Hand functions help in performing everyday' work, let it be gross or fine functions.It covers basic anatomy of hand, major hand functions, how the grasp patterns look, development pattern of hand functions. development of eye hand coordination. use of various hand functions.
Hierachical theory- says that higher centers control on lower center; but when higher center damage then this inhibitory control from the higher center is loss which leads to exageration of the movt.
In normal individual, these occur a smooth, rhythmic movt. Because there is a presence of control from higher center on lower center.
Retraining of motor control basing on understanding of normal movement & analysis of motor dysfunction.
Emphasis of MRP is on practice of specific activities, the training of cognitive control over muscles & movt. Components of activities & conscious elimination of unnecessary muscle activity.
In rehabilitation programme involve – real life activities included.
Introduction, principles of sensory re-education hypersensitivity and hyposensitivity, stages of training after nerve repair, uses and benefits, sensory reeducation in stroke - its principle. Actve and passive Sensory reeducation in stroke, orofacial sensory retraining
Controlled use of sensory stimulus.
Specific Motor response
Normalization of muscle tone
Use of Developmental sequences.
Sensorimotor development = from lower to higher level.
Use of activity to demand a purposeful response.
Practice of sensory motor response is necessary for motor learning.
NDT, BOBATH TECHNIQUE, BASIC IDEA OF BOBATH, CONCEPT OF BOBATH, NEUROPHYSIOLOGY OF NDT, ICF MODEL, PRINCIPLES OF TREATMENT OF NDT IN STROKE AND CP, AUTOMATIC AND EQUILIBRIUM REACTIONS, KEY POINTS OF CONTROL, FACILITATION, INHIBITION AND HANDLING IN NDT
At the end of the lecture, the students should be able to:
Discuss the theoretical basis of the neurodevelopmental approaches
Discuss the concepts and principles underlying the Bobath approach
Discuss the concepts and principles underlying the Brunnstrom approach
Hierachical theory- says that higher centers control on lower center; but when higher center damage then this inhibitory control from the higher center is loss which leads to exageration of the movt.
In normal individual, these occur a smooth, rhythmic movt. Because there is a presence of control from higher center on lower center.
Retraining of motor control basing on understanding of normal movement & analysis of motor dysfunction.
Emphasis of MRP is on practice of specific activities, the training of cognitive control over muscles & movt. Components of activities & conscious elimination of unnecessary muscle activity.
In rehabilitation programme involve – real life activities included.
Introduction, principles of sensory re-education hypersensitivity and hyposensitivity, stages of training after nerve repair, uses and benefits, sensory reeducation in stroke - its principle. Actve and passive Sensory reeducation in stroke, orofacial sensory retraining
Controlled use of sensory stimulus.
Specific Motor response
Normalization of muscle tone
Use of Developmental sequences.
Sensorimotor development = from lower to higher level.
Use of activity to demand a purposeful response.
Practice of sensory motor response is necessary for motor learning.
NDT, BOBATH TECHNIQUE, BASIC IDEA OF BOBATH, CONCEPT OF BOBATH, NEUROPHYSIOLOGY OF NDT, ICF MODEL, PRINCIPLES OF TREATMENT OF NDT IN STROKE AND CP, AUTOMATIC AND EQUILIBRIUM REACTIONS, KEY POINTS OF CONTROL, FACILITATION, INHIBITION AND HANDLING IN NDT
At the end of the lecture, the students should be able to:
Discuss the theoretical basis of the neurodevelopmental approaches
Discuss the concepts and principles underlying the Bobath approach
Discuss the concepts and principles underlying the Brunnstrom approach
This presentation is detail about Volta therapy which is commonly used in paediatric neurological conditions and also for adults. this presentation explains what are the various techniques, methods of application of Volta therapy, indications, contraindications, etc.
This presentation give an upto date insightful information on balance/postural assessment and key domains of Occupational Therapy during assessment of balance using different scales.
Myasthenia Gravis is an autoimmune disorder affecting the neuromuscular junction. Physiotherapy can help patient not only in teaching the patients learn muscle energy conservation technique but also improve the overall functional status of the patient.
Dr.MD.Monsur Rahman,PT
MPT-Musculoskeletal Disorders
Maharishi Markandeshwar Institute Of Physiotherapy And Rehabilitation, Maharishi Markandeshwar (Deemed to be University), Mullana - Ambala,133-207 (Haryana)
This presentation is detail about Volta therapy which is commonly used in paediatric neurological conditions and also for adults. this presentation explains what are the various techniques, methods of application of Volta therapy, indications, contraindications, etc.
This presentation give an upto date insightful information on balance/postural assessment and key domains of Occupational Therapy during assessment of balance using different scales.
Myasthenia Gravis is an autoimmune disorder affecting the neuromuscular junction. Physiotherapy can help patient not only in teaching the patients learn muscle energy conservation technique but also improve the overall functional status of the patient.
Dr.MD.Monsur Rahman,PT
MPT-Musculoskeletal Disorders
Maharishi Markandeshwar Institute Of Physiotherapy And Rehabilitation, Maharishi Markandeshwar (Deemed to be University), Mullana - Ambala,133-207 (Haryana)
OT for Kids - Assessing and Improving Handwriting for Occupational Therapists...Nathan Varma
OT for Kids are a private paediatric Occupational Therapy company. We reegulalry run courses, and on saturday 16th August we ran a handwriting course for Occupational Therapists. This course was a great opportunity to learn more about writing and how Occupational Therapy can assess, improve and treat children with handwriting difficulties.
These slides are for both those people who attended the course and for any Slideshare users who are interested in learning more about OT for Kids, Occupational Therapy and handwriting.
Overall, knowledge of child development milestones empowers primary school teachers to be more effective educators by supporting individualized instruction, early intervention, differentiated teaching, setting realistic expectations, planning engaging activities, conducting effective assessments, and building collaborative partnerships with parents
OT for Kids - Introduction to the assessment, treatment and development of ha...Nathan Varma
OT for Kids introduction to free handwriting course is an introductory crash course in handwriting development and the necessary underlying skills needed for fluent accurate writing.
Learning objectives:
Upon completion of this course, participants will be able to:
Have a basic understanding of the necessary underlying components of writing
Introduction to underlying skills needed for writing
Understand the impact of core strength and good posture on writing
Core strength and the impact on writing
Sitting posture and the impact on writing
Have a basic understanding of activities that can improve the skills needed for accurate writing
Individual activities
Group activities
Have an understanding of the definition of:
Visual perception skills
Hand strength
Fine motor skills
Visual closure
Form recognition and form constancy
Understand what adaptive equipment is available to children with poor writing
Pencil grips
Sloped writing boards
Summary
Where and when is the event being run?
Our free Introduction to handwriting event will be run on Saturday 18th October 2014 from 9am - 4pm in central Manchester at our clinic:
3 - 5 St John Street
Deansgate
Manchester
M3 4DN
The clinic is located just off Deansgate, with Deansgate train station less than 5 minutes walk and Piccadilly station about 20 minutes walk away.
This project provides activity ideas to promote fine motor development in children. It is intended to be a resource for parents to educate them on what fine motor skills are, provide them with activities for their children to promote fine motor development, and a guide to make sure their children are hitting the age-appropriate developmental milestones.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Hand
• The part of the fore limb which extends
beyond the wrist joint including palm,
finger and thumb, is understood to be
the ‘hand’.
• The hand has 27 bones forming various
joints.
• 14 of which are
the phalanges (proximal, intermediat
e and distal) of the fingers and
thumb.
• The metacarpal bones connect the
fingers and the carpal bones of
the wrist.
• Each human hand has
five metacarpals and eight carpal
bones.
3. Hand bones
• It contains eight short carpal
bones of the wrist are
organized into a proximal row
(scaphoid, lunate, triquetral an
d pisiform) which articulates
with the bones of the forearm,
and a distal row (trapezium
, trapezoid, capitate
and hamate ), which articulates
with the bases of the
five metacarpal bones of the
hand.
• The fourteen phalanges make
up the fingers and thumb.
• The four fingers each consist of
three phalanx bones: proximal,
middle, and distal.
• The thumb only consists of a
proximal and distal phalanx.
4. Hand joints
• Major joints of hand are:
1. Interphalangeal (IP)
articulations of
hand (the hinge joints
between the bones of the
digits). There are two types
of IP joint Distal
Interphalengeal (DIP) joint
and Proximal
interphalengeal (PIP) joint.
2. Metacarpophalangeal (MCP)
joints (where the digits meet
the palm)
3. Carpometacarpal
articulations(where the
palm meets the wrist)
5. Major functions of hand
1. Reaching
2. Grasping
3. Transporting
4. Release
• Object manipulation is the main outcome of the
function of the hand. Among all these functions,
reaching and transporting are done with the
arm and forearm. Whereas grasping and
releasing are done entirely by hand.
6. Grasp patterns
• Grasp is the position in which
an object is held by the hand.
It is defined as a position of
the hand that facilitates
contact of an object against
the palm and the palmar
surface of partially flexed
digits. Some of the common
grasp patterns are as follows:
1. Spherical grasp:
This type of grasp is used for
holding spherical objects like
ball or apple. In this type of
grasp object remains in
complete contact with palm,
fingers and thumb.
7. Cont......
2. Cylindrical grasp:
Such type of grasp is used
for holding cylindrical
objects like pipe, glass etc.
The object remains in
complete contact with
fingers and partial contact
with palm.
3. Hook grasp:
This type of grasp is used
for holding objects with
handle like suitcase,
bucket etc. The object is
held by flexing the fingers
at IP joints.
8. 4. Opponance grasp/Intrinsic
plus grasp:
This pattern is used in
grasping and holding
large, flat objects such as
books or plates. In this
grasp the object is held
between tips of fingers
and of thumb which is
positioned opposite to
fingers.
9. Prehension
• Prehension is defined as a
position of the hand that
allows finger and thumb
contact and facilitates
manipulation of objects. Major
types of prehension are as
follows:
1. Lateral prehension:
• In lateral prehension, the pad
of the thumb is positioned to
contact the radial side of the
middle or distal phalanx of the
index finger. This pattern of
prehension is used in holding a
pen or eating utensil, and in
holding and turning a key.
10. Cont...
2. Palmar prehension/ 3-jaw
chuck:
The thumb is positioned in
opposition to the index and
long fingers. The important
component of motion in this
pattern is thumb rotation,
which allows for pad-to-pad
opposition. This prehension
pattern is used in lifting
objects from a flat surface,
in holding small objects, and
in tying a shoe or bow.
11. 3. Tip-to-tip prehension:
The IP joint of the thumb
and the DIP and PIP
joints of the finger are
flexed to facilitate tip-
to-tip prehension.
These motions are
necessary for picking up
a pin or a coin.
12. Grip:
While grasp is the pattern of holding an object,
grip is the strength with which and object is
held. It is measured by two methods. The first
method is simple but is subjective. In this
method it is noted if the grip is adequate and
effective for a given task. The second method
is objective and measured by an instrument
called dynamometer.
13. Development of hand functions
Age Developmental milestones
0 – 6 months •Reflexive grasp (at birth). Ulnar side fingers are more active in grasp.
•Global ineffective reach for objects (3 months)
•Voluntary grasp (3 months)
•2 handed palmar grasp (3 months)
•1 handed palmar grasp (5 months). Squeezes objects with the fingers and palm.
•Controlled reach (6 months)
6 – 12
months
•Reaches, grasps, puts object in mouth
•Controlled release of objects
•Static Pincer grasp (thumb and one finger)
•Picks things up with pincer grasp (thumb and one finger)
•Radial side fingers become more active.
•Transfers objects from one hand to another
•Drops and picks up toys
1 -2 years •Builds tower of three small blocks
•Puts four rings on stick
•Places five pegs in pegboard
•Turns pages two or three of a book at a time
•Scribbles
•Turns knobs
•Paints with whole arm movement, shifts hands, makes strokes
•Self-feeds with minimal assistance
•Able to use signing to communicate
•Brings spoon to mouth
•Holds and drinks from cup independently
14. Age Developmental milestones
2- 3 years •Strings four large beads
•Turns single pages of a book
•Snips with scissors
•Holds crayon with thumb and fingers (not fist)
•Uses one hand consistently in most activities
•Imitates circular, vertical, and horizontal
strokes
•Paints with some wrist action, makes dots,
lines, circular
•strokes
•Rolls, pounds, squeezes, and pulls playdough
•Eats without assistance
3 – 4 yrs •Builds tower of nine small blocks
•Copies circle
•Imitates cross
•Manipulates clay material (rolls balls, makes
snakes, cookies)
•Uses non-dominant hand to assist and
stabilise the use of
•objects
•Snips paper using scissors
15. Age Developmental milestones
4 -5 yrs •Cuts on line continuously
•Copies cross
•Copies square
•Writes name
•Writes numbers 1-5
•Copies letters
•Handedness is well established
•Dresses and undresses independently
5 – 6 yrs •Cuts out simple shapes
•Copies triangle
•Colours within lines
•Uses a fingered grasp of pencil and uses
fingers to generate
•movement
•Pastes and glues appropriately
•Can draw basic pictures
16. Eye hand coordination
• Eye hand coordination is the ability of the vision
system to coordinate the information received
through the eyes to control, guide, and direct the
hands in the accomplishment of a given task,
such as handwriting or catching a ball. It uses the
eyes to direct attention and the hands to execute
a task.
• It is an important aspect of hand function.
Accurate reaching towards an object, grasping
effectively in required pattern with required
strength, carrying to desired position and
releasing the object, all require proper
monitoring of eyes.
17. Development of eye- hand coordination
Birth to three years of age, an infant:
• starts to develop vision that allows them to follow slowly moving objects with their
eyes
• begin to develop basic hand-eye skills, such as reaching, grasping objects, feeding,
dressing
• begin to recognize concepts of place and direction, such as up, down, in
• develop the ability to manipulate objects with fine motor skills
Between three and five years of age, little children:
• Continue to develop hand-eye coordination skills and a preference for left or
right handedness.
• Continue to understand and use concepts of place and direction, such as up, down,
under, beside.
• Develop the ability to climb, balance, run, gallop, jump, push and pull, and take stairs
one at a time.
• Develop eye/hand/body coordination, eye teaming, and depth perception.
Children between five and seven years old:
• Improve fine motor skills, such as handling writing tools, using scissors.
• Continue to develop climbing, balancing, running, galloping, and jumping abilities.
• Continue to improve hand-eye coordination and handedness preference.
• Learn to focus vision on school work for hours every day.
18. Between three and five years of age, little children:
• Continue to develop hand-eye coordination skills and a
preference for left or right handedness.
• Continue to understand and use concepts of place and
direction, such as up, down, under, beside.
• Develop the ability to climb, balance, run, gallop, jump,
push and pull, and take stairs one at a time.
• Develop eye/hand/body coordination, eye teaming,
and depth perception.
19. Children between five and seven years old:
• Improve fine motor skills, such as handling writing
tools, using scissors.
• Continue to develop climbing, balancing, running,
galloping, and jumping abilities.
• Continue to improve hand-eye coordination
and handedness preference.
• Learn to focus vision on school work for hours every
day.
20. Disorders of hand function
• In cases of person with intellectual disability (MR), there is
possibility of two types of hand function disorder
1. General delay in the development of hand functions.
2. Anomalies or deformities in structure of hand.
• In a person with MR the commonly found hand function
disorders are:
1. Delayed development of hand functions
2. Atypical functional grasps
3. Anomalies and deformities in the structure of hand
4. Contractures
5. Prolonged presence of grasp reflex
6. Weakness of muscles
21. Screening
• Screening of hand function can be done by testing:
1. If the person can do complete flexion of hand joints.
2. If the person can do complete extension of all the
joints of hand.
3. If the person can do any three of the grasps: spherical,
cylindrical, hook, lateral and opponance.
4. If the person can do a pincer grasp.
• Inability to succeed in any one of the above tasks is an
indicator of poor development and disorder of hand
functions. Complete assessment of disorder of hand
function includes collecting information regarding
range of motion, muscle strength, hand function and
coordination.
22. Therapeutic programme
• Therapeutic programme for correcting disorders of hand function is
very specialised and customised one.
• It is to be done under the direction of an experienced and qualified
therapist. Therapeutic programme depends on the particular
disorder but some important aspects which needs to be kept in
mind are:
Exercises must be done gently within the tolerance of the person.
Forced passive movements or painful actions may cause further
complications.
Psychologically the person should not become fearful otherwise
they would not participate in therapy.
• Some of the activities to enhance hand functions used in
therapeutic programme are using plasticine, theraputty, clay work,
thread and bead work, rubber band activity, peg board, block
stacking, woodwork, finger painting, squeeze ball, pinching
clothespin, building blocks etc.
• For some therapeutic programmes, splints are also used with
activities, exercises and therapies.
23. Splints
• Splint is a rigid support given to any part of the
body. There are three main reasons for which a
part of the body may require such a rigid support
like a splint. These reasons are :
1. To protect the injured part and thus to reduce
pain.
2. To strengthen any weak muscle and thus assist it
to carry out its action.
3. To prevent formation of contracture and
deformities.
• Splints are made up of various material like
metal, wood, thermoplastic, plaster etc.
24. Some common hand splints
1. Wrist drop splint- Prevents wrist
flexion contracture and deformity.
2. Cock up splint-Providing better
extrinsic position of wrist for
better grasp. These are probably
the most commonly prescribed
type of orthosis for the upper
extremity. Indications for use
include sprains, strains, tendonitis,
arthritis, carpal tunnel syndrome,
wrist fractures following cast
removal, and other conditions
that cause pain.
3. Dorsal block splint- Prevents
unwanted extension of the finger
while permitting flexion.
25. 4. Finger extension spring splint-
Provides assistance in finger
extension.
5. Knuckle bender splint-
It is a finger flexion splint
designed for assisting in
simultaneously flexing the
MCP joints of all digits without
blocking IP joint or wrist
motion.
Editor's Notes
Achieving functional outcomes means to develop, improve or restore the highest functional outcomes.