Pedi PT Exam: Tests and Measures

Question 1

what are 3 positive impacts that early intervention has

Answer 1

reduce delay
reduce disability
enhance health outcomes

Question 2

what are 5 areas of development that screening looks at

Answer 2

behavior
mental status
communication
gross motor skills dev
fine motor skills dev

Question 3

what are the 2 goals of screening

Answer 3

identify potential for dysfunction
identify need for referral

Question 4

what are the 2 main parts of the screening procedure

Answer 4

clinical observation
standardized screen

Question 5

what is assessed when screening mental status as part of a PT exam

Answer 5

arousal
alertness

(not cog - other health providers)

Question 6

expected mental status via clinical observations: infancy (4)

Answer 6

alert/arousal
eye contact
interest in people/surroundings
cause-effect

Question 7

expected mental status via clinical observations: toddler (5)

Answer 7

1. alert/arousal
2. points & names objects/body parts
3. knows own name
4. follows simple directions
5. hints of cog thru communication and motor systems (pointing, naming things)

Question 8

expected mental status via clinical observations: preschooler (3)

Answer 8

makes needs/wants known
progression of play skills
how plays w peers

Question 9

expected mental status via clinical observations: school-age (3)

Answer 9

school performance
A&O x4
adapt Qs (is it day or night?)

Question 10

expected communication via clinical observations: infant (3)

Answer 10

coo, babbling, laughing approp
3-5 words by 12-15mo
receptive > expressive language

Question 11

expected communication via clinical observations: toddler (3)

Answer 11

puts together simple 2-3 word phrases/sentences

at least 50 words by 2yo

able to say “i want ___”

Question 12

expected communication via clinical observations: preschooler (4)

Answer 12

points to objects
answers simple Qs ab story
“W” questions - what, why, who
should be able to understand them

Question 13

expected communication via clinical observations: school-age (2)

Answer 13

appropriate expressive/receptive language for age

develops reading, writing, etc.

Question 14

what components are looked at during the motor part of a screen via clinical observation (3)

Answer 14

in different positions
self-selected motor activity
- active or passive in environment
what needs further exam (BSF)

Question 15

what are 2 standardized screening measures she discusses and which one is a better measure

Answer 15

denver developmental screen (DDS)

ages and stages questionnaire (ASQ3) **

Question 16

Denver Developmental Screen (DDS): age range, 4 areas assessed, possible results

Answer 16

birth - 6yo

FM, personal -social, GM, language

normal, suspect, delayed
- observer related, not parent reported

Question 17

what is a consideration when using the DDS’s results

Answer 17

weak specificity and sample pop may be biased
- can lead to over identification and false positives

Question 18

what is a consideration when looking at the results from any screening tool given to you by a new referral

Answer 18

as a screening tool, might miss things bc it is a screening
-> use w caution

Question 19

ages and stages questionnaire (ASQ3): age range, 5 areas assessed, possible results

Answer 19

0 - 66mo (aka 5.5yo)

communication, person-social, GM, FM, problem solving

typical development, need for monitoring, need for further assessment
- parent/caregiver report

Question 20

what uses the ASQ3 extensively

Answer 20

federal programs specifically looking for kids w developmental delay

Question 21

what are the 4 steps for an exam’s general approach

Answer 21

1. observe
2. manipulate the task
3. manipulate the environment
4. hands on

Question 22

what are 3 components to approaching behavior management

Answer 22

incorporate observations
- behavior, comm, likes/dislikes
set up for success - structure
when/then

Question 23

what are 4 possible intended purposes of objective tests

Answer 23

1. planning
   - strengths & weaknesses of developmental motor skills
2. evaluative
   - measure change over time
   - at start and end of intervention
3. predictive/prognostic
   - estimate future risk
4. discriminative/diagnostic
   - who is different from the norm and who isn’t

Question 24

what makes objective tests objective

Answer 24

standardized in admin, equipment/materials used, and scoring

Question 25

what is the problem with using tests that are limited in their standardization

Answer 25

limited objectivity and won't be able to use info to guide POC

Question 26

what is a criterion referenced test

Answer 26

completion of criteria

Question 27

what is a norm-referenced test and what types of tests is this commonly seen in

Answer 27

complete criteria and then compare to same aged peers (normative sample) - balance tests

Question 28

what is a criterion referenced test helpful with and what is it not helpful with

Answer 28

helpful in planning POC not helpful in comparing to same aged peers

Question 29

norm vs criterion referenced: reference points

Answer 29

norm: avg, relative points derived from performance of group criterion: fixed at specific cut-off points - don't depend on reference points

Question 30

norm vs criterion referenced: what does it evaluate

Answer 30

norm: individual performance in comparison to group of people criterion: individual performance in relation to fixed standard - child in comparison to self

Question 31

norm vs criterion referenced: what is it designed for

Answer 31

norm: produce scores that are normally distributed, to maximize differences among individuals criterion: discriminate b/w successive performances of one individual, to provide info for use in planning

Question 32

a child is referred to PT to determine if they are delayed in gross motor development. What is the most appropriate type of test and measure to administer? a. criterion reference b. norm reference

Answer 32

B. norm implies delay relative to same aged peers

Question 33

what are 3 types of validity

Answer 33

construct content responsiveness

Question 34

construct validity

Answer 34

characteristic/concept we want to measure

Question 35

content validity

Answer 35

does it cover all aspects of that construct

Question 36

responsiveness validity

Answer 36

to detect change beyond which would happen naturally

Question 37

what are 2 types of responsiveness validity

Answer 37

minimal detectable change (MCD) minimal clinically important difference (MCID)

Question 38

MDC vs MCID

Answer 38

MDC - minimal change not likely d/t change variation or error - naturally occurring change MCID - clinically important change/difference in pt function that is perceived as beneficial and would change pt management - clinically relevant - changes PT management - based on stats, expert op, pts

Question 39

what are the 2 types of reliability we want

Answer 39

inter and intra rater reliability

Question 40

what are standard scores and percentile ranks used for

Answer 40

to understand performance relative to means

Question 41

what are developmental age equivalents

Answer 41

motor age at which 50% of the subjects in N sample achieved that score

Question 42

what has to be done if you want to compare scores and why do we want this

Answer 42

convert raw scores to standard scores and percentile ranks so you can understand individual performance relative to means

Question 43

what are raw scores

Answer 43

point values, # of items completed

Question 44

observer rated vs self report

Answer 44

observer rated: - items directly assessed by PT - clinical observation - standardized procedures self report - survey/questionnaire - individual perception of abilities

Question 45

performance vs capacity

Answer 45

performance: - typical performance of skill - captures effect/influence of environment - caution: may be overly accommodating capacity - what pt is capable of doing - controlled testing environment, controlled parameters - may not be realistic for every day