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PEDS > Exam 2 PEDS > Flashcards

Exam 2 PEDS Flashcards

1
Q

What are the 6 core values?

A
  1. Altruism
  2. Equality
  3. Freedom
  4. Justice
  5. Dignity
    6.Truthfullness
  6. Prudence
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2
Q

What are the 6 core principles?

A
  1. Beneficence
  2. Nonmaleficence
  3. Autonomy
  4. Justice
  5. Veracity
  6. Fidelity
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3
Q

Define Beneficence and nonmaleficence

A
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4
Q

Define Autonomy and Justice

A
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5
Q

What are frames of Reference?

A

a set of interrelated internally consistent concepts, defintions, and postulates that provide a systematic description of and prescription for a practitioners interactions with a particular aspect of a professions domain of concern.

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6
Q

6 steps of elelments for frames of reference

A

-population (Who you’re working with)
-theories regarding change
-role of practitioner
-Uses research to best determine service
-address specific domain
-continuum of function and disfunction

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7
Q

Paraphrase the concept of the COOP model

A

Wanting more family involvement
-Establish goals
-Plan
-Do “Practice”
-Check in “Involve the family”
The concept is to use guiding questions and coach the client through it instead of telling them how to make it better.
“a client-centered, performance-based, problem solving approach that
enables skill acquisition through a process of strategy use and
guided discovery”

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8
Q

What is DCD Developmental Coordination Disorder

A
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9
Q

Cognitive Strategies

A
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10
Q

Global cognitive strategies (Apart of the COOP method)

A
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11
Q

Domain Specific strategies

A

Taking time, use a visual timer

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12
Q

What are the core impairments in Autism Spectrum Disorder (ASD)?

A

Persistent impairment in social communication and interactions, and exhibition of stereotyped or
repetitive behaviors.

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13
Q

What are the two core areas that must be present to diagnose intellectual disability?

A

Limitations in intellectual function and adaptive behavior.

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14
Q

What is global developmental delay?

A

Term used when a child fails to meet expected developmental milestones in several areas, yet
definitive identification of an associated condition isn’t required for children younger than age 5.

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15
Q

What are common areas of intervention for children with Down syndrome?

A

Acquisition of developmental skills, appropriate self-care, functional, academic, and leisure skills.

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16
Q

What are specific learning disorders?

A

Disorders where children demonstrate intellectual capabilities similar to their age-mates but are
uniquely challenged by basic academic skills and concepts.

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17
Q

What is ADHD and what are its common presentations and co-occurring disorders?

A

ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with
functioning or development. Displays as inattention and hyperactivity. Co-occurring disorders are
Specific learning disorder, mood dysregulation, anxiety, major depression, and ASD.

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18
Q

What is developmental coordination disorder and intervention?

A

It is marked by difficulty in learning and executing motor skills that is not explained by other
identifiable impairments. Intervention looks like Motor skill training, sensory integration
approaches for praxis, and cognitive techniques.

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19
Q

What is Cerebral Palsy?

A

A group of neurologically based symptoms causing motor impairment within the first 2 years of
life. There is 3 types

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20
Q

What are the three types of Cerebral Palsy

A

-Static
-Dyskinetic
-Ataxia

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21
Q

What tool is used to describe developmental motor milestones presented in children with CP?

A

Gross motor function classification system for Cerebral Palsy-shows the typical milestones for
children with CP

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22
Q

What is Spina Bifida?

A

Literally means divided spine, it’s a birth defect in the neural tube in which one or more vertebrae
of the spine do not form properly causing a gap or opening to occur in the spine. It’s the most
common defect & can lead to permanent disability. 3 forms, each is dependent on size, location,
and type of lesion.

23
Q

What are the types of spina bifida?

A

Spina bifida occulta- mildest form- incomplete closure of laminae of spinal vertebrae
● Meningocele-protrusion of meninges through vertebrae in sac outside the spine filled with cerebrospinal fluid
● Mylomeningocele -most serious -cerebrospinal fluid & neural tissues protrude through vertebrae

24
Q

What is a traumatic brain injury?

A

A non congenital and static injury to the brain due to an external mechanical force

25
Q

What is a Spinal Cord Injury?

A

Injury to the neural communication pathway between the brain and body. Classified by where in
the spine the injury occurs.

26
Q

What is Muscular Dystrophy?

A

An inherited genetic disease that affects muscle groups through the body. Several types occur but
all have progressive muscle wasting and weakening over time with no cure.

27
Q

Sensory integration theory was developed by who?

A

Dr. A. Jean Ayres

28
Q

The basic premise of sensory integration theory states that; “The increased ability to
respond to _______ allows the child to better engage in ________?

A

(Environmental demands,
functional occupations).

29
Q

Sensory integration is a process that occurs in which body system?

A

Central Nervous System

30
Q

What are the five main sensory inputs that are used in sensory integration theory?

A

Tactile,
proprioceptive, vestibular, auditory and visual.

31
Q

A child comes in that is experiencing car sickness, avoids unstable surfaces, is fearful of
movement and avoids changing their head position when rinsing shampoo out in the bath.
Which sensory system is being impacted and are they over/under responsive?

A

Vestibular, over responsive

32
Q

A child comes in seeking OT and you notice that they are bumping into objects as they
move through the room, seeking lots of vibration input and touching every item that they
are passing. Which sensory system is being impacted and are they over/under responsive?

A

Tactile, under-responsive.

33
Q

You noticed that the child you are working with is more productive when the lights in the
room are dimmed, they are easily distracted and will often cover their eyes when outside or
in bright/colorful rooms. Which sensory system is being impacted and are they over/under
responsive?

A

Visual, over-responsive

34
Q

The child you are observing in their home is seeking lots of movement. They are running
into items, giving lots of tight bear hugs, using too much force when petting their dog, and
breaking toys and crayons due to too much force being used. Which sensory system is being
impacted and are they over/under responsive?

A

Proprioception, under-responsive

35
Q

What is the difference between sensory processing and sensory modulation?

A

Sensory
processing is the way the CNS manages incoming sensory information. Sensory modulation is
the CNS’s ability to adapt to new/changing sensory information.

36
Q

If a child is having difficulty regulating and organizing sensory input when moving from
one location to the next (mud kitchen → library), are they experiencing sensory processing
dysfunction or sensory modulation dysfunction?

A

Sensory modulation dysfunction

37
Q

What is praxis?

A

The COGNITIVE process that allows a child to interact with objects in their
environment.

38
Q

What are the three steps of praxis and what does each step help the child do?

A
  1. Ideation:
    helps the child imagine what they are going to do. Conceptualization of skill. 2. Motor planning:
    helps the child understand how they are going to perform the skill. 3. Motor execution:
    performing the skill.
39
Q

What does bilateral coordination mean? What is an example of when a child might use
bilateral coordination?

A

The movement of both hands together. Upper extremities working
together at the same time. Monkey bars, playing piano, brushing hair, getting dressed, reading a
book, etc.

40
Q

What is the just right challenge in reference to sensory?

A

The OT provides a challenge that
stretches the child’s skills just beyond their current abilities to lead the child to a state of flow

41
Q

What is sensory modulation dysfunction?

A

Distractibility, defensiveness or oversensitivity to
various sensory inputs, resulting in a state of overarousal and sometimes shutdowns

· Too much input can lead to the child have higher arousal levels and result
in disorganized behavior
· Low intensity input can lead to decreased arousal levels and promote
organized behaviors

42
Q

What is sensory defensiveness?

A

Fight, flight or freeze responses to sensory input
· Intervention can work to decrease these responses to sensory input

43
Q

What is gravitational insecurity?

A

Extreme fear reactions to movement like tipping the head
backwards, feet leaving the ground or being up high

44
Q

What is sensory discrimination dysfunction and what different senses can be
“dysfunctional”?

A

Deficits in skills associated with difficulties in processing specific sensory
inputs

· Tactile discrimination: difficulties in body awareness, body scheme, hand
function, fine motor movement and praxis
· Proprioceptive discrimination: problems related to difficulties in body
awareness, poor gradation and smooth control of movements and postural
problems
· Vestibular discrimination: under responsiveness to movement, decreased
balance, decreased righting and equilibrium responses, low muscle tone, poor
postural control, and decreased bilateral coordination

45
Q

What does “dysfunctions in praxis” mean?

A

Difficulties creating ideas for actions, sequencing
tasks, coordinating both sides of the body, planning actions, solving problems or organizing
actions

46
Q

What is a sensory diet?

A

Individualized strategies and activities that the child uses to make
temporary changes in their ability to maintain/achieve a functional level of arousal

47
Q

What are the 4 components of a sensory diet?

A

Regularly scheduled activities and routines
· Environmental accommodations and supports
· Sensory snacks used on an as-needed basis
· Supportive leisure activities

48
Q

Are sensory diets different for every child?

A

YES! A “menu” of snacks should be used
throughout the day based on the child’s individual sensory needs to help maintain the child’s
level of alertness and to help with unexpected or difficult situations

49
Q

What are performance skills?

A

“Observable, goal directed actions and consist of motor skills, process skills, and social interaction skills

50
Q

Why does the OT professional analyze and evaluate performance skills?

A

To understand a clients ability to perform and activity in natural contexts

51
Q

Define Motor skills

A

How effectively a person moves self or interacts with objects, including positioning the body, obtaining and holding objects, moving self and objects and sustaining performance

52
Q

Define Process Skills

A

How effectively a person organizes objects, time, and space, including sustaining performance, applying knowledge, organizing time, organizing space and objects and adapting performance.

53
Q

How are performance skills different than client factors?

A

Performance skills can be analyzed as a client performs an activity, whereas client factors cannot be directly viewed during the performance of occupations.

PEDS (4 decks)

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