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Flashcards in Test 1/Peds Deck (50):
1

Human Occupations Model

Child centered

2

Level 1 of Dysfunction

Impairment

3

Level 2 of Dysfunction

Disability

4

Level 3 of Dysfunction

Handicap

5

Performance Components

Motor, cognitive, intra personal, inter personal, sensory

6

Performance Areas

Self-maintenance, Leisure, Productivity

7

Performance Context

Adaptation to and with the environment

8

Role of OT

Analyze performance within envir,
Goals of OT

9

Analyze performance

Intrinsic skills
External factors
Combination of the two

10

External factors

Envir, family, culture

11

Intrinsic skills

ADL (FMC, GMC, perception, ROM, Sensory)

12

Goals of OT

1) Improve functional performance-Improve inherent skills
2) Enhance ability to interact with envir-generalize

13

Sensory-perceptual

Take-in, organize, interpret and make meaningful response; prerequisite for cognitive function

14

Motor

Gross motor, fine motor, oral motor
Sensory input reflex, muscle tone, strength and endurance, postural control and alignment, ROM

15

Cognitive

Child's ability to perceive and attend to a learning activity from memory, problem solving, and sequencing

16

Psychosocial (inter/intra)

Interact with others, coping skills, behaviors, peer/adult relationships

17

Performance area

Self-care
Work/school
Play/Leisure

18

Performance context

Social (family, peers)
Physical (sensory)

19

Impairment

Deficit in performance components

20

Disability

Deficit in performance area secondary to impairment

21

Handicap

Unable to fulfill social roles expected of child

22

Intervention

Treats component areas then generalizes to performance area; adapt the envir to make independent

23

Frames of Reference

ADL
Biomechanical
Developmental
Neurodevelopmental
Occupational behavior
Sensory Integration

24

Biomechanical

Decreased neuromuscular, interferes with posture, strength, ROM, splinting/orthotics

25

Developmental

Development of life takes and ability to cope with expectations

26

Neurodevelopmental

Decreased influence of abnormal tone and reflexes to promote functional movement patterns and prevent contractures

27

Occupational behavior

Child's use of play to learn rules and meaning of life

28

Sensory Integration

Process of learning sensory input to make an adaptive response

29

Eligibility for OT in early

Established risk
Developmental delay
At risk

30

Process for OT in early

Referral
Evaluation by team
IFSP

31

IFSP

Individualized Family Service Plan

32

IFSP

45 days to complete
developed with family
reviewed every 6 mn

33

OT in early

Work as a team
Services child and family
Models: consult/direct
Family centered
Natural setting

34

OT treatment in early

Holistic based
Functional goals
Work with family
Follow developmental principles

35

OT in school

Need to have special ed to receive OT

36

OT Process in school

Itinerant staff
Screening
Referral
Meet for evaluation, IEP, and placement

37

IEP

Individual Education Program

38

Evaluation in school

ADL's
School related tasks
Play skills
Performance components

39

IEP

Parents consent to entire
Reviewed annually
Reevaluation every 3 yrs
Quarterly reports
Goals, level of service, frequency

40

Treatment in school

Corrective approach
Compensatory approach

41

Corrective approach

Correct performance components before tasks

42

Compensatory approach

When components plateau
Teach skills and adapt to make Indep

43

OT in schools

Consult or direct, pull out or inclusion
30 and 45 with COTA
Terminated when goals are reached, age, refusals, and plateaus

44

COTA in schools

Face to face every 2 wks or 10 treatments
Biweekly evals by OTR

45

Growth

Maturational changes that are physically measurable (height, weight)

46

Development

Developmental and sequential changes in function of individual

47

Anatomical direction of devel

cephalo-caudel
proximal-distal
ventral-dorsal

48

Principles of devel

Sequential, orderly
Related to envirn
Pace is specific to child
Proceeds in head to toe
Occurs center to edge

49

More principles of devel

Generalized to specific responses
Becomes increasingly integrated
May be critical periods
Continuous and influenced in many factors

50

Normal devel

Dominated by flexion at birth
Occurs through touch/movement and reflexes