presented by Patricia C. Montgomery
In this course Dr. Montgomery discusses characteristics of motor learning and how motor learning is measured. Methods for distinguishing between “performance” and “learning” are suggested. Stages of motor learning and clinical strategies that facilitate these stages are highlighted, and the critical role of attention and “dual-task” processing is examined. Motor learning issues most relevant to therapeutic intervention are also discussed along with clinical strategies to promote motor learning.
Patricia C. Montgomery, PhD, PT, FAPTA, received a BS degree in physical therapy from the University of Oklahoma and an MA in Educational Psychology and PhD in Child Psychology from the University of Minnesota. Dr. Montgomery is an NDT-trained therapist and Faculty Emeritus of Sensory Integration International. She has taught in several physical therapy programs and is the author of multiple books and articles. Dr. Montgomery has worked in a hospital setting, a NICU, and a public school, and has a pediatric private practice. She is a Fellow of the American Physical Therapy Association and has served on its Board; she is also the past president of the Minnesota chapter of APTA.
This chapter provides a basic review of development of the central nervous system (CNS) with emphasis on pathology leading to a variety of developmental disabilities. The important role of apoptosis (cell death) in brain development is described, and Neuronal Group Selection Theory as related to the development of motor skills is discussed.
Two case studies are provided in this chapter. One case is used to demonstrate augmentative feedback that occurs in a treatment session with a two-year-old child with cerebral palsy, spastic quadriparesis. The second case is a self-made video by an 18-year-old with a diagnosis of hydrocephalus and cerebral palsy that emphasizes the important role of motivation.
This chapter provides a review of stages of information processing theory and types of memory. Related clinical strategies applicable to children with developmental disabilities are suggested. Motor learning issues most relevant to therapeutic intervention are discussed along with clinical strategies to promote motor learning.