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Description
Flashcards by Mikaela Sullivan, updated more than 1 year ago
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Created by Mikaela Sullivan
about 6 years ago
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| Question | Answer |
| Define Motor Development | -Continuous age-related process of change in movement and the interacting constraints in the individual, task, or environment that drive these changes |
| Define Motor Learning | -Relatively permanent gains in motor skill capacity associated with practice or experience (and inferred by performance) |
| Define Motor Control | Study of neural, physical and behavioural aspects of movement |
| What is motor behaviour? | -Study of motor control, motor learning and motor development |
| What are constraints of motor development? | -Characteristics of the individual, task, or environment that encourages some movements while discouraging others |
| List 5 reasons important to study motor development | 1. Understand normal rate and development of fundamental motor skills (assess motor milestones (MM)) 2. Understand typical sequence of MM to identify atypical movements 3. Informing design of intervention programs to improve motor skills 4. Screening tool for neurological and motor disorders 5. Talent identification |
| List the 3 theories and perspectives of motor development in chronological order | 1. Maturational perspective 2. Information processing perspective 3. Ecological or dynamical systems approach |
| What role did the maturational perspective theory play and who developed it? | - Gesell's theory played role in evolution of study of child development (1930's & 40's) -First normative data on motor skill development related to age - motor milestones |
| Explain the theory of maturational perspective | -Development is a function of maturational processes (CNS) that control motor development (genetic not external factors) -Environment can alter rate of development, but can't change biologically predetermined course |
| Explain the information processing perspective theory | -Most favoured of 1970s & 80s -Analogy between computer and motor learning & development -Hardware = brain & CNS: takes info & processes it -Software= mental processes: attention, perception, memory, problem solving & movement -Motor learning & development result of external input |
| Explain the theories 'Ecological perspective or dynamical systems approach' | -Newell's constraints model -Motor development influenced by 3 constraints: individual, task, environment -Interaction between internal (body mechanics or task) and external constraints (environment) -Adopted widely in contemporary motor development theory |
| List the 7 phases of motor development | 1. Reflexive/ spontaneous 2. Rudimentary 3. Fundamental movement 4. Sport skill 5. Growth & refinement 6. Peak performance 7. Regression |
| Explain the reflexive (involuntary) movement phase | -Perinatal -> 6m, 1st fetus mvmt - Allows infant to learn about body in outside world - Primitive reflexes for feeding & survival -Postural reflexes @ 2m, related to voluntary mvmt, righting & equilibrium reflexes - Locomotor reflexes @3-4mth, stepping, swimming, crawling |
| Explain the rudimentary movement phase | - Birth -> 2mth, 1st voluntary movement -Predictable sequence of appearance -Foundation of voluntary movements throughout lifespan -Stability movements or postural control: head, neck & trunk muscles -Manipulative movements: reaching, grasping, releasing -Locomotor movements: crawling 4-10mth, cruising, walking 10 mth |
| Explain the fundamental movement phase | -2-7 yr, extension rudimentary movements -Enviro conditions play important role in this condition -Children actively challenging movement of body -Acquisition of many gross & fine motor skills -children combine movement & become more fluid |
| Children who demonstrate low competence in fundamental movement skills have: | -Lower cardiorespiratory fitness & participate in less PA than their typically developing peers -Poorer sporting skills during later childhood -Poorer self-concept & motivation to exercise |
| What are the 3 fundamental movement skills? | -Locomotor (moving) -Stabilising (balancing) -Manipulative (throwing & catching) |
| Explain the specialised movement phase (sport skills) | -7-18 yrs, sport skills development & refinement -Individual changes associated with advancing age/growth, muscle mass, strength & cardiorespiratory capacity -^ ability to predict moving objects -Diff. in genders: culture, motor ability & physiological |
| Explain peak performance and regression phases of development | -18+yrs, peak performance associated with biological maturity in early adulthood -Due to life experience (practice) & physiological systems working efficiently together -Regression: latter stages of ageing -Biological decline: loss muscle & bone mass etc. |
| What are the social and cultural constraints to motor development? | -Environmental (rural vs. urban) -Ethnicity, cultural (english 2nd language), & relgious beliefs (gender issues of practice) -Socioeconomic status |
| What are the individual constraints to motor development? | -Psychosocial: self-esteem, motivation -Knowledge & memory: practice, cognitive ability |
| Atypical Motor Development or Motor Impairment in Children, Is Associated With: | - Overweight/obese -Physical disabilities: SCI, TBI, amputees, CP -Sensory impairments: visually imp., deaf -Acquired childhood condition: neuromuscular diseases, leukemia, asthma |
| List the different classifications of neurodevelopmental disorders according to the DSM-V that are covered in Motor Active | -Intellectual disability -Autism spectrum disorder (ASD) -Attention-Deficit Hyperactivity Disorder (ADHD) -Motor Disorder - Developmental Coordination Disorder (DCD) |
| What are the different classifications for developmental disorders? | -Intellectual disability: deficits in intellectual & adaptive functioning & onset during developmental period -Global developmental delay: <5yrs, severity can't be assessed & fails to meet multiple milestones -> needs reasses -Unspecified intellectual disability: >5yrs, reasses |
| How does a cultural-familial/sociocultural intellectual impairment occur? | -Inherit genetic propensity towards low intelligence -No clear cause for adaptive or cognitive impairments |
| How does an organic intellectual impairment occur? | -From other known cause, either chromosomal, metabolic conditions, or acquired aetiology -E.g. down syndrome, fragile X syndrome -Often associated co-morbid conditions |
| Motor impairment with intellectual disabilities | -Cognitive & motor abilities match mental age -Delay in development motor milestones, matches speech and cognitive develop. -Motor learning problems from absence of strategic behaviour in skill acquisition & performance, not physiological |
| What is the Definition for the DSM-V classification for ADHD? | -A persistent pattern of inattention &/or hyperactivity-impulsivity that interferes with functioning or development, as characterised by a number of factors |
| What are the symptoms of inattention? | – fails to give close attention to many tasks – does not follow through with instructions – does not seem to listen – difficulty organising tasks |
| What are the symptoms of hyperactivity and impulsivity? | - fidgets & often leaves seat when expected to remain seated – unable to play or engage in quiet activities – talks excessively |
| What is the prevalence of ADHD? | -3-5% children, 2.5% adults -more boys than girls 2.5-4:1 -Treated with psychostimulant drug highest in 10yo (1.8%) |
| Motor impairment experienced with ADHD | -Fine & gross motor impairments -Difficulties w/ decision making, motor adjustments & preparation, & reaction time -50% of children with ADHD showing motor difficulties to a degree consistent with DCD |
| What are some motor skill intervention strategies for working with children with ADHD? | -Minimise distractions -Positively reinforce efforts to maintain attention -Use predictable schedule -Use visual supports: activity schedule -Use strong eye contact & name -Allow child to fidget (e.g. stress ball) -Reduce task duration |
| Explain the DSM-V classification for Developmental Coordination Disorder (DCD)/ Dyspraxia | -Acquisition & execution motor skills is substantially below expected individual’s age & opportunity for skill learning. -Clumsiness, slowness & inaccuracy of performance of motor skills. -Deficits significantly & persistently interfere w/ ADLs appropriate to chronological age, & academic |
| What is the prevalence of DCD? | -2-4% -Recent research almost equal gender distribution |
| What are some common co-occurring conditions for children with DCD? | -Don't usually display as a single discrete disorder. - Attentional, social & emotional difficulties concurrently w/ motor difficulties in school age children - Co-occurs w/ learning disorders & speech impairment -50% DCD meet ADHD criteria |
| How does DCD affect motor impairment? | -Young children: difficulty w/ self-care skills -School aged children: poor handwriting, choose not to participate -Adolescence & adulthood: low PA & cardiorespiratory levels, co-occurrence of attentional, social & emotional difficulties come to the forefront |
| What are some Motor Skill Intervention Strategies for Children with ID, ADHD and/or DCD? | 1. Child-centered (choosing own goals), 2. Multidisciplinary, 3. Tailor to child's best learning type, 4. Teach skills separately, 5. Evidence based, 6. Time for numerous practices, 7. Achieve success in practice, 8. Reduce task duration, 9. Include tasks with immediate positive reinforcement 10. Check for understanding |
| What is the ASD DSM-V diagnostic criteria? | -Multiple contexts & deficits in all areas: social-emotional, non-verbal communicative behaviours, understanding friendships -2 restricted, repetitive patterns of behaviour -Symptoms in early childhood -Impairments limit everyday function |
| Explain the severity levels of ASD | -Level 1: Requiring support -Level 2: Requiring substantial support -Level 3: Requiring very substantial support |
| What is the prevalence of ASD in Australia? | -0.5% of Australians -79% increase compared with 2009 -Males 4x more likely than females - Autism & related disorders most commonly reported mental or behavioural disorder reported among children |
| List 5 Sensory & Information Processing Differences common among those with ASD | -Weak central coherence: focus on details, not whole when visual processing - Good rote learning abilities -Visual learner: memorise as pictures -Theory of mind: reduced attentional control - Executive functioning: problems w/ organisation, planning & impluse control |
| What is some challenging behaviour experienced with ASD? | - Prevalent in ASD, exacerbated by social communicative difficulties, rigid behaviour & poor emotional regulation - Self-injurious behaviour - Aggression to others or environment - Can significantly impact access opportunities & integration |
| What things cause anxiety to those with ASD? | -Sensory overload, loud noises, dentist, hairdresser, babies -New experiences/ social situations -When expectations or demands placed, not understanding when event will end, when parent will return |
| What are the approaches of applied behaviour analysis? | -Positive reinforcement -Breaking skills down -Repetition until mastery -Explicit and systematic teaching -Active generalisation |
| ABA has the belief that all skills can be broken down into 3 parts, what are these? | - Antecedent: consider enviro and ct behaviour, instruction given clearly, provide demonstration -Behaviour: ct performs skill, ensure desired skill occurs -Consequence: outcome to reward effort |
| List some common motor impairments experienced by children with ASD | -Motor milestone impairment -Fine & gross motor skill abnormality -Spatio-temporal control problems -Hypotonia in 50% with ASD -Motor control & programming disorders -Difficulty transforming sensory data -> motor action -Impaired performance & understanding of motor skills |
| What are some motor skill intervention strategies that can be used with children with ASD? | -Utilise ABA principles -Use reward system e.g. high fives -Neutral face for challenging behaviour -Praise face for attempts -Learn child's sensory sensitivities -Clear short instructions -Link instruction to physical cue -Hand over hand technique & Visuals! |
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