Achieving meaningful motor skills: Conceptual and empirical bases of a neurobehavioral intervention approach

Horn, Eva

doi:10.1002/(sici)1098-2779(1997)3:2<138::aid-mrdd5>3.0.co;2-n

Cited by 11 publications

(10 citation statements)

References 44 publications

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“…The basic treatment goals include parent education, facilitation of normal motor development and function, prevention of secondary complications such as deformities and disabilities and improvement of functional acquisition, community integration, and family adjustment. 39 Thus, emphasis has shifted from a strict focus on impairments to a broader focus on the function of the child. 40 The key participants on any multidisciplinary treatment team are the child and family as well as physical and occupational therapists.…”

Section: Managementmentioning

confidence: 99%

Cerebral Palsy: Comprehensive Review and Update

Jan

2006

Annals of Saudi Medicine

106

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Cerebral palsy (CP) is a common pediatric disorder occurring in about 2 to 2.5 per 1000 live births. It is a chronic motor disorder resulting from a non-progressive (static) insult to the developing brain. CP is the clinical presentation of a wide variety of cerebral cortical or sub-cortical insults occurring during the first year of life. The commonest cause of CP remains unknown in 50% of the cases; prematurity remains the commonest risk factor. Children with CP suffer from multiple problems and potential disabilities such as mental retardation, epilepsy, feeding difficulties, and ophthalmologic and hearing impairments. Screening for these conditions should be part of the initial assessment. The child with CP is best cared for with an individualized treatment plan that provides a combination of interventions. This requires the provision of a number of family-centered services that make a difference in the lives of these children and their families. Management of spasticity can be challenging with a wide variety of possible therapeutic interventions. The treatment must be goal oriented, such as to assist with mobility, reduce or prevent contractures, improve positioning and hygiene, and provide comfort. Each member of the child’s multidisciplinary team, including the child and both parents, should participate in the serial evaluations and treatment planning.

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Section: Managementmentioning

confidence: 99%

Cerebral Palsy: Comprehensive Review and Update

Jan

2006

Annals of Saudi Medicine

106

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“…Currently, each professional discipline involved in early intervention has its own training sequence (some require graduate degrees, others require undergraduate degrees), and there is no guarantee that graduates will have any exposure to young children and their families. Compounding these differences in training are differing philosophical and treatment options that affect the delivery of services within a discipline-specific area, such as motor therapy (Horn, 1997), or a specific etiology, such as children with autism (Dawson & Osterling, 1997) or children with cerebral palsy (Adams & Snyder, 1998). These challenges are complicated by a lack of professional standards specific to those providing intervention across professional disciplines.…”

Section: Where Are We Now?mentioning

confidence: 99%

Topics in Early Childhood Special Education

Voress

Holsker

2014

Encyclopedia of Special Education

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Family-centered early intervention remains an elusive goal for our field. The following stories illustrate some of the challenges associated with this goal. MICHAELOn April 29, 1999, my son Michael was born. He was unresponsive and very floppy. It was a horrible time because unlike when my daughter was born, all the nurses left us alone most of the time and kept shutting the door to my room. Because we insisted, a geneticist came to see him the next day. He ordered an MRI, ultrasound, and bloodwork and said he would get back to us the next week. Michael's pediatrician told my sister that she (the pediatrician) used to work with multihandicapped children, but hopefully Michael wouldn't turn out that way. We learned the next week that Michael had Prader-Willi syndrome.Michael's first problem was with eating. As with most children with this syndrome, Michael's low tone interfered with his sucking and swallowing. My pediatrician told me it was okay because these children have a problem with eating too much. She also said we did not need early intervention until he was older.We changed pediatricians (to one who was a father of a child with a disability) and started early intervention. After a brief phone conversation with someone from the county program, a packet of materials was sent to us (about an inch thick). My husband and I could not make sense of them, so we waited until a service coordinator came to see us. I then signed about ten forms including insurance forms, and she scheduled assessments for Michael to see if he could get early intervention.The early intervention evaluation was done by a feeding specialist and physical therapist because these were his primary needs. The two professionals came separately because they worked for separate agencies. They both expressed concern about Michael's lack of responsiveness and both told me that there was a Prader-Willi group home in the next town for when Michael was older. The reports they did on Michael were mailed to us about a week later. They were very detailed and very negative. While reading them, both my husband and I cried.Next came our IFSP meeting. My mother, sister, and another parent were there with the service coordinator and another early interventionist. The evaluations were read, and

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“…In both approaches the environment could be manipulated by trying different sitting devices etc. Different terms are used in the literature to describe these two approaches: bottom up versus top down (21), component and task oriented (22), part versus whole training of a motor skill (23). In reality in clinical practice, there are not two but many intervention approaches using permutations of the two approaches.…”

Section: Introductionmentioning

confidence: 99%

Using the ICF as a framework for clinical decision making in pediatric physical therapy

Darrah

2008

Advances in Physiotherapy

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The conceptual frameworks of the International Classification of Functioning, Disability and Health (ICF) and the recently published International Classification of Functioning, Disability and Health Á Children and Youth (ICF-CY) provide pediatric physical therapists with an effective way to document and evaluate the assumptions inherent in their clinical decision making. This paper discusses some of the clinical assumptions made in pediatric physical therapy and provides examples of how to identify and to document these assumptions using the ICF framework. These clinical assumptions may be valid, and the ICF provides a mechanism to make them more transparent and to systematically evaluate them. Other uses of the ICF discussed in the literature are also presented. Perceived barriers to clinical implementation of the ICF and future uses of the ICF framework in clinical practice are also discussed.

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Achieving meaningful motor skills: Conceptual and empirical bases of a neurobehavioral intervention approach

Cited by 11 publications

References 44 publications

Cerebral Palsy: Comprehensive Review and Update

Cerebral Palsy: Comprehensive Review and Update

Topics in Early Childhood Special Education

Using the ICF as a framework for clinical decision making in pediatric physical therapy

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