demonstrate a knowledge of positioning and handling students with movement dysfunction to facilitate...

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

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•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




•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



•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



•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

HypertoniaHypertonia

HypotoniaHypotonia

•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

•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

• 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

demonstrate a knowledge of positioning and handling students with movement dysfunction to facilitate...

Documents

tone slide

normal muscle tone

mobility slide

key points of control

hypertonia slide

hypotonia slide

tone normalization

tone of low