Task-Oriented Motor Relearning
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ScribdTranslationsTask-Oriented Motor Relearning
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ScribdTranslationsLaboratory VII
Adult Neurology
TASK-ORIENTED
TOR RELEARNING
Lisette Cortes
Valesca Olivares
Fabian Vega
JUNE 2014
® Born in 1984, by two Physiotherapists Janet Carr and
Robert s.
® They were based on studies and advances in neuroscience
and movement science, which propose this new way of
approaching patients with CNS injuries.
® Includes the practice of altered movements, and
subsequent training in functional activities and tasks.
® Emphasizes ADL training, which represents the
facilitation of movement to exercise programs as
therapy.
TASK
® KEY ELEMENT FOR MOTOR RELEARNING
BRAOUIAL BICEPS
I (agonist)
TRICEPS BRAOUIAL
(antagonist)
HOW TO ACHIEVE IT…
® ACTIVE PARTICIPATION of the patient
Many times it is seen
altered by cognitive impairment or simply by the injury that
occurred in the CNS
® If it is not possible to have active participation, there are
specific aspects...
> Use real objects, in a real context.
> Verbal instructions
> Create therapeutic environments
Evaluation and treatment
main feature
OCCUPATION I
Various principles
® Use functional tasks as a reference to treatment
® Analyze characteristics of associated tasks
® Describe movements used to execute the task *
determine movement patterns.
® Analyze movement patterns and functional results*
allows you to modify patr. of mov
® Person-environment relationship
® * identify fact. personal and environmental, which influence the
execution
Traditional motor learning has been measured by observing the
patient during execution, after training injuries.
® The therapeutic objective is that the
achievements obtained are maintained and
applied later during the performance of ADL
That is why we must ® The objective of practical
highlight… sessions is to offer
opportunities to students to develop the
ability to execute activities that require
the use of skills that are being trained so
that they can achieve the objective of the
action.
® If they make mistakes, these are also beneficial, they
help them learn skills in a way that maximizes their
abilities to execute the task, under certain contexts,
situations.
EVALUATION AND
PLANNING OF THE
TREATMENT
The clinical evaluation is based on the detailed
analysis of the patient's abilities during the
performance of activities.
The objective of treatment should be relearning oriented to
specific tasks, that is, teaching the patient effective strategies
to achieve a functionally useful movement. The principle is
simple and intuitive: you learn what you practice. They
consider the patient an active participant in their recovery.
Instead of treating the patient, the goal is to train him.
The therapist must take into account:
> biomechanics of movement.
> The characteristics of the muscles involved in the
action.
> The environmental context in which it develops.
TREATMENT PLANS
V Simple and clear verbal instructions, associated if necessary, with non-
verbal communication.
•Visual demonstrations of how to perform the task.
V Manual guidance but avoiding unnecessary help and
progressively decreasing the level of supervision until independent
practice is achieved.
V Reinforcement and positive feedback when the action is
performed correctly.
V Repetitive
practice.
Motor Assessment Scale, scale aimed at assessing
the execution of functional tasks.
Consisting of eight items, corresponding to eight
areas of motor function.
1) Supine position to lateral position.
2) Supine position when sitting on the side of the
bed.
3) Balance at station headquarters.
4) From sitting to standing.
5) March.
6) Function of the upper movement.
7) Mov. Hand in hand
8) Actv. Complex manuals.
APPLICATIONS IN
NEUROLOGICAL DISORDERS.
{ Initiate therapy as early as possible.
V Anticipate and prevent soft tissue contracture by
active, and if necessary, passive, means.
V Identify the essential muscles for the activity to
be re-educated and improve their properties
(strength and resistance)
> Modify the environment, if necessary, so that the
patient can train the task.
P Create the conditions for the patient to actively
integrate into relearning.
-■
❖ Minimize movements, due to weakness and
immobilization.
❖ Teach movement combinations that involve efficient
grip and reach.
❖ Provide practices in control and increase the degrees
of freedom during activities and occupation.
® Scapular movement.
® Elbow extension.
® Shoulder external rotation.
® Opening and closing of the
Scope action. hand.
® Wrist extension.
® Forearm pronation and supination.
horizontal
adduction External
rotation
SUPINATION
❖ Preparation
Finger wrist
extension.
❖ Grip
Closure of the thumb
and the rest of the
fingers.
Grasping
action
• Wrist flexion and
extension (while
holding the object)
❖ Slip
Placement and rotation
of the object.
Action of
hold
• Flexion and extension
of fingers.
(opposition of the
metacarpophalangeal
joint of the thumb)
action of
manipulating
THE RALAME( OF THE E=,SS OF THE
E WITH BRAIN DAMAGE
LELE TAKE THE COLLETO
❖ Restriction techniques on the healthy side.
❖ Sensory stimulation.
❖ Retraining in bilateral tasks.
❖ Execution of purposeful activities.
Occupational therapists are specifically
qualified to design activities and
treatments that provide changes in the
ability to manipulate and reach objects, as
well as to design splints and environmental
adaptations to facilitate patient
performance, providing opportunities to
develop their motor skills .
■ 'RACTICALS |
® Motor relearning must be relevant to the patient,
the activities must be meaningful.
® In evaluations in the field of occupational therapy,
the patient is active in decision making.
® It is important that the training is carried out in a
real context, which is essential in the
rehabilitation process, so that the treatment of the
patient with brain damage is optimal.
FRAACIICASE ONENIALIONS
® Practice should be used randomly, it facilitates
the retention and transfer of motor learning.
The activities must be carried out in
different contexts and places, if the
training is very specific and is applied in
a certain way, motor learning or
relearning will not be able to be
transferred efficiently to the rest of the
contexts where the activities will be
carried out.
® Training must be repetitive.
® The rest period should be less than the practice
period, the more a skill is practiced, the better its
execution will be with the acquisition of learning.
® Most patients are cared for in hospital settings; at
home the level of skill practice decreases
.. .
® They must keep in
mind that training
must be practiced in
hospital centers and,
more importantly, at
home, with the same
intensity, in order to
obtain the desired
result.
important
WHEN LOI TO FVRAULA 00 FLAK
IRATAAEy0 MUST,
Analyze
tasks
Evaluate the
performanc
e
of the
patient
For the
homework
complete.
Identify
that
skills or
components
are
deteriorated
and
because.
Formulate a plan
targeted
intervention
to establish the
balance between
that the patient
can do, wants
do or need.
U.B.
BOLIVARIANA
University
Escaia
The University of Human
