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Demonstrate a knowledge of positioning and handling students with movement dysfunction to facilitate normalized tone, postures, and movement, and to enhance optimal learning and functional abilities
Demonstrate a knowledge of positioning and handling students with movement dysfunction to facilitate normalized tone, postures, and movement, and to enhance optimal learning and functional abilities
SpEd 417/517
Course Objective:
SpEd 417/517
Course Objective:
•Ryan - 21 years old
•Spastic quadriplegia cerebral palsy
•Cortical blindness
•Ryan - 21 years old
•Spastic quadriplegia cerebral palsy
•Cortical blindness
Positioning & Handling Demonstration
Positioning & Handling Demonstration
QuickTime™ and aDV/DVCPRO - NTSC decompressor
are needed to see this picture.
•Positioning and handling•Preparation to attain tone
normalization and muscle lengthening for body alignment
•Control of environmental and sensory influences
• Inhibition of primitive reflexes•Facilitation of movement through
space•Maintenance of body alignment and
muscle length
•Positioning and handling•Preparation to attain tone
normalization and muscle lengthening for body alignment
•Control of environmental and sensory influences
• Inhibition of primitive reflexes•Facilitation of movement through
space•Maintenance of body alignment and
muscle length
Westling & Fox Chapter 13
Westling & Fox Chapter 13
Westling & Fox Chapter 13
Westling & Fox Chapter 13
•Body mechanics
•Unsafe lifting and transferring can cause permanent damage to lifter and can compromise safety for student
•Maintain erect trunk, bend knees, keep load close to body
•Plan transfer, arrange environment, decide if assistance is needed
•Body mechanics
•Unsafe lifting and transferring can cause permanent damage to lifter and can compromise safety for student
•Maintain erect trunk, bend knees, keep load close to body
•Plan transfer, arrange environment, decide if assistance is needed
Westling & Fox Chapter 13
Westling & Fox Chapter 13
•Posture and movement•Key points of control - head,
shoulders, trunk and pelvis•Positioning technique
• side-lying for increased extensor tone
•flexion and rotation for inhibition of extension
• stimulate tone of low-toned child to elicit participation
•use key points of control
•Posture and movement•Key points of control - head,
shoulders, trunk and pelvis•Positioning technique
• side-lying for increased extensor tone
•flexion and rotation for inhibition of extension
• stimulate tone of low-toned child to elicit participation
•use key points of control
Westling & Fox Chapter 13
Westling & Fox Chapter 13
•Positioning•Promote active participation•Prevent development or progression
of deformities or skin breakdowns•Provide weight-bearing experiences•Facilitate circulatory, respiratory,
and digestive functions•Allow mobility
•Positioning•Promote active participation•Prevent development or progression
of deformities or skin breakdowns•Provide weight-bearing experiences•Facilitate circulatory, respiratory,
and digestive functions•Allow mobility
HandlingHandling
•To elicit normal muscle tone
•To facilitate upright positions with normal posture
•To facilitate normal movement patterns
•To elicit normal muscle tone
•To facilitate upright positions with normal posture
•To facilitate normal movement patterns
Goals of handlingGoals of handling
•Health, emotional, and environmental factors
•Posture and movement factors
•Health, emotional, and environmental factors
•Posture and movement factors
Normalizing toneNormalizing tone
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HypertoniaHypertonia
HypotoniaHypotonia
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•Normalize tone
•Break-up atypical patterns
•Use key points of control
•Normalize tone
•Break-up atypical patterns
•Use key points of control
Facilitating normal postures and movement
Facilitating normal postures and movement
•Dynamic positioning versus static positioning
•Advantages and disadvantages of various
•Facilitating automatic movement to maintain balance
•Facilitating locomotion for independent mobility
•Facilitating arm and hand movements for task performance
•Facilitating oral movement for eating and speech.
•Dynamic positioning versus static positioning
•Advantages and disadvantages of various
•Facilitating automatic movement to maintain balance
•Facilitating locomotion for independent mobility
•Facilitating arm and hand movements for task performance
•Facilitating oral movement for eating and speech.
Facilitating upright positions and normal posture
Facilitating upright positions and normal posture
QuickTime™ and aDV/DVCPRO - NTSC decompressor
are needed to see this picture.
•To maintain tone•To maintain body alignment and
prevent deformities•To maintain stabilization of body parts•Provide weight-bearing experiences•Facilitate circulatory, respiratory, and
digestive functions•To promote active participation in
meaningful activity•To allow mobility
•To maintain tone•To maintain body alignment and
prevent deformities•To maintain stabilization of body parts•Provide weight-bearing experiences•Facilitate circulatory, respiratory, and
digestive functions•To promote active participation in
meaningful activity•To allow mobility
Goals of positioningGoals of positioning
QuickTime™ and aDV/DVCPRO - NTSC decompressor
are needed to see this picture.
QuickTime™ and aDV/DVCPRO - NTSC decompressor
are needed to see this picture.
• Determine if student can assist in transfer
• If you question your ability to lift/assist alone, ask for help
• Assess student abilities and communicate what is happening
• Assess the environment, decrease workload
• Stay close to student - squat or kneel if necessary
• Maintain wide, stable base of support
• Determine if student can assist in transfer
• If you question your ability to lift/assist alone, ask for help
• Assess student abilities and communicate what is happening
• Assess the environment, decrease workload
• Stay close to student - squat or kneel if necessary
• Maintain wide, stable base of support
Body MechanicsBody Mechanics
http://www.rehab.on.ca/mobile/transfer/slides/slide1.html
• Line yourself up with student, maintaining straight back throughout
• Never twist trunk while lifting
• Use leg muscles when lifting and lowering
• Coordinate smooth lift with others - “one, two, three”
• Ensure student feels secure throughout
• Line yourself up with student, maintaining straight back throughout
• Never twist trunk while lifting
• Use leg muscles when lifting and lowering
• Coordinate smooth lift with others - “one, two, three”
• Ensure student feels secure throughout
Body MechanicsBody Mechanics
•One-person lift
•Two-person lift
•Standing pivot transfer
•Two person side-to-side transfer
•Two person top-bottom transfer
•Other options
•One-person lift
•Two-person lift
•Standing pivot transfer
•Two person side-to-side transfer
•Two person top-bottom transfer
•Other options
Lifts and TransfersLifts and Transfers
Mechanical lifts/assistsMechanical lifts/assists
•Working in groups of three, each group will complete the previous lifting and transferring techniques
•40 points will be awarded according to the following criteria•Use of appropriate handling technique•Maintenance of proper body mechanics•Application of lifting/transferring
technique•Awareness of mechanical aids•Use of safety precautions
•Working in groups of three, each group will complete the previous lifting and transferring techniques
•40 points will be awarded according to the following criteria•Use of appropriate handling technique•Maintenance of proper body mechanics•Application of lifting/transferring
technique•Awareness of mechanical aids•Use of safety precautions
Positioning, Handling, and Body Mechanics
Activity
Positioning, Handling, and Body Mechanics
Activity
1. Body Posture and Body Mechanics
1. Body Posture and Body Mechanics
2. Lifting2. Lifting
3. Positioning3. Positioning
4. Handling4. Handling
5. Transfers5. Transfers