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7: Physical Management in the Classroom: Handling and Positioning
Study Questions
- What are the essential components for motor function?
- What is muscle tone? What types of muscle tone problems do children with severe and multiple disabilities often experience? How do these problems affect classroom functioning?
- What is muscle co-activation? Why is it important? What types of problems with muscle co-activation might a child with severe and multiple disabilities experience?
- What is joint alignment? Why is it important? What types of problems with joint alignment might a child with severe and multiple disabilities experience?
- What is postural control? Why is it important? What are postural reactions? What types of problems with postural control might a child with severe and multiple disabilities experience?
- What are primitive reflexes? If they typically disappear early in development, why is it important to understand them in the context of school-age children with severe and multiple disabilities?
- What is weight shift? Why is it important? What types of problems with weight shift might a child with severe and multiple disabilities experience?
- Why is adequate sensory input necessary for postural control and voluntary movement? What types of problems with sensory input might a child with severe and multiple disabilities experience?
- What is volitional control? What types of problems with volitional control might a child with severe and multiple disabilities experience?
- What are the overarching goals of physical management in the classroom?
- What is the neurodevelopmental treatment approach?
- What is the purpose and importance of handling?
- What are Key Points of Control? What are the most common key points? What is graded sensory input? How can they be used in the classroom environment?
- What are facilitation and inhibition? During handling, do they occur separately or simultaneously?
- What is Motor Learning Theory? What are its five general principles?
- What is active movement? Why is it important? How can it be elicited?
- What are goal-directed activities? Why are they important? How can they be elicited?
- Why are repetition and problem solving important when teaching new movements?
- What does it mean to practice new movements in meaningful contexts? How can this be achieved?
- What are some compensatory strategies that can be taught?
- What factors should the collaborative team consider when deciding what type of approach to use? (e.g., NDT vs. compensatory)
- What questions should the collaborative team consider when developing a physical management plan?
- What are some general considerations for the classroom environment?
- How are task analyses used in establishing functional motor goals for the child, and in implementing a handling, positioning, and instructional program that will lead to goal achievement?
- What general factors should be considered when determining a child’s need for handling?
- What are proper sitting guidelines for the classroom? How can classroom sitting be adapted for children with severe and multiple disabilities?
- What is the proper positioning of pelvis and hips when sitting? How can it be encourage in children with severe and multiple disabilities?
- What is the proper positioning of the trunk when sitting? How can it be encourage in children with severe and multiple disabilities?
- What is the proper positioning of the head while sitting? How can it be encourage in children with severe and multiple disabilities?
- What is the proper positioning of the lower extremities while sitting? How can it be encourage in children with severe and multiple disabilities?
- What is the proper positioning of the arms while sitting? How can it be encourage in children with severe and multiple disabilities?
- What are some handling techniques that can be used during sitting?
- What is forward weight shift? What are some daily activities in which a forward weight shift should be encouraged? How can handling be used to achieve forward weight shift?
- What is backward weight shift? How can handling be used to achieve backward weight shift?
- What is lateral weight shift? What are some daily activities in which a lateral weight shift should be encouraged? How can handling be used to achieve lateral weight shift?
- How can handling be used to achieve trunk movements with rotation? What are some functional activities involving trunk movement with rotation?
- What are some handling techniques for encouraging proper arm function? What are some activities that may be useful in decreasing spasticity in preparation for hand and arm use? How can reaching toward objects be facilitated?
- How can weight-bearing skills be encouraged?
- What are some appropriate floor positions? How can they be facilitated?
- How can handling facilitate hand function?
- How can functional mobility be encouraged?
- What is a positioning schedule? Why is it important?
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