Hand Skills

Question 1

Interaction of visual skills, visual-perceptual skills, and motor skills

Answer 1

visual-motor integration

Question 2

This term is used interchangeably with terms fine motor coordination, fine motor skills, and dexterity

Answer 2

hand skills

Question 3

adjustment of an object in the hand after grasp

Answer 3

in-hand manipulation

Question 4

use of two hands together to accomplish an activity

Answer 4

bilateral hand use

Question 5

T/F: Social and cultural factors play important roles in acquisition and use of various hand skills

Answer 5

true

Question 6

T/F: Development of hand skills is related to visual-motor integration and occulo-motor control

Answer 6

true

Question 7

T/F: Any problems that reduce ROM are likely to affect a child’s ability to grasp larger objects or to flatten the hand to stabilize materials

Answer 7

True

Question 8

T/F: Sufficient strength is needed to initiate all types of grasp patterns and to maintain these patterns during lifting and carrying

Answer 8

True

Question 9

T/F: Development of fine motor skills is dependent on experience, exploration, and refinement of skills

Answer 9

True

Question 10

While postural control is non-volitional, fine motor control is largely volitional. Therefore has a _______ and ______ component.

Answer 10

Cognitive and attentional

Question 11

T/F: Impairment of the thumb does NOT have a significant effect on hand skills

Answer 11

False

Question 12

Pushing or lifting an object with the fingers or the entire hand

Answer 12

nonprehensile movements

Question 13

grasp of an object and may be subdivided according to the purpose of the grasp: precision or power

Answer 13

prehensile movements

Question 14

Grasp: opposition of the thumb to fingertips

Answer 14

precision grasps

Question 15

Grasp: use of the entire hand

Answer 15

power grasps

Question 16

Grasp: used when strength of grasp must be maintained to carry objects

Answer 16

hook grasp

Question 17

Used to exert power on or with a small object - partial thumb adduction, MCP flexion, and slight IP flexion

Answer 17

lateral pinch

Question 18

Opposition of thumb to index finger describes:

1. pad-to-pad
2. two-point pinch
3. pincer grasp
4. all of the above

Answer 18

4. all of the above

Question 19

Opposition of the thumb simultaneously to the index and middle finger pads describes:

Answer 19

three-point pinch or three-jaw chuck grasp

Question 20

Significant wrist extension, finger abduction, and some degree of flexion at the MCP and IP joints describe the (ex. grasping a ball)

Answer 20

spherical grasp

Question 21

transverse arch is flattened to allow the fingers to hold against the object, fingers are only slightly abducted, and IP and MCP joint flexion is graded according to the size of the object (ex. holding a jar)

Answer 21

cylindrical grasp

ex. opening a jar

Question 22

Incorporates finger abduction that is graded according to the size of the object held, hyperextension of the MCP joints, and flexion of the IP joints (ex. opening the lid of a jar)

Answer 22

disk grasp

Question 23

What is this describing?

1. the part of the hand/fingers used in the grasping pattern: ulnar grasp to palmar grasp to radial grasp
2. location of the object on the hand surface: palmar contact to finger surface contact to finger pad contact
3. the muscle activity used in grasp: use of long finger flexors to increasing control of intrinsic muscles with extrinsic muscles

Answer 23

Progression of grasp development

Question 24

Grasping the object with the pads of the fingers and thumb and moving it into the palm (ex. picking up a coin with the fingers and moving it into the palm of the hand)

Answer 24

Finger-to-palm translation

Question 25

ex. moving coin from palm of hand to finger before inserting coin into vending machine

Answer 25

palm-to-finger translation

Question 26

ex. adjusting a pen or pencil after grasp so that the fingers are positioned close to the writing end of the tool)

Answer 26

shift

Question 27

Turning or rolling of an object held at the finger pads approximately 90 degrees or less

Answer 27

simple rotation | ex. unscrewing a small bottle cap

Question 28

Rotation of an object 180 degrees to 360 degrees once or repetitively; fingers and thumb alternate producing the movement

Answer 28

complex rotation

Question 29

Name the motor skill prerequisites for in-hand manipulation (there are 7)

Answer 29

1. movement into and stability in various degrees of supination 2. wrist stability 3. opposed grasp with thumb opposition and object contact with finger surface (not in palm) 4. isolated thumb and radial finger movement 5. control of the transverse metacarpal arch 6. dissociation of the radial and ulnar sides of the hand 7. successive increases and decreases in fingertip forces

Question 30

The specific skills needed for ADL's are: 1. finger manipulation and grip ability 2. use of two hands in a complementary fashion 3. ability to use the hands in varied positions with and without vision 4. execution of increasingly complex action sequences 5. development of automaticity 6. all of the above

Answer 30

6. all of the above

Question 31

In an effort to increase function, child seeks another pattern to substitute for movements impaired by the primary problem

Answer 31

compensatory patterns of movement

Question 32

Preparation for treatment of hand function includes: 1. positioning of the child 2. attending to postural tone issues 3. improving postural control 4. improving muscle strength 5. all of the above

Answer 32

5. all of the above

Question 33

Development of hand skills includes: 1. promoting isolated arm and hand movements such as external rotation, supination, and wrist extension 2. enhancing reach, grasp, carry, and release skills 3. enhancing in-hand manipulation skills 4. facilitating bilateral hand use skills 5. generalizing skills (integration of hand skills into functional activities) 6. all of the above

Answer 33

6. all of the above

Question 34

T/F: Development of hand skills occurs as a result of proximal to distal mechanisms

Answer 34

False - proximal AND distal

Question 35

Active memory of touch, texture, shape, and temperature - allows identification of object without vision

Answer 35

haptic perception

Question 36

Children as young as ____ y.o. can identify common objects by touch alone

Answer 36

2.5 y.o.

Question 37

Children ___ y.o. demonstrate good haptic perception of unfamiliar objects

Answer 37

5 y.o.

Question 38

The ____ has fully developed haptic perception

Answer 38

adolescent

Question 39

When grasping a cube, a child uses this grasp when their thumb is not involved (~5 months)

Answer 39

palmar grasp

Question 40

When grasping a cube, a child uses this grasp when thumb is actively holding cube (7 months)

Answer 40

radial palmar grasp

Question 41

When grasping a cube, a child uses this grasp when fingertips are holding the cube with the thumb (9 months)

Answer 41

radial digital grasp

Question 42

Put these grasps in order of appearance 1. Inferior pincer 2. Scissor grasp 3. Fine Pincer 4. Raking 5. Pincer

Answer 42

4 (raking - 8 months); 2 (scissor grasp); 1 (inferior pincer); 5 (pincer - 11 months); 3 (fine pincer - 12 months)

Question 43

Put these writing utensil grasps in order: a. dynamic tripod b. palmar-supinate c. static tripod d. digital pronate

Answer 43

1. (b) palmar-supinate - 1 year 2. (d) digital pronate - 2 years 3. (c) static tripod - 3.5 years 4. (a) dynamic tripod - 4.5 years

Question 44

At what age? | Transfer objects

Answer 44

7 months

Question 45

At what age? | Rake

Answer 45

8 months

Question 46

At what age? | Clap hands, wave bye-bye, controlled release

Answer 46

9 months

Question 47

At what age? | Bang blocks together

Answer 47

10 months

Question 48

At what age? | Pincer

Answer 48

11 months

Question 49

At what age? | Palmar supinate for markers, finger to palm translation and fine pincer

Answer 49

12 months

Question 50

At what age? | use a spoon

Answer 50

18 months

Question 51

At what age? | Throw a ball forward, digital pronate, simple shift and palm to finger translation

Answer 51

2 years

Question 52

At what age? | use a fork and bilateral hand use

Answer 52

2.5 years

Question 53

At what age? | large buttons, static tripod, cut along a line

Answer 53

3.5 years

Question 54

At what age? | complex rotation

Answer 54

4 years

Question 55

At what age? | dynamic tripod, cut simple shapes

Answer 55

4.5 years