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Pediatrics > Class 3 > Flashcards

Class 3 Flashcards

1
Q

Skill Development

A

Development of holistic occupations within supportive contexts

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2
Q

Occupational Development - pediatrics

A
  • Top Down Approach
  • MOHO, PEOP, CMOPE
  • Determine persons desires, goals and needs within the context in which a person performs.
  • Occupational analysis
  • Developmental and/or performance components
  • Environmental contexts
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3
Q

Neuromaturational theory

A

cephaulocaudal progression of movement. proximal to distal sequence.

There are consistent and predictable patterns and sequence

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4
Q

Neuromaturational theory

A

The child learns occupations through interaction with his or her environment rather than through the emergence of a predetermined scenario reflecting only neuro-maturational principles.
Reflexive to controlled movement
Consistent and predictable patterns
Cephalocaudal, proximal-distal sequence

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5
Q

Neurophysiological development

A
  • Prenatal Development
  • Health of mother
  • Access to care
  • Each trimester fosters specific growth in neurophysiological systems.
    -Around 28 weeks gestation synaptic production begins and continues after birth.
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6
Q

Neurophysiologic Development

A

Critical Period- The time during brain maturation where exposure to environmental stimuli and participation in occupations have a peak effect on development and learning.

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7
Q

Primitive Reflexes- (pg. 79 Table of Reflexes)

A

Automatic survival responses necessary for health and safety

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8
Q

Neuroplasticity-

A

ability of nervous system to respond to intrinsic and extrinsic stimuli by reorganizing its structure, function and connections

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9
Q

Neuroplastic events are:

A

developmental
adaptive
restorative

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10
Q

Types of plasticity

A

Experience Independent
Experience-expectant
Experience- dependent

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11
Q

Experience Independent

A

Development happens regardless

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12
Q

Experience-expectant

A

we expect a certain plasticity based on that experience

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13
Q

Experience- dependent

A

injury occurs and we are able to adapt to it.

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14
Q

Dynamic systems theory:

A

Non-linear and transactive person factors

Task Characteristics

Environmental systems

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15
Q

Non-linear and transactive person factors

A

Cognitive, musculoskeletal sensory, preception and social emotional factors

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16
Q

Task Characteristics

A

Nature of the task, goals, rules, object properties, affordances. Environmental systems contexts.

17
Q

Using dynamic systems theory, what factors are interacting when a child is self-feeding?

A

environment - food
hand-eye-coordination
someone to provide the food
need to be able to sit
hold head at midline
cognitive factors

18
Q

Occupational Perspective of Health (OPH) (make more slides on this from powerpoint)

A

Doing, being, becoming, belonging

19
Q

Bioecological Model of Development

A

Layer 1- individual child
Layer 2- caregivers
Layer 3- family context
Layer 4- community
Layer 5- geopolitical contexts

20
Q

Which model describes the development of occupations through doing, being, becoming and belonging?

A

Occupational Perspective of Health (OPH)

21
Q

According to Dynamic Systems Theory, what is a non-linear and transactive factor?

A

muskuloskeletal

22
Q

Which layer encompasses the broader world which children live in, including concepts such as occupational justice, occupational alienation and deprivation?

A

Level 5

23
Q

Keep in mind, HOW and how quickly we achieve is individual

A

Some infants roll to another space in the room, whereas others scoot on their buttocks in a sitting position.

How the infant achieves mobility is influenced by many contributing body systems (e.g., strength, coordination, and sense of balance and movement).

Conditions in the environment also influence infant mobility (e.g., the surfaces on which the child plays, the encouragement provided by the caregivers, and the way in which the task is presented).

24
Q

Co-Occupations

A

The performance of occupation “in a mutually responsive, interconnected manner that requires aspects of shared physicality, shared emotionality and shared intentionality”

25
Q

Occupation
Social Participation

A
  • Observation of parent, siblings and other adults
  • Pretend play- imitation of parents/caregivers
  • Peer play
  • Practice social roles
  • Dramatic play
  • Rough-and-tumble play
    6-10 year olds form close friendships
    “Belong” to one or more peer groups
  • Social inclusion
  • Late childhood and adolescence more interested in values of peers
  • Role of social media
26
Q

Occupations
ADLs start as

A

a family routine
may be culturally based

example - self-feeding, dressing toileting.

children are generally independent with most ADLs by the time they enter kindergarten

27
Q

Occupations
ADLs Dressing
age chart

A

1 year old:
Cooperates
Pulls off shoes and socks

2 year old:
Helps undress
Dresses with assistance

3 year old:
Puts on shoes
Zips and unzips with help
Dresses with supervision

4 year old:
Puts on socks and shoes
Can identify front and back of garment

5 year old:
Dresses unsupervised

28
Q

Activities of Daily Living- Toileting
Age Chart

A

1 year old:
Indicates discomfort when soiled
Will sit on toilet while supervised

2 year old:
Shows interest in potty training
Can stay dry for 2 hours or more
May need help getting onto the toilet

3 year old:
Independent toileting
May need help with hygiene
May need help with managing clothing

4-5 year old:
Independent in toileting including hygiene and clothing management

29
Q

Occupations
Instrumental Activities of Daily Living

A

Start developing around 2 years old
- May begin as soon as a child can follow 2 step directions
- Picking up toys
- Clearing plates
- Putting clothes in dirty hamper
- As children get older they may be given more responsibilities in IADLs (caring for siblings, mowing lawn etc.)

30
Q

Occupations
Rest and Sleep

A
  • Duration and efficiency of sleep and bedtime
  • Lifestyle behaviors including physical activity, eating patterns and mental health
  • ## Sleep health
31
Q

Sleep recommendations:

A
  • Infants require 14 hours
  • Toddlers require 11 hours
  • Preschoolers 10 hours
  • School-aged 9 hours
  • Adolescents require up to 10 hours of sleep
32
Q

Occupations
Education

A
  • Around 5 y/o
  • Independence in all required academic expectations
  • Literacy, functional reading, writing, navigating school environment
  • Social participation within education
  • Performance skills
33
Q

Occupations
Work

A
  • Committed occupations that are performed with or without financial reward.
  • Volunteer positions
  • Professional behaviors
  • Social participation
34
Q

performance skills within education

A

kids needs to be able to reason, read and write.

35
Q

Occupations
Leisure

A
  • Nonobligatory free time used to pursue intrinsically motivating and engaging occupations.
  • Health and social inclusiveness
  • Adolescent overscheduling may lead to withdraw from leisure activities and burnout.
  • Time spent with friends vs - - Free time as “dangerous”
  • Environment
36
Q

What is the benefit and drawback of leisure (from the parents point of view)

A

friends
get in trouble

37
Q

Occupations
play

A
  • Sensory, motor, cognitive and social skills support performance in play
  • Activities are influenced by cultural, social, and physical contexts
38
Q

Occupations - Play
age chart

A

Birth-6 months- Exploratory

6-12 months- Exploratory, Functional play

12-24 months- Functional play, simple pretend play

24-36 months- Symbolic play, Constructive play

3-4 years- Complex imaginary play, constructive play, rough and tumble social play

4-5 years- Games with rules, Constructive play, Dramatic social play

5-6 years- simple Games with rules, dramatic play, sports

6-10 years- Games with rules, crafts and hobbies, organized sports

39
Q
A

Pediatrics (14 decks)

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