Amanda Curd MPT Motor Back Ground of Ready Bodies Learning Minds Brain Child of a rural Texas PT Athena Oden whose school district covers over 600 square miles Designed to address the motor issues that impact learning but are not special ed issue ID: 237889
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Slide1
Motor Room
Amanda
Curd, MPTSlide2
MotorSlide3
Back Ground of Ready Bodies Learning Minds
Brain Child of a rural Texas PT, Athena Oden, whose school district covers over 600 square miles.
Designed to address the motor issues that impact learning but are not “special ed” issue.Slide4Slide5
“The incomplete development of reflexive
patterns, tactile, proprioceptive, vestibular,
visual and/or auditory systems have left
them struggling with what we consider a simple
job: sitting in a chair.”
Athena Oden
Slide6
Reflexes
“Reflexes” are God-given movement patterns that are stored in each of us. They are normal, innate, involuntary patterns that teach our children to roll and crawl. These “prefabricated” movement patterns appear in the child’s infancy and disappear as the child is in motion and learns new skills” A. Oden (2006)Slide7
Reflexes
Most of the reflexes are building blocks to scaffold more mature movement patterns, however if the reflexes are not integrated (become non-obligatory) they become weak foundations to build more mature movement patterns such as sitting in a chair or hand writing. Slide8
Asymmetrical Tonic NecK Reflex (ATNR)
Emerges in infancy the, but should be integrate by 12 months
Promotes beginning of eye hand coordination.Slide9
What if ATNR incompletely integrates
Difficulty with eye hand coordination particularly hand writing
Ability to cross midline vertically
Discrepancy between written and oral performance
Development of lateral and vertical eye movement
Control of balance
Bilateral integration
Delayed lateralization of body ( hand dominance)Slide10
Video of ATNRSlide11
Symmetrical Tonic Neck Reflex (STNR)
Promotes the building blocks for crawling.
Neck extends and arms stiffen and extend
Neck flexes the bottom goes up.Slide12
Incomplete Integration of STNR
Difficulty with integrating the upper and lower body as with swimming
Riding a bike/trike
Slumped sitting posture
Poorly developed muscle tone
Poor eye hand coordination
Poor ability to sit and concentrate Slide13
Video of STNRSlide14
This is what this looks like at about age 10Slide15
Tonic Labyrinthine Reflex
It is one of our postural reflexes
When neck is flexed all four limbs tend to extend
Maturation occurs over extended period of time (3.5+ years)Slide16
Incomplete Integration of TLR
Postural problems either high or low tone
Tendency to walk on the toes
Poor balance
Motion sicknessDifficulty with oculo-motor and visual perceptual impacting reading and writingDislike of Physical EducationSlide17
Learning Minds Ready Bodies
Clumsy Child
Shirt Chewer
Constantly seeking oral input
NoodleUses furniture to support selfBouncerMoves continuously may be label hyperactiveSlide18
Tactile
“Shirt Chewer”
Very primary and basic method of learning (fetus responds to touch at 6 weeks in utero).
There are 2 systems:
ProtectiveDiscriminatorySlide19
Vestibular
“Bouncer”
Functions and is fully developed at 15-17 weeks in utero
Functions to maintain balance and provides core muscle control
Foundational piece of eye movement control (Reading)It is essential in creating a calm and alert state of being. It also orients us to the world.Slide20
Proprioceptive
“Noodles”
Provides the brain information about our stability and position of our body.
Allows our body to be on auto-pilot so that we can concentrate.Slide21
Visual System
Related to the vestibular system
Related to the proprioceptive system
Ocular motor control
Visual perceptionSlide22
Auditory System
Shares cranial nerve with the vestibular system so they affect each other.
Middle ear infections are highly correlated to learning disabilities.Slide23
Components of the Motor Lab
Teach the rules
Warm-up
Reflexes
Stations Cool DownSlide24
Stations
Four stations and everybody gets a turn at each station.
Each station last 2-3 minutes.
Each station focuses on a sensory-motor system.
You can add academic related theme into the stations, but our focus is on motor.Slide25
Stations
Reflex
Vestibular
Boardwork
Balance/locomotor/motor planning/proprioceptive exercises will alternateSlide26
Cool Down
Purpose is to calm down kids prior to returning to class
Can be deep breathing, yoga, tactile activities.Slide27
Motor Room Routine
Sit on the Mat
Warm-up
Stations
Cool DownSlide28
Rules for Motor Lab
Two requests
The motor lab is a time for structured play focusing on specific skills and systems. It is not a time for free play.
Make sure each station is put back together for the next groupSlide29
Questions??????Slide30
Closing Thought
“Consider: In nearly every respect, what it means to be a young child has changed dramatically in the past 40 years. Alter the meaning of childhood, and you alter brain development… and behavior.”
John Rosemond, family psychologistSlide31
LETS GO TO THE MOTOR LAB!!!!