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
2
Q
OT might look more closely at the child’s
A
- sensory/motor integration and engagement in daily activities
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
4
Q
when kids color OT looks at
A
- task, what skills & factors are needed
- coordination & visual motor integration
- what child wants
- environment
5
Q
when kids dress OT looks at
A
- developmentally appropriate
- texture issue
- poor identity of body awareness
6
Q
activity analysis
A
for task involved skills needed body structures
7
Q
cognitive process
A
attention, sequencing cognitive process
8
Q
context
A
environment, temporal
9
Q
evaluation
A
- observe
- assess
- interview
10
Q
where should child be observed?
A
in natural environment
11
Q
What can we use or how do you assess a child?
A
formal assessments or screening tool
12
Q
who do you interview?
A
child
caregiver
instructor
coach
13
Q
what is growth?
A
process of child’s body increasing in:
- physical size
- structures associated with body systems
14
Q
what is development?
A
- child’s maturation
- involving increasingly complex body functions
- differentiation of functional skills over time
15
Q
what are principles helpful for?
A
recognizing patterns of growth and development
16
Q
principle of growth & development #1
A
simple to complex
17
Q
principle of growth & development #2
A
cephalocaudal development
18
Q
cephalocaudal development
A
- development occurs form head down toward toes
- applies to head size and control first
19
Q
simple to complex
A
- body develops from simple, undifferentiated cells to highly complex body structures
-applies to motor and intellectual development
20
Q
principle of growth & development #3
A
continuous process
21
Q
continuous process
A
- continuous with predictable sequence and variation
- development builds on previous skills
- potential for regression
22
Q
principle of growth & development #4
A
proximodistal development
23
Q
proximodistal development
A
- development occurs from center of body, outward
- applies physically and to skills
24
Q
principle of growth & development #5
A
maturation
25
maturation
- 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
principle of growth & development #6
individual rates
27
individual rates
- each child is unique
- both rates of growth and development vary from child to child
28
cephalocaudal principles early infancy (head to toe)
- face and respiration
- survival
-predominantly flexed (allows them to be successful with swallowing=survival)
29
generalized/proximodistal development 3-6 months (proximal to distal)
- bilateral control of neck
- initiates rolling
- swipes at toys
30
simple to complex/ continuous 6 months
- can extend neck against gravity
(put child on belly and allow them to extend neck)
31
simple to complex/ continuous 7 months
- can pivot in prone with symmetrical hands
(go side to side and use hands at same time)
32
simple to complex/ continuous 8 months
- can crawl as primary means of locomotion
(reciprocal movement)
33
simple to complex/ continuous 12 months/1 year
- 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
cerebellum?
muscle control
balance
movement
language processing
memory
35
occipital
vision
36
parietal
process bodily sensation
hear, cold, pressure and pain
37
temporal
hearing
language
social understanding
memory
38
frontal
memory
abstract thinking/planning
impulse control
core functions
balance
39
prefrontal cortex
LAST TO MATURE
attention
motivation
goal directed behavior
40
what is the larges sense organ and first to develop?
touch
41
fetus receives sensory input from
maternal womb, integral to breastfeeding and handling
42
what is the least mature sense at birth due to lack of visual simulation in utero?
vison
43
when does vision reach adult visual acuity?
1 year
44
is vision fully intact at birth?
no
45
(feelings) by 3 months, infants can comprehend
pleasure, anger, and fear by listening to intonational patterns of parents and caregivers
46
receptive language skills may emerge
prior to birth
47
two types of language
receptive
expressive
48
how is language ability foundational to child?
understanding and appreciating their needs
49
what do developmental reflexes do?
facilitate development of motor skills which relate to functional skills
50
developmental reflexes are what type of driving force?
internal driving force for motor skill development and acquisition
51
developmental red flags
- birth history
- medical history
- family history
- environmental factors
- poor quality movement
- persistent asymmetry
- sensory disturbances
- pre academic delay
52
birth history risk factors
- prematurity
- difficulty delivery
- congenital conditions (underlying diagnosis)
53
medical history
genetic and congenital conditions
54
family history
genetic and familial risk factors
55
environment factors
- diet
- home environment
- allergens, pets, and smoke
- lack of stimulation
56
poor quality movement
- lack of movement
- tremors
- difficulty alternating movement
- poorly coordinated movement
- problems with strength, endurance, and power
- risk for developmental delay
57
persistent asymmetry
- observed in relation to movement, postures, responses to reflexes, and head positioning
- torticollis: tightening of neck
58
sensory disturbances
- risk development delay
- lack or hypersensitive response in 1 or more sensory modalities
59
pre academic delay
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
intellectual disability?
- significant delays in all area
- likely intellectual disability, potential underlying diagnosis
61
developmental disabilites?
- global developmental delay
(mile stones help identify early developmental disabilities)
(more board line longer diagnosis)
(early intervene better outcomes)
62
global developmental delay recognized by
failure to meet age appropriate expectations early identification of atypical development is more likely to occur for significant diagnosis
