An Evaluation Of An Assessment Of The Boy 's Cognitive, Gross Motor, And Fine Motor Areas

Lighthouse Project is a pediatrics mental health clinic that integrates therapies, such as play therapy, to assist children in overcoming problems at home and in school due to their disorders and disabilities. The staff at Lighthouse Project split their time between clinic-based work in their San Jose clinic and school-based work at various Gilroy school districts. At the clinic the staff works strictly with high functioning children, providing both individual and group therapy sessions, similarly, in the school-based setting they do individual and group sessions, however, the individuals worked with are both low and high functioning. The purpose of the Lighthouse Project clinic is to incorporate different programs to engage the child and improve abilities that are debilitating, this is done with programs at the clinic involving social skills development, sensory integration and sensory processing, as well as fine motor/handwriting skills. At the schools the purpose is to close or minimize the gap between how much the child can achieve on their own and what other classmates are able to achieve on their own, the basic ideology is to have the child be able to achieve specific goals that those in their grade level are able to do, such as by first grade the child should be able to cut out outlines on paper with scissor, however some of our children are unable to do so and instead can only manage to snip the paper. Our organization also works with other agencies and individuals.

Physical activity encourages children and young people to develop all their physical skills and to practice the skills that they already have. Your role in supporting a child’s physical development will be to ensure that the child has a wide variety of experiences of being in a safe environment. Any setting should offer a wide range of equipment that can be used both indoors and out. It is considered important that children are given opportunities to develop their gross motor skills indoors as well as outdoors. Such opportunities may be provided by designated areas such as soft play area or by activities such as drama.

2. This observation took place in the gym with Peter, a 9-year-old boy who has been diagnosed with ADHD. The Occupational Therapist (OT), Peter and I put together an obstacle course for Peter to go through. It began with the trapeze bar, then transitioned to the saddle swing, then to the bolster swing and

Case Study 3 Response Bonnie is a year one student who displays difficulty regarding her fine motor skill development as she is unable to tie her shoes, hold a pencil correctly or string beads. Her teacher believes that he/she is unable to speed up Bonnie’s acquisition of fine motor development and therefore excuses Bonnie from classroom activities that require fine motor skills that are above her ability. Instead, Bonnie partakes in activities that involve a reduced level of fine motor control. Modifying Bonnie’s activities is an appropriate way to enable Bonnie to build upon her fine motor development, however, the teacher also needs to implement other strategies to further support development of Bonnie’s fine motor skills. If this is not

Pt participated in a 60-minutes treatment session for developmental milestone in the OT gym. Pt jumped on the trampoline, performed valance, exercises(squat, X-jumps, Knee cross, and donkey kicks), obstacle course (6 steps, picked up a card for speech therapist, swing, and dock walk)to increase sensory input( proprioception, vestibular, tactile, and visual), fine and gross motor skills, self-regulation, body awareness, balance, bilateral coordination, and behavioral issues. First, pt jumped on the trampoline for 10 rounds. Second, pt performed valance while placed in a wilbager position with arms extended to pick-up simulated fruits as instructed by the therapist. Third, pt performed exercises (squats, x-jumps, knee cross, donkey kicks for

Fine motor skills refer to the ‘small muscles’ in the hands. Proper development of these muscles is crucial for children to succeed academically in writing and self help skills. According to the National Childcare Accreditation Council (NCAC), “Fine motor skills form an important foundation for the acquisition of many other skills, including literacy, numeracy, self-help and the ability to perform many everyday tasks” (2008). Children start to develop motor skills from birth, and the ways in which children’s muscles develop will later affect their motor function. Caretakers often look for the typical milestones that infants develop; however, infants acquire development at different rates benefiting child growth. From birth through the early grades (preschool to second grade) children are constantly using their fine motor skills to eat, dress themselves, and in social settings such as school. These skills link to infancy development and are factors in knowing how well children will succeed. The following sub-topics address fine motor development and the importance of occupational therapy interventions:

When Sean was 6 was referred to the Paediatric Occupational Therapist as the school was concern regarding Sean’s fine motor skills and the parents had concerns regarding his concentrations. The findings were that Sean’s motor coordination skills were within average for his age group. They also found that Sean has difficulties with concentrating and attending to activities, has poor confidence in his ability and has difficulties in visual perception, impacting on his

Some difficulties that children with special needs may face are speech and language disorders, physical impairments, and other conditions that may make everyday tasks more challenging. Speech therapy can help people improve their ability to communicate verbally, physical therapy can improve their gross motor functions, balance, posture, etc., and occupational therapy can help people do common tasks they struggle with, such as cooking (Evans, n.d.; Bender & McKenzie, 2008). If children receive therapy for certain diagnoses early in their lives, they may improve enough that they would no longer even need therapy (Evans, n.d.).

This scale was used to evaluate the fine motor skills including grasping, visual motor integration (VMI) and fine motor quotient (FMQ). It provides a comprehensive sequence of fine motor skills, by which the therapist can determine the relative developmental skill level of a child, identify the skills that are not completely developed and plan an instructional program that can develop those skills. Grasping subtest measures a child's ability to use his or her hands. It begins with the ability to hold an object with one hand and progresses to actions involving the controlled use of the fingers of both hands (24-item). Visual motor integration subtest mea¬sures a child's ability to use his or her

Pt required Max A , verbal and tactile cues 65 % of the time, to improve ability to remain engaged on therapeutic activities by diminishing attention to distractions and seeking behaviors. He required Max A verbal and tactile cues to complete 4 activities based on visual form constancy, visual scanning, figure ground and visual closure to help him increase his visual perception skills needed for school success, he demonstrated 45% of accuracy. Pt completed a table game act targeting writing/reading skills, attention, memory and social skills. He required Max A verbal, visual and tactile cues due to decrease attention, line awareness, proper upper/lower case formation and inconsistent dynamic tripod grasp. He completed the act with 40 % of

This being said, some daily tasks are too challenging and are harder to learn and overcome, and in consequence, individuals with developmental coordination disorder may never be capable to complete certain tasks. Furthermore, whenever individuals with developmental coordination disorder are presented with new, age-appropriate tasks they are at greater risk for secondary challenges as a result from their lack of motor functions (“Developmental Coordination Disorder”, 2015). In other words, as individuals with developmental coordination disorder age, they will be presented with new and more challenging obstacles to overcome. They will have to learn new skills that will be important and crucial to daily lifestyles and therefore, they can suffer further complications and encounter more problems due to their lack of gross and fine motor

As professional early child care educators, it very important for us to have a clear and precise understanding of the different children in our classrooms. Just by skimming your class you may have some children that have obvious disabilities, and others whose disability is not so noticeable just by looking at the child. These disabilities can come from serval things that occur at conception (genetic) to things long after birth (seizure) that require the child to be seen by a therapist of some sort. The most common therapist I have come in contact with that often visit the children at the center sites are an occupational therapist or a physical therapist. The children may have one or the other, or in some situations, both. I have two children

The present study will include a target goal of 100 individuals with DS between the ages of 17 to 40 years old, and their parent or primary caregiver. The participants will be recruited through DS-Connect, a secure platform for

As children progress through the early stages of their lives they will continually reach milestones that are somewhat of a tracker as to where they stand in their development, but at the same time it’s important to remember that even though there are suggested milestones as to a maturing task for a specific age and month, each child may mature differently than the next. One part of this progress that children will continually develop through in the early stages of their lives is motor skill development, which is the use of their larger and smaller muscles to perform adult like tasks. More specifically this development can be categorized into fine and

2-6: A recent study done by Malak et al. (2015), aimed to “examine the gross motor function and estimate what motor abilities are significantly delayed in children with DS even with physical therapy…and to assess their functional balance”. The subjects of the study were 79 children with DS ranging in age from 0-6. The children were then further divided into 3 groups based on age and motor impairment- mild, medium or severe. All the children