Get that baby moving
Download
1 / 61

Get That Baby Moving! - PowerPoint PPT Presentation


  • 256 Views
  • Updated On :

Get That Baby Moving!. Kay Ratzlaff, Coordinator of Instructional Resources Florida Instructional Materials Center for the Visually Impaired . Florida Association for the Education and Rehabilitation of the Blind and Visually Impaired. Annual Conference October 26, 2006

Related searches for Get That Baby Moving!

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Get That Baby Moving!' - thai


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Get that baby moving l.jpg

Get That Baby Moving!

Kay Ratzlaff,

Coordinator of Instructional Resources

Florida Instructional Materials Center for the Visually Impaired


Florida association for the education and rehabilitation of the blind and visually impaired l.jpg

Florida Association for the Education and Rehabilitation of the Blind and Visually Impaired

Annual Conference

October 26, 2006

Working and Playing with “FLAER”

Altamonte Springs, Florida


Questions for today l.jpg
Questions for Today??? the Blind and Visually Impaired

  • The presence of a visual impairment affects which aspects of development?

  • What is the percentage of children with additional disabilities that also have a visual impairment?

  • What are the 4 most common causes of visual impairments in infants and toddlers?

ALL

60%

Low birth weight, trauma, syndromes, eye diseases


Essential truths about vision l.jpg
Essential Truths about Vision… the Blind and Visually Impaired

  • Vision is the primary data-gathering system of humans, providing both near and distance information and integrating information holistically. All the other senses together cannot provide equal information to the brain. (Gesell, Illg & Bullis, 1949)


Essential truth l.jpg
Essential Truth…. the Blind and Visually Impaired

  • Hearing is not a motivator equal to vision in encouraging an infant to reach for objects. There is a mismatch in the timing between when an infant is physically ready to reach (by about 5 months) and when the auditory processing ability can attach meaning to sound (by about 9 months). (Barraga and Erin, 1992)…from Koenig and Holbrook, Foundations 2000


Intervention l.jpg
Intervention the Blind and Visually Impaired

“For children with these (severe) visual concerns, programming often focuses on massage and visual and auditory bombardment rather than on integrating the central nervous system so that the visual system can become organized and ready for taking in and using information that will enhance potential for gaining and expanding control over the world.”

Beth Langley, ISAVE


Slide7 l.jpg

Discussion Questions the Blind and Visually Impaired

  • Why are gross and fine motor skills especially important for students who are blind or visually impaired?

  • What are some characteristics that are often seen in children who are visually impaired?

  • What toys and/or play activities foster appropriate motor skills, emergent literacy skills and concept development?


Importance of early intervention l.jpg
Importance of Early Intervention the Blind and Visually Impaired

“ The presence of a visual impairment affects every aspect of development and has a particularly profound effect on early relationships and communicative functions. Thus, the earlier the detection of a visual problem, the earlier the intervention can be implemented to offset many of the associated developmental problems that ensue as the result of visual dysfunction and to improve the general outlook for functional vision.”

Beth Langley, ISAVE


Development of visual system l.jpg

Development of Visual System the Blind and Visually Impaired


Sequence of sensory development l.jpg
Sequence of Sensory Development the Blind and Visually Impaired

  • Alerting

  • Orientation

  • Localization

  • Discrimination

  • Recognition

  • Interpretation

  • Application

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Early reflexive behaviors l.jpg
Early Reflexive Behaviors the Blind and Visually Impaired

  • “Asymmetrical Tonic Neck Reflex (ATNR) creates just the right stimulus (the infants hands at just the right viewing distance) for visual practice. The ATNR exists from birth to 4 months where it disappears. Not coincidentally the child discovers and looks at his or her own hand just before the ATNR disappears.” (Koenig and Holbrook, Foundations 2000)


Developmental stages of visual functioning global l.jpg

Reflexive the Blind and Visually Impaired

Disorganized

Random

Alerting

Motion

Peripheral

Following

Reflexive visual behaviors

typical child:

birth to 6 weeks

Developmental Stages of Visual Functioning: Global

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Developmental stages of visual functioning integrative l.jpg

Visual attending behaviors the Blind and Visually Impaired

can use vision purposefully

typical child:

6 weeks –3-4 months

Contingent

Organized

Novel

Central

Fixation

Accommodation

Convergence

Binocular

Developmental Stages of Visual Functioning: Integrative

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Developmental stages of visual functioning specific l.jpg
Developmental Stages of Visual Functioning: the Blind and Visually ImpairedSpecific

  • Discrimination

  • Association

  • Form

  • Depth

  • Spatial

  • Detail

Visual examining behaviors

Visual perceptual level

typical child:

6-12 months

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation



Movement posture vision l.jpg
Movement, Posture & Vision the Blind and Visually Impaired

  • To fixate gaze

    • Child must have head stability

    • Head/neck organization

  • To recruit peripheral fields, shift gaze, or achieve horizontal pursuit

    • Child must have active head/neck rotation

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Movement posture vision17 l.jpg
Movement, Posture & Vision the Blind and Visually Impaired

  • To achieve ocular alignment, oculocephalic integration, and eye-hand dissociation

    • Child must have head/neck alignment

    • Child must have antigravity head control and stability

  • To achieve vertical pursuit and recruitment of central field

    • Child must have graded extension and flexion of head and neck

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Movement posture vision18 l.jpg
Movement, Posture & Vision the Blind and Visually Impaired

  • To achieve horizontal gaze shift and control of saccadic movements

    • Child must be able to shift head from midline and have active lateral head righting

  • To achieve accommodation and convergence and depth perception

    • Child must be able to grasp and bring hand to mouth or face

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Slide19 l.jpg

Movement, Posture & Vision the Blind and Visually Impaired

  • Weight bearing in prone on forearms facilitates

    • Scapular/head/neck stability

    • Stability of gaze (fixation)

    • Mobility (direction) of gaze

    • Emerging convergence

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Slide20 l.jpg

Movement, Posture & Vision the Blind and Visually Impaired

  • Proprioceptive input to hands and feet (weight bearing) facilitates

    • Organization of gaze/fixation

  • Active lateral weight shift in prone facilitates

    • Fluid horizontal gaze shift

    • Emerging pursuit across midline

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Movement posture vision21 l.jpg
Movement, Posture & Vision the Blind and Visually Impaired

  • Trunk organization/stability, with midline development and active antigravity flexion as in hand to foot play facilitates

    • Fluid horizontal gaze shift

    • Emerging pursuit across midline

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Movement posture vision22 l.jpg
Movement, Posture & Vision the Blind and Visually Impaired

  • Stability in sitting facilitates

    • Near-far gaze shift

    • Depth perception

    • Eye-hand coordination

    • Refined recruitment of peripheral fields

    • Stability for scanning

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Movement posture vision23 l.jpg
Movement, Posture & Vision the Blind and Visually Impaired

  • Movement in upright postures facilitates

    • Refined visual adaptation to movement

    • Expanded peripheral fields

    • Visually directed movement

    • Gaze control for distance vision

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Movement posture and vision l.jpg
Movement, Posture and Vision the Blind and Visually Impaired

  • Antigravity side lying facilitates

    • Organization of midline

    • Stability of head for gaze shift

    • Refining of depth perception

    • Eye-hand coordination

Dr. Sandra Lewis, (2002) Visual Functioning PowerPoint presentation


Overview l.jpg
Overview the Blind and Visually Impaired

  • Children with low vision do not develop motor skills the same way sighted children do.

  • How does this affect the child?

Moving Skills

Body Image

Social Skills

Posture


Lack of incentive to move l.jpg
Lack of Incentive to Move the Blind and Visually Impaired

  • Infants and toddlers with visual impairments have little incentive to move because of:

    • Low muscle tone

    • Reduced opportunities for movement

    • Fears

    • Insufficient understanding of the object world

    • Inability to visually monitor environment

RE:view Fall 2002, Facilitating Walking by Young Children With Visual Impairments Lowry, S. and Hatton, D.


Lack of incentive to move27 l.jpg
Lack of Incentive to Move the Blind and Visually Impaired

  • Children with severe visual impairments also faced with:

    • Unique movement patterns

    • Lack of visual cues to motivate reaching

    • Reduced opportunity to observe and emulate motor movements of others (repetitive motor play)

    • Tendency to engage in non-productive interaction patterns

    • Process of acquiring motor skills varies from child to child

      • Developmental stages

      • Methods to acquire movement skills


Progression of motor development l.jpg

Typical Muscle Tone the Blind and Visually Impaired

Movement for Postural Stability (Co-contraction)

Movement for Mobility Against Postural Stability (Activation)

Practice for Refined Coordination

Atypical Muscle Tone

Postural Fixations

Compensatory Movement Patterns

Habitual Movement Patterns

Muscle Shortening or Elongation

Contractures

Deformities

Progression of Motor Development

Movement Analysis and Curriculum for Visually Impaired Preschoolers, Brown and Bour, 1987


Characteristics of movement of children with visual impairment l.jpg
Characteristics of Movement of Children with Visual Impairment

  • Movements are scarce or minimal

  • Small ranges in exploration of environment

    • Stays in one place (playground, swimming pool)

  • Poor body image

  • Kinesthetic awareness is lacking

  • Proprioception is poor – can’t judge force, speed, posture, etc.

Movement Analysis and Curriculum for Visually Impaired Preschoolers by Carla Brown and Barbara Bour


Characteristics cont l.jpg
Characteristics cont. Impairment

  • Fearful of movement that is out of contact with surface (in space)

    • Jumping, hopping, diving, standing on one foot, etc.

  • Movement is organized – not fluid

  • Grading is absent in mid-range transitions

    • Either fully extended or flexed, nothing in between


Characteristics cont31 l.jpg
Characteristics cont. Impairment

  • Movement is symmetrical or asymmetrical and primarily occurs in straight planes

  • Rotation is inadequate and counter-rotation is absent

  • Range of movement is restricted at spine in extension and/or rotation

  • When movement is difficult (slick surface, increased height, etc.) the upper extremities tense and move to high guard position


Characteristics cont32 l.jpg
Characteristics cont. Impairment

  • When moving from floor to standing there is usually weight loading on upper extremities as well as lower

  • In transitional patterns the integrated function of trunk and pelvis is absent


Characteristics cont33 l.jpg
Characteristics cont. Impairment

  • Gait is poor

    • Decreased stride length

    • Out-toeing

    • Hyper-extension or increased knee flexion at mid stance

    • Lateral head movements

    • Inadequate weight shift over loaded side in stance

    • Inadequate weight shift of trunk over pelvis


Characteristics cont34 l.jpg
Characteristics cont. Impairment

  • Joint hypermobility is present at hips (double jointed)

  • Muscle weakness is significant

    • Hip adductors (movement together)

    • Shoulder girdle

    • Abdominal (especially obliques)


Characteristics cont35 l.jpg
Characteristics cont. Impairment

  • Can be resistant to tactile input (tactile defensive??)

  • Hypotonia – low muscle tone

  • Wrist instability

  • Poor palmar arch development

  • Poor flexibility

    • Trapezius (back)

    • Pectoralis (chest and shoulders)

    • Lower back extensors (upright posture)


Characteristics cont36 l.jpg
Characteristics cont. Impairment

  • Hyper-extension of elbows

  • Finger flaring

  • Hyper-extension of knees in stance

  • Lumbar lordosis in stance (pelvic thrust)

  • Pronation of feet (roll in)

  • Shoulder elevation

  • Cervical hyperextension (head down)


Correcting motor problems l.jpg
Correcting Motor Problems Impairment

  • What therapies, exercises, games or, activities can be used to enhance motor development?


Preventing minimizing motor problems l.jpg
Preventing/Minimizing Motor Problems Impairment

  • Encourage the infant to turn their head

  • Infants need to spend time (supervised) playing on their stomachs (prone)

    • Pushing-up is vital for development of balance skills and prerequisite for arm and trunk strength needed for reaching

    • Encourages head control and trunk strength

    • Can be introduced early by lying prone on the caregiver’s stomach

Developmental Guidelines for Infants with Visual Impairments; Lucek, A., Chen, D., Kekelis, L.


Preventing minimizing motor problems39 l.jpg
Preventing/Minimizing Impairment Motor Problems

  • Physically guide infant/toddler through basic movements (developmentally appropriate)

  • Support rough-house games during playtime

  • Improve body awareness by

    • Naming and touching of body parts during usual daily activities. “Where’s your ear?” “Let’s put bubbles on your chin.”

    • Isolation and integration of body parts and movement


Examples of activities to correct motor problems l.jpg
Examples of Activities to Correct Motor Problems Impairment

  • Crawling

    • Weight bearing

    • Weight shifting

    • Tentative movements

    • Exploration

    • Body image

    • Wrist instability

    • Proprioception

    • Finger flaring


Benefits from crawling l.jpg
Benefits from Crawling Impairment

  • Strengthens shoulder girdle

  • Head positioning

  • Provides stable base for movement and exploration

  • Transition to kneeling, standing and cruising


Examples of activities to correct motor problems42 l.jpg
Examples of Activities to Correct Motor Problems Impairment

  • Riding a tricycle

    • Weight shifting

    • Hip adductors

    • Rotation

    • Muscle tone and strength

    • Lower back extensors

    • Fluid movement

    • Closes the wide base of support

    • Directionality and spatial awareness


Suggested activities l.jpg
Suggested Activities Impairment

  • Heavy lifting, pushing, pulling

  • Locomotor Movements

    • Walking

    • Jumping (two feet)

    • Running

    • Side Step

    • Gallop

    • Hopping

    • Skip


Suggested activities cont l.jpg
Suggested Activities cont. Impairment

  • Tumbling/gymnastics: different body and spatial positions

  • Swimming

  • Balance activities (skating, statues, balance beam, etc.)

  • Climbing

  • Music play

    • “Guided” free movement

    • Tempo – fast and slow

    • Body awareness


End result l.jpg
End Result Impairment

  • With proper assessments and activities to minimize motor development problems the child can develop efficient skills in:

O&M

Motor

Self Esteem

Body Aware

Posture

Social

Daily Living

Concepts

Spatial


What s the connection between movement and learning l.jpg
What’s the Connection Between Movement and Learning? Impairment

Strong, “smart” hands, in flexible, competent bodies comprise the physical component for later development of braille skills.”

…..Wendy Drezek in Move, Touch, DO


What s the connection between movement and learning47 l.jpg
What’s the Connection Between Movement and Learning? Impairment

  • Developing Concepts

    • Spatial relations

    • Integration of sensory cues

    • Object permanence

      • Provide experiences with objects in contact with body, slight distance at midline, left of midline, right of midline, above and below midline, to develop concept of permanence.


Factors that affect concept development l.jpg

Hesitancy in exploration and initiation of movement Impairment

Lack of opportunity to imitate

Focusing on isolated parts of a whole

Problems transferring information to new situations

Auditory system does not provide same integration as the visual system

Tactual sensory “bank” is smaller than the visual “bank”

Tactile defensiveness

Factors that Affect Concept Development

Early Focus by Pogrund, R., Fazzi, D., Lampert, J.; American Foundation for the Blind 1992


Fine motor skills l.jpg
Fine Motor Skills Impairment


Results of poor motor development on fine motor skills l.jpg
Results of Poor Motor Development on Fine Motor Skills Impairment

  • Contrary to popular opinion, babies born with visual disabilities are often less receptive with their hands.

  • Tactile defensiveness is a misnomer – actually defensive to touching unknown things.

  • Have weak, ineffectual hands from lack of movement


Activities for building finger and hand strength l.jpg
Activities for Building Finger and Hand Strength Impairment

  • Squeeze and mold play dough, clay

    or Thera-putty

  • Hammer on a toy workbench

  • Shovel sand and lift pails filled with sand

  • Pull a string to activate a talking toy (rather than push button)

  • Opening jars with screw on lids

  • Objects to pull apart and push together

    • Tinkertoys, pop-beads, locking blocks,

On the Way to Literacy


Hand strength cont l.jpg
Hand Strength cont. Impairment

  • Opening and clipping clothespins

  • Grasping and holding own weight on the monkey bars (or chin-up bar)

  • Playing tug-of-war with wash cloths or hand towels (increasing the length of time to sustain pulling)

  • Playing toy drums or xylophones


Activities for developing dexterity l.jpg
Activities for Developing Dexterity Impairment

  • Finger games, such as “Where is Thumbkin?” or touching each finger to the thumb one at a time

  • Finger puppets

  • Twisting small knobs

  • “Plunking” the keys of a toy piano

  • Pulling a zipper

On the Way to Literacy


Activities for developing dexterity54 l.jpg
Activities for Developing Dexterity Impairment

  • Velcro blocks

  • Stringing beads

  • Tying and untying strings:

    • Nylon rope

    • Thick plastic clothesline

    • Leather shoe strings

    • Shoe strings


Developing tactile sensitivity l.jpg
Developing Tactile ImpairmentSensitivity

  • Opportunities to play with toys of varied textures

  • Have child use, touch and talk about the feelings of hairbrush, toothbrush, wet and dry bath items, etc.

  • Eating finger foods of different textures

  • Finger paint – (Use pudding so they can eat the “paint”)


Developing tactile sensitivity in real life situations l.jpg
Developing Tactile Sensitivity in Real-Life Situations Impairment

  • Crawl on different textures: tile, carpet, sand, mud, grass, concrete, etc.

  • Experience different temperatures – ice cube, hair dryer, warm car, etc,

  • Play with lotions with different textures – baby oil, lotion, Vaseline, exfoliating scrub, etc.

  • Experience different textures of fabrics


Developing tactile abilities l.jpg
Developing Tactile Abilities Impairment

  • Use real objects whenever possible

  • When real object too large to examine at one time (car, tree, etc.) break down into smaller concepts and build the whole picture with experience.

  • Teach the child to explore the environment

  • Use routines and every day objects

  • Teach systematic scanning of objects

    • Begin with hand-under-hand modeling

    • Encourage child to verbalize what they are feeling

    • Move to auditory cues

    • Eliminate cues and prompts


So now you know the importance of l.jpg
So now you know the importance of… Impairment

Getting that baby moving!


Contact information l.jpg
Contact Information Impairment

  • Kay Ratzlaff

    Coordinator of Instructional Resources

    Florida Instructional Materials Center for the Visually Impaired

    4210 W. Bay Villa Avenue, Room 26

    Tampa, FL 33611

    kratzlaff@fimcvi.orgwww.fimcvi.org


Resources l.jpg
Resources Impairment

  • Early Development in Children with Severe Visual Impairment by Susan Timmins

  • Movement Analysis and Curriculum for Visually Impaired Preschoolers by Carla Brown and Barbara Bour

  • Handout: Working with Young and Multihandicapped Students who are Visually Impaired by Carla Brown

  • Handout: Foundations of Orientation and Mobility: Birth to Three Years by Susan Holmes Shier

  • Handout: Working with Young and Multihandicapped Students who are Visually Impaired Sensory Processing by Carla Brown


Resources61 l.jpg
Resources Impairment

  • Individualized, Systematic Assessment of Visual Efficiency (ISAVE) from APH