practical strategies for supporting perceptual motor difficulties presented by greg jones (rossett...
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Practical Strategies for Supporting Perceptual Motor Difficulties
Presented by Greg Jones (Rossett EMS for SpLD)
Helen Muschik (Occupational Therapist)
Afternoon Objective
“Sharing the learning outcomes”
To provide practical strategies for managing children with perceptual motor difficulties.
We think that YOU think…I find it easy to identify
the problems but I don’t find the
resources that helpful.
I have limited knowledge on these issues, I would seek advice from other
people.
If a child is clumsy and has persistently awful handwriting, I’ll get them to spend more time on
their handwriting.
I don’t have the time or staff to manage this
effectively – this should be dealt with by
professionals.
We don’t have time in the
curriculum to spend more focus
on P.E skills.“Write from the start” is great – the child can work through
the worksheets fairly independently.
This child just needs practice, I’m sure it’d have
been picked up in early years.
The Awareness Task
Come on, it was inevitable on a programme like this!
1. Get into groups of 4 – number yourselves 1-42. Collect a ball each3. Stand in a square – stand on ONE foot!
Number 1’s – pass to No. 2, catch from No. 4Number 2’s – pass to No. 3, catch from No. 1 Number 3’s – pass to No. 4, catch from No. 2Number 4’s – pass to No. 1, catch from No. 3
3 2
14
Single
Bounce
Single
Bounce
Under-arm
Throw
Over-arm
Throw
How did you feel?
• Did other people find it easier than you – how did this make you feel?
• If you found it hard, what did you find yourself doing to compensate?
Perceptual Motor Difficulties:The Spectrum
Mild Impairment
Significant Impairment
Sensory-Motor Processing
Perceptual Processing Motor Coordination
Motor Organisation
Developmental Coordination Disorder [DCD] – a Specific Learning Difficulty
“a marked impairment in the development of motor coordination that is not explicable in terms of general intellectual retardation or of any specific congenital or acquired neurological disorder”.
(WHO / American Psychiatric Association)
Dyspraxia – impairment in the organisation / planning / sequence of movement.
What might you see?
PLAYGROUNDMight prefer to play alone or engage in more fantasy / verbal games
Child may enjoy throwing themselves around and falling to the floor
Bumps into other children during play
Child may freeze in one spot when there is a lot of movement around them
What might you see?
P.E
Delayed in learning new skills
Long time getting dressed / will put clothes back to front / wrong way
Have difficulty copying movements modelled for them
Movements are erratic and not timed accurately
Easily frustrated / angry
Tires quickly in comparison to peers
What might you see?
CARPET TIME
Leans on furniture or peers
Reluctant to answer questions
Has difficulty sitting still
What might you see?
LUNCHOverfill glass with juice/ water
Chooses to eat meals with their hands.
Doesn’t like to sit close to peers
Spillages when bringing food to their mouth
Struggles with holding tray (with bag?)
Avoids / fears crowded dinner hall
What might you see?
CLASSROOM
Has difficulty organising materials / workspace ready for a task
Avoids ‘doing’ by talking.
Needs instructions repeated – slow to grasp new information
Works slowly
Rushes through tasks to get them over and done with
Lacks perseverance – gives up on tasks
Verbally creative
Takes a long time to copy things off the board.
What might you see?
BEHAVIOUR
May choose solitary activities such as reading rather than physical activities
Poor self-belief
Low confidence for taking part in activities
Class clown
Socially isolated – mocked for their clumsiness
Unusual Profiles
• Reading better than 99% of children• Spelling weaker than 98%• Maths weaker than 95%• Poor handwriting• Level 3a Reading, but 2a Writing• Orally bright and hard working• Highly competitive in sport
Supporting Children and Young People with Co-ordination Difficulties
• A practical introduction and manual for schools emphasising Early Identification, inclusive Wave 1 and Pupil & Parent Voice. Includes FAQs.
• A series of activities based on core areas of gross then fine motor difficulty (balance, visual tracking, bi-lateral integration, handwriting…) and behaviour.
• Pupil Voice (e.g. p. 76 - 9) - central to prioritising provision based on functional skills. IS it a “handwriting problem” for him?
• How is their skill / behaviour a barrier for them? • Suggested resources / materials and where to buy them.http://cyps.northyorks.gov.uk/CHttpHandler.ashx?id=12976&p=0NB The “journey” on p. 19 is for North Yorks (2 terms focus)
Process Orientation ApproachVS
Task Centred Approach
Task centred approaches to skill development: Instruct Rehearse Mastered
This resource presents a process orientation approach which identifies the underlying skills needed for a specific movement.
Assessment - Video You have identified a child that is performing less well than
their peers through observations / communicating with other staff.
RECORD OBSERVATIONS
Video footage of a therapy assessment. Imagine you were watching this child in the playground or during P.E.
Use pages 105-108. Relevant (gross motor) activities on p.148-56
General Ideas and StrategiesIncreased timeBreak tasks down – what do I need to differentiate?Focus on strengths/interests as well as limitations –
self-esteem.Always assess the environment – can you remove any
obstacles / clutter?Children with movement disorders typically have
average intelligence.Look for social isolation (e.g. playground) – provide
opportunities for them to develop relationships.Set achievable goals
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