PEDS: Neuromotor Function Evaluation and Intervention
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| What are we reviewing during a medical model eval? | Records sent by doctor or parents
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| Who are we interviewing during a medical model eval? | Child, parents, and family
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| Where are we observing during a medical model eval? | In the setting you will see the child
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| What assessment tools are we using during a medical model eval? | Standardized Assessments and Skilled Observation
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| Who are we interviewing during an education model eval? | Teacher, Psych, SLP/PT, other staff, parents
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| Where are you observing during an education model eval? | Students natural environment
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| What assessment tools are we using during an education model eval? | Standardized Assessments, Skilled observation, work sample collection
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| During an eval for a neuromotor impairment what are assessing? | -Tone
-Posture
-UE/LE asymmetries
-Abnormal reflexes
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| During an eval for developmental delays what are we assessing? | -Delayed milestones
-Neuromotor Impairment
-Time spend on a device
-Movement ability
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| What are the common features of movement issues in children with neuromotor impairments? | -Issues with muscle tone
-Issues with postural control
-Sensory processing issues
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| What are key factors using the biomechanical FOR? | -ROM
-Head control
-Trunk control
-Control of UE movement
-Mobility
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| What are key factors in the motor skill acquisition FOR? | -Provide match between person, task, environment
-Pretty much PEO model
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| How can we assess tone? | -PROM/AROM
-Traction response
-Laying down
-Hand positions
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| How can we assess motion? | -MMT and ROM
-Antigravity positions
-Protective/Righting responses
-Look at key points of posture
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| What are the different parts of praxis? | -Ideation
-Planning
-Movement execution
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| Should we wait to treat delay or address them early? | Address early
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| What is the OT role in neuromotor intervention? | -Develop programming
-Consult
-Advocate
-Educate
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| What are important aspects for coaching parents? | -Ask before helping
-Respect them saying no
-Provide limitations
-Model for the parent
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| What is the flow of a typical OT intervention session? | -Warm up activity
-Activity for postural control, BOS, joint stability, mobility that help to support performance of task
-Integration of Activities
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| What can we do for prep activities? | Prepare ROM, joint alignment, tone relaxation, positioning
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| What can we do for different activities to address neuromotor problems? | -Handling
-Inhibition and Facilitation
-Weight shifting and bearing
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| What is positioning? | Static movement of the child with assistance
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| What is handling? | Provide hands-on moving of the child from one place to another
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| What are the guidelines for positioning and handling? | -Complete movement pattern or change positions slowly
-Provide support to the involved joints
-Not pulling into a position using distal joints
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| How should we position for supine? | -Hips should be flexed with legs separated, abducted and flexed
-Head and arms in midline
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| How should we position for prone? | -Hips and legs should be extended and abducted
-Elbows below shoulders
-Encourage UE extension
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| What is a neutral position for decreasing reflex patterns and increasing postural organization? | Side-lying
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| Should we allow W sitting for long amounts of time? | No
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| How can we include weight shifting during intervention? | -Kneeling on rocker board
-Swings
-Stepping stones
-Balloon tap
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| How can we address hypotonia during intervention? | - Follow developmental sequences
-Grade input
-Promote proper alignment
-Decrease support over time
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| How can we address hypertonia during intervention? | -Tapping followed by pressure
-Vibration
-Brushing
-Thermal/Electrical PAMs
-WBing
-Joint compression
-Passive stretching
-PNF
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