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 have limited knowledge on these issues, I would seek advice from other

people.

If a child is clumsy and has persistently awful handwriting, I’ll get them to spend more time on

their handwriting.

I don’t have the time or staff to manage this

effectively – this should be dealt with by

professionals.

We don’t have time in the

curriculum to spend more focus

on P.E skills.“Write from the start” is great – the child can work through

the worksheets fairly independently.

This child just needs practice, I’m sure it’d have

been picked up in early years.

The Awareness Task

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

1. Get into groups of 4 – number yourselves 1-42. Collect a ball each3. Stand in a square – stand on ONE foot!

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

3 2

14

Single

Bounce

Single

Bounce

Under-arm

Throw

Over-arm

Throw

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

Mild Impairment

Significant Impairment

Sensory-Motor Processing

Perceptual Processing Motor Coordination

Motor Organisation

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?

PLAYGROUNDMight prefer to play alone or engage in more fantasy / verbal games

Child may enjoy throwing themselves around and falling to the floor

Bumps into other children during play

Child may freeze in one spot when there is a lot of movement around them

What might you see?

P.E

Delayed in learning new skills

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

Have difficulty copying movements modelled for them

Movements are erratic and not timed accurately

Easily frustrated / angry

Tires quickly in comparison to peers

What might you see?

CARPET TIME

Leans on furniture or peers

Reluctant to answer questions

Has difficulty sitting still

What might you see?

LUNCHOverfill glass with juice/ water

Chooses to eat meals with their hands.

Doesn’t like to sit close to peers

Spillages when bringing food to their mouth

Struggles with holding tray (with bag?)

Avoids / fears crowded dinner hall

What might you see?

CLASSROOM

Has difficulty organising materials / workspace ready for a task

Avoids ‘doing’ by talking.

Needs instructions repeated – slow to grasp new information

Works slowly

Rushes through tasks to get them over and done with

Lacks perseverance – gives up on tasks

Verbally creative

Takes a long time to copy things off the board.

What might you see?

BEHAVIOUR

May choose solitary activities such as reading rather than physical activities

Poor self-belief

Low confidence for taking part in activities

Class clown

Socially isolated – mocked for their clumsiness

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=0NB The “journey” on p. 19 is for North Yorks (2 terms focus)

Process Orientation ApproachVS

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 StrategiesIncreased timeBreak 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