Term
| sensory experiences include... |
|
Definition
| touch, movement, body, awareness, sight, sound and the pull of gravity |
|
|
Term
| primitive and proximal senses |
|
Definition
vestibualr
tactile and proprioception |
|
|
Term
|
Definition
|
|
Term
| order of sense development |
|
Definition
| primitive first then more complicated ones |
|
|
Term
|
Definition
successful goal-directed action on the environment
the ability to successfully respond to an environmental challenge
adaptive responses are internally driven |
|
|
Term
| Unique contribution of SI in anatomy |
|
Definition
deals with contributions of the subcortical areas of the brain
brain stem function-thalamus, vestibular nuclei, reticular formation for arousal and alerting and interconnection
cerebellum function: as it relates to posture and movement
limbic system: sympathetic nervous system, emotions, and judgement associated with fight or flight mech. motivation, memory and emeotional tone.
cerebral cortex in terms of praxis and motor planning-ability to form and plan movement ideas. |
|
|
Term
| purpose of infant-preschool assessment |
|
Definition
developmental screening to determine eligibiligty for services
to determine skill levels and abilities
to determine need for help or referral |
|
|
Term
| reflexes testes in infanib |
|
Definition
grasp reflex
ATNR
Tonic Labyrinthine refles (TLR) |
|
|
Term
|
Definition
| ability to regulate or direct the mechanisms essential to movement-refers to hwo the CNS system organizes movement, how we quantify movement and the nature of movement. |
|
|
Term
|
Definition
|
|
Term
|
Definition
describes how systems interact and how these interactions are responsible for motor performance.
top-down vs. the bottom-up approach of motor control theory.
movement comes from many sources and takes place in many contexts |
|
|
Term
| according to dynamical systems theory what is movement dependent upon? |
|
Definition
on task characteristics and an interaction among cognitive neuromusculoskeletal, sensory, perceptual, soio-emotional and environmental systems.
an interaction of systems
dysfunction occurs when there is a lack of flexibility or adaptability of movements to accomodate task demands and environmental contraints. |
|
|
Term
| all frames of reference have... |
|
Definition
assumptions-ideas and beliefs
function-dysfunction continua
guide for evaluation
postulates regarding change-therapy intervention tht helps to facilitate change in child |
|
|
Term
| common themes to neuro developmental treatment, motor skill acquisition and biomechanical |
|
Definition
concerned with movement control
movement control based on kinesiological principles
ROM
joint alignment and orientation
planes of movement
BOS
muscle strength
ostural control
stability-mobility (weight shift, position changes
the take into account the interaction of person, tast, environment |
|
|
Term
| neuro developmental treatment frame of reference |
|
Definition
sensorimotor approach used in treatment of neuromuscular disorders
intervention techniques designed to enhance quality of movement performance within functional environment, how are they reaching for the toy and what is the quality?
focus on active participation in goal directed activities of choice and goal directed
handds-on approach where the therapist "facilitates" appropriate movement patterns more so than the other two frames
Bobath
hierarchal reflex model |
|
|
Term
| updated Neuro developmental theory includes: |
|
Definition
postual development determined by maturation of the nervous system, along with sensory input and proceeds in cephalo-caudal progression, normal develpment sequence
stability and mobility
acquisition of motor control in the three planes
ability to dissociate movements
defines postural control, postural alignment and BOS as important in developing movement patterns against gravity
al the above leads to a variety of motor skills and motor patterns |
|
|
Term
|
Definition
use observation and handling, no real standardized assessments.
evaluate the influence of postural tone on movement-does child demonstrate free movement control or are there limitations in movement control?
how is tone influencing the movement patterns
is there full PROM? full AROM? what are the degrees of freedom in movmement control? what is the quality of movement control
Evaluate postural control
*can child maintain body position against gravity and balance without falling?
*can child demonstrate postural stability to allow for distal function of UE and LE and allow for position changes?
Evaluate postural alignment in developmental positions (prone, supine, sideliying, 4-point, sitting, kneeling, standing) as it relates to 3 planesof movement
can child weight shift and control body in all planes? in developmental positions?
evaluate movement dissocation and variety of movement, movement transitions
dissociation is the separate movements, can the child manipulate the hand while holding the shoulder stable, should see variety of motions. |
|
|
Term
| NDT and movement dysfunction |
|
Definition
atypical tone leads to movement challenges and development of compensatory movement patterns
impaired muscle activation leads to issues in movement control
impaired muscle synergies leads to sterotyped movement patterns, lack of movement varity, poor joint dissociation all flexors contracting ex.
impaired timing, sequencing and muscle force leads to inefficient movement execution athetosis and ataxia
impaired postural control leads to instability
impaired movement control impacts sensory processing experiences and impacts feedback mechanisms for motor control
overtime neuromuscular challenges in movement control leads to changes in musculoskeletal system |
|
|
Term
| NDT indicators of function and dysfunction |
|
Definition
Function:
ability for the child to be moved through PROM
postural alignment and appropriate distribution of weight in relationship to the BOS during weight bearing
active state of muscle readiness to move
ability to sustain muscle activation for postural support against gravity
dynamic postural control
various movement patterns
DYSFUNTION:
contractures, deformities, limiting PROM
lack of postural alignment and abnormal patterns of weight bearing
trunk or extremities stiff or floppy interfering with antigravity movements
inability to sustain muscle activation for postural support against gravity
compensatory postural control
stereotyped movement patterns that are consistent in various positions and tasks |
|
|
Term
|
Definition
posture and movement coordination are primary issues
functional improvement in motor control are task specific around a particular task
sennsorimotor impairments impact the individual's aility to participate in home, community activities
understand impact of atypical tone
link movement to sensory processing to achieve postural control
active initiation of movement is critical for learning new movement patterns-you are not moving the part but possibly guiding them so they can experience on their own. They need to initiate the movement so that they are doing something they want to do
analysis of movement patterns is critical in determining the missing components to movement always in a flexor pattern, ex. |
|
|
Term
| Biomechanical fram of reference |
|
Definition
motor patterns develop from sensory stimulation and feedback and movment responses in relation to gravity
automatic responses of righting and equilibrium reactions important for postural control and alignment
postural control allows for skill development in developmental positions
each position provides opportunities for skill development
abnormalities of bone, muscle or CNS will impair development of postural rections and postural alignment and impair skill development and function |
|
|
Term
| Biomechanical assumptions |
|
Definition
providing external support in developmental positions can facilitate skills development
use sensory systems to provide feedback for learning movement control
motor development is sequential
postural reactions are influences by neuromotor function but also by the chld factors demands of the task and demands of the environment |
|
|
Term
| main goals of biomechanical |
|
Definition
enhance postural reactions by reducing demands of gravity and by enhancing postural alignment
improve distal function and skill by supporting demands of the postural system, accomplished through positioning and adaptive equipment
looks a lot at positioning ergonomics fits in here, look at the materials used that are requiring the motor pattern |
|
|
Term
| function and dysfunction of biomechanical |
|
Definition
function
full ROM
normal head control and mobility -head is righted in all planes
good trunk control-trunk righted and stable
ability to reach in all planes
mobility through space
safe efficient eating
independence on toilet
ability to independently use technological aides
Dysfunction
limitations in ROM or contractures
poor head control and mobility
poor trunk control
inability to reach in all planes
slow, effortful mobility or immobility
difficulty with chewing and swallowing
inability to void in toilet
inability to independtly use technological aides |
|
|
Term
| Motor SKill Acquisition theory |
|
Definition
based on concepts form motor control, dynamic systems theory and motor learning theories
emphasis on person, task, environment interaction and motor development sequences as it relates to person, task, environment
stages of learning and task practice leads to motor skill acquisition
feedback is critical in learning movement skills; child needs to be an active learner, can be external feedback or internal feedback, child needs to be an active learner in the situation |
|
|
Term
| motor skill acquisition assumptions |
|
Definition
functional tasks help organize behaviors
motor control issues are due to the individuals use of compensatory strategies to accomplish a task |
|
|
Term
| function/dysfunction in motor skill acquisition frame |
|
Definition
function
ability to performa a motor task, environment supports task performance and task requirements are within a child's capabilities with or without environmental support
function defined by the performance in the specific skill to be acquired
Its a yes or no-can they perform the task or not.
function/dysfunction can be identified for any task that is necessary for the child to perform within the environment. |
|
|
Term
| what to expect for tone from 0-3 months |
|
Definition
physiological flexion tone of limbs due to positioning in utero (not active flexion)
flexible but limited ROM of shoulder girdle and hips, springs back into flexor pattern
primitive reflexes present
primitive patterns disappear or integrated by 3-4 months
spinal extension against gravity at L-3 by 3-4 months |
|
|
Term
| positive support reaction |
|
Definition
ability to take weight on legs when in upright position
different from primitive standing reflex
emerges by 3 months, first indication of leg extension to support weight against gravity |
|
|
Term
|
Definition
optical and labyrinthine righting reactions:
start developing at birth in response to gravity on labyrinths of inner ear and by visual stimulation
gradually improves in control from birth with full control by 5 months |
|
|
Term
|
Definition
trunk righting reactions
derotative reactions emerge at 4 months
rotative reactions by 9 monts
spinal extension against gravity
l |
|
|
Term
|
Definition
emerge sideways and forward by 6 months
backwards by 9 months
combine trunk control and parachute reactions=balance control against gravity in upright positions
balance control is dependent on sensory input from vision, inner ear and joint receptors |
|
|
Term
|
Definition
| resistance to passive stretch |
|
|
Term
|
Definition
spasticity
dystonia
rigidity |
|
|
Term
|
Definition
a movment disorder in which involuntary sustained or intermittent muscle contractions cause twisting and repetetive movements, abnormal postures or both
fluctuates with changes in the state of the patient, such as emotions, overuse, fatigue and pain |
|
|
Term
|
Definition
1-5 measurement of spasticity
tardieu scale is one that aims to do this too |
|
|
Term
| Fahn-Marsden Dystonia Scale |
|
Definition
gold standard used to measure dystonia in adults
ammended and called Barry-Albright Dystonia scale for kids (BAD) |
|
|
Term
| inhibit and facilitate as they apply to NDT |
|
Definition
| inhibit means to stop or alter the abnormal tone or movement and to facilitate means to encourage or direct normal movement |
|
|
Term
| transdisciplinary play based assessment |
|
Definition
0-6 years
designed for kids who are functioning between 0-6 yrs. can be used with kids who don't have disabilities or those at risk for delays or those who have disabilities so that the team can obtain info.
holistic assessment and intervention process to be used by team of pros. working with parent and their children
sensorimotor development
visual development
emotional ad social development domain
communication developmental domain
cognitive developmental domain
done with set up as a play session
an hour or more and can be more sessions
administered by pros and parents
done in phases |
|
|
Term
| phases of transdisciplinary play based assessment |
|
Definition
phase one: unstructured facilitation of play-child leads the play and facilitator imitates, models or expands on child's play
phase 2: structured facilitation-facilitator adds play idease ( that child is not spontaneously doing) for child to imitate
phase 3: peer interaction-peer is introduced to enable child-child interaction
phase 4: parent-child interaction-parents introduced into the play session in structured and unstructured play to observe parent-child interaction. parents are asked to leave and return so that separation and reunion behaviors can be observed
phase 5 snack: allows for observation of oral-motor skills, self-help and social behaviors |
|
|
Term
| nitty gritty of transdisciplinary play based assessment |
|
Definition
non-standardized, judgement based, ecologically based assessment
no scores, general age ranges of skills and abilities can be inferred by referring to the tables in the manual
strengths: flexible, holistic, can be cross referenced with other measurements to get a general developmental and functional skill level
less test anxiety
can be used with any child-even those "untestable"
involves parents
limitations
no scores, no quantifiable reliability or validity data
not standardized
can't be used as dx tool
more subjectve
needs cross referencing
can be time consuming
less control over assessment conditions
examiner needs experience to recognize key behavioral issues. |
|
|
