POC for Neuromuscular Diagnoses Flashcards
Intervention should be…
Activity focused
3 Components of Intervention
- Communication and coordination
- Instruction
- Procedural Interventions “hands on”
Reflex Theory
-Sensory input causes motor ouput
-reflexes are the basic unit of movement
-early theory that drove NDT, PNF, Sensory integration
Hierarchical Theory
-reflex is a primitive behavior
-top down
-reflexes suppressed with development of higher control
-early theory that drove NDT, PNF, Sensory integration
Motor Programming Theory
-central pattern generators work together to produce movement
-more complex programs develop at cortex result in motor learning
-Moor control theory
Systems Theories
-aka distributive theory
-movements emerge from interactions of many systems
-emphasizes constraints of MSK and environment
-control shifts to diff systems depending on internal state, specific task, environment
Automatic Postural Responses
Ankle Strategy:
-coordinated distal to proximal pattern
-gastroc, hamstrings, paraspinals
Hip Strategy:
-proximal to distal
-abds, quads, tib ant
80-100 milsec as opposed to 30 milsec in spinal refleces
Dynamic Systems Theory
-control of movement shifts among systems following a principle of self-organization
-need variability within individuals
-Triad of constraints: Person, Task, Environment
Movement vs Action
Movement:
-coordination that allows the action goal to be achieved
Action:
-strategy to achieve goal
Qualitative Change
-palmar grasp to picer
-actual change of task
Quantitative Change
-speed, timing, magnitude
-degree of task change
Information-Processing Perspective
-addresses the cognitive processes associated with learning motor skills
-essential to motor learning
-embodies attention, memory, and mental representation
Stages:
1. Stimulus Identification
2. Response Selection
3. Response Programming
Motor Learning
-set of internal processes associated with practice
Developmental Coordination Disorder
-cannot rely on prior experiences with anticipatory control
-rely on visual feedback and feedback during activity
-leads to slow performance
-might have force production deficits
Motor Program
-memory representation of a movement that can be retrieved when needed
Motor Learning Principles
Performance:
-change not permanent
Learning:
- permanent
Attention:
-allocation and focusing of information
Idiopathic Toe Walking
-persistent toe walking with no Hx past the age of 2 years
OR
-intermittent toe walking past the age of 3 years
-associated with language delays
-children with autism can toe walk
-sensory integration issues
-Family Hx
ITW: Tx
-stretch gastroc
-strengthen DF and PF (misconception of being strong)
-disruption of PF knee ext coupling
Chorea
-on going random discrete movements
Athetosis
-slow, continuous, involuntary movement
Tremor
-rhythmic back and forth oscillatory movements
W Sitting
-dec DOF to maintain stability
Blocks
-blocks to normal motion as a compensation to achieve movement goals
-hypotonic posture common and imbalance of muscles
Neck Blocks
Shoulder Blocks
Pelvic-Hip Block: APT
Pelvic-Hip Block: PPT
Neck Block
-neck hyperextension
-lack of midline, lack of tucking
-may elevate shoulders
-stunts UE development
-Inc spinal extension
-Poor ocular awareness
Shoulder Block
-scapular stability doesn’t develop
-UE weakness
-lack of forearm WB
Pelvic-Hip Block: APT
-lumbar ext and hip flexors tight
-frog leg positions
-blocks lateral weight sifts
-Can’t dissociate LEs (bunny hopping)
Pelvic-Hip Block: PPT
-tight hip extensors
-inactive pelvic muscles
-diff with weight shifts
-inactive abdominals
-rounded flexed spine
-W sits for stability
-unable to dissociate LEs
Principles of Neuroplasticity
Use it or lose it
Use it and improve it
Specificity
Repetition
Intention
Salience
Time Since Onset
Age
Transference
Interference
Neurodevelopmental Treatment Approach
-handling to encourage postural movements and atypical changes
