Patellofemoral Pain
Patellofemoral pain (PFP) is a common musculoskeletal related condition that is characterized by insidious onset of poorly defined pain, localized to the anterior retro patellar and/or peripatellar region of the knee.
An overuse injury in sports medicine.
Commonly known as “runner’s knee.
Patellofemoral Pain
Patellofemoral pain (PFP) is a common musculoskeletal related condition that is characterized by insidious onset of poorly defined pain, localized to the anterior retro patellar and/or peripatellar region of the knee.
An overuse injury in sports medicine.
Commonly known as “runner’s knee.
Occupational therapy is a major area need to be concern in NICU candidate or High risk infants.This power point elaborate and focus on assessment tools and therapy provide at right time for further development of child.
What are gross motor skills? Gross motor skills involve the larger, stronger muscle groups.
In early child development, it’s the development of these muscles that enable infants to hold their head up, sit up independently, crawl, and eventually walk, run, jump and skip.
Learn about the gross motor skill development for infants from 0-21 months old in this presentation. We've also included activities you can do with your baby to help encourage the development of their gross motor skills.
-WHAT IS GMFCS – E&R
expanded and revised version ?
-METHOD OF USE
-GENERAL HEADINGS FOR EACH LEVEL
-DISTINCTIONS BETWEEN LEVELS
-CLASSIFICATION SYSTEMBEFORE 2ND BIRTHDAY
-RELIABILITY AND VALIDITY
-GMFM SCORES
-DIFFERENCE BETWEEN GMFCS AND GMFM
-
Key points of control illustrations by examplesSara Sheikh
you can get a fair idea WHAT key points of control are and how can be they used to control a patient.... though it is demonstrated on children, it can be used with adults also, if beneficial.
Hemophilia is a blood disease. Hemophilia is two types. 1. Hemophilia A & Hemophilia B. Physiotherapy is very important for a Hemophilia patient. Here are some info about physiotherapy.
Occupational therapy is a major area need to be concern in NICU candidate or High risk infants.This power point elaborate and focus on assessment tools and therapy provide at right time for further development of child.
What are gross motor skills? Gross motor skills involve the larger, stronger muscle groups.
In early child development, it’s the development of these muscles that enable infants to hold their head up, sit up independently, crawl, and eventually walk, run, jump and skip.
Learn about the gross motor skill development for infants from 0-21 months old in this presentation. We've also included activities you can do with your baby to help encourage the development of their gross motor skills.
-WHAT IS GMFCS – E&R
expanded and revised version ?
-METHOD OF USE
-GENERAL HEADINGS FOR EACH LEVEL
-DISTINCTIONS BETWEEN LEVELS
-CLASSIFICATION SYSTEMBEFORE 2ND BIRTHDAY
-RELIABILITY AND VALIDITY
-GMFM SCORES
-DIFFERENCE BETWEEN GMFCS AND GMFM
-
Key points of control illustrations by examplesSara Sheikh
you can get a fair idea WHAT key points of control are and how can be they used to control a patient.... though it is demonstrated on children, it can be used with adults also, if beneficial.
Hemophilia is a blood disease. Hemophilia is two types. 1. Hemophilia A & Hemophilia B. Physiotherapy is very important for a Hemophilia patient. Here are some info about physiotherapy.
How to Increase Student Engagement at Your School in 3 Easy StepsNaviance
To increase student engagement, you need to capture your students attention through the three main parts of their high school community: academically, socially, and emotionally. Here's how to do it in 3 easy steps.
Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.comWilliam Kritsonis
Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, www.nationalforum.com
Investigating the impact of curriculum on attitudes by first year occupationa...Anita Hamilton PhD
This was a presentation that I gave during the Graduate Certificate in Higher Education at Deakin University. This pilot study lead to a fourth year honours research study in 2007 by Alison Naughton.
LEVELLINGTHEPLAYINGFIELDWhy single stude.docxsmile790243
LEVELLING
THE
PLAYINGFIELD
Why single student mothers are finding it harder to go back and stay in school
1
Introduction
Problem Statement
User Research
Personas
Competitive Analysis
Next Steps
“A good mom wants her child’s outcome
to be better than her own.”
Shannon Bradley
Next Steps
Problem Statement
Introduction
User Research
Personas
Competitive
Analysis
3
The world isn’t perfect, some people have more than others...
Next Steps
Problem Statement
Introduction
User Research
Personas
Competitive
Analysis
4
But… this is 2016! Everyone is equal and has the same opportunities…
… Don’t they?
Next Steps
Problem Statement
Introduction
User Research
Personas
Competitive
Analysis
5
But… this is 2016! Everyone is equal and has the same opportunities…
… Don’t they?
Next Steps
Problem Statement
Introduction
User Research
Personas
Competitive
Analysis
6
“We live in a system that espouses merit, equality, and a level playing field, but exalts those with wealth, power, and celebrity, however gained.”
― Derrick A. Bell
Ethical Ambition: Living a Life of Meaning and Worth
Next Steps
Problem Statement
Introduction
User Research
Personas
Competitive
Analysis
7
So what can we do??
We can
LEVEL
the playing field!
Next Steps
Problem Statement
Introduction
User Research
Personas
Competitive
Analysis
8
But WHO do we help?
Did you know....?
4.8 Million College Students are Raising Children[1]
2,049,242 are single student mothers
Of the 2,582,340 single parents, only 533,098 are single fathers
[1] Barbara Gault, Lindsey Reichlin, Elizabeth Reynolds, and Meghan Froehner. 2014. 4.8 Million College Students are Raising Children. 4.8 Million College Students are Raising Children. Retrieved November 6, 2016 from http://www.iwpr.org/publications/pubs/4.8-million-college-students-are-raising-children/at_download/file
Next Steps
Problem Statement
Introduction
User Research
Personas
Competitive
Analysis
9
So what’s the
PROBLEM?
?????????
?????????
Next Steps
Introduction
User Research
Personas
Competitive
Analysis
Problem Statement
[1] Min Zhan and Shanta Pandey. 2004. Postsecondary Education and Economic Well-Being of Single Mothers and Single Fathers. Journal of Marriage and Family 3, 66, (July 2004), 661-673. DOI: http://dx.doi.org/10.1111/j.0022-2445.2004.00045.x
[2] Sheila Katz. 2013. "Give Us a Chance to Get an Education": Single Mothers' Survival Narratives and Strategies for Pursuing Higher Education on Welfare. Journal of Poverty 3, 17, (July 2013), 273-304. DOI: http://dx.doi.org/10.1080/10875549.2013.804477
As WHILE they are their children, they must
When compared to single fathers, single mothers have a harder time trying to raise their kids.
RAISING
REGULARLY ATTEND SCHOOL AS WELL[1].
Next Steps
Introduction
User Research
Personas
Competitive
Analysis
Problem Statement
11
[1] Min Zhan and Shanta Pandey. 2004. Postsec ...
006Child, Family, and Community Relationships Week 3We.docxoswald1horne84988
006:
Child, Family, and Community Relationships
| Week 3
Week 3: Child Care, Schools, and Teaching
"NAEYC's vision in terms of early childhood education is to provide access for all children to a safe and accessible, high-quality early childhood education that includes a developmentally appropriate curriculum; knowledgeable and well-trained program staff and educators; and comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity."
—NAEYC Vision Statement
This week, you will explore the impact that early childhood programs can have on young children's development, and how you as a professional may use this understanding to help positively impact children and families you will work with in the future.
Your Action Plan this week combines information you learned from last week's readings with information you will learn this week about responsibilities of early childhood professionals in safeguarding young children. For your third Action Plan, you will identify procedures and strategies for addressing the issue of child maltreatment.
Learning Objectives
Students will:
Identify factors associated with the provision of high-quality care and the role of organizations such as NAEYC and NAFCC in ensuring quality care
Explain the difference between
cultural assimilation
and
cultural pluralism
Identify key responsibilities of early childhood educators in the identification of children with disabilities, the IEP process, and inclusive settings
Discuss the roles and responsibilities of early childhood professionals with regard to fair and equitable interactions with all children
Create an Action Plan focused on identification and intervention issues and strategies with regard to child maltreatment
Photo Credit: Susan Chiang / E+ / Getty Images
Prior Knowledge
Think about a childhood teacher (or teachers) who impacted your life. What memories do you have of this teacher? Why do you think you still remember him or her? What lasting impact would you like to have on the children and families with whom you work as a professional?
No written response is required.
Learning Resources
Required Readings
Berns, R. M. (2016).
Child, family, school, community: Socialization and support
(10th ed.). Stamford, CT: Cengage Learning.
Chapter 5, "Ecology of Nonparental Child Care" (pp. 169-186, read up to "Nonparent Child Care and Socialization Outcomes”; pp. 194-201, read from “Nonparental Child-care Ideaologies and Socialization Practices”)
Chapter 6, "Ecology of the School" (pp. 205-207; pp. 211-216, read from "Diversity and Equity" to "Chronosystem Influences on Schools"; pp. 203–211, read from "Mesosystem Influences on Schools")
Chapter 7, "Ecology of Teaching" (pp. 239-272, read up to “Mesosystem Influences on the Peer Group: Adult-Child Interaction”; pp. 320-325)
Review Chapter 4 (pp. 158-164)
Resources for Action Plan 3
Prevent Child Abuse America
ht.
SOCW 6200Week 4IntroductionThe attainment of primary soc.docxwhitneyleman54422
SOCW 6200
Week 4
Introduction
The attainment of primary social developmental milestones and the significant life events that usually accompany them have tremendous impacts on the developing individual and that individual’s transactions with the environment.
—Zaslow and Kirst-Ashman (2016, p. 179)
The structure of a family, the way it functions, the way it handles conflict and discipline, and the way its members show—or do not show—love and affection all have an extraordinary bearing on how an adolescent begins to form his or her ideas, beliefs, attitudes, and values. This week highlights the intersection of an adolescent’s behavior and his or her environment. This intersection may reveal connections, and possible explanations, for particular behaviors in particular environments throughout the life span.
References
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Objectives
Students will:
· Analyze social environment issues that may marginalize adolescents
· Analyze relationship between social environment issues and social development
· Analyze impact of mandated reporting on the client/social worker relationship
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 4 (pp. 178-253)
· Holt, N. L., Kingsley, B. C., Tink, L. N., & Scherer, J. (2011). Benefits and challenges associated with sports participation by children and parents from low-income families. Psychology of Sport & Exercise, 12(5), 490–499. Retrieved from the Walden Library databases.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With the Homeless Population: The Case of Diane
· Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
· 1. Discussion: Case Study Evaluation
· Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
· Post by Day 3 a brief explanation of the issues that place Diane outside of the margins of society. Be sure to incl.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. Monica Kim, OTS
B.A in Human Development at UCSD in La Jolla, CA
M.S in Occupational Therapy at Stanbridge University in Irvine, CA
4. Johnny Nguyen, OTS
B.S in Exercise Science at Carroll University in Waukesha, WI
M.S in Occupational Therapy at Stanbridge University in Irvine, CA
5. Nirali Patel, OTS
B.A. in Psychology and Social Behavior at UCI in Irvine, CA
M.S in Occupational Therapy at Stanbridge University in Irvine, CA
6. John Resurreccion, OTS
B.S in Architecture at California State Polytechnic University in Pomona, CA
M.S in Occupational Therapy at Stanbridge University in Irvine, CA
7. Introduction
Standardized tool used to assess young children’s performance abilities as well
as their participation in their daily life within their school and home
environment
Third assessment created by Lucy Jane Miller Ph.D., OTR, FAOTA
Focuses on children’s developmental delays and challenges
Created in 2006
Also developed
Miller Assessment for Preschoolers in 1998
First STEp: a Screening Tool for Evaluating Preschoolers in 1993
Spirtos, M., & Cremin, K. (2008). Article: the Miller Function and Participation Scales,
M-FUN-PS
Occupational Therapy, 36(2), 24-27.
8. Development of the M-FUN-PS
The International Classification of Function, Disability, and Health (ICF) called
for need to focus less on disability and more on the needs and abilities of the
whole child
M-FUN combines ideologies and terminology from different constructs in order
to create a comprehensive assessment tool
Evaluates a child’s performance within the context of his or her life situation by
examining participation, activities, and foundations
Provides a functional framework and normative information to assist in
determining eligibility for services
Miller, L.J. (2006). Miller Function and Participation Scale (M-FUN). San Antonio, TX: Harcourt Assessment Inc.
9. Uses
M-FUN can be administered to determine or identify the following:
A visual motor, fine motor, and/or gross motor delay
Eligibility for services to address motor delays
Motor abilities that may benefit from home and/or classroom adaptations and
accommodations
Underlying neuromotor foundational issues
Curriculum-relevant interventions
A child’s progress toward intervention goals
Miller, L.J. (2006). Miller Function & Participation Scales: M-FUN [computer software]. Available from
www.therapybc.ca/eLibrary/docsResources/M-FUN%20Assessment%20Review.
10. Purpose
Designed for children 2 years 6 months through 7 years 11 months
May be used for children older than 7 years 11 months with developmental delays, but there is no
normative data available for this population
Includes a performance and participation component
Performance component includes a workbook to stimulate visual motor abilities and play activities
to assess fine and gross motor abilities
Participation component includes observation checklists which rate a child’s participation in home
and school environments
Miller, L.J. (2006). Miller Function & Participation Scales: M-FUN [computer software]. Available from
www.therapybc.ca/eLibrary/docsResources/M-FUN%20Assessment%20Review.doc
11. Population
Assessment is geared towards children who may have mild to moderate motor
delays
The M-FUN addresses an age range from 2 years 6 months to 7 years 11
months
Can be used for older children in the intervention planning process
Can be used as an outcome measure without the normative component*
Miller, L.J. (2006). Miller Function & Participation Scales: M-FUN [computer software]. Available from
www.therapybc.ca/eLibrary/docsResources/M-FUN%20Assessment%20Review.do
12. Performance Component
Yields a visual motor, fine motor, and gross motor normative scale score
Each test may be administered independently or all at once
Consists of
15 activities for children ages 2 years 6 months to 5 years 11 months
16 activities for children ages 6 years 0 months to 7 years 11 months
For children of all ages, a Behavioral Rating assessment is given following each
test
Miller, L.J. (2006). Miller Function & Participation Scales: M-FUN [computer software]. Available from
www.therapybc.ca/eLibrary/docsResources/M-FUN%20Assessment%20Review
13. Participation Component
Includes three measures of a child’s participation at home or school
The Home Observations Checklist
Caregiver rates child’s participation in ADL’s and leisure in the home on a 4-point scale
The Classroom Observations Checklist
Teacher or examiner rates child’s participation in classroom activities on a 4-point scale
The Test Observation Checklist
Examiner rates child’s behavior during M-FUN testing on a 4-point scale
Miller, L.J. (2006). Miller Function & Participation Scales: M-FUN [computer software]. Available from
www.therapybc.ca/eLibrary/docsResources/M-FUN%20Assessment%20Review.d
14. Validity & Reliability
Inter rater reliability
Used five pairs of examiners for 29 children
Correlation between rater’s scores
.91 for visual motor
.93 for fine motor
.91 for gross motor
Validity
Comparison between M-FUN-PS and the Miller Assessment of Preschoolers (MAP)
Correlation ranged from 0.47 - 0.83
Spirtos, M., & Cremin, K. (2008). Article: the Miller Function and Participation Scales,
M-FUNPS: a critical appraisal.
Journal Of Occupational Therapy, 36(2), 24-27.
15. Standardization Process
Norm-referenced data enables administrators to compare a child’s score to the
performances of other children in the same age in the standardization
sample.
Normative sample: 414 children in the USA, distributed throughout age bands,
gender, geographic areas of U.S., parent education (measure of
socioeconomic status), and ethnicity; 2004-2005.
Normative data reported in 6 month age intervals except 5:0 –7:11 (1 year)
Sample sizes for each age group ranged from 45-60 kids
6.8% of the children received some type of school service or were identified as
having a specific condition requiring PT or OT
Miller, L.J. (2006). Miller Function & Participation Scales: M-FUN [computer software]. Available from
16. Administering the M-FUN
Hidden Forks (visual motor; 60 sec)
Jumping Game (gross motor; 10 sec, 60 sec)
Copying a Sentence (fine motor; 90 sec)
Draw a Kid Game (fine motor; 60 sec)
Throw & Catch Game (gross motor)Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson, Inc.
17. Hidden Forks
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson, In
① Point to fork on top of page and say:
“See the fork right here? Mark this fork
with your pen.”
② Use your finger to make a slash
over the fork, then instruct child to do the
same with pen.
③ Point to spoon at top of page and
say: “Here is a spoon. Do not mark any
spoons.”
18. Hidden Forks
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson, In
④ Direct child to rest of page and say:
“This picture has forks and spoons
hidden in the picture. Just mark the
forks.”
⑤ Then say: “Do not mark any spoons.”
⑥ Provide cues as necessary if child
has not found all forks before 30
seconds are up.
19. Hidden Forks
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson, In
20. Throw and Catch Game
① Have the child stand on a mat.
② Place a small ball in the child’s hands and say: “Hold the ball! I’m going to
stand over there.
③ Stand 4 ft from the child and extend your arms and say: “Okay, now throw the
ball to me”
④ Provide the child with as many opportunities as needed to understand the
task.
⑤ Perform the throwing and catching task standing 8 ft and 12 ft apart.
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson, In
21. The Jumping Game
Teaching and Practice Item- Have the child stand on the mat and say: “Now we
are going to jump! Stand here. Jump up and down!”
Use verbal cues as necessary. You may demonstrate task or cue hips (Note:
if child cannot do this task, skip items 1 to 6 and go to last page of record
form for follow-up questions)
① Jump in place (10 seconds)
“Now jump in place. I’ll tell you when to stop”
② Jump in together/out together (10 seconds)
“In” (while feet are in), “Out” (while feet are out)
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson,
22. The Jumping Game
③ Jump side to side (10 seconds)
“Now you’re going to jump from side to side. Start here.”
“Now I’ll go back to the other side”
“Now you jump . I’ll tell you when to stop”
④ Jump forward and backward (10 seconds)
“Now you’re going to jump forwards and backwards. Do this”
“Now you jump forwards and backwards until I tell you to stop.”
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson,
23. The Jumping Game
⑤ Jump in triangle pattern (10 seconds)
“This is a fun one! We’re going to jump in a triangle.”
“Now jump from here until I tell you to stop.”
⑥ Jump (60 seconds)
“This is the last jump! Jump up and down right here until I tell you to stop.”
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson,
24. Copying a Sentence
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson, Inc
① Instruct child to look at page. Say: “This sentence
says Fuzzy ducks jump over the white box. When I say
go, copy this sentence on these lines. Remember to
write neatly. Ready? Go!”
② Record the number of letters the child writes in the
first 20 seconds, then between 20 to 40 seconds, and
then between 40 to 60 seconds. Record the total
number of seconds to complete the task. The time limit
allowed is 120 seconds
③ If child is unable to print two consecutive words,
gets frustrated, or is not finished within the 120 second
time limit, discontinue the game
25. Copying a Sentence
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson, Inc
26. Drawing A Kid Game
① Draw a picture of yourself on a blank page (Make
sure to include a head, body, arms, legs, facial
features, and clothes; do not include fine details such
as belts or buttons)
② Instruct child to draw picture on separate page
and include a head, body, arms, legs, facial features,
and clothes. Provide cues as necessary to ensure
child understands task
③ Once child is ready to draw, remove the sample
image and say that he or she has one-minute to finish
29. Benefits of the M-FUN-PS
Client-centered
The assessment is geared towards children, and they find it fun and appealing
Holistic
Compared to other assessments who solely focus on acquiring a child’s motor abilities
Scores on the observation checklist help provide an indication as to how poor the motor
performance affects a child’s participation at home or school
Leniency
Parts of the assessment can be utilized without completing in its entirety
Example: an OT can get standardised results for visual motor and gross motor without
doing the fine motor component or observation checklists
Miller Function & Participation Scales (M-FUN-PS) Review. (2016, January 13). OT Equip [Blog post]. Retrieved from
http://otequip.info/2016/01/13/mfun.html
30. Complications of M-FUN-PS
Gross motor section can be difficult
Requires prior setup of measured lines and markers
Requires smooth walls and concrete floors for a ball can be kicked for soccer section
Obtaining a standardized score can be troublesome
If one item in a performance domain can’t be done, the standard score for the domain can’t be
calculated
Ex: If it starts raining, the soccer game may not be completed, and the standardised gross
motor section can’t be obtained; even for upper body items
Preparation time
May take a longer preparation time than other assessments that are similar
Miller Function & Participation Scales (M-FUN-PS) Review. (2016, January 13). OT Equip [Blog post]. Retrieved fro
http://otequip.info/2016/01/13/mfun.html
31. Summary/Conclusion
The M-FUN-PS is a comprehensive assessment that measures all aspects of a
child’s performance ability in their home and school environment
The assessment is client-centered, and the child enjoys completing the VM,
GM, and FM activities required
The examiner can choose to complete certain sections, rather than
administering the test completely
The M-FUN-PS can be used with older children as an outcome measure or
intervention planning
Miller, L.J. (2006). Miller Function and Participation Scale (M-FUN). San Antonio, TX: Harcourt Assessment Inc.
32. References
Miller Function & Participation Scales (M-FUN-PS) Review. (2016, January 13). OT Equip [Blog post]. Retrieved from
http://otequip.info/2016/01/13/mfun.html
Miller, L. J. (2006). Miller function & participation scales: Examiner’s manual. Bloomington, MN: NCS Pearson, Inc.
Miller, L.J. (2006). Miller Function and Participation Scale (M-FUN). San Antonio, TX: Harcourt Assessment Inc.
Miller, L.J. (2006). Miller Function & Participation Scales: M-FUN [computer software]. Available from
www.therapybc.ca/eLibrary/docsResources/M-FUN%20Assessment%20Review.doc
Spirtos, M., & Cremin, K. (2008). Article: the Miller Function and Participation Scales, M-FUN-PS: a critical appraisal. Irish
Journal Of Occupational Therapy, 36(2), 24-27.
Editor's Notes
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During its development, the fine motor and visual
motor components of the M-FUN were
examined for reliability and validity by the test
developer.
Spirtos, M., & Cremin, K. (2008). Article: the Miller Function and Participation Scales, M-FUN-PS: a critical appraisal. Irish Journal Of Occupational Therapy, 36(2), 24-27.
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Freakonomics. (2010, October 29). E-ZPass is a life-saver (literally) [Blog post]. Retrieved from http://freakonomics.blogs.nytimes.com/2010/10/29/e-zpass-is-a-life-saver-literally/
Miller Function & Participation Scales (M-FUN-PS) Review. (2016, January 13). OT Equip [Blog post]. Retrieved from http://otequip.info/2016/01/13/mfun.html
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http://spduniversity.org/files/2013/07/Webinar-Session-2-S.-Schoen-M-FUN-V2-7-17-2013-updated.pdf
https://www.youtube.com/watch?v=6rPTxYHAtLo
Someone administering the assessment