Understanding Motor Skills in Children with Dyspraxia, ADHD, by Lisa A. Kurtz

By Lisa A. Kurtz

'The publication is hassle-free and contains transparent diagrams in every one part, in addition to tables to stipulate key issues. i discovered those very precious and they're a simple reference/ reminder, for instance, they comprise a typical improvement chart, what checks can be found and their major aims.'

- nationwide organization of Paediatric Occupational Therapists

Coordination difficulties frequently make daily actions a problem for kids with studying disabilities. This available guide bargains sensible ideas and suggestion for assisting youngsters with coordination difficulties.

the writer explains the right way to realize basic and irregular motor improvement, while and the way to hunt aid, and contains particular educating innovations to assist youngsters with coordination problems achieve the school room, playground, and residential. She describes a variety of healing equipment and offers a entire record of resources.

choked with sensible aid, this is often crucial examining for someone taking care of, or operating with, little ones with developmental motor concerns.

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Extra resources for Understanding Motor Skills in Children with Dyspraxia, ADHD, Autism, and Other Learning Disabilities: A Guide to Improving Coordination (JKP Essentials Series) (Jkp Essentials)

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3 suggests the qualities you should expect of a good therapy program. 3 Qualities of a good therapy program The therapist: • • • • • • • • Treats you and your child with respect Sets a positive tone during therapy sessions Has the appropriate training and experience Communicates regularly and in a way you can understand Includes you in all decisions regarding your child Willingly communicates with other professionals involved with your child Knows what he or she can/cannot accomplish, helping you find other help if necessary Is effective in helping your child to learn The therapy program: • • • • • Is based on principles that have been explained to you Includes specific goals that you understand and have agreed upon Includes a projected time frame for achievement of goals Provides regular, written reports of progress and current recommendations Includes home/school recommendations that are realistic to manage The therapy environment: • Is clean and safe • Includes a wide variety of toys and materials available for therapy The child: • Relates well with the therapist, and finds most activities enjoyable • Makes observable changes in performance or behavior If you are not satisfied with the results, discuss your concerns openly with the therapist.

C. §§ 1400 et seq. C. §§ 1400 et seq. McHale, K. A. ” American Journal of Occupational Therapy 46, 10, 898–903. C. §§ 701 et seq. Chapter 3 G E N E R A L PR I N C I P L E S F O R I N T E RV E N T I O N Just as there is more than one way to teach a child to learn to read, there are many different ways to help children with problems affecting motor skills to develop improved coordination. A number of approaches are commonly used, some that are derived from basic principles of occupational or physical therapy, and others that are similar to those used by teachers or special educators to help children develop age-appropriate skills and behaviors.

Parents who are concerned about any aspect of their child’s development, including motor development, should first discuss these concerns with the child’s pediatrician. It is important to be explicit in describing the problem leading to the referral, and to provide detailed examples of how motor difficulties are affecting 30 FINDING PROFESSIONAL HELP 31 the child’s ability to succeed in performing daily tasks, or to cope emotionally with age-appropriate challenges. Some parents find it helpful to keep a log which details problems observed during the child’s play and self care to present to the doctor.

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