motorselfhelp
DESCRIPTION
early childhoodTRANSCRIPT
Intervention and TransitionMotor DevelopmentAdaptive Behavior
Self-Help Skills
Based on Lerner, Lowenthal, and Egan (2003)
Preschool Children with Special Needs:
Children at Risk and Children with DisabilitiesPrepared by Dr. Carla Piper and
Professor Libby Holmes
Motor Development and Intervention
Lerner, Lowenthal, Egan (2003)
Chapter 7
Theories of Motor Development• Developmental Motor Theory
– Gesell found children’s development follows normal progression.
– Growth is slow but study.• Importance of Sensory-Motor Learning
(Piaget)– Emphasized that the child’s progression
from stage to stage depends on four variables
• Maturation• Experiences with the physical environment• Influence of social environment• The child’s fluctuating state of equilibrium
Milestones in Motor Development
• Developmental milestones– Reflexes
• Primitive reflexes– First year of life – Eventually disappear
• Postural reflexes– Head control or lifting head while lying face down.
– Gross motor skills and fine motor skills• Gross motor – crawling, walking• Fine motor – spoon, cutting
Characteristics and Types of Motor and Physical Disabilities
• Static central nervous system anomalies or insults – Cerebral Palsy
• Progressive diseases– Muscular dystrophy
• Spinal cord and peripheral nerve injuries– Spina Bifida
• Structural defects– “Brittle Bones”
• Other types of physical impairment– Trauma – head or spinal cord injury
Medically Related Disabilities• These can also affect motor functioning
– AIDS– Prenatal exposure to crack/cocaine– Fetal Alcohol Syndrome/Effect– Asthma
Intervention Strategies• Hands-on therapy
– Occupational and physical therapy– Speech and language therapy– Recreational therapy
• Assistive devices– Braces, splints and adaptive
equipment• Medication
– Used to relax muscles, antibiotics for infections and anticonvulsants for seizures
• Surgery– To correct orthopedic abnormalities
Adaptive Behavior and Self-Help Skills
Lerner, Lowenthal, Egan (2003)
Chapter 8
Defining Adaptive Behaviors
• Consists of changes in a child’s behavior as a consequence of – Maturation– Development– learning to meet increasing demands of multiple
environments
• Includes self-care skills– eating – self-feeding – toileting– dressing
Adaptive Behaviors Need to be Taught
• Needed for social acceptance• Related to other developmental
abilities• Acquired in early childhood and
needed for other developmental milestones
• Offers special needs children opportunities for accomplishments
• Independence contributes to child’s quality of life.
Principles of Adaptive Behaviors
• Adaptive skills – are acquired gradually
throughout the preschool years– consist of sequences called
“chained responses”– are most effectively taught in
natural situations when and where they are needed
– should be performed fluently and should generalize to many other settings
• Adaptive behaviors are often needed during daily routines and activities.
Teaching your Special Needs Child Self-Help Skills
Picture Icons
Toileting Skills• Urination and bowel movements are regular with
infrequent dribbling• Child has the ability to release urine in large
amounts• Can sit on toilet• Should have one or two hours of dryness daily• No interfering medical conditions• Daytime control is normally achieved before
nighttime.
See TEACCH Visual Systemshttp://www.teacch.com/toilet.html
Methods of Toilet Training
• Timed toileting – Child is put on the toilet for a few minutes at a time.– Positive reinforcement is given if child eliminates
• Distributed practice – Similar to timed toileting but used for children with
mild disabilities.
• Rapid method – Used for children with moderate to severe disabilities– Lots of fluid = more opportunity for success and
reinforcement.
Eating Skills
• Behavioral Techniques– Therapeutic feeding – involves rubbing around the
mouth to desensitize the area around the mouth.– Systematic instruction – specific teaching of skills. – Positioning Techniques – Positioning child and the
materials used (cup, spoon, etc.)– Adaptive Equipment – modified equipment to aide in
independent feeding.
• Gavage Feedings – Feeding tube inserted through the nostrils, mouth or
stomach to provide the child with nutrition.
Sequence for Dressing Skills
• 7 to 12 months – hold out arms/legs• Age 1 – pull off loose shirts and push down
pants• Age 1 ½ - take off shoes and socks• Age 2 – pull arms out of sleeves and pull on
their pants• Age 3 – put on shoes, socks and clothes with
front openings.• Age 3 to 4 – fastening and buttoning
Teaching Dressing Skills• Teaching at home or in preschool• Teach whole task sequence• Proceed from easy tasks to most difficult (ex.
undressing before dressing)• Choose loose-fitting, large-sized clothes• Goal of partial participation• Use peer demonstration and learning by
observation.