Exam 2 Flashcards

Question

Knowledge of results

Answer 1

Focuses on the end of the performance. For example, the performer's score, time or position. It is sometimes called terminal feedback.

Answer 2

Visual: see they completed something Auditory: told how well they did Haptic: simulating the sense of touch - "back up until you feel your thighs touch the wheelchair" Multimodal: more than one - "Back up until you feel your thighs touch the wheelchair (haptic), then look back (visual)."

Answer 3

Independent (I): patient doesn't require physical supervision or any type of assistance Modified independence (MI): Patient uses adaptive or assistive equipment Supervision (S): patient requires only supervision with therapist in room Standby assist (SBA): patient requires verbal or tactile cues (not instruction), no touching Contact guard assist (CGA): patient requires support from another person touching them or their gait belt Minimal assist (MinA): patient is able to perform 75%+ of the activity Moderate assist (ModA): patient performs 50%+ of the activity Maximal assist (MaxA): patient performs 25% of the activity Total assist: patient performs 0% of the activity

Answer 4

Adjust balance Prevent a fall "Handle" for transfers - less stress on you or the caregiver Less likely to injure client

Answer 5

Independent With positioning With stabilization Helps to get dressed in bed, clean patient, change diaper or linens

Answer 6

Right or left - Left side paralyze – roll left Using just legs Grabbing bed rail Log rolling – everything rolls at once, not segmentally Therapist assist - May be able to get the roll started, but OT needs to help push

Answer 7

Bridging with a push

Answer 8

Once a pt has learned to sit at bedside and can scoot side to side

Answer 9

Roll to the WEAK SIDE - Cradle don’t trap or roll over on it Allow legs to fall off Reach across and push to sit

Answer 10

Scoot to head of bed Drop legs off side of bed If they have a weaker leg, they can take the stronger one and trap it Sit up

Answer 11

Two people to move patient Can also be used to roll Fold sheet hamburger Can be used to bathe, change diaper or linens

Answer 12

LE weakness

Answer 13

May need two to roll patient into the sling - Electric and manual - Often Bed to wheelchair

Answer 14

Getting to the bathroom Transfer to and from toilet Clothing management Hygiene Alternate ways to toilet

Answer 15

Routines or alarms for bowel and bladder management Bed pan, adult diapers, urinal

Answer 16

Raised toilet vs BSC (3 in 1) Arms on toilet or grab bars Drop arm commodes Toilet seat lift Bidet Comfort wipe extended handle-bottom buddy

Answer 17

Sit vs stand Build ups Electric Safety razor Dispensers Suction brushes Wall mounted items

Answer 18

Ligaments Tendons Cartilage Muscle Sometimes nerves

Answer 19

Position Skin integrity Maintain healthy joints - AROM, functional activities, PROM Edema control - retrograde massage, modalities, positioning, compression Pain relief - visual imagery, prayer, ice Restore function/prevent loss of function - surrounding joints - restore function: rehabilitation, motor learning, adaptation - Loss of function: education, orthotics, positioning Adaptation as needed - if too early, you can stunt progress

Answer 20

Adaptation Positioning Deal with pain Joint protection/energy conservation - body mechanics - new roles

Answer 21

Healing begins in the first couple of days. The callus begins to form. 21-35 day hopefully have healing of the bone. Start with AROM to prevent pain and added stress.

Answer 22

Gelling – gooiness of synovial fluid, can limit motion Crepitus - popping Energy conservation Hyperalgesia – excessive. pain Joint protection Morning stiffness Nodules Synovitis Tenosynovitis Flare Joint Laxity Subluxation

Answer 23

Move it, calm it, support it - education - ROM with no pain - modalities - gentle stretching - functional tasks - orthotics - assistive devices

Answer 24

Respect Pain Use larger joints, Use joints in their most staple positions Avoid odd positions Maintain ROM and strength Avoid staying in one position for a long time Don’t start something you can’t stop Listen to your body Balance rest and sleep Use two hands when you can

Answer 25

Improve ROM Reduce pain Restore joint flexibility Improve muscle mass, strength, and endurance Reduction of limb edema Increase body function Improves balance control Increase cardiovascular strength and endurance Helps preventing further injury Gain self confidence

Answer 26

Aerobic conditioning Muscle performance exercises Joint mobilization techniques Neuromuscular control, inhibition, and facilitation Posture awareness training Postural control, body mechanics, and stabilization Balance exercises Relaxation exercises Breathing exercises Task-specific functional training

Answer 27

Reduce pain Reduce force on joints Reduce secondary inflammation Reduce loading joints Prevent overuse Reduce fatigue

Answer 28

Due to biomechanical changes, tendons can stretch or rupture Swan neck Boutonniere Ulnar drift Bouchard's nodes Herbeden's nodes

Answer 29

Lateral bands of the extensor mechanism slip above the PIP, thereby hyperextending the PIP joint and flexing of the DIP

Answer 30

flexion of the PIP joint and hyperextexion of the DIP occurs when synovitis weakens, lengthens, or disrupts the dorsal capsule and central slip of the extensor mechanism; the lateral bands displace volarly below PIP

Answer 31

Elective or nonelective Frequently seen in women over 60 Can be due to osteoporosis or osteoarthritis Fell and broke or broke and fell? Surgery - pin, plates, screws, complete or partial replacement

Answer 32

Anterior - low dislocation risk - minimal muscle damage - less postop pain - quick rehab - sx in supine position - long learning curve - femur fx - more blood loss - longer sx - different approach for revision Posterior - short learning curve - proven excellent long term outocome - little blood loss - more muscle damage - higher dislocation risk

Answer 33

Bed mobility and rolling over Get into tub - Lifted shower bench, bend the knee to get in so you don’t bend at hip Sitting for ADLs - Raise chair of seat Adaptive equipment - Bedside commode (reimbursed unlike raised toiler seat, can be placed over toilet), reacher so they don’t have to bend to pick stuff up, sock aide, dressing stick for pants and to take off socks, adduction pillow, shoehorn Usually walking with cane by 6 weeks Hip restrictions for 6-8 weeks Abduction wedge SCD - sequential compression devices - Ted hose (compression socks) Incentive spirometer - For breathing, helps patient clear lungs after surgery

Answer 34

Weight bearing to tolerance No restrictions Can bend, cross, and roll No tub until 48 hours after removal of stitches

Answer 35

Evaluation - Focus is on adaptations, ADLs, and IADLs - How does the location impact the eval? - Performance skills: ROM, strength, balance, weight bearing, endurance, pain management, joint protection Client Education ADLS - Sleeping (which side) with hip, with knee - Dressing, to aid or not to aid - Sit to stand - Bath, toilet, car, dressing lower body

Answer 36

Pain will be located along nerve distribution if nerve Is impinged Pain at specific site: - Soft tissue - Bone to bone or articular surface contact - Referred pain from internal organs (gallbladder) Body mechanics Poor posture - lumbar curves - pelvic tilt High risk for depression because they are treated symptomatically - often given short limited answers Can become chronic Most neck and LBP is related to ergonomics and stress which is related to occupation

Answer 37

Body will not repair a rupture on its own. - nucleus pulpous

Answer 38

Nerve root - disc Spinal stenosis - narrowing of intervertebral foramen Facet joint Spondylosis - stress fracture of transverse process and dorsal aspect Spondylolisthesis - vertebra slips on another Compression fracture - stable

Answer 39

Use pelvic tilt - Unload joint Objects close to body Avoid twisting Hip and knee lift Avoid prolonged positions Balance with rest Wide base of support Good posture Test loads Stay fit Get help

Answer 40

Laminectomy - remove lamina Fusion - stabilization - one or two fusions should still have normal ROM Nerve ecompression Disk dissection Vertebroplast/kyphoplasty

Answer 41

Fractures Nerve injuries - brachial plexus Complex regional pain syndrome Tendon/ ligament/ muscle injury Cumulative trauma/ repetitive stress injury - torn rotator cuff - tommy john (UCL) - carpal tunnel - CMC arthritis

Answer 42

Two point discrimination Moberg Sensory mapping (monofilament) Hot/cold Sharp/dull

Answer 43

Wrist: 10-20º of extension MP: 70-90º flexion PIP and DIP: 0º

Answer 44

History-function Pain: using analog pain scale, Ransford Whole UE Wounds: Surface area, color, smell Scars: hypertrophic, keloid, mature or immature Vascular: pulse ox, assess color, temperature, Allen’s, blanching Edema AROM: goniometer, uses negatives, (total ROM of index involved MP, PIP, DIP), composite/flat fist Grip and pinch MMT Sensation Dexterity and function

Answer 45

2-3 weeks callous (spider web between fx) forms - Can be longer depending on comorbidities, vascular supply, medications - AROM to adjacent joints - Stability at fx site 4-6 weeks-clinical union (begin movement) - Spider web connects - AROM of adjacent joints 6-8 weeks-consolidation occurs - Still healing between fx sites - Light resistance - PROM “Healing” can take up to one year-lifetime - Mild swelling - Pain - Residual stiffness

Answer 46

Usually fine for kids since their ligaments and tendons are stretchy. Long term mobilization for adults can cause cast disease. - Cast disease: causes atrophy of musculature, immobility of companion joints (joints surrounding area)

Answer 47

Splint Cast External fixators - Clean pins - peroxide, alcohol - Look for infection K-wires (Kirschner wires) - pericutaneous (sticking out) Pins, screws, prosthetics, may be included

Answer 48

May start modalities - Increase blood flow - Decrease swelling - Pain management Edema management Based on a specific protocol-vary from physician-based on the continued consolidation (x-ray) Gravity assisted position - Codman's - Skateboards Midrange activities - Midrange - strongest - AROM or PROM??? * Fx - ARAOM * Tendon - PROM Isometrics – no movement

Answer 49

Early mobilization is usually best Patients can’t be trusted! - Cast vs orthotic AROM FIRST!! Pt won’t hurt themselves PROM after consolidation Remember your CONCAVE< CONVEX rule

Answer 50

Chronic, repetitive stress, cumulative trauma Dequervain's, Intersect Syndrome, Trigger finger, lateral/medial epicondylitis, supraspinatus RICE Pain free AROM Efgonomics Orthotics Modalities Adaptations

Answer 51

Remember your zones Protect the affected tendon Follow protocol - Klienert: controlled mobilization (movement in zone) - Duran: controlled passive motion - Chow: early active motion (within days) - immobilization: cognitively impaired, young children, Alzheimer's, noncompliant

Answer 52

Special tests: - neer: forced flexion with internal rotation - drop arm test: 90º slowly try to bring to side - empty can test: in scaption, thumb down Therapy used as a diagnosis instrument Often immobilized Functional activities ASAP Isometrics Codman's Tbar

Answer 53

CPM - continuous passive motion - machine that does PROM - works great with knees Codman's

Answer 54

Fx brace Mid shaft - inherently unstable Radial nerve damage possible - Orthotic: cock up - This would cause active insufficiency Phase I - Codman's Phase II - active and light resistive - Skateboard Phase III - stretching and strengthen

Answer 55

Humerus - shoulder Radius - Sup/pro Ulnar High risk of Volkman’s ischemia - Pale, blue - Loss of radial pulse - Numbness or pain in hand - 2–6 hour window Sling - 90-100 degrees - Pros and cons * Con: affect balance, can cause dependent position and finger swelling, frozen shoulder * Pro: older patients Return of function - Flex then ext - Supination is the hardest

Answer 56

Radius or ulnar - distal or proximal One or both Radial head - most common - Colle’s - distal radial fx - Bennett’s - Smith’s External fixation and ORIF is common Watch for nerve injury Edema, infection, CRPS

Answer 57

Cumulative Trauma - CTS, Thoracic Outlet, Ulnar entrapment - Take off stress * Frequently done surgically - Slow, easy, functional progression - Modify equipment and environment Tear/Repair - Post op protocols - Orthotics

Answer 58

Modalities, AROM, Function MUST HAVE: pain, edema, sensory motor changes outside the expected level, 6 weeks-ortho changes Desensitization Functional use * most important* Drugs/blocks – doesn’t work - Gabapentin (nerve drug) might work Manage edema - Mushy to hard Avoid orthotics or slings Stress loading – scrubbing (compression), carrying (distraction) - The nerves are so overactive they can’t get unmad. Introduce something that makes them a little mad and slowly add move. - Dystrophile machine - Carry bag and swing big - Trying to reset the nervous system 80% recover by 75% or more

Answer 59

Autograft - self Allograft - cadaver Zenograft - pig

Answer 60

Contracture management Wound care - protection of wounds and grafts - look at antideformity positions - scar management Splinting Infection control Psychosocial adjustment Occupational issues

Answer 61

Pruritus - itchy Microstomia - happens in children who bite electrical cords Heterotrophic ossification - bone growing where it shouldn't Heat tolerance - risk of hypothermia Psychological issues

Answer 62

Itching due to nerve regeneration - may be other sensory sensations - teach them to apply lots of moisturizer, pat instead of scratch, compression garment and pressure can override the itching sensation

Answer 63

Kübler-Ross Grief Cycle - Denial - Anger - Bargaining - Depression - Acceptance

Answer 64

Which joints are affected? Which ones are close by? Is patient stable? Can they be moved? What did they used to do? - ROM, strength, function What do they need or want to be able to do? Level of sensory involvement - hypersensitivity

Answer 65

Acute phase (ICU) --> rehab phase (inpatient then outpatient) Acute phase: - skin integrity and sheer prevention - protect grafts, - pain - positioning (antideformity) - ADLs - orthotics - adaptive function Rehab phase: - aggressive ROM - splinting to increase ROM and function (functional and dynamic orthotics) - scar management - functional tasks (crafts work well) - ADLs Psychosocial

Answer 66

Heterotrophic ossification Adhesions and neuromuscular complications Disfigurement

Answer 67

Congenital: born with it Elective

Answer 68

works off adjacent joint

Answer 69

Picks up muscle contraction Only needs one viable muscle site

Answer 70

Prosthetics 3 months to a year after amputation Ease into wearing it: 3x/day for 30 minutes --> 4x/day for 30 minutes

Answer 71

Thing on the end of prosthetic Hand, claw

Answer 72

Body powered action to close claw; when relaxed it opens

Answer 73

Body powered action to open claw; when relaxed it closes

Answer 74

Limb wrapping, stump care Desensitizing Emotional support Phantom pain/sensation - Telescoping: occurs when phantom pain is at the distal end of a residual limb or prosthetic ROM, strengthening Prosthetic options - Body powered * TD, VO, VC - Externally powered - Myoelectric - Hybrid

Answer 75

What do they want to do? Cognitive level Level of amputation Stump condition Strength and ROM of surrounding joints Current functional level Psychosocial

Answer 76

Education Strengthening ROM Adaptations

Answer 77

Stump care - wound care - desensitization - stump molding - positioning - stump socks and shrinkers Strengthening

Answer 78

Weight bearing Touch it Textures Builds tolerance for prosthetic

Answer 79

What are the client's desires? What will they use it for? What are their abilities, physically and cognitively? What is the price point? How long will they be using it? Care of product

Answer 80

Cosmetic - passive functional Body powered - controlled with figure 8 or 9 harness VO or VC Rubber bands

Answer 81

Myosite Pressure, friction, or harness holds it on Training and understanding Types: - hook - greifer - hand - partial hand - activity specific

Answer 82

2-4 visits - does the prosthetic fit - discuss goals with client - name and explain each part to the client - teach them how to don and doff * coat method, vacuum fit, socks - wearing schedule - limb hygeine - prosthetic care * clean, adjust, charge, change batteries - control training

Answer 83

Operating the terminal device on command and any other parts Body powered - terminal device - elbow lock and unlock Myoelectric or pressure controlled - hitting the right spots - mirror therapy

Answer 84

Add functional tasks - opening jar, holding fork, getting wallet out of pocket Custom made terminal device

Answer 85

Return to work - issues with charging and water Sports and recreation - custom terminal device Be willing to leave clinic

Answer 86

Old way - Passive functional - Cable driven (bulky) * Often ended up have a reconstructive amputation Partial Hands (100 worldwide, 35 in US) - Myoelectric or pressure driven - I-Limb

Answer 87

Acuity, visual fields, and oculomotor function

Answer 88

Those born with visual impairments Age related impairments Trauma or disease related impairments - CVA - head injury - Parkinson's

Answer 89

Registration of visual input --> pattern recognition --> visual memory --> visual cognition

Answer 90

light is transmitted here to focus

Answer 91

outer covering of the eye shape is vital for focus

Answer 92

Fluid in the eye behind the cornea Maintains the shape of the eye

Answer 93

Colored part of the eye Works with the pupil (hole) to determine how much light comes in

Answer 94

Focus for near and far vision

Answer 95

Color and visual acuity

Answer 96

Night and peripheral vision

Answer 97

Control dilation and contraction

Answer 98

Optic nerve Muscles of eye movement

Answer 99

Sclera --> choroid --> retina

Answer 100

Point of preferred or clearest vision

Answer 101

Occupational adaptation PEO Motor learning Developmental Rehabilitative

Answer 102

The process of integrating vision with other sensory input for survival and adaptation Not the same as visual perception, but it's vital for visual perception Can't take away the cognitive part: - adaptation is dependent on vision and sensory input and experiences, modifying behavior

Answer 103

Important for posture and motor control, balance, and mobility The ability to relay large amounts of information in a split second

Answer 104

Decreased acuity Difficulty seeing at night Foggy appearance

Answer 105

Increase pressure Poor night vision Loss of peripheral vision

Answer 106

Loss of color Loss of contrast Poor night vision #1 cause of blindness in the US Preventable

Answer 107

Decreased acuity Loss of central vision

Answer 108

Hyperopia - far sighted, can't see up close Presbyopia - loss of lens accommodation (around 40); usually starts as myopia and develops into hyperopia Myopia: near sighted, can't see far off Astigmatism: can't see

Answer 109

Wandering eye, lazy eye

Answer 110

Controlled strabismus

Answer 111

Occurs with premature babies that were on high levels of oxygen

Answer 112

Abnormal response and can interfere with reception Lack of nystagmus is abnormal

Answer 113

Blindness that occurs in the brain

Answer 114

Droopy eye

Answer 115

Typically think about 20/20 (ft vs letter size) - Smallest is 8.87mm, largest on traditional scale is 88.7 Most charts go to 20/200 - Low Vision starts at 20/70 – not fixable - Legally Blind 20/200 - Low vision can run 20/1000 - Special charts are needed - Best if assessed in low and high contrast acuity

Answer 116

We are not diagnosing - how is the vision loss affecting function There are continuing education and special certifications or advanced training Can work on: - evaluation: environment - remediation, compensation, adaptation - training - education

Answer 117

History: - do they wear glasses? If yes, put them on! - prescription change - have they had a neurological injury? Do they have double vision? - up close - far off - specific tasks when it occurs - NEVER normal Look at eye movements - symmetry - pupil size - eyelid function - focus position * can they hold it? - is there any jerking? * nystagmus

Answer 118

Combination of remediation, compensation, and adaptation Can't fix blindness - redirect visual field - increase speed, width of sweep and organization Occlusion Prisms Eye exercises - Think eye “ROM” - Practice in various directions - Focus Practice on location and fixation Scanning Tracking Reading speed, endurance

Answer 119

Increase width of head or eye movement toward effected area Increase the automatic movement to the blind side Increase speed with location of items Execution of search patterns Attention to and detection of items on effected side Ability to shift and search

Answer 120

ADLs - Locating items - Safety getting in and out of shower or tub - Identifying medication - Tracking medication - Selecting or organizing clothing - Locating food Meal prep - Setting dials - Reading directions on packages or labels - Measuring cups - Cutting or chopping food Writing tasks - Checks and financial records - Signing documents - Addressing envelops - Filling out an application - Shopping list Mobility - Safely walking - Familiar and unfamiliar - Surface changes Awareness of Community Services - Transportation - Meals on Wheels - Voice activated- iphone and phone company - Local groups - National Library Service for the Blind and Physically Handicapped - Radio reading services - Large print bills

Answer 121

Help a person identify items used every day that need to stand out: - Bright colors - Specific spot/contrast colors - Counting to stairs or rough mark at bottom or top General Safety - Increase lighting (illumination) -direct vs diffuse * Pink, white, and blue lights are kinder to the eye * Position of light - Remove rugs or other hazards Reduce Clutter - Safety issue - Makes things easier to find - Contrast color on counter tops Educate a person on how to use other senses Recommend and train in adaptive equipment - Low or high tech Enlarge items - Blowing it up is not always the answer - Enlarging doesn’t always help for: visual field or oculomotor deficits Addressing Visual Fields (VFD)-Perimetry - Common after CVA - Hemianopsia

Answer 122

If on the same side as the dominate hand, they may not be able to track or use adaption of the UE Miss parts of reading or omitting letters or small words

Answer 123

As simple as the Confrontation Test As expensive as (SLO) Scanning Laser Ophthalmoscope ($1200.00) In between: Goldmann DynaVision 2000 ADD PIC

Answer 124

Self Care - Adaptations and modifications * Markers on clothes * Setting up routines * Timers/watches * Divided plate * Tape markers Sensory Integration - Remember, they have lost one system - More reliant on proprioception, tactile, etc. - Must be exposed to the other senses Role of trust Postural control - Exposure to different position - Trigger the vestibular and proprioceptive centers - Sitting on a ball - Riding toys Mobility Training - Human guiding - Trailing - Echolocation - Cane technique Spatial Orientation - Can still learn spatial concepts: right and left, up and down - Through tactile input Opportunity needed to improve - Tactile-proprioception - Manipulation and fine motor - Using available sight - Social participation - Develop cognitive skills

Answer 125

the total process of receiving and understanding visual stimuli

Answer 126

1. Visual reception - More than just vision! - Extracting and organizing information from the environment - For example, straight vision says: blue shirt, man, brown hair * Visual reception tells you that he is a man (organizing), he is out of the ordinary 2. Visual cognition - The ability to organize, structure and interpret visual stimuli - The ability to understand what is seen

Answer 127

Developmental Delay - Downs - ID - "Normal" Acquired - CVA - TBI - Parkinson’s - Alzheimer's

Answer 128

A mature visual system is needed for visual perception to work. You cannot have normal visual perception without vision. - blind individuals still have perception, but not visual perception Integrates all components of a mature system - Ability to respond and adjust to retinal stimuli - Move head and eyes to collect data - Interpret visual information - Respond with appropriate motor response

Answer 129

Ability to respond and adjust to retinal stimuli (physical, visual reception) Move head and eyes to collect data (physical, visual reception) Interpret visual information (cognitive, visual cognition) Respond with appropriate motor response (cognitive, visual cognition)

Answer 130

"Eyeball" Memories, knowledge, experience - give meaning to what you saw

Answer 131

Take what you saw and use it physically, socially, cognitively, emotionally

Answer 132

First 2 are a hierarchy: 1. Fixation: ability to gaze at a fixed object, stare at a spot on the board - prerequisite for pursuit and saccadic ability 2. Pursuit or tracking: the ability to follow a moving object - a ball rolling along the floor, a cat walking along the sidewalk 3. Saccadic or scanning: the ability to move from one visual field to another rapidly - the ability to “scan” the crowd for your date or to “scan” shelf for a book 4. Acuity: 20/20, how well a person can see at 20 feet 5. Accommodation: the ability to focus on an object, to make a blurry far object clear - from blurry to clear , just a few seconds 6. Binocular vision: the vision of two eyes into one picture 7. Stereopsis: 3D 8. Convergence and divergence: ability to move the eye in and out

Answer 133

Usually well developed by age 9 There are 4 components of visual cognition, with subcomponents 1. Visual Attention 2. Visual Memory 3. Visual discrimination 4. Visual imagery or visualization

Answer 134

Their eyes check out and are fine, we have a problem with visual cognition Two levels: visual and cognitive Visual attention - alertness - selective attention - shared attention - visual vigilance Can be under or over or unable to sustain Kids who can’t differentiate between features of different objects and therefore do not know were to focus - Descriptive games

Answer 135

Recognition Retrieval - difficulty or extended time - can’t remember details * visual sequential memory - can’t remember things in order, starts simple - ABC - what about brachial plexus?? * visual spatial memory - the location of things in space, where do I sit, starts simple; think about brachial plexus, which nerve is deeper??

Answer 136

Working long term memory remembers part of the story, but not all of it and you created something to fill in the blank spot - happens a lot with cognitive disabilities, Alzheimer's

Answer 137

Ability to recognize, match, and categorize - typically, we go from top to bottom and left to right, kids with discrimination issues are hit and miss - trouble with similar letters, words, or numbers, handwriting, word searches Object or form vision - form constancy, visual closure, figure ground - miss important aspects, don’t like things in different situations Spatial vision - often called “dyslexic”, reversal of letters and words - this shows up physically too * difficulty with R and L, up and down * clumsy

Answer 138

oculomotor control, visual fields, visual acuity --> attention, alert, and attending --> scanning --> pattern recognition --> visual memory --> visual perception --> adaptation through vision

Answer 139

Visual - receptive development In utero Birth - Reflexive fixation and tracking - Nystagmus 8 Weeks - occulomotor control begins - Tracking develops- complete by age 5yrs * Cardinal planes of movement * Head movement indicates a lack or incomplete development Peak of occulomotor control is 18 yrs Vision is the primary way an infant collects information - Long before they can manipulate an object they can perceive it, recognize a pattern, have form constancy, and depth perception. To start, they learn to identify objects based on general appearance and later learn to see specific details - 18 month old: dog - 4 year old: granny’s dog, - 7 year old: that’s a poodle Visual cognitive skills are vital for developing print awareness - knowledge of letters and words and that they have meaning

Answer 140

Perception develops initially from tactile, kinesthetic and vestibular input - At age 6-7 this is by far their preference for learning - Classrooms that move and use these About 3rd grade (8-9 yrs), children become highly visual learners, don’t become auditory until about 5th grade (10-11yrs) 40% of school information that is seen is retained 20% of heard information is retained

Answer 141

Visual Perception develops differently in different children: environment, opportunity, natural ability, and cognition Typically developed by 9-10 years - Figure ground-and form constancy: 6-7 yr - Spatial relationships:10yrs What can they draw? - Verticals: 2 - Horizontals: 3-4 (people get arms) - Laterality: 6-7 yrs * Understand or recognize reversals- should stop mixing up b and d * circles, the letter C - Directionality: 8-9 yrs

Answer 142

General to specific - Dog - Brown dog - Big brown dog - Big brown short haired dog, lab Whole to part - Doll - Doll’s dress Concrete to abstract - “There is a crack in everything, that is how the light gets in” Familiar to novel

Answer 143

General to specific - Dog - Brown dog - Big brown dog - Big brown short haired dog, lab Whole to part - Doll - Doll’s dress Concrete to abstract - “There is a crack in everything, that is how the light gets in” Familiar to novel

Answer 144

Highly reliant on vision to get body to work in early stages Kids with out vision must rely on tactile, vestibular, and proprioception, opportunity may be limited Linked to hand function - Babies stare at hands and objects Ambulation and mobility - Can't discriminate differences in flooring, may fall

Answer 145

Emotional attachment with caregiver Facial expressions Social cues

Answer 146

the inability to name an object known to the individual through visual means but able to by feel - Right occipital lobe damage

Answer 147

inability to remember what color things should be (grass)

Answer 148

inability to name a color

Answer 149

inability to distinguish the size or weight of an object, often distorting the size

Answer 150

inability to ID familiar faces - lesion to R posterior hemisphere

Answer 151

More likely among the disabled - CP, Downs, Preemies, CNS Occurs in “normal” kids - Language difficulty - Poor students - Clumsy Kids with higher verbal scores and low performance skills - They don’t have good perception they have to “talk it out”

Answer 152

Slow Bilateral skill Cutting Coloring Building Puzzles Buttons Tying shoes Toothpaste Matching clothes Handwriting Clumsy Poor at sports Problems with chores - Sorting clothes ect, slow or wrong, exhausted

Answer 153

Reading - Typically don’t read well, but get it if read too - Reading requires: * Attention, recognition, memory and discrimination * Order and sorting * Scanning, but not getting lost Spelling - Phonetic spellers - Difficulty with visualization - Leave letters out Handwriting - Visual perception is important but kinesthetic senses and visual motor integration play a stronger role. - Visual cognition is highly related * If you don’t know what a T looks like you can’t write it Things to look for: - Mechanics vs recall and start up - Can't identify mistakes - Letter: shape, size or position - Omissions - Reversal of letters Math - Aligning columns - Skipping problems (this can be an issue in other classes too) - Incorrect copying or calculator skills - Got it right on scrap paper - Problems with multiple step problems - Geometry: spatial issues - Reversal of numbers

Answer 154

Reception first: - Rule out any of those medical issues - Snelling only catches about 5% of these problems - Look at control of vision and eyes, color testing, contrast Vision/Cognition - Lots of standard tests - Clinical observations * Sorting, selecting, retrieving, recognition, planning

Answer 155

1. Developmental (rehabilitative) or Compensatory or BOTH! - Developmental * Start at bottom level and grade up - Compensatory * Limit amount of material in session * Keep it simple * Use movement-track with finger 2. Determine learning style - often based on perceptual strengths - Then use it!

Answer 156

Infants - Facilitate visual perception * Dim lights to encourage eye opening * Faces * Mobiles off to the side > Textures and patterns- simple first - Bright colors Preschool - Multi sensory approach * Tactile- feel it, say it, make it, eat it * Simon says * Play dough * Sand and paint drawing * Guess the letter * Graphesthesia: can't distinguish a letter traced in your hand Elementary School - Learning style! - De busy the room - Stable posture - Color coded worksheets - Block outs * Rule, card or finger - Landmarks - General sensory stim, increase or decrease as needed - Hands to help the eyes * Size, weight, texture, direction Elementary/Middle School Continued - Reduce competing sensor input * Earphones, study centers or stations - Where’s Waldo - Comfort seating - Repetitions - Daily lists with check off or stickers - Chunking- dividing work into small chunks, divide up a worksheet - Concentration games - Scanning instruction - Maintenance rehearsal- repeating information until it is needed- doesn’t seem to make it to long term memory - Elaborative rehearsal- link to other info, mnemonics, stories, physical - Physically touch the words or numbers - Grab bags, fantasy games, open ended sentences

Answer 157

The selection of the appropriate input - alertness - elective attention - visual vigilance - divided, or shared attention

Answer 158

- iconic or sensory memory * few seconds - short term * 30 secs * in order to complete a task > color of Christmas ribbon - long term * describe your pet - working memory * includes short term and and long term * short term represents storage, long term represents storage and retrieval with manipulation of the memory

Answer 159

- recognition - matching - categorizing ~ Object or form perceptions vs spatial perception - form constancy * Build a Bear - visual closure - figure ground ~ Spatial perception - proprioception: position in space - depth perception - topographical orientation * way finding - cognitive map to find your way, what you will find along the way

Answer 160

- picture the bottle when the timer goes off - next-words while reading (sight words)-what does growl sound like? * foundation for reading comprehension