Exam 2

Question 1

There could be holes in some aspects of development but the child still functions well as a whole; don’t have all aspects when you test

Answer 1

Splintered skills

Question 2

What is the difference between Part C only and Part C and MMSE?

Answer 2

Part C is typically seen 1-2 times per month, Part C and MMSE gets more services (1 per week and play group)

Question 3

What is the sequence for reporting outcome progress for preemie and very young infant developmental survey?

Answer 3

Attention and interaction, self-regulation/organization, both

Question 4

How do you assess attention for preemies and very young infants?

Answer 4

Eye gaze, response to stimuli while interacting

Question 5

Changing between transitions

Answer 5

Self regulation

Question 6

Consistency of self regulation

Answer 6

Organization

Question 7

Score given to a newborn infant by a nurse of physician 5 minutes following delivery

Answer 7

APGAR Score

Question 8

Why are APGAR scores important?

Answer 8

Communicates the newborn’s general status and adaptation to extrauterine life

Question 9

What is the maximum APGAR score?

Answer 9

10

Question 10

What are the components of an APGAR score?

Answer 10

Color, heart rate, respiratory effort, muscle tone, reflex irritability

Question 11

What are the behavioral and emotional state for communication in young infants?

Answer 11

Eye gaze, consistent use of own sound, persistence in signaling (gestures), modification of the act if the signal is not having the desired effect

Question 12

What is an example of persistent signaling and modification of the act if the signal is not having the desired effect?

Answer 12

Having a child cry because they’re hungry multiple times then crying even louder

Question 13

Modification of the act if the signal is not having the desired effect is a precursor of what communication skill?

Answer 13

Requesting

Question 14

Observation of emotional state regulation and mutual attention is a baseline for..

Answer 14

Frequency and duration of mutual engagement, frequency and duration of loss of control, time of day or activities

Question 15

What factors contribute to loss of mutual engagement?

Answer 15

Change in positioning, change in clothing or other tactile contact, reduction in intensity of interactions

Question 16

What factors contribute to loss of control?

Answer 16

Frustrating circumstances, stressful sensory factors, position or handling techniques

Question 17

What types of baby cues can we observe?

Answer 17

Engagement, désengagement, clustering

Question 18

0-8 months; child does something and parent thinks “oh she/he is saying ______”; intention inferred, parent assigns intention of child’s babbling/vocalizations

Answer 18

Perlocutionary

Question 19

8-12 or 14 months; preverbal intention, back and forth gaze, vocalization, preverbal gesture; child has some intention but does not have a word for it and parent reinforces it

Answer 19

Illocutionary

Question 20

Intention and verbalization; “b” for bottle, “m” for milk; true word intention and usually word shells

Answer 20

Locutionary