exam 2 notes

T/F: medical diagnoses are related to impairments, activity limitations, & functional limitations

F

*PT diagnoses

what does “SMART” goals stand for?

S: specific

M: measurable

A: attainable/actionable

R: relevant

T: time bound

SMART Goals:

S: Specific

• well defined what the child will do (ex. run, jump, creep, sit, etc.)

M: Measurable

• how will we know there is progress? → ____ & ____ ____

A: Attainable/Actionable

• setting realistic goals based on pt & family/caregiver physical, cognitive, social, & environmental barriers & goals

R: Relevant

• goals in partnership w pt & family/caregiver

• focus on function!

T: Time Bound

• specific timeline

  • challenge w developing child & predicting not just progress with specific goal item but overall developmental progress

validated & objective measures

SMART Goals:

S: Specific

• well defined what the child will do (ex. run, jump, creep, sit, etc.)

M: Measurable

• how will we know there is progress? → validated & objective measures

A: Attainable/Actionable

• setting ____ ____ based on pt & family/caregiver physical, cognitive, social, & environmental barriers & goals

R: Relevant

• goals in partnership w pt & family/caregiver

• focus on function!

T: Time Bound

• specific timeline

  • challenge w developing child & predicting not just progress with specific goal item but overall developmental progress

realistic goals

SMART Goals:

S: Specific

• well defined what the child will do (ex. run, jump, creep, sit, etc.)

M: Measurable

• how will we know there is progress? → validated & objective measures

A: Attainable/Actionable

• setting realistic goals based on pt & family/caregiver physical, cognitive, social, & environmental barriers & goals

R: Relevant

• goals in partnership w pt & family/caregiver

• focus on ____

T: Time Bound

• specific timeline

  • challenge w developing child & predicting not just progress with specific goal item but overall developmental progress

function

SMART Goals:

S: Specific

• well defined what the child will do (ex. run, jump, creep, sit, etc.)

M: Measurable

• how will we know there is progress? → validated & objective measures

A: Attainable/Actionable

• setting realistic goals based on pt & family/caregiver physical, cognitive, social, & environmental barriers & goals

R: Relevant

• goals in partnership w pt & family/caregiver

• focus on function!

T: Time Bound

• specific timeline

  • challenge w developing child & predicting not just progress with specific goal item, but overall ____ ____

developmental progress

____ ____ ____:

-playful context combined w a dimension of physical vigor

physical activity play

a child’s job is to…

PLAY

____ is an important part of child development

play

T/F: children at different ages all play in the same way

F

*children at different ages do NOT play in the same way

children will progress through distinct stages of play through their development

-each stage lays a foundation for the next stage

-play becomes more ____ as the child grows

interactive

children develop social skills through ___ distinct stages of play that relate to age, growth, & development

6

1. unoccupied

2. solitary

3. spectator/onlooker

4. parallel

5. associate

6. cooperative

children develop ____ ____ through 6 distinct stages of play that relate to age, growth, & development:

1. unoccupied

2. solitary

3. spectator/onlooker

4. parallel

5. associative

6. cooperative

social skills

children develop social skills through 6 distinct stages of play that relate to age, growth, & development, what are the 6 stages?

1. unoccupied

2. solitary

3. spectator/onlooker

4. parallel

5. associative

6. cooperative

children develop social skills through 6 stages of play: Stage ___ (____)

• 0 - 3 mo.

• infant makes lots of movements w their body (learning ab how their body moves)

stage 1 (unoccupied)

children develop social skills through 6 stages of play: Stage 1 (Unoccupied)

• age: ___ - ___ ___

• infant makes lots of movements w their body (learning ab how their body moves)

0 - 3 mo.

children develop social skills through 6 stages of play: Stage ___ (___)

• 0 - 2 yrs.

• plays alone, then plays w grown ups

• interaction w other children is limited

stage 2 (solitary)

children develop social skills through 6 stages of play: Stage 2 (Solitary)

• age: ___ - ___ ___

• plays alone, then plays w grown ups

• interaction w other children is limited

0 - 2 yrs.

children develop social skills through 6 stages of play: Stage 2 (Solitary)

• 0 - 2 yrs.

• plays alone, then plays w ____

• interaction w ____ is limited

plays alone, then plays w GROWN UPS

interaction w OTHER CHILDREN is limited

children develop social skills through 6 stages of play: Stage ___ (____)

• 18 mo. - 2.5 yrs.

• notices & watches other children playing near, but will NOT play w them

• imitates others

stage 3 (spectator/onlooker)

children develop social skills through 6 stages of play: Stage 3 (Spectator/Onlooker)

• age: ___ - ___ ___

• notices & watches other children playing near, but will NOT play w them

• imitates others

18 mo. - 2.5 yrs.

children develop social skills through 6 stages of play: Stage 3 (Spectator/Onlooker)

• 18 mo. - 2.5 yrs.

• notices & watches other children playing near, but will NOT play w them

• ____ ____

Imitates others

children develop social skills through 6 stages of play: Stage ___ (____)

• 2.5 - 3 yrs.

• plays next to other children, but NOT w them

• imitates adults & other children during play

• most of this play is imaginative

Stage 4 (Parallel)

children develop social skills through 6 stages of play: Stage 4 (Parallel)

• age: ___ - ___ ___

• plays next to other children, but NOT w them

• imitates adults & other children during play

• most of this play is imaginative

2.5 - 3 yrs

children develop social skills through 6 stages of play: Stage 4 (Parallel)

• 2.5 - 3 yrs.

• plays next to other children, but NOT w them

• imitates adults & other children during play

• most of this play is ____

imaginative

children develop social skills through 6 stages of play: Stage ___ (____)

• 3 - 4 yrs.

• beginning to interact w other w limited cooperation

• beginning to develop friendships, likes to play w some children in particular

Stage 5 (Associate)

children develop social skills through 6 stages of play: Stage 5 (Associate)

• age: ___ - ___ ___

• beginning to interact w other w limited cooperation

• beginning to develop friendships, likes to play w some children in particular

3 - 4 yrs.

children develop social skills through 6 stages of play: Stage 5 (Associate)

• 3 - 4 yrs.

• beginning to interact w others w ____ ____

• beginning to develop friendships, likes to play w some children in particular

limited cooperation

children develop social skills through 6 stages of play: Stage 5 (Associate)

• 3 - 4 yrs.

• beginning to interact w other w limited cooperation

• beginning to develop ____

friendships, likes to play w some children in particular

children develop social skills through 6 stages of play: Stage ___ (___)

• 4 - 5+ yrs.

• enjoys playing in small groups

• likes to play w children of same gender

• able to play cooperative games & enjoys using rules

Stage 6 (Cooperative)

children develop social skills through 6 stages of play: Stage 5 (Cooperative)

• age: ___ - ___ ___

• enjoys playing in small groups

• likes to play w children of same gender

• able to play cooperative games & enjoys using rules

4 - 5+ yrs.

children develop social skills through 6 stages of play: Stage 5 (Cooperative)

• 4 - 5+ yrs.

• enjoys playing in ____ ____

• likes to play w children of same gender

• able to play cooperative games & enjoys using rules

small groups

children develop social skills through 6 stages of play: Stage 5 (Cooperative)

• 4 - 5+ yrs.

• enjoys playing in small groups

• likes to play w children of ____ ____

• able to play cooperative games & enjoys using rules

same gender

children develop social skills through 6 stages of play: Stage 5 (Cooperative)

• 4 - 5+ yrs.

• enjoys playing in small groups

• likes to play w children of same gender

• able to play ____ ____ & enjoys using ____

cooperative games; enjoys using rules

what are the 3 kinds of physical activity play?

1. rhythmic stereotypes

2. exercise play

3. rough-&-tumble play

3 kinds of Physical Activity Play:

-progressive & peak at different ages:

1. Rhythmic Stereotypes: peaks in ____ (____ - ____)

2. Exercise Play: starts around 12 mo. & peaks during the preschool years

3. Rough-and-Tumble Play: peaks in middle childhood - preadolescence

infancy (birth - 12 mo.)

3 kinds of Physical Activity Play:

-progressive & peak at different ages:

1. Rhythmic Stereotypes: peaks in infancy (birth - 12 mo.)

2. Exercise Play: starts around ___ ___ & peaks during the ___ years

3. Rough-and-Tumble Play: peaks in middle childhood - preadolescence

12 mo. → peaks during the preschool years

3 kinds of Physical Activity Play:

-progressive & peak at different ages:

1. Rhythmic Stereotypes: peaks in infancy (birth - 12 mo.)

2. Exercise Play: starts around 12 mo. & peaks during the preschool years

3. Rough-and-Tumble Play: peaks in ____ ____ → ____

middle childhood → preadolescence

gender differences:

-statistically, more ____ engage in exercise play & rough-&-tumble play

males

gender differences:

-statistically, more males engage in ____ ____ & ____ ____

exercise play & rough-&-tumble play

3 kinds of Physical Activity Play: ____ ____

-gross motor activity w/o an obvious purpose

• foot kicking, leg waving, rocking

-provides for interesting visual & auditory stimulation

-builds strength & endurance

*PREMISE: improves motor control in specific motor patterns

Rhythmic Stereotypes

3 kinds of Physical Activity Play: Rhythmic Stereotypes

-____ ____ activity w/o an ____ ____

• foot kicking, leg waving, rocking

-provides for interesting visual & auditory stimulation

-builds strength & endurance

*PREMISE: improves motor control in specific motor patterns

gross motor activity w/o an obvious purpose

3 kinds of Physical Activity Play: Rhythmic Stereotypes

-gross motor activity w/o an obvious purpose

• foot kicking, leg waving, rocking

-provides for interesting visual & auditory stimulation

-builds strength & endurance

*PREMISE: improves ____ ____ in specific ____ ____

motor control in specific motor patterns

3 kinds of Physical Activity Play: ____ ____

-from end of first year through preschool years

-can be solitary or w others

-increases arousal lvl (attention)

• running, jumping, chasing, & climbing

*PREMISE: primarily for strength & endurance training (physical fitness)

• *children w physical impairments may need adaptations for participation

Exercise Play

3 kinds of Physical Activity Play: Exercise Play

-from end of first year through preschool years

-can be solitary or w others

-increases ____ ____ (____)

• running, jumping, chasing, & climbing

*PREMISE: primarily for strength & endurance training (physical fitness)

• *children w physical impairments may need adaptations for participation

arousal level (attention)

3 kinds of Physical Activity Play: Exercise Play

-from end of first year through preschool years

-can be solitary or w others

-increases arousal lvl (attention)

• running, jumping, chasing, & climbing

*PREMISE: primarily for ____ & ____ ____ (____ ____)

• *children w physical impairments may need adaptations for participation

strength & endurance training (physical fitness)

3 kinds of Physical Activity Play: Exercise Play

-from end of first year through preschool years

-can be solitary or w others

-increases arousal lvl (attention)

• running, jumping, chasing, & climbing

*PREMISE: primarily for strength & endurance training (physical fitness)

• *children w physical impairments may need ____ for ____

adaptations for participation

3 kinds of Physical Activity Play: ____ ____

-preschool/primary yrs → preadolescence

-social function

-typically introduced by parent(s)

*boys use this to decode social signals such as play vs. aggression

Rough-and-Tumble Play

3 kinds of Physical Activity Play: Rough-and-Tumble Play

-preschool/primary yrs → preadolescence

-____ ____

-typically introduced by parent(s)

*boys use rough-and-tumble play to decode social signals such as play vs. aggression

social function

3 kinds of Physical Activity Play: Rough-and-Tumble Play

-preschool/primary yrs → preadolescence

-social function

-typically introduced by ____

*boys use rough-and-tumble play to decode social signals such as play vs. aggression

parent(s)

3 kinds of Physical Activity Play: Rough-and-Tumble Play

-preschool/primary yrs → preadolescence

-social function

-typically introduced by parent(s)

*boys use rough-and-tumble play to decode social signals such as ____ vs. ____

play vs. aggression

play is the ____ ____ of children

primary occupation

Play as in Intervention:

-play is the primary occupation of children

• being able to play will impact their abilities for ____

-reinforces new motor skills

• promotes practice which leads to refinement

-promotes & expands development of basic skills in other domains like communication, cognition, & fine motor skills

-learn rules ab living in community

• ex. sharing, waiting your turn, etc.

participation

Play as in Intervention:

-play is the primary occupation of children

• being able to play will impact their abilities for participation

-reinforces new ____ ____

• promotes ____ which leads to ____

-promotes & expands development of basic skills in other domains like communication, cognition, & fine motor skills

-learn rules ab living in community

• ex. sharing, waiting your turn, etc.

reinforces new motor skills

• promotes practice which leads to refinement

Play as in Intervention:

-play is the primary occupation of children

• being able to play will impact their abilities for participation

-reinforces new motor skills

• promotes practice which leads to refinement

-promotes & expands development of basic skills in other domains like ____, ____, & ____ ____ ____

-learn rules ab living in community

• ex. sharing, waiting your turn, etc.

communication, cognition, & fine motor skills

Play as in Intervention:

-play is the primary occupation of children

• being able to play will impact their abilities for participation

-reinforces new motor skills

• promotes practice which leads to refinement

-promotes & expands development of basic skills in other domains like communication, cognition, & fine motor skills

-learn ____ ab living in ____

• ex. sharing, waiting your turn, etc.

learn rules ab living in community

Treatment Session Planning Considerations:

-set clear expectations for session

-use age-appropriate language

-consistency (therapist reactions, responses to inappropriate/unsafe behaviors, etc.)

-plan for ____ btwn activities & situations to maintain child’s ____

-use positive support approaches

plan for transitions btwn activities & situations to maintain child’s attention

what is the largest sensory system?

tactile

Sensory Intervention: Tactile

-largest sensory system!

-major role in ____ & ____ ____

physical & emotional behavior

Sensory Intervention: Tactile

-largest sensory system!

-major role in physical & emotional behavior:

• when threatened: respond w increased alertness & affect

• when non-threatened: child able to explore & interact w environment

____ ____: averse response to some tactile stimuli

• often seen in children w developmental disability/neurologic impairment/autism (ASD)

• sensory avoiding or sensory sensitivity

tactile defensiveness

Sensory Intervention: Tactile

-largest sensory system!

-major role in physical & emotional behavior:

• when threatened: respond w increased alertness & affect

• when non-threatened: child able to explore & interact w environment

-Tactile Defensiveness: averse response to some tactile stimuli

• often seen in children w developmental disability/neurologic impairment/autism (ASD)

• ____ ____ or ____ ____

sensory avoiding or sensory sensitivity

Tactile Defensiveness: (aka ____-____)

-averse response to some tactile stimuli

• often seen in children w developmental disability/neurologic impairment/autism (ASD)

• sensory avoiding or sensory sensitivity

-clinical presentation: child may seem…

• anxious

• emotionally liable

• threatened

• unable to cope

• may compensate by withdrawal, irritability, or distractibility

over-responsiveness

Tactile Defensiveness: (aka Over-Responsiveness)

-averse response to some tactile stimuli

• often seen in children w developmental disability/neurologic impairment/autism (ASD)

• sensory avoiding or sensory sensitivity

-clinical presentation: child may seem…

• anxious

• emotionally liable

• threatened

• unable to cope

• may compensate by withdrawal, irritability, or distractibility

-avoid ____ ____ or stimuli that may ____/____ the child

• instead, use deep pressure & stability

avoid light touch or stimuli that may tickle/irritate the child

Tactile Defensiveness: (aka Over-Responsiveness)

-averse response to some tactile stimuli

• often seen in children w developmental disability/neurologic impairment/autism (ASD)

• sensory avoiding or sensory sensitivity

-clinical presentation: child may seem…

• anxious

• emotionally liable

• threatened

• unable to cope

• may compensate by withdrawal, irritability, or distractibility

-avoid light touch or stimuli that may tickle/irritate the child

• instead, use ____ ____ & ____

deep pressure & stability

Sensory Assessment & Intervention:

____ ____ could be impaired & result in averse response to super imposed movement

• clinical response may be an overreaction to/feeling threatened by movement

• may exhibit difficulties attending to task/activity

• child may have symptoms of dizziness/nausea

*introduce movement slowly while closely observing the child’s reaction to your interactions (watch eyes!)

vestibular system

____ ____ ____:
-constant stimulation/moving

• clinical response:

  • constant mouthing of objects or hand

  • spinning

  • head banging

  • hand/arm flapping

  • teeth grinding

  • rocking

  • self biting

• safety concerns! esp. if harming self/potential harm to others

• may also exhibit difficulties attending to task/activity (focus on stim)

• child may have symptoms of dizziness

*try to identify reason → is it to fulfill basic sensory need, a reaction to being over-stimulated, or inability to cope w situation/task demands

• *could be related to vestibular &/or tactile systems

Sensory Seeking Behaviors

Sensory Seeking Behaviors:
-constant stimulation/moving

• clinical response:

  • constant mouthing of objects or hand

  • spinning

  • head banging

  • hand/arm flapping

  • teeth grinding

  • rocking

  • self biting

• safety concerns! esp. if harming self/potential harm to others

• may also exhibit difficulties attending to task/activity (focus on stim)

• child may have symptoms of dizziness

*try to identify reason → is it to fulfill basic sensory need, a reaction to being over-stimulated, or inability to cope w situation/task demands

• *could be related to ____ &/or ____ ____

vestibular &/or tactile systems

“When-Then” Rule: (aka ____ ____)

-assumes that by making a desired activity available once the least desired activity is completed, the probability of the child doing the less desired activity will increase

Grandma’s Rule

Transitions:

-”heads up” w ____ ____ ____

-visual supports (esp. helpful for children w autism spectrum disorder [ASD])

-using timers

-simply counting

concrete verbal cues

Transitions:

-”heads up” w concrete verbal cues

-____ supports (esp. helpful for children w ____)

-using timers

-simply counting

visual supports (esp. helpful for children w ASD (autism spectrum disorder)

Transitions:

-”heads up” w concrete verbal cues

-visual supports (esp. helpful for children w autism spectrum disorder [ASD])

-using ____

-simply ____

using timers

simply counting

family-centered care:

-natural environment! (use what the family has available to them)

-benefits of including parents/caregivers/siblings/pets:

• fun/playful

• empowering

• inclusive

• increased ____

carryover

Developmental Intervention in Daily Routines:

-performing activities & teaching caregivers interventions to carryover in the child’s daily routine

• handling: provide/promote new movement experiences; promote anti-gravity control

• positioning: age-appropriate positions for daily functional activities & to be able to interact socially

  • encourage moving through ____ ____ rather than putting infant/child into a position

  • for older children that don’t have higher positional function → support!

transitional movements

Music:

-therapeutic for all ages!

-singing to:

• keep child’s ____

• facilitate ____

-music can:

• provide motivation

• rhythm encourages reciprocal movements (stomping, clapping, marching, etc.)

keep child’s attention

facilitate cooperation

Music:

-therapeutic for all ages!

-singing to:

• keep child’s attention

• facilitate cooperation

-music can:

• provide ____

• ____ encourages ____ ____

provide motivation

rhythm encourages reciprocal movements (stomping, clapping, marching, etc.)

Sensory Intervention: INEFFECTIVE Treatment Strategies

-weighted vests/compression garments

-brushing & sensory diets to increase tolerance to tactile input (increase focus/improve organization)

-fidget toys to sustain attention & concentration

-auditory integration/therapeutic listening programs

*literature doesn’t support these as methods to improve the sensory process/improve focus or sensory system organization

• can be good for functional goals (short-term), but no long-term carryover

know this slide!

Sensory Intervention:

-interventions using ____ ____/work or ____ ____ focused on improving:

• postural awareness

• joint stability

• trunk/pelvic &/or shoulder girdle stability

*may be more appropriate in the context of desired tasks & behaviors

heavy touch/work or weight-bearing

Sensory Intervention:

-interventions using heavy touch/work or weight-bearing focused on improving:

• postural awareness

• joint stability

• trunk/pelvic &/or shoulder girdle stability

*may be more appropriate in the context of ____ ____ & ____

desired tasks & behaviors

____ ____:

-wheelbarrow, crab/spider/bear walks

-pushing/sled activities

-pulling weighted objects

-scooter board activities

-writing or more fine motor activities may work on vertical surfaces (increase extension + gives point of stabilization)

-PURPOSE: strength, stabilization, &/or postural awareness/proprioception

heavy work

Heavy Work:

-wheelbarrow, crab/spider/bear walks

-pushing/sled activities

-pulling weighted objects

-scooter board activities

-writing or more fine motor activities may work on vertical surfaces (increase ____ + gives point of ____)

-PURPOSE: strength, stabilization, &/or postural awareness/proprioception

extension; stabilization

Heavy Work:

-wheelbarrow, crab/spider/bear walks

-pushing/sled activities

-pulling weighted objects

-scooter board activities

-writing or more fine motor activities may work on vertical surfaces (increase extension + gives point of stabilization)

-PURPOSE: ____, ____, &/or ____ ____/____

strength, stabilization, &/or postural awareness/proprioception

Dunn & colleagues:

-sensory-based symptomatology that prevents functional behaviors can be effectively addressed through management strategies such as ____ tasks, environments, & routines

-use the Sensory Profile 2 to determine sensory strengths or barriers to accomplish functional skill(s) desired

-parent/caregiver education/training to identify strengths to promote outcome attainment rather than telling the family what to do

• focus on the functional outcome needed

adapting

Dunn & colleagues:

-sensory-based symptomatology that prevents functional behaviors can be effectively addressed through management strategies such as adapting tasks, environments, & routines

-use the ____ ____ ___ to determine sensory strengths or barriers to accomplish functional skill(s) desired

-parent/caregiver education/training to identify strengths to promote outcome attainment rather than telling the family what to do

• focus on the functional outcome needed

Sensory Profile 2

goal of ____ ____:

-hand placement w or w/o external supports in the best location w the least amount of cueing/support to produce the best possible postural control or movement

• lots of trial & error

• constantly adjusting to get the best response/movement

therapeutic handling

goal of therapeutic handling:

-____ ____ w or w/o ____ ____ in the best location w the least amount of cueing/support to produce the best possible postural control or movement

• lots of trial & error

• constantly adjusting to get the best response/movement

hand placement w or w/o external supports

goal of therapeutic handling:

-hand placement w or w/o external supports in the best location w the ____ ____ of ____/____ to produce the best possible postural control or movement

• lots of trial & error

• constantly adjusting to get the best response/movement

LEAST amount of cueing/support

goal of therapeutic handling:

-hand placement w or w/o external supports in the best location w the least amount of cueing/support to produce the best possible ____ ____ or ____

• lots of trial & error

• constantly adjusting to get the best response/movement

postural control or movement

goal of therapeutic handling:

-hand placement w or w/o external supports in the best location w the least amount of cueing/support to produce the best possible postural control or movement

• lots of ____ & ____

• constantly ____ to get the best response/movement

lots of trial & error

constantly adjusting

handling & cueing:

-allow the child to do as much of the movement required for the activity as possible

-go SLOW! → allow time for ____

-use child’s attention to engage in the activity as well as in the direction you want the child to move

-infants/children w spasticity:

• move SLOWLY

• DO NOT pull against tone

• in general, begin proximally

  • the state of proximal muscles & their joints will affect the whole extremity; handling can inhibit or facilitate tone/spasticity in the whole limb

-Scaffolding: provide/adjust support to help initiate & sustain activity

response

handling & cueing:

-allow the child to do as much of the movement required for the activity as possible

-go SLOW! → allow time for response

-use child’s ____ to engage in the activity as well as in the direction you want the child to move

-infants/children w spasticity:

• move SLOWLY

• DO NOT pull against tone

• in general, begin proximally

  • the state of proximal muscles & their joints will affect the whole extremity; handling can inhibit or facilitate tone/spasticity in the whole limb

-Scaffolding: provide/adjust support to help initiate & sustain activity

attention

handling & cueing:

-allow the child to do as much of the movement required for the activity as possible

-go SLOW! → allow time for response

-use child’s attention to engage in the activity as well as in the direction you want the child to move

-infants/children w spasticity:

• move SLOWLY

• DO NOT pull against ____

• in general, begin proximally

  • the state of proximal muscles & their joints will affect the whole extremity; handling can inhibit or facilitate tone/spasticity in the whole limb

-Scaffolding: provide/adjust support to help initiate & sustain activity

tone

handling & cueing:

-allow the child to do as much of the movement required for the activity as possible

-go SLOW! → allow time for response

-use child’s attention to engage in the activity as well as in the direction you want the child to move

-infants/children w spasticity:

• move SLOWLY

• DO NOT pull against tone

• in general, begin ____

  • the state of ____ muscles & their joints will affect the whole extremity; handling can inhibit or facilitate tone/spasticity in the whole limb

-Scaffolding: provide/adjust support to help initiate & sustain activity

proximal

handling & cueing:

-allow the child to do as much of the movement required for the activity as possible

-go SLOW! → allow time for response

-use child’s attention to engage in the activity as well as in the direction you want the child to move

-infants/children w spasticity:

• move SLOWLY

• DO NOT pull against tone

• in general, begin proximally

  • the state of proximal muscles & their joints will affect the whole extremity; handling can inhibit or facilitate ____/____ in the whole limb

-Scaffolding: provide/adjust support to help initiate & sustain activity

tone/spasticity

handling & cueing:

-allow the child to do as much of the movement required for the activity as possible

-go SLOW! → allow time for response

-use child’s attention to engage in the activity as well as in the direction you want the child to move

-infants/children w spasticity:

• move SLOWLY

• DO NOT pull against tone

• in general, begin proximally

  • the state of proximal muscles & their joints will affect the whole extremity; handling can inhibit or facilitate tone/spasticity in the whole limb

-____: provide/adjust support to help initiate & sustain activity

Scaffolding

children w neurological disorders often have sensitivities to ____, ____, & ____:

-startle easily & may withdraw from your contact

-use firm touch (think palms & pads of hands)

-consider volume of toys, yourself, & others in the room (easily overstimulated)

-consider lights in the room/toys being used

touch, sound, & light

children w ____ ____ often have sensitivities to touch, sound, & light:

-startle easily & may withdraw from your contact

-use firm touch (think palms & pads of hands)

-consider volume of toys, yourself, & others in the room (easily overstimulated)

-consider lights in the room/toys being used

neurological disorders

children w neurological disorders often have sensitivities to touch, sound, & light:

-____ easily & may ____ from your contact

-use firm touch (think palms & pads of hands)

-consider volume of toys, yourself, & others in the room (easily overstimulated)

-consider lights in the room/toys being used

startle easily & may withdraw from your contact

children w neurological disorders often have sensitivities to touch, sound, & light:

-startle easily & may withdraw from your contact

-use ____ touch (think palms & pads of hands)

-consider volume of toys, yourself, & others in the room (easily overstimulated)

-consider lights in the room/toys being used

firm

children w ____ ____ ____ may need to be handled w more vigor/firmness:

-often show a latency in their postural responses

-consider your volume/excitement to improve arousal while giving time to get response

-children may also just lean into supports given…constantly adjust your input

low postural tone

children w low postural tone may need to be handled w more ____/____:

-often show a latency in their postural responses

-consider your volume/excitement to improve arousal while giving time to get response

-children may also just lean into supports given…constantly adjust your input

vigor/firmness