Week 6 intervention planning for new skill acquisition

Learning is a relatively __________ change in performance brought about by ___________, excluding changes due to __________ and _____________

Permanent, experience, maturation, degeneration

Performance is a….

Temporary occurrence, fluctuating over time

Change in performance over time is often used to infer _________

Learning

Who created the dynamic systems model?

Shumway-Cook and Woollcott

According to the dynamic systems mode, movement arises out of an interplay between individual _______, the _________, and the ___________

Factors, task, environment

No one _________ is more important than the others

Sub-system

The dynamic systems model looks at

Individual- neurological systems of control over proprioception, action, and cognition

Task demands- precision, stretch, repetitions, etc.

Context- distractions, temperature, lighting, etc.

The system in the dynamic systems model is ___________ and ___________

Self-organizing, non-linear

What is the motor learning theory and/or FOR?

The process by which practice or experience leads to the permanent change in the capacity for skilled movement

What are Fitts and Posner’s 3 stages of motor learning?

Cognitive stage

Associative stage

Automatic stage

Cognitive stage-

Increased attention to the tsk is required; individuals verbalize what they are doing

Associative stage-

Fewer errors and improvements continue to be refined gradually, deliberate practice

Automatic stage-

Skilled movements no longer require conscious thought

What is ‘Transfer’?

The influence of learning and/or performance of one skill on the learning and/or performance of another

Proactive transfer-

Previously learned skills transfer towards learning a new skill

Retroactive transfer-

Skills gained through a new skill can be used to increase performance of a previously learned skill

Positive transfer-

One skill can help in the learning or performance of another

Negative transfer-

One skill may hinder the learning or performance of another skill

Zero transfer-

No effect

What is generalizability or generalizing?

Or skill can be performed in a variety of contexts, with variations in materials, and under a variety of constraints and supports ex; tying your shoes in different positions, tying a bow on a gift, etc.

How does motor learning occur?

Through feedback and practice

What are the different types of feedback (during motor learning)

Intrinsic

Extrinsic

Absolute, relative, summary, fading

What are the different types of practice (during motor learning)

Massed or distributed

Blocked or variable

Part or whole

Massed practice-

Seen as being almost continuous practice with very little or no rest at all between attempts or blocks of trials

Distributed practice-

Seen as practice with relatively long breaks or rest periods between each attempt or blocks of attempts

Variable/random practice-

Practicing a skill in a variety of different contexts and experiencing the full range of situation ins which the technique or tactic might be used; developing a skill and how to adapt it to different situations

Blocked practice-

Repeating the same skill or task multiple times in a single session before moving to a different task

Whole practice-

The activity or skill is presented in total and practiced as full/entire skilled movement or activity

What is argued regarding the use of a whole approach to practicing a motor skill?

A learner is able to develop their kinaesthetic awareness or total feel for the activity

Part practice-

Break down the movement in to smaller parts, once the parts are mastered they are linked together into a final skill

________ practice and _________ practice help your patient with muscle memory and endurance

Blocked, constant

________ practice and ________ practice help to improve adaptability and overall performance

Random, variable

_____________ feedback involves information from within- using their sensory system; proprioceptive information, how it felt, etc.

_____________ feedback involves an outside source providing feedback on the movement; the therapist providing cues

Internal, external

What is the cognitive orientation to occupational performance (CO-OP) approach?

A client-centered, performance based, problem solving approach that enables skill acquisition through a process of strategy use and guided discovery

Errors during practice are important for ________, allowing the learner to compare the __________ and __________ feedback from the unsuccessful movement with those of the successful movement

Learning, internal, external

What is the CO-OP approach based on?

Contemporary motor learning theory

What are the objectives of CO-OP?

Skill acquisition

Strategy use

Generalization

Transfer

What are the 7 key features of CO-OP

Client-chosen and occupation based goals

Dynamic performance analysis (DPA)

Cognitive strategy use

Guided discovery

Enabling principles

Parent/significant other involvement

Intervention format

What is DPA?

Type of analysis used to identify performance problems and potential strategies that could be used

What is analyzed in DPA?

Motivation

Task demands

Performance competence

What is the goal of DPA?

To find out why the thing they want to do is not working

Collaborative performance analysis, that is used for coaching approaches in OT, looks at what?

What currently happens

What the parent would like to happen

Explore barriers and bridges to enabling performance

Parents‘ needs in implementing enabling change

When it comes to strategy use we….

Do not teach or give strategies to learners as we want them to discover, adopt, and manage their own strategies

What are the components of the global problem-solving framework?

Goal-what am i going to do

Plan-how am i going to do it

Do

Check- did i do my plan and did it work

Domain specific strategies

Verbal guidance

Body position

Attention to task

Task modification

Supplementing task knowledge

Feeling the movement

Verbal motor mnemonic

Verbal rote script

Where do you start: when a child does not have sufficient task knowledge to even begin to perform the skill

Supplementing task knowledge

Task modification

Body position

Where do you start; the child knows what needs to be done, but cannot do it

Task modification

Body position

Feeling the movement

Attention to doing

Guided discovery-

Learner is encouraged to solve problems independently, but is guided by a knowledgeable instruction who questions, coaches, cues, or hints

When helping a child learn a new skill you want to ask, don’t tell; when doing this you want to focus your questions on….

Performance issues

Close ended to focus attention

Open ended to support critical thinking

When helping a child with skill acquisition you don’t want to complete the task for them but you want to…

See a problem, talk the client through how to adjust or modify the context or materials themselves (through questions)

What are the enabling principles of skill acquisition?

Make it fun

Promote learning

Work towards independence

Promote generalization and transfer

You can promote learning through…

Reinforcement

Direct teaching

Modeling

Shaping

Prompting

Fading

Chaining

To increase accountability and generalization you want to involve…

The caregiver

What is the manualized intervention format of skill acquisition?

Preparation phase (1-2 session) goal setting and DPA

Acquisition phase (10 sessions) goal 1 and 2 progress; goal 3 after achieving 1 and 2

Verification phase (1 session) progress review, COPM, transfer and generalization inquiry