Efnisyfirlit

• Cover
• Title Page
• Copyright
• Dedication
• Preface
• Content
• PART I: THEORETICAL FRAMEWORK
  • 1 Motor Control: Issues and Theories
    • Introduction
      • What Is Motor Control?
      • Why Should Therapists Study Motor Control?
    • Understanding the Nature of Movement
      • Individual Systems Underlying Motor Control
      • Task Constraints on Movement Control
      • Environmental Constraints on Movement Control
    • The Control of Movement: Theories of Motor Control
      • Value of Theory to Practice
      • Reflex Theory
      • Hierarchical Theory
      • Motor Programming Theories
      • Systems Theory
      • Ecological Theory
      • Which Theory of Motor Control Is Best?
    • Parallel Development of Clinical Practice and Scientific Theory
      • Neurologic Rehabilitation: Reflex-Based Neurofacilitation Approaches
      • Task-Oriented Approach
    • Case Studies
    • Summary
    • Answers to Lab Activity Assignments
  • 2 Motor Learning and Recovery of Function
    • Introduction to Motor Learning
    • What Is Motor Learning?
    • Nature of Motor Learning
      • Early Definitions of Motor Learning
      • Broadening the Definition of Motor Learning
      • Relating Performance and Learning
      • Attention and Motor Learning
      • Forms of Learning
      • Basic Forms of Long-Term Memory: Nondeclarative (Implicit) and Declarative (Explicit)
    • Theories of Motor Learning
      • Schmidt’s Schema Theory
      • Ecological Theory
    • Theories Related to Stages of Learning Motor Skills
      • Fitts and Posner’s Three-Stage Model
      • Bernstein’s Three-Stage Approach to Motor Learning: Mastering Degrees of Freedom
      • Gentile’s Two-Stage Model
      • Stages of Motor Program Formation
    • Practical Applications of Motor Learning Research
      • Practice Levels
      • Feedback
      • Practice Conditions
    • Recovery of Function
      • Concepts Related to Recovery of Function
      • Factors Affecting Recovery of Function
      • Preinjury Neuroprotective Factors
      • Postinjury Factors
    • Summary
    • Answers to Lab Activity Assignments
  • 3 Physiology of Motor Control
    • Introduction and Overview
      • Motor Control Theories and Physiology
      • Overview of Brain Function
      • Neuron: The Basic Unit of the CNS
    • Sensory and Perceptual Systems
      • Somatosensory System
      • Visual System
      • Vestibular System
    • Action Systems
      • Motor Cortex
      • Higher-Level Association Areas
      • Cerebellum
      • Basal Ganglia
      • Mesencephalon and Brainstem
    • Summary
  • 4 Physiological Basis of Motor Learning and Recovery of Function
    • Introduction
      • Defining Neural Plasticity
      • Learning and Memory
      • Localization of Learning and Memory
    • Plasticity and Learning
      • Plasticity and Nondeclarative (Implicit) Forms of Learning
      • Procedural Learning (Skills and Habits)
      • Plasticity and Declarative (Explicit) Forms of Learning
      • The Shift from Implicit to Explicit Knowledge
      • The Shift from Explicit to Implicit Memory
      • Complex Forms of Motor Learning
      • Acquisition of Skill: The Shift to Automaticity
      • Summary of Forms of Learning
    • Neural Plasticity and Recovery of Function
      • Conceptualizing Recovery
      • Axonal Damage: Effects on Neurons and Neighboring Cells
      • Early Transient Events That Depress Brain Function
      • Axonal Regeneration: Difference in the Peripheral versus Central Nervous Systems
      • CNS Response to Injury
      • Changes in Cortical Maps after Lesions and during Recovery of Function
      • Strategies to Enhance Neural Plasticity and Cortical Reorganization
      • Clinical Implications of Research on Neural Plasticity and Recovery of Function in Acquired Brain Injury
    • Neural Plasticity and Neurodegenerative Disease
      • Neural Plasticity and Parkinson’s Disease
      • Clinical Implications of Research on Neural Plasticity and Recovery of Function in PD
    • Summary
  • 5 Constraints on Motor Control: An Overview of Neurologic Impairments
    • Introduction: Signs and Symptoms of Pathophysiology of Motor Control
    • Classifying Impairments Associated with Central Nervous System Lesions
      • Signs versus Symptoms
      • Positive versus Negative Signs and Symptoms
      • Primary versus Secondary Effects
    • Impairments in the Action Systems
      • Motor Cortex Deficits
      • Motor Impairments Associated with Subcortical Pathology
      • Secondary Musculoskeletal Impairments
    • Impairments in Sensory Systems
      • Somatosensory Deficits
      • Visual Deficits
      • Vestibular Deficits
    • Pathology of Higher-Order Association Cortices: Spatial and Nonspatial Impairments
      • Right Hemisphere Spatial Deficits
      • Right Hemisphere Nonspatial Deficits
    • Clinical Management of Impairments in the Action (Motor) Systems
      • Motor Cortex and Corticospinal Tract Impairments
      • Clinical Management of Cerebellar and Basal Ganglia Impairments
      • Clinical Management of Musculoskeletal Impairments
    • Clinical Management of Impairments in the Sensory Systems
      • Somatosensory Impairments
      • Visual Impairments
      • Vestibular Impairments
    • Clinical Management of Impairments in the Perceptual and Cognitive Systems
      • Spatial Deficits: Hemineglect
      • Nonspatial Cognitive Deficits
    • Summary
  • 6 A Conceptual Framework for Clinical Practice
    • Introduction
    • Components of a Conceptual Framework for Clinical Practice
      • Models of Practice
      • Models of Functioning and Disability
      • Hypothesis-Oriented Clinical Practice
      • Theories of Motor Control and Learning
      • Evidence-Based Clinical Practice
      • Applying a Conceptual Framework to Clinical Practice
      • Developing a Personal Conceptual Framework for Clinical Practice
    • Task-Oriented Approach to Examination
      • Examination of Functional Activities and Participation
      • Examination at the Strategy Level
      • Examining Impairments of Body Structure and Function
    • Task-Oriented Approach to Intervention
      • Recovery Versus Compensation
    • Summary
    • Answers to Lab Activity Assignments
• PART II: POSTURAL CONTROL
  • 7 Normal Postural Control
    • Introduction
      • Defining Postural Control
      • A Systems Framework for Postural Control
    • Motor Systems in Postural Control
      • Steady-State Balance
      • Reactive Balance Control
      • Proactive (Anticipatory) Balance Control
    • Sensory and Perceptual Systems in Postural Control
      • Sensory Inputs for Steady-State Balance
      • Sensory Inputs for Reactive Balance
      • Clinical Applications of Research on Sensory and Perceptual Aspects of Postural Control
    • Cognitive Systems in Postural Control
      • Clinical Applications of Research on Cognitive Aspects of Postural Control
    • Neural Subsystems Controlling Postural Orientation and Stability
      • Spinal Contributions
      • Brainstem Contributions
      • Basal Ganglia and Cerebellar Contributions
    • Summary
    • Answers to Lab Activity Assignments
  • 8 Development of Postural Control
    • Introduction
      • Postural Control and Development
      • Motor Milestones and Emerging Postural Control
    • Theories of Developing Postural Control
      • Reflex/Hierarchical Theory
      • Systems Theory
    • Development of Postural Control: A Systems Perspective
      • General Movements in Infants
      • Emerging Head Control
      • Emergence of Independent Sitting
      • Transition to Independent Stance
      • Refinement of Postural Control
      • Cognitive Systems in Postural Development
    • Summary
  • 9 Aging and Postural Control
    • Introduction
      • Factors Contributing to Aging
      • Interactions between Primary and Secondary Factors
      • Heterogeneity of Aging
    • Behavioral Indicators of Instability
      • Defining Falls
      • Risk Factors for Falls
    • Age-Related Changes in the Systems of Postural Control
      • Motor Systems
      • Changes to Steady-State Balance
      • Changes in Reactive Balance Control
    • Aging in the Sensory or Perceptual Systems
      • Changes in Individual Sensory Systems
      • Adapting Senses for Postural Control
    • Cognitive Issues and Posture Control
    • A Case Study Approach to Understanding Age-Related Postural Disorders
    • Summary
    • Answers to Lab Activity Assignments
  • 10 Abnormal Postural Control
    • Introduction
      • Falls in Persons with Neurologic Pathology
    • Problems in the Motor Systems
      • Impaired Steady-State Balance
      • Impaired Reactive Balance
      • Impaired Anticipatory Postural Control
    • Problems in the Sensory/Perceptual Systems
      • Sensory Problems Affecting Steady-State Balance
      • Sensory Problems Affecting Reactive Balance
      • Sensory Problems Affecting Anticipatory Balance
      • Perceptual Problems Affecting Postural Control
      • Clinical Implications of Research on Impaired Sensation/Perceptions and Postural Control
    • Problems in Cognitive Systems
      • Balance and Falls Self-Efficacy
      • Impaired Postural Stability and Dual-Task Interference
    • A Case Study Approach to Understanding Postural Dyscontrol
      • Jean J and Genise T: Postural Problems following Cerebral Vascular Accident
      • Mike M: Postural Problems in Parkinson’s Disease
      • John C: Postural Problems in Cerebellar Disorders
      • Thomas L: Postural Problems in Spastic Diplegic CP
      • Malachi: Postural Problems in Severe Athetoid/Spastic CP
      • Sue: Postural Problems in Multiple Sclerosis
    • Summary
  • 11 Clinical Management of the Patient with a Postural Control Disorder
    • Introduction
      • Conceptual Framework for Balance Rehabilitation
    • Examination
      • Safety—The First Concern
      • Examining the Effect of Balance on Participation
      • Examining Balance in Functional Activities
      • Assessing Strategies for Balance
      • Examination of Underlying Impairments
    • Evaluation: Interpreting the Results of the Examination
    • Task-Oriented Balance Rehabilitation
      • Motor System
      • Sensory Systems
      • Cognitive Systems
    • Putting It All Together
      • Research Evidence for a Task-Oriented Approach to Balance Rehabilitation
      • Improving Participation—Evidence-Based Fall Prevention
    • Summary
    • Answers to Lab Activity Assignments
• PART III: MOBILITY FUNCTIONS
  • 12 Control of Normal Mobility
    • Introduction
      • Mobility in the International Classification of Functioning, Disability and Health Framework
    • Motor Systems and Gait
      • Essential Requirements of Locomotion: Progression, Postural Control, and Adaptation
      • Characterizing Steady-State Gait
      • Adaptation of Gait: Contributions of Reactive and Proactive Balance Control in Gait
      • Initiating Gait
    • Control Mechanisms for Gait
      • Pattern Generators for Gait
      • Descending Influences
      • Musculoskeletal Contributions to Gait
    • Sensory Systems and the Control of Gait
      • Somatosensory Systems
      • Vision
      • Vestibular System
    • Cognitive Systems and Gait
      • Dual-Task Performance during Steady-State Gait
      • Dual-Task Performance during Obstacle Crossing
    • Stair Walking
      • Ascent
      • Descent
      • Adapting Stair-Walking Patterns to Changes in Sensory Cues
    • Mobility Other Than Gait
      • Transfers and Bed Mobility
    • Summary
    • Answers to Lab Activity Assignments
  • 13 Development of Mobility
    • Introduction
    • Development of Motor Systems and Gait
      • Development of Steady-State Gait
      • Development of Adaptation
      • Expanding the Repertoire of Steady-State Gait Patterns: Run, Skip, Hop, and Gallop
      • Sensory Systems
      • Cognitive Systems
    • Development of Other Mobility Skills
      • Development of Rolling
      • Development of Supine to Stand
    • Summary
    • Answers to Lab Activity Assignments
  • 14 Aging and Mobility
    • Introduction
      • Gait Dysfunction: Aging or Pathology?
    • Motor Systems and Gait
      • Age-Related Changes in Steady-State Gait
      • Age-Related Changes in Adaptation of Gait: Reactive and Proactive Balance
      • Role of Pathology in Gait Changes in Older Adults
    • Age-Related Changes in Sensory Systems and Gait
      • Somatosensation
      • Vision
      • Vestibular
    • Age-Related Changes in Cognitive Systems and Gait
      • Age-Related Changes in Dual-Task Performance during Steady-State Gait
      • Age-Related Changes in Dual-Task Performance during Obstacle Crossing
      • Cognitive Influences on Gait: Fear of Falling in Older Adults
    • Age-Related Changes in Other Mobility Skills
      • Gait Initiation and Backward Gait
      • Stair Walking
      • Sit-to-Stand
      • Rising from a Bed
      • Supine to Standing
    • Comparing Gait Characteristics of Infants and Older Adults: Testing the Regression Hypothesis
    • A Case Study Approach to Understanding Age-Related Changes in Mobility
    • Summary
    • Answers to Lab Activity Assignments
  • 15 Abnormal Mobility
    • Introduction
      • Classification Systems
    • Motor Systems and Abnormal Gait
      • Paresis or Weakness
      • Spasticity
      • Loss of Selective Control and the Emergence of Abnormal Synergies
      • Coordination Problems
      • Musculoskeletal Impairments
      • Impaired Adaptation of Gait: Contributions of Impaired Reactive and Proactive Balance Control
    • Sensory Systems and Abnormal Gait
      • Somatosensory Deficits
      • Visual Deficits
      • Vestibular Deficits
      • Perceptual Problems Affecting Gait
    • Cognitive Systems and Impaired Gait
      • Impaired Dual-Task Walking
    • What Factors Limit Participation in the Mobility Domain?
    • Disorders of Mobility Other than Gait
      • Gait Initiation
      • Stair Walking
      • Transfers and Bed Mobility
    • A Case Study Approach to Understanding Mobility Disorders
      • Jean J and Genise T: Stroke
      • Mike M: Parkinson’s Disease
      • John C: Degenerative Cerebellar Injury
      • Sue: Multiple Sclerosis
      • Thomas: Spastic Diplegic Cerebral Palsy
    • Summary
  • 16 Clinical Management of the Patient with a Mobility Disorder
    • Introduction
    • A Task-Oriented Approach to Examination
      • Measuring Participation: Mobility Performance in the Home and Community Contexts
      • Standardized Measures of Walking Capacity
      • Examining the Gait Pattern
      • Examination at the Impairment Level
      • Measuring Mobility: Do We Really Need All These Tests and Measures?
    • Transition to Treatment
      • Setting Goals
    • Task-Oriented Approach to Locomotor Training
      • Interventions at the Impairment Level
      • Intervention at the Strategy Level: Improving the Gait Pattern
      • Training Adaptation: Complex Walking Tasks
      • Research Supporting Locomotor Training in Specific Patient Populations
      • Improving Participation and Reducing Mobility Disability
    • Retraining Other Mobility Skills
      • Stair Walking
      • Sit-to-Stand
      • Importance of Varying Task and Environmental Demands
    • Summary
    • Answers to Lab Activity Assignments
• PART IV: REACH, GRASP, AND MANIPULATION
  • 17 Normal Reach, Grasp, and Manipulation
    • Introduction
    • Movement Control Principles
      • Feedforward versus Feedback Control of Movement
    • Locating a Target
      • Eye–Head–Trunk Coordination
      • Interactions between Eye Movements and Hand Movements
    • Reach and Grasp
      • Kinematics of Reach and Grasp
    • Neural Control of Reach and Grasp
      • Sensory Systems
      • Motor Systems
    • Grasping
      • Classification of Grasping Patterns
      • Anticipatory Control of Grasping Patterns: Precision Grip Formation
      • Grasp and Lift Tasks
    • Coordination of Reach and Grasp
    • General Principles of Neural Control of Reach and Grasp
      • Invariant Features of Movement: Motor Programs
      • Reaction Times for Reach and Grasp
      • Fitts’s Law
      • How Does the Nervous System Plan Movements? Muscle Coordinate, Joint Angle Coordinate, and End Point Coordinate Strategies
      • Distance versus Location Programming Theories
    • Interference between Reaching and the Performance of Secondary Cognitive Tasks
    • Summary
    • Answers to Lab Activity Assignments
  • 18 Reach, Grasp, and Manipulation: Changes across the Life Span
    • Introduction
    • Principles Underlying the Development of Reaching Behaviors
      • Role of Reflexes in the Development of Reaching Behaviors
      • Reaching Behaviors: Innate or Learned?
    • Locating a Target: Eye–Head Coordination
      • Shifting Gaze
      • Tracking Object Movements
      • Development of Visual Pathways for Reaching
      • Eye–Head–Hand Coordination Development
    • Reach and Grasp
      • Motor Components
      • Sensory Components
      • Grasp Development
      • When Do Children Start Using Anticipatory Control in Grasping and Lifting Objects?
      • Adaptation of Grip Forces
      • Learning to Reach for and Grasp Moving Objects (Catching)
      • Cognitive Components
    • The Role of Experience in the Development of Eye–Hand Coordination
    • Reaction Time Reaching Tasks
      • Fitts’ Law
    • Changes in Older Adults
      • Reaching: Changes with Age
      • Grasping: Changes with Age
      • Reach–Grasp Adaptation: Changes with Age
      • Compensation and Reversibility of Decrements in Reaching Performance
    • A Case Study Approach to Understanding Age-Related Changes in Reach, Grasp, and Manipulation
    • Summary
    • Answers to Lab Activity Assignments
  • 19 Abnormal Reach, Grasp, and Manipulation
    • Introduction
    • Target Location Problems
      • Visual Deficits and Object Localization
    • Problems with Eye−Head−Hand Coordination
    • Problems with Reach and Grasp
      • Impairments of Reach
      • Problems with Grasp
    • Problems with In-Hand Manipulation
      • Problems with Release
    • Interlimb Coupling and Bimanual Tasks
      • Reach and Grasp in the Ipsilesional Nonhemiparetic Limb
    • Apraxia
    • A Case Study Approach to Understanding Upper-Extremity Disorders
      • Jean J and Genise T: Reach-and-Grasp Problems Following Cerebrovascular Accident
      • Mike M: Reach-and-Grasp Problems in Parkinson’s Disease
      • John C: Reach-and-Grasp Problems Following Cerebellar Pathology
      • Thomas: Reach-and-Grasp Problems in Cerebral Palsy
      • Malachi: Reach-and-Grasp Problems in Severe Dystonic/Spastic Cerebral Palsy
      • Sue: Reach-and-Grasp Problems in Multiple Sclerosis
    • Summary
  • 20 Clinical Management of the Patient with Reach, Grasp, and Manipulation Disorders
    • Introduction
    • Examination
      • Examining the Effect of Prehension on Participation
      • Examining Prehension in Functional Activities
      • Examination of Underlying Impairments
    • Evaluation: Interpreting the Results of the Examination
      • Long-Term Goals
      • Short-Term Goals
      • Client-Identified Goals
      • Intervention for Sensorimotor Strategies
      • Interventions at the Functional Level
      • Improving Participation
    • Summary
    • Answers to Lab Activity Assignments
• References
• Index

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu