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Adaptive Phsyical Activity Flashcards

1
Q

What is an impairment

A

a loss or abnormality of psychological, physiological and/or anatomical structures. May be temporary or permanent

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2
Q

what is: a loss if abnormality of psychological, physiological and/or anatomical structures. May be temporary or permanent

A

impairment

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3
Q

what is disability

A

a loss reduction, restriction leading to lack of ability to perform activities [every day] efficiently and effectively

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4
Q

what is: a loss reduction, restriction leading to lack of ability to perform activities [ every day] effectively and efficiently

A

disability

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5
Q

what is handicap

A

a condition produced by societal, personal and environmental barriers

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6
Q

what is: a condition produced by a societal, personal and environment barriers

A

handicap

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7
Q

being unable to hear is a ___________.

A

impairment

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8
Q

being unable to communicate because people refuse to use sign language or exchange written notes is a _______

A

disability

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9
Q

being unable to walk is a_______

A

impairment

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10
Q

being unable to get in a building because the doors are too narrow for your wheelchair is a ______

A

disability

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11
Q

how is an impairment establish

A

through examination and testing

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12
Q

true or false the impairment alone determines the disability

A

false

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13
Q

is impairment consider objective or subjective

A

objective

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14
Q

is disability considered objective or subjective

A

subjective

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15
Q

individuals with the same degree of impairment do they have the same disability

A

no, it is subjective

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16
Q

what is adaptive physical activity

A

adaptive: implies change, modification or adjustment of goal, objective or instruction

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17
Q

what are the three barriers to inclusive process

A

personal factors
task factors
context factors

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18
Q

what are personal factors [4]

A

knowledge
self-efficacy and motivation
perceived risks
entrenched patterns of inactivity

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19
Q

what are: knowledge
self efficacy& motivation
perceived risks
entrenched patterns if inactivity

A

personal factors

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20
Q

what are inclusive physical activity [3]

A

Acceptance
access
accommodations

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21
Q

what are: acceptance
access
accommodations

A

inclusive physical activity

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22
Q

what are task factors

A

equipment

activity selection

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23
Q

what is: equipment and activity selection

A

task factors

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24
Q

what are context factors

A 
attitudes 
labeling and language 
perceived professional competency 
accessibility 
administrative support
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25
Q 
what is: attitudes 
labeling and language 
perceived professional competency 
accessibility 
administrative support
A

context factors

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26
Q

what is context specific

A

external arising from people or places [ environmental]

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27
Q

what is: external arising from people or places [environmental]

A

context specific / context factors

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28
Q

what is person factors related to:

A

internal to the person

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29
Q

what does task related to

A

related to the activity

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30
Q

expand on context specific attitudes

A

attitudes: idea[s] charged with emotion leading to behaviours/actions in a specific situation

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31
Q

what are the two ways attitudes[context specific] are reflected in

A
  1. the way people fell [ people with disabilities are always depressed; children with disabilities are not smart]
  2. he way people behave[ people with disabilities should not be hired because they are incompetent, I do not have time or resources to create an integrated environment]
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32
Q

What are the 4 ways attitudes towards people are affected

A
  1. social factors
  2. physical factors
  3. person experience
  4. familiarity
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33
Q

what is do these affect:

  1. social factors
  2. physical factors
  3. personal experience
  4. familiarity
A

effectors of attitudes towards people

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34
Q

what are the effects of negative attitudes

A
  1. care-givers attitudes impact the success of an inclusive program[ degree of ‘difference’ affects the nature of attitudes ]
  2. lack of acceptance of program participants also inhibits inclusive process
  3. likely the nature of attitudes of teachers correlates with the attitudes of ‘typically’ functioning students
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35
Q

what are the three strategies for fostering acceptance attitudes

A
  1. through exposure to relevant information
  2. through simulation activities
  3. through personal experience[ contact theory]
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36
Q

who came up with the contact theory and when

A

Allport 1954

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37
Q

what does the contact theory assume

A
  1. that contact between individuals with differences produces positive attitudes when interactions are:
    - frequent
    - pleasant
    - meaningful
  2. the interactions must be also:
    - planned
    - off equal status
    - long
    - cooperative
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38
Q

what theory assumes: that contact between individuals with differences produces positive attitudes when interactions are: frequent, pleasant, meaningful and the interactions must also be: planned off equal status long and cooperative

A

contact theory

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39
Q

what are the behaviour changes after contact theory was implicated

A
  • voluntary/ spontaneous
  • carried over into leisure
  • equal status
  • frequent
  • long
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40
Q

what are the attitudes changes after contact theory was implicated

A

opinions and beliefs
emotions and feelings
behavioural intentions

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41
Q

what is consider structured contacts

A
  • frequent
  • interactive
  • focused on common goals
  • meaningful
  • promoting respect
  • long
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42
Q

what is the preparation for structured contacts

A

assessment, planning and training

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43
Q

what are the positive side effects of labeling and language[ contest factors]

A

labels often may represent prerequisite for receiving services, funding, legal support and access to programs

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44
Q

what are the negative side effects of labeling and language [context factors] [6]

A

-stresses differences rather than similarities
-stresses individual deficits rather than societal and contextual factors
-stresses what one cannot do rather than emphasizing what one is able to achieve
-reduces individuality [uniqueness]
results in stereotyping
-implies stability/persistency of an issue

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45
Q

what are the two perceived professional competency [context factor]

A
  • lack of collaboration between teachers and inadequate training of the professionals also represent essential barriers to an affective inclusive process
  • lack of perceived competency to ‘deal’ with individuals with disabilities represents a critical factor
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46
Q

true or false : positive beliefs of teachers essential for quality instruction in an inclusive setting

A

true

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47
Q

what are the beliefs about teaching children with disabilities may be affected by:

A

perceived competence in teaching
amount of experience with children with disabilities
amount of training
type of disability present

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48
Q

Discussion on table 2 illustrating overall attitude… what did the teachers show little willingness

A

[negative belief] towards teaching children with cognitive and behavioural disabilities but had more favorable attitudes towards those with learning disabilities

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49
Q

discussion on table 2 illustrating overall attitude.. what is the strongest predictor of overall positive attitudes towards students with disabilities

A

perceived competency

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50
Q

true or false : taking adapted courses helps establish positive beliefs in teachers

A

true

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51
Q

what is accessibility [context factor]

A

accessibility barriers constitute anything that prevents an individual’s equal access and opportunity to facilities and programs

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52
Q

what are three barriers to accessibility

A

communication issues
transportation constraints
economic limitations

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53
Q

what is administrative support issues related to

A
  • facility availability and scheduling
  • financial support for the required equipment
  • time for increased training and professional development
  • number/availability of support personnel [ex. SSP in Canadian school systems ]
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54
Q

what is knowledge [ personal factor]

A
  • does ‘exercising’ affect my health/quality of life positively
  • does the program exist?
  • what rights do I have in regards to the access?
  • is the necessary support available
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55
Q

what is motivation [personal factor] quote

A

‘people who are intrinsically motivated are likely to engage in physical activity more often, for a longer period of time and more meaningfully’

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56
Q

what is motivation

A

is the activation or energization of goal-orientated behaviour motivation is said to be intrinsic or extrinsic

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57
Q

what is self-efficacy

A

[perceived competency ] is people’s believe about their capabilities to produce effects/desired outcomes

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58
Q

what quote from Bandura 1977

A

‘intrinsic motivation has its roots in a person self-efficacy or belief about his/her capabilities to perform a specific activity or attain a desired outcome’

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59
Q

who came up with self-determination

A

Deci & Ryan 1985

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60
Q

what is self-determination theory

A

a person is intrinsically motivated when he/she has a high degree of sense of belonging, perceived competency and locus of control over life events

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61
Q

what are the three characteristics of the self-determination model

A

sense of belonging [relatedness]
locus of control
competency

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62
Q

what is sense of belonging [relatedness]

A

perception that a person is a vita/active part of the group and/or of the related processes

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63
Q

what is locus of control

A

perception of connection between one’s actions and their consequences

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64
Q

what is competency

A

perception that one’s abilities afford a functional completion of the task or more generally being successful at a particular activity

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65
Q

what are the two strategies for increasing confidence and motivation

A
  1. programs/activities have to be enjoyable and nonthreatening
  2. programs/activities can be successful, yet the dignity of risk also has to be preserved
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66
Q

what are the perceived risks of person related barriers

A

benefit-cost of participating related to physical as well as psychological well-being

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67
Q

what are the entrenched patterns of inactivity for person related barriers

A
  • only 30% of older adults exercise regularly
  • social status [low-income] demographic [race] and the degrees of perceptuo-motor cognitive [dys] function all may affect participation
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68
Q

equipment for task factors can vary in

A

weight, size, shape, height, speed, distance, sound, colour, trajectory, direction, surface contact, surface or texture, length and residency

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69
Q

how does activity selection and rules of the game chosen

A
  • activities and their rules as well as their goals should be chosen based on participants
  • individual characteristics
  • interests
  • needs [functional value/meaningfulness]
  • resources
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70
Q

what are some individual characteristics to consider

A 
experience 
age 
genetics 
medical condition 
abilities
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71
Q

what are 5 simple skill descriptors

A 
closed skill 
individual 
single skill or concept 
cooperative 
offense
72
Q

what are 5 complex skill descriptors

A 
open skill
partner to small group 
combined skill or concept 
competitive 
defense
73
Q

atypical motor development can emerge due to

A

individual constraints
task constraints
environmental constraints

74
Q

what model is individual, task and environmental constraints apart of

A

Newell model 1986

75
Q

what are some individual constraints

A

also known as rate limiters [strength in infants] can be a various nature

  • muscle spasticity
  • weight/height
  • perceptuo-motor integration
  • inability to learn
  • cognitive dysfunction
76
Q

how do we know if someone is ‘atypical’?

A
  • notion of universality/ ‘normality’
  • norm [norm reference tests]
  • template/criteria [criterion referenced tests]
77
Q

is development a linear process

A

no, developmental sequences across the lifespan are universal, yet some variability exists, particularly as we grow older

78
Q

what are the two environmental impact on the Newell model

A
  1. experience expectant development

2. experience dependent development

79
Q

what is experience development

A

universal experiences across lifespan [ development of language]

80
Q

what is experience dependent development

A

accounts for variability of individual differences across people

81
Q

what is typical motor development

A

an assumption that most humans share similar genetics and that they will respond to the surround environment

82
Q

true or false Changes/ differences in initial conditions can lead to atypical development that can have short [ADHA] or long term effects on ones well being

83
Q

true of false differences in initial condition occur [ex problems at birth ] the environment will have a different effect on the development of that individual

84
Q

true or false disturbance occurring during the ‘sensitive’ /critical times may have long lasting effects on development

85
Q

atypical development can be caused by:

A

genetic differences
environmental or experiential differences
combination of the two

86
Q

syndrome:

A

the presence of multiple anomalies in the same individual [in the human embryo with all od the anomalies having a single cause

87
Q

what is: the presence of multiple anomalies in the same individual [ in the human embryo] with all of the anomalies having a single cause

88
Q

birth defect:

A

present at birth, whether a result of a genetic mutation or some other non-genetic factor

89
Q

what is: present at birth whether a result of a genetic mutation or some other non-genetic factor

A

birth defect

90
Q

intellectual disability

A

a significant sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period

91
Q

what is: a significant sub-average general intellectual functioning existing concurrently with deficits in the adaptive behaviour and manifested during the developmental period

A

intellectual disability

92
Q

significant sub-average intellectual functioning

A

an IQ which is 2 SD below the mean. thus any IQ which is at or below 70 on a standardized intelligence test represents an intellectual impairment

93
Q

what: an IQ which is 2 SD below the mean. thus any IQ which is at or below 70 on a standardized intelligence test represents an intellectual impairment

A

significant sub-average intellectual functioning

94
Q

how many chromosomes does an average person have

95
Q

what is a karyotype

A

test in which blood or skin samples are checked for the number and type of chromosomes

96
Q

what chromosome pattern does 95% of people with down syndrome have

A

trisomy 21

97
Q

what is this a fact of: genetic condition causing delays in physical and intellectual development

A

down syndrome

98
Q

what occurs in approximately one in every 1000 live births

A

down syndrome

99
Q

what is not related to race nationality religion or socioeconomic

A

down syndrome

100
Q

true or false the DS continuum is very narrow

A

false it is broad

101
Q

what is DS usually caused by

A

an error in cell division called non-disjunction during meiosis

102
Q

what does the error occur for DS

A

conception

103
Q

true or false incidences of DS increase with advancing maternal age

104
Q

what is a lack of muscle tone

105
Q

what is the most important limiters on the development of fundamental movement skills and achievement of motor milestones [grasping, sitting, rolling and pulling to stand]

106
Q

true or false in DS laxity in joint and poor muscle tone balance control resulting in more sway as well as more frequent and large adaptions

107
Q

true or false balance issues in DS may have pronounced functional effects resulting in delayed onset of locomotion and coinciding development of preceptup-motor functioning and sensory integration

108
Q

true or false balance in DS in turn may affect the development of cognitive system which status is already jeopardized due to genetic differences

109
Q

what was the test called concerned with locomotion in people with DS

A

treadmill training of infants with down syndrome: evidence-based developmental outcomes

110
Q

what is the result of the DS children on treadmills

A
  • enhance ability to attain motor milestones
  • may not be qualitative [kinematic] but can reduce stiffness in DCD
  • improve their movement patterns but never typical
111
Q

what is the cause of DS

112
Q

is the DS population homogeneous

A

false, heterogeneous

113
Q

is cerebral palsy a genetic abnormality

114
Q

what causes CP

A

detrimental impact on environmental constraints on developing organism

115
Q

what is a detrimental impact of the environment that could cause CP

A

lack of oxygen supply due to trauma

prolonged exposure to chemicals[smoke, alcohol]

116
Q

is CP a neurological disorder

117
Q

is CP progressive

118
Q

in CP is their peripheral system intact

119
Q

where do the problems on CP come from

A

brain lesions

120
Q

true or false for people with CP: atrophy, however can worsen muscular symptoms and in children prevent proper growth

121
Q

is CP heterogeneous

122
Q

3 complications of CP children at birth

A
  1. majority born with condition
  2. 2/1000 more common in males
  3. premature infants are more likely to acquire CP
123
Q

when are signs of CP first noticed

A

approx. 6 months

124
Q

what is the most common form of CP

A

spastic cerebral palsy

125
Q

what percent of CP have spastic CP

126
Q

in what CP do muscles tend to be permanently contracted

A

spastic CP

127
Q

affecting limbs grow more slowly than healthy ones, producing unusually small feet

A

spastic CP

128
Q

what results from over-firing of motor [efferent] neurons due to imbalance in excitory and inhibitory neurons at the spinal column

A

spastic CP

129
Q

what are the 5 types of spastic CP based on limbs affected

A

hemipigia dipiagia qudripiegia monopiegia tripiegia

130
Q

what kind of CP affects 1 in 10 diagnosed

A

athetoid CP

131
Q

what CP is characterized by slow uncontrolled movement usually in limbs

A

athetoid CP

132
Q

what CP affect facial muscles

A

athetoid CP

133
Q

what CP affects fewer than 1 in 10

134
Q

what CP is characterized by poor coordination of limbs and balance

135
Q

what CP has difficulties with quick precise movements like writing

136
Q

what interventions to attempt to normalize the gait of CP people has it been affective

137
Q

what is the assessment method for CP called

A

Gross motor classification system GMCS

138
Q

can appropriate interventions enhance the motor capacity of individuals with CP

A

yes as it is non progressive

139
Q

what difficulties do autistic children face

A
  1. impaired social interactions
  2. impaired communication
    . restricted repetitive and stereotyped patterns or behaviours, interests and activities
140
Q

is ASD a neuro-developmental disorder

141
Q

what is the cause of ASD

142
Q

what do people believed is linked to the increased causes of ASD in the 90s

A

vaccinations

143
Q

is ASD heterogeneous

144
Q

what are some of the physical characteristics of ASD

A
  • hypotomia

- delayed milestones

145
Q

true or false as children get older the delays in both gross and fine motor skills become more pronounced as compared to the typically developing

146
Q

what particular areas do ASD struggle with

A

manual dexterity
prehension
graph motor skills

147
Q

according to DSM IV do movement problems constitute a diagnosis for ASD

148
Q

according to ‘mean motor and gesture test scores and standard errors by group’ children with ASD scored poorly incomparsion in what categories

A

strength, agility coordination and fine motor skills

and gestural difficulties

149
Q

what does DCD stand for

A

developmental coordination disorder

150
Q

how did Bagley categorize kids and what year

A

1900- very clever, clever, medium, awkward and very awkward

151
Q

who categorized kids by very clever, clever, medium, awkward, very awkward

A

Bagley in 1900

152
Q

what found: poor muscular coordination in children due to issues in nervous system

A

Lippitt 1926

153
Q

what did Lippitt find

A

poor coordination in children due to issues in nervous system in 1926

154
Q

what found: developmental apraxia, failure in the development of normal skills

A

orton 1937

155
Q

what is Orton find

A

developmental apraxia, failure in development of normal skills in 1937

156
Q

what are the 7 qualitative characteristics of DCD population

A 
clumsy 
awkward 
motor infantilism 
[dis] coordinated 
slow 
spastic 
rigid
157
Q

what needs to be met in order to get a formal diagnosis [DSM IV]

A
  1. significantly interferes with academics or daily living
  2. is not due to a general medical condition
  3. is not caused by intellectual disability
158
Q

what are the 4 issues with diagnosis of DCD

A

terminology
cut-off scores
definition of ADL and AA
etiology

159
Q

DCD terminology development delay:

A

process of reaching the optimal most mature level of functioning has ben postponed, put off or hindered for a time

160
Q

what DVD terminology is: process of reaching the optimal most mature level of functiomning has been postpones, put off, or hindered for a time

A

developmental delay

161
Q

what DCD terminology coordination

A

the definition of coordination differs depending on the level of analysis and conceptual standpoint

162
Q

what DCD term differs

A

coordination

163
Q

what is DCD:

A

not a delay, it is a deficit as the perceptual, motor psychological and behavioural problems persist into adolescence/ adulthood

164
Q

is DCD due to a general medical condition

165
Q

children with DCD do have:

A

lesions, atypically developed cerebellums

166
Q

what are four potential causes of DCD

A
  1. minimal brain damage
  2. developmental dyspraxia
  3. perceptual-motor dysfunction
  4. sensory-integration dysfunction
167
Q

what do the 5 C’s describe

168
Q

what are the 5 C’s

A 
common
clumsy children 
chronic health condition 
Co-morbid 
consequences
169
Q

Common:

A

Prevalence 6-22%
criteria 5vs. 15%
more often in males

170
Q

Chronic health condition

A

a deficit not a delay

171
Q

Comorbidity issue

A

50% have learning disabilities
50% have ADHD
40-90% language impairment

172
Q

what made the vicious circle

A

Tad Wall 1982

173
Q

What is in the middle of the vicious circle

A

poor motor skills

174
Q

etiology of DCD

175
Q

is DCD heterogeneous

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