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Therapeutic Handling
Management of Children with Neurologic Dysfunction
| Question | Answer |
|---|---|
| How is therapeutic handling defined? | any treatment where forces are applied through any part of the therapist's body to a part of the patient's body |
| What are the four criteria for therapeutic handling? | guiding, facilitating, manipulating or provided assistance |
| What can therapeutic handling be used for? | directing movement, initiate efficient movement, support/change alignment, decrease effort of the patient to stabilize body segments, contain or increase flexibility, direct patient toward meaningful motor control, provide sensory input |
| What are the proximal key points for handling? | pelvis and shoulders |
| what are the distal key points for handling? | upper and lower extremities |
| What is the Neurodevelopmental technique (NDT)? | holistic and interdisciplinary practice model that emphasizes therapeutic handling for habituation and rehabilitation of individuals with neurological pathophysiology |
| What is Bobath's framework of therapeutic handling? | to promote motor learning for efficient motor control in various environments |
| Why is self-efficacy important for motor learning? | low self efficacy = low level of performance patients need to care about what they are doing in order to get better |
| How might you improve motivation and self-efficacy? | successful performance, spontaneous experience, social persuasion and emotional arousal |
| What is successful performance in terms of motivation and self-efficacy? | task is modified to facilitate child's success, while still providing a challenge. You provide support without doing the task for them |
| What is vicarious/spontaneous experience in motivation and self-efficacy? | deliver the feeling of how to organize limbs, muscle, joint upon different forces, activities and ranges. Feeling of a movement, especially if it is the first time |
| How is social persuasion used in motivation and self-efficacy? | animated praise, hand clapping when the child does something well |
| What is emotional arousal in motivation and self-efficacy? | child gets something they want, they learn something new with a reaction from the parent - rewarding them for a good session |
| What is the initial stage of learning? | variability of a skill, unsuccessful until they learn to match their movement to the task/environment, not considered a skill yet tasks are inconsistent and inefficient |
| What are the final stages of learning? | acquired adaptation to movement pattern upon demands and variability, consistency with achieving a performance goal, efficiency with less variability |
| What is an open task? | the task changes every time |
| What is a closed task? | task is constantly the same |
| Would it be easier to start with an open task or a closed task? | closed task because there is less variability |
| What is generalizability? | When the degree of similarity between two environments (school vs clinic vs home) is increased |
| Which is more effective with a complex skill; verbal instruction or demonstration? | Demonstration; children work better with fewer instructions |
| Why are verbal instructions ineffective? | requires more cognitive load; too much input is taxing on a childs brain |
| What type of feedback gets the best response from children? | positive feedback, frequent feedback (easy and short), entire task performance |
| What is task oriented learning? | task training with active problem solving; constant challenge that progressively gets harder |
| What are the principles of treatment with children under 2 years old without a disability? | facilitate typical development by providing the opportunity to experience movement |
| What are the principles of treatment with children with a disability? | focus on function, while providing the opportunity for them to experience movement |
Created by:
mcush1
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