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Youth & development > intellectual & developmental delay > Flashcards

intellectual & developmental delay Flashcards

1
Q

PT might attend more closely to

A
  • growth & development of body systems
  • body functions
  • child’s ability to learn and perform
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2
Q

OT might look more closely at the child’s

A
  • sensory/motor integration and engagement in daily activities
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3
Q

when kids try to eat OT looks at

A
  • task of feeding
  • fine motor & oral motor control
  • safety of feeding, risk factors and progression of textures
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4
Q

when kids color OT looks at

A
  • task, what skills & factors are needed
  • coordination & visual motor integration
  • what child wants
  • environment
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5
Q

when kids dress OT looks at

A
  • developmentally appropriate
  • texture issue
  • poor identity of body awareness
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6
Q

activity analysis

A

for task involved skills needed body structures

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7
Q

cognitive process

A

attention, sequencing cognitive process

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8
Q

context

A

environment, temporal

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9
Q

evaluation

A
  1. observe
  2. assess
  3. interview
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10
Q

where should child be observed?

A

in natural environment

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11
Q

What can we use or how do you assess a child?

A

formal assessments or screening tool

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12
Q

who do you interview?

A

child
caregiver
instructor
coach

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13
Q

what is growth?

A

process of child’s body increasing in:
- physical size
- structures associated with body systems

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14
Q

what is development?

A
  • child’s maturation
  • involving increasingly complex body functions
  • differentiation of functional skills over time
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15
Q

what are principles helpful for?

A

recognizing patterns of growth and development

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16
Q

principle of growth & development #1

A

simple to complex

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17
Q

principle of growth & development #2

A

cephalocaudal development

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18
Q

cephalocaudal development

A
  • development occurs form head down toward toes
  • applies to head size and control first
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19
Q

simple to complex

A
  • body develops from simple, undifferentiated cells to highly complex body structures
    -applies to motor and intellectual development
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20
Q

principle of growth & development #3

A

continuous process

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21
Q

continuous process

A
  • continuous with predictable sequence and variation
  • development builds on previous skills
  • potential for regression
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22
Q

principle of growth & development #4

A

proximodistal development

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23
Q

proximodistal development

A
  • development occurs from center of body, outward
  • applies physically and to skills
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24
Q

principle of growth & development #5

A

maturation

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25
Q

maturation

A
  • maturation of cells is biologically innate yet development of skills depends on environmental stimulation
  • child must also mature to certain level of readiness for skills
    (brain is becoming more efficient better sensory and motor function)
26
Q

principle of growth & development #6

A

individual rates

27
Q

individual rates

A
  • each child is unique
  • both rates of growth and development vary from child to child
28
Q

cephalocaudal principles early infancy (head to toe)

A
  • face and respiration
  • survival
    -predominantly flexed (allows them to be successful with swallowing=survival)
29
Q

generalized/proximodistal development 3-6 months (proximal to distal)

A
  • bilateral control of neck
  • initiates rolling
  • swipes at toys
30
Q

simple to complex/ continuous 6 months

A
  • can extend neck against gravity
    (put child on belly and allow them to extend neck)
31
Q

simple to complex/ continuous 7 months

A
  • can pivot in prone with symmetrical hands
    (go side to side and use hands at same time)
32
Q

simple to complex/ continuous 8 months

A
  • can crawl as primary means of locomotion
    (reciprocal movement)
33
Q

simple to complex/ continuous 12 months/1 year

A
  • capable of rising to stand by using developing leg muscles (opportunities to push up/weight bearing)
  • mass grasp patterns transition to isolated finger movements including opposition
  • increased oral motor skills that enable child to vocalize (say 1st words)
34
Q

cerebellum?

A

muscle control
balance
movement
language processing
memory

35
Q

occipital

A

vision

36
Q

parietal

A

process bodily sensation
hear, cold, pressure and pain

37
Q

temporal

A

hearing
language
social understanding
memory

38
Q

frontal

A

memory
abstract thinking/planning
impulse control
core functions
balance

39
Q

prefrontal cortex

A

LAST TO MATURE
attention
motivation
goal directed behavior

40
Q

what is the larges sense organ and first to develop?

A

touch

41
Q

fetus receives sensory input from

A

maternal womb, integral to breastfeeding and handling

42
Q

what is the least mature sense at birth due to lack of visual simulation in utero?

A

vison

43
Q

when does vision reach adult visual acuity?

A

1 year

44
Q

is vision fully intact at birth?

A

no

45
Q

(feelings) by 3 months, infants can comprehend

A

pleasure, anger, and fear by listening to intonational patterns of parents and caregivers

46
Q

receptive language skills may emerge

A

prior to birth

47
Q

two types of language

A

receptive
expressive

48
Q

how is language ability foundational to child?

A

understanding and appreciating their needs

49
Q

what do developmental reflexes do?

A

facilitate development of motor skills which relate to functional skills

50
Q

developmental reflexes are what type of driving force?

A

internal driving force for motor skill development and acquisition

51
Q

developmental red flags

A
  • birth history
  • medical history
  • family history
  • environmental factors
  • poor quality movement
  • persistent asymmetry
  • sensory disturbances
  • pre academic delay
52
Q

birth history risk factors

A
  • prematurity
  • difficulty delivery
  • congenital conditions (underlying diagnosis)
53
Q

medical history

A

genetic and congenital conditions

54
Q

family history

A

genetic and familial risk factors

55
Q

environment factors

A
  • diet
  • home environment
  • allergens, pets, and smoke
  • lack of stimulation
56
Q

poor quality movement

A
  • lack of movement
  • tremors
  • difficulty alternating movement
  • poorly coordinated movement
  • problems with strength, endurance, and power
  • risk for developmental delay
57
Q

persistent asymmetry

A
  • observed in relation to movement, postures, responses to reflexes, and head positioning
  • torticollis: tightening of neck
58
Q

sensory disturbances

A
  • risk development delay
  • lack or hypersensitive response in 1 or more sensory modalities
59
Q

pre academic delay

A

poor…
- eye contact, attention, compliance
- ability to follow directions, limited memory, imitation skills
- copying skills, bilateral coordination
- motor planning ability, difficulty crossing midline
- interaction with children, and non us of receptive or expressive language

60
Q

intellectual disability?

A
  • significant delays in all area
  • likely intellectual disability, potential underlying diagnosis
61
Q

developmental disabilites?

A
  • global developmental delay
    (mile stones help identify early developmental disabilities)
    (more board line longer diagnosis)
    (early intervene better outcomes)
62
Q

global developmental delay recognized by

A

failure to meet age appropriate expectations early identification of atypical development is more likely to occur for significant diagnosis

Youth & development (8 decks)

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