Leah Rosler
MMT, ROM, and Final Project Assignment.
Assessment of Student Performance with Range of Motion Screen and Manual Muscle Test
Range of Motion Screen and Manual Muscle Test
Left UE ROM Right UE ROM
Shoulder Flexion 180 Shoulder Flexion 135
Shoulder Abduction 180 Shoulder Abduction 115
Shoulder ER 90 Shoulder ER 30
Shoulder IR 85 Shoulder IR 70
Elbow Flexion 150 Elbow Flexion 115
Elbow Extension 0 Elbow Extension 0
Supination 90 Supination 60
Pronation 85 Pronation 75
Wrist Flexion 80 Wrist Flexion 45
Wrist Extension 70 Wrist Extension 35
Hand R 30/ U 20 Hand R 15/U 15
Left UE MMT Right UE MMT
Shoulder Flexion 4 Shoulder Flexion 3-
Shoulder Abduction 4 Shoulder Abduction 3-
Shoulder ER 4 Shoulder ER 3-
Shoulder IR 4 Shoulder IR 3-
Elbow Flexion 4 Elbow Flexion 3-
Elbow Extension 4 Elbow Extension 3-
Supination 4 Supination 3-
Pronation 4 Pronation 3-
Wrist Flexion 4 Wrist Flexion 3-
Wrist Extension 4 Wrist Extension 3-
Hand 4 Hand 3-
Student Signature: Leah Rosler S/OT
Patient Chart Review
Patient Name: Bryn Evaluation Date: 02/05/2017
Height: 52 Weight: 153 lbs DOB: 01/25/1990 Age: 26
Insurance: Atena Pain: None reported Allergies: No known
allergies
Diagnosis PMH:
Admitted to OSU main on 01/18/2017 for L IPH No significant PMH
secondary to AVM
Admitted to Dodd for late effects of hemorrhagic
CVA
Precautions Diet Fluids
ADA Thin
Helmet with OOB Cardiac Nectar thick
Fall risk Renal Honey thick
Regular Pudding thick
Pureed NPO
Mechanical Soft
NPO
Prior Level of Function Psychosocial/ Family Situation
Employed Married with 2 dependent children
Fully independent Previously employed
Has 2 dependent children
Home set up: DME Owned:
House/ apartment Ambulatory Device: N/A
1 story/ 2 story AE: N/A
Steps to enter: 4 Bathroom equipment: N/A
Tub/ shower, bathroom, and bedroom on first **Pt does not own any DME
floor
Leisure/ Hobbies/ Interests ADL and IADL Performance Patients stated goals
None reported Eating Childcare
Pre-morbid: independent Functional
Now: Independent independence
Functional skills
UE Dressing Strength
Pre-morbid: min assist/ Bowel and bladder
contact guard assist ROM
Now: Supervision Mobility
ADLs
LE Dressing Gait and balance
Pre-morbid: Max Assist Endurance
Now: Supervision
Bladder
Pre-Morbid: max assist
Now: Supervision
Bowel
Pre-morbid: Max assist
Now: Supervision
Bed Mobility
Pre-morbid: min assist/
contact guard
Now: Modified independence
Supine-sit
Pre-morbid: mod assist
Now: Supervision
Sit stand
Pre-morbid: mod assist
Now: Supervision
Transfer
Pre-morbid: mod assist
Now: Supervision
Toilet transfer
Pre-morbid: mod assist
Now: Supervision
Ambulation
Pre-morbid: mod assist
Now: Supervision
Expression
Pre-morbid: max assist
Now: Min assist/ contact guard
assist
Memory
Pre-morbid: Independent
Now: Independent
Transfers Ambulation Wheelchair Wheelchair cushion
Supervision Supervision Highstrength Foam
Lightweight (does not
own)
Postural assessment Sitting Balance Standing Balance
Pelvis: None reported
Spine: None reported Static: good Static: good
Scapula: None reported Dynamic: Good Dynamic: Fair
Vision Cognition
Pursuits: WNL A&O x4
Saccades: WNL Follows: multiple step directions
Visual Fields: WNL STM: good
Left Right LTM: good
Routine Problem Solving: good
Complex Problem Solving: good
Functional Intervention Occupational Therapy Kit Description
Impairment Kit Addresses Fine Motor Skills
Itemized list of contents in kit 1. Velcro board
2. Shoelace board
3. Zipper board
Pictures of all components of
kit
Instructions for use of kit
1. Velcro board: open and close Velcro strips from both directions (Velcro shoes)
2. Shoelace board: practice tying the shoelaces in the way you would tie a shoe (tie shoes)
3. Zipper board: open and close each zipper (black is least challenging and red is most
challenging)
Examples of intervention 1. Have patient practice tying shoelaces how they would tie their shoes.
activities 2. Have patient practice opening and closing zippers how they would on a jacket or
clothing item.
3. Have patient open and close Velcro strips as they would if they had Velcro shoes.
4. Have patient put shoelace board under their foot and have them tie the shoelaces over
their foot in the way they would tie a shoe on their foot.
How kit can be graded for low On the Velcro board a patient can practice opening the Velcro in the direction that is
and high level patients easiest for them. To grade the activity up the patient can practice opening the Velcro in
the direction that is most difficult for them and their impairment.
On the shoelace board the patient can first practice making a simple knot, requiring the
lowest level of fine motor skills. In order to grade the activity up the individual can tie
the shoe laces in the way that they would tie their actual shoe laces. The most complex
grade would be to have the patient put the board under their foot and tie the shoelaces
above their foot in the same manner that they would for an actual shoe.
On the zipper board there are 3 different levels of zippers. The black zipper requires the
least amount of skills since there is a zipper attachment allowing for less use of fine
motor skills. The navy blue zipper is one grade up from the black since it is the same size
zipper but does not have an attachment making the grasp smaller. The final and most
difficult zipper is the red one. It is much smaller than the other two and would require the
most complex use of fine motor skills. Another way to grade the activity up and down is
the direction that the client moves the zipper. Opening the zipper would be considered
graded down from closing the zipper.
