Understanding Movement Disorders in Development
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Questions and Answers

Dyspraxia is another name for ______

developmental coordination disorder

Stereotypic movement disorder is characterized by repetitive, seemingly driven, and functional motor behavior.

False

What is the term often used by occupational therapists as a synonym for developmental coordination disorder?

Dyspraxia

Which of the following is NOT a symptom of developmental coordination disorder?

<p>Having high levels of self-efficacy and competence in physical and social domains</p> Signup and view all the answers

Stereotypic movement disorder (SMD) results in self-harm or injury, but does not interfere with social, academic, or other activities.

<p>False</p> Signup and view all the answers

What does the term 'plegia' mean in the context of cerebral palsy, and where does it originate from?

<p>The term 'plegia' means &quot;to strike&quot; and originates from the Greek language.</p> Signup and view all the answers

Match the following classifications of cerebral palsy with their descriptions.

<p>Monoplegia = Only one limb is affected (upper or lower). Hemiplegia = Two limbs on the same side of the body are affected. Triplegia = Three limbs are affected. Quadriplegia = All four limbs, both arms and legs, are affected; movement of the trunk and face may also be impaired. Diplegia = Legs are primarily involved, less severe involvement of the arms. Double Hemiplegia = Impairment primarily involves the arms, less severe involvement of the legs.</p> Signup and view all the answers

In assessing a child's developmental coordination disorder, a specialist only needs to examine the child's developmental history, intellectual ability, and gross motor skills.

<p>False</p> Signup and view all the answers

Which of the following is NOT a classroom accommodation for children with DCD/SMD?

<p>Encouraging the child to avoid collaboration and individual work.</p> Signup and view all the answers

What are the three components that are needed to identify students with ADHD?

<p>Medical examinations, clinical interviews, and teacher and parent rating scales.</p> Signup and view all the answers

Students with LD are known for being very good at organizing their thoughts and using precise words to express their ideas.

<p>False</p> Signup and view all the answers

Students with LD always have difficulties with oral expression, even when compared to their reading and writing skills.

<p>False</p> Signup and view all the answers

What are the three main types of accommodations that can be used to support students with difficulty remembering and focusing?

<p>Presentation, response, and behavior management.</p> Signup and view all the answers

Task analysis is a behavioral approach that breaks down a complex behavior or task into step-by-step procedures.

<p>True</p> Signup and view all the answers

What are the two main methods used alongside task analysis to teach daily living skills?

<p>Forward chaining and backward chaining.</p> Signup and view all the answers

What is a key aspect of the video-based intervention method for teaching daily living skills?

<p>Watching a video of a competent person performing the target skill or task and then imitating their behavior.</p> Signup and view all the answers

What is the key advantage of focusing on the learner's strengths and abilities, beyond their difficulties, in an inclusive classroom?

<p>This approach enables them to explore and use their range of strengths and abilities, allowing them to succeed and flourish in their own positive niches.</p> Signup and view all the answers

Study Notes

Learners with Difficulty Moving/Walking

  • Difficulty moving or walking impacts the physical domain of development
  • Examples include: developmental coordination disorder, dyspraxia, stereotypic movement disorders, tics, and cerebral palsy

Developmental Coordination Disorder (DCD)

  • DSM-5 describes persistent deficits in coordinated motor skills significantly below expected development
  • Manifested as clumsiness (e.g., dropping objects), slowness, and inaccuracy (e.g., catching objects, using utensils, riding a bike)
  • Impacts academic performance and daily activities
  • Not caused by intellectual disability, visual impairment, or neurological movement conditions (e.g., cerebral palsy)

Stereotypic Movement Disorder (SMD)

  • Characterized by repetitive, seemingly driven, nonfunctional motor behaviors (e.g., hand flapping, body rocking, head banging)
  • Interfere with social, academic, or other activities
  • Can result in self-harm or injury
  • Not caused by other neurodevelopmental or mental disorders

Cerebral Palsy (CP)

  • Movement and posture disorder resulting from damage to brain areas controlling movement
  • Can occur before, during, or after birth due to accident or injury
  • Affects muscle tone, impacting voluntary movement control, resulting in delays in gross and fine motor development
  • Different classifications based on body parts affected and muscle tone impact

Identification of Developmental Coordination Disorder

  • Early Childhood: Difficulty with tying shoes, buttoning, using utensils, and gross motor skills (jumping, skipping, catching, kicking a ball)
  • School-Age: Difficulties observed in tasks like writing, sports, and comparing difficulties to typical development

Classification of Cerebral Palsy

  • Monoplegia: One limb affected (upper or lower)
  • Hemiplegia: Two limbs on the same side of the body affected.
  • Triplegia: Three limbs are affected.
  • Quadriplegia: All four limbs affected, including trunk and face.
  • Diplegia: Legs primarily affected with less severe arm involvement.
  • Double hemiplegia: Arms primarily affected with less severe leg involvement

Topographical Classification of CP

  • Unilateral: One side of the body is affected
  • Bilateral: Two sides of the body are affected
  • Total Body: The entire body is affected

Learning Characteristics of Learners with Motor Difficulties

  • Motor difficulties impact daily activities
  • Impacts memory, perception, processing, planning, coordinating movements, speech (articulation and production)
  • Potential for psychosocial concerns, lowering self-efficacy and competence
  • May experience depression, anxiety, externalizing behaviors
  • May excel in other areas of intelligence (not controlled by motor function), like creativity, language, etc.

Classroom Accommodations for Children with DCD/SMD

  • Provide alternative methods of response, setting, schedule, and other accommodations as needed.

Learners with Difficulty Remembering and Focusing

  • Memory functions: encoding, storing, retrieving information over time
    • Short-term memory: temporary storage (approx. 30 seconds)
    • Long-term memory: long-term storage
  • Attention functions: focusing mental resources to a stimulus
    • Sustained attention: continued focus for a period.
    • Selective attention: focusing on important stimuli, ignoring others
    • Dividing attention: focusing on multiple tasks at once

Learning Disability (LD)

  • Heterogeneous group of neurological conditions affecting learning.
    • Intellectual functioning within normal range
    • Significant discrepancy between potential and achievement
    • Not primarily caused by other disabilities or factors external to the student

Specific Learning Disabilities (SLDs)

  • Includes difficulties in one or more basic psychological processes involved in spoken or written language
    • Dyslexia: Difficulty with word recognition and poor spelling/reading
    • Dyscalculia: Difficulty with math facts, number concepts, symbols, or functions.
    • Dysgraphia: Difficulty with writing (spelling, handwriting, and expressive writing)

Attention Deficit Hyperactivity Disorder (ADHD)

  • Persistent pattern of inattention, hyperactivity, and impulsivity significantly interfering with functioning or development.
    • Observed in two or more settings
    • Most symptoms present before age 12.

Learners with Difficulty with Self-Care

  • Capacity to perform daily living activities (eating, dressing, hygiene)
  • Intellectual Disability (ID) and intellectual developmental disorder (IDD): Developmental disorder impacting conceptual, social, and practical domains of adaptive functioning
    • Mild, moderate, severe, profound levels based on IQ scores
  • Adaptive functions are also crucial in identifying and assessing the degree of severity.
  • Assessment includes direct observation, interviews, and standardized scales
    • AAMR Adaptive Behavior Scale
    • Vineland Adaptive Behavior Scales.

General Educational Adaptations

  • Universal Design for Learning (UDL) principles

    • Multiple means of representation: variety of learning materials
    • Multiple means of expression: multiple modes of demonstrating learning
    • Multiple means of engagement: varied activities to promote student engagement

  • Planning and managing the classroom environment plays a crucial role for students with LD and ADHD. This includes clear expectations, routines, and supportive classroom management techniques.

  • Providing accommodations and supports during instruction and assessment is essential. This includes adapting presentation methods, response formats, and learning environment to meet specific needs of students.

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Related Documents

Learners with Additional Needs (Part 2) PDF

Description

This quiz explores various movement disorders that affect physical development, including Developmental Coordination Disorder (DCD) and Stereotypic Movement Disorder (SMD). It addresses their symptoms, impact on daily life, and the distinction from other neurological conditions. Test your knowledge on how these disorders influence children and their learning.

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