PT for the Pre-School and School-Aged Child

Question 1

IDEA 1991

Answer 1

Part A - General Provisions

Part B - Pre-school and School-aged
3-5 is a grey area

Part C - Early Intervention

Question 2

BOT-2

Answer 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

Question 3

BOT-2 Sub-tests

Answer 3

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

Question 4

Fine Motor Precision

Answer 4

Items requiring precise control over finger and hand movement

Because precision is required, items are not timed

Question 5

Fine Motor Integration

Answer 5

Items requiring reproduction of geometric shapes

Because precision is required, items are not timed

Question 6

Manual dexterity

Answer 6

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

Question 7

Bilateral coordination

Answer 7

Motor skills involved in playing sports and recreational games

Body control and sequential simultaneous coordination of upper and lower limbs is required

Question 8

Balance

Answer 8

Motor control while maintaining posture in standing, walking, or other common activities

Question 9

Running Speed and Agility

Answer 9

Self explanatory, timed activities

Allows for observation of gait mechanics

Question 10

Upper limb coordination

Answer 10

Motor control while maintaining posture in standing, walking, or other common activities

Question 11

Strength

Answer 11

Trunk, upper, and lower body strength assessed

Question 12

BOT-2 Advantages

Answer 12

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

Question 13

BOT-2 Disadvantages

Answer 13

May not accurately ID gross motor v fine motor skills - best for “general motor proficiency”

50 ft required for running tasks

Question 14

School Functional Assessment (SFA)

Answer 14

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

Question 15

SFA Parts

Answer 15

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

Question 16

SFA Important Considerations

Answer 16

Timing

Compare the child to same age/peer group

Educational setting

Rate current, actual performance, not PERCEPTION of performance

Assistive devices are allowed

Question 17

Components of IEP

Answer 17

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

Question 18

3 years walking and running

Answer 18

Gait pattern maturing not yet complete

True run full flight phase emerges in running

Question 19

4 years walking and running

Answer 19

Refining playground skills

Question 20

5 years walking and running

Answer 20

Runs quickly and changes direction

Running mechanics are refined

Question 21

School-aged walking and running

Answer 21

Increased agility

Question 22

3 years stair climbing

Answer 22

Reciprocal up

Step-to down

Question 23

4 years stair climbing

Answer 23

Reciprocal up and down

Question 24

Stair climbing development

Answer 24

LEG LENGTH plays a big role!

Question 25

3 years gross motor

Answer 25

Jumps forward
Catches large ball with 2 hands and body
Kicks a ball with aim
Mounts and dismounts tricycle

Question 26

4 years gross motor

Answer 26

Stands on tiptoes
Hops forward once
Throws small ball to hit target
Gallops

Question 27

5 years gross motor

Answer 27

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

Question 28

School-aged gross motor

Answer 28

Refining skills

Sports-specific

Question 29

Transitioning out of school-based PT

Answer 29

Planning must begin at 16 years

Representative from transitional service providers at IEP meeting