OT 210 and 215 handwriting

Question 1

Visual Discrimination

Answer 1

the ability to detect a difference or distinction between one item or picture and another. Which picture is not like the other.

Question 2

Visual memory

Answer 2

The ability to remember a shape or word and recall the information when necessary. With handwriting children must remember how to form letters, numbers, and shapes.

Question 3

Form constancy

Answer 3

the ability to realize and recognize the forms, letters, and numbers are the same or constant, whether they are moved, turned, or changed to a different size.

Question 4

Sequential memory

Answer 4

The ability to remember a sequence or chain of letters to form a word. With handwriting, children need motor as well as cognitive sequencing. Need the ability to remember how letters make words and sequence them according to their motor abilities to make those words.

Question 5

Figure /ground

Answer 5

The ability to identify the foreground from the background. When looking at pictures, people, or items, it is essential to separate important visual aspects from the background. Hidden object in a drawing.

Question 6

Visual closure

Answer 6

The ability to identify a form or object from its incomplete appearance. This enables a child to figure out objects, shapes, and forms by finishing the image mentally; for example finding a jacket when it is partially covered by others. When a letter not completely formed.

Question 7

ETCH

Answer 7

a criterion references test that evaluated legibility and speed in six areas of handwriting: (1)alphabet production of lowercase and uppercase letters from memory, (2) numeral writing of 1-12 from memory, (3) near-point copying, (4) far-point copying, (5) speed, (6) sentence composition in both manuscript and cursive formation.

Question 8

THe print tool

Answer 8

is a non-standardized assessment from Jan Olsen’s Handwriting without tears curriculum, Focuses on 8 key components of handwriting; memory, orientation, placement, size, start, sequence, control, and spacing. Also helps pinpoint the cause of difficulty and provides guidance for a remediation plan specific to the child’s needs.

Question 9

The screener of handwriting proficiency

Answer 9

Is a free online Handwriting without tears tool that assesses writing of numbers and letters, generating individual and classroom reports that compare students handwriting accuracy to same-aged peers using percentiles.

Question 10

Handwriting without tears

Answer 10

This handwriting program uses a developmental approach toward pre-writing through cursive writing. The letters are grouped by difficulty in formation of the letter. IN addition, the letters are formed with a simple vertical line rather than a slanted line. In this program, there are only two writing lines, a baseline and a center line, which are visually less confusing for children with visual figure-ground deficits

Question 11

A

Answer 11

Big line, Big line, little line

Question 12

B

Answer 12

Big line, little curve, little curve

Question 13

C

Answer 13

Big C curve

Question 14

D

Answer 14

Big line, big curve

Question 15

E

Answer 15

Big line, little line, little line, little line

Question 16

F

Answer 16

BIg line , little line, little line

Question 17

G

Answer 17

Big curve, little line, little line

Question 18

Efficient grasps

Answer 18

dynamic tripod, lateral tripod, dynamic quadropod, lateral quadropod

Question 19

mature grasp pattern

Answer 19

intrinsic muscles of hand

Question 20

immature grasp pattern

Answer 20

extrinsic muscles of hand

Question 21

immature grasp pattern

Answer 21

extrinsic muscles of the arm. Finger in static posture.

Question 22

Proximal stability

Answer 22

stability before mobility

Question 23

Mobility

Answer 23

within the hand. radial side of hand

Question 24

Muscle tone

Answer 24

provides underlying stability

Question 25

increased tone spasticity

Answer 25

decreased mobility and flexibility

Question 26

Decreased tone

Answer 26

decreased joint stability

Question 27

Stability of hand

Answer 27

ulnar side

Question 28

Write Start

Answer 28

Integrated handwriting and writing program co-taught by occupational therapists and teachers using small group work, individualized support, peer and self-modeling and frequent feedback.

Question 29

Handwriting without tears

Answer 29

Sensorimotor based handwriting curriculum emphasizing stages of learning and play-based instruction for printing and cursive writing.

Question 30

Handwriting without tears- Get set for school

Answer 30

Sensorimotor-based handwriting curriculum designed to teach preschool children prewriting skills necessary for kindegarten using music and movement and station teaching with multisensory tools to learn body awareness and fine motor skills.

Question 31

Peterson directed handwriting curriculum

Answer 31

Handwriting curriculm focused on movement sequende and rhythm to develop movement patterns for writing automaticity using the "We write to REad" method(connection between reading and writing fluency)

Question 32

Fine motor and early writing pre-K curriculum

Answer 32

Handwriting readiness program using station teaching with adapted writing tools workbooks and sensory activities.

Question 33

Size matters handwriting program

Answer 33

Handwriting program focused on letter size in an effort to improve readability and including direct instruction, memorable mnemonics, motivational incentives, parent involvement, frequent visual cuing, and self-critique and self-monitoring

Question 34

Write Direction

Answer 34

Curriculum addressing letter formation through body movements, kinesthetic awareness, and visual-motor skills.

Question 35

Handwriting clubs

Answer 35

Handwriting intervention in the form of school clubs with a focus on either intensive practices or visual perceptual motor approaches.

Question 36

Explicit handwriting program

Answer 36

Handwriting program consisting of digital dexterity exercises, cursive writing, and metacognitive tasks combined with discussion and handwriting practice.

Question 37

Mature grasps

Answer 37

dynamic tripod and lateral tripod grasps

Question 38

tripod grasps

Answer 38

three fingers are used holding pencil or utensil. Thumb is bent, the index finger points to the top of the writing utensil., and the writing utensil rests on the side of the middle finger. The last two fingers are curled in the palm and stabilize the hand.

Question 39

lateral quadropod grip

Answer 39

four finger grip. The thumb is bent, the index and middle finger point to the top of the writing utensil and writing utensil rests on the ring finger.

Question 40

Transition

Answer 40

• working items to or from the palm of the hand to or from the tips of the fingers without dropping the items. (e.g. moving coins from the palm of the hand to the tips of the thumb and index finger to place coins into the slot of a vending machine)

Question 41

Shift

Answer 41

• Moving objects held w/ digits proximally or distally(moving the fingers up or down on the pencil shaft without stabilizing the pencil on an item or surface or “walking” the fingers closer to the tip of a string when stringing beads).

Question 42

Rotation

Answer 42

• rotating an object using the thumb opposed to the index and long finger(e.g turning the pencil from lead down to eraser down to erase what has been written.

Question 43

Efficient grasp pattern

Answer 43

the forearm is maintained in a neutral position.

Question 44

Shoulder girdle

Answer 44

two true joints the glenohumeral and the acromioclavicular joints and one pseudo joint( the scapula against the posterior rib cage).

Question 45

Elbow joint

Answer 45

the articulation between the distal aspect of humerus and the olecranon process of the ulna

Question 46

Wrist joint

Answer 46

articulations between the radius and ulna with the proximal carpal bones.

Question 47

Digits 2 to 5

Answer 47

have metacarpal phalangeal joints, proximal and distal interphalangeal joint.

Question 48

Metacarpal bone of the thumb

Answer 48

digit 1 articulates with a carpal bone, creating the first metacarpophalangeal joint, which has the greatest degree of freedom compared with all other joints in the hand.

Question 49

Arches of hand

Answer 49

intrinsic hand muscles

Question 50

Intrinsic hand muscles

Answer 50

shape the hand for grasping objects of different sizes, enable skilled movement of the fingers and control the power and force of prehension.

Question 51

ambidextrous

Answer 51

unable to cross the midline

Question 52

Eye-hand coordination

Answer 52

control of eye movement coordinated with the control of hand movement, the processing of visual input or guide reaching and grasping and the use of proprioception of the hands to guide the eyes.

Question 53

Components of executive function

Answer 53

inhibition, shift, emotional control, working memory, plan/organize, organization of materials, and monitoring

Question 54

inhibition

Answer 54

self-preventing of attending to extraneous stimuli

Question 55

Shift

Answer 55

changing tasks or transitioning in the school environment

Question 56

Emotional control

Answer 56

maintaining emotions appropriate to the current situation.

Question 57

Initiation

Answer 57

starting tasks

Question 58

Working memory

Answer 58

remembering sequence of current events

Question 59

Plan/organize

Answer 59

managing time, assignments, and materials to complete tasks

Question 60

Organization of materials

Answer 60

keeping desk and book bag organized

Question 61

Monitoring

Answer 61

self-awareness of performance

Question 62

hypertropia

Answer 62

eyes drift upward

Question 63

hypotropia

Answer 63

eyes drift downward

Question 64

esotropia

Answer 64

eye drift inward

Question 65

exotropia

Answer 65

eyes drift outward

Question 66

nystagmus

Answer 66

the constant movement of eyes in a repetitive and uncontrolled way. Reduced acuity, difficulty fixing on a target to maintain balance, reduced target accuracy when reaching or grasping, compensatory head movements, or posturing to compensate for visual deficit.

Question 67

transition movements

Answer 67

movements in and out of differnt postions

Question 68

Righting reactions

Answer 68

support midline postures and are those reactions that bring the head back to alignment with the body.

Question 69

Equilibrium reactions

Answer 69

help one to maintain body alignment and balance when the body’s center of mass is shifted too far over the base of support. May require the use of the head, trunk, arms, and legs to flex or abduct in order to adjust the body’s center of mass over the base of support to avoid a fall.

Question 70

Protective extension

Answer 70

reaction occurs when the body’s center of mass is shifted too far off the base of support and righting and equilibrium reactions cannot bring the body back to midline. A protective response involves extending an arm or leg forward to protect oneself when the change in balance is so extreme that a child is unable to correct his or her position to avoid falling. A child quickly places a hand on the floor to catch themselves.

Question 71

Motor learning

Answer 71

can be defined as the learning and refinement of motor skills over time.

Question 72

Motor Control

Answer 72

refers to the “ability to regulate or direct the mechanisms essential to movement”. Motor control research examines the role of the CNS, techniques to quantify movement, and the nature as well as the quality of movement.Motor control addresses posture, mobility, and fine motor and gross motor skills; it explores motor development through the lifespan.

Question 73

Pillars of Motor control

Answer 73

Meaningful, mimic childhood occupations, and natural context

Question 74

Feedback

Answer 74

informs the learner about his or her progress an acquiring new motor skills. Many forms of feedback exist. Feedback occurs before and after performance(feedforward or feedback) and can be intrinsic(within the child) or extrinsic (provided by an external source).

Question 75

Feedforward

Answer 75

is that intangible abstract representation of sensation that gives us the awareness of what the movement pattern will feel like before we begin to move.

Question 76

Intrinsic feedback

Answer 76

is the information that children receive following their practice attempts. It is based on Adam’s theory that sensory feedback occurs in a closed loop and is necessary for the ongoing production of skilled movement. The nervous system processes this sensory feedback by continuously comparing it to previous experiences.

Question 77

Occupational therapy motor learning strategies

Answer 77

Meaning, transfer of learning, feedback modeling or demonstration, Feedback verbal instructions, knowledge of results and knowledge of perfromance, distribution and variability of skill practice, whole versus part practice, mental practice.

Question 78

Meaning

Answer 78

Skills has meaning or purpose to child, Child expresses interest in skills/chooses activities and skills, child acknowledges abilities and self-efficacy(belief in skills), child shows pleasure in activity, child wants to demonstrate skill

Question 79

Transfer of learning

Answer 79

Skill experiences are presented in logical progression, simple foundational skills are practiced before more complex skills, skill practice includes "real" life and simulated settings, skills with similar components are more likely to show transfer effect, practice in natural context with actual objects is most effective

Question 80

Feedback modeling or demonstration

Answer 80

Demonstration is best, if it is given to the individual before practicing the skill and in the early stages of skill acquisition, demonstration should be given throughout practice and as frequently as deemed helpful, allow child time to "figure it out"

Question 81

Feedback verbal instructions

Answer 81

Verbal cues shoudl be brief to the point and involve 1--3 words, verbal cues should be carefully timed to not interfere with performance, verbal cue should emphasize key aspects of movement

Question 82

Knowlege of results and knowledge of performance

Answer 82

Utilize a variety of KR and KP to facilitate learning, It is important to balance between feedback that is error-based and that which is based on appropriate or "correct" characteristics of the performance, KP feedback can be descriptive or prescriptive, KP and KR should be given close in time to but afer completion of the task but necessarily given 100% of the time, learning is enhanced if KP/KR are given at least 50% of the time.

Question 83

Distribution and variability of skill practice

Answer 83

Shorter, more frequent practice sessions are preferable to longer, less frequent practice, If a skill or task is complex frequent rest periods are preferable, it can enhance skill acquisition to practice several tasks in the same session, Providing several different environmental contexts in which the skill is practiced facilitates learning, clinical judgement should be used to to recognize when practice is no longer producing changes; at this time a new or different task should be introduced.

Question 84

Whole versus part practice

Answer 84

Whole practice may be preferable when the skill/task is simple; part practice may be preferable when the skill is more complex, if part practice is used, be sure that the parts practiced are "natural units" that go together, to simplify a task, reduce the nature and/or complexity of the objects to be manipulated, to simplify a task provide assistance to the learner that helps to reduce attention demands, provide auditory or rhythmic accompaniment this may facilitate learning through assisting the learner in getting the appropriate rhythm of movement.

Question 85

Mental Practice

Answer 85

Mental practice helps to facilitate acquistion of new skils as well as the relearning of old skills, helps the person to prepare to perform a task, is should be relatively short, not prolonged, mental practice combined with physical practice works best.

Question 86

radial cross palmar grasp

Answer 86

All fingers and the thumb are still utilized in the radial cross palmer grasp, however there is less support from the palm and slightly more pressure on the fingers and thumb. This is the beginning of what looks likes a traditional pencil grasp, where the control shifts from the whole hand and more to the fingers and thumb

Question 87

palmar supinate grasp

Answer 87

The palmer supinate grasp, or also often described as a “fisted grasp” or “gross grasp”, is when a kiddo picks up a pencil or crayon and holds it by closing all of their fingers around it. Kiddo’s using a this grasp will move the pencil or crayon around using their whole arm.

Question 88

digital pronate grasp

Answer 88

The “digital pronate grasp” is when your kiddo starts to hold the pencil or crayon with their fingers. Their thumb will be near the paper and their pinky will be at the top of the pencil. Kid’s using this grasp generally hold their arm up and stabilize it through their shoulder. Using this grasp, kids will scribble and begin early pre-writing strokes. This grasp commonly begins to develop around 2-3 years of age.

Question 89

static tripod grasp

Answer 89

A static tripod grasp is when a kiddo holds a pencil or crayon between their thumb and index finger and rests the pencil on their middle finger.

Question 90

dynamic tripod grasp

Answer 90

A dynamic tripod grasp is when a kiddo moves their thumb, index finger, and middle finger in order to move a pencil around the paper. Kiddos will generally rest their arm on the table. If a child is not using dynamic finger movement, they can be seen using their whole arm to color and write.

Question 91

four finger grip

Answer 91

thumb is bent, the index and middle finger point to the top of the writing utensil and wriing utensil rests on ring finger