Characterization and intervention for upper extremity exploration & reaching behaviors in infancy

Abstract

This article aims to: 1) highlight general exploration, reaching, and object exploration behaviors as key activities of daily living in infancy, 2) describe how knowledge of early warning signs for these behaviors may improve early assessment, and 3) discuss interventions that may advance performance of these behaviors. Early intervention should focus on improving performance of these behaviors because: a) these early, interrelated upper extremity behaviors serve an integral role in global learning and development in infancy, b) among at-risk populations, differences have been observed in the quantity and quality of performance of these behaviors and, in many cases, these differences are associated with related perceptual-motor and cognitive delays. This article highlights how early assessment and intervention can target these key early behaviors in populations at risk for upper extremity disabilities, such as those born preterm, with Down syndrome, brachial plexus palsy, or arthrogryposis multiplex congentia.

Keywords: Arthrogryposis; Brachial plexus palsy; Down syndrome; General exploration behaviors; Object exploration; Preterm; Reaching.

Figure 1

A) Depiction of the developmental progression of the amount and variability of general exploration, reaching, and object exploration behaviors during awake, alert periods throughout the first year of life in typical development. B) For infants and children with upper extremity impairments, these trajectories may be narrower and stretched out across time, reflecting reduced amount and variability as well as delayed performance of these behaviors.

Figure 2

Suggested activities caregivers and early intervention providers should encourage infants to engage in for a continuum of care to facilitate the development of key early upper extremity behaviors. Because the development of general exploration, reaching, and object exploration behaviors are interrelated in infancy, these activities aim to facilitate them as a group.

Figure 2

Suggested activities caregivers and early intervention providers should encourage infants to engage in for a continuum of care to facilitate the development of key early upper extremity behaviors. Because the development of general exploration, reaching, and object exploration behaviors are interrelated in infancy, these activities aim to facilitate them as a group.

Figure 2

Suggested activities caregivers and early intervention providers should encourage infants to engage in for a continuum of care to facilitate the development of key early upper extremity behaviors. Because the development of general exploration, reaching, and object exploration behaviors are interrelated in infancy, these activities aim to facilitate them as a group.

Figure 2

Suggested activities caregivers and early intervention providers should encourage infants to engage in for a continuum of care to facilitate the development of key early upper extremity behaviors. Because the development of general exploration, reaching, and object exploration behaviors are interrelated in infancy, these activities aim to facilitate them as a group.

Figure 2

Suggested activities caregivers and early intervention providers should encourage infants to engage in for a continuum of care to facilitate the development of key early upper extremity behaviors. Because the development of general exploration, reaching, and object exploration behaviors are interrelated in infancy, these activities aim to facilitate them as a group.

Figure 2

Suggested activities caregivers and early intervention providers should encourage infants to engage in for a continuum of care to facilitate the development of key early upper extremity behaviors. Because the development of general exploration, reaching, and object exploration behaviors are interrelated in infancy, these activities aim to facilitate them as a group.