Psychology and Human Development EMIs
Michael Reilly, Bangaru Raju in Extended Matching Items for the MRCPsych Part 1, 2018
Drawing test.Gross motor skill levels.Intellectual quotient.Language development.Motor development.Motor quotient.Sensory quotient.Social milestones.Visual milestones.Weschler Intelligence Scale for Children – III.
Teaching motor skills
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize in Developmental and Adapted Physical Education, 2019
Seminal work during the early to mid-twentieth century by child development icon Arnold Lucius Gesell, MD (1880–1961), detailed much of what we know about and apply in the field of child motor development today. Gesell, ahead of his time, studied development of infants and children both with and without disabilities (Gesell, 1928, 1954). Gesell was among the first, if not the first, to chronicle how children gain control over the body’s larger muscles before gaining control over smaller muscles. Because larger muscles tend to be predominately responsible for larger gross motor skill performances, proficiency in gross motor skills (e.g., running, jumping) tend to precede proficiency in fine motor skills (e.g., keyboarding, threading a needle). He also cited through his maturationist theory how infants’ and young children’s central nervous systems mature in two orderly directions (see the following). His work has left a lasting mark on child development theory and practice to this date.
Enhancing Prehension in Infants and Children
Robert J. Palisano in Movement Sciences: Transfer of Knowledge into Pediatric Therapy Practice, 2012
The exhibition of variable motor responses requires the inherent capacity to adapt (Ulrich et al., 1997). With a wide repertoire of motor strategies to accomplish a task, an infant or child should be able to adjust their movement(s) to constraints in a variety of contexts. Successful intervention requires the identification of intrinsic and extrinsic constraints unique to each child. For example, children who have insufficient postural control or gross motor skill for prehension may need assistance with exploration by bringing objects to them or vice versa (in addition to methods to improve postural control). The challenge is to identify limitations and resources including the degree of adaptability, then facilitate the development of motor solutions.
Effects of a remotely supervised motor rehabilitation program for individuals with Rett syndrome at home
Published in Disability and Rehabilitation, 2022
Alberto Romano, Gabriella Di Rosa, Adriana Tisano, Rosa Angela Fabio, Meir Lotan
From the clinical observation and data collected at T1, three to six specific rehabilitation objectives which can be pursued in the short- and medium-term were identified for each participant. Goals have been grouped into three areas: (a) motor function (gross motor skill and hand function); (b) range of motion (related to the mobility of joint segments); and (c) general physical fitness (elements of general well-being such as weight, resting HR, respiratory function). Based on the identified objectives, different therapeutic activities that parents can perform at home without specific training and rehabilitation equipment and which can be easily integrated into the family's daily routine were individuated. Therefore, a weekly activity program was structured for each participant using the activities identified from the individualized rehabilitative objectives. Each program was constructed based on the participant's and family's needs and was subsequently refined, discussed, and agreed upon with the parents during the second evaluation meeting (T2).
Dual-Task Effect on Gait in Healthy Adolescents: Association between Health-Related Indicators and DT Performance
Published in Journal of Motor Behavior, 2021
Eda Cinar, Benajmin David Weedon, Patrick Esser, Shawn Joshi, Yan-Ci Liu, Anne Delextrat, Andy Meaney, Johnny Collett, Daniella Nicole Springett, Helen Dawes
Besides, children with low-level of motor skill may behave differently in a DT condition than those with a high-level of motor competency due to limited capacities to invest in two tasks at the same time (Whitall et al., 2006). The low residual capacities or inadequate abilities may require increased attentional or processing resources for single-task performance, surging task interference during DT performance (Hung & Meredith, 2014). Despite the availability of studies that compare groups with various motor competencies, such as in adolescents with developmental coordination disorders (DCD) (Cherng et al., 2009; Schott et al., 2016), the elements of motor dysfunction contributing to DT effect is still unclear. DCD is a complex health condition that demonstrate a larger variability in motor performance, implying that a motor task is less automatic or less developed (Woodruff et al., 2002). It can be diagnosed as a result of a deficit in fine and/or gross motor patterns (Farmer et al., 2017; Schott et al., 2016). However, the impact of a fine motor deficit on DT walking may not be the same as that of a gross motor dysfunction since resources used for gait are mostly associated with gross motor skill (Malt et al., 2016),which yet to be determined.
Longitudinal Development of Segmental Trunk Control in Full Term and Preterm Infants- a Pilot Study: Part II
Published in Developmental Neurorehabilitation, 2020
Tamis W Pin, Penelope B Butler, Hon-Ming Cheung, Sandra Lai-Fong Shum
All study infants were longitudinally visited at 4, 8 and 12 months of (corrected) age. All infants were tested with the SATCo11 and the Alberta Infant Motor Scale (AIMS)19 by the first author at the infants’ homes according to the published criteria.11,18,19 The SATCo grades the segmental trunk control by testing the infant in sitting (Figure 1). The AIMS assesses gross motor development in infants from birth to 18 months old, with each of the 58 test items representing an individual gross motor skill that is commonly observed in typically developing infants in prone, supine, sitting and standing positions (Appendix 1).19 Note that correlation with the AIMS sub-scores and total scores are given in Part 1 (submitted for publication), with this report focussing on the detail of gross motor skills.
Related Knowledge Centers
- Child
- Motor Learning
- Neural Pathway
- Cerebral Palsy
- Motor Skill
- Fine Motor Skill
- Physical Strength
- Balance
- Sitting
- Standing