Emily demonstrates poor postural control which impacts her ability to maintain upright postures during various routines of the educational setting. She may lean on her peers when sitting on the carpet at circle time or when standing in line. She may lean or rest her head in her left hand during fine motor tasks which limits her ability to use two hands in a coordinated fashion, thereb
y decreasing her control and output for tasks such as cutting, coloring, prewriting, and ADL’s. Her decreased postural control also impacts her ability to participate in gross motor activities in terms of her ability to initiate her participation and to maintain her participation for the same duration as her typical peers.
Emily is provided with adaptations to increase her support when involved in more challenging tasks or interactions (fine motor, interactions, etc) so that she is better able to participate and not have to worry about her body in space. When in the classroom, there are times when she is also encouraged to assume various positions during play (standing to color at an easel, tall knell to play with toys on a bench or shelf, prone propped to look at a book, etc…) to work on increasing postural control. When she is playing in positions that are more challenging, we make sure that the task she is participating in is a mastered skill or not too challenging, so she can “attend” to her body position. Emily also has opportunities to work one on one or with small groups in a gross motor/therapy room to utilize various therapeutic equipment (swings, trampolines, therapy balls, crash pads, etc…). Emily is motivated to engage in activities utilizing the various equipment but can be hesitant when initially brought into the motor room (therapy room). She often approaches a task with initial frustration as she appears to be overwhelmed by the “looks” of the activity. With guidance, we discuss the activity and how we could approach the activity; she tends to take her time which is interesting after reading about motor control and planning. Again, making sense as to the why.
Some treatment strategies that I will be sure to include will be to set up the activity to ensure motivation. She really enjoys various swings but can be hesitant initially to interact with novel ones. I might have the novel swing hanging in the therapy room for a few sessions hoping that she will inquire and initiate use. If not, I will provide some information and a few ideas (verbally and or demonstration) to entice participation. I will be sure to allow her ample time to initiate and engage in the swing, making sure that I don’t “jump in”
too early to “help”. I will want to facilitate a positive initial experience, giving her the time to adjust and respond (reactively) and over time as she demonstrates more comfort, increase the response time and look for more automatic and anticipatory participation.
y decreasing her control and output for tasks such as cutting, coloring, prewriting, and ADL’s. Her decreased postural control also impacts her ability to participate in gross motor activities in terms of her ability to initiate her participation and to maintain her participation for the same duration as her typical peers.Emily is provided with adaptations to increase her support when involved in more challenging tasks or interactions (fine motor, interactions, etc) so that she is better able to participate and not have to worry about her body in space. When in the classroom, there are times when she is also encouraged to assume various positions during play (standing to color at an easel, tall knell to play with toys on a bench or shelf, prone propped to look at a book, etc…) to work on increasing postural control. When she is playing in positions that are more challenging, we make sure that the task she is participating in is a mastered skill or not too challenging, so she can “attend” to her body position. Emily also has opportunities to work one on one or with small groups in a gross motor/therapy room to utilize various therapeutic equipment (swings, trampolines, therapy balls, crash pads, etc…). Emily is motivated to engage in activities utilizing the various equipment but can be hesitant when initially brought into the motor room (therapy room). She often approaches a task with initial frustration as she appears to be overwhelmed by the “looks” of the activity. With guidance, we discuss the activity and how we could approach the activity; she tends to take her time which is interesting after reading about motor control and planning. Again, making sense as to the why.
Some treatment strategies that I will be sure to include will be to set up the activity to ensure motivation. She really enjoys various swings but can be hesitant initially to interact with novel ones. I might have the novel swing hanging in the therapy room for a few sessions hoping that she will inquire and initiate use. If not, I will provide some information and a few ideas (verbally and or demonstration) to entice participation. I will be sure to allow her ample time to initiate and engage in the swing, making sure that I don’t “jump in”
too early to “help”. I will want to facilitate a positive initial experience, giving her the time to adjust and respond (reactively) and over time as she demonstrates more comfort, increase the response time and look for more automatic and anticipatory participation. 
No comments:
Post a Comment