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Motor Dev. and Control > Final > Flashcards

Final Flashcards

1
Q

1-2 months big milestones

A

head to 45

symmetrical kicking

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2
Q

3 mo big milestones

A

sustains prone on elbows

head elevated to 45-90

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3
Q

4 mo big milestones

A

prone: head ext to 90 and weight on forearms
ulnar grasp
roll from supine

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4
Q

5 mo big milestones

A

rolls to supine

palmar grasp

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5
Q

6 mo big milestones

A

independent sitting

sitting: stability of legs, protective ext forward

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6
Q

7 mo big milestones

A

sitting can be assumed from quad

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7
Q

8 mo big milestones

A

crawling, reciprocal extremity movements

cruising sideways with body facing forward

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8
Q

9 mo big milestones

A

quadruped crawling

kneeling with more active hip ext

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9
Q

10 mo big milestones

A

3-jaw pincer

can cruise across open spaces

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10
Q

11 mo big milestones

A

stands alone

neat pincer

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11
Q

12 mo big milestones

A

walks independently

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12
Q

Newborn age

A

38 - 42 weeks

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13
Q

during pointing…

A

all segments are controlled as a unit

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14
Q

during reaching..

A

hand controlled independently of other arm units

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15
Q

power grip

A

finger/thumb pads are directly towards palm to transmit force to object

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16
Q

precision grip

A

forces are directed between thumb and fingers to do object manipulation

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17
Q

grasp

4-5 mo

A

more accurate reaching/grasp

5 mo - visually guided reaching

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18
Q

grasp

9-13 mo

A

pincher grip

*higher cog aspects begin around 12 mo

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19
Q

grasp

0-2 mo

A

ext of arm, opening of hand, difficulty grasping

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20
Q

reaction time

A

reduces with age until 16-17

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21
Q

head-eye coordination

infant

A

tracking completed with saccadic eye movement - limited smooth persuit

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22
Q

head-eye coordination

2 mo

A

head and arm movements become coupled

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23
Q

head-eye coordination

3 mo

A

eyes stay on object most of the time

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24
Q

head-eye coordination

5 mo

A

predictive ability

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25
Q

ATNR

A

asymmetrical tonic neck reflex - when turning head to right (right extension, left arm flexion)
Extension on side of head turn and flexion on contralateral side

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26
Q

TLR

A

tonic labyrinthine reflex

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27
Q

STNR

A

symmetrical tonic neck reflex

ex. head and arms flex, legs extent
ex. head and arms extend, legs flex

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28
Q

phasic bite (28 weeks)

A

elicited witch pressure to gums, responsible for early munching patterns

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29
Q

rooting

A

rub on baby’s cheek and will turn to that side

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30
Q

galant

A

concavity on side PT is stroking babys back –> scoliosis

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31
Q

sucking (36 weeks)

A

infant instinctively sucks anything that touches roof of mouth

32
Q

oral motor development

birth - 3 mo

A
  • reflex to protect airway
  • responds to stim around mouth (rooting)
  • coordinates breathing w sucking
  • steady head control
33
Q

oral motor development

3-6 mo

A
  • open mouth when spoon approaches
  • brings hands to bottle
  • begins eating some cereal and pureed fruit (uses tongue)
  • sucking foods rather than biting
  • reaching, oral exploration of objects
34
Q

oral motor development

6-9 mo

A
  • holds bottle independently
  • clean spoon w upper lip
  • tongue lateralization to help move food
  • trunk control for independent sitting
  • transfer toys from hand to hand
35
Q

oral motor development

9-12 mo

A
  • lip closure while swallowing liquids
  • self feeding
  • drink through straw
  • poking foods with index (pincer grasp)
36
Q

oral motor development

12-18 mo

A
  • coordinates sucking/swallowing for longer sequences
  • eatings finely chopped foods
  • moves food to side of mouth while chewing
37
Q

oral motor development

18-24 mo

A

feeds self with spoon - may need assist

38
Q

oral motor development

24-36 mo

A
  • variety of liquids, solids
  • straw and open mouth cup
  • independent with feeding skills
39
Q

oral motor development

36 mo - 5 years

A
  • chews and swallows many textures
  • uses fork
  • open mouth cup with no assist
40
Q

cog development

birth - 3 mo

A
  • explores basic senses
  • orients towards sounds, sees all colors
  • demos anticipatory behaviors (sucking at site of nipple)
41
Q

cog development

3-6 mo

A
  • stronger sense of perception (peek a boo)
  • understand cause and effect
  • uses mouth to explore
42
Q

cog development

6-9 mo

A
  • understands difference between animate and inanimate objects
  • depth perception
43
Q

cog development

9-12 mo

A
  • physically adapt to explore world around them
  • understands object permanence
  • manipulates objects
  • imitate and respond to gesture/sounds
44
Q

cog development

1-2 years

A
  • understand/responds to words
  • points at familiar objects
  • knows difference between ppl
45
Q

cog development

2-3 years

A
  • sort, order, name objects
  • imitate adult actions
  • identify self in mirror
46
Q

cog development

3-4 years

A
  • awareness of past and present
  • organize by shape/size
  • group/match by color
  • 5-15 min attention span
47
Q

how are bones formed

A

Bones formed by endochondral (more common) or intramembranous ossification

48
Q

primary ossification

A

Diaphysis ossified by birth, epiphyses remain cartilaginous at birth

49
Q

secondary ossification

A

early in childhood at epiphyses (ossified by 20 y/o), bone grow at epiphyseal plate

50
Q

appositional growth

A

increase in size (diameter) from bone accumulation on outside

51
Q

Wolff’s Law

A

bones develop internal trabecular structure in response to mechanical forces placed on it

52
Q

Hueter-Volkmann Principle

A

increased growth in response to tension and decreased growth with excessive compression

53
Q

Flexure drift

A

strain on curved bone by repeated loading moves bone in concavity direction (straighten out
- bone reabsorbed from convex side, laid down on concave side

54
Q

Criterion referenced tests

A

comparison to specific criteria rather than comparison to normal group
Compare performance of child with external criteria or standards
Most appropriate for evaluation of effects of PT and treatment planning

  • serves as a measures of direct effects of PT
55
Q

Norm Referenced tests

A

comparison btw specific child and an average child
Compare development to typical child same age
Appropriate when purpose is to determine if infant has motor delay – determine eligibility for early intervention

  • enable PT to document the infant’s level of development and to monitor general progress
56
Q

cerebellum

A

procedural learning

- predictive control of grip forces

57
Q

temporal lobes

A

auditory, vision, memory

58
Q

implicit learning

A

learning of complex info in an incidental manner, w/o awareness of what has been learned
Ex: pretend like a string is pulling you up
Unintentional

59
Q

segmentation

A

partitioning a movement skill according to certain spatial/temporal criteria
Ex. Practice parts separately until level of success, then combine to the whole

60
Q

simplification

A

various aspects of skill/environment are simplified

61
Q

fractionalization

A

two/more components normally performed simultaneously are practiced in isolation

- not very successful 
- ex. breaking a jumping jack into two parts
62
Q

Fitts Three Stages

A
  • Cognitive: learner attempts to understand how to perform skill
  • Intermediate: learner begin to modify/adapt movement pattern
  • Autonomous: becomes more automatic – attention can be diverted – distractors introduced
63
Q

Neo-Bernsteinian

A

degrees of freedom

Novice: simplifies movement by taking out available degrees of freedom
Advanced: learner begin to release additional degrees of freedom
Expert: additional degrees of freedom released – additional passive forces exploited

64
Q

distributed practice

A

amount of time that learner is resting is equal or more than time in practice

65
Q

massed practice

A

amount of time learned is engaged in practice is greater than time devoted to rest

66
Q

regulatory features of environment

A

aspects of the environment that shape the movement itself

ex. size and weight of a cup

67
Q

nonregulatory features of environment

A

may affect performance but movement does not have to conform to these features
ex. background noise

68
Q

non associative learning

A

learning that occurs in response to one single stim or event, unlike associative

69
Q

associative learning

A

Classical conditioning – stimulus to stimulus

Operant conditioning – behavior to consequence

70
Q

procedural learning

A

well learned
Learning task that can be performed automatically w/o attention/conscious
Ex. Riding bike, walking

71
Q

habituation

A

decrease in responsiveness that occurs as result of repeated exposure to nonpainful stimulus

72
Q

declarative or explicit learning

A

Knowledge that can be consciously recalled – required awareness, attention, reflection
Repetition can transform declarative into procedural knowledge

73
Q

AIMS

A

birth - 18 mo
screening tool
age equivalent score - criterion referenced

74
Q

PDMS

A

birth - 6 years
gross/fine motor
norm referenced eval

75
Q

BOT

A

4 - 21 years
norm referenced - test development and eval
gross and fine motor

76
Q

vision at 3 mo

A

eyes can stay on object most of the time

Motor Dev. and Control (1 decks)

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