Deck 7: Helping Young Children Develop Motor and Self-Care Skills

Question 1

Physical therapists are usually concerned with large muscle movement while occupational therapists are more often involved with fine motor function and activities of daily living.

Answer 1

True

Question 2

If you were asked to prepare a lesson involving the development of gross motor skills, which of the following would not be considered?

A) Outlining with stencils or templates
B) Walking on a balance beam
C) Throwing a ball to a partner
D) Playing "Simon Says"

Answer 2

A

Question 3

In the preschool years, girls appear to perform better on fine motor tasks while boys tend to be more adept at large motor tasks.

Answer 3

True

Question 4

Growth and development tend to proceed from the outer extremities to the spine.

Question 5

The focus of therapeutic intervention has shifted from developmental goals to functional independence.

Question 6

The most useful way to assess motor skills primarily involves

A) Norm-referenced tests
B) Criterion-referenced tests
C) Observation
D) Standardized tests

Question 7

The rate and quality of physical and motor development are influenced most by

A) Age and environmental factors
B) Physiological maturation and environmental factors
C) Age and internal motivation
D) Internal motivation and physiological maturation

Question 8

Research reveals a significant relationship between visual-perceptual training and improved academic performance.

Question 9

The fact that children increasingly learn to eliminate unnecessary body movement demonstrates which of the following basic principles of growth?

A) Bilateral to unilateral development
B) Gross motor to fine motor development
C) Proximo-distal growth
D) Maximum to minimum muscle involvement

Question 10

A child who is hypotonic is often called a child who is "floppy."

Question 11

Apgar scores indicate the intelligence levels of newborns.

Question 12

Hand dominance is often not achieved until the age of

A) 4 years
B) 5 years
C) 6 years
D) 7 years

Question 13

"When the teacher points to any of the eight primary colors, and says, 'What is this color?' Audrey will name the color correctly 80% of the time. "All 8 colors must be checked" is a (n)

A) Short term behavior objective
B) Individual objective
C) Positive reinforcer
D) Terminal objective

Question 14

How does a child who experiences tactile defensiveness react to being touched?

A) The child feels self-conscious
B) The child feels happy
C) The child feels in danger
D) The child feels pain

Question 15

The pattern of voluntary movement that begins in the shoulder, then moves on to the elbow area, wrist, and finally the fingers is called the

A) Proximo-distal pattern
B) Mass-to-specific pattern
C) Bilateral-to-unilateral pattern
D) Maximum-to-minimum muscle-involvement pattern

Question 16

A useful technique to employ when teaching self-help skills is

A) Reverse chaining
B) Behavior modification
C) Concrete reinforcement
D) Shaping

Question 17

Creating short term behavior objectives are not necessary to prevent children from experiencing failure.

Question 18

If you were asked to prepare a lesson involving the development of fine motor skills, which of the following would not be considered?

A) Pasting colored strips of paper together
B) Following the movement of a penlight
C) Kicking a ball toward a target
D) Assembling a wooden puzzle

Question 19

Motor development follows a highly predictable sequential and overlapping pattern.

Question 20

If a child has a significant motor disability, he or she is highly likely to have a cognitive deficit as well.

Question 21

Compare motor development within the cephalocaudal and proximo-distal patterns.

Question 22

Briefly discuss what is assessed when medical professionals use an Apgar score for a newborn baby.

Question 23

What adaptations might be used for a child who has difficulty grasping the pitcher and cup from the task analysis above?

Question 24

Assume that you have a group of four children, ages 3 and 4. One of them loves stick figures with a recognizable face, arms, and legs. Two can draw a stick figure with recognizable face, and one can only scribble. Your goal is: "To improve the children's ability to draw a person." The terminal objective is, "When the teacher provides paper and crayons and suggests that the children 'draw a picture someone in their family,' the children will draw a circle, then add eyes, nose, mouth, and ears to the circle." They will draw lines to indicate arms and legs. The criterion is appropriate placement of the facial features and at least four lines for arms and legs. Write a sequence of short-term objectives that will be appropriate for the children. Assume that the younger children will do the simpler objectives only because they are too young to achieve the terminal objective. However, all will progress toward the terminal objective.

Question 25

Describe three playground activities that you could use with young children in the informal evaluation of their motor skills. Be specific in stating exactly what a teacher should observe and what can be learned about the children being observed.

Question 26

Write a task analysis with at least 4 short-term behavioral objectives for the motor skill of pouring liquid from a small pitcher into a cup independently.

Question 27

Compose five steps of reverse chaining for the task of washing hands.

Question 28

Identify at least three activities that involve gross motor skills and at least three activities that involve fine motor skills.

Question 29

Think about the typical movement games that young children like to play in groups. Pick two games and describe the specific motor skills that can be assessed while the children play the games.

Question 30

Explain task analysis. How is it used?

Question 31

Compare and contrast developmental motor goals and functional motor goals.

Question 32

Identify four guidelines to keep in mind when handling a child with disabilities with the goal of normalizing muscle tone and facilitating movement.

Question 33

In task analysis, why would a teacher use reverse chaining?

Question 34

Discuss some general characteristics of children who have cerebral palsy and how they affect development of self-care, mobility, communication, and social interaction.

Question 35

How might a child behave who has difficulty with tactile defensiveness?

Question 36

Identify four observable behaviors which might indicate problems in motor development.

Question 37

Compare and contrast the difference between hypotonia and hypertonia.

Question 38

Identify four observable behaviors that might indicate problems in sensory integration.

Question 39

What are some of the ways in which atypical motor development will influence what a child can and cannot do in the center? Select two or three adaptations that will have to be made and discuss them.

Question 40

Write a task analysis for putting on a jacket and zipping it up. What adaptations would you make for a child who has difficulty with the fine motor skills of grasping the zipper and pulling up? What adaptations would you make for a child who is having difficulty following the sequence of the steps of the task? What adaptations would you make for a child who has a limited range of motion in his arms?