Aprendizaje Motor

MOTOR LEARNING THEORY
References: Cole & Tufano, Chapter 19 Reserve Article: Mathiowetz & Bass Haugen (1994) AJOT
From Cole, M. Applied theories in occupational therapy: a practical approach instructor's manual. Online document, http://www.efacultylounge.com, based on Cole, M. (2008). Applied theories in occupational therapy: a practical approach. Thorofare, NJ: SLACK Incorporated.
Focus
Replaces Motor Control (NDT, etc.) as a more evidence-based approach to all forms of movement disorders across the lifespan (CP, TBI, CVA, etc.) Backdrop for Task Oriented approach defined by Horak (1991), Shumway-Cook & Woolacott (2001) and Mathiowetz, Bass Haugen & Flinn (in Trombly & Radomsky, 2002).
Conceptos
Control motor la capacidad para regular o dirigir los mecanismos esenciales del movimiento (Shumway-Cook & Woolacott, 2001). teorias de re-adquisicin del movimiento voluntario neuromaduracin o jerarquico o bottom up Aprendizaje motor conjunto de procesos asociados con la prctica o experiencia que conduce a cambios relativamente permanentes en la capacidad para producir acciones habilidosas. (Shumway-Cook & Woollacott, 2001). Combina neurociencias con teoras de sistemas y aprendizaje.
Principios
Se base en la plasticidad neuronal (la capacidad del SN de modificar las conecciones neuronales para funcionar ms eficientemente. Memoria corto plazo: Memoria de trabajo aprender nuevos movimientos. Memoria largo plazo: guardar/recuperar necearia para cambios ms duraderos El aprendizaje motor ocurre naturalmente durante la ejecucin de la tarea.
Teora de sistemas
El enfoque de sistemas considera:
Factores del cliente: condicin de salud, disfuncin o dao, edad, gnero, etc. Ocupacin: significativas o tareas preferidas. Entorno: contexto relevante
Contextos: sensomotor, psicosocial, cognitivo y de desempeo. Mathiowetz & Bass Haugen, 1994).
Teorias del aprendizaje (modificacin del comportamiento)

Aprendizaje no-asociativo
Habituacin: desensibilizacin que resulta de la exposicin repetida a estmulos no doloroso (e.g., ignorar estmulos que disparan respuestas no funcionales.) Sensibilizacin: incrementar la capacidad de respuesta (e.g., poner atencin a los aspectos de seguridad, tales como agua en el piso, o a obstculos durante el recorrido)
Learning, cont.
Aprendizaje asociativo:
Clasico/condicionante: considera influencias pasadas y actuales del entorno Procedimental: realizadas sin atencin conciente (desarrolladas lentamente a travs de muchas repeticiones llegando a ser habituales, almacenadas en el cerebro como esquemas de movimiento-caminar-) Declarativo: requiere de conciencia, atencin y refleccin (palabras)
Learning, cont.
Variable practice, using motor/perceptual skills under varying conditions, works best for generalization of learning Contextual interference, using motor perceptual skills in random order, increases spontaneous use for new tasks Individual characteristics, such as level or experience & intellectual ability influences motor learning Transfer of learning occurs more easily when tasks are similar (Toglia near transfers)
Learning, cont.
Schmidts schema theory uses sets of general rules that apply in variety of contexts Schema: a generalized motor program that consists of 4 parts:
Initial situation Parameters used Outcome (knowledge of result) Sensory consequence (how movement feels)
Example: swinging a golf club or donning a coat

Learning, cont.
Newells Ecological Theory clarifies the role of perceptions in motor learning.
Recognition of goal or task Regulatory cues (sensitize to what is relevant to the task) Knowledge of Performance (KP): feedback during performance, how movement felt Knowledge of Result (KR): feedback on goal achievement
FUNCTION & DYSFUNCTION

Gentile (1992): early & late stages of learning Fitts & Posner (1967):
Cognitive stage of motor learning (understanding of task, experimentation) Associative stage: refined practice Autonomous stage: skill relatively automatic Example: child learning to climb stairs
Function cont.
Degrees of freedom: refers to gradual increase in smoothness of performance of skilled movement. Example: using a hammer. Specific definitions for function & dysfunction have not been defined in occupational therapy (Kaplan & Bedell, 1999). Definition of dysfunction in OT must include all three components: person, environment, & occupation.
CHANGE & MOTIVATION

Holistic approach: OT ALWAYS incorporates practice of perception and movement within the context of SPECIFIC TASKS. Client centered: Motivation comes naturally when clients and/or families set priorities for tasks to be accomplished & goals to be achieved. Systems approach begins with role performance, considering the best combination of remediation, adaptation, & compensation in order to promote client-identified level of functioning to fulfill desired roles.
Change, cont.
Change occurs through learning process. Recovery may be:
Spontaneous, without benefit of intervention Forced recovery, function gained through therapeutic intervention, such as example? Adapted or functional recovery, attained through altering methods or contexts within which client accomplishes a task
Postulates of Change, cont.

Defined in Pediatrics by Kaplan & Bedell. Motor skills more likely to improve when:
Match between childs ability, task, & context. Child understands expectation & receives clear guidance Independent problem-solving encouraged Just right challenge (zone of proximal development).
Assessment
OT Assessment includes: Dynamic evaluation, watching client during occupational performance, including responses to cues. Collaboration with client to determine occupational problems and priorities. Evaluation of person, task, & context, to determine appropriate OT interventions.
Assessment
OT evaluations may incorporate manual muscle tests, range of motion, strength & endurance tests, which directly relate to problems with specific task performance. Sensory & perceptual evaluations stem from client-identified problems with those aspects of task performance. Cognitive evaluations may further clarify difficulties with awareness, goal identification, motor planning, and generalization of learning.
INTERVENTION
Client-centered role/task selection Discussion of OT assessment results Collaboration which includes therapeutic use of self in determining and/or raising level of client self-awareness Imparting information on current evidence with regard to a choice of approaches Practice of needed skills in natural settings
Motor Learning Interventions

Prevention of injury/dysfunction through splinting, positioning, educating, & sensitization to relevant environmental cues. Promoting function through individualized task problem-solving & collaborative experimentation about the best way to accomplish the task.
Interventions, cont.
Practicing whole tasks, not isolated parts. Providing skill practice in varied contexts during daily routines. Providing randomized practice (changing parameters or circumstances). Providing intermittent feedback during task performance or summarized at end. Encouraging self-evaluation & error detection (both KP & KR).
Interventions, cont.
Modify task demand in order to achieve task goal (use e-mail instead of telephone to communicate with others; use alarm to remember next step). Modify contextual factors in order to achieve task goal (use bolsters to position for active movement in playing a game).
Intervention: Constraint-Induced Movement Therapy

Contemporary variation of task-focused approach for stroke survivors (1 year post-stroke). Consists of constraining nonaffected arm, forcing use of affected limb for performing daily tasks. In 2-week experiment, constrained group showed significantly greater motor skills, carry over to life tasks, and maintenance of gains in 2-year followup. Original study replicated (Blanton & Wolf, 1999) shows that 20% to 25% of clients with chronic stroke symptoms may benefit from this approach.
The End
Please make your own copy of reserve article. Focus on distinctions made between traditional & contemporary OT approaches.

Aprendizaje Motor

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Aprendizaje Motor

Hochgeladen von

Copyright:

Verfügbare Formate

MOTOR LEARNING THEORY

Teorias del aprendizaje (modificacin del comportamiento)

Example: swinging a golf club or donning a coat

FUNCTION & DYSFUNCTION

CHANGE & MOTIVATION

Postulates of Change, cont.

Motor Learning Interventions

Intervention: Constraint-Induced Movement Therapy

Das könnte Ihnen auch gefallen