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Study 2023 > Domain 2 Module: Relevant Medical Information (10 test questions) > Flashcards

Domain 2 Module: Relevant Medical Information (10 test questions) Flashcards

1
Q

the globe

Collects and absorbs; light rays so they can form a clear image on the retina

Outer layer
Conjunctive
Sclera
Cornea

Inner layer
Anterior chamber
Posterior chamber
vitreous

A

Orbit

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2
Q

thin, transparent membrane; lines the inside of the eyes/sclera; does not cover cornea

Protective barrier (alerts for foreign bodies)

Lubricates front of eye

Indicates ocular/physical health

A

Conjunctiva

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3
Q

white part of the eye; dense; provides protection

Maintains shape of globe

Provides protection to inner structures

Provides attachment points for extraocular muscles

A

Sclera

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4
Q

highly organized group of cells and proteins; contains no blood vessels; receives nourishment from tears

Refract and transmit light

Provides most of the eye’s optical power

If loses elasticity or is damaged, it won’t be able to function properly and blurred images will be transmitted to the retina

A

Cornea

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5
Q

space in front of cornea, but behind the iris; contains iris, trabecular meshwork, canal of Schlemm

A

Anterior Chamber

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6
Q

Small space between back of iris and lens

A

Posterior Chamber

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7
Q

Clear fluid inside anterior and posterior chamber; provides nourishment and support.

A

Aqueous Humor

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8
Q

composed of ciliary muscle

Involved in controlling lens accommodation and IOP

A

Ciliary Body

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9
Q

colored part of the eye

Regulates light entering the eye

A

Iris

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10
Q

hole in the middle of the iris

Constricts in bright light (becomes smaller)

Dilates in dim light (becomes larger)

A

Pupil

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11
Q

extends where iris meets the cornea

Drains/filters the eye

A

Trabecular Meshwork

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12
Q

located between the retina and sclera

Nourishes retina

Removes waste

Contains many blood vessels and capillaries

A

Choroid

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13
Q

refracts and focuses light

Helps create a sharp image on retina

Can change shape

A

Lens

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14
Q

light sensitive nerve tissue

Breaks down images into brightness, position, color, and movement

Converts images into electrical signals and sends those signals to the brain

A

Retina

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15
Q

Peripheral retina; active in low light

Responsible for night vision

Poor perception of color and detail

A

Rods

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16
Q

light receptor cells

Active in high light and color

Detects color and detail

A

Cones

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17
Q

central part of the retina

Responsible for detecting color and fine detail

Clear visual acuity

A

Macula

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18
Q

visual pathway; no photoreceptor cells; cannot process light

A

Optic Nerve

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19
Q

carries impulses for sight from the retina to the brain

each nerve fiber corresponds to specific parts of the retina

once information gets to the optic nerve, it gets sent
to the brain via the Visual Pathway

damage in this area: loss of vision in affected eye

A

optic pathway

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20
Q

where nasal fibers of each optic nerve cross

separates information from the right visual field and the left visual field

right half of the visual field goes to the left side of the brain

left half of the visual field goes to the right side of the brain

images projected on the retina are inverted

damage in this area: hemianopia: loss of half the visual field (temporal loss)

damage AFTER chiasm: temporal loss in one eye, nasal loss in the other

A

Optic Chiasm

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21
Q

contains visual cortex

info from each part of the retina is combined and interpreted

organized into layers and columns

responsible for vision and visual perceptions

damage in this area: temporal loss in one eye, nasal loss in the other

“macular sparring”: when the macula is left in tact

A

Occipital Lobes

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22
Q

the area at the side of each cerebral hemisphere

contains major portions of optic radiations

complex visual analysis

allows for categorization of objects; “memory library” of images

A

Temporal Lobes

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23
Q

upper mid part of each cerebral hemisphere

responsible for body sensations

responsible for spatial information

right parietal lobe – understanding spatial aspects of the world, recognizes shapes, being aware of ones body in space

A

Posterior parietal Lobes

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24
Q

What it is:
Progressive, degenerative damage to the central part of the retina
Affects the cones
Wet: abnormal blood vessel grow and leak under the macula
Dry: degeneration of retina

Causes:
Age
Genetics

Functional implications
Central acuity loss
Blind spot
Photophobia
Pool color vision
Normal peripheral vision

Adaptations:
Eccentric viewing
Magnification
Large print
Diffused less intense light
Direct light
Telescopes
Tinted lenses
CCVT
Adjustable lighting
Reduce/eliminate glare
High contrast
Treatments:
Wet: shots in the eye to stop the bleeding

Considerations for older adults with
Rehab interventions can affect coping mechanisms related to psychological adjustment
Age related visual impairment can be linked to functional impairments, specifically in instrumental activities in daily living (getting dressed, eating, appearance)
Successful adaptations to visual impairments may affect perception of older adults’ functional disabilities

A

ARMD

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25
Q

What it is:
Progressive: night blindness 🡪peripheral loss 🡪tunnel vision 🡪complete blindness
Degeneration of rods (light sensitive cells in retinal periphery)
Can be found in: Ushers and Lebers

Causes:
Genetics

Risk Factors:
Age (teens/young adults)
Gender (more common in males)

Functional implications
Loss of peripheral vision
Night blindness
Tunnel vision
Decreased acuity and depth perception
Retinal scarring (causes spotty vision)
Cataracts possible
May be accompanied with myopia, cataracts, keratoconus

Adaptations:
High illumination
Reduce glare
Absorptive lenses
Prism glasses
CCVT
High contrast
Teach organized search patterns

Treatments:
None – take precautions to prevent retinal detachment

A

RP

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26
Q

What it is:
Decrease in retinal blood vessel development in preemie babies
Leads to bleeding, scarring, and detachment
Can range from minimal damage to complete blindness

Causes:
Low birthweight
Born before 31 weeks
High duration and administration of oxygen

Risk Factors:
Low birthweight
Born before 31 weeks
Overall health of infant
Functional implications
Decreased visual acuity
Severe myopia
Possible retinal detachment
Spotty vision
Strabismus
Retinal scarring
Field loss
Possible glaucoma
Adaptations
high illumination
magnification
telescopes
CCTV

Treatments:
Vitamin E therapy
Cryotherapy
Vitrectomy
Some cases resolve themselves

A

ROP

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27
Q

What it is:
Collection of Eye disease that causes increased pressure in the eye because of blockage in the normal flow of fluid in the aqueous humor
Damages optic nerve

Caused by:
Changes in the uveal tract
Trauma
Medication reaction
Surgery
Genetics

Risk factors:
55+
family history
diabetes
Race (higher prevalence in African American or native American)
Functional Implications:
Fluctuating vision – can lead to stress and fatigue
Tunnel vision
Peripheral field loss
Poor night vision
Photophobia
Difficulty seeing large objects in close range
Decreased sensitivity to contrast
Pain/headaches
Eye redness
Hazy cornea
Wide open pupil
Degeneration of optic disc
Poor spatial awareness

Adaptations:
Sunglasses, eye shades
Lamps with adjustable lighting
Reduce glare
Increase contrast
Magnifiers
CCVT

Treatment:
Eye drops
Surgery
Trabeculectomy – removing portion of trabecular meshwork to improve drainage
Iridotomy – laser creates hole in iris

A

Glaucoma

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28
Q

What it is:
Diabetes can cause changes in blood vessels of the retina
Causes hemorrhaging in the retina and vitreous
Neuropathy in feet and hands
Retinal detachment and full blindness possible
Proliferative: formation of new blood vessels
Non-proliferative: beginning stages, blood vessels become weak

Caused by:
Diabetes
Genetics
Retinal hemorrhage
Glaucoma
Cataracts
Optic neuropathy

Functional Implications:
Sensitive to glare
Double vision
Lack of accommodation
Fluctuating acuity
Diminished color vision
Defective visual fields
Floaters
Retinal detachment
Neuropathy – unable to tactilely discriminate

Adaptations:
Good lighting
Good contrast
Magnification
Reduce glare
Pay attention to diet
Tinted lenses
Take care of feet to prevent infections
Wear comfortable well-fitting shoes at all times
Avoid bending, lifting, straining, rapid movement – can affect DR

Treatment:
Diet
Insulin
Surgery
Vascular photocoagulation – abnormal/leaky blood vessels sealed/destroyed by light
Retinal photocoagulation – laser used to destroy oxygen starved area of retina creating regressing of abnormal/weak blood vessel growth

A

Diabetic Retinopathy

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29
Q

What it is:
Damage to the visual cortex (in the brain)
Problem with how information is transmitted from the eye to the brain and how the brain interprets that information.
Ocular structures remain intact.

Disorders associated with CVI: CP, epilepsy, hydrocephalus, learning disabilities, deafness.
Common with CVI: optic nerve atrophy, optic nerve hypoplasia, retinal abnormalities
Causes:
Lack of oxygen (anoxia) at birth
Head injury
Infections that affect nervous system

Functional implications (depends on type of CVI)
Fluctuation in visual functioning
Loss of ability to understand information the eye is giving you
Visual neglect
Eye may look normal
Inattention to visual stimuli
Preference of touch over vision
Difficult with visual clutter or when things are too close together
Difficult discriminating figure-ground
May have more central vision, peripheral vision
Light gazing
Photophobia
Slower processing/response time
May easily become overwhelmed
Inability to coordinate visual information with other senses
Visual Midline Shift Syndrome- shift in concept of midline following stroke or TBI

Adaptations:
High illumination – spotlighting/indirect lighting sources are beneficial for clarity
Eliminate visual clutter
Eliminate glare
Routines
Repetition
Bright contrast
Consistent visual cues
Combination of reading media
Determine which sensory system works best
Prevent visual overload
Provide simple images and tasks
Encourage tactile exploration
Demonstrate via hand-over-hand
Eliminate distractions
Yoked Prisms

Treatments:
None

A

CVI

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30
Q

congenital abnormality; optic disc is small, sometimes surrounded with a halo; vision may or may not be reduced

Small optic cup. Usually results in low visual acuity. Additional cognitive disabilities often present. Frequent in children.

A

Optic Nerve hypoplasia

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31
Q

progressive retinal degeneration in both eyes; night blindness in childhood followed by loss of peripheral vision to finally blindness; hereditary

A

Rod/Cone

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32
Q

degeneration of retinal receptors results in loss of color and central vision, followed by loss of night vision

A

Cone/Rod

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33
Q

malignant Intraocular tumor that develops from retinal & visual cells; hereditary; vision loss can be total or scotomic

A

Retinoblastoma

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34
Q

Farsightedness

A

Hyperopia

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35
Q

Nearsightedness

A

Myopia

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36
Q

uneven focus of light between both eyes

A

Astigmatism

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37
Q

What it is:
Gradual hardening of the lens elasticity

Causes:
Age

Functional implications
Reduced ability to accommodate

Adaptations
Good lighting
High contrast

A

Presbyopia

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38
Q

Central acuity loss
Blind spot
Photophobia
Pool color vision
Normal peripheral vision

A

ARMD

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39
Q

Loss of peripheral vision
Night blindness
Tunnel vision
Decreased acuity and depth perception
Retinal scarring (causes spotty vision)
Cataracts possible
May be accompanied with myopia, cataracts, keratoconus

A

RP

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40
Q

Decreased visual acuity
Severe myopia
Possible retinal detachment
Spotty vision
Strabismus
Retinal scarring
Field loss
Possible glaucoma

A

ROP

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41
Q

Fluctuating vision – can lead to stress and fatigue
Tunnel vision
Peripheral field loss
Poor night vision
Photophobia
Difficulty seeing large objects in close range
Decreased sensitivity to contrast
Pain/headaches
Eye redness
Hazy cornea
Wide open pupil
Degeneration of optic disc
Poor spatial awareness

A

Glaucoma

42
Q

Sensitive to glare
Double vision
Lack of accommodation
Fluctuating acuity
Diminished color vision
Defective visual fields
Floaters
Retinal detachment
Neuropathy – unable to tactilely discriminate

A

Diabetic Retinopathy

43
Q

Fluctuation in visual functioning
Loss of ability to understand information the eye is giving you
Visual neglect
Eye may look normal
Inattention to visual stimuli
Preference of touch over vision
Difficult with visual clutter or when things are too close together
Difficult discriminating figure-ground
May have more central vision, peripheral vision
Light gazing
Photophobia
Slower processing/response time
May easily become overwhelmed
Inability to coordinate visual information with other senses
Visual Midline Shift Syndrome- shift in concept of midline following stroke or TBI

A

CVI

44
Q

Fluctuating vision
Blurred vision
Impaired color/night vision
Photophobia
Field loss
Blind spot
Nystagmus
Lack of depth perception

A

Optic Nerve Atrophy

45
Q

Decreased visual acuity
Additional cognitive disabilities often present

A

Optic Nerve hypoplasia

46
Q

Progressive decreased night vision
Followed by central loss, color, and detail vision

A

Rod/Cone

47
Q

Loss of central, color and detail vision first
Followed by loss of night vision

A

Cone/Rod

48
Q

If one eye – lack of depth perception and Field loss
If both eyes – total blindness

A

Retinoblastoma

49
Q

refractive ability too weak, eye is too sort, power must be increased to form a point on retina

Inability to see close

Blurred image on retina when viewing close objects

May need to move objects farther from the eye for clear image

If uncorrected
Brain receives poor, blurred image
Impacts development of the visual system
Reduced attention to objects at near

A

Hyperopia

50
Q

refractive ability too strong, eye too long; power must be taken away to form a point on retina

Can’t see distance

Blurred image on retina when viewing objects at a distance

May need to bring object closer to eye for clear image

If uncorrected:
Brain receives poor, blurred image
Impacts development of visual system
Visual world “collapses” – reduced/inattention to distant objects/activities

May not be able to be fixed

High Myopia:
Detached retina
Reduced central vision
Lack of depth perception
Photophobia

A

Myopia

51
Q

Light rays entering the eye are bent unequally
Prevents formation of a sharp image on the retina
Inability of the eye to focus sharply at any distance

A

Astigmatism

52
Q

Reduced ability to accommodate
Affects the elderly

A

Presbyopia

53
Q

OU

A

Both Eyes together

54
Q

OD

A

Right Eye

55
Q

OS

A

Left Eye

56
Q

shows the quietest sounds you can just hear. The red circles represent the right ear and the blue crosses represent the left ear. Across the top, there is a measure of frequency (pitch) from the lower pitched sounds on the left going to higher pitched sounds on the right. These sounds are measured in Hertz.

Down the side of the audiogram, there is a measure of loudness. At the top of the graph are the very quiet sounds, going down to moderate, and then very loud sounds. This loudness is measured in a scale called decibels (dB). Any points that are heard at 20dB or quieter are considered to be within the normal range

A

Audiogram

57
Q

strength of sound

amplitude

measured in decibels

measure of sound pressure level

relative strength of sound waves (transmitted vibrations), which we perceive as loudness or volume

A

Intensity

58
Q

pitch

the rate of particle vibration measured in cycles per second

measured in Hertz

For sound, this means the number of pressure waves per second that would move past a fixed point. It is also the same as the number of vibrations per second the particles are making as they transmit the sound.

A

frequency

59
Q

portion of a particle in its vibrating cycle

A

Phase

60
Q

sensation of frequency

high pitch = high frequency

relates to the frequency, or how many times a second the particles vibrate. The distance between one wave and the next gives the wavelength. For sounds all travelling at the same speed, high-frequency (high-pitched) sounds have waves very close together. Low-frequency sounds have a greater distance between each wave.

A

Pitch

61
Q

unit used to measure the intensity of a sound or power level of electrical signal by comparing it with a given level on a logarithmic scale

not linear

A

Decibel

62
Q

air conduction test unmasked left ear

A

X

63
Q

air conduction test unmasked Right ear

A

O

64
Q

bone conduction test right ear

A

<

65
Q

bone conduction test Left ear

A

>

66
Q

affecting both sides

A

Bilateral

67
Q

dysfunction of the outer/middle ear

usually treated with medication/surgery

loudness deficit

functional implications
soft speaking voice (they hear their voice louder than normal)
excellent speech discrimination when speech is loud enough
lower frequencies tend to be affected
temporary

A

conductive hearing loss

68
Q

dysfunction of the inner ear/auditory nerve

usually permanent

untreatable

loudness deficit

distorted hearing – nerve endings in the cochlea/nerve pathways damaged; messages do not effectively reach the brain

middle ear structures in tact

functional implications
inappropriately loud voice
tinnitus
frequency loss – high frequency (most common)
speech sounds distorted
background noise makes listening more difficult
hearing aids may help

Hearing aids, cochlear implants, and other listening devices are notorious for distorting, changing, and generally making sounds unusable for orientation and mobility tasks. Many assistive devices are designed and set to enhance the human voice for communication, not to retrieve environmental sounds. In fact, they may be intentionally blocking distal environmental input. Also, no assistive listening device can reach far into the environment (such as hearing a car 300 feet away).

vertigo

gradual deterioration

difficulty distinguishing near vs. far (location acuity loss)

specific sounds seem unnaturally loud

difficulty understanding speech patterns

A

sensorineural hearing loss

69
Q

combo of conductive and sensorineural hearing loss

treatment may be available for the conductive loss

both high and low frequency losses

A

Mixed hearing loss

70
Q

help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.

A

augmented communication (def.)

71
Q

If the bone conduction hearing thresholds are normal, but there is a loss of hearing for air conduction sounds, this is called a conductive hearing loss.

A

conductive hearing loss

72
Q

When there is no difference between the air conduction and the bone conduction thresholds it indicates that the hearing loss is due to a problem in the cochlea.

A

sensorineural hearing loss

73
Q

gap between the air conduction and the bone conduction thresholds, however the bone conduction thresholds still indicate a hearing loss as they are not within normal limits. This would suggest that there is a problem in both the cochlear and the middle ear

A

mixed hearing loss

74
Q

conduction through the entire outer ear mechanism: including auricle, external ear canal, tympanic membrane and ossicles/middle ear.

A

air conduction threshold

75
Q

Bone conduction refers to sound vibration transmitted to the inner ear through the skull.

A

bone conduction threshold

76
Q

-10 to 15 dB HL

A

Normal Hearing

77
Q

16 to 25 dB HL

A

slight hearing loss

78
Q

26 to 40 dB HL

A

mild hearing loss

79
Q

41 to 55 dB HL

A

moderate hearing loss

80
Q

56 to 70 dB HL

A

moderately severe hearing loss

81
Q

71 to 90 dB HL

A

severe hearing loss

82
Q

> 90

A

profound hearing loss

83
Q

What eye diseases are associated with diabetes?

A

Diabetic Retinopathy
Glaucoma
Cataracts

84
Q

What are the considerations when developing an O&M instruction program for persons with diabetes?

A

Monitor blood sugar and note instances of low/high

Lethargy

Neuropathy
Hands- make it difficult to get feedback from cane
Feet – make it difficult to detect drop offs

Rapid changes in vision likely
Bad vision days make indicate low blood sugar

Pressure sores common
Wear comfortable sneakers
Monitor for pain, swelling, bruising, blistering, tenderness, discoloration of the skin

Keep a diabetic information sheet
Student name, address, phone number
School/agency name, address phone number
Doctor name and phone number
Emergency contact
Type of insulin, amount taken, time of day given
Typical symptoms of student and how student wants to handle them
Time of day likely to have reaction

85
Q

varying amount of hemorrhage,
swelling of optic nerve
blurry vision or field loss may occur
Kaposi’s sarcoma
Vascular tumor
Purple/red growth on eyelid
May block visual field
Toxoplasmosis
Infection
Retinal inflammation
Retinal destruction due to cysts
Cryptococcal meningitis
Damages optic nerve and brain
Central nervous system infections
Second most common cause of blindness
Can lead to diplopia, blurred vision, difficulties in eye movements
HIV retinopathy
Microvascular disorder
“cotton wool spots”
microanuerysms
retinal hemorrhaging
field loss
retinal detachment

A

Eye Diseases related to aids

86
Q

What are the implications of AIDS for O&M instruction?

A

Decreased functioning of immune system can lead to neurological complications
Neuropathy
Can make walking difficult
Brain damage can lead to strokes, dementia, headaches, and behavioral changes
Confusion, seizures, vision loss, and memory and cognitive defects may also be seen
Prevent yourself from becoming infected
Practice good hygiene
Reschedule if you are sick
Practice “universal health precautions”
Students willingness and ability to participate may vary from day to day or even hour to hour
Confirm all meetings several hours before appointment
Goals may need to be reassessed and modified as students physical condition changes
Because of privacy las, you may not know if a student has HIV/AIDS and it might be difficult to accurately plan lessons and goals
Vision impairment comes in the later stages
Students may be facing their own mortality
Can greatly impact motivation

87
Q

nature of seizures depends on location and duration
changes in consciousness, motor activity, sensory phenomena, inappropriate behavior
internal stimuli
stress
fatigue
lack of sleep
fever
electrolyte imbalance
excess fluid/salt intake
not taking medications
external stimuli
bright/flashing lights
visual patterns
fire alarms
vestibular
olfactory
cognitive, emotional, or decision making tasks
partial
can last several minutes
student may experience confusion
guide student to safe place
stay close until seizure ends and wait until student can respond normally
during seizure, student may last out if restrained
generalized
if grand mal
loosen clothing
get a pillow
do not insert anything into mouth
lay student on side when finished to keep airway open
if petite mal
wait until episode is finished
eyes may stare ahead or roll back
can’t wake them up

A

seizure disorder

88
Q

Inflammatory disease that affects joints and surrounding areas
Can be unpredictable
Can be a result of wear and tear on body
Vision implications
Dry eye
Scleritis – inflammation/redness of white part of eye
Uveitis/iritis – can cause severe pain, blurred vision, photophobia
Adaptations
Build up diameter of cane grip
Lightweight cane
Wrap joints in warm towels for 7-10 minutes to reduce pain
Avoid overexertion or fatigue
Symptoms mat increase in cold weather
Tinted lenses
Organize home to minimize impact on joints
Most frequent items at easy reach
Plan rest breaks during work
Use tools that eliminate bending (for cooking – microwave, stove)
Avoid lifting or carrying heavy items
Use something with wheels to move items from room to room
Avoid doing labor in the morning when symptoms are worse
Warm bath/shower can reduce joint pain
Treatments:
Medications (prescription/non-prescription)

A

Arthritis

89
Q

What it is:
Involves both heart and blood vessels
Heart not pumping blood efficiently
Risk Factors:
High blood pressure
High cholesterol
Smoking
Inactivity
Diabetes
stress
Symptoms:
blood circulation impaired
fluid may gather in body tissues
swollen feet and ankles
shortness of breath
Vision implications:
Hypertensive retinopathy – changes in retina caused by high blood pressure, can damage optic nerve and cause retinal blood vessels to harden and swell, can range from blurred vision to total blindness
Retinal artery blockage – “stroke in the eye”
Retinal vein blockage – bleeding of blood vessels
Adaptations
Talk with doctor and eye doctor before physical activity
Some conditions can be affected by bending, lifting, straining, rapid movement
Simplify everyday tasks to conserve energy
Plan rest when working

A

high blood pressure/ Cardiovascular disease

90
Q

congestive heart failure
generally, people have poor endurance, shortness of breath, and chest pain
be alert to signs of stress
assess exercise tolerance
keep a list of medications and be aware of side effects and precautions
minimize stress
remember
cardiac status may change from day to day
extreme hot or cold can affect condition

A

heart Condition

91
Q

factors that can trigger asthma
inhaled allergens
dust, wool, feathers
drastic weather changes
extreme hot/cold
strenuous exercise
respiratory infections
medications
when teaching
minimize potential for triggered attacks
have the following information available in case of an attack
brief history of student’s asthma and symptoms of an attack
factors that make asthma worse
list of medications
contact info of doctor and emergency contact
description of treatment plan, including recommended actions

A

asthma

92
Q

low blood sugar (treat with fruit drink or sugar)

Symptoms: can occur suddenly; inappropriate responses, confusion and inattention, drowsiness, pale complexion, perspiration, headache, crankiness, lack of coordination, loss of judgement, sudden hunger, rapid pulse, nausea, vomiting, dizziness

A

Hypoglycemia

93
Q

high blood sugar (treat with insulin)

Symptoms: dry, hot skin, excessive urination, excessive thirst, drowsiness, lethargy, deep/labored breathing, fruity smelling breath, blurry vision

A

Hyperglycemia

94
Q

insulin

A

Hyperglycemia

95
Q

give fruit drink/sugar.

A

Hypoglycemic

96
Q

be prepared

obtain as much baseline information as possible
type of seizure common for student
description of what it looks like
typical frequency or duration
known triggers
typical behavior following a seizure

have info on medications and their side effects

A

seizures

97
Q

record keeping,
determine cause if possible,
administer treatment if given permission & available,
call EMT for severe reactions

A

allergic reactions

98
Q

document any behavioral incidents that occur in an attempt to better anticipate or reduce behaviors

seek support from behavior specialist

employ recommended behavioral strategies

Know the signs of increasing agitation or instability.

Know effective ways to deflate the situation.

Know effective behavior management strategies.

Avoid confrontation.

Position yourself so that you can watch for cues.

Use a teamwork situation, remain in good communication with the individual and team, implement good planning, good backup systems, maintain good records, consider time and length of lessons, use task analysis, sequenced instruction, consider environment, use motivation, be aware of prompting, implement choice making.

Document all behavior incidents.

A

frequent aggressive behavior

99
Q

be prepared
obtain as much baseline information as possible
type of seizure common for student
description of what it looks like
typical frequency or duration
known triggers
typical behavior following a seizure
have info on medications and their side effects
record a detailed description of seizure
include: time, length, if aura occurred, if student lost consciousness, student behavior following seizure, injuries, and if first aid was given
get help if
seizure lasts more than 5 minutes
another seizure starts immediately after first one ends
student can’t be woken up
student has several seizures in a row and does not regain conscious throughout any of them
student is pregnant or has another health condition

A

Seizures

100
Q

ABCs:
Assess the faller and the situation (look for danger).
Begin care measures, stop the bleeding, don’t move potentially injured body parts.
Call for help (enlist onlookers to provide help)

Assess the risk for falls.

Teach the traveler how to respond after a fall (yell for help, listen to environment and orient toward pedestrians, request and allow help to get up or out of the way of danger.

A

Falls

101
Q

document any behavioral incidents that occur in an attempt to better anticipate or reduce behaviors

seek support from behavior specialist

employ recommended behavioral strategies

avoid confrontation

know effective ways to deflate the situation

A

Emotional/behavioral incidents

102
Q

be aware of student’s allergies
look for symptoms of an allergic reaction
administer epi pen in thigh and call 911

A

allergic reactions

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