Test #1 Occupational Development Flashcards
(100 cards)
1
Q
Freud’s theory (major ideas)
A
- dynamic conflict between destructive and loving instincts (libido)
- definition of human mental processes in 3 stages (id, ego, superego)
- viewed development as qualitative and in stages (oral, anal, phallic, latency, and genital)
2
Q
3 mental process of Freud’s theory
A
- Id: basic instincts
- Ego: intellectual activities and logical thought
- Superego: conscience and awareness of right and wrong
3
Q
5 Developmental Stages according to Freud
A
- Oral: feeding and oral exploration during infancy
- Anal: toileting
- Phallic: early exploration of the genitals and awareness of sexual differences
- Latency: dormancy
- Genital: awakening of sexuality (latency ends)
4
Q
Erikson’s Psychosocial Theory
A
stage theory of psychosocial development, lifespan consists of eight dilemmas that must be solved correctly in order to solve the next dilemma
5
Q
Eight Stages of Personality Development according to Erikson
A
- Trust vs. Mistrust (The infant must form a loving, trusting relationship)
- Autonomy vs. Shame and Doubt (The child is motivated toward the development of functional movement)
- Initiative vs. Guilt (The child is motivated by social challenges, becoming more confident)
- Industry vs. Inferiority (The child is faced with peer comparisons and demands for new skills)
- Intimacy vs. Isolation (There is pressure to develop intimate relationships in friendships and romances)
- Identity vs. Role Confusion (The individual is motivated to achieve a sense of identity in adult occupational roles)
- Generativity vs. Stagnation (The individual is motivated toward the development of satisfaction in chosen occupational roles)
- Ego Integrity vs. Despair (The individual is motivated to seek a sense of fulfillment and life satisfaction)
6
Q
Maslow’s Hierarchy of Needs
A
- Progression of each need - must satisfy one to get to the next
- Priority of a need at a given point in time
7
Q
Piaget’s stages of cognitive development
A
- sensorimotor: thinking occurs with experiences with 5 senses; solutions to problems are invented based on the senses; object permanence is understood based with the help of mental pictures (schemas)
- preoperational: language begins to develop; make-believe play occurs; very self-focused (viewpoints of others are not yet understood); symbolic thinking occurs
- concrete operational: logical thinking begins; understanding of reversibility of actions (understand mathematical operations); identity concepts are understood
- formal operational: abstract, systematic thinking allows for problem solving to occur; individuals are able to develop hypotheses based on observations and test these hypotheses
8
Q
Theory
A
proposal identifying critical variables and how they interact
- can be disproved
- provide frame of reference
- describes, explains, and predicts behavior
9
Q
frame of reference
A
theoretical material is organized and functionally translated into practice
10
Q
Nature vs. Nurture
A
nature: genetic inheritance
nurture: physical and social world
11
Q
Qualitative vs. Quantitative
A
qualitative: individuals are different based on characteristics (scored)
quantitative: development occurs as an individual acquires a number of skills (observed)
12
Q
Stability vs. Instability
A
Stability: implies rules for predicting behavior are consistent across lifespan
Instability: different rules apply at different points in an individual’s life
13
Q
Reductionist vs. Non-reductionist
A
Reductionist: behavior is sum of smaller behavior links
Non-reductionist: behavior cannot be broken into components
14
Q
Organismic vs. Mechanistic
A
Organismic: humans act on the environment/inherit nature must be considered
Mechanistic: humans react to the environment/organism viewed as “machine”
15
Q
Stability vs. Plasticity
A
Stability
- Individuals high or low in a characteristic remain so at later ages.
- Early experience may have a lifelong impact.
Plasticity
-Change is possible, based on experiences.
16
Q
Affective Domain
A
includes characteristics that underlie feeling
ex: Freud, Erikson, Maslow
17
Q
Cognitive Domain
A
changes in thinking, memory, problem solving, and other intellectual skills
ex: Piaget, Vgotsky, Dewey
18
Q
psychomotor domain
A
The domain involved in the learning of a new procedure or skill; often called the doing domain.
(ex: motor behavior, motor development, motor learning)
19
Q
motor behavior
A
any performance of movement that can be observed or documented
20
Q
motor development
A
acquisition of motor behavior that is heavily maturational in origin
(ex: Gesell, McGraw,)
21
Q
motor learning
A
acquisition of motor behavior that is more environmentally dependent
22
Q
classical conditioning
A
stimulus and response
23
Q
operant conditioning
A
reinforcement and punishment
24
Q
social learning
A
modeling self-efficacy
(Ex: Sears, Bandura)
25
Bandura's behavioral theory
- reciprocal determinism - own actions create social exchange environment
- Bobo doll- modeling; social behaviors learned through this observation and imitation
- 1. Attention to the model, 2. retention of past experiences, 3. ability to reproduce the response physically, 4. motivation to produce response
26
Kohlberg and Wilcox: Moral and Social Reasoning
-Preconventional Level:
Rules are obeyed to avoid punishment./Rules are followed to gain personal benefit.
-Conventional Level: Obey rules to maintain respect of others./Conform to society's rules; understanding order in society.
-Postconventional Level:
Individuals operate on the concept of a social contract; they are respecting the decisions that others make/Adheres to the rules of conscious and self chosen ethical principles; deciding your values and not conforming to what society thinks.
27
Skinner's behaviorist approach
- behaviors based on response to a determined stimulus
- behaviors are emitted
- punishment is a consequence of a response, but it is ineffective in the long run.
28
Watson's behaviorism theory
Seek to predict and control behavior through conditioned responses
29
Jung's spiritual theory
- Believed in Freud's stages of early life, but did not believe in the sexual component.
- People should find meaning to life as they age and implement spirituality
30
Vygotsky's Theory
emphasizes how culture and social interaction guide cognitive development
31
Gesell's Maturational Theory
predetermined biological plan for development
(1) Motor, (2) Adaptive (Cognitive), (3) Language, and (4) Personal-Social behavior.
32
Innate (level 1) Reactions are
primitive reflexes found in newborns involving total flexion and extension patterns.
33
rooting reflex
a baby's tendency, when touched on the cheek, to turn toward the touch, open the mouth, and search for the nipple
| (level 1-spinal cord)
34
sucking reflex
when you stroke a hungry infant's lips, he will start sucking (level 1-spinal cord)
35
Plantar or Proprioceptive Placing of Legs
Stimulus: press dorsum (back) of foot against edge of table
response: hip and knee flexion, ankle dorsiflexion followed by extension of hip and knee and placing of foot squarely on table (level 1-spinal cord)
36
Spontaneous Stepping Reflex/Primary Walking/Reflex Stepping
stimulus: allowing infant's feet to touch table, lean infant forward slightly and gently move infant forward
response: alternate stepping movements with both legs with a rhythmic heel-toe pattern
(level 1-spinal cord)
37
Palmar Grasp Reflex
in response to stroking a baby's palm, the baby's hand will grasp
| (level 1-spinal cord)
38
Plantar Grasp Reflex
Stimulus: Apply pressure with thumb on the infant's ball of the foot.
Response: Toe flexion.
(level 1-spinal cord)
39
Moro reflex (startle reflex)
stimulus: support child's head with your hand, keeping hand and forearm under the child's head and trunk drop child's body downward and backward
response: extension and abduction of arms and opening of hands, crying, followed by flexion and adduction of upper extremities across chest
(level 1-spinal cord)
40
Galant Reflex
Stimulus: run fingernail along a line parallel to spine
Response: curving of trunk toward stimulated side
(level 1-spinal cord)
41
Flexor Withdrawal reflex
Stimulus: touch sole of foot with irritating stimulus
Response: stimulated leg flexes/withdraws from stimulus-flexion at knee, hip, dorsiflexion of ankle, extension of toes
(level 1-spinal cord)
42
Crossed Extension Reflex
Stimulus: passively flex extended leg
Response: extension of opposite leg with internal rotation and adduction
(level 1-spinal cord)
43
Brainstem reflexes (level 2) are
postural reflexes that cause a change in muscle tone throughout the body.
44
Asymmetric Tonic Neck Reflex (ATNR)
Stimulus: child turns head actively or gently turn child's head to one side; (noise)
Response: "bow and arrow" or "fencing" position of upper extremities; extension of UEs and LEs on face side; flexion of limbs on skull side
(brainstem/level 2)
45
Symmetric Tonic Neck Reflex
Stimulus: hand will be placed on forehead and gently lift
Response: she/he should sit
(brainstem/level 2)
46
Tonic Labyrinthine Reflex
Stimulus: 1. Place infant in prone position with head in midline - test position is the stimulus 2. Place infant in supine (back) position with head in midline - test position is the stimulus
Response: 1. Greater flexor tone of neck, UEs and LEs 2. Greater extensor of neck, UEs and LEs
(brainstem/level 2)
47
Neonatal Positive Support (Primary Standing)
Stimulus: soles of feet are firmly placed on the table top or floor
Response: hips and knees flex and assume PARTIAL weight bearing
(brainstem/level 2)
48
Positive Supporting Reaction
Stimulus: soles of feet are firmly placed on table top or floor
Response: child will bear FULL body weight with knees, hips and trunk extended
(brainstem/level 2)
49
righting reflex
reactions occur in response to a change in body position or surface supports to maintain body alignment.
50
Neck Righting
Stimulus: passively rotate the child's head fully to one side
Response: body rotates as a whole in the direction to which the head was turned
(Midbrain-Level 3)
51
Body Righting (Body Derotative, Body Righting on Body
Stimulus: while in supine, flex one knee toward the chest and across the body; while in prone, place a hand under the hips and gently pull backward
Response: segmental roll of hips followed by the shoulders
(Midbrain-Level 3)
52
Labyrinthine Righting (head righting)
Stimulus: tilt body laterally
Response: head will seek a vertical position in space
(Midbrain-Level 3)
53
Landau Reflex (flying) - Automatic Movement Reflex
Stimulus: suspend the child horizontally
Response: extension of the neck, spine, hips, shoulders: retraction of the scapula
(Midbrain-Level 3)
54
Protective Extensor Thrust (parachute reactions) - Automatic Movement Reflex
Stimulus:
1. Lower to flat surface quickly so he/she feels they are falling
2. Quickly but firmly tip the child to the side
3. Lower head first while supported at trunk
4. Displace center of gravity backward with a sharp push
Response:
1. Extension and abduction of hips, extension of knees, abduction of hips
2. Child extends arm to catch his balance
3. Child extends both hands to catch himself
4. Hyperextension of both shoulders and extension of elbows
(Midbrain-Level 3)
55
Optic Righting
Stimulus: tilt body laterally 45 degrees or more so that the head drops
Response: head orients to a vertical position and is steady
(Cortical Reflexes - Level 4)
56
Prone-lying (prone tilting reactions)
Test Position: place child on stomach on a large ball, pillow, or tilt board
Stimulus: slowly tilt surface from side to side
Response: child tries to compensate by curving his spine so that the concave side of curve is toward the upwardly tilted surface
(Cortical Reflexes - Level 4)
57
Supine-lying (supine tilting reaction)
Test Position: child is places on his/her back on a large ball, pillow, or tilt board
Stimulus: slowly tilt surface from side to side
Response: lateral curvature of the spine so that concave side of curve is toward the upward tilted surface
(Cortical Reflexes - Level 4)
58
Sitting (sitting tilting reaction)
Stimulus: tilt equipment forward, backward, or sideways
Response: lateral curvature of the spine so that concave side of spine is toward the upward tilted surface
(Cortical Reflexes - Level 4)
59
Quadruped (four point kneeling tilting reaction)
(Cortical Reflexes - Level 4)
60
Standing (standing tilting reaction)
(Cortical Reflexes - Level 4)
61
why do you need to know about prenatal development as an OT?
reflexes can come back as an adult
62
embryo
An organism in the earliest stage of development
conception-8 weeks
all major body structures are formed
most sensitive to abnormal conditions
63
fetus
after 8 weeks-birth
extensive growth; refinement of systems
64
Gestational Age (GA)
Synonymous with menstrual age; used to date the age of a pregnancy
traditional
40-week pregnancy
65
Postconceptional age (PCA)
38-week pregnancy
66
In the first 4 weeks of embryonic and fetal development
development of organs
brain tissue, spinal cord
limb development (internally)
67
5-8 weeks of pregnancy
beginning of ossification
ends embryonic period where teratogens may damage developing organs
68
9-12 weeks of development
ability to swallow emerges
producing urine
1-12 weeks: highest rate of losing pregnancy
69
13-20 weeks of development
begin motor movements
by end of 20th week, all structures have reached size proportions of full-term
emerging adipose tissue
70
21-29 weeks of development
probability of survival after 23rd week enhanced greatly
by week 29, all neonatal reflexes are present
71
31-38 weeks of development
thermal regulation is better by 32 weeks
infants born prematurely may have difficulty expressing needs through crying (needs to be monitored closely for discomfort)
72
Preterm
\<37 weeks gestation
73
small for gestational age (SGA)
having a body weight at birth that is significantly lower than expected, given the time since conception
less than 10th percentile for weight based on gestational age
74
APGAR scale
appearance, pulse, grimace, activity, respiration
done 1 and 5 minutes after birth
1 min- how child handled delivery
5 min- how they handle outside world
75
behavioral states
infant's level of arousal
- physiological
- behavioral
76
behavioral states (list)
NREM
REM
Transition
Quiet Alert
Active alert
Crying
77
Newborn Senses of Taste and Smell
Prefer sweet tastes at birth
Quickly learn to like new tastes
Have odor preferences from birth
Can locate odors and identify mother by smell from birth
78
Newborn Sense of Touch
Reflexive response to touch on mouth, palms, soles, genitals
Sensitive to pain
79
vestibular
the sense of body movement and position, including the sense of balance
80
Propioceptive
body position in space
81
Newborn Sense of Hearing
Can hear a wide variety of sounds at birth
Prefer complex sounds (rhythms) to pure tones
Learn sound patterns within days
Sensitive to voices and biologically prepared to learn language
82
Newborn Sense of Vision
- Least developed of senses at birth
- --rely on voices
- Unable to see long distances, focus clearly
- Scan environment and try to track interesting objects
- Color vision improves in first two months
83
the ICF classification system is used to classify...?
body structure/function
Activity/Participation
84
the ICD 9/10 is used to classify...?
disease
85
what is a client?
includes people that surround them
ex: child and parents
86
evaluation vs assessment
Evaluation
- The whole, big process. Centers on roles and performances in occupations. Results provide a baseline for intervention. This is the information gathering process.
Assessment
- refers to specific tools, instruments, tests and interactions that are used during the evaluation process
87
what is a screening?
the use of quick, simple, safe, and inexpensive testing procedures to examine whether or not something more thorough is needed
88
bottom-up approach
perspective in which deficits or impairments are delineated in specific areas, leading to a program model designed to remediate those deficits. (start with identifying impairments\>determine goal\>determine treatment)
89
top-down approach
Assessment in which desired outcomes guide strategy (start with big picture\>consider underlying problems\>treatment plan)
90
inter-rater reliability
A measure of how similarly two different test scorers would score a test.
91
test-retest reliability
using the same test on two occasions to measure consistency
92
sensitivity
ability to identify individuals who have a condition out of the population them from the population at large (avoids false negatives). A highly sensitive instrument means individuals are not missed in identification.
93
specificity
ability to separate the individual with the condition from the population with a high level of accuracy (avoids false positives). A highly specific instrument means individuals are not told they have a problem when they actually do not.
94
norm-referenced tests
Tests where a student's performance is compared with a norm group, or a representative sampling students similar to the student.
95
criterion-referenced test
A test that describes the specific types of skills, tasks, or knowledge of an individual relative to a well-defined mastery criterion. (example: FIM)
96
strengths and weaknesses of standardized tests
strengths:
reliable
easier to compare to the norm
weaknesses:
lack of understanding of tool from client
is it testing what you want to test?
97
Denver Developmental Screening Test II
type: screening tool
administration: standardized
Population: birth-6 years
Time required: 15-20 min
Norm-referenced
98
developmental assessment
standardized evaluation to determine status of a child across all domains of development
99
Hawaii Early Learning Profile (HELP)
Assessment or screening tool
non-standardized
over several sessions
birth-6 years (split into birth-3; 3-6)
criterion-referenced
100
Peabody Developmental Motor Scales
assessment tool
standardized
birth-6
45-60 min
norm-referenced and criterion-referenced
