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Final Flashcards

1
Q

What Causes Cerebral palsy

A

Congenital before or at birth

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2
Q

What is cerebral palsy?
What occurs

A

Neurological and non-progressive
May have: muscle tightness/spasms, involuntary movements, perception and sensation, gross and fine motor.

Googled: a group of disorders that affect a person’s ability to move and maintain balance and posture.

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3
Q

Types of cerebral palsy?
what each means?
What is the most common?

A

Spastic (most common): tense contracted muscles

Athetoid: constant, uncontrolled motion of limbs, head and eyes

Ataxic: core sense of balance, often causing falls and stumbles

Rigidity: tight muscles that resist efforts to make them move

Tremor: Uncontrolled shaking, interfering this coordination

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4
Q

Cerebral palsy
Topographic types and meaning

A

Hepiplegia: one side of the body is affected (arm more than leg)

Monoplegia: only one limb is affected (usually arm)

Tripleglia: three limbs are involved (usually both arms and leg)

Qudriplegia: all four limbs are involved

Diplegia: all four limbs are involved. Both legs are more severely affected than arms.

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5
Q

Common with cerebral palsy

A

Fixed wrist and hand

Often flexed on tippy toes

Inward turned knees

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6
Q

What equipment may be used for children with cerebral palsy

A

Braces and splint

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7
Q

What is the comorbidity with cerebral palsy?

A

Epilepsy and seizure disorders

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8
Q

What is TBI
+define

A

Traumatic brain injury: a term that describes sudden and physical damage, and trauma to the brain

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9
Q

Who is at high risk for TBI

A

Children, adolescents/young adult men, elderly

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10
Q

What is a Concussion

A

A concussion is a violent jarring of shaking the results in a disturbance of brain function

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11
Q

Signs of TBI

A

Headaches or neck pain that don’t go away

difficulty, remembering, concentrating, or making decisions

slowness in the thinking, speaking acting, or reading

Getting lost or easily confused

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12
Q

Types of TBI

A

Penetrating brain injuries

Closed head injuries

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13
Q

Scalp hematoma

A

Google
A scalp hematoma typically appears as a bump on the head. The damage is to the external skin and muscle, so it will not affect the brain.

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14
Q

Epidural hematoma

A

Google
occurs when blood accumulates between the skull and the dura mater

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15
Q

Hemorrhagic contusion

A

a “brain bruise”

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16
Q

A device to reduce intracranial pressure from swelling

A

ICP monitor

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17
Q

What is a secondary closed head injury

A

Evolves overtime after trauma has occurred

Brain swelling
Increased pressure inside the skull
Seizures
Intracranial infection
Fever
Hematoma

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18
Q

What is spina bifida?

A

“Split spine” caused by incomplete closure of the neural tube usually in lower back

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19
Q

What is spina bifida Occulta?

A

The boney vertebrae is open, but the spine is within the spinal canal

“Hidden”

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20
Q

What is spina bifida-meningocele

A

The boney vertebrae is open part of the meninges is protruding out of the spinal canal

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21
Q

What is spina bifida myelomeningocele

A

The boney vertebra is open part of the meninges and part, or all of the spinal cord, is protruding out of the spinal canal

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22
Q

What is a shunt/ catheter

A

Device that removes cerebrospinal fluid build up from brain into the stomach

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23
Q

What can help prevent spina bifida?

A

Folic acid

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24
Q

Juvenile rheumatoid arthritis is

A

Arthritis in children under 16 years old with inflammation lasting at least six weeks

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25
Q

Arthritis is

A

A disease in a persons joints that causes swelling and pain where the bones meet each other

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26
Q

JRA Etiology

A

Immune mediated disease
Complex genetic predisposition‘s
Environmental triggers: infections, trauma stress

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27
Q

Difference between JRA and adult RA

A

Many people with JRA outgrow the illness while adults usually have lifelong symptoms

JRA may affect bone development

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28
Q

A damaged joint from JRA may have

A

Destruction of cartilage 

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29
Q

What is meningitis?

A

Inflammation in the meninges

A disease caused by infection of the protective membranes, covering the spinal cord, known as the meninges

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30
Q

Meningitis is usually caused by

A

Usually caused by an infection of the fluid surrounding the brain and spinal cord.

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31
Q

Meningitis can be ________ or ________

A

Viral or bacterial

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32
Q

Symptoms of meningitis

A

Fever, neck, pain, sleepiness, vomiting, joint pain, rash, headache, seizures, light sensitivity

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33
Q

Possible complications of meningitis

A

Hearing loss, problems with memory and concentration, problems with coordination and balance, learning difficulties, speech problems, vision loss, epilepsy

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34
Q

Cystic fibrosis

A

Chronic bacterial infection in the airways and sinuses elevated concentrations of chloride in sweat

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35
Q

Cystic fibrosis is a ___________ ________ disorder

A

Recessive genetic disorder

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36
Q

Cystic fibrosis
Presentation of disease

A

Mucus in the airway cannot be easily cleared from lungs

Colon: sticky mucous secretion

Pancreas: ducts are filled with mucus, scarring of tissue

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37
Q

Lupus is

A

Autoimmune disease where your body’s immune system becomes hyperactive and attacks normal healthy tissue

80% of children diagnosed with lupus are girls

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38
Q

Lupus
Skin condition:

A

Malar (or butterfly) rash across the nose and cheeks

Discoid (disc shaped) rash

Sensitive to light

Oral ulcers

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39
Q

Childhood lupus

A

Starts with fatigue and achiness
Treatable with medication

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40
Q

What part of your brain is responsible for: Speech, smell hearing, taste, speech, reading, vision

A

Speech: frontal lobe (top front)

Smell & hearing: temporal lobe (bottom front)

Speech, taste & reading: parietal lobe (top back)

Vison: occipital lobe (lower back)

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41
Q

What are the 5 theories of language

A

Behavioural: children learn from imitation

Psycholinguistic: children are born to learn language

Semantic/Cognitive: both nature and nurture

Sociolinguistic: both nature and nurture

Interactionist: both nature and nurture

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42
Q

Define voice

A

Is air passing thru

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43
Q

Define speech

A

Changing the sounds to form specific sounds

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44
Q

Define language

A

Modulating your voice, knowing rules, forming words, order

45
Q

What are Common articulation errors

A

Substitutions: th for s, or k for t

Omissions: syllable or sounds

Distortions: lateral s

Additions:

46
Q

Factors/skills within Communication

A

Play skills
Receptive language
Nonverbal
Pragmatics (social skills)
Expressive language
Pre language skills

47
Q

Factors/skills within speech and language development

A

Prelinguistic vocalizations
Receptive/expressive
Echolalic Speech
Holophrastic (speech one word)
Telegraphic speech (speech 2 words)

48
Q

Language environment for infants

A

Is not solely auditory. Most language exposure comes from face to face interaction with adults

Naming explosion occurs at about 18 months. language builds rapidly at 50-100+ words per month

Same patterns with deaf infants and sign language (babbling still occurs)

49
Q

Under the same ________
Language problems relates to ______ & _____ whereas speech disorders relates too _____

A

Umbrella

Disorders & Delays

Articulation

50
Q

Speech disorders

A

Articulation : omissions, substitution, distortion

Voice: pitch: hoarseness, loudness

dysfluencies: stuttering

51
Q

Language problem are
_______ and or _________

A

Receptive (comprehension) and or Expressive (production)

52
Q

5 Language intervention principles (inf, tod, pre)

A
  1. Early intervention
  2. Parental involvement
  3. Naturalistic Environment
  4. Social interaction
  5. Functional outcomes
53
Q

Stages of second language acquisition

A

Use of home language
Observational/listening period
Telegraphic and formulaic speech
Fluid language use

54
Q

4 speech and language issues

A

ASD
Intellectual Disabilities
Cerebral palsy
TBI

55
Q

Causes and Risk Factors Dysfluencies

A

begins for no apparent reason

• Hard to identify, because results from complex interaction of two types of factors:
• Predisposing (nature)
• Precipitating (nurture): developmental and environmental factors that can worsen dysfluency

56
Q

How does Dysfluency Develop

A

Typically begins between ages 3 and 5
• As the disorder progresses, children are likely to develop reaction to stuttering…
• Tension and struggle in their speech musculature
• More advanced types of speech disfluencies
• Concern or anxiety about their speaking abilities

57
Q

Causes of TBI
45%:
30%:
10%:
10%:
5%:

A

45%: motor vehicle accidents
30%: falls
10%: occupational accidents
10%: recreational accidents
5%: assault

58
Q

What is Hydrocephalus
(Google)

A

Hydrocephalus is a condition in which an accumulation of cerebrospinal fluid occurs within the brain. This typically causes increased pressure inside the skull.

59
Q

People with ______________ frequently, have poor hand eye, coordination, and fine motor skills, which is most often reflected in poor handwriting

A

hydrocephalus

60
Q

Causes of hydrocephalus
(Google)

A

Spina bifida and other brain and spinal cord (neural tube) defects.

Pregnancy or birth complications

TBI

Stroke.

Brain or spinal cord tumors.

Meningitis or other infections of your brain or spinal cord.

61
Q

BACTERIAL MENINGITIS

A

Bacterial meningitis is contagious. The bacteria are spread through the exchange of respiratory and throat secretions (ie. Coughing, kissing).

62
Q

VIRAL MENINGITIS

A

Outbreaks are rare but if you are around someone with viral meningitis, you may be at risk of becoming sick with the virus that made them sick.

63
Q

How Do We Hear?
Mouse Trap Analogy

A

• sound comes into ear canal
• vibrates ear drum
• vibrating moves bones in ears
• moving bones push Fluids
• Fluid moves hairs.
• hairs send signals to brain

Chain reaction…. Like the mouse trap game

64
Q

2 Kinds of Hearing Loss

A

Can be differentiated using the Weber and Rinne Tests

  1. Conductive
    • Problem with outer or middle ear
    • blockage of sound conduction to ear inner ear
  2. Sensorineural
    • problem with cochlea, cochlear nerve, central pathways
65
Q

How is hearing tested?

A

Otoacoustic Emissions
Sounds are presented to the ear canal and a small microphone measures the response in the ear canal

Auditory brainstem response
Sounds are presented and surface. Electroid’s measure brain stem activity.

66
Q

When hearing loss diagnosis is delayed…..

A

Undiagnosed deafness can lead to

impaired language development

A barrier to socialization

Misinterpretation of unresponsive, baby

Social problems with peers

67
Q

Otitis media is

A

Fluid in the ear

Inflammation of middle ear

68
Q

Levels of Otis media

A

Some fluid (air fluid levels)

Effusion (full of fluid)

69
Q

What is Grommets/Ventilation Tubes

A

In a Myringotomy, small tubes are surgically placed in the eardrum Often placed in cases of chronic Otitis Media

70
Q

Device used for sensorineural hearing loss

A

Cochlear implant surgery
Sends electrical signals directly to auditory nerve, bypassing, the ear canal, middle and inner ear mechanisms

71
Q

Behind the ear aid
(Google)

A

The main shell houses all of the electronics and the battery. The BTE model hooks over the top of your ear and rests behind the ear. Traditionally a plastic tube connects the hearing aid to a custom earpiece called an earmold that fits in your ear.

72
Q

Hemianopia

A

Loss of vision on one side

May turtle head in certain positions when looking at objects, advert gays, or seem to be looking beside under or above object of focus

73
Q

Anopsia

A

Defect in the visual field

74
Q

What is the leading cause of vision impairment in the world?

A

Uncorrected refractive error

75
Q

Myopic/ myopia

A

Nearsighted

Eyeball is too long

distant objects appear blurry while close objects appear normal.

May tilt or turn head in certain positions, while looking at an object, hold objects close to eyes

76
Q

Hyperopic

A

Farsightedness

distant objects are seen clearly but near objects appear blurred.

77
Q

Astigmatism
(Google)

A

Astigmatism is a type of refractive error due to rotational asymmetry in the eye’s refractive power. This results in distorted or blurred vision at any distance.

78
Q

Presbyopia
(Google)

A

progressively worsening ability to focus clearly on close objects. Also known as age-related farsightedness, it affects many adults over the age of 40.

79
Q

Nystagmus

A

Eyes make repetitive uncontrolled emotions

May tilt or turn head in certain positions, when looking at objects,

80
Q

Central vison loss
Google (idk if right)

A

Loss of central vision that provides detail division???

81
Q

Blindspot- macular degeneration

A

Blurred or no vision in the centre of the visual field

82
Q

Peripheral Vision Loss

A

Loss of side vision leaving only centre vision intact

83
Q

Glaucoma

A

Progressive loss of vision

84
Q

Cataracts

A

Symptoms may include faded colours, blurry or double vision, halos around light, trouble with bright lights, and difficulty seeing at night.

85
Q

Amblyopia

A

Lazy eye

a disorder of sight in which the brain fails to fully process input from one eye and over time favors the other eye. (Google)

86
Q

Strabismus

A

Cross eye

a vision disorder in which the eves do not properly align with each other when looking at an object. The eye that is pointed at an object can alternate. (Google)

87
Q

Adaptation continuum for least to most intrusive

A

Adapt environment
Adapt, activity, or routine
Adapt materials
Adapt instructions
Provide assistance

88
Q

Inclusion refers to

A

The provision or quality instruction through an appropriate delivery system and relevant support to students with disabilities so they have access to the general education, classroom and curriculum to achieve positive educational outcomes.

89
Q

Movement can connect to other developmental domains like….

A

Physical
Manipulate objects and gain skills to interact in physical activities

language
connecting movements with words

emotional
Gain independence and establish self-concept and self-awareness

social
Interact in physical movement activities, or games or sports

cognition
Understand the relationship between space, movement and language

learn about self
Body and ability to move certain body parts

90
Q

Adaptations to the environment…

A

Change the setting, rearrange furniture, adapt, or add equipment

91
Q

Adaptations to activities or routine

A

Visuals, selecting specific activities, or adapting to accommodate special needs

92
Q

Adaptations to materials

A

Specific materials that may help a child participate.

93
Q

Adaptations for requirements or instructions

A

Changing what is required in an activity or routine, and the way you provide instructions can enable a child to participate

94
Q

Providing assistance

A

Pair children together, provide physical guidance, and or verbal prompts

95
Q

Ontario.ca lists and early childhood educators responsibilities as

A

in coordination and cooperation with the classroom teacher:

• plans for and provides education to children in Kindergarten;

• observes, monitors, and assesses the development of Kindergarten children;

• maintains a healthy physical, emotional, and social learning environment in the classroom;

• communicates with families;

• performs duties assigned by the principal with respect to the Kindergarten program.

96
Q

The CECE, inclusion of children with disability guidelines, refers to children with disabilities in what model?

A

The social model

Which states that children with disabilities are disabled by barriers within society. Physical, mental, cognitive, emotional or social barriers within the environment

97
Q

The CECE states that in order to promote inclusion it is important that you are _______ and _______

A

Informed and intentional

98
Q

CECE
Inclusive environments are spaces where….

A

Children and families feel welcome because the characteristics and identities are respected and reflected in all aspects of the environment

99
Q

CECE inclusive practice
The kindergarten program says that…

A

Welcome environments are intentionally created in arranged to enhance children’s learning. With colleagues you encourage collaborative communication and inquiry among children in the social environment. Learning materials and experiences are diverse and evolve with children’s growing curiosity and ideas.

100
Q

The accessibility for Ontarians with disability act is an example of….

A

Legislation that supports the full participation of those with disabilities.

101
Q

Materials and elements that can be included in the environment to enhance accessibility are:

A

Scissors for both left and right hands

Temporary or permanent ramps

Adaptations to soap, dispensers tables, easels, and chairs to incorporate participation, self-help, and self regulation skills

Kranz markers or pencils that support different hand sizes and fine motor skills

Different sizes of weights of learning materials, such as building blocks in books

Various century materials in all areas of the environment

Appropriate sound music, lighting, and temperatures.

102
Q

NAEYC definition of early childhood inclusion

A

Embodies the values policies and practises that support the rights of every infant and young child, and his, or her family, regardless of ability to participate in a broad range of activities, and contexts as full members of families, communities and society.

Desired results of inclusive experiences includes a sense of belonging in membership, positive social relationships and friendships development, and learning to reach their full potential for all.

High quality programs, services, access, participation, and supports for all.

103
Q

Examples of Altering the instructional arrangement

A

• Let your student work in a group of three when most of her classmates work in groups of four or five.
• Have your student team up with a peer partner when most of his classmates are working individually.
• Add variety to small-group work: when most classmates are working in student- directed small groups, have the student and a few selected classmates work in a small group that you sit with and help support.

104
Q

Examples of Altering the physical or social environment

A

Get your student a larger (or smaller) desk, depending on her preference.

Let students with sound sensitivities work in a particular part of the classroom, such as a “quiet space” or study carrel.

Give easily distracted students the option of sitting at a desk closer to the board. You could even arrange for the student to complete certain tasks in another part of the school campus, such as the media center or outdoors.

105
Q

Examples Alter your methods and materials

A

Incorporate more visuals to present content in different ways, such as maps, pictures, drawings, objects, or videos.

Use graphic organizers to arrange key points in a way students can easily grasp.

Provide additional models or demonstrations for students who need extra support during the lesson.

Select concrete materials instead of symbolic representations, or illustrate symbolic representations with concrete examples.

Make the most of whatever technology is available to you-enhance your lesson with whiteboards, streaming videos, or remote clickers.

Check for understanding more frequently, using methods that require active responses from your students. For example, try asking questions about the lesson material and have your class vote on the answers.

Provide students with differentiated reading material based on their reading level and/or interests.

Make content easier to learn by giving your student enhanced texts in which key parts are highlighted, pictures or symbols are added, and/or text is enlarged.

106
Q

Example of Altering the process or task

A

• Have your student follow written, pictorial, or audio-recorded task steps instead of giving them oral instructions.
• Modify essay assignments-instead of writing an essay, your student could demonstrate understanding of the content by completing a chart, developing a text-to-speech presentation, or creating an outline.
• Reduce the number of items students are expected to complete. For example, your student can receive the same math worksheet as the rest of the class, but you can ask him to complete only the odd-numbered items.
Give your student the option of using the same materials as the rest of the class, but in a different way. On a math worksheet, she could locate and mark certain numerals instead of completing problems.
• Suggest note-taking helpmates such as guided notes or a slot-note note format, so students can more easily record and recall key information.
• Allow for more creative ways for students to show what they know. Artistic students might build a model, create a poster, or draw a map a in place of a written assignment.

107
Q

Alter the level of personal assistance

A

• Have the helper model the steps of a task before the student performs them on her own.
• Encourage helpers to provide additional prompts (verbal, gestural, or partial physical) when students need them.
• Assign the helper to complete some of the task steps with or for the student.
• Ask the helper to give the student immediate feedback and additional encouragement to reinforce successes.

108
Q

Telegraphic speech

A

The use of short 2-3 word sentences i

109
Q

The meninges

A

This is the protective membrane of the spinal cord

Inclusive Practice (2 decks)

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