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OTA 237 > for quiz on 11/19 > Flashcards

for quiz on 11/19 Flashcards

1
Q

When the infants cheeks are stroked, he or she turns to the stimulus

A

Rooting Reflex

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2
Q

When the infants lips are touched, the mouth opens, and suckling movements begin

A

Suck-swallow Reflex

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3
Q

Protects the infants from swallowing anything that may block the airway

A

Gag Reflex

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4
Q

When infants gums are simulated, he or she responds with a rhythmic up-and-down movement of the jaw

A

Phastic bite-release Reflex

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5
Q

When a finger is pressed into the infants palm, he or she gaps the finger

A

Grasp Reflex

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6
Q

When do you start to notice a more mature ducking pattern?

A

By 4 months of age

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7
Q

When do you start to notice an increase head control and greater jaw stability

A

By 6 months

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8
Q

When do you notice a Phastic bite Reflex to gum soft solids

A

Between 4 to 5 months

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9
Q

When does diagonal jaw movement with munching start to happen

A

Between 7 to 8 months

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10
Q

When does rotary chewing and finger food eating start

A

By 12 months

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11
Q

when does diagonal rotary chewing start?

A

by 15 months

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12
Q

when does independent spoon feeding emerge?

A

by 15 to 18 months

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13
Q

when does a child start to independently chew their food?

A

by 2 years old

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14
Q

At what age does a child independent with dressing and undressing?

A

by 4 or 5 years old

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15
Q

At what age does a child need assistance with washing?

A

at 2 years old

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16
Q

At what age does a child only require supervision with washing and drying

A

around 4 years old

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17
Q

At what age can a child independently washing and drying

A

around 8 years old

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18
Q

involves clothing management, maintaining position, transferring to and from the toilet, and cleaning the body.

A

toilet hygiene

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19
Q

performance abilities necessary to effectively engage in educational and vocational activities
stage of preparedness for “what comes next”
performance contexts important to consider

A

educational readiness skills

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20
Q 
independence in toileting
independence in self-feeding
cooperative play behavior
understanding of rules and schedules
beginning behavioral and emotional maturity
A

preschool readiness skills

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21
Q 
additional pre-academic and academic readiness beyond preschool
ability to sit quietly 
adequate fine motor skills
adequate gross motor skills
ability to recognize numbers and letters
A

kindergarten readiness skills

22
Q

a method of releasing energy and to practice survival skills.

A

the definition of play

23
Q

large motor movements, including rolling, walking, climbing, and throwing

A

gross motor

24
Q

skills accomplished with hands to manipulate objects

A

fine motor

25
Q

the ability of the two sides of the body to work together

A

bilateral coordination

26
Q

organizing a plan for action

A

motor planning

27
Q

organizing the interpretation of sensations from the environment on order to respond appropriately

A

sensory processing

28
Q

receiving and understanding visual stimuli, including recognizing and identifying qualities that help a person judge size, spatial relationships, and other elements

A

visual perception

29
Q

interacting with others in a socially appropriate manner

A

social skills

30
Q

preparatory skills to build on academic success

A

pre-academic

31
Q

the ability of the eyes and hands to work together to complete a task

A

eye-hand coordination

32
Q

coordination, strengthening of the muscles of the mouth (head and neck) for functional skills, such a suck, eat, swallow, and talk

A

oral motor

33
Q

Means by which brain receives, detects, and integrates incoming sensory information

A

Sensory processing

34
Q

When a child has a cluster of symptoms that are believed to reflect dysfunction in the CNS proceeding of sensory input rather than a primary sensory deficit.

A

Sensory integrative dysfunction

35
Q

Impairment in the ability to regulate incoming sensation, others may fail to detect and orient to novel or important sensory information

A

Sensory modulation disorder

36
Q 
Lack of cuddling behavior
failure to make eye contact
oversensitive to sounds or touch
owl motor difficulty
poor self-regulation
Irritability
colic
lack of curiosity
disorganized and destructive exploration of the environment
A

Early signs of SI dysfunction

37
Q

Unable to organize body postures and gestures for nonverbal communication
avoids dressing and hygiene activities
handles toys and objects ineptly

A

Signs of SI dysfunction in toddlers

38
Q

Difficulty sitting, listening, attending, and using writing and at tools
avoidance of motor activities

A

Signs of SI dysfunction in school aged children

39
Q

Measures of vestibular, proprioceptive, and somatosensory processing; visual perceptual and visuomotor integration; integration of the two sides of the body; and praxis

A

Sensory integration and praxis test (SIPT)

40
Q

Postural imitation, motor planning on verbal request, motor sequencing abilities, imitation of oral movements, graphic reproduction, and 3D block construction

A

Praxis

41
Q

1) the ability to register and organize tactile, proprioceptive, vestibular, and visual information (NOTICE what to do)
2) ideation or the ability to conceptualize internal images of purposeful actions (KNOW what to do)
3) planning the sequence of movements within the demands of the task and environmental contexts, including anticipatory actions

A

3 steps of praxis

42
Q

Deficits due to inefficient processing of tactile kinesthetic, proprioceptive, and vestibular input within the body

A

Somatodyspraxia

43
Q

Poor processing of visuospatial information and performing visual construction tasks

A

Visuodyspraxia

44
Q

Combo of somatodyspraxia and visuodyspraxia

A

Visuosomatodyspraxia

45
Q

Difficulty translating a verbal command into a motor plan (language related)

A

Dyspraxia on verbal command

46
Q

Disorder of reading, writing, and math (now subtype)

A

Learning disorder

47
Q

Reading disability

A

Dyslexia

48
Q

Writing disability

A

Dysgraphia

49
Q

Math disability

A

Dyscalculia

50
Q

Sensory processing
poor motor planning
handwriting skills

A

3 related difficulties/reasons for ot referrals

51
Q

Sensory processing disorder

A

The condition

OTA 237 (1 decks)

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