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Motor for the Cerebral Palsied

Motor for the Cerebral Palsied Curriculum Guidelines Page 6 The student should be able to: take a slow, deep breath, take a slow, deep breath and hold it, move his arm while holding his breath as though it were floating, return his arm to its original position while exhaling, raise his arm slowly during a series of inhalations and breath holding, return his arm to its original position during a series of inhala­ tions and breath holding, repeat the above series with the other arm, use the procedure to gain control of his legs, use the procedure to gain control of his head, use the procedure to gain control of his tongue, use the procedure to diminish involuntary spastic movements, use the procedure to feed himself, paint, and participate in other manipulative skilIs. AAESPH REVIEW September, 1975 Issue One: Vol. 1 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AAESPH Review SAGE

Motor for the Cerebral Palsied

AAESPH Review , Volume 1 (1): 1 – Sep 1, 1975

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Publisher
SAGE
Copyright
© 1975 TASH
ISSN
0147-4375
eISSN
2169-2408
DOI
10.1177/154079697500100107
Publisher site
See Article on Publisher Site

Abstract

Curriculum Guidelines Page 6 The student should be able to: take a slow, deep breath, take a slow, deep breath and hold it, move his arm while holding his breath as though it were floating, return his arm to its original position while exhaling, raise his arm slowly during a series of inhalations and breath holding, return his arm to its original position during a series of inhala­ tions and breath holding, repeat the above series with the other arm, use the procedure to gain control of his legs, use the procedure to gain control of his head, use the procedure to gain control of his tongue, use the procedure to diminish involuntary spastic movements, use the procedure to feed himself, paint, and participate in other manipulative skilIs. AAESPH REVIEW September, 1975 Issue One: Vol. 1

Journal

AAESPH ReviewSAGE

Published: Sep 1, 1975

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