PT for the Pre-School and School-Aged Child Flashcards
IDEA 1991
Part A - General Provisions
Part B - Pre-school and School-aged
3-5 is a grey area
Part C - Early Intervention
BOT-2
Assesses children age 4-21
***This is the only one that tests school age children
Standardized, norm-referenced on 765 children in the US
Validity…
Developmental Coordination Disorder
High-functioning Autistic Spectrum Disorders/Asperger’s
Moderate Mental Retardation
BOT-2 Sub-tests
Fine Manual Control…
Fine motor precision
Fine motor integration
Manual Coordination…
Manual dexterity
Upper limb coordination
Body Coordination…
Bilateral coordination
Balance
Strength and Agility…
Running speed and agility
Strength
Fine Motor Precision
Items requiring precise control over finger and hand movement
Because precision is required, items are not timed
Fine Motor Integration
Items requiring reproduction of geometric shapes
Because precision is required, items are not timed
Manual dexterity
Goal-oriented activities that require reaching, grasping, and bi-manual coordination with small objects
Emphasis is placed on accuracy, but items are timed and examinees told to complete them as fast as possible
Bilateral coordination
Motor skills involved in playing sports and recreational games
Body control and sequential simultaneous coordination of upper and lower limbs is required
Balance
Motor control while maintaining posture in standing, walking, or other common activities
Running Speed and Agility
Self explanatory, timed activities
Allows for observation of gait mechanics
Upper limb coordination
Motor control while maintaining posture in standing, walking, or other common activities
Strength
Trunk, upper, and lower body strength assessed
BOT-2 Advantages
Graded scoring: most examinees will achieve some level of success on every task
Sex-specific norms: accounts for differences between boys and girls
Engaging, game-like activities
Variety of methods for administration
Large age range, one of very few assessment tools covering school-aged children
BOT-2 Disadvantages
May not accurately ID gross motor v fine motor skills - best for “general motor proficiency”
50 ft required for running tasks
School Functional Assessment (SFA)
For children with disabilities grades K-6
Questionnaire: How does the child compare to peers?
Criterion referenced test
Good reliability and validity has been reported
SFA Parts
1 - Participation Classroom Playground/recess Transport to and from school Bathroom/toileting Transitions to and from class Mealtime/snack
2 - Task Supports
Assistance
Modifications - equipment and materials
3 - Activity Performance
Physical tasks - movement in the classroom
Cognitive/behavioral tasks
SFA Important Considerations
Timing
Compare the child to same age/peer group
Educational setting
Rate current, actual performance, not PERCEPTION of performance
Assistive devices are allowed
Components of IEP
Present level of function
Measurable, annual goals for academics and fx
Description of progress towards the goals
Need for special education, related service, and supplementary services
Explanation for lack of interaction with non-disabled students (if applicable)
Freq and duration and start date of services
3 years walking and running
Gait pattern maturing not yet complete
True run full flight phase emerges in running
4 years walking and running
Refining playground skills
5 years walking and running
Runs quickly and changes direction
Running mechanics are refined
School-aged walking and running
Increased agility
3 years stair climbing
Reciprocal up
Step-to down
4 years stair climbing
Reciprocal up and down
Stair climbing development
LEG LENGTH plays a big role!
3 years gross motor
Jumps forward
Catches large ball with 2 hands and body
Kicks a ball with aim
Mounts and dismounts tricycle
4 years gross motor
Stands on tiptoes
Hops forward once
Throws small ball to hit target
Gallops
5 years gross motor
Somersaults Bounces and catches a tennis ball Stands steadily on one foot Hops in place many times, forward 50 ft Skips Kicks a ball into the air Catches a ball with hands only Roller skates and rides bike
School-aged gross motor
Refining skills
Sports-specific
Transitioning out of school-based PT
Planning must begin at 16 years
Representative from transitional service providers at IEP meeting