Final Flashcards
(76 cards)
1
Q
1-2 months big milestones
A
head to 45
symmetrical kicking
2
Q
3 mo big milestones
A
sustains prone on elbows
head elevated to 45-90
3
Q
4 mo big milestones
A
prone: head ext to 90 and weight on forearms
ulnar grasp
roll from supine
4
Q
5 mo big milestones
A
rolls to supine
palmar grasp
5
Q
6 mo big milestones
A
independent sitting
sitting: stability of legs, protective ext forward
6
Q
7 mo big milestones
A
sitting can be assumed from quad
7
Q
8 mo big milestones
A
crawling, reciprocal extremity movements
cruising sideways with body facing forward
8
Q
9 mo big milestones
A
quadruped crawling
kneeling with more active hip ext
9
Q
10 mo big milestones
A
3-jaw pincer
can cruise across open spaces
10
Q
11 mo big milestones
A
stands alone
neat pincer
11
Q
12 mo big milestones
A
walks independently
12
Q
Newborn age
A
38 - 42 weeks
13
Q
during pointing…
A
all segments are controlled as a unit
14
Q
during reaching..
A
hand controlled independently of other arm units
15
Q
power grip
A
finger/thumb pads are directly towards palm to transmit force to object
16
Q
precision grip
A
forces are directed between thumb and fingers to do object manipulation
17
Q
grasp
4-5 mo
A
more accurate reaching/grasp
5 mo - visually guided reaching
18
Q
grasp
9-13 mo
A
pincher grip
*higher cog aspects begin around 12 mo
19
Q
grasp
0-2 mo
A
ext of arm, opening of hand, difficulty grasping
20
Q
reaction time
A
reduces with age until 16-17
21
Q
head-eye coordination
infant
A
tracking completed with saccadic eye movement - limited smooth persuit
22
Q
head-eye coordination
2 mo
A
head and arm movements become coupled
23
Q
head-eye coordination
3 mo
A
eyes stay on object most of the time
24
Q
head-eye coordination
5 mo
A
predictive ability
25
ATNR
asymmetrical tonic neck reflex - when turning head to right (right extension, left arm flexion)
Extension on side of head turn and flexion on contralateral side
26
TLR
tonic labyrinthine reflex
27
STNR
symmetrical tonic neck reflex
ex. head and arms flex, legs extent
ex. head and arms extend, legs flex
28
phasic bite (28 weeks)
elicited witch pressure to gums, responsible for early munching patterns
29
rooting
rub on baby's cheek and will turn to that side
30
galant
concavity on side PT is stroking babys back --> scoliosis
31
sucking (36 weeks)
infant instinctively sucks anything that touches roof of mouth
32
oral motor development
| birth - 3 mo
- reflex to protect airway
- responds to stim around mouth (rooting)
- coordinates breathing w sucking
- steady head control
33
oral motor development
| 3-6 mo
- open mouth when spoon approaches
- brings hands to bottle
- begins eating some cereal and pureed fruit (uses tongue)
- sucking foods rather than biting
- reaching, oral exploration of objects
34
oral motor development
| 6-9 mo
- holds bottle independently
- clean spoon w upper lip
- tongue lateralization to help move food
- trunk control for independent sitting
- transfer toys from hand to hand
35
oral motor development
| 9-12 mo
- lip closure while swallowing liquids
- self feeding
- drink through straw
- poking foods with index (pincer grasp)
36
oral motor development
| 12-18 mo
- coordinates sucking/swallowing for longer sequences
- eatings finely chopped foods
- moves food to side of mouth while chewing
37
oral motor development
| 18-24 mo
feeds self with spoon - may need assist
38
oral motor development
| 24-36 mo
- variety of liquids, solids
- straw and open mouth cup
- independent with feeding skills
39
oral motor development
| 36 mo - 5 years
- chews and swallows many textures
- uses fork
- open mouth cup with no assist
40
cog development
| birth - 3 mo
- explores basic senses
- orients towards sounds, sees all colors
- demos anticipatory behaviors (sucking at site of nipple)
41
cog development
| 3-6 mo
- stronger sense of perception (peek a boo)
- understand cause and effect
- uses mouth to explore
42
cog development
| 6-9 mo
- understands difference between animate and inanimate objects
- depth perception
43
cog development
| 9-12 mo
- physically adapt to explore world around them
- understands object permanence
- manipulates objects
- imitate and respond to gesture/sounds
44
cog development
| 1-2 years
- understand/responds to words
- points at familiar objects
- knows difference between ppl
45
cog development
| 2-3 years
- sort, order, name objects
- imitate adult actions
- identify self in mirror
46
cog development
| 3-4 years
- awareness of past and present
- organize by shape/size
- group/match by color
- 5-15 min attention span
47
how are bones formed
Bones formed by endochondral (more common) or intramembranous ossification
48
primary ossification
Diaphysis ossified by birth, epiphyses remain cartilaginous at birth
49
secondary ossification
early in childhood at epiphyses (ossified by 20 y/o), bone grow at epiphyseal plate
50
appositional growth
increase in size (diameter) from bone accumulation on outside
51
Wolff's Law
bones develop internal trabecular structure in response to mechanical forces placed on it
52
Hueter-Volkmann Principle
increased growth in response to tension and decreased growth with excessive compression
53
Flexure drift
strain on curved bone by repeated loading moves bone in concavity direction (straighten out
- bone reabsorbed from convex side, laid down on concave side
54
Criterion referenced tests
comparison to specific criteria rather than comparison to normal group
Compare performance of child with external criteria or standards
Most appropriate for evaluation of effects of PT and treatment planning
* serves as a measures of direct effects of PT
55
Norm Referenced tests
comparison btw specific child and an average child
Compare development to typical child same age
Appropriate when purpose is to determine if infant has motor delay – determine eligibility for early intervention
* enable PT to document the infant's level of development and to monitor general progress
56
cerebellum
procedural learning
| - predictive control of grip forces
57
temporal lobes
auditory, vision, memory
58
implicit learning
learning of complex info in an incidental manner, w/o awareness of what has been learned
Ex: pretend like a string is pulling you up
Unintentional
59
segmentation
partitioning a movement skill according to certain spatial/temporal criteria
Ex. Practice parts separately until level of success, then combine to the whole
60
simplification
various aspects of skill/environment are simplified
61
fractionalization
two/more components normally performed simultaneously are practiced in isolation
- not very successful
- ex. breaking a jumping jack into two parts
62
Fitts Three Stages
- Cognitive: learner attempts to understand how to perform skill
- Intermediate: learner begin to modify/adapt movement pattern
- Autonomous: becomes more automatic – attention can be diverted – distractors introduced
63
Neo-Bernsteinian
*degrees of freedom*
Novice: simplifies movement by taking out available degrees of freedom
Advanced: learner begin to release additional degrees of freedom
Expert: additional degrees of freedom released – additional passive forces exploited
64
distributed practice
amount of time that learner is resting is equal or more than time in practice
65
massed practice
amount of time learned is engaged in practice is greater than time devoted to rest
66
regulatory features of environment
aspects of the environment that shape the movement itself
| ex. size and weight of a cup
67
nonregulatory features of environment
may affect performance but movement does not have to conform to these features
ex. background noise
68
non associative learning
learning that occurs in response to one single stim or event, unlike associative
69
associative learning
Classical conditioning – stimulus to stimulus
| Operant conditioning – behavior to consequence
70
procedural learning
well learned
Learning task that can be performed automatically w/o attention/conscious
Ex. Riding bike, walking
71
habituation
decrease in responsiveness that occurs as result of repeated exposure to nonpainful stimulus
72
declarative or explicit learning
Knowledge that can be consciously recalled – required awareness, attention, reflection
Repetition can transform declarative into procedural knowledge
73
AIMS
birth - 18 mo
screening tool
age equivalent score - criterion referenced
74
PDMS
birth - 6 years
gross/fine motor
norm referenced eval
75
BOT
4 - 21 years
norm referenced - test development and eval
gross and fine motor
76
vision at 3 mo
eyes can stay on object most of the time
