week 1-2 Flashcards
(83 cards)
1
Q
peds body is not mature until when? resp system until when?
A
2yrs, 8-9 yrs
2
Q
speak to child first if:
A
school age or older
3
Q
speak to parents first if:
A
younger than school age
4
Q
confidentiality with adolecents
A
- ask private questions without mom and dad
- tell them you will not tell mom and dad unless they are hurting self or others
5
Q
using an interpreter
A
- have to use a certified medical interpreter
6
Q
communicating through play
A
-allows kids to say what they are trying to say
- let them play with the instruments
7
Q
when to we screen for ASD? what is the tool for screening called?
A
18 and 24 mo. Mchat
8
Q
cephalocaudel development
A
starts in utero- head to toe gross motor development
9
Q
proximal to distal developemnt
A
fine motor development- shoulder control before grasp
10
Q
mass to specific development
A
there is gross, fine, cognitive, speech and socio-emotional development reflective of mass to specific.
11
Q
definite, predicitable sequence
A
- same sequence for EVERY child
- because of CNS development and myelination of the spinal cord.
12
Q
rate/pace development
A
- factors that can effect the pace and rate of the development
- genetics, environment, birth order, parenting style,e language exposure (ex. bilingual houses will speak later), culture
13
Q
stranger anxiety
A
6 mo
14
Q
primitive reflexes in infants and when they disappear
A
Moro, sucking and rooting, palmar grasp, tonic neck, startle reflex (all 4 months), plantar grasp and Babinski (8-12 mo)
15
Q
girls vs boys adolescent presentation of handling anxiety and depression
A
girls: internalizing behaviors like anxiety and depression
boys: externalizing behaviors like aggression
16
Q
devo screening tools paperwork (2 types) and what the scores mean
A
ages and stages questioner: 0-6 years
black area means need a referral, gray area means have come back sooner than regular follow-up, and white means normal. (high literacy level- so be aware)
There is also Denver development screening tool that is not used as much and is not as accurate
17
Q
young infant vs older infant
A
0-6 mo,06-12mo
18
Q
erikson infant
A
trust vs mistrust
consistency will help the infant develop trust
reactive attachment disorder can be a product of mistrust (foster, orphans etc.)
19
Q
pieget infant- 2 years
A
learns about environment through senses and motor activities
learn object permanence
20
Q
fontenelle closes
A
2 month (posterior)
21
Q
6 months wt
A
doubles of birth wt
22
Q
6 months motor
A
rolls one way, chews and bites, head control
23
Q
7 months motor
A
transfer from hand to hand,
rolls over completely
24
Q
8 mo motor
A
sit without support
25
9 month. motor
crawl and pulls up to standing position
26
11 mo motor
creeps and cruises, cause and effect with dropping items
27
10 mo motor
pincer grasp
28
ant fontanelle closes and when to refer
12-18 mo
earlier then 12 mo or later than 18 mo would indicate neuro referral
29
12 mo wt and ht
triple birth wt. and double ht
30
vocalization at 6 mo
- begin imitating sounds/gestures
-lack voaclization could mean deafness
31
stranger anxiety
peaks at 7-8 mo
32
9 mo vocalization
understand simple verbal commands
ex: "no"
33
10 mo vocalization
say first work dada and mama, and will respond (stop action) when they hear no
34
when will a child search for an object that was hidden?
9 mo
35
12 mo vocalization/ attachment
- say 2 words besides mom and dad
- understand several words
- have a security blanket or stuffy
36
toddlers erikson
shame and doubt
want to do things for themselves
more in control of their bodies and environment
37
piaget- 2-7
egocentric (preoperational)
limited concept of time, see only their perspective
38
15 mo motor/physical
wide gait, pot bellies (lordosis), bowed legs
39
15 mo fine motor
use a cup, rotate a spoon, builds a tower of 2 cubes or blocks
40
18 mo motor/physical
ant font is closed, physiological anorexia, decreased growth needs. they will play with their food and not eat- it means they aren't hungry. if they are hungry, they will eat.
can build a tower of 3-4 cubes
41
24 mo motor/physical
- chest circ exceeds head circ
- about 1/2 of adult ht.
- all systems except resp, endocrine and reproductive are mature
- ready for daytime bladder/bowel control
- unscrew lids
- open doorknobs
- can dress self simply
42
30 mo motor/physical
- have all teeth
- can jump with two feet
- builds tower of 8 cubes
- hold crayon with fingers rather than fist
43
15 mo senses/vocalization/ socialization
- interested in pictures
- uses pointing to ask for objects
- NEGATIVISTIC (says no even if that not the answer)
- give 2 options
- no reasoning
- will not share
44
18 mo senses/vocalization/ socialization
- says 10 or more words
- temper tantrums increasingly evident if tired, hungry, language delay (teach to ignore if no injurty to self)
- separation anxiety pearks
45
24 mo senses/vocalization/ socialization
- 300 words, uses pronouns, some sense of time,
- dawdles- take time and waste time
- ritualistic
46
30 mo senses/vocalization/ socialization
- states first and last name
knows sex
- separates more easily from parent
47
erikson 3-5
initiative vs guilt
explore, imaginative
develop conscience morals
magical thinking
48
3 years motor/ physical
may have night time control of bowel and bladder
- go up stairs alternating feet
- completlyl feed self
-pour from bottle
- copies circle
- buttons/ unbottons things
49
4 years motor/ physical
walks down stairs using alternating feet
- skips/ hops on one foot
- copies a square
50
5 years motor/ physical
permentn teeth errupt
- handness is established (r sided is 90% of kids)
- ties shoes
- thwos and catches a ball
- uses scissors/ penicl will
- prints a few numbers, letter and words (first name)
51
3 years language/socialization
- BIG talkers
- talks when no one is listening
- constantly asks questions
- may stutter
able to share toys
- animistic- give lifelike qualities to inanimant objects
52
about preschoolers fears
- NORMAL
- fears: dark, going to bed, monsters, being swallowed down the drain
- dont dismiss
- very real to the child
- HELPS: night light, no scary content intake, no news on
53
4 years language/socialization
-1500 word vocab
selfish, impatient, boastful, tattles
- likes to pretend/ dramatize
- imaginary playmates are common
-plays doctor or nurse
- magical thinking (thoughts cause events
- do's and don'ts are important
- obey parents (not because they understand right and wrong)
- may run away from home
- strong identification with parent of opposite sex
54
5 years language/socialization
- 2100 word vocab
- names the coins and 4 or more colors
- less rebellious, more responsible, fewer fears
- needs occasional help with dress/hygiene
55
school age erikson
industry vs inferiority
want to produce and achieve
56
school age piaget
- concrete operation
can categorize and organize facts
inductive reasoning
57
cognative devo school age
6- concrete thinkers
12- start abstract
master language
57
physical growth school age
12 years- adult size brain
spine and leg straight
tonsils are largest at age 6
go through a growth spurt
increase fine motor ability
58
6 years activities
cheat to win, likes to color
deals with tension by grumbling/muttering, likes simple games
59
7 years activities
- can copy a diamond
- can use a table knife
-good at bedtime routine
-prefers play with same gender
60
8-9 years activities
- strict about rules
- likes school
curious about meaning of words
- writes in cursive
- strong loyalty
61
10-12 activities
reads for enjoyment
- sometimes left at home alone for short times
- affectionate and respectful to parents
- judges acts by intent rather than consequenses
- begins to be capable of abstractions and deductive reasoning at 11.
62
bully triad
has to be all three to be considered bullying
- victim, bully and the bystanders
63
conversations for late school age child at home or visit
- screen time
bullying
assign chores
girls: periods
puberty in general and sexual activity
safety: helmets, seatbelts, online, home alone, accepting a dare
64
adolecents age
12-21
65
erikson adolecents
role confusion vs identity, concerned with who they are and how they look to others
66
piaget adolecents
formal operations, think abstractly, draw logical conclusions, can make and test hypothesis (deductive reasoning)
67
12-14 phyicial changes
- rapid physical changes
- max increase in ht means need for more sleep
- growth of pubic hair and underarm hair
- more oil (skin and hair), apocrine glad development and body odor
68
girls vs boys early adolecents
- girls are two years ahead of boys
- menses begins 11-14 years (average 12 1/2)
- breast buds means period is about 2 years away
boys testicles and penis grow
nocturnal emissions is normal
deepening of voice
growth of hair on face in boys
69
Tanner staging OR (SMR)
is 1-5
stage 1 is before puberty hits
stage 5 is complete development
70
mid-adolecents social changes
conflicts about independence with parents
parent child relationship is at a LOW point
self involved
very concerned about appearance and body
71
mid-adolescents cognitive changes
- think abstractly but not in all instances (still taking dares/risks)
- interest in intellectual things gain importance
72
late adolecents (17-21) physical boy vs girls
most gals are fully developed
males are still gaining wt, ht and muscle. growth ends for males at 18-20
73
late adolecents cognitive devo
more defined work habits
higher level of concern for the future
thoughts about ones own role in life
74
three developmental terms we assess on:
- developmental surveillance
- developmental screening
- developmental evaluation
75
developmental screening
using a standardized screening tool to recognize developmental delays
- ages and stages questionnaire (ASQ) sis commonly used. in infants/toddlers , the months of screening is done at 9,18, 24, 30 mo.
if Positive screen, devo evaluation is done
76
developmental surveillance
ongoing process of recognizing weather a child may be at risk for developmental delays
77
developmental evaluation
in-depth assessment involcing a formal peds devo tool.
typically done. by a specialist (speech patho), needs refferal
78
5 domains of development
- physical
- neurodevelopment maturation (gross/fine)
-cognitive development
- language development
-socio-emotional developement
79
motor developmental concern: whats next?
increase tone: imaging needed/considered
decreased: labs should be drawn to check thyroid and creatinine kinase
should also be asking more in depth about activity within the past year: car accident, bike fall, etc.
80
notice a develpemntal delay and have assessed it/ documented it. whats next?
refer to developmental specialist for a developmental evaluation and then get the family connected to either early intervention or head start
81
early intervention
0-3 years
federally/state funded
speech/OT/PT and developmental
82
head start
3-5 years, after they expire from head start, school and
