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
