Handling Oral-Motor Deficits: 3- To 5-Year-Olds

1. Handling Oral-Motor Deficits: 3- To 5-Year-Olds Shelly Wier, MS, CCC-SLP Speech-Language Pathology Consultant Easter Seals Outreach Program 3920 Woodland Heights Road Little Rock, AR 72212 (501) 221-8415 swier@ar.easter-seals.org

2. Of the following oral structures, which one would a person NEVER have control over? A. Lips B. Tongue C. Uvula D. Jaw Anatomy

3. Of the following oral structures, which one is responsible for keeping food from falling out of the mouth while chewing: A. Lips B. Tongue C. Uvula D. Jaw Anatomy

4. Of the following oral structures, which one is responsible for rotary movement while chewing? A. Lips B. Tongue C. Uvula D. Jaw Anatomy

5. Of the following oral structures, which one is responsible for pulling the food into a cohesive mass prior to swallowing? A. Lips B. Tongue C. Uvula D. Jaw Anatomy

6. Food in the mouth which has been chewed, pulled into a cohesive mass, and is ready to be swallowed is called _________? A. mastication B. seafood C. saliva D. a bolus Definitions

7. The ability to isolate and move oral structures independently of each other is known as ____________? A. mobility B. differentiation C. retraction D. lateralization Definitions

8. The ability of the oral structures to move into a variety of positions is known as ____________? A. mobility B. differentiation C. retraction D. lateralization Definitions

9. The ability of the tongue to move from side to side either inside or outside the mouth is known as ____________? A. mobility B. differentiation C. retraction D. lateralization Definitions

10. The movement of the oral structures posteriorly (toward the back), sometimes reflexively, is known as ____________? A. mobility B. differentiation C. retraction D. lateralization Definitions

11. A mature chewing pattern charac- terized by up, down, sideways, and circular movements of the jaw is called _______________? A. munching B. lateral diagonal chewing C. rotary chewing D. phasic bite Definitions

12. Medical information that would NOT influence food choices during an assessment would include: _________ A. food allergies B. history of GE reflux C. feeding cautions D. presence of aspiration Food Consistency

13. The student's manipulation of which of the following food consistencies should be assessed? A. liquids B. semi-solids C. hard solids D. chewy solids Food Consistency

14. Which of the following is NOT an example of a semi- solid food? A. cheese B. yogurt C. applesauce D. pudding Food Consistency

15. Which of the following is NOT an example of a soft solid food? A. cheese B. banana C. canned fruit D. apple wedge Food Consistency

16. Which of the following is NOT an example of hard solid foods? A. pretzels B. carrot sticks C. bagels D. apple wedge Food Consistency

17. Which of the following is NOT an example of a dual consistency food? A. soup B. watermelon C. applesauce D. orange wedge Food Consistency

18. Assessment True or False: Oral-motor assessment should include a description of trunk stability.

19. Assessment True or False: Head, neck, and shoulder stability does not provide a base for the oral structures.

20. A student with oral hypersensitivity would most likely demonstrate which of the following characteristics? A. Craves oral stimulation B. Messy eater C. Limited food repertoire D. Pockets food in cheeks Oral Sensitivity

21. A student with oral hyposensitivity would most likely demonstrate which of the following characteristics? A. Doesn't like to be touched B. Craves oral stimulation C. Gags easily D. Retracts lips when eating from a utensil Oral Sensitivity

22. Oral Sensitivity True or False: For children with severe hypersensitivity, you may need to first work toward the student consistently tolerating any kind of sensory stimulation.

23. Oral Sensitivity True or False: For children with severe hyposensitivity, you may need to provide whole body sensory stimulation before meals.

24. Recommended Sequenceof Oral-Motor Goals 1. Oral sensory stimulation 2. Head/Mouth differentiation 3. Lip pressure/strength 4. Lip mobility 5. Lip differentiation

25. Recommended Sequenceof Oral-Motor Goals 6. Jaw stability 7. Tongue strength 8. Tongue mobility 9. Tongue differentiation

26. M.O.R.E.Levels of Complexity Motor Components Oral Organization Respiratory Demand Eye Contact/Control

27. During Your Review Determine or assign: A. A name for the activity (optional). B. The oral-motor goals that this activity would address. C. The articulation goals that this activity would address. D. Where in the sequence of goals this activity might fall.

28. During Your Review E. What level of complexity is indicated for the toy or food item (M.O.R.E.). F. What adaptations, if any, might be needed, to complete the activity. G. Your own level of comfort with the activity. H. A rating (Good, Average, Poor) for the activity based on all factors reviewed.

29. References The majority of this information was taken from Elizabeth Mackie's Oral-Motor Activities for Young Children. It targets children ages 3 through 8 years and is available from LinguaSystems.

30. References I also recommend M.O.R.E: Integrating the Mouth with Sensory and Postural Functions (2nd Ed.) by O.T.s Oetter, Richter, and Frick. It is available from PDP Press, Inc. in Hugo, MN.