Practical Strategies for Supporting Perceptual Motor Difficulties

Presented by Greg Jones (Rossett EMS for SpLD) Helen Muschik (Occupational Therapist)

Afternoon Objective

“Sharing the learning outcomes” To provide practical strategies for managing children with perceptual motor difficulties.

We think that YOU think…

I find it easy to identify the problems but I don’t find the resources that helpful.

I don’t have the time or staff to manage this effectively – this should be dealt with by professionals.

If a child is clumsy and has their handwriting.

I have limited knowledge on these issues, I would seek advice from other persistently awful handwriting, I’ll get them to spend more time on people. We don’t have time in the curriculum to spend more focus on P.E skills.

This child just needs practice, I’m sure it’d have been picked up in early years. “Write from the start” is great – the child can work through the worksheets fairly independently.

The Awareness Task

Come on, it was inevitable on a programme like this!

1. Get into groups of 4 – number yourselves 1-4 2. Collect a ball each 3. Stand in a square – stand on ONE foot!

Number 1’s – pass to No. 2, catch from No. 4 Number 2’s – pass to No. 3, catch from No. 1 Number 3’s – pass to No. 4, catch from No. 2 Number 4’s – pass to No. 1, catch from No. 3

Single Bounce

3

Over-arm Throw

2 4

Under-arm Throw

1

Single Bounce

How did you feel?

• • Did other people find it easier than you – how did this make you feel?

If you found it hard, what did you find yourself doing to compensate?

Perceptual Motor Difficulties:

The Spectrum

Perceptual Processing Motor Coordination

Mild Impairment

Sensory-Motor Processing Motor Organisation

Significant Impairment

Developmental Coordination Disorder [DCD] – a Specific Learning Difficulty

“a marked impairment in the development of motor coordination that is not explicable in terms of general intellectual retardation or of any specific congenital or acquired neurological disorder”. (WHO / American Psychiatric Association) Dyspraxia – impairment in the organisation / planning / sequence of movement.

What might you see?

Child may freeze in one spot when there is a lot of movement around them Bumps into other children during play

PLAYGROUND

Might prefer to play alone or engage in more fantasy / verbal games Child may enjoy throwing themselves around and falling to the floor

Long time getting dressed / will put clothes back to front / wrong way

What might you see?

Tires quickly in comparison to peers Have difficulty copying movements modelled for them

P.E

Easily frustrated / angry Delayed in learning new skills Movements are erratic and not timed accurately

Leans on furniture or peers

What might you see?

Reluctant to answer questions

CARPET TIME

Has difficulty sitting still

What might you see?

Chooses to eat meals with their hands. Doesn’t like to sit close to peers Avoids / fears crowded dinner hall Struggles with holding tray (with bag?) Spillages when bringing food to their mouth

LUNCH

Overfill glass with juice/ water

What might you see?

Verbally creative Lacks perseverance – gives up on tasks Has difficulty organising materials / workspace ready for a task Takes a long time to copy things off the board.

Avoids ‘doing’ by talking.

CLASSROOM

Needs instructions repeated – slow to grasp new information Works slowly Rushes through tasks to get them over and done with

May choose solitary activities such as reading rather than physical activities

What might you see?

Poor self-belief Low confidence for taking part in activities

BEHAVIOUR

Socially isolated – mocked for their clumsiness Class clown

Unusual Profiles

• • • • • • • Reading better than 99% of children Spelling weaker than 98% Maths weaker than 95% Poor handwriting Level 3a Reading, but 2a Writing Orally bright and hard working Highly competitive in sport

Supporting Children and Young People with Co-ordination Difficulties • • A practical introduction and manual for schools emphasising Early Identification, inclusive Wave 1 and Pupil & Parent Voice. Includes FAQs.

A series of activities based on core areas of gross then fine motor difficulty (balance, visual tracking, bi-lateral integration, handwriting…) and behaviour.

• • • Pupil Voice (e.g. p. 76 - 9) - central to prioritising provision based on functional skills. IS it a “handwriting problem” for him?  How is their skill / behaviour a barrier for them? Suggested resources / materials and where to buy them.

http://cyps.northyorks.gov.uk/CHttpHandler.ashx?id=12976&p=0 NB The “journey” on p. 19 is for North Yorks (2 terms focus)

Process Orientation Approach VS Task Centred Approach

Task centred approaches to skill development: Instruct Rehearse Mastered This resource presents a process orientation approach which identifies the underlying skills needed for a specific movement.

Assessment - Video

 You have identified a child that is performing less well than their peers through observations / communicating with other staff.

RECORD OBSERVATIONS  Video footage of a therapy assessment. Imagine you were watching this child in the playground or during P.E.

 Use pages 105-108.

 Relevant (gross motor) activities on p.148-56

General Ideas and Strategies

 Increased time  Break tasks down – what do I need to differentiate?

 Focus on strengths/interests as well as limitations – self-esteem.

 Always assess the environment – can you remove any obstacles / clutter?

 Children with movement disorders typically have average intelligence.

 Look for social isolation (e.g. playground) – provide opportunities for them to develop relationships.

 Set achievable goals