The Learning Tree Workshop: O Organizing Actions: Motor Planning i - - PowerPoint PPT Presentation

The Learning Tree Workshop:

O i i A ti M t Pl i Organizing Actions: Motor Planning and Sequencing

Series on Learning Differences, Learning Challenges, and Learning Strengths

Why is this so Important?

The capacity for motor planning and sequencing has

to do with the ability to regulate and execute actions in the world in the world

Our motor system lets us interact with our

environment A child with motor planning and sequencing challenges may have difficulties: y

Looking towards Mommy’s voice, copying shapes, executing

the alphabet, combining multi-step actions, learning new dance steps, performing in sports, processing ti / d l ti

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sensations/sensory modulation

Motor Planning and Sequencing Motor Planning and Sequencing at School

Directions involving three steps or more Drawing Drawing Fine motor skills Activities involving executing actions Sequencing ideas - writing essays

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Elements of Planning and Elements of Planning and Sequencing Actions

Progression from very simple actions to

more complex actions in planning and more complex actions in planning and execution

Coordination and balance Coordination and balance Rhythmicity and timing

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Ability to integrate the left and right

sides of one’s body

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Other Diagnoses Associated with Other Diagnoses Associated with Motor Planning and Sequencing

ADHD/ADD

Underlying basis may be a motor planning and

i bl sequencing problem

Inability to plan multiple actions in a row will cause

a child to look lost and inattentive

Cerebral palsy

Low muscle tone Relative weakness due to a variety of possible

causes in early development in one side of the body, causing asymmetry in the body

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Activities to Improve Motor Planning and Sequencing: and Sequencing: The Evolution Game

Game that mimics human evolution in terms of movement

Start on floor as a “wiggling worm” Move up to slithering “lazy alligator”

*(Simultaneously strengthen our tree trunk - from engagement to higher level thinking)*

Crawl on all fours and become the child’s favorite Crawl on all fours and become the child s favorite

mammal

Crawl right, left, under, over, through things - making

t fl ibl

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movement more flexible

The Evolution Game (continued)

Walk upright

Create obstacle courses Go on treasure hunt games increase number of steps Go on treasure hunt games, increase number of steps

Run

Increase speed gradually

Modulate games regulate motor actions

Modulate games, regulate motor actions

Hop, skip, jump—the more advanced skills Always have the child have 70-80% mastery so they

t i i t t sustain interest

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Adding Sensory Input

Auditory motor actions

Listening to directions and following them Playing “Simon Says” games Combining hearing with action

Addition of visual images

Flashcards with diagrams that give directions/cues

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Fine Motor Actions

Start off with the child getting used to the

materials in their hands

Make it fun and enjoyable Start with lines, scribbles, colors, free drawings

Copy circles, rectangles, diamonds, making

letters

Let the child direct you where to put things Then let him do it himself and take pride

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For a Child with Low For a Child with Low Muscle Tone

Consult with an occupational therapist

• r physical therapist

Help the child master the proper grasp of

an object

Begin with lines, scribbles, and broad

circles, then move to shapes Pick up small objects with forefingers and

Pick up small objects with forefingers and

thumbs

Make it fun and engaging

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Make it fun and engaging

Group Games

Dance lessons Sports Sports Going out with Mommy or Daddy for

activities activities

Activities to improve social skills

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Rhythmicity and Timing

Interactive Metronome

Provides a computer-based support

p pp system for improving rhythmicity and timing by providing certain beats through earphones earphones

Helps to coordinate ever-increasingly

complex motor actions with rhythmic beats complex motor actions with rhythmic beats through the person getting feedback about how close he is to the beat

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Balance and Coordination

Involve many parts of the mind and the brain

working together, specifically the cerebellum

Practice by:

Walking across a balance beam, then try standing

• n one leg, then try standing on one leg with eyes

closed

Learning to ride a bicycle Learning to ride a bicycle Learning dance moves, such as ballet Learning sports

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Balance and Coordination Balance and Coordination Activities

Running Jumping Spinning Perceptual motor (throwing, catching, kicking)

B l i ( lki d t di th b l

Balancing (walking and standing on the balance

beam, standing on one leg while keeping the eyes closed, throwing/catching a ball while walking on it) g g g )

Integrating left-right (using both sides of the body

together)

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Left-Right Integration Activities

Throwing and catching a ball Kicking Games involving left and right sides of body,

making it fun and natural by letting the child invent new games invent new games

Using both hands together, coordinating both

sides of the body sides of the body

“Brain Gym” Dancing

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Practice

Practice exercises that involve balance and

coordination, rhythmicity and timing, and left- right integration in order to strengthen the whole motor system

Practice a series of games 2- 4 times a day in

imaginative play and organized games

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The Principles

Go from simple to more complex motor actions

following the Evolution Game

Add rhythmicity, coordination and balance, and left-

right integration

Have games that involve all systems working Have games that involve all systems working

together

Treasure hunts, obstacle courses

Strengthen the tree trunk

Create more complicated games in the context of relating,

back-and-forth interaction, and fantasizing.

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