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Handwriting 4

Occupation of School Ch. 19

QuestionAnswer
Evaluation of Motor Skills: Range of Motion trunk, elbows, shoulders, wrist, fingers ROM evaluated by OT practitioner
Evaluation of Motor Skills: Integrity of arm, hand, fingers Measured to determine whether deformities, edema, or open wounds are interfering w/handwriting.
Evaluation of Motor Skills: Shoulder, wrist, finger stability Must be able to hold shoulder stable to use wrist/fingers for writing.
Evaluation of Motor Skills: Shoulder, wrist, finger stability Wrist stability is important to perform precise hand skills. It also allows for fingers to move more efficiently.
Evaluation of Motor Skills: Shoulder, wrist, finger stability Vertical surfaces promote development of wrist extension & strengthens arm and shoulder muscles.
Evaluation of Motor Skills: Posture Must be able to sustain an upright seating posture during writing; it requires strength/stability of trunk.
Evaluation of Motor Skills: Posture Can be influenced by height of desk/chair
Evaluation of Motor Skills: Posture Best sitting position: hips/knees at 90°, ft. flat on floor w/ankles at 90°, desk at height of 2” above flexed elbow.
Evaluation of Motor Skills: Strength/Endurance Arches in hand are formed as the hand muscles develop. They shape the hand for grasping different-sized objects, allow for skilled movements of the fingers, and control the power and force of prehension.
Evaluation of Motor Skills: Strength/Endurance Lack of hand arches interferes w/ strength/development of the hand because intrinsic muscles haven’t adequately developed.
Evaluation and Intervention of Sensory Processing Skills: Midline Crossing One must cross midline without hesitation in order to write.
Evaluation and Intervention of Sensory Processing Skills: Midline Crossing Failure to cross midline is a sign that the nervous system isn’t mature and the child is experiencing difficulties.
Evaluation and Intervention of Sensory Processing Skills: Midline Crossing Indications: starting to write in center of paper, switching hands while writing, poorly establishing hand dominance, child may scoot over to one side of seat or shift paper over to the side of table rather than cross midline of body.
Evaluation and Intervention of Sensory Processing Skills: Eye-Hand Coordination o AKA visual-motor integration requires child to visually observe their hands as they move in a controlled fashion.
Evaluation and Intervention of Sensory Processing Skills: Visual Perception Skills In order to write, children need to recognize and perceive the letter forms and understand their differences and similarities.
Evaluation and Intervention of Sensory Processing Skills: Directionality The understanding of which way to go or move the pencil.
Evaluation and Intervention of Sensory Processing Skills: Motor planning (def) Figuring out how to move their bodies and then actually doing it
Evaluation and Intervention of Sensory Processing Skills: Motor planning Motor memory: remembering motor patterns and being able to repeat them.
Evaluation and Intervention of Sensory Processing Skills: Motor planning Motor planning problems may be due to proprioception.
Evaluation and Intervention of Sensory Processing Skills: Motor planning (Proprioception) Awareness of muscle and joint positions. Children with poor proprioception don’t “feel” how much pressure to put on the pencil to hold it.
Evaluation and Intervention of Sensory Processing Skills: Motor planning (tactile system) Plays key role in handwriting. Requires ability to feel pencil and manipulate it without the aid of vision.
Created by: 100000007924890
 

 



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