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Peds FAll 2024 > Performance Skills > Flashcards

Performance Skills Flashcards

1
Q

Neuromaturational Theory-

A

Skills develop in a linear progression which is consistent across children. Skills emerge according to the maturation of the CNS

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2
Q

What are the 3 main priciples of neuromaturational theory?

A

Movement follows a progression

Sequence and rate of motor development

Low level skills are prerequisites

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3
Q

What are the issues with Neuromaturational Theory

A

It says we have to do A before B. Some kids walk without crawling. it’s not always linear and we can skip steps.

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4
Q

Dynamic Systems Theory

A

“Performance or action patterns that emerge from the interaction and cooperation of many systems, both internal and external to the child”.

Movement is not just about the act of moving.

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5
Q

What else comes into play with dynamic systems theory?

A

Takes into account the learning (the brain) but also the influence of the body and environmental variables.

Motor behavior

Internal and External variables.

Environmental constraints and Task constraints

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6
Q

What are the internal variables in dynamic systems theory

A

fatigue, focus, how the baby feels

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7
Q

What are the external factors in dynamic systems theory?

A

parents support and encouragement

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8
Q

Social-Emotional Development

A

The modulation of emotional reactions

related to temperment

self-regulation comes from socialization with primary caregivers

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9
Q

Temperament

A

stable traits that influence how an individual processes and reacts to the environment.

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10
Q

What are the 9 areas of temperament

A

activity level
don’t need to memorize

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11
Q

Occupational Perspective of Health (OPH)

A

framework for guiding development there are four parts

Doing

Being

Becoming

Belonging

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12
Q

Being

A

adoptions of roles
Allow the child to discover “who am I?”

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13
Q

Becoming

A

development and transformation into an occupational being. Participating in new experiences, opportunities and challenges. includes self-selected occupations. Now they have a say in what their life looks like.

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14
Q

Belonging

A

Active engagement in occupations. participating in social, cultural and educational inclusion.

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15
Q

Bio-ecological Model of Development

A

Looks at the layers of occupational development
Layer 1 - individual child
Layer 2 - caregivers
Layer3 - family context
Layer 4 - community
Layer 5 - geopolitical contexts

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16
Q

What does layer 5 include

A

occupational justice, legislation, how does that impact the child and their family and their education.

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17
Q

Attachment

A

A bond that developes between the infant and the caregiver over the first year.

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18
Q

Co-occupations

A

The performance of occupation “in a mutually responsive, interconnected manner that requires aspects of shared physicality, shared emotionality and shared intentionality” (Davel-Pickens & Pizur-Barnekow, 2009, as cited in O’Brien & Kuhaneck, 2020)

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19
Q

A new born baby can’t do occupations alone what term was developed around this notion

A

co-occupations

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20
Q

What developmental idea was challenged during covid

A

Attachments and coocupations

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21
Q

performance skills 0-3 months. Gross/Fine Motor

A

Newborn- reflex driven

1-2 months movements become more rhythmical

Supine- asymetrical position. limbs aren’t working together

Prone- cheeck to the side.

Sitting- rounded posture with support

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22
Q

How many months until babies respond to visual stimuli

A

2 months

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23
Q

performance skills 0-3
Sensory

A

Calms when picked up

sense of touch

most movement is reflexive

vision becomes increasingly better by the third month

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24
Q

Performance skills
communication/social
0-3 months

A

can make some sounds

will pay attention to faces

will localize to some sounds

25
What toys would you use with a newborn
rattle, high contrast toys, rings, play mat, mirrors
26
look up nekole amber on youtube
27
Performance Skills 3-6 Months Gross motor
Primitive reflexes diminish- postural control and postural reactions become present. Supine-Symmetrical position and bilateral activity. Prone- Lifting head and chest. Becomes functional position. Sitting- Requiring less support.
28
performance skills 3-6 months fine motor
Voluntary grasp Transfer of objects No voluntary release
29
When can kids bring hands to midline?
3 months
30
Sitting between 3-6 months
needs less support. could be independent sitter at 6 months
31
Why does transfer of objects helps involuntary release
because when transferring items from one hand to another it mimics the feeling of voluntary release and helps that develop
32
Performance Skills Sensory 3-6 months
Hands to midline during play. Beginning to move in ways that require planning- “motor planning” Likes being rocked, held, swung and moved about. Can actually laugh, range of facial expressions.
33
sensory development plays a role in
cognition
34
Performance skills 6-9 months Gross Motor
Improving anti-gravity motor control Sitting- Increasing independence. Able to shift weight Standing- Uses external support After 6 months little time is spent in supine and prone.
35
Performance skills 6-9 fine motor
Grasping patterns begin to change By 7-9 variety of grasps present At 6 months voluntary release is not yet present By 7-9 months the child is able to voluntarily release radial palmar grasp can finger feed if doctor approved.
36
Performance skills sensory 6-9 months
Variety of food textures Knowledge of space and distance with locomotion throughout environment Babbling Cooperates with dressing
37
Performance Skills 9-12 Months Gross Motor
Upright posture Sitting-Dynamic and functional position. Uses variety of seated positions for play Standing- Able to get into and out of standing more comfortably Independent Standing and Walking
38
Performance Skills 9-12 Months Fine Motor
Using fine motor skills for function. Dump and fill...over and over again! Grasping patterns continue to mature. By 12 months may use spoon
39
Performance Skills 9-12 Months Sensory
Able to coordinate both sides of their body Improved motor planning Integration of gravity, movement and muscle and joint sensations act with intentions.
40
Performance skills 1-2 years old Gross motor
will sit in a child sized chair play in a variety of positions (sitting, standing, squatting) walks well by 18 months- run, squat climb by 2 Will pull a toy when walking Can play on playground, with supervision and support (climbing, slides, stairs) Moves ride on toy
41
What toys would you use for 6-12 month old
picture books, pull toy, stacker toys, musical instrument, simple puzzles, crayons / chalk, blocks
42
Performance Skills 1-2 years old fine motor
Holds a crayon, will scribble Releases toys inside containers Simple form board puzzles or shape sorters Points with index finger isolation Completes simple puzzle (4 or 5 pieces) Builds tower Draws simple lines (straight or circular) Simple tool use, for example banging a hammer Turns single pages of a book
43
Performance Skills 1-2 years old sensory
Enjoys and tolerates messy activities Will get into everything (parents may not love this, but OTs do!) Enjoys roughhousing (swinging, piggy back rides) Well organized gravity and movement integration as well as vision. Enjoys messy activities, will use Play-Doh Rough and tumble play
44
How does context impact development? How will the context impact occupational therapy? Cultural- Physical-
Cultural - Who they play, how they play with the adults. if the culture doesn't use spoons, the child won't develop that skill. may family prefers to feed that child. physically - environment. what you can explore, what you are allowed to do
45
Performance Skills 4-5 years Gross Motor
Jumps down from a high step Climbs on playground equipment, swings from arms (monkey bars) Throws ball accurately to target Skips for a long distance Walks up and down stairs reciprocally
46
Performance Skills 4-5 years Fine Motor
Draws using a dynamic tripod grasp. Copies simple shapes and own name Completes puzzles up to 10 pieces Colors within lines Draws stick figure Strings small beads
47
Performance Skills 2-3 years old Gross Motor
Rides tricycle Catches a large ball against chest Jumps from step Begins to hop on one foot
48
Performance skills 2-3 Fine motor
Snips with scissors Traces forms Colors in large shapes Draws a circle Builds tower.
49
Performance skills Sensory 2-3
Enjoy interesting tactile surfaces Plays with water and sand Difficulty with transitions (for example, cleaning up) Shouldn't be putting stuff in mouth anymore
50
Performance skills 3y old cognitive
creates entire play scenario interest in dress up sorts shapes and colors matches pictures
51
Performance Skills 3 year old social
cooperative play interest in peers shy with strangers can be possessive of loved ones
52
Performance Skills 3-4 years old Gross Motor
Jumps, climbs, runs Begins to skip and hop Rides tricycle Alternates feet walking upstairs
53
Performance Skills 3-4 Fine Motor
Tripod grasp on pencil or crayon Colors within the lines Copies simple shapes, begins to copy letters Uses scissors, able to cut simple shapes
54
Performance SKills 3-4 Sensory
Brain is most receptive to sensations and most able to organize them Active time- learning limits of gravity and own body.
55
Performance Skills by 4 years old Cognitive
Uses imaginary objects in play Uses dolls and actions figures to carry out roles Sense of humor Categorizes and sorts objects
56
Performance skills by 4 social skills
Group play replaces parallel play Aware of social aspects of conversation Interest in being a friend Attempts challenging activities
57
Performance Skills by 5 Cognition
Understands rules to a game Can remember the rules with few reminders Goal-oriented, cooperative play with other two or three other kids Abstract problem solving
58
Performance skills context cultural and social
Most children begin to interact with peers at around 3 years old. Cultural influences on social play behaviors Who is a child’s social network?

Peds FAll 2024 (21 decks)

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