LEADER 00000nam 2200625 a 4500
001 AH21632582
003 StDuBDS
005 20160708122243.0
007 cr||||||||||||
008 111018s2012 enka s 000 0 eng|d
020 9781119945024|q(e-book)
040 StDuBDS|beng|cStDuBDS|dUk|dStDuBDSZ|dUkPrAHLS
082 00 371.9|223
100 1 Goddard, Sally,|d1957-
245 10 Assessing neuromotor readiness for learning :|bthe INPP
developmental screening test and school intervention
programme /|cby Sally Goddard Blythe.
264 1 Oxford :|bWiley-Blackwell,|cc2012.
300 ix, 96 p. :|bill.
336 text|2rdacontent
337 computer|2rdamedia
338 online resource|2rdacarrier
500 Formerly CIP.|5Uk
505 0 Acknowledgements ix <p><b>1 Introduction 1</b></p> <p>1.1
Overview 1</p> <p>1.2 Rationale for Screening and
Remediation of Neuromotor Immaturity 2</p> <p>1.3 What is
INPP? 2</p> <p>1.4 The INPP Developmental Movement
Programme for Schools 3</p> <p>1.5 What is Neuromotor
Immaturity? 4</p> <p>1.6 What is the Significance of
Primitive Reflexes to Education? 4</p> <p>1.7 What are
Primitive Reflexes? 5</p> <p>1.8 What is the Significance
of Neuromotor Maturity to Education? 5</p> <p>1.9 What is
the Purpose of Developmental Screening Tests? 7</p> <p>
1.10 Why Assess Posture and Balance? 7</p> <p>1.11 Why
Carry Out Assessments for Balance? 8</p> <p>1.12 What is
the Difference Between Static Balance and Dynamic Balance?
8</p> <p>1.13 What is the Significance of Postural Control
to Learning? 9</p> <p>1.14 Primitive Reflexes: Why Have
These Three Reflexes Been Selected for Evaluation? 9</p> <
p>1.14.1 The Asymmetrical Tonic Neck Reflex (ATNR) 9</p> <
p>1.14.2 The Symmetrical Tonic Neck Reflex (STNR) 10</p> <
p>1.14.3 The Tonic Labyrinthine Reflex (TLR) 12</p> <p>
1.15 What Evidence is There Linking Balance, Posture and
Reflexes to Educational Achievement? 12</p> <p>1.16 What
Evidence is There That Intervention in the Form of
Movement Programmes Aimed at the Level of Primitive
Reflexes Improves Educational Outcomes? 15</p> <p>1.17 How
to Use The Screening Tests 16</p> <p>References 16</p> <p>
<b>2 Developmental Screening Tests for Use with Children
Aged 4–7 Years 20</b></p> <p>2.1 General
instructions 20</p> <p>2.1.1 Scoring 20</p> <p>2.1.2 Tests
21</p> <p>2.2 Neuromotor tests 21</p> <p>2.2.1 The Romberg
Test 21</p> <p>2.2.2 One Leg Stand 23</p> <p>2.2.3 The
Crawling on Hands and Knees Test 24</p> <p>2.2.4 Crossing
the Midline, Test No. 1 25</p> <p>2.2.5 Crossing the
Midline, Test No. 2 26</p> <p>2.2.6 Finger and Thumb
Opposition Test 27</p> <p>2.3 Tests for Primitive Reflexes
29</p> <p>2.3.1 Asymmetrical Tonic Neck Reflex (ATNR) 29</
p> <p>2.3.2 The Symmetrical Tonic Neck Reflex (STNR) 31</p
> <p>2.3.3 Tonic Labyrinthine Reflex (TLR) – Erect
Test 32</p> <p>2.4 Tests for Visual Perception and Visual-
Motor Integration 34</p> <p>2.4.1 Pencil and Paper Tasks
35</p> <p>2.4.2 Additional Measures 37</p> <p>2.5 Score
Sheets for 4–7 Year Old Test 39</p> <p>2.6
Observation Sheets 40</p> <p>2.7 Interpreting the Scores
41</p> <p>2.7.1 Tests for Gross Muscle Coordination,
Balance and Reflexes 41</p> <p>2.7.2 Tests for Visual
Perception and Visual-Motor Integration 41</p> <p>
References 41</p> <p><b>3 Developmental Screening Tests
for Use with Children from 7 Years of Age 43</b></p> <p>
3.1 General Instructions 43</p> <p>3.1.1 Scoring 43</p> <p
>3.1.2 The Tests 44</p> <p>3.2 Tests for Gross Muscle
Coordination and Balance 44</p> <p>3.2.1 Tandem Walk 44</p
> <p>3.2.2 Walking on the Outsides of the Feet (Fog Test)
46</p> <p>3.3 Tests for Aberrant Primitive Reflexes 47</p>
<p>3.3.1 The Asymmetrical Tonic Neck Reflex (ATNR) 47</p>
<p>3.3.2 Symmetrical Tonic Neck Reflex (STNR) 51</p> <p>
3.3.3 The Tonic Labyrinthine Reflex (TLR) 52</p> <p>3.4
Tests for Oculomotor Functioning 53</p> <p>3.4.1 Test for
Fixation, Convergence and Control of Saccades (Valett) 54<
/p> <p>3.4.2 Test for Visual Integration 54</p> <p>3.5
Tests for Visual-Speech Recognition 55</p> <p>3.5.1 Sound
Discrimination (Individual Sounds, Sound Blends and
Syllables) 55</p> <p>3.5.2 Sound Synthesis 55</p> <p>3.6
Tests for Visual Perception and Visual-Motor Integration
56</p> <p>3.6.1 Visual Perception 57</p> <p>3.6.2 Visual-
Motor Integration (VMI) 57</p> <p>3.6.3 Spatial
Difficulties 59</p> <p>3.6.4 The Tansley Standard Visual
Figures Test 59</p> <p>3.6.5 Figures Based on The Bender
Visual Motor Gestalt Test 59</p> <p>3.6.6 Scoring the
Visual-Perceptual Tests 61</p> <p>3.6.7 Additional
Measures 65</p> <p>3.7 Score Sheets (7þ Test) 66</p>
<p>3.8 Observation Sheets (7þ Test) 67</p> <p>3.9 How
to Interpret The Scores 68</p> <p>3.9.1 Tests for Gross
Muscle Coordination, Balance and Reflexes 68</p> <p>3.9.2
Tests for Visual Perception and Visual-Motor Integration
68</p> <p>3.9.3 Tests for Auditory–Speech
Recognition 68</p> <p>References 69</p> <p><b>4 The INPP
Developmental Movement Programme 70</b></p> <p>4.1 How to
use the INPP Developmental Movement Programme 70</p> <p>
4.1.1 Developmental Movements 71</p> <p>4.1.2 Why Use a
Movement Programme to Improve Educational Performance? 71<
/p> <p>4.1.3 Instructions for Use of the Exercises 72</p>
<p>4.1.4 Guidelines for Schedule for Exercises 72</p> <p>
4.2 The Developmental Movement Programme 73</p> <p>4.2.1
Introduction 73</p> <p>4.2.2 Windmills 73</p> <p>4.2.3
Caterpillar 74</p> <p>4.2.4 The Curious Caterpillar 75</p>
<p>4.2.5 The Sea Anemone 75</p> <p>4.2.6 The Octopus (Part
1) 76</p> <p>4.2.7 The Agitated Caterpillar 76</p> <p>
4.2.8 The Parachute 77</p> <p>4.2.9 The Octopus (Part 2)
77</p> <p>4.2.10 The Head Lift 79</p> <p>4.2.11 The Fish
79</p> <p>4.2.12 The Lizard 80</p> <p>4.2.13 Hand to Foot
80</p> <p>4.2.14 Hand to Knee 81</p> <p>4.2.15 The Hinge
81</p> <p>4.2.16 The Bracket 82</p> <p>4.2.17 Lower Body
Rotation 82</p> <p>4.2.18 Upper Body Rotation 83</p> <p>
4.2.19 The Tadpole Who Turns into a Frog 84</p> <p>4.2.20
The Drunken Frog 85</p> <p>4.2.21 The Alligator 85</p> <p>
4.2.22 The Commando Crawl 86</p> <p>4.2.23 The Cat 86</p>
<p>4.2.24 Three-Point Crawling on Hands and Knees 88</p> <
p>4.2.25 Cross-Pattern Crawling on Hands and Knees 89</p>
<p>4.3 Additional Optional Exercises for Integration of
Left and Right 89</p> <p>4.3.1 Differentiated Angels in
the Snow 90</p> <p>4.3.2 Finger Exercises 92</p> <p>4.4
Post Script 93</p> <p>References 93</p> <p>Resources 95</p
>
506 1 200 annual accesses.|5UkHlHU
520 8 'Assessing Neuromotor Readiness for Learning' is a
substantially revised and expanded edition of a long
established INPP training manual that has been
consistently proven in practice.|bAssessing Neuromotor
Readiness for Learning is a substantially revised and
expanded edition of a long established INPP training
manual that has been consistently proven in practice. The
package includes tests for children, a developmental
movement programme, and information about online access to
INPP video training materials. Based on the proven INPP
model for neuromotor development screening and
intervention, which is unique in having been rigorously
evaluated in research and practice Expands and revises an
INPP manual which has previously only been available to
training customers, and which is a foundation stone of the
overall INPP approach Places emphasis on children's
physical development and how neuro-motor skills provide
the foundations for learning success. The package includes
batteries of tests for younger and older children, a
developmental movement programme This book may be
supported and enhanced by INPP video training materials
and score sheets, available for download purchase from the
INPP website
650 0 Learning disabled children|xEducation.
650 0 Learning disabilities|xPhysiological aspects.
650 0 Movement disorders in children|xDiagnosis.
650 0 Movement disorders in children|xTreatment.
650 0 Motor ability|xTesting.
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