Pediatrics Flashcards
(301 cards)
1
Q
the most common condition found in premature newborns; it can lead to heart failure and inadequate oxygenation of the brain
A
patent ductus ateriosus
2
Q
opening in the septum between the right and left atrium; results in ‘wet lungs’ (blood) and may lead to respiratory infection; right ventricle works hard and may lead to heart failure; poor exercise tolerance and small for chronological age
A
atrial septal deficits
3
Q
one or more openings in the muscular or membranous portions of the ventricular septum; 50% self-correct by age 5; may result in Eisenmenger’s complex, pulmonary vascular obstruction, increased blood flow. and high pressure; feeding difficulty, SOB, increased perspiration, increased respiratory infections, fatigue with activity, delayed growth
A
ventricular septal deficits
4
Q
pressure in the pulmonary arteries becomes so high that it causes oxygen-poor (blue) blood to flow from the right to left ventricle and then to the body, causing cyanosis. The high pressure also causes the wall of your heart’s right ventricle to thicken (hypertrophy)
A
Eisenmengers syndrome
5
Q
decreased pulmonary blood flow characterized by pulmonary valve or artery stenosis, ventricular septal deficits, right ventricle hypertrophy, and override of ventricular septum; central cyanosis, coagulation defects, finger/toe clubbing, feeding difficulty, failure to thrive, dyspnea
A
Tetralogy of Fallot
6
Q
mixed pulmonary blood flow characterized by no communication between systemic and pulmonary circulations; result of coexisting congenital transposition of ventricles; cyanosis, CHF, respiratory distress
A
transposition of great arteries
7
Q
abnormally slow heart rate (<60 bpm); typically atrioventricular block; may require a pace maker
A
bradydysrhythmia
8
Q
abnormally fast heart rate for a child (>200-300 bpm); can lead to CHF; irritability, poor eating habits, palor
A
tachydysrhythmia
9
Q
compromised oxygen absorption and carbon monoxide elimination caused by a deficiency of surfactant (produced 34-36 weeks gestation); many recover after a few days and some develop chronic lung conditions
A
respiratory distress syndrome
10
Q
airway thickening, formation of excess mucus, and restricted alveolar growth as a result of prolonged use of mechanical ventilation and other traumatic interventions to treat acute respiratory problems; at greater risk for respiratory infections
A
bronchopulmonary dysplasia
11
Q
bronchial smooth muscle hyperreactivity that causes airway constriction in the lower respiratory tract, difficulty breathing, and wheezing
A
asthma
12
Q
degenerative condition (chromosome 7); muscle-producing glands malfunctioning and producing secretions that are thick, viscous, and lacking in water and block the pancreatic duct, bronchial tree, and digestive tract; abdominal distension, salty-tasting skin, excess sodium levels, greasy/foul stools; can lead to chronic pulmonary disease and enlarged R heart (heart failure)
A
cystic fibrosis
13
Q
hematological disorder characterized by too many red blood cells and elevated white blood cells; experienced by 1 in every 150 children with down syndrome
A
eryhtocytosis or transient leukemia
14
Q
blood disorder commonly affecting males; characterized by the absence or reduction of one of the clotting blood proteins; longer bleeding time, bleeding episodes, excessive bruising, nosebleeds
A
hemophilia
15
Q
severe hemophilia is differentiated because of it’s effect on
A
joints and muscles
16
Q
an iron deficiency in the blood treated through diet; may be symptom of lead poisoning, vitamin deficiency, leukemia, and sickle-cell disease
A
anemia
17
Q
abnormally shaped red blood cells; common in African-Americans; decreased energy for daily tasks, at risk for organ damage, painful
A
sickle cell anemia
18
Q
brittle bones with minor trauma able to cause a fracture; decreased bone deposition from inability to form type I collagen; transmitted by autosomal dominant; range from mild to severe (indicated by age of onset); handling and monitored weight bearing important
A
osteogenesis imperfecta (OI)
19
Q
excessive growth at epiphyseal plates; long slender fingers, skull asymmetry, tall stature (joint/eye/heart differences); lax/hypermobile joints and poorly developed striated muscles; walking delayed but otherwise meets developmental milestones
A
Marfans syndrome (arachondactyly)
‘that MF is tall’
20
Q
stunting of epiphyseal plate growth and cartilage formation; 4 feet tall or less; short limbs, prominent forehead, small nose and jaw, trunk normal; lumbar lordosis, coxa vara cubitus varas, back/leg pain
A
achondroplasia (chondrodystrophia/dwarfism)
21
Q
hip deformity
A
coxa vara
22
Q
part of limb deviates to midline of body
A
cubitus varas
23
Q
reduced anterior horn cells in the SC; incomplete contracture (fibrous ankylosis) of many joints; thick/spindly extremities, thickened knee/elbow joints; muscles underdeveloped/paralysis; increase ROM and adaptive equipment
A
arthrogryposis multiplex congenital
24
Q
fibrous connective tissue process which results in decreased range of motion.
A
Fibrous ankylosis
25
unilateral or bilateral forefoot adduction and supination, heel varus (midline), equinus of the ankle (tightness), and medial deviation of the foot; underdeveloped LE musculature; passive treatment
congenital club foot (talipes equinovarus)
26
bilateral hip laxity causing increased uterine pressure and poor presenting positions (hereditary or in utero); sudden passive extension with legs extended/adducted when caused in utero; breech presentation; if not treated early with splinting, trendelenburg sign can result and may need surgery
developmental dysplasia of the hip (congenital hip dislocation)
27
assess for dysplasia by examining whether clicking is present when the leg is abducted and pressure placed on the medial thick
barlow test
28
hip drop to the opposite side of dislocation and trunk shift toward the dislocated hip when standing on one foot
Trendelenburg's sign
29
physical anomaly in which a person has an excess of finger or toes (relatively common); amputation or reconstruction in childhood
polydactyly
30
condition in which webbing occurs between the fingers or toes; frequent in the UE's of boys; splinting and scar reduction
syndactyly
31
overly small digits (plastic surgery may be performed)
microdactyly
32
absence of a limb or distal segment of a limb
amelia
33
fully or partially formed distal extremity and absence of one of more proximal segments
phocomelia
34
proximal segments of the limb are correctly develoed but either the medial or lateral side of the rest of the limb is missing
paraxial deficiencies
35
amputation of a limb segment across the central area; common for bilateral or hemilateral presentations
transverse hemimelia
36
muscle injury caused by too strong an effort or excessive use of a particular body part; trauma to the muscle or muscle-tendon insertion
strain
37
ligament injury caused by trauma to a joint characterized by rapid swelling, heat, and impaired function
sprain
38
childhood arthritis occurring between 2 and 4; characterized by persistent arthritis in one or more joints for >6 weeks; joint inflammation, joint stiffness, joint contractures; splint, AROM/PROM, prevent deformity, energy conservation, adaptive equipment, joint protection
juvenile rheumatoid arthritis (JRA)
39
JRA involving fewer than 5 joints
pauciarticular
40
JRA involving more than 5 joints
polyarticular
41
polyarticular JRA with organ involvement; high fever, rash, anorexia, elevated WBC, enlarged liver and spleen
systemic JRA (Still's disease)
42
fracture where the bone is broken into many splintered pieces
comminuted
43
fracture where broken bone leads to external wound at side and bone often protrudes through the skin
compound
44
fracture occurs between the shaft of the bone and epiphysis; only occurs in pediatric clients
epiphyseal
45
fracture where bone is partially broken and partially bent; only occurs in children and frequently with Rickets
greenstick fracture
46
anteroposterior curvature directed posteriorly (hollow back) as a result of anterior pelvic tilt in the lumbar region (common); secondary to obesity, hip flexion contractures, and muscular dystrophy; treat underlying cause
lordosis
47
posterior convexity (round back) primarily in upper back; result of faulty posture (skeletal growth outpaces muscular growth); common in spina bifida cystica and arthritis; postural training, strengthening, Milwaukee brace, spinal release/spinal fusion
kyphosis
48
brace that runs from pelvis to base of skull; useful for kyphosis
Milwaukee brace
49
lateral curvature, spinal rotation, and thoracic hypokyphosis; treat if lateral curvature > 10 degrees; < 20: mild; > 40 permanent deformity; 65-80 reduced cardiopulmonary function; Boston brace (children), TLSO; strengthening, ADL adaptations
scoliosis
50
scoliosis caused by poor postural tone, hip contractures, leg length discrepancy, pain; spine flexible
functional scoliosis
51
scoliosis that is usually structural, caused by abnormal spinal or spinal cord structure or disease of the nervous system
congenital scoliosis
52
non progressive condition the includes neurologic, motor, and postural deficits; common comorbidities include language, cognitive, sensory, and psychosocial deficits; feeding and seizure disorders common; difficulty maintaining normal muscle postures because of a lack of muscle co-activation and development of abnormal compensatory movement patterns
cerebral palsy
53
congenital CP is most commonly the result of ________ and infants are at risk __________ weeks gestations
prematurity; 26-32 weeks
54
retention of primitive reflexes, abnormal/variable tone, hyperresponsive tendon reflexes, asymmetrical extremity use, clonus, poor feeding/tongue control, and involuntary movement may indicate
cerebral palsy
55
quadriplegia with mild UE involvement and significant LE involvement
diplegia
56
fluctuation of tone from low to normal with little spasticity
athetosis
57
constant fluctuation from low to high tone without co-contractions; appear as jerky movements
choreoathetosis
58
tone within normal range but involving LE flexion patterns
ataxia
59
2 functional classification systems for CP
manual ability classification system
| gross motor function classification system
60
eye alignment deviation (CP)
strabismus
61
reflexive back and forth movement of the eyes when the head moves (CP)
nystagmus
62
difficulty pronouncing or articulating words (CP)
dysarthria
63
associated with poor language development; looks as though person has difficulty comprehending the meaning of certain words (CP)
aphasia
64
seizure that involves the entire cerebral cortex
generalized seizure
65
most frequent type of generalized seizure; person experiences a sensation that seizure is about to begin; followed by LOC and rhythmic clonic contractions; may last as long as 5 minutes; incontinence common; may be drowsy and sleep 1-2 hours
tonic clonic seizures
66
generalized seizure with a brief lapse or loss of awareness along with absence of motor activity (including eye blinking); lasts 30 seconds or more; mistaken as day dreaming
absence seizures
67
generalized seizure with contractions of single muscles or muscle groups
myclonic seizures
68
generalized seizure with loss of muscle tone for more than 30 minutes
akinetic seizure
69
seizure that begins in a single location and then spreads or remains limited to one area of the cortex
partial seizure
70
partial seizure that originates in the temporal lobe and appears as lip smacking, chewing, or buttoning and unbuttoning clothing; similar to absence seizures
complex partial seizure
71
partial seizure that originates in the motor cortex and results in clonic activity of the face/extremities; may experience visual/auditory hallucinations or olfactory sensations
simple partial seizure
72
experiencing both generalized and partial seizures
mixed seizure disorder
73
spasms that begin between 6 and 24 months; development stops or slows considerable; some skills lost
infantile spasms
74
condition that results in progressive degeneration and weakness of a variety of muscle groups and could lead to death; result of biochemical and structural changes of the surface and internal membranes of muscle cells; hereditary link
muscular dystrophy
75
muscular dystrophy that affects the proximal muscles of the pelvis and shoulder girdle; occurs within first 30 years of life; slow progression
limb girdle muscular dystrophy
76
muscular dystrophy that affects the face, upper arms, and scapular region; onset in adolescence; slope shoulders and limited ability to raise arms over head; 'masklike' appearance of face
Facioscapulohumeral muscular dystrophy
77
most common form of muscular dystrophy affecting only boys; deficiency in production of dystrophin causing muscles to degenerate; develops after birth with signs between 2-6; enlarged muscles and positive Gower's sign; difficulty going up/down stairs and getting up from lying-down; die in 20's as result of respiratory/cardiovascular complications
Duchenne's muscular dystrophy
78
when asked to get up from sitting on the floor, the child will move the hands on the legs as though crawling up to the thighs and then assume a standing position
Gower's sign
79
muscular dystrophy characterized by brain involvement, neuromuscular functioning, hypotonia, generalized muscle weakness, and contractures; clubfoot, torticollis, diaphragm involvement, heart/spinal defects
congenital muscular dystrophy (CMD)
80
CMD that does not involve intellectual functioning
CMD I
81
CMD that does involve muscle and brain abnormalities
CMD II
82
CMD that involves muscle, brain, and eye abnormalities
CMD III and IV
83
protrusion in the occipital region of the brain; associated with severe cognitive impairments, hydrocephalus, motor impairment, and seizures
encephalocele
84
neural development above the level of the brain stem lacking; do not survive infancy
anencephaly
85
congenital defect of the vertebral arches and spinal column
spina bifida
86
mild spina bifida with 1 or 2 affected vertebrae and no SC involvement; may have no symptoms
spina bifida occulta
87
extensive spinal opening with an exposed pouch of CSF and meninges
meningocele (spina bifida)
88
excessive spinal opening with an exposed pouch of CSF and meninges with nerve roots exposed; severe; sensorimotor problems, LE paralysis, hip/spine/foot deformities; complications include hydrocephalus and arnold-chiari syndrome
myclomeningocele (spina bifida)
89
is a condition in which brain tissue extends into your spinal canal. It occurs when part of your skull is abnormally small or misshapen, pressing on your brain and forcing it downward.
arnold-chiari syndrome
90
caused by an injury to the upper brachial plexus (C5/C6) such as extreme shoulder flexion (with arm overhead); breech deliveries; weakness or wasting of small hand muscles and sensory discrimination in hand/arm; unilateral; UE paralysis affecting more shoulder musculature; recovery depends on extend and occurs 3-24 months
Erb-Duchenne palsy
91
characteristic arm position for Erb-Duchenne palsy
should adduction/internal rotation, elbow extension, forearm pronation, wrist flexion (waiters tip position)
92
injury resulting from compression or traction of the lower brachial plexus (C8/T1); paralysis of hand and wrist muscles (claw hand deformity); severe can result in full paralysis of entire UE
Klumpke's palsy
93
class I peripheral nerve injury with some degree of paralysis but no peripheral degeneration
neurapraxia
94
class II peripheral nerve injury with the endometrium intact but the axon degenerated distal to the lesion
axonotmesis
95
class III peripheral nerve injury where the axon and endometrium are severed
neurotmesis
96
when is a child considered to have an intellectual disability (3 factors)
(1) scores on psycho educational assessment > 2 SD below normative range for child's age (2) before age 18 (3) impairment in adaptive abilities
97
IQ between 55 and 70; able to learn academic skills at 3rd to 7th grade level; work with minimal support
mild intellectual disability
98
IQ between 40 and 55; able to learn academic skills at 2nd grade level; perform unskilled and some skilled work tasks
moderate intellectual disability
99
IQ between 25 and 40; able to communication and perform basic ADLs and health habits; requires support to complete routines
severe intellectual disability
100
IQ below 25; requires caregiver assistance for basic tasks; neuromuscular, orthopedic, or behavioral deficits
profound intellectual disability
101
neurologic soft signs indicative of intellectual disabilities (4)
(1) poor balance, (2) motor asymmetry, (3) decreased perceptual-motor skills, (4) decreased fine motor skills
102
assesses sensory processing in the home and school environment
sensory processing measure
103
difficulty taking others' perspectives and hypothesizing about what they might do next; common for individuals with ASD
theory of mind
104
acute sense for detail almost to the point of missing the bigger picture; common for individuals with ASD
weak central coherence
105
poor motor planning ability; common for individuals with ASD
dyspraxia
106
using variation in pitch, emphasis or rhythm of speech; difficult for individuals with ASD
prosody
107
use of language in social situations; difficult for individuals with ASD
pragmatics
108
progressive neurological disorder caused by a genetic mutation found in girls; development appears normal for 6 months; head growth then slows, hand skills lost, and poor trunk/gait coordination; initial loss of social skills with re-emergence; handwringing and hyperventilation common; non-ambulatory and non-verbal by late childhood
Rett's syndrome
109
what area of the brain is diminished in ADHD and what does this brain area control
parietal lobe; inhibition and attentional control
110
difficulty with reading
dyslexia
111
difficulty with writing
dysgraphia
112
difficulty with math
dyscalculia
113
involuntary swearing (Tourette's)
coprolalia
114
precautions for children with atlantoaxial instability (down syndrome)
clearance for sports, avoid neck hyper flexion, do not perform front rolls
115
chromosomal disorder with short stature, small head, low-set ears, flat nose, slack jaw, short extremities and phallanges, simian hand; cardiovascular abnormalities, obesity, respiratory infection, and poor visual acuity common; atlantoaxial instability (AAI)
Trisomy 21/Down syndrome
116
chromosomal disorder with multiple anomalies affection the eyes, ears, nose, lip, palate, and digits; microcephaly and neural tube differences; 20% survival rate
Trisomy 13/Patau's syndrome
117
chromosomal disorder with neck webbing, congenital edema of the extremities, and cardiac problems; short/obesity/lack sexual characteristics; no intellectual disabilities but visual perception deficits
Turner's syndrome
118
chromosomal disorder with weak and 'cat like' cry in infancy, microcephaly, down-slanting eyes, cardiac abnormalities, failure to thrive, intellectual disability, hypotonia, feeding/respiratory problems
Cri du char syndrome
119
condition where the head circumference is smaller than normal
microcephaly
120
boys with extra C chromosome; learning disabilities, emotional/behavioral problems, tall/slim, small genitalia, unable to father children
Klinefelter's syndrome
121
genetic disorder marked by intellectual disability, craniofacial deformity, elongated face, prominent jaw and forehead, large ears, high-arched palate, pes planus (flat feet), and hyper mobile joints
Fragile X syndrome
122
genetic disorder marked by multiple tumors (fibromas) on the central and peripheral nerve, cafe-au-lait birthmarks, and vascular/visceral lesions
neurofibramatosis
123
genetic disorder marked by moderate intellectual disability, food-seeking behavior, hypotonia, poor thermal regulation, underdeveloped sex organs, and a long face with slanted eyes
Prader-Willi syndrome
124
genetic disorder marked by cerebral and cardiovascular abnormalities; intellectual disability but affinity for music, social skills, and writing; facial characteristics; difficulty with visual, spatial, motor skills
Williams syndrome
125
inborn error in processing an amino acid in proteins; blonde hair/blue eyes; untreated can lead to severe intellectual and behavioral difficulties (autistic presentation); Guthrie test done at birth; diet as primary means of treatment
phenylketonuria (PKU)
126
inability to convert milk sugar to glucose; leads to spleen and liver dysfunction; jaundice, vomiting, diarrhea, lethargy, cataracts, systemic infections; avoid milk products and breast milk; untreated can lead to learning difficulty, perceptual problems, tremors, coreoathetosis, and ataxia
Galactosemia
127
progressive neuromuscular disease that is a result of difficulty metabolizing purines; boys normal for 1st year then regress; intellectual disabilities, neuromotor degeneration, spasticity; nail biting, face-rubbing, compulsions; prevent self-injurious behavior
Lesch-Nyhan syndrome
128
primarily a condition of motor incoordination; delayed achievement of motor milestones and basic self-care; developmental coordination disorders of speech/language commonly occur
developmental coordination disorder
developmental disorder of motor function
developmental dyspraxia
congenital maladroitness
129
what model should be used for developmental coordination disorder
CO-OP
130
infections transmitted from mother to child
STORCH (syphillis, toxoplasmosis, other infections, rubella, cytomegalovirus, and herpes)
131
infection transmitted during the 3rd trimester of pregnancy or during delivery; requires isolation and penicilin; can lead to hepatitis, failure to. thrive, and neurologic involvement; after treated, osteochondritis, dental abnormalities, and visual and auditory deficits common
congenital syphillis
132
contracted through handling cat feces or raw meat; still births common; intellectual disabilities, hydrocephalus, and chorioetinitis common for those who live; associated with CP, seizures, cardiac/liver damage, gastrointestinal problems
toxoplasmosis
133
infection that is very harmful if contracted in the 1st trimester; intellectual disabilities, hearing loss, microcephaly, congenital heart defects, seizures, problems with spleen/liver
rubella
134
can be transmitter before, during, or after birth; can be dormant (use universal precautions); low birth weight, hearing loss, microcephaly, spleen/liver damage, neurologic deficits
cytomegalovirus (CMV)
135
contracted during delivery; skin and internal organ lesions; CNS damage; fever, lethargy, poor feeding, vomiting; C-section used to stop transmission
congenital herpes
136
neoplasm in which the growth resembles the tissue around it
histoid neoplasm
137
neoplasm that is made up of two layers
mixed neoplasm
138
neoplasm growth that comes from several distinct cell groups
multicentric neoplasm
139
neoplasm growth that is similiar to an organ in the body
organoid neoplasm
140
neoplasm growth that originated from one group of cells
unicentric neoplasm
141
therapist performs the first several steps of the task and allows the child to complete the last step of the task
backward chaining
142
child performs the first step of the task and practice it until it is mastered while the therapist completes the rest of the task
forward chaining
143
developmental framework for visual intervention that is hierarchical with each skill building on the preceding skill
Warren's Model
144
the inability of the eye to adjust to different lighting conditions, visual-field problems, accommodations, and other oculomotor functions
refractive errors
145
poor accommodation for near objects
presbyopia
146
one eye turned in, out, up, or down as a result of muscle imbalance; results in blurred or double vision
strabismus
147
tendency for one eye to move slightly in, out, up, or down without overt misalignment
phoria
148
handwriting development: 10-12 months
scribbles on paper
149
handwriting development: 2 years
imitates horizontal, vertical, and circular marks
150
handwriting development: 3 years
copies a vertical line, horizontal line, and circle
151
handwriting development: 4-5 years
copies a cross, diagonal, and oblique lines; some letters and numbers; can maybe write own name
152
handwriting development: 5-6 years
copies a triangle, prints own name, copies most letters
153
positional awareness
proprioception
154
awareness of movement
kinesthesia
155
1st grasp progression; whole hand or extended fingers with a pronated forearm used to hold writing utensil; movement comes from shoulder
primitive grip
156
2nd grasp progression; writing utensil held with flexed fingers, pronated forearm (radial side down) with progression to a supinated forearm position
transitional grip
157
3rd grasp progression; writing utensil stabilized by distal phalanges of thumb, middle, and index finger (maybe ring finger); wrist in slight extension with supinated forearm on table; should be encourage by _______
mature grip; 2nd grade
158
functional handwriting grip where the pencil rests against distal phalanx of the radial side of the middle finger; thumb opposed to index finger
dynamic tripod
159
functional handwriting grip where the pencil rests against the radial side of the middle finger; thumb rests on middle finger DIP
lateral tripod
160
functional handwriting grip where the pencil rests against the distal phalanx of the radial side of the ring finger; thumb is opposed to the index finger
dynamic quadruped
161
functional handwriting grip where the pencil rests against the radial side of the ring finger; thumb rests on the middle finger DIP
lateral quadruped
162
what is the word legibility formula
total number of readable words divided by total number of words written
163
acquisitional stage of handwriting where the child begins to understand the demands of handwriting and develops a strategy for the necessary motor movement
cognitive phase
164
acquisitional stage of handwriting where the child continues to practice and begins to self-monitor; proprioceptive feedback and visual cues are essential
associative phase
165
acquisitional stage of handwriting where the child can perform handwriting with minimal conscious attention
autonomous phase
166
what height should the table surface be for handwriting
2 inches above the flexed elbows
167
paper position for handwriting
slanted and paralell for forearm
168
proximal senses; dominate early life experience
vestibular, tactile, proprioceptive
169
distal senses; do not have as large of an impact until later in childhood
vision and hearing
170
seeking out the sensory input needed to organize ones self and help to achieve goals; leads to changes through neural plasticity
adaptive response
171
lower level of the CNS where vestibular input is processes
brain stem
172
lower level of the CNS where somatosensory input is processed
thalamus
173
if an individual has difficulty with fine motor coordination, grading force, visual-motor tasks, and motor planning they may have ________ and should be taught to compensate by using __________
tactile discrimination; visual guidance
174
if an individual appears gawky and awkward they may have difficulty with _________ and should be taught ___________- strategies to help compensate
proprioception; cognitive
175
if an individual has poor bilateral coordination and difficulty sequencing actions (catching a ball) they may be experiencing __________
vestibular-proprioceptive problems
176
what are the 3 parts of praxis
ideation, planning, and execution
177
children who have difficulty with motor planning, tactile perception, and discrimination may have
dyspraxia, developmental dyspraxia, somatodyspraxia
178
can the sensory integration and praxis test be administered by a general practicioner
no; requires specialized training
179
method of intervention where as any interaction is considered an opportunity for learning, the therapist acts with respect toward the child, and promote decision making; uses color coded zones (green, yellow, red)
rational intervention (RI)
180
rational intervention response where as the occupational therapist matches his or her response to the child's behavior
matching
181
rational intervention response characterized by observing the child and improving environmental supports
facilitation
182
rational intervention response characterized by observing the child and letting them know the therapist is present; encouraging the child; using guided questions to prompt problem solving
monitoring
183
rational intervention response characterized by reminding the child of the expectations, modeling appropriate behavior, and re-directing
gentle correction
184
rational intervention response characterized by giving the child a break by re-directing
moderate correction
185
rational intervention response characterized by time out and possible use of physical management if safety is an issue
strong correction
186
dressing development: age 1
assists through cooperation; pulls off shoes and removes socks
187
dressing development: age 2
able to doff coat (not fasteners), begin pulling down parts, locate armholes in shirt
188
dressing development: age 2.5
pull down pants (elastic), helps to put on socks, coat, shirt, unbutton large buttons
189
dressing development: 3
don pullover shirt, put on shoes/socks, zippers once engaged, button large buttons
190
dressing development: 3.5
distinguish front/back, manage snaps/hooks, unzip, begins buckles, mittens, dress with supervision
191
dressing development: 4
removes pullover garments, buckles, zippers, may lace shoes
192
dressing development: 4.5
weave belt through loops
193
dressing development: 5
tie and untie knots; dress without supervision
194
dressing development: 6
tie bows, manage fasteners in back of garment
195
toileting development: 1
discomfort when wet/dirty, regular bowel movement
196
toileting development: 1.5
sit on toilet with supervision
197
toileting development: 2
interest in toilet, dry for 2 hours, flush independently, urinate regularly
198
toileting development: 2.5
informs about need to use bathroom, regular toileting schedule, help with positioning, dry at night, wipes after urinating, washes hands independently
199
toileting development: 3
uses bathroom independently; assistance wiping/managing clothing
200
toileting development: 4-5
independent with toileting, washing hands, clothing management
201
mobility development: 7 months
bear weight through LE's, transition from sitting to kneeling
202
mobility development: 9 months
able to stand while holding on to a surface; begins to crawl
203
mobility development: 10 months
purposeful steps while holding adults hand
204
mobility development: 12 months
begins to walk independently
205
when corner of mouth or upper/lower lip is stroked, there is movement of the tongue/mouth/head toward stimulus; helps locate feeding sources to begin feeding;
onset: _________
integration: _________
rooting reflex (searching reflex)
onset: 28 weeks gestation
integration: 3 months
206
when finger is placed in mouth, there is strong nutritive sucking
onset: _________
integration: _________
suck-swallow reflex
onset: 28 weeks gestation
integration: 2-5 months
207
when forearm is grasped and pulled to sit, there is complete flexion of UE's, reflexive grasp, and head lag (for eventual voluntary grasp)
onset: _________
integration: _________
traction reflex
onset: 28 weeks gestation
integration: 2-5 months
208
when the head is rapidly dropped backwards, there is initial arm extension/abduction and hand opening and then arm flexion and adduction (protective response to stress)
onset: _________
integration: _________
MORO reflex
onset: 28 weeks gestation
integration: 4-6 months
209
when pressure is applied to the ball of the foot, there is toe flexion (for foot input and gait) problems can lead to hypersensitivity and gravity insecurity
onset: _________
integration: _________
Plantar grip reflex
onset: 28 weeks gestation
integration: 9 months
210
when the back is tapped alongside the spine from the shoulder to butt while in prone, there is lateral trunk flexion to stimulated side (for trunk stabilization, creeping/crawling)
onset: _________
integration: _________
galant reflex
onset: 32 weeks gestation
integration: 2 months
211
when the head is fully rotated in supine, there is extremity extension on face side and flexion on skull side (hand-eye coordination)
onset: _________
integration: _________
asymmetric tonic reflex (ATNR; fencing pose)
onset: 37 weeks gestation
integration: 4-6 months
212
when there is a finger in the palm, there is finger flexion (voluntary grasp, FMC)
onset: _________
integration: _________
palmar grasp
onset: 37 weeks gestation
integration: 4-6 months
213
when the infant is in supine, there is increased extensor tone (allows posture to adapt to head)
onset: _________
integration: _________
tonic labyrinthine- supine
onset: >37 weeks gestation
integration: 6 months
214
when the infant is in prone, there is increased flexor tone (allows posture to adapt to head)
onset: _________
integration: _________
tonic labyrinthine- prone
onset: >37 weeks gestation
integration: 6 months
215
when held in horizontal prone suspension, there is complete extension of head, trunk, and extremities (regulates tone)
onset: _________
integration: _________
landau reflex (superman pose)
onset: 3-4 months
integration: 12-24 months
216
when the head is extended in the crawling position, the arms extend and there is hip and knee flexion; when the head is flexed in the crawling position, the arms flex and hip and knees extend (quadruped position)
onset: _________
integration: _________
symmetric tonic neck reflex (STNR)
onset: 4-6 months
integration: 8-12 months
217
when supine with the head fully turned to one side, there is log rolling of entire body to maintain head alignment (facilitates rolling)
onset: _________
integration: _________
neck righting (on body)
onset: 4-6 months
integration: 5 years
218
when supine with one hip/knee flexed toward the chest, there is segmental rolling of upper trunk to maintain alignment (facilitate sitting and quadruped)
onset: _________
integration: _________
body righting (on body)
onset: 4-6 months
integration: 5 years
219
when suspended vertically and tilted to side, forward, and back, there is upright positioning of the head mediated by the visual system
onset: __________
optical righting reflex
| onset: birth-2 months
220
when suspended vertically and tilted to side, forward, and back, there is upright positioning with eyes mediated by the vestibular system
onset: __________
labyrinthine head righting
| onset: birth-2 months
221
when rapidly lowered toward a supporting surface while suspended vertically, there is extension of the lower extremities (preparation for surface contact)
onset: __________
downward parachute
| onset: 4 months
222
when suddenly tipped forward toward supporting surface while vertically suspended, there is sudden extension of UEs, hand opening, and neck extension
onset: __________
forward parachute
| onset: 6-9 months
223
when quickly/firmly tipped off balance to side while sitting, there is arm extension and abduction the side
onset: __________
sideward paracute
| onset: 7 months
224
when quickly/firmly tipped off balance backward, there is backward arm extension or to one side with spinal rotation
onset: __________
backward parachute
| onset: 9-10 months
225
curving of the spine toward a raised surface in prone, supine, quadruped, or standing, there is spine curvature and abduction/extension of arms/legs toward the raised side
prone tilting: 5 months
supine/sitting tilting: 7-8 months
quadruped tilting: 9-12 months
standing tilting: 12-21 months
226
framework to used to guide assistive technology evaluation and service delivery by allowing for collaboration and communication among educational team members to support good decision making to determine the AT needs of a student.
SETT (student, environment, task, tools)
227
standard deviation of ________ away from the mean on standardized assessments indicates the need for OT services
1.5
228
1st sensory system to develop and most mature at birth
tactile
229
1st line of defense against falling _____
| 2nd line of defense against falling ____
equilibrium reactions; protective reactions
230
according to Erhardt Prehension Developmental levels, at what age is fine pincer grasp achieved
12 months
231
at what age is voluntary release present
7-9 months
232
at what age is bilateral hand use available for different functions
12-18 months
233
linear object movement on finger surfaces to reposition objects such as separating paper and rolling clay into a ball; present from 3-6 years
shift
234
rotating an object 360 degrees such as turning a pencil to erase; present from 6-7
complex rotation
235
at what age does a child begin to show an interest in scissors and can do controlled opening and closing
2-3 years
236
at what age can a child cut laterally and simple geometric shapes
3-4 years
237
at what age can a child cut simple figure shapes
4-6 years
238
at what age can a child cut complex figure shapes
6-7 years
239
psychosocial development stage proposed by Erikson characterized by an understanding that survival and comfort will be met and hope is integrated
age: _______
basic trust vs mistrust
| 0-18 months
240
psychosocial development stage proposed by Erikson characterized by an understanding that bodily functions cannot be controlled; self-controlled will integrated
age: _________
autonomy vs doubt/shame
| 2-4 years
241
psychosocial development stage proposed by Erikson characterized by gaining social skills and gender role identity; sense of purpose integrated
age: _______
initiative vs guilt
| pre-school
242
psychosocial development stage proposed by Erikson characterized by a sense of security through peers and mastery over activities of their age group; feelings of competency integrated into personality
age: ________
industry vs inferiority
| elementary school age
243
psychosocial development stage proposed by Erikson characterized by making choices about adult roles with resolution of identity crisis and a sense of fidelity or membership with society
age: ________
self-identity vs role confusion
| teenage years
244
psychosocial development stage proposed by Erikson characterized by establishing intimate relationships with partner/family; capacity to love is achieved
age: ________
intimacy vs solidarity
| young adulthood
245
psychosocial development stage proposed by Erikson characterized by finding security in contribution of chosen personal/professional role; capacity to care is achieved
age: ________
generativity vs self-absorption
| middle adulthood
246
psychosocial development stage proposed by Erikson characterized by reflecting on own values and sharing knowledge gained with younger generations; wisdom acquired
age: ________
integrity vs despair
| maturity/older adulthood
247
stage of moral development that occurs until age 8 characterized by punishment and obedience and instrumental relativism (making choices based on benefit to self and others)
pre-conventional morality
248
stage of moral development that occurs between ages 9-10 characterized by social conformity and law and order (rules internalized)
conventional morality
249
stage of moral development where there is social awareness and awareness of legal implications of decisions/actions (social contract); age varies and not always achieved
post conventional morality
250
Maslow's hierarchy of needs (5)
```
physiologic
safety
love and belonging
self-esteem
self-actualization
```
251
can enhance or weaken intrinsic motivation, self-regulation, and well-being; key elements are competence, autonomy, and relatedness
self-determination theory
252
period of hierarchical cognitive development characterized by reflexes, voluntary movement, improved gross and fine motor function, and purposeful use
age: ________
sensorimotor period
| 0-2 years
253
period of hierarchical cognitive development characterized by categorizing objects, relating objects to one another (seriation), recognition of similarities in objects (conservation)
age: ________
preoperational period
| 2-7 years
254
period of hierarchical cognitive development characterized by spatial awareness (reversibility), rules, inductive thinking, and logical thinking
age: __________
concrete operations
| 7-11 years
255
period of hierarchical cognitive development chracterized by hypothetical deductive reasoning, and use of logic to hypothesize problem solving
age: _______
formal operations
| 11-teen years
256
age at which a child acts on objects with a variety of schemes
12 months
257
age at which a child links schemes in simple combinations (baby in carriage and push)
12-15 months
258
age at which a child links multi scheme combinations in sequence
24-36 months
| 2-3 years
259
age at which a child links schemes into complex script
36-42 months
| 3-4 years
260
category of play involving object properties and effects of actions on objects and people
age: _______
exploratory play
| 0-2 years
261
category of play that involves manageable objects in terms of symbolization, control, and mastery; parallel play
age: ______
symbolic play
| 2-4 years
262
category of plays that involves exploring combinations of actions on multiple objects; cooperative peer groups
age: ________
creative play
| 4-7 years
263
category of play that involves rules, competition, social interaction, and skill development; friends validate performance
age: _______
games
| 7-12 years
264
at which age is munching, phasic bite and release present; takes food from spoon
4-5 months
265
at which age is there strong up and down movement of the tongue
6 months
266
at which age does mastication of soft foods, drinking from a cup, and diagonal jaw movement occur
7-8 months
267
at which age does lateral tongue movement and finger feeding occur
9 months
268
at which age is the jaw firm and rotary chewing occur; dips spoon in food but spills
12 months
269
at which age is a child able to chew most meats and raw vegetables; interest in using fork and proficient at spoon use; can use a straw
24 months/2 years
270
how to facilitate swallow
also used in presence of tonic bite reflex
downward pressure of spoon on middle of tongue
271
assessment of appearance, pulse, grimace, activity, and respiration measured 1, 5, and 10 minutes after birth to indicate new born well being
apgar score
272
assesses patterns of developing behavior organization in response to increasing sensory and environmental stimuli; includes a neonatal behavioral assessment and a behavior checklist; scores reflect degree of facilitation; includes eye movement and asymmetry
assessment of preterm infants behavior (APIB)
273
rating scale of brief neurological examination incorporated into routine assessment used for newborns in an incubator/ventilator in handling tolerance
neurological assessment of preterm and full term newborn infant (NAPFI)
274
standardized performance/observation screening tool for earl identification of children at risk for developmental delays in areas of personal-social, fine motor, language, and gross motor; 125 items assessed sequentially until child fails 3; parent questionnaire; 1 month-6 years at risk for developmental delay
Denver Developmental Screening Test II
275
standardized rating scale for development to attain a baseline in domains of cognition, language, motor, social-emotional, and adaptive behavior; parent questionnaire; 1 month-43 months
Bayley Scales of Infant Development- 3rd Edition (BSID-III)
276
identifies students at risk and whom need further evaluation for 5 areas identified under IDEA (cognition, communication, physical, social-emotional, adaptive function; 2.9-6.2 years
FirstSTEP Screening Test for Evaluating Preschoolers
277
standardized task performance screen for sensory-motor, cognition, and combined abilities; results help develop a plan for assessing school development problems; 2.9-5.8 years
Miller Assessment for Preschoolers (MAP)
278
non-standardized scale of developmental levels for education curriculum referenced areas administered in the natural environment, family context, and during typical routines; includes warm up, structured plat. and snack time; 0-3 years with developmental delay/at risk; pre school version 3-8
Hawaii Early Learning Profile Revised (HELP)
279
standardized behavior checklist to assess functional capabilities to detect functional deficits, determine developmental level, and monitor progress in areas of self-care, mobility, and social skills; includes a modifications and caregiver assistance scale; 6 months-7 1/2 years
Pediatric Evaluation of Disability Inventory (PEDI)
280
standardized rating of gross/fine motor skills (reflex, sustained control, locomotion, object manipulation, grasp, visual motor integration); discontinued with 3 consecutive 0 scores; 0-6 years with disorders; norm referenced assessment/training tool
Peabody Developmental Motor Scales (2nd edition) (PMDS-II)
281
school based assessment of visual-motor, fine motor, gross motor, and participation; very engaging assessment; 2.6-7.11 years
Miller Function and Participation Scale (M-FUN)
282
standardized test to provide index of overall motor proficiency (speed, duration, accuracy, hand/foot preference); 4-21 years
Bruininks-Oseretsky Test of Motor Proficiency (2nd Edition) (BOT-2)
283
observation checklist based on performance of involuntary arm-hand patterns, voluntary movement of approach, and pre writing skills; for all ages
Erhardy Developmental Prehension Assessment (EDPA)
284
assessment of quality of movement for mobility, stability, motor organization, social/emotional ability, and functional performance; cutoff score indicate motor delay; 0-3.6 months
Toddler and Infant Motor Evaluation (TIME)
285
assessment of copying 24 geometric forms sequenced according to difficulty; discontinued after 3 done incorrectly; measure quality of forms; norm references; ages 2-100; culture free/non-verbal
Beery-Buktenica Developmental Test of Visual-Motor Integration- VMI, 6th Edition
286
assessment of visual perception and visual motor integration to design interventions and monitor progress (eye-hand coordination, copying, spatial relations, visual motor speed, position in space, figure-ground, visual closure, form constancy) ; for adults and adolescents
Developmental Test of Visual Perception (2nd edition) (DTVP-II)
287
assessment of visuomotor development, involuntary visual patterns, and voluntary visual patterns; determines developmental level; 0-6 months
Erhardt Developmental Vision Assessment (EDVA)
288
standardized, norm referenced, assessment of visual motor integration and visual perceptual skills (perception in space, awareness of spatial relations, color and space discrimination, matching, reproducing what is seen); 2 performance subtests and. 2 behavior checklists; 3 1/2- 51/2 years old
Preschool Visual Motor Integration Assessment (PVMIA)
289
standardized, norm-referenced quick evaluation for visual perception (spatial relations, visual discrimination, figure-ground, visual closure, visual memory); 4-95 years
Motor-Free Visual Perception Test (MVPT-4)
290
evaluation of spatial deficits due to hemi-field visual neglect or abnormal saccades; children/adults with visual cutes of without visual impairment
Motor-Free Visual Perception Test, Vertical (MVPT-V)
291
visual perceptual skills assessed separately from motor dysfunction; MC format with increased complexity; discontinue after 3 errors; 4-19 years
Test of Visual Perceptual Skills (4th edition) (TVPS-4)
292
assessment of reactions to daily sensory experiences; can be caregiver judgement and observation; cut off scores indicate problems; includes:
Infant-toddler: 0-36 months
Adolescent/Adult: 11-65
Sensory Profile (SP)
293
assessment of sensory integration and processing; takes 2 hours to administer and requires extensive training; 4-8.11 years
sensory integration and praxis test (SIPT)
294
assessment to determine the severity of autism and distinguishes autism from developmental delays without autism through observation and rating of behavior; children over 2
childhood autism rating scale (CARS)
295
assessment of coping habits, skills, and behaviors administered as a questionnaire (productive, active, flexible); 15 years; 4-36 months)
Coping Inventory and Early Coping Inventory
296
assessment of play behavior and play opportunity with information provided by main caregiver; general information, previous play experience, actual play over 3 days; 9 areas of play; children and adolescents
Play History
297
observation of play skills to differentiate developmental play abilities, strengths/weaknesses, and areas of interest; administer in natural environment; 0-6 years
Revised Knox Preschool Play Scale (RKPPS)
298
observation of playfulness on 4 aspects (intrinsic motivation, internal control, disengagement, framing); 15 months-10 years
Test of Playfulness (ToP)
299
non-standardized observational assessment of development, learning style, interaction patterns, and behaviors; team observation in 6 phases with program plan developed; infancy-6 years
Transdisciplinary Play-Based Assessment (TPBA)
300
questionnaire assessment that measures restrictions in social participation related to community mobility, access to work, recreation, and social interactions; 15+ years with physical disability
Participation Scale (P Scale)
301
assessment to monitor functional performance for participation at school; criterion references questionnaire to address 9 items of participation; kindergaren- 6th grade
School Function Assessment (SFA)
