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YR 3, SEM 1 enabling occupation > class test 1 > Flashcards

class test 1 Flashcards

1
Q

what is the purpose of Bailey house?

A
  • support adults with intellectual disability

- advocacy, skill development, independence

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2
Q

what is the vision of Bayley house?

A

for all people with intellectual disability to live life how they choose

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3
Q

what is the mission for bayley house?

A

value the inherent worth of individuals, create opportunities to explore and grow

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4
Q

what are the day services of Bayley house?

A
  • programs in visual/performing arts

- health/wellbeing, life long learning, daily living skills, social and community pathways

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5
Q

what are the accomodation services if bayley house?

A

small group houses

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6
Q

what are the respite services of bayley house?

A

short stay facility based on but not home-based respite

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7
Q

what are the NDIS guidelines as a consideration for health professionals?

A
  • is support reasonable/necessary
  • what formal/informal supports are present
  • NDIS costing price guide
  • supports must be linked to life goal in NDIS plan
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8
Q

what are some important factors involved in development and implementation of NDIS plans?

A
  • focus on and fund life goals
  • chosen supports must show direct link to goal and needs
  • service providers must show evidence of achievement of outcomes of goals
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9
Q

what are some pre-planning steps that occur in NDIS plan?

A
  • family build profile
  • indicate in/formal supports
  • provide supporting evidence
  • outline goals
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10
Q

what is the funding process for NDIS plan?

A

Family contacted

Meeting date set

Families attend with or without family member

Plan built on evidence and supporting docs

Plans sent for approval

Funding allocated under relevant support category

Plans posted to person/family

Family needs to contact relevant service providers and meet to sign individual service agreement

Person/representative may lodge request for review

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11
Q

what are some features of childhood motor deficiency syndrome?

A
  • awkward voluntary action
  • excessive tendon reflex
  • mild hypertonicity
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12
Q

what are some terms used to describe movement difficulties in children?

A
  • clumsy child syndrome
  • apraxia
  • dyspraxia-dysgnosia
  • physically awkward
  • poorly coordination
  • perceptual-motor dysfunction
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13
Q

what is DCD?

A

motor impairment that presents in childhood and significantly impacts upon daily living activities

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14
Q

what is DCD marked by?

A

clumsiness in otherwise healthy children

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15
Q

what is DCD also known as?

A
  • developmental dyspraxia
  • clumsy child syndrome
  • motor incoordination
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16
Q

what is DCD characterised by in the DSM-5?

A

deficits in acquisition and execution of coordinated motor skills and is manifested by clumsiness and slowness or inaccuracy of performance of motor skills that cause interference with ADLs

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17
Q

what are some movement problems associated with DCD?

A
  • poor fine/gross motor control
  • speech which lacks fluency (oral motor skills)
  • abnormal muscle tone (hyper/hypotonia)
  • poor body awareness (kinaesthesia)
  • difficulties with gross motor sequencing (developmental dyspraxia)
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18
Q

what is criterion A in the DSM-5 for DCD?

A

manifestation of impaired skills requiring motor coordination; execution of coordinated motor skills is below expected level novene the opportunity for skill learning

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19
Q

what is criterion B in the DSM-5 for DCD?

A

impairment in motor skills interferes with performance of, or participation in daily activities in family, social, school or community life

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20
Q

what is criterion C in the DSM-5 for DCD?

A

onset of symptoms of DCD must be in early developmental period

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21
Q

what is criterion D in the DSM-5 for DCD?

A

coordination difficulties are not better explained by visual impairment or attributed to neurological condition and motor difficulties are in excess of those expected for mental age

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22
Q

what are some issues with DCD diagnosis?

A

Range of explanatory frameworks
No agreed construct of motor impairment, cut off points/tests not specified
Lack of agreement between tests that are best
Heterogeneity of condition; co-morbidity and potential sub types
Culture and transaction related diagnostic issues
Child and family strengths

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23
Q

what may occur in very early childhood with children with DCD?

A

may take longer to:

  • sit
  • crawl
  • walk
  • speak
  • stand
  • potty train
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24
Q

what problems may occur in early childhood with DCD?

A
  • subtle movement
  • playground movement
  • fidget
  • learning new skills
  • concentration
  • getting dressed etc.
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25
Q

what may a child do if the have DCD at the school age?

A
  • avoid sport
  • learn well one on one
  • react to stimuli equally and not filter
  • maths and writing difficult
  • not remember and follow instruction
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26
Q

is DCD more prevalent for males or females?

A

males 3:1

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27
Q

what is the aetiology of DCD?

A

unknown but appears neurological in origin

Prognosis of DCD

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28
Q

what prevalence of pop does DCD affect?

A

5-10%

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29
Q

what does DCD impact on?

A
  • physical health/wellbeing
  • social engagement, metal health and wellbeing
  • ADLs including academic performance
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30
Q

what are three current motor learning and development explanations of DCD?

A
  • maturational
  • cognitive and info processing approach
  • dynamic systems
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31
Q

what is a maturational explanation for DCD?

A

traditional, neurally orientated, moor skills emerge as a result of an autonomous neural system

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32
Q

what is the developmental sequence in the maturational cause of DCD?

A

top to bottom, proximal to distal, gross to isolated

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33
Q

what does the cognitive and info processing approach to DCD explanation understand?

A

behaviour by internal cognitive processes that support it

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34
Q

what does the cognitive and info processing approach to DCD explanation include?

A

input, feedback, and feedforward concepts

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35
Q

what is the dynamic systems perspective as a cause of DCD have roots in?

A

biological systems theory and ecology

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36
Q

what are the key differences in the dynamic systems perspective to DCD?

A

impact of enviro in constraints/challenges and multiple tasks being executed at same time

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37
Q

what are some common comorbidities of DCD?

A
  • ADHD
  • learning difficulty
  • speech and language difficulties
38
Q

how does DCD affect participation?

A
  • self esteem
  • social inclusion
  • school performance
  • physical activity
39
Q

how does DCD affect self-efficacy?

A
  • lower performance skills
  • lower sense of coherence, hope and effort
  • enjoy participation less and parents are less satisfied
40
Q

what are some child-focused assessments for motor?

A
  • movement assessment battery for children- 2nd ed
  • Bruininks-Oseretsky test of motor proficiency- 2nd ed
  • peabody developmental motor scales- 2nd ed
  • test of gross motor skills- 3rd ed
41
Q

are child-focused assessments process or task orientated?

A

process orientated

42
Q

what are some child focused assessments for visual perceptual skills?

A
  • development test of visual perception- 4th ed
  • motor free test pf visual perception- 4th ed
  • berry buktenica test of visual motor integration
  • test of visual perceptual skills- 4th ed
43
Q

what are some child focused assessments for self care?

A
  • roll evaluation of activities of life
  • ages and stages
  • WeeFIM
  • vinelands adaptive behaviour scales
44
Q

what are some child focused assessments for sensory skills?

A
  • sensory processing measure

- sensory profile- 2nd ed

45
Q

what are some child focused assessments for handwriting?

A
  • detailed assessment if speed of handwriting (DASH)
  • evaluation tool of children’s handwriting (ETCH)
  • minnesota handwriting assessment
46
Q

what are some child focused assessments for play and leisure?

A
  • test of playfulness
  • child-initiated pretend play assessment (ChiPPA)
  • leisure interest profile
  • children’s assessment of participation and enjoyment and preferences for activities of children (CAPE/PAC)
  • kid play profile (KiPP)
  • paediatric activity card sort (PACS)
47
Q

what are child focused assessments for school and learning?

A
  • school version of the assessment of process and motor skills
  • school setting interview
  • scholl function interview
  • classroom environment scale
48
Q

what are some child-focused assessments for self-esteem and self concept?

A
  • culture-free self esteem inventories for children

- piers-harris children’s self concept scale

49
Q

what are some task orientated child focused assessments?

A
  • parent/teacher/child interview
  • general ability assessment
  • self efficacy assessment
  • contextual observation
  • goal setting assessments (PEGS)
50
Q

what are some examples of intervention for DCD with a bottom up approach?

A

> sensory integration therapy
process-orientated treatment
perceptual motor training
kinaesthetic training

51
Q

what bo bottom up approaches to DCD focus on?

A

remediating underlying deficits through selective transmittal of sensory info, which CNS interprets and organises into developing appropriate movement strategy

52
Q

what are some examples of top down approaches to DCD?

A

> task-specific intervention cognitive approaches
cognitive orientation to daily occupational performance (CO-OP)
verbal self-guidance
neuromotor task training

53
Q

what is the CO-OP approach?

A

cognitive approach to motor dev emphasises active problem solving involving GPDC framework

54
Q

what does the GPDC framework stand for?

A

Goal: what am I going to do?
Plan: how am I going to accomplish skill?
Do it: go ahead and perform skill
Check: how well did plan work?

55
Q

what does the child use while utilising the GPDC framework?

A

verbal self guidance to apply framework to motor learning

56
Q

what are direct OT intervention approaches to DCD?

A
  • process deficit focused (bottom up)

- occupation focused (top down)

57
Q

what are preventative OT intervention approaches to DCD?

A

screening

58
Q

what are enviro mod OT intervention approaches to DCD?

A

> built and physical
intrapersonal
organisation/community

59
Q

what are some general guidelines that help children learn tasks?

A
  • consistency
  • repetition
  • clear short instructions
  • go at child’s pace
  • praise all efforts
  • balance assistance and independence
60
Q

what are some considerations for interventions for DCD?

A

> most appropriate level of intervention intensity
> which produce results that generalise to enviro and produce long-term improvement
> what effect environmental adaption ha on motor performance
> whether improved motor skills > improved academics, and process involved

61
Q

what % does bipolar affect?

A

1-2%, one in 50

62
Q

what is a manic episode in bipolar?

A

Distinct period of abnormally and persistently elevated, expensive, or irritable mood and abnormally and persistently increased goal directed activity or energy, lasting at least 1 week and present most of day, nearly every day (or less if hospitalised)

63
Q

what are symptoms that mood disturbance must be accompanied by in a manic episode of bipolar?

A

Inflated self esteem or grandiosity
Decreased sleep need
More talkative, pressured speech
Flight of ideas
Distractibility
Increased involvement in goal directed activities or psychomotor agitation
Excessive involvement in activity with likely painful consequence

64
Q

how many symptoms at least must be present during a manic episode of bipolar?

A

3

65
Q

if the mood is irritable in a manic bipolar episode how many symptoms must be present?

A

4

66
Q

to what level must the mood be disturbed to be considered a manic episode?

A

sufficiently severe to cause marked impairment in social or occupational functioning or to require hospitalisation to prevent harm, or there are other psychotic features

67
Q

what is a hypomanic episode of bipolar?

A

Distinct period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently increased activity or energy, lasting at least 4 consecutive days, present most of day and nearly every day

68
Q

what are the symptoms that can be present in hypomanic episode?

A

Inflated self esteem or grandiosity
Decreased sleep need
More talkative, pressured speech
Flight of ideas
Distractibility
Increased involvement in goal directed activities or psychomotor agitation
Excessive involvement in activity with likely painful consequence

69
Q

is hypomania severe enough to cause marked impairment?

A

Not severe enough to cause marked impairment in social or occupational functioning to to require hospitalisation, if there are psychotic features the episode is manic

70
Q

what is a depressive episode in bipolar?

A

Five or more symptom within 2 week period- change fro previous functioning. At least one depressed mood or loss of interest/pleasure

71
Q

what are some symptoms that can be present in a bipolar depressive episode?

A

Depressed mood most of day most days
Loss of interest or pleasure in most things
Sig. weight loss (5% in month)
Insomnia or hypersomnia almost every day
Psychomotor agitation or retardation most days
Fatigue or loss of energy most days
Feeling of worthlessness or excessive inappropriate guilt
Diminished ability to think/concentrate/indecisive
Recurrent thoughts of death/suicidal ideation/suicide attempt or plain

72
Q

is a depressive episode in bipolar severe enough to cause marker impairment?

A

must be sufficiently severe to cause marked impairment in social or occupational functioning

73
Q

what are some predisposing factors to bipolar?

A

> genetics
> highly heritable (80% genetic component)
> multiple genes
> 16 different chromosomal regions
> external stressors

74
Q

what are some potential triggers of bipolar?

A
  • enviro stress
  • endocrine disturbance
  • sleep disturbance
  • increased day length
  • structural and brain abnormalities
75
Q

what are some sleep disturbances that can trigger bipolar?

A

> circadian rhythm are also an effect of disorder
> can give rise to psychotic episode
> insomnia symptom of manic phase

76
Q

what are some structural and functional brain abnormalities in bipolar?

A

amygdala, anterior cingulate and prefrontal cortex, putamen, thalamus/hypothalamus

77
Q

what is the limbic system the major centre for?

A

emotion formation and processing, learning, and memory

78
Q

what is the hippocampus involved in?

A

memory storage/formation, complex cognitive processing

79
Q

what is the amygdala involved in forming?

A

complex emotional responses particularly aggression

80
Q

what brain areas are found to be under-activated in bipolar?

A

inferior frontal cortex and putamen

81
Q

what areas of the brain are over-activated in bipolar?

A

limbic areas:

  • parahippocampal gyrus
  • hippocampus
  • amygdala
  • basal ganglia
82
Q

what are some hypotheses of the neurobiological causes of bipolar;ar?

A
  • imbalance and damage to NT systems

- prior psychotic episode could increase probability

83
Q

what are some NT systems that may be imbalanced/damaged in bipolar?

A
  • monoamines
  • noradrenaline
  • dopamine
  • serotonin
  • cholinergic pathways
84
Q

what can imbalance and activity of NT be modulated with?

A

drugs

85
Q

what are some drugs the can modulate imbalance in NT?

A

MAOIs and SSRIs

86
Q

what does lithium promote?

A

neuroplasticity and cellular resistance to stressors

87
Q

what does anticonvulsants reduce?

A

kindling

88
Q

what are some factors that influence the choice of medication in bipolar?

A
  • phase of illness
  • presence of rapd cycling
  • symptom profile
  • current medication
  • side effects
  • drug interactions
89
Q

what are some biological treatments for bipolar?

A

> ECT

> transcranial magnetic stimulation

90
Q

what are some psychological treatments for bipolar?

A

> CBT
> acceptance and commitment therapy
> interpersonal therapy
> schema therapy

YR 3, SEM 1 enabling occupation (2 decks)

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