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Occupational Therapy Pediatrics > Midterm > Flashcards

Midterm Flashcards

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1
Q

What are the common frames of reference in hand skill remediation?

A

NDT, Developmental (need to know what level they are at), Motor Learning, Biomechaniacal

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2
Q

T/F: We need to look at the gross motor because it affects the fine motor?

A

True, positioning is important for fine motor activities

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3
Q

What things can OTs do to inhibit muscle tone?

A

warmth, massage, stretching, slow rocking, weigh bearing, splinting

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4
Q

T/F: Spasticity is triggered by slow movement, therefore we must move faster?

A

False, spasticity is triggered by fast movement must move slower

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5
Q

What can be used to improve hand strength?

A

strengthening activities, use of neuromuscular electrical stimulation, use of resistant materials

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6
Q

What must you do in order to see results in hand strengthening?

A

you must go to the point you see fatigue; look at end function and engagement

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7
Q

What type of approaches are NDT and biomechanical? What understanding are they based on?

A

Biomechanical and NDT are bottom up approaches.
Based on the understanding of normal movement patterns and body alignment and incorporate handling and positioning of the child to facilitate movement

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8
Q

How can we use sensory enhancement in fine motor activities?

A

Add tactile and proprioceptive input (shaving cream, finger paint, toys… etc)

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9
Q

How can we promote isolate arm and hand movements for fine motor skills?

A

Focus on specific movement patterns
Embed movements in games and songs
Supination control

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10
Q

Is supination or pronation harder to get and maintain?

A

Supination

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11
Q

T/F: Supination helps support in hand manipulation by biasing you towards those in hand manipulation positoins.

A

True

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12
Q

What is the order of development for reach?

A

Gross arm movement –> specific arm/hand placement–> reach with wrist extension and orientation to object

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13
Q

What must first be stable in order for a child to be able to begin carrying things?

A

Trunk

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14
Q

What can we do for children with visual impairments for them to find the objects easier?

A

may need to use objects that are contrasting colors or that make noise

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15
Q

A child has spasticity and needs to enhance his grasp skills, what should we do first?

A

we first need to inhibit tone

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16
Q

What should we do to help a child’s enhancement of grasp skills?

A

use different positions, emphasize wrist extension with grasp, consider splinting, address sensory issues, intentionally select objects

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17
Q

What treatment should we use for enhancing voluntary release skills?

A

vary the size of the area in which releasing and/or the height of surface

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18
Q

What parts make up visual perception?

A
  • visual receptive component (oculomotor control and acuity

- visual cognitive component

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19
Q

T/F: The Visual Sensory Stimuli is integrated with other sensory systems and associated with past experiences.

A

True

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20
Q

What is visual attention?

A

Alertness, selective attention, visual vigilance, shared attention

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21
Q

What is visual memory?

A

Long and short term memory

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22
Q

What is visual imagery?

A

“picture” things in your mind’s eye

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23
Q

Where is object (form) vision? What is object (form) vision?

A

temporal lobe
visual identification of objects (what)
Supports object identification and visual learning

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24
Q

Where is spatial vision? What does it do?

A

inferior parietal lobe
visual location of objects (where)
needed to guide action

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25
How does object (form) vision develop?
first perception through tactile, kinesthetic, vestibular info General --> Specific Whole --> Parts Concrete --> Abstract
26
How does spatial vision develop>
vertical --> horizontal --> diagnol
27
What is form constancy?
Recognition of forms and objects as the same in various environments, positions & sizes
28
What is visual closure?
Identification of forms or objects from incomplete presentations
29
What is figure ground?
Differentiation between background and objects
30
What is position in space?
Spatial relationship of figures or objects to oneself or other forms or objects
31
What is depth perception?
Relative distance between objects, figures or landmarks and oneself
32
What is topographic organization?
Determination of the location of objects and settings and the route to the location
33
What are the two areas a child can have visual perceptual problems in?
- visual-receptive functions (occulomotor difficulties) | - visual-cognitive functions (attention, memory, visual discrimination)
34
What is an assessment you can use to test visual-cognitive functions?
BOT-2
35
What is an assessment you can use to test visual motor and visual perceptual problems?
Beery
36
What are some models of practice for visual perception interventions?
- developmental - neurophysiologic - compensatory
37
What do you do when using a compensatory model of practice?
the child who’s vision cannot be completely corrected, change the text, high contrast, seated close to front,
38
What are some intervention strategies for visual attention?
SI approach, eliminate distractions, place increasing demands on attention, modify workplace and activities
39
What are some intervention strategies for visual memory?
maintenance rehearsal, elaborative rehearsal, mnemonic devices, notebooks, hand held computers
40
What are some intervention strategies for visual discrimination?
teaching a child to scan and search, assisting teachers to reorganize worksheets, reducing amount of print on the page
41
What are some intervention strategies of visual spatial processing?
blocks, shapes, craft sticks, dough etc.
42
What are the 6 prerequisite skills to handwriting?
``` Small muscle Eye-hand coordination Ability to hold tools Capacity to form basic strokes smoothly Letter perception Orientation to printed language ```
43
At what age does the cylindrical grasp develop?
1 - 1.5 years
44
At what age does the digital grasp develop?
2 - 3 years
45
At what age does the modified tripod grasp develop? Quadripod
3.5 - 4 years
46
At what age does the tripod grasp develop?
4.5 - 7 years
47
T/F: It is better to change a grasp at an older age because they are more accepting to change.
False, better to change a grasp at a younger age
48
What are some visual motor interventions for teaching handwriting?
multisensory approach, eyes closed, concrete clues, draw spacers between words
49
What areas should we target when providing a handwriting intervention?
posture, muscle tone, proximal joint stability
50
For handwriting skills, using an acquisitional intervention can use these techniques: ..
practicing, repetition, feedback, reinforcement
51
For handwriting skills, using a sensorimotor intervention can work on these techniques:
- Proprioceptive, tactile, visual, auditory, olfactory, and gustatory - Incorporate a variety of senses into the intervention
52
When working on handwriting skills using a biomechanical model we are focusing on...
Sitting posture Paper position Pencil grip Writing tools
53
When working on handwriting skills using a psychosocial model we are focusing on...
Self-control Coping Social behaviors
54
T/F: Sensory input is not a neurological process.
False, it is a neurological process
55
Feedback is when..
there is a stationary object and stationary person
56
Feedforward is when...
there is a moving object and moving person
57
When something is stationary it's using the BLANK and BLANK systems.
tactile and proprioceptive systems
58
When something is moving it is using the BLANK and BLANK systems.
Vestibular and proprioceptive
59
T/F: Feedback is the basis for feedforward.
True
60
When SI is being practiced what are 3 models of service?
1. individual treatments in the clinic (one-one-one) 2. compensatory skill and strategy development 3. consultative - reframing dificulties and offering strategies
61
Why was the fidelity measure created?
created to help standardized research
62
What are some parent questionnaires for assessing modulation disorders?
Sensory Profile 2 and SPM
63
A jumping jack or catching a ball is an example of...
motor sequencing
64
What is motor planning?
Performing a novel motor act
65
T/F: An emphasis of SI therapy is extrinsic motivation of the child.
False, emphasis is intrinsic motivation, active approach child must be engaged
66
What is an adaptive response?
brain organizing incoming sensory information, then provides a basis for action
67
What happens when a child makes an AR more complicated than the previous?
the brain attains a more organized state and its capacity for further SI is enhanced
68
What is Sensory Integration?
The neurological process that organizes sensations from one’s body and from the environment and makes it possible to use the body effectively in the environment
69
T/F: SI is based on the assumption that the more primitive parts of the CNS develop before higher brain centers mature.
True
70
Where are peripheral sensors located?
on the skin
71
What is the importance of the tactile system?
motor control and emotional development
72
T/F: Proprioception modulates only a few of the sensory systems.
False, it modulates all of them
73
What is the importance of the proprioceptive system?
modulation of sensations and discrimination
74
What is the importance of the vestibular system?
emotional stability, postural control and motor coordination
75
What is modulation?
the nervous system’s ability to grade behavioral responses in relation to the sensory stimulus; allows us to function in an optimal range of arousal
76
What is discrimination?
discerning the qualities, similarities and differences of stimuli
77
What is Dyspraxia?
a disorder of sensory integration interfering with the ability to plan and execute skilled or non-habitual motor tasks
78
What is somatodyspraxia?
poor tactile discrimination and proprioceptive processing
79
What is visuodyspraxia?
impairment in visual perception with visually directed praxis tasks
80
What should the sensory environment be like if the child is hyporesponsive?
needs increased sensory experiences (Light touch, light placement of the hands; soft textures; rotary, vertical linear, dysrhythmic, and fast vestibular input)
81
What should the sensory environment be like if the child is hyper responsive?
needs inhibitory sensory experiences and the ability to deal with the environment (Deep pressure, firm touch, resistance, brushing (sometimes), neutral warmth, rhythmic vestibular, slow vestibular)
82
What type of sensory environment would an organized one be?
Proprioceptive, active interaction, resistance (push, pull, proximal joint stability, weight bearing, antigravity positions, climbing), oral motor (chewing, blowing)
83
What are the implications of having a just right challenge?
Active participation Increase in frequency, duration, complexity Generalizability outside of sessions
84
T/F: The OT can write any goals they wish to work on with a client.
False, the format and goals are determined by the funding source
85
What are the core elements of goals?
Functional, measurable outcome, measurable time length for achievement, assistance level, related to funding source rationale
86
What do ABCDE goals stand for?
Actor, Behavior, Condition, Degree, Expected Time
87
What do SMART goals stand for?
Specific, Measurable, Achievable, Realistic, Timely
88
What does the S in SOAP notes stand for?
Subjective: just what you saw, subjective comments by the client/ caregiver (ex: coming down with a cold, took a nap right before session)
89
What does the O in SOAP notes stand for?
Observations: data, facts (descriptive statements: able to..completed), measurable changes in status related to occupational skills and performance
90
What does the A in SOAP notes stand for?
Assessment: interpretations of what S and O mean; apply clinical reasoning, goal progress, justify need for OT (impaired, improved, decreased)
91
What does the P in SOAP notes stand for?
What happens next? suggestions for treatment, relate to plan for goal achievement
92
What does the Lanterman act provide?
Provides rights to individuals with developmental disabilities and their families to services and supports they need to live like persons without disabilities.
93
What is early intervention funded by?
Part C
94
When do children begin phasing out of EI?
2.5 years
95
T/F: Once identified by a primary source a child must be referred to a regional center or LEA within 5 working days.
False, they must be referred within 2 working days
96
Once a regional center or LEA receives the referral how many days do they have to get the process started?
45 calendar days
97
In CA children are eligible for EI services if they have...
Developmental Delay Established Risk Condition High Risk Condition
98
infants or toddlers with a developmental delay in one or more of which areas?
``` Cognitive development Physical (motor, vision, hearing) Communication development Social or emotional development Adaptive development ```
99
What is the criteria for a child to be below expectations in one or more developmental area?
Before 36 months: 33% below expectations in one or more developmental areas (Cognition, Language, Motor, Social-Emotional, Adaptive Behavior)
100
What does it mean when a child has an established risk?
Conditions known to lead to developmental delay; | Even if no delay exists at the time of diagnosis
101
What does it mean if a child has a high risk?
High risk of having a substantial developmental disability due to combination of biomedical risk factors (ex: Full term with low birth weight, short NICU stay with oxygen, and torticollis dx)
102
What does IDEA part B cover?
children with disabilities age 3 -22
103
What does FAPE mean?
Free Appropriate Public Education; means special ed and related services are provided at the public's expense, available in an appropriate school and are provided in conformity with the IEP
104
T/F: OT is a related service with IDEA part B.
True, they must be getting special education first
105
What is the PEO model? What happens when all three overlap?
Person, Environment, Occupation When all overlap occupational performance and skill patterns
106
Under what conditions do we find the adjusted age?
When the child is under the age of 2 AND is born prematurely (36 weeks or less)
107
What therapeutic interventions can be used for ASD?
ABA, DIR- Floortime, SI
108
What symptoms occur for spastic CP?
* Constant increased muscle tone | * Mild, moderate, severe
109
What symptoms occur for Athetosis CP?
* Fluctuation of tone from low to normal * No co-activation of flexors and extensors * Writhing involuntary movements
110
What symptoms occur for Ataxia CP?
* Tone is normal to near normal | * Lacks stability & co-contraction
111
What symptoms occurs for Flaccidity CP?
* Fluctuating tone, but usually low | * Usually seen only in infants/toddlers
112
What are the 3 stages of development in motor control?
1. Cognitive (skill acquisition) 2. Associative (skill refinement) 3. Autonomous (retains skills, transferred to other environments)
113
At what age do rolling and sitting (unpropped) occur?
Rolling: 4 months Sitting: 6 months
114
What age do crawling and cruising occur?
Crawling: 7 -10 months Cruising: 8 -11 months
115
What age should children be able to walk?
18 months
116
What are some common GM interventions?
NDT, CIMT, Bimanual training, Co-OP, Biomechanical
117
What is the differentation between the ulnar side and radial side?
Ulnar: power Radial: dexterity

Occupational Therapy Pediatrics (1 decks)

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