Assessment and TX of educational performance

cross thumb grasp

4-6 years; transitional grips

Cognitive

Follow directions Executive function ■ Working memory ■ Poor initiation to completion ■ Poor self efficacy Growth mindset- developed thru dedication and effort O Initiation and termination of activities o Attention O Problem - solving

Sensory regulation

Movement programs- attention / restlessness ■ Mental health considerations- self efficacy , motivation , and engagement

Handwriting

O In hand manipulation o Strength and pencil grip O Visual perception O Visual motor integration O Sensory skills O Motor planning O Domains of handwriting ( all above ) o Legibility o Writing speed o Ergonomic factors

radial cross palmar grasp

Pencil positioned across palm projecting radially, held with fisted hand, forearm fully pronated, full arm movement

dynamic tripod grasp

The pencil rests against the distal phalanx of the radial side of the middle finger while the pads of the thumb and index finger control it

lateral tripod grasp

The pencil rests against the radial side of the middle finger, and the pads of the fingers control the movement; the thumb is not opposed to the index finger and rests on the distal interphalangeal joint.

static tripod grasp

Thumb and first two fingers A little wrist motion 3+ years

Visual spatial skills

ability to make judgements about location of objects in space in relation to own body ■ Position in space , spatial relations , depth perception , topographical orientation

Universal design for learning

accommodate needs of all indiv shaping teaching methodologies to student ; s strengths and knowledge O Remediation- alt assignments O Strategy use- postural skills O Env adaptations- seating

Cognitive

cog fun ( skill acquisition ) ■ Prevocational , vocational exploration * Student roles are broad and complex

Visual analysis skills

determine distinct features ( size , shape , color , orientation ) ■ Visual discrimination , form constancy , visual figure ground , visual closure , visual memory , visualization

Motor skills

hand skills , fmc , coordination , endurance

Sensory processing

interoceptive awareness o Hunger = negative behavior

Self - regulation

manage and control emotions and behavior in response to a situation ● Motivation to learn Observe child in class ● Conversations with teacher about sensory env

Intervention

o Prep - muscle tone ■ Exercise O Seating and positioning- upright supported posture / prone o Safety - functional mobility , toileting , personal care , field trips O Env adaptations- increase ind and self - determination and regulation O Rest and sleep - education

Eval

occupational profile , strengths and challenges , formal and informal assessment measurements ( observations and relevance to student learning )

Visual perceptual motor

optometry and dev hierarchy

Education as an occupation

participation and competence

Hand skills

preschool and early elementary ■ Holding , pinching , grasping , tool use ( pencils , scissors , brushes , protractors ) O Coordination o Strength O Gross motor

grasp with extended fingers

primitive grasp, looks more like a normal grip but less control on crayon

Roles of the student

read books , write essays , perform math equations , participate in recess , have lunch in cafeteria , learn literacy skills , and communicate

Academic considerations

reading , literacy , math , communication , social interaction , play , self - care , underlying skills needed for school success

Nonacedemic

recess , lunch , hallway

Approaches

remediation , strategy use , env adaptations

Academic

scissor use , write , read , math . • Handwriting is primary reason for referral

Extracurricular

sports and dance

Hand skill dev

strength , translation , shifting , rotation

Emotional control

temperament and learned behaviors

Visual motor integration

throw , catch , handwriting , cutting

Intervention

top down O Embedded activities in the natural context O Collaborate with team O Measure outcomes- occupational performance , prevention , health and wellness , participation , QOL , role competence , well - being , occupational justice

Visual perception

total process for reception and cognition of visual stimuli

Handwriting

writing tools , surfaces and positions ■ Pencil grips and paper ■ Sensory considerations

Visual developmental pyramid

■ Oculomotor control , visual fields , visual acuity ■ Attention- alert and attending M Scanning ■ Pattern recognition ■ Visual memory ■ Visual Cognition Adaptive thru vision

palmar supinate grasp

1-1/2 years writing tool held with fisted hand, wrist flexed and supinated

digital pronate grasp

2-3 years, tool held with fingers, wrist in neutral with slight ulnar deviation and forearm pronated