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Motor Planning: The Impact On Communication And Beyond

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1.  What is the definition of praxis? The ability to complete a gross motor activity The ability to plan and carry out an unfamiliar action The ability to complete bilateral coordination exercises The ability to plan and carry out a familiar action

2.  What is the sequence of the 4 stages of motor planning? Organization, Ideation, Execution, Adaptation Ideation, Execution, Organization, Adaptation Ideation, Organization, Execution, Adaptation Ideation, Organization, Adaptation, Execution

3.  What is the meaning of Planning/Organizing? The ability to follow verbal directions The ability to follow written directions The ability to carry out a familiar sequential activity The ability to plan or sequence a motor act

4.  Poor gestural communication in autistic clients is due to: A diagnosis of autism A lack of interest in communicating Motor planning Limited eye contact

5.  A child with motor planning challenges may: Be easily frustrated Have low confidence or self esteem Love to try new activities A & B

6.  Which of the following is a typical play skill of a child with motor planning challenges? Playing the same activity over and over Playing alone Struggling to copy demonstrated actions All of the above

7.  What are the motor disorders listed in the DSM-V? Developmental coordination disorder; stereotypic movement disorder; and tic disorders Childhood apraxia of speech; articulation disorder; motor planning Developmental coordination disorder; childhood apraxia of speech; and tic disorders Stereotypic movement disorder; childhood apraxia of speech; and tic disorders

8.  Which of the following would be used to assess the adaptation stage of motor planning? See what the child does the child do when presented with an unfamiliar activity Give the child step by step directions to complete a task Create a small obstacle to interfere with a motor activity See if the child can imitate motor actions

9.  Which of the following strategies supports ideation: Direct the child to follow your ideas Give meaning to the child's actions Use toys and activities that have set rules or way to play, e.g. board games Let the child know if you think their idea is not a good idea

10.  Which of the following supports the parent of a child with motor planning challenges? Educate about “bottom up” support Encourage the parent to not do things for the child, but allowing them to work things out for themselves Encourage them to use toys that have one specific purpose A & B