CHAPTER 7
Multiple Choice
1. If you were asked to prepare a lesson involving the development of fine motor skills, which of the following
would not be considered?
a. Pasting colored strips of paper together
b. Following the movement of a penlight
c. Kicking a ball toward a target
d. Assembling a wooden puzzle
2. How does a child who experiences tactile defensiveness react to being touched?
a. The child feels self-conscious
b. The child feels happy
c. The child feels in danger
d. The child feels pain
3. If you were asked to prepare a lesson involving the development of gross motor skills, which of the following
would not be considered?
a. Outlining with stencils or templates
b. Walking on a balance beam
c. Throwing a ball to a partner
d. Playing “Simon Says”
4. Hand dominance is often not achieved until the age of
a. 4 years
b. 5 years
c. 6 years
d. 7 years
5. A useful technique to employ when teaching self-help skills is
a. Reverse chaining
b. Behavior modification
c. Concrete reinforcement
d. Shaping
6. The fact that children increasingly learn to eliminate unnecessary body movement demonstrates which of the
following basic principles of growth?
a. Bilateral to unilateral development
b. Gross motor to fine motor development
c. Proximo-distal growth
d. Maximum to minimum muscle involvement
7. The most useful way to assess motor skills primarily involves
a. Norm-referenced tests
b. Criterion-referenced tests
c. Observation
d. Standardized tests
8. The rate and quality of physical and motor development are influenced most by
a. Age and environmental factors
b. Physiological maturation and environmental factors
c. Age and internal motivation
d. Internal motivation and physiological maturation
9. The pattern of voluntary movement that begins in the shoulder, then moves on to the elbow area, wrist, and
finally the fingers is called the
a. Proximo-distal pattern
b. Mass-to-specific pattern
c. Bilateral-to-unilateral pattern
d. Maximum–to-minimum muscle-involvement pattern
10. “When the teacher points to any of the eight primary colors, and says, ‘What is this color?’ Audrey will name
the color correctly 80% of the time. “All 8 colors must be checked” is a (n)
a. Short term behavior objective
b. Individual objective
c. Positive reinforcer
d. Terminal objective
True-False
1. In the preschool years, girls appear to perform better on fine motor tasks while boys tend to be more adept at
large motor tasks.
2. If a child has a significant motor disability, he or she is highly likely to have a cognitive deficit as well.
3. Apgar scores indicate the intelligence levels of newborns.
4. Research reveals a significant relationship between visual-perceptual training and improved academic
performance.
5. A child who is hypotonic is often called a child who is “floppy.”
6. Motor development follows a highly predictable sequential and overlapping pattern.
7. Growth and development tend to proceed from the outer extremities to the spine.
8. The focus of therapeutic intervention has shifted from developmental goals to functional independence.
9. Creating short term behavior objectives are not necessary to prevent children from experiencing failure.
10. Physical therapists are usually concerned with large muscle movement while occupational therapists are more
often involved with fine motor function and activities of daily living.
Short Answer
1. How might a child behave who has difficulty with tactile defensiveness?
2. Compare motor development within the cephalocaudal and proximo-distal patterns.
3. Discuss some general characteristics of children who have cerebral palsy and how they affect development of
self-care, mobility, communication, and social interaction.
4. Explain task analysis. How is it used?
5. In task analysis, why would a teacher use reverse chaining?
6. Briefly discuss what is assessed when medical professionals use an Apgar score for a newborn baby.
7. Write a task analysis with at least 4 short-term behavioral objectives for the motor skill of pouring liquid from a
small pitcher into a cup independently.
8. What adaptations might be used for a child who has difficulty grasping the pitcher and cup from the task
analysis above?
9. Think about the typical movement games that young children like to play in groups. Pick two games and
describe the specific motor skills that can be assessed while the children play the games.
10. Compare and contrast the difference between hypotonia and hypertonia.
Comprehensive Essay
1. Describe three playground activities that you could use with young children in the informal evaluation of their
motor skills. Be specific in stating exactly what a teacher should observe and what can be learned about the
children being observed.
2. Identify four observable behaviors which might indicate problems in motor development.
3. What are some of the ways in which atypical motor development will influence what a child can and cannot do
in the center? Select two or three adaptations that will have to be made and discuss them.
4. Identify four observable behaviors that might indicate problems in sensory integration.
5. Identify four guidelines to keep in mind when handling a child with disabilities with the goal of normalizing
muscle tone and facilitating movement.
6. Compare and contrast developmental motor goals and functional motor goals.
7. Compose five steps of reverse chaining for the task of washing hands.
8. Identify at least three activities that involve gross motor skills and at least three activities that involve fine motor
skills.
9. Write a task analysis for putting on a jacket and zipping it up. What adaptations would you make for a child
who has difficulty with the fine motor skills of grasping the zipper and pulling up? What adaptations would you
make for a child who is having difficulty following the sequence of the steps of the task? What adaptations
would you make for a child who has a limited range of motion in his arms?
10. Assume that you have a group of four children, ages 3 and 4. One of them loves stick figures with a
recognizable face, arms, and legs. Two can draw a stick figure with recognizable face, and one can only
scribble. Your goal is: “To improve the children’s ability to draw a person.” The terminal objective is, “When
the teacher provides paper and crayons and suggests that the children ‘draw a picture someone in their family,’
the children will draw a circle, then add eyes, nose, mouth, and ears to the circle.” They will draw lines to
indicate arms and legs. The criterion is appropriate placement of the facial features and at least four lines for
arms and legs. Write a sequence of short-term objectives that will be appropriate for the children. Assume that
the younger children will do the simpler objectives only because they are too young to achieve the terminal
objective. However, all will progress toward the terminal objective.
Test Bank Answer Key