Midterm Flashcards
Module 1 and 2 (67 cards)
self-determination
power to control ones life
competence, autonomy, and relatedness
ASD diagnostic criteria
Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history
1. Deficits in social-emotional reciprocity
2. Deficits in nonverbal communicative behaviors used for social interaction
3. Deficits in developing, maintaining, and understanding relationships
ASD sensory processing challenges
tolerating the sensory experiences that are characteristic of dressing, bathing, and toileting can create difficulty or reluctance to perform
linked to social difficulties, problem behaviors, restricted and repetitive behaviors, motor learning difficulties, delayed or impaired academic performance and adaptive behavior
ASD assessment adaptations
allowing the child to become familiar with the therapist and the testing area before beginning providing breaks between tasks
allowing parental presence
using motivators and rewards for task completion limiting eye contact or verbal interaction
providing additional time to process verbal requests changing the order of item administration regarding preferred and nonpreferred tasks
intellectual disability levels
mild, moderate, severe, profound
mild ID
struggle with academic concepts, have limited awareness of social nuances, and struggle with complex IADLs. However, they are usually independent in basic ADLs and successful in employment that does not emphasize conceptual skills
moderate ID
typically achieve elementary level academic skills, establish meaningful relationships, achieve independence in basic ADLs, and participate in supported employment. They have trouble with abstract conceptualization, social awareness, and IADLs
severe ID
limited language and difficulty with concepts. They require support for all ADLs.
profound ID
frequently have cooccurring sensory and physical impairments that further limit their performance in conceptual, social, or practical domains
spastic CP
hypertonia
excessive stiffness in the muscles when the child attempts to move or maintain a posture against gravity
in attempts to move muscle tone increases and then rapidly releases, triggering a hyperactive stretch reflex in the muscle
poor control of voluntary movement and limited ability to regulate force of movement
dyskinetic CP
excessive and abnormal movement, and often when initiating movement in one extremity, atypical and unintentional movements in other extremities result
athetoid, choreoathetoid, and dystonic
ataxic CP
poor balance and coordination
shifts in muscle tone, with quadriplegic distribution, but to a lesser degree than those with dyskinesia
more successful in directing voluntary movements but appear clumsy and show involuntary tremor
difficulty with balance, coordination, and maintenance of stable alignment of the head, trunk, shoulders, and pelvis
poorly developed equilibrium responses and lack proximal stability in the trunk to assist with control of hand and leg movements
mixed CP
combinations of high and low muscle tone problems
usually one is dominant
athetoid dyskinetic CP
slow, writhing, involuntary motor movements in combination with abrupt, irregular, and jerky movements
lack of sustained postures
lack of identifiable movement fragments
fluctuation of muscle tone from low to normal with little or no spasticity and poor coactivation of muscle flexors and extensors
made worse by attempts to move but present at rest
choreoathetoid dyskinetic CP
constant fluctuations from low to high with jerky involuntary movement that may be seen more proximal to distal
sustained twisted postures that are absent at rest and triggered by movement (action)
apparently random, unpredictable, and continuously ongoing nature of the movements
may be worsened by movement, attempts at movement, or stress, specific movements are not triggered by voluntary attempts
dystonic dyskinetic CP
sustained postures
predictable and stereotyped movements or postures
specific movements are triggered by voluntary attempts
CP prevalence
most prevalent cause of persistent motor dysfunction in children, with a prevalence of 1.4–2.1 per 1000 live births
1.5 times more common in males and is higher among non-Hispanic, African American children and children from low-to middle-income families
CP secondary impairments
chronic pain
intellectual impairment
inability to walk
hip displacement
epilepsy
behavior disorder
bladder incontinence
sleep disorder
visual impairment
inability to eat orally
hearing impairment
separation anxiety
social withdrawal, sadness, and inability to concentrate or play when separated from parents or caregivers, restricting participation in school or daycare.
selective mutism
consistently does not speak in specific situations such as school, but is capable of speaking in other situations, usually at home.
“shut down” and do not communicate verbally; however, they may use gestures and expressions
specific phobia
triggered by an object or situation that causes the child to display excessive fear or anxiety.
social anxiety
fear of being in social situations and is one of the most common phobias.
panic attacks
ANS responses frequently peak to intense discomfort in a matter of minutes
pounding heart rate, sweating, trembling, shortness of breath, chest pain, nausea, dizziness, tingling or numbness, and express feelings of unreality, or fear of “going crazy” or dying
agoraphobia
fear of being in a variety of spaces such as closed spaces, open spaces, crowds, on public transportation or even being outside one’s home.
