraction of muscles
Excessive sustained muscle activity
Loss of muscle extensibility
Loss of some sensory perceptual abilities

40
Q

Children have difficulties initiating, sustaining and terminating ______________

A

movement

41
Q

Movement Intervention - How can we help

A

Locomotive experience predictive of adaptive responding and NOT age

Need practice, practice at EACH stage (multiple squats, multiple falls)

We know that TONE (high or low) can limit movement and engagement in a child’s daily occupations.

42
Q

Locomotive experience predictive of adaptive responding and NOT ______

A

Age

43
Q

Kids with movement needs, need lots of

A

practice

44
Q

We know that TONE (high or low) can limit movement and engagement in a child’s daily occupations. How can we help

A
45
Q

Movement intervention - low tone

A
  • Child is active participant
  • Light touch used
  • Allow time to respond to sensory input
  • Work on developing controlled movements in midranges
46
Q

What is more activating? light touch or deep

A

light touch and tapps

47
Q

Low tone kids tend to be

A

underresponsive

48
Q

What are controlled movement in midrange

A

mid part of the movements are harder. going slower is harder.

49
Q

Movement intervention for Hypertonia (High Tone)

A

Start with the base of support

Head and trunk control and alignment of spine

Relaxation- joint approximation, thoracic extension with rotation

Gaining range of motion and mobility

Use handling and facilitation to help gain functional developmental patterns

50
Q
A

Peds FAll 2024 (21 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions