Co-ordination Difficulties: Practical Ways Forward by Lee, Portwood

By Lee, Portwood

Co-ordination problems impact each point of children’s studying. utilizing the motion plans during this publication academics can reply instantly and successfully to students who're exhibiting symptoms of co-ordination problems. It includes:

  • straightforward clarification of alternative co-ordination difficulties
  • checklists to facilitate actual assessment
  • guidance on delivering applicable responses
  • detailed intervention programmes
  • time-saving photocopiable questionnaires and proformas
  • strategies to aid construct scholars’ self worth and organisational skills
  • a beneficial case examine that highlights how remedy works in practice

This is the right source for academics, educating assistants and SENCOs operating in early years, basic and secondary settings. it is going to additionally curiosity therapists and wellbeing and fitness workers.

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Extra resources for Co-ordination Difficulties: Practical Ways Forward

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These forms of intervention all have differing theoretical bases and the therapist must understand the basic philosophies and have received appropriate training before using the principles of each form of intervention. As each child is different and will respond differently to intervention, it is important that the therapist is able to tailor different forms of treatment to suit a particular child. Treatment 43 Assessment does not necessarily mean that a child will receive therapy but their needs for intervention are identified.

Ward (1971) ‘On the concept of criterion-referenced measurement’, Journal of Educational Psychology 40: 314–33. Rating the assessment Following administration of the assessments, the test must then be scored. This can be done in three ways: (1) Researcher rated (2) Ipsative rating (3) Consensus rated. Researcher rating The evaluator scores the test using the previously written criterion scales at the beginning of the project and again at the end. Ipsative rating The individual participants in the research score themselves.

The Lee method The main objectives of treatment are to improve proximal stability to allow for a point of fixation, improve self-confidence, self-esteem, co-ordination (both eye/foot and eye/hand), memory, planning and organisational skills. Specific exercises are carried out to increase muscle strength and games and activities are played to improve skills. The emphasis of treatment is on making it fun, ensuring that skills are broken down to a level at which the child can achieve before building upon them.

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