Posts
Attention
/0 Comments/in Developmental Therapy, Occupational Therapy /by adminThe ability to attend allows child to engage in tasks long enough to develop skills necessary for functional participation in daily activities.
Bilateral Coordination
/0 Comments/in Occupational Therapy /by adminUsing two or more body parts together (i.e. both hands) to manipulate, hold, and/or stabilize task objects without fumbling task objects or letting them slip from one’s grasp (AOTA, 2014, p. S25).
Body Awareness
/0 Comments/in Developmental Therapy, Occupational Therapy /by adminBody awareness allows child to navigate safely through their environment.
Callibration
/0 Comments/in Occupational Therapy /by adminUsing movements of appropriate force, speed, or extent when interacting with task objects(AOTA, 2014, p. S25).
Hand Strength
/0 Comments/in Occupational Therapy /by adminThe muscle strength of the hands and fingers can be classified into two categories: grip strength (whole hand) and pinch strength (the thumb and fingers).
Ideation
/0 Comments/in Occupational Therapy /by adminChildren who have difficulty with ideation may have difficulty with creating motor plans or navigating their environment with purpose, therefore may wander around aimlessly (Case-Smith & O’Brien, 2015, p. 272).
In-Hand Manipulation
/0 Comments/in Occupational Therapy /by adminUsing dexterous/skilled finger movements, without evidence of fumbling, when
manipulating/handling task objects (AOTA, 2014, p. S25).
Proximal Stability
/0 Comments/in Occupational Therapy /by adminHaving proximal stability, such as adequate core or shoulder strength, provides the body parts further away from the core with better mobility and stability.
Self-regulation
/0 Comments/in Occupational Therapy /by adminSelf-regulation allows children to attend to tasks, build and sustain relationships, and resist impulses.
