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mski > PEDIALEC_S1_L2 - P4-P6 > Flashcards

PEDIALEC_S1_L2 - P4-P6 Flashcards

1
Q

(Attention/Concentration): with time component

A

attention

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2
Q

(Attention/Concentration): how easily a pt can go back to original task after a stimulus/distraction

A

concentration

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3
Q

Able to carry on task despite the difficulties

A

frustration tolerance

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4
Q

Ability to wait for your turn

A

impulse control

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5
Q

Turn – taking skills, waiting for instructions

A

Impulse control

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6
Q

(3) assessment tested for sensorimotor skills

A

ROM, FMT/MMT, Tone assessment

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7
Q

POOR Frustration tolerance: shows frustration after doing ___% of task; needs ____ prompting to continue c task

A

0-25; maximal

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8
Q

FAIR Frustration tolerance: Shows frustration after doing ____% of task; needs ____ prompting

A

26 - 75; moderate

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9
Q

GOOD Frustration tolerance: shows frustration after doing ___ % of task or does not show frustration; needs ___ prompting

A

> 75; minimal

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10
Q

a child was instructed to walk over small toy soldiers for 10 meters. The PT notes that the child has difficulty in walking and on the 2nd meter, the child cried and displayed tantrums and doesn’t want to continue with the task even when promised with rewards. How do you document this?

A

O> Behavior > P frustration tolerance

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11
Q

Standard position in postural analysis

A

standing

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12
Q

5 positions in postural analysis

A

supine, prone, sitting, standing, kneeling

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13
Q

Postural terms: Extension of the trunk due to stroking of paraspinalis; D/t spasticity of the paraspinalis muscle

A

Opisthotonus

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14
Q

Postural terms: UE in FABER (no tone)

A

Strap

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15
Q

Postural terms: LE in FABER

A

Pithed frog

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16
Q

(T or F) FMT is usually used when a child cannot follow instructions

A

T

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17
Q

MMT for children: w resistance

A

4

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18
Q

MMT for children: trace

A

1

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19
Q

MMT for children: against gravity

A

3

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20
Q

MMT for children: gravity eliminated

A

2

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21
Q

MMT for children: no movement

A

0

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22
Q

what age can modified MMT be used in children?

A

4 and above but can be used by 3 if child can follow instructions

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23
Q

What is under tone assessment

A

● Normotonic
● Hypotonic
● Hypertonic/spastic
● Fluctuating

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24
Q

Identify what Grade: Slight increase in muscle tone, manifested by
a catch & release or by minimal resistance at
the end of the ROM

A

1

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25
Q

Identify what Grade: More marked increase in muscle tone through
most of the ROM, but affected part is easily
moved

A

2

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26
Q

Identify what Grade: Slight increase in muscle tone, manifested by
a catch, followed by minimal resistance in less
than half of the ROM

A

1+

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27
Q

Identify what Grade: No increase in tone

A

0

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28
Q

Identify What Grade: Affected part is rigid in flexion/extension

A

4

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29
Q

Identify what Grade: Considerable increase in muscle tone, passive
movement difficult

A

3

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30
Q

Document this: A 5 y/o child diagnosed with CP Spastic (L) hemiplegia
was instructed to reach overhead for toy fruits using his
(L) UE. The PT decides to do the task in supine and in
sitting. The PT notes that the child is able to do the task
both in sitting and in supine. How do you document this
finding?

A

O: Sensorimotor skills > FMT > (+) Voluntary movements
> (L) UE: able to reach for toys
overhead in sitting

31
Q

Document this: A 2 y/o child was dx to have CP Spastic Quadriplegia.
The PT notes that the elbow is fully bent and tried to
strengthen the pt’s elbow quickly then slowly. In quickly
straightening the elbow, the PT only felt resistance on the
last 10° of ext. However, when the PT slowly straightened
the elbow form a fully bent position, the PT notes that it is
easier to move the limb. The PT does the same on the
other limb and observed the same results. How do you
document the findings?

A

O: Sensorimotor Skills> Tone assessment> (+) Grade 1
spasticity on (B) elbow flexors (using Modified Ashworth
Scale)

32
Q

Parallel to sensory testing to adults; used for kids as
sensory testing is too complex for children

A

sensoriperceptual skills

33
Q

When holding the child, always support the __ &
__

A

head; hips

34
Q

What are the perceptual skills

A

● Proprioception
● Kinesthesia, R/L Discrimination
● Figure-ground relations
● Stereognosis
● Spatial relation

35
Q

May be tested if the child can already
understand instructions (same c
kinesthesia; usually for 7 y/o and above)

A

proprioception

36
Q

“Ano mas harap/likod?”

A

Figure-ground discrimination

37
Q

“Saan nakaturo ang daliri?”

A

proprioception

38
Q

Saan papunta ang daliri?”

A

Kinesthesia, R/L Discrimination

39
Q

Visual Perceptual Skills

A

Threat
Tracking
Localization

40
Q

Tactile Perceptual Skills

A

Light touch
Pain
Pressure

41
Q

Auditory Perceptual Skill

A

Localization

42
Q

Threat Stimulus

A

Include distance

43
Q

Tracking Stimulus

A

Include the distance

44
Q

Localization Stimulus

A

And direction

45
Q

How to test for threat

A

PT’s hand closes then opens spontaneously fast on the
child’s face

46
Q

How far should be PT’s hand for threat

A

4 in away

47
Q

Tracking is done after __ where they move the toy

A

Localization

48
Q

What are the considerations for localization

A

Outside the visual field of the patient, PT can present a toy
away from the baby; toy toy should not have any sound to
differentiate from auditory localization

49
Q

How far should be the toy for localization

A

~6 in away

50
Q

Response for threat

A

Crying, cooing,
no response

51
Q

Response for tracking

A

Baby follows
toy, no response

52
Q

Response for localizaation

A

Baby looks at toy, no response

53
Q

Stimulus for light touch

A

PT’s finger lightly
touching the baby

54
Q

Stimulus for Pain

A

Slightly pinch the nail
of the baby

55
Q

Stimulus for Pressure

A

Putting light pressure
on limbs

56
Q

Stimulus for Localization

A

Distance and direction

57
Q

Response for the light touch

A

Smiling, looking,
at the source,
etc…

58
Q

Response for the localization

A

Baby looks at
where the
sound is

59
Q

When documenting the perceptual skills, document
it in what format?

A

table format

60
Q

Present at birth & become “integrated” or inhibited
or not evident later in development

A

reflexes

61
Q

In CNS lesions, they may persist and interfere with
motor milestones

A

reflexes

62
Q

What not to do during primitive reflexes

A

reflex hunting

63
Q

PTs do not treat reflexes unless ___

A

it hinders
function

64
Q

– intentionally stimulating
a reflex (e.g… To know they have ATNR,
the baby will unintentionally present the
reflex during any other activity/function
(kapag pinatigilid or during visual tracking)
= (+) ATNR)

A

reflex hunting

65
Q

When is the only time we document reflexes

A

When reflexes show during an activity

66
Q

example of reflexes showing up in an activity

A

PT is doing auditory localization with
a squeaky toy, pt localized the sound and
also grabbed the toy without letting go →
persistent grasp reflex

67
Q

How to document reflexes

A

bulleted;

○ Reflexes > (+) ATNR
> (+) Palmar Grasp

68
Q

Primitive reflexes

A
  1. Bleck’s reflexes
  2. Physiologic Postural Reflex Response
  3. Pathologic Reflexes
  4. DTRs
69
Q

Bleck’s reflexes

A

moro, ATNR, STNR, step
placement, parachute, extensor thrust, neck
righting

70
Q

Physiologic Postural Reflex Response

A

righting
reactions, protective extension, equilibrium
reactions

71
Q

Pathologic reflexes

A

○ Babinski’s, Chaddock’s, Oppenheim

72
Q

○ (+) Pathologic reflexes – indicative for
__

A

UMNL

73
Q

T or F: we use reflex hammers for DTRs in infants

A

F, only for 3 y/o and up

74
Q

Primitive reflexes are __ at a certain age –
integrated in the system

A

suppressed

mski (28 decks)

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