1st Test Flashcards
IDEA
Individuals with Disabilities Education Act
IFSP
- Individualized Family Support Plan
IFSP
Identifies the strengths and needs of the child and family an
Sets forth a plan for implementation of needed services
Identifies who, what ,when, and specific goals and outcomes
IFSP environment
Free, appropriate, public education in the least restrictive environment
IEP
Individualized Educational Plan
IEP
Identifies the present level of performance
Sets forth a plan for implementation of needed services
Identifies who, what ,when, and specific goals and outcomes
Gross Motor assessment
ing – propping – turning – sitting – crawling – creeping – kneel standing – pull to standing – squatting – walking
Fine
Grasping – bilateral manipulation – pinching – placing – inserting
Moro reflex
develops 24-28 weeks of gestation. Elicited by suddenly lowering infant with a response of straightening the arms and legs to extension
Extensor reflexes
seen after four weeks of age when body tone is greater in the extensor muscles. Influenced by the position of the head and pressure on the soles of the feet.
symmetric tonic neck reflex (STNR)
( 1- 4 months) When the face is lifted up, the two upper limbs or arms bend; when the baby looks down the legs straighten.
The asymmetric tonic neck reflex
ATNR) rotation of the head will produced arm extension on the ipsilateral side of rotation and flexion on the contralateral side of rotation
Reflex Stepping
pressure on plantar surface causes LE extension
Labyrinthine reflexes
In supine (lying face-up) extension of the head causes extension of the limbs and hyper-extension of the trunk, in prone flexion of the head causes limb and trunk flexion.
Righting reactions
return the body into the anatomical position and are mediated by afferent messages from visual, labyrinthine and neck or spinal muscles as well as touch and pressure receptors in the skin, influencing the position of the head in space, the head and neck relative to the trunk, and of the trunk relative to the limbs
Parachute reactions
vestibular and visually mediated. Begins months after birth. The forward parachute is elicited when the infant is sharply lowered head-first: the arms are extended to cushion the fall. This response also occurs laterally and in extension.
Equilibrium reactions
Equilibrium reactions are the final stages in the acquisition of balancing skills up to the point of independent walking. Further balancing skills are learned throughout early childhood. Such reactions involved highly coordinated responses of the body as a whole in response to displacing stresses, demanding the brains ability to integrate its widely separated regions
Motor Development (1-4 months)
Rooting and sucking reflexes are well developed.
Swallowing reflex and tongue movements are immature;inability to move food to the back of the mouth.
Grasp reflex – automatic grasp when object is placed in palm
Landau reflex appears near the middle of this period; when baby is held in a prone (face down) position, the head is held upright and legs are fully extended.
Grasps with entire hand; strength insufficient to hold items. Holds hands in an open or semi-open position.
Movements are large and jerky.
Raises head and upper body on arms when in a prone position.
Turns head side to side when in a supine (face up) position; can not hold head up and in line with the body.
Upper body parts are more active: clasps hands above face, waves arms about, reaches for objects.
Team Members
Parents / child PT OT ST / SLP MSW Child-Life Therapists Nursing Physicians Othotists
Communicating with babies
not able to communicate what they feel or want
Benefits of positioning
Maintenance or improvement of ROM Prevention of or minimization of contractures Maintenance or improvement of strength Facilitation of developmental skills To promote social interaction with peers To promote functional skills
Mats
for free floor mobility
Wedges
for prone, supine, side-lying or sitting positions & promotes weight-bearing through UEs & LEs
Side-lie
– promotes hands to midline for function or positioning purposes, increases visibility of hands to the child
Bolsters
good for various forms of therapeutic exercise to stimulates normal postural responces and balance (ie: in a straddle position)
Balls
Good for Therapeutic exercise, balance, strengthening, trunk control, stimulates normal postural responces and coordination.
Scooter-board
used to promote floor level mobility in prone, strengthening of spinal extensors and UEs, mobility and play
Floor level carts
used for floor level seated mobility for young children
Support Components
placed strategically to support the trunk or pelvis or provide better alignment of the limbs
Prone stander
provides anterior support
Stimulates postural activation of head & trunk extensors
Supine stander
provides posterior support (good for head control)
Encourages full weight bearing yet provides full support
Standing frame
support is anterior to knees, poster to hips and trunk
Parapodium
stander/static support feet on pads- allow shuffle
Dynamic wheeled standers
supported standing with ability to mobilize by pushing/pulling the wheels
Pediatric Orthoses
Provide external support to maintain or correct alignment of extremities or trunk
Allow for greater mobility and function (due to postural stability
Reduce the effects of spasticity through alignment of joints and muscle
AFO
ankle foot orthosis
KAFO
knee ankle foot orthosis
HKAFO
hip knee ankle foot orthosis
RGO
reciprocating gait orthosis
TLSO
thoracic lumbar sacral orthosis
SMO
supramalleolar orthoses
Neuro- developmental ( NDT) – Bobath
A form of sensory input to effect changes in motor output
Responses to sensory input can be affected by
Environment
Health
Emotions
Inhibition
To decrease motor output
Inhibition techniques
Use gentle handling Rocking Firm but gentle touch Rhythmic movements Slow movements Gentle deep pressure stroking Consistent sensory input Soft singing Warm water Wrapping or swaddling Relaxing soft music
Sensory-motor Integration (SI)
Is based on the belief that problems arise when there is faulty integration of sensory input including Learning difficulties Attention deficits Behavioral problems Visual perceptual problems
SI Treatments
Treatment includes provision of systematic sensory input to help the child organize motor output
MOVE
mobile opportunities via education
Developmental Dysplasia of the Hip (DDH)
Poor alignment of the acetabulum and head of the femur in the developing hip
Developmental Dysplasia of the Hip Signs / symptoms
Asymmetrical hip abduction in flexion Asymmetrical groin or buttock skin folds Postponing of affected hip Apparent femoral shortening on affected side Positive test for hip subluxation Usually begins with a limp Mild pain in groin, medial knee or thigh Decreased ROM (especially hip abduction and IR Trendelenburg gait Thigh, calf, or buttock disuse atrophy Leg length discrepancy
During ambulation in the older child
Trendelenburg gait
Decreased hip abduction
Thigh pistoning
Bilateral DDH
Lumbar Lordosis
Swaying (waddling) gait typical of a bilateral Trendelenburg
