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Test 1 Flashcards

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1
Q

How does the medical model of pediatric care differ from the evidence-based model?

A
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2
Q

Long term goals for a child should be based on what level(s) of the ICF?

A

Participation

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3
Q

Short term goals for a child should be based on what level(s) of the ICF?

A

Activity

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4
Q

Why does the PCRT have boxes for both positives and negatives at each level of the ICF?

A

Keep in mind on what the child can do, not just the negative things.

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5
Q

What are the contextual factors included in the WHO ICF model?

A

Environmental Factors: External influences such as physical environment, social attitudes, and systems that impact functioning and disability.

Personal Factors: Internal influences unique to the individual, such as age, gender, lifestyle, and coping mechanisms, which are not classified in the ICF but influence health outcomes.

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6
Q

What frameworks can be used to help novice physical therapists develop their clinical reasoning skills?

A

ICF Framework: Holistic view integrating health and contextual factors.

HOAC II: Hypothesis-driven decision-making.

Patient Management Model: Structured approach (examination to outcomes).

Reflection Models: Reflection-in-action and think-aloud methods.

Concept Mapping: Visual organization of clinical reasoning.

Mentorship: Guided learning using tools like PT-CRT.

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7
Q

What are the 3 main factors that influence child development?

A

Genetic Predisposition, Individual’s Role, Environment

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8
Q

What is the dynamic systems theory?

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9
Q

How are gestational age, chronological age, and adjusted age calculated?

A
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10
Q

How would you describe physiological flexion?

A

Hips, knees flexed, DF, and kyphosis posture.

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11
Q

What is the meaning of an APGAR score?

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12
Q

What are the general developmental patterns?

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13
Q

How are motor control, motor learning, and motor development similar or different?

A
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14
Q

How does motor development progress against gravity starting with physiological flexion?

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15
Q

What is the pattern of symmetry in motor development?

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16
Q

How does postural control develop?

A
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17
Q

What are the major gross motor milestones (ages and skills)?

A

2-3 months: assumes prone on elbows.
3-4 months: rolls supine to side lying.
5 months: pull to sit without head lag, rolls prone to supine, feet to mouth, self-supported sitting propped forward on arms.
6-7 months: rolls supine to prone, sits alone without support, sitting equilibrium forward, transitions quadruped to/from sitting, belly crawl.
8-9 months: cruises sideways, sitting equilibrium sideways, creeps, pulls to stand up.
10-11 months: sitting equilibrium protective extension backwards, stands alone for short periods, climbs on hands and knees up stairs, walks with 1 HHA.
16-18 months: runs stiffly, walks up and down stairs.
2-2.5 years: walks backwards, walks up/down stairs.
3 years: adult like gait, jumps with 2 feet, rise on toes.
4 years: tandem walking.
5 years: skipping, SLS 10 seconds, hops 8-10 reps.

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18
Q

How does variability influence motor development?

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19
Q

What are the patterns of atypical motor development?

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20
Q

How can motor development be both predictable and non-linear?

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21
Q

What are the major gross motor milestones during the neonatal/infant stage?

A

Lifts head slightly in prone (1 month).
Rolls prone to supine (5-7 months).
Sits independently (5-10 months).
Crawls or creeps (7-10 months).
Pulls to stand (6-12 months).
Walks with support (8-18 months)​

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22
Q

What are the major gross motor milestones during the toddler stag

A

Walks independently (12-18 months).
Climbs stairs with support (15-18 months).
Begins to run (18-24 months).
Jumps off low steps (24-36 months).
Kicks and throws balls (24-36 months)​
​

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23
Q

What are the major gross motor milestones during the preschool stage?

A

Walks upstairs alternating feet (3 years).
Jumps forward and off objects (3-4 years).
Hops on one foot (3-5 years).
Gallops and begins skipping (4-5 years).
Throws balls with rotation (4-5 years)​
.

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24
Q

What are the major gross motor milestones in the elementary school-age child?

A

Skips with coordination (5-6 years).
Rides a bike and roller skates (5-7 years).
Jumps rope skillfully (8 years).
Shows refined running speed and throwing accuracy (9-12 years)

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25
Which immature movement patterns of elementary school-age children could indicate a developmental coordination disorder?
26
Why should physical therapists have a working knowledge of all developmental domains?
Pediatric PT's work with all disciplines
27
What are the major fine motor milestones (ages and skills)?
13-18 months: Precise release of pellet into container. 2 years: scribble 3 years: copies circles 4 years: cut straight lines. 5 years: use dynamic tripod grasp.
28
What are the major social milestones (ages and skills)?
29
What are the major language milestones (ages and skills)?
30
How can parents and caregivers support overall healthy development?
31
What are the major fine motor, social, and language milestones during the neonatal/infant stage?
Fine motor: Grasp reflex, reaching, palmar/pincer grasp (by 12 months). Social: Smiles, mirror play, separation anxiety, waves bye-bye. Language: Coos, babbles, responds to “no,” says “mama/dada” (by 12 months).
32
What are the major fine motor, social, and language milestones during the toddler stage?
Fine motor: Scribbles, stacks objects, uses pronate grasp. Social: Separation anxiety, empathy, pretend play. Language: 15+ words, 2-word phrases, 250+ word vocabulary.
33
What are the major fine motor, social, and language milestones during the preschool stage?
Fine motor: Copies shapes (circle, cross); uses scissors; builds structures; static tripod grasp. Social: Engages in cooperative play; understands turn-taking; shows curiosity and asks "why" questions. Language: Uses complete sentences; 900+ word vocabulary; follows multi-step directions; tells simple stories.
34
What are the major fine motor, social, and language milestones in the elementary school-age child?
Fine motor: Ties shoes; writes neatly; dynamic tripod grasp; increased dexterity for hobbies. Social: Forms lasting friendships; develops teamwork skills; understands social norms. Language: Uses complex grammar; appreciates jokes and riddles; reading and writing improve.
35
What is the purpose of a developmental reflex?
Support survival, motor development, and prepare for voluntary movement​
36
What are equilibrium reactions?
37
When do the selected developmental reflexes emerge (infant age range)?
Rooting: 28 weeks gestation. Suck-Swallow: 28 weeks gestation. Moro: 28-41 weeks gestation. Palmar Grasp: 37 weeks gestation. Plantar Grasp: 28 weeks gestation​
38
When do the selected developmental reflexes integrate (infant age range)?
Rooting: ~3 months. Suck-Swallow: 2-5 months. Moro: 5-6 months. Palmar Grasp: 4-6 months. Plantar Grasp: ~9 months
39
What is the testing position, stimulus, and response for the selected reflexes?
Rooting: Supine, stroke corner of mouth → head turns toward stimulus, mouth opens. Suck-Swallow: Supine, place finger in mouth → rhythmic sucking and swallowing. Moro: Supine, drop head backward → arms extend/abduct, then flex/adduct. Palmar Grasp: Supine, press palm → fingers flex to grasp. Plantar Grasp: Supine, pressure on foot ball → toes flex
40
How is family centered care defined?
41
What should a physical therapist consider when implementing family centered care?
42
What are the family factors that influence family centered care?
43
How can a child with a disability influence the family system?
44
What actionable items can care providers take to implement family centered care?
45
What are the influences of the family system on the development of the child and the role of the family/caregivers?
Families provide emotional support, modeling, routines, and resources that shape a child's physical, cognitive, and emotional growth. Caregivers play a crucial role in implementing therapeutic strategies.
46
What is the importance of physical therapist collaboration with families and caregivers throughout the patient/client management process in all settings?
Collaboration ensures shared goals, enhances carryover of interventions, and respects family priorities and routines across all settings.
47
How are physical therapy interventions implemented through family centered care?
Interventions are individualized, integrate into daily routines, and actively involve families in planning and execution.
48
At what level of the ICF should a Pediatric PT begin the examination?
Participation
49
How does the history section of the examination differ in a pediatric client vs an adult client?
Pay close attention to growth history and developmental milestones.
50
How might a Pediatric PT assess each of the systems in the "Systems Review" portion of the examination?
Children will be more difficult measuring systems vs an adult.
51
What is the difference between the Top-Down approach and Bottom-Up approach in the pediatric evaluation?
52
Why is it important to incorporate play into the examination of a child?
A child's job is to play. It keeps the child interested and helps them participate.
53
What is the difference between a norm-referenced and a criterion-referenced outcome measure?
Norm referenced tests the child's performance compared to a child of their age. Criterion referenced compares the childs test results with criteria established with creators.
54
What are the characteristics of the following outcome measures (ICF level, norm vs criterion, ages, population, purpose)? Developmental Assessment of Young Children Second Edition (DAYC-2) Alberta Infant Motor Scale (AIMS) Peabody Developmental Motor Scales (PDMS-3) Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) Segmental Assessment of Trunk Control (SATCo) Gross Motor Function Measure (GMFM) Pediatric Quality of Life Inventory (Peds QL) Pediatric Measure of Participation (PMoP)
Study each one at a time.
55
How does the ICF framework inform pediatric physical therapy goals?
56
Which ICF domain should be for focus of most pediatric short term and long term goals?
Participation, Functional activity.
57
What are the 3 elements to writing a measurable pediatric goal?
Behavior, Condition, Criteria.
58
How to long term goals and short term goals differ?
Long term: 6 months. (Who, will do what, under what conditions, how well, by when.) Short term: 2-3 months. Short term goals are built off our long term goals.
59
What is the most critical intervention to include in a plan of care for all children, regardless of setting?
Caregiver education/ home program
60
What are the 4 elements of evidence based pediatric practice?
Awareness, Consultation, Judgement, Creativity.
61
What considerations are necessary when implementing pediatric interventions?
Playfulness, Environment, Funding, Development.
62
What does communication consist of?
Speech, Language, Cognitive Skills, Reading, Writing.
63
How is speech different from communication?
64
How is behavior related to communication?
Behavior is communication, people express their behavior through communication.
65
How do children with and without language difficulties communicate?
Mouthing words, gestures, choices, sign language, letter board, tablets for people with language diffculties. Language, behavior, gestures for people without difficulties.
66
What strategies can physical therapists use to communicate with children?
Offer a choice, use behavior management strategies.
67
What are some behavior management strategies that a PT can use with their patients?
68
What are the characteristics of the following sensory integration disorders: Sensory Overresponsivity Sensory Underresponsivity Sensory Seeking/Craving Sensory Discrimination Disorder Postural Disorder Dyspraxia
Sensory Overreponsivity: tactile defensivness Sensory Underresponsivity: patient doesnt respond when they should. Sensory Seeking/Craving: unusual amount of sensory input and seem to have an desire for sensations. Sensory Discrimination:
69
What roles do coordination, communication, and documentation play in the physical therapy management of a child?
Coordination: Aligns care across providers and family for cohesive management. Communication: Shares goals, progress, and needs with the team and family. Documentation: Tracks interventions, outcomes, and compliance for continuity of care.
70
What are the characteristics of a unidisciplinary model, multidisciplinary model, interdisciplinary model, and transdisciplinary model?
Unidisciplinary: One profession provides care; limited collaboration. Multidisciplinary: Multiple disciplines work parallel with minimal interaction. Interdisciplinary: Disciplines collaborate with shared goals and communication. Transdisciplinary: Disciplines share roles, with expertise crossing boundaries for holistic care.
71
How does communication influence interprofessional collaboration as both a facilitator and a barrier?
Communication facilitates collaboration by promoting trust, clarity, and shared decision-making. It becomes a barrier when there is a lack of inclusiveness, misunderstandings, or poor information flow​
72
What challenges arise from unclear roles and responsibilities in interprofessional teams?
Unclear roles lead to confusion, duplication of efforts, reduced efficiency, and conflicts within the team
73
What is the significance of parental involvement in interprofessional collaboration?
Parental involvement ensures child-centered care, strengthens team coordination, and empowers parents to contribute meaningfully to decision-making​
74
How does culture influence interprofessional collaboration?
Culture shapes communication styles, perceptions of roles, and attitudes toward teamwork, either fostering collaboration or creating misunderstandings​
75
What are the WHO ICF definitions of body functions and structures, activity limitation, and participation restrictions?
Body Functions and Structures: Physiological and anatomical aspects of the body. Activity Limitation: Difficulties performing tasks or actions. Participation Restrictions: Challenges in involvement in life situations.

Pediatrics (3 decks)

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