Ecological Intervention M-ABC 2. 1 st April 2008 Christine Lynch O.T. (C). M-ABC Historical Perspective. The evolution of the new M-ABC 2 can be traced back over 40 years to the 60s.
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1st April 2008
Christine Lynch O.T. (C)
Chapter 9. The Cognitive- Motor Approach to Intervention
Chapter 10. Linking assessment & management
Chapter 11. Teaching individual skills – handling the learning process
Chapter 12. Creating the right atmosphere for success
Chapter 13. Considering organizational factors
Chapter 14. A case study
“The Cognitive-Motor approach to intervention”
Two strong reasons for providing intervention:
The solution to a movement problem is conceptualized as having 3 components:
- Planning a motor act
- Execution of the act
- Evaluation of the act
- Phase 1. Understanding the skill
- Phase 2. Acquiring & refining the skill
- Phase 3. Automatizing the skill
- Phase 4. Generalizing the skill
“Considering organizational factors”
-WHO is involved?
- WHERE should the Intervention take place?
- WHEN should the Intervention take place
Teachers should be kept informed of progress etc
To help give the teacher support in their involvement with the student.
Ecological: ‘The relationship between an organism and their environment’
The primary aim is to improve movement competence, so that the child can participate fully in activities of daily living with success and confidence:
Increased movement competence, increased confidence and better strategies should result in a happier child and happier family.
Learn to Move and Move to Learn
Four broadly defined categories:
Maybe within a small group:
Individual intervention maybe required:
1) Consistent with the WHO’s International Classification of Functioning, Disability and Health. Which emphasises that there is no simple relationship between impairment and the ability to function as an active member of society.
2) EI is part of the complete package which includes the M-ABC-2 test and checklist, providing a smooth link between assessment and intervention
3) The approach to teaching movement skills within EI has a solid theoretical base. Two complementary theoretical frameworks of motor performance and learning which together provide a set of principled guidelines for good practice.
4) Consistent with current thinking about intervention for children with difficulties: It is child & family-centered, it takes account of the environment in which the child exists (family, school sports), use multiple inputs from professionals and is not dependent on one highly trained therapist.
5) Strong empirical base ( based on the earlier title of Cognitive-Motor Approach). Which has been developed further as a result of experience and feedback.
6) When well executed, EI is rewarding for children and delivers and helps them become more competent movers who enjoy motor activity.
1. How we perform motor skills
2. The Learning Process
Progression towards solving a movement problem
Phases of Learning:
Phase 1 Understanding the skill: involves the child’s cognitions about the demands of the task. This phase is the ‘knowing’ part of the task and for children with difficulties is often the most challenging part.
Phase 2 Acquiring & refining the skill: involves practice, the recognition and the reduction of errors. It involves processing feedback and relating this to the internal model of action
Phase 3 Automatizing the skill: involves performing the task without (or with minimal) conscious control.Maybe a difficult phase for children with movement difficulties to reach.
Phase 4 Generalizing the skill: occurs when the skill is used in novel and different contexts. For this to occur the skill must be learned, retained and most importantly there must be recognition that a situation demands that particular skill
Children who might benefit from EI
- Children of normal intelligence who have, or who are suspected of
having Developmental Coordination Disorder.
- Children of normal intelligence who have a possible movement
difficulty along with other difficulties, such as attentional problems
or difficulties with reading.
- The person who takes responsibility for managing the child’s
- Lobby for resources & help clarify priorities
- Interprets information and pulls it together
- Negotiate with other professionals
- Be in a position to adjust program according to family’s needs
- 1) specific
- 2) decided with the child
- 3) manageable within the context
(home, school, other)
- Child selected
- Parent selected
- School selected
- Therapist identified
- Intervention plan needs to fit comfortably with family life
- Involve the family in providing support
- Consider family routine
- Parent education
- in-class support (individual, group)
- available personnel
- available specialists: PE teacher. LA teacher
- OT/PT: support to teachers & parents, supply activity suggestions etc
- Sports Centre, club etc (* Daniel Can Do)
Step 1. Call a meeting of relevant team members: Discuss data from form
and possible target skills etc
Step 2. Obtain firm commitments from those involved: The MC
masterminds the overall plan. May need to deliver service, train
others and/or guide others
Step 3. Discuss scheduling & practice: Little & Often (practice every day
if possible, habit forming, help function in everyday life))
Step 4. Establish lines of communication & set up timetable for action:
Who will play an active role and who will play a supportive role.
May involve many individuals over an extended period of time.
Step 5 Discuss relationship between ‘learning to move’ and ‘moving to
learn’ Increased competence in movement skills may lead to
improvement in other areas , such as self control, co-operation
with others, self esteem, confidence etc
together when necessary to ensure participation & provide
successful learning opportunities
e.g. use velcro while still learning to do buttons or
e.g. use softer ball while learning to hit baseball
Four phases of learning:
At each phase there are factors to consider:
The overall aim at this stage is that the child learns what is required in the task
Correct movement patterns need to be practiced and refined
Generalisation is more likely when tasks are similar.
Three broad categories are outlined in the MABC2. These areas can be developed and expand and will frequently overlap
- Data from standerdised tests
- The child’s view of his progress
- The extent to which the the original targets for the child
have been met form all team members
-Data on other aspects of the child’s development
- Tie shoe laces
- Play soccer
- Improve printing