Movement Motor Control Intervention

Question 1

What is the Importance of Motor Control & Movement in Development

Answer 1

Motor Control required to engage in daily occupations!

Addressing postural/motor control can target other areas of need!

Question 2

Kids need movement so that they can

Answer 2

play!

Question 3

Common Diagnosis seen in EI/Preschool:

Answer 3

Developmental Coordination Disorder (DCD)
Cerebral Palsy
Down Syndrome
Acquired Brain Injury (ABI)
Autism
Brachial Plexus birth injury
Torticollis
Developmental Delay
Various Syndromes

Question 4

What causes low or high tone?

Answer 4

Most of the time - High tone is often caused by a brain injury

Low tone is often a result of chromosomal abnormality

Question 5

What is the difference between muscle tone and strength?

Answer 5

Muscle tone is tension in the muscle at rest

Muscle strength is the ability of the muscle to contract when the brain signals.

Question 6

Motor Learning:

Answer 6

The process of understanding and retaining motor skills

Question 7

Motor control

Answer 7

Ability to regulate or direct mechanisms essential to movement

Question 8

Motor Praxis:

Answer 8

Also referred to as “motor planning” is the ability of the brain to conceive, organize, and carry out a sequence of unfamiliar actions.

Question 9

Bottom Up Approaches (treating underlying causes of motor impairment) what are some treatment you would use?

Answer 9

• Neurodevelopmental Treatment (NDT)
• Sensory Integration
• Reflex Integration Therapy

Question 10

Bottom up approach Focus on addressing the underlying deficit to improve performance However there is

Answer 10

-Limited evidence improving occupations of childhood: should be used in conjunction with other approaches

Question 11

Neurodevelopmental Treatment (NDT) Description:

Answer 11

Description: Specialized handling techs to facilitate normal movement experiences

Question 12

NDT Principles

Answer 12

Principles: Benefits from “feeling” typical movement patterns
Abnormal tone interferes with movement
Goal to provide input to “normalize” tone & acquire normal movement

Question 13

NDT strategies

Answer 13

Strategies: 1- Inhibit/Facilitate tone
2-Key points of control
3-Symmetrical alignment, full ROM, base of support and weight bearing, muscle strength, postural control
4- Intervention strategies to integrate reflexes

Question 14

NDT Treatment - Look for:

Answer 14

Facilitation/Inhibition
Key points
Symmetrical alignment, ROM, weight bearing etc.
Integration of reflexes

Question 15

Why is sensory integration considered a bottom up approach?

Answer 15

Working on child specific needs, foundational skills that you need to build upon to get to higher level activities.

Question 16

Sensory Integration Description

Answer 16

Description: Engages children in movement during intervention which takes place in simulated environments to which the child adapts and responds to sensory stimuli

Question 17

Sensory integration Principles:

Answer 17

When children complete adaptive responses, change occurs at the neuronal level

Question 18

Sensory integration strategies

Answer 18

Strategies: Child directed vestibular, proprioceptive and tactile activities designed to facilitate the “just right challenge”

Proximal or power senses

Question 19

Reflex Integration Approach - Description

Answer 19

Description: Based on the premise that reflexes that are not integrated in the sequence and rate of typical development interfere with the acquisition of normal movement.

Question 20

Reflex integration principles

Answer 20

Principles: Based on hierarchical models for motor development

Question 21

reflex integration Strategies

Answer 21

Strategies: Provide intervention activities that will integrate reflexes

Question 22

What are the 7 key concepts in motor learning

Answer 22

Meaning
Transfer of Learning
Feedback
Knowledge of Results and Knowledge of Performance
Distribution and variability of practice
Whole vs Part Practice
Mental Practice

Question 23

Motor learning - meaning

Answer 23

Meaning- Participation in task influenced by the extent to which the child can identify in own interests and goals and believes they will be more effective in those motor tasks.

Question 24

Motor learning transfer of learning

Answer 24

(Generalization) applying learning to new situations

Question 25

Motor Learning Feedback

Answer 25

Feedback Intrinsic feedback- allows the child to self-correct. Most effective for sustaining motor performance Extrinsic feedback- used in the early stages of motor skill development. Consists of providing verbal cueing or physical guidance. Demonstrative feedback- modeling or imitating movements. Best when provided before the child actually practices the movement.

Question 26

Motor Planning - Knowledge of Performance-

Answer 26

helps children understand how they performed the desired movement that improves quality of movement.

Question 27

Motor learning - Knowledge of Results

Answer 27

- Related to the desired outcome.

Question 28

Motor learning Distribution and variability of practice-

Answer 28

Performs motor tasks in a variety of ways.

Question 29

Motor Learning - Whole vs Part Practice-

Answer 29

Engaging in whole occupation vs shaping ability to perform task.

Question 30

Motor Learning - Mental Practice-

Answer 30

Effective in early and later stages of learning, combined with physical practice.

Question 31

What are the 5 principles of motor learning

Answer 31

Knowledge of performance knowledge of results distribution and variability of practice Whole Vs. Part Practice Mental practice

Question 32

Stages of Development of Motor Control

Answer 32

Cognitive- skill acquisition Associative- skill refinement Autonomous-perform movement functionally

Question 33

Cognitive stage of motor learning intervention

Answer 33

Use simple statements Catchy words or pneumonics Repeat skills Provide time for problem solving Allow child to review progress

Question 34

Associative stage of motor intervention

Answer 34

Relate new tasks to past activities Use the same words/cue for similar tasks Help child see links to previous success Allow child to review process by relating to other activity

Question 35

Autonomous motor learning Intervention

Answer 35

Set up environment in which child can be successful Allow child to self-reflect Provide few, if any cues Do not correct or address quality-allow child to self-evaluate

Question 36

Impacts of Impaired Movement

Answer 36

- Limits sensorimotor experiences - Lost interests in the world that they can not control - Learned helplessness - Diminished expectations of caregivers and others - Lack of curiosity & initiative - Decreased intellectual performance - Decreased social interaction

Question 37

Long term physical restriction during infancy or early childhood can significantly alter and disrupt

Answer 37

the entire subsequent course of emotional 0r psychological development of the involved child

Question 38

Impacts of Impaired Movement- Hypotonia

Answer 38

Limited in ability to maintain secure posture Exploration deprivation May limit cognitive development Self- stimulation to fill sensory void

Question 39

Impacts of Impaired Movement - Hypertonia (High Tone)

Answer 39

Positive sign of spasticity (increased tone) Excessive co-contraction of muscles Excessive sustained muscle activity Loss of muscle extensibility Loss of some sensory perceptual abilities

Question 40

Children have difficulties initiating, sustaining and terminating ______________

Answer 40

movement

Question 41

Movement Intervention - How can we help

Answer 41

Locomotive experience predictive of adaptive responding and NOT age Need practice, practice at EACH stage (multiple squats, multiple falls) We know that TONE (high or low) can limit movement and engagement in a child’s daily occupations.

Question 42

Locomotive experience predictive of adaptive responding and NOT ______

Answer 42

Age

Question 43

Kids with movement needs, need lots of

Answer 43

practice

Question 44

We know that TONE (high or low) can limit movement and engagement in a child’s daily occupations. How can we help

Question 45

Movement intervention - low tone

Answer 45

- Child is active participant - Light touch used - Allow time to respond to sensory input - Work on developing controlled movements in midranges

Question 46

What is more activating? light touch or deep

Answer 46

light touch and tapps

Question 47

Low tone kids tend to be

Answer 47

underresponsive

Question 48

What are controlled movement in midrange

Answer 48

mid part of the movements are harder. going slower is harder.

Question 49

Movement intervention for Hypertonia (High Tone)

Answer 49

Start with the base of support Head and trunk control and alignment of spine Relaxation- joint approximation, thoracic extension with rotation Gaining range of motion and mobility Use handling and facilitation to help gain functional developmental patterns