As pediatric therapists, we learn a significant amount of information on motor control theory. Do you always put it into practice? When teaching new motor skills, do you stop and think about the theories and research you have studied? Here are three motor control variables to check when teaching new motor skills:
1. What is the child's experience with this new motor skill? Is it brand new to them or are they learning this skill with a set of experiences behind it all. Did Johnny fall off his bicycle many times before he came to physical therapy? Does Jane get yelled at for taking too long to get dressed?
2. Is the motor skill feasible to achieve? Sometimes children, teachers or parents come to us wanting to learn a new skill but that skill may be very difficult to achieve. Can the skill be broken down or re-evaluated to make it feasible to achieve? Personally, I never say a skill can never be learned but you may need to modify the environment or the skill to make it an achievable goal.
3. In what context is the skill being taught? Does it make sense to the child to work on the skill or is it being practiced in isolation? Is the skill being taught in an overstimulated environment or a quiet room?
Sometimes, it is necessary to tweak how we are teaching motor skills based on all the motor control theories in order for a child to learn the skill.
Modifications and Interventions for School - Reporting Forms provides pediatric therapists with over sixty, reproducible reporting forms with hundreds of suggested modifications and interventions for students. Interventions are listed by skill areas such as handwriting, scissors, dressing, walking, stairs, wheelchair skills and sensory skills.
Find out more information at http://www.yourtherapysource.com/modifications.html
