OT 210 and 215 handwriting Flashcards
Visual Discrimination
the ability to detect a difference or distinction between one item or picture and another. Which picture is not like the other.
Visual memory
The ability to remember a shape or word and recall the information when necessary. With handwriting children must remember how to form letters, numbers, and shapes.
Form constancy
the ability to realize and recognize the forms, letters, and numbers are the same or constant, whether they are moved, turned, or changed to a different size.
Sequential memory
The ability to remember a sequence or chain of letters to form a word. With handwriting, children need motor as well as cognitive sequencing. Need the ability to remember how letters make words and sequence them according to their motor abilities to make those words.
Figure /ground
The ability to identify the foreground from the background. When looking at pictures, people, or items, it is essential to separate important visual aspects from the background. Hidden object in a drawing.
Visual closure
The ability to identify a form or object from its incomplete appearance. This enables a child to figure out objects, shapes, and forms by finishing the image mentally; for example finding a jacket when it is partially covered by others. When a letter not completely formed.
ETCH
a criterion references test that evaluated legibility and speed in six areas of handwriting: (1)alphabet production of lowercase and uppercase letters from memory, (2) numeral writing of 1-12 from memory, (3) near-point copying, (4) far-point copying, (5) speed, (6) sentence composition in both manuscript and cursive formation.
THe print tool
is a non-standardized assessment from Jan Olsen’s Handwriting without tears curriculum, Focuses on 8 key components of handwriting; memory, orientation, placement, size, start, sequence, control, and spacing. Also helps pinpoint the cause of difficulty and provides guidance for a remediation plan specific to the child’s needs.
The screener of handwriting proficiency
Is a free online Handwriting without tears tool that assesses writing of numbers and letters, generating individual and classroom reports that compare students handwriting accuracy to same-aged peers using percentiles.
Handwriting without tears
This handwriting program uses a developmental approach toward pre-writing through cursive writing. The letters are grouped by difficulty in formation of the letter. IN addition, the letters are formed with a simple vertical line rather than a slanted line. In this program, there are only two writing lines, a baseline and a center line, which are visually less confusing for children with visual figure-ground deficits
A
Big line, Big line, little line
B
Big line, little curve, little curve
C
Big C curve
D
Big line, big curve
E
Big line, little line, little line, little line
F
BIg line , little line, little line
G
Big curve, little line, little line
Efficient grasps
dynamic tripod, lateral tripod, dynamic quadropod, lateral quadropod
mature grasp pattern
intrinsic muscles of hand
immature grasp pattern
extrinsic muscles of hand
immature grasp pattern
extrinsic muscles of the arm. Finger in static posture.
Proximal stability
stability before mobility
Mobility
within the hand. radial side of hand
Muscle tone
provides underlying stability
increased tone spasticity
decreased mobility and flexibility
Decreased tone
decreased joint stability
Stability of hand
ulnar side
Write Start
Integrated handwriting and writing program co-taught by occupational therapists and teachers using small group work, individualized support, peer and self-modeling and frequent feedback.
Handwriting without tears
Sensorimotor based handwriting curriculum emphasizing stages of learning and play-based instruction for printing and cursive writing.
Handwriting without tears- Get set for school
Sensorimotor-based handwriting curriculum designed to teach preschool children prewriting skills necessary for kindegarten using music and movement and station teaching with multisensory tools to learn body awareness and fine motor skills.
Peterson directed handwriting curriculum
Handwriting curriculm focused on movement sequende and rhythm to develop movement patterns for writing automaticity using the “We write to REad” method(connection between reading and writing fluency)
Fine motor and early writing pre-K curriculum
Handwriting readiness program using station teaching with adapted writing tools workbooks and sensory activities.
Size matters handwriting program
Handwriting program focused on letter size in an effort to improve readability and including direct instruction, memorable mnemonics, motivational incentives, parent involvement, frequent visual cuing, and self-critique and self-monitoring
Write Direction
Curriculum addressing letter formation through body movements, kinesthetic awareness, and visual-motor skills.
Handwriting clubs
Handwriting intervention in the form of school clubs with a focus on either intensive practices or visual perceptual motor approaches.
Explicit handwriting program
Handwriting program consisting of digital dexterity exercises, cursive writing, and metacognitive tasks combined with discussion and handwriting practice.
Mature grasps
dynamic tripod and lateral tripod grasps
tripod grasps
three fingers are used holding pencil or utensil. Thumb is bent, the index finger points to the top of the writing utensil., and the writing utensil rests on the side of the middle finger. The last two fingers are curled in the palm and stabilize the hand.
lateral quadropod grip
four finger grip. The thumb is bent, the index and middle finger point to the top of the writing utensil and writing utensil rests on the ring finger.
Transition
• working items to or from the palm of the hand to or from the tips of the fingers without dropping the items. (e.g. moving coins from the palm of the hand to the tips of the thumb and index finger to place coins into the slot of a vending machine)
Shift
• Moving objects held w/ digits proximally or distally(moving the fingers up or down on the pencil shaft without stabilizing the pencil on an item or surface or “walking” the fingers closer to the tip of a string when stringing beads).
Rotation
• rotating an object using the thumb opposed to the index and long finger(e.g turning the pencil from lead down to eraser down to erase what has been written.
Efficient grasp pattern
the forearm is maintained in a neutral position.
Shoulder girdle
two true joints the glenohumeral and the acromioclavicular joints and one pseudo joint( the scapula against the posterior rib cage).
Elbow joint
the articulation between the distal aspect of humerus and the olecranon process of the ulna
Wrist joint
articulations between the radius and ulna with the proximal carpal bones.
Digits 2 to 5
have metacarpal phalangeal joints, proximal and distal interphalangeal joint.
Metacarpal bone of the thumb
digit 1 articulates with a carpal bone, creating the first metacarpophalangeal joint, which has the greatest degree of freedom compared with all other joints in the hand.
Arches of hand
intrinsic hand muscles
Intrinsic hand muscles
shape the hand for grasping objects of different sizes, enable skilled movement of the fingers and control the power and force of prehension.
ambidextrous
unable to cross the midline
Eye-hand coordination
control of eye movement coordinated with the control of hand movement, the processing of visual input or guide reaching and grasping and the use of proprioception of the hands to guide the eyes.
Components of executive function
inhibition, shift, emotional control, working memory, plan/organize, organization of materials, and monitoring
inhibition
self-preventing of attending to extraneous stimuli
Shift
changing tasks or transitioning in the school environment
Emotional control
maintaining emotions appropriate to the current situation.
Initiation
starting tasks
Working memory
remembering sequence of current events
Plan/organize
managing time, assignments, and materials to complete tasks
Organization of materials
keeping desk and book bag organized
Monitoring
self-awareness of performance
hypertropia
eyes drift upward
hypotropia
eyes drift downward
esotropia
eye drift inward
exotropia
eyes drift outward
nystagmus
the constant movement of eyes in a repetitive and uncontrolled way. Reduced acuity, difficulty fixing on a target to maintain balance, reduced target accuracy when reaching or grasping, compensatory head movements, or posturing to compensate for visual deficit.
transition movements
movements in and out of differnt postions
Righting reactions
support midline postures and are those reactions that bring the head back to alignment with the body.
Equilibrium reactions
help one to maintain body alignment and balance when the body’s center of mass is shifted too far over the base of support. May require the use of the head, trunk, arms, and legs to flex or abduct in order to adjust the body’s center of mass over the base of support to avoid a fall.
Protective extension
reaction occurs when the body’s center of mass is shifted too far off the base of support and righting and equilibrium reactions cannot bring the body back to midline. A protective response involves extending an arm or leg forward to protect oneself when the change in balance is so extreme that a child is unable to correct his or her position to avoid falling. A child quickly places a hand on the floor to catch themselves.
Motor learning
can be defined as the learning and refinement of motor skills over time.
Motor Control
refers to the “ability to regulate or direct the mechanisms essential to movement”. Motor control research examines the role of the CNS, techniques to quantify movement, and the nature as well as the quality of movement.Motor control addresses posture, mobility, and fine motor and gross motor skills; it explores motor development through the lifespan.
Pillars of Motor control
Meaningful, mimic childhood occupations, and natural context
Feedback
informs the learner about his or her progress an acquiring new motor skills. Many forms of feedback exist. Feedback occurs before and after performance(feedforward or feedback) and can be intrinsic(within the child) or extrinsic (provided by an external source).
Feedforward
is that intangible abstract representation of sensation that gives us the awareness of what the movement pattern will feel like before we begin to move.
Intrinsic feedback
is the information that children receive following their practice attempts. It is based on Adam’s theory that sensory feedback occurs in a closed loop and is necessary for the ongoing production of skilled movement. The nervous system processes this sensory feedback by continuously comparing it to previous experiences.
Occupational therapy motor learning strategies
Meaning, transfer of learning, feedback modeling or demonstration, Feedback verbal instructions, knowledge of results and knowledge of perfromance, distribution and variability of skill practice, whole versus part practice, mental practice.
Meaning
Skills has meaning or purpose to child, Child expresses interest in skills/chooses activities and skills, child acknowledges abilities and self-efficacy(belief in skills), child shows pleasure in activity, child wants to demonstrate skill
Transfer of learning
Skill experiences are presented in logical progression, simple foundational skills are practiced before more complex skills, skill practice includes “real” life and simulated settings, skills with similar components are more likely to show transfer effect, practice in natural context with actual objects is most effective
Feedback modeling or demonstration
Demonstration is best, if it is given to the individual before practicing the skill and in the early stages of skill acquisition, demonstration should be given throughout practice and as frequently as deemed helpful, allow child time to “figure it out”
Feedback verbal instructions
Verbal cues shoudl be brief to the point and involve 1–3 words, verbal cues should be carefully timed to not interfere with performance, verbal cue should emphasize key aspects of movement
Knowlege of results and knowledge of performance
Utilize a variety of KR and KP to facilitate learning, It is important to balance between feedback that is error-based and that which is based on appropriate or “correct” characteristics of the performance, KP feedback can be descriptive or prescriptive, KP and KR should be given close in time to but afer completion of the task but necessarily given 100% of the time, learning is enhanced if KP/KR are given at least 50% of the time.
Distribution and variability of skill practice
Shorter, more frequent practice sessions are preferable to longer, less frequent practice, If a skill or task is complex frequent rest periods are preferable, it can enhance skill acquisition to practice several tasks in the same session, Providing several different environmental contexts in which the skill is practiced facilitates learning, clinical judgement should be used to to recognize when practice is no longer producing changes; at this time a new or different task should be introduced.
Whole versus part practice
Whole practice may be preferable when the skill/task is simple; part practice may be preferable when the skill is more complex, if part practice is used, be sure that the parts practiced are “natural units” that go together, to simplify a task, reduce the nature and/or complexity of the objects to be manipulated, to simplify a task provide assistance to the learner that helps to reduce attention demands, provide auditory or rhythmic accompaniment this may facilitate learning through assisting the learner in getting the appropriate rhythm of movement.
Mental Practice
Mental practice helps to facilitate acquistion of new skils as well as the relearning of old skills, helps the person to prepare to perform a task, is should be relatively short, not prolonged, mental practice combined with physical practice works best.
radial cross palmar grasp
All fingers and the thumb are still utilized in the radial cross palmer grasp, however there is less support from the palm and slightly more pressure on the fingers and thumb. This is the beginning of what looks likes a traditional pencil grasp, where the control shifts from the whole hand and more to the fingers and thumb
palmar supinate grasp
The palmer supinate grasp, or also often described as a “fisted grasp” or “gross grasp”, is when a kiddo picks up a pencil or crayon and holds it by closing all of their fingers around it. Kiddo’s using a this grasp will move the pencil or crayon around using their whole arm.
digital pronate grasp
The “digital pronate grasp” is when your kiddo starts to hold the pencil or crayon with their fingers. Their thumb will be near the paper and their pinky will be at the top of the pencil.
Kid’s using this grasp generally hold their arm up and stabilize it through their shoulder. Using this grasp, kids will scribble and begin early pre-writing strokes.
This grasp commonly begins to develop around 2-3 years of age.
static tripod grasp
A static tripod grasp is when a kiddo holds a pencil or crayon between their thumb and index finger and rests the pencil on their middle finger.
dynamic tripod grasp
A dynamic tripod grasp is when a kiddo moves their thumb, index finger, and middle finger in order to move a pencil around the paper. Kiddos will generally rest their arm on the table. If a child is not using dynamic finger movement, they can be seen using their whole arm to color and write.
four finger grip
thumb is bent, the index and middle finger point to the top of the writing utensil and wriing utensil rests on ring finger
