Prehension Kit Assignment
Prehension Kits are a unique way to provide home activities to children to address fine and visual-motor
skills that are cost-effective, accessible, and fun! They consist of common or household materials paired
with easy-to-follow instructions that target a specific motor skill.
Instructions: Students will develop one activity each that would belong in a larger prehension kit and
based on a specific case. Each group of students assigned to the case will contribute to the greater kit.
You will physically complete your kit, which will be presented to the class, and your written activity
instructions will be uploaded to Blackboard. Instructions for the activity can be on one side of an index-
card sized area and clinical reasoning components can be written on the back. In your presentation
tomorrow, you should clearly show the contents of your kit and how it fits together.
Required Elements:
4 individual activities that address a unique prehension or visual-motor skill
1-3 common or household items (per activity). No more than 10 total (for all 4 activities)
4 index cards that:
1. state the targeted prehension pattern or visual-motor skill, and give the activity a title!
2. describe the activity in parent-friendly language,
3. list necessary materials,
4. provide a brief explanation of how the activity supports the development of that prehension
skill.
5. You will also include an example of an occupation this activity can support.
1 container
Source: Growing Hands-On Kids
Source: Adam the OT
Some examples of prehension skills include:
Pincer grasp Shift Asymmetrical bilateral
Finger Isolation Simple Rotation coordination
Thumb opposition/Web space Complex Rotation Separation of sides of the hand
Wrist extension Translation Intrinsic hand strength
Bilateral Stabilization Symmetrical bimanual Lateral Pinch
Palmar arch development coordination Tripod grasp
Some examples of visual perceptual and oculomotor skills:
Discrimination Visual Sequential Memory Fixation
Figure-Ground Spatial Relations Eye Teaming
Form Constancy Smooth Pursuits (tracking)
Closure Saccades
Visual Memory Convergence
Presentation:
In your group presentation, please address the following:
1. Introduce yourself to the class (OT department) and the child whose case you are sharing.
2. Summarize the 4 fine and/or visual deficits you have decided to address with the kit.
3. Each group member will demonstrate their activity, the specific skill being targeted, AND explain
how it supports an area of occupation.
4. Presentation should not exceed 10 minutes.
Rubric
Completeness of Kit 5 4-3 2-0
(5 points) Activity is complete: Activity is mostly Activity is incomplete:
addresses one fine motor complete: may not Instructions/items are
skill, includes ALL include enough materials missing.
necessary materials, and or directions are
index card of directions is incomplete.
submitted.
Usability (5 points) 5 4 3-0
Kit is durable, portable, Kit may not be durable or Kit is not durable or
and all materials can be some materials may not portable. Directions
easily reused/refilled. be reused or easily are unclear or overly
Directions are clear and in refilled. Directions may be complicated.
parent-friendly language. somewhat confusing or
not in easily-understood
terms.
Creativity (10 points) 10-9 8-6 5-0
Kit is creative and Kit shows some creativity Kit is not child or
child/family-friendly. and is mostly child/family- family-friendly.
Activities are playful and friendly. Most activities Activities are
likely to hold child’s would hold child’s inappropriate for given
interests. interest. age group.
Clinical Reasoning 10-9 8-6 5-0
(10 points) Kit demonstrates Kit demonstrates fair Kit demonstrates
1. clear understanding of clinical reasoning and/or limited clinical
age-appropriate understanding of reasoning and/or
fine/visual motor prehension patterns as it understanding of
development. relates to the case. prehension patterns.
2. Shows good clinical Connections to child’s Does not clearly or
reasoning; is occupations are not correctly connect
appropriate to the supported by evidence or activities to child’s
case unclear. occupations.
3. Explains connection to
child’s occupations.
Professionalism/ 5 4-3 2-0
Presentation (5 Introduces self clearly. Role or name are not Does not introduce
points) Faces the audience. mentioned. Delivery is self or present towards
Verbiage is professional sometimes unclear. A few the audience. Multiple
and correct terminology is instances of incorrect spelling or grammar
used. terminology. errors in written
directions.
