G&D Final Review (OH NO!) Flashcards
The type of grasp the child uses to pick up a glass of milk is
a. Cylindrical
b. Spherical
c. Pincer
d. Lateral
a. Cylindrical
When throwing a ball, the individual uses which type of grasp
a. Cylindrical
b. Spherical
c. Pincer
d. Lateral
b. Spherical
The ability to distinguish specific features of an object like shape, size and color which precedes the ability to copy forms in drawing describes visual
a. Acuity
b. Pursuits
c. Scanning
d. Discrimination
d. Discrimination
The type of grasp the child uses to pick up small beads from a pile is
a. Cylindrical
b. Spherical
c. Pincer
d. Lateral
c. Pincer
Short, rapid changes of fixation from one point in the visual field to another; used when searching for something and in reading, describes visual
a. Acuity
b. Pursuits
c. Scanning
d. Discrimination
c. Scanning
The process of using one hand to adjust an object for more effective object placement or release; the object remains in the hand is called
a. Bimanual coordination
b. In hand manipulation
c. Prehension
d. School readiness
b. In hand manipulation
Discuss hand development with regard to ulnaràradial, types of grasp and functions of the arches in your own words.
Arches allow for the stability and flexibility needed for power and precision grasps
The most refined type of grasp is
a. Cylindrical
b. Spherical
c. Pincer
d. Lateral
c. Pincer
The ability to discern details when the target is static describes this visual function; it is used in reaching and grasping objects
a. Acuity
b. Pursuits
c. Scanning
d. Discrimination
a. Acuity
Making or building things A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
C. Constructive Play
Child watches other children play A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
I. Onlooker Play
Typically emerges at around 2 years old as the child learns to focus on play activities independently A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
A. Solitary Play
Children are interested in both the people, and the activity they are playing with A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
G. Cooperative Play
The innate drive to find solutions; the child’s drive to learn they have control over their world and can cause change A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
F. Mastery Motivation
Child plays in same vicinity of another and engaged in similar activities; have not learned to share yet A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
E. Parallel Play
Characteristic pattern of interaction that includes the tendency to seek opportunities for play, to suspend reality and to behave with spontaneity A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
H. Playfulness
Enables the child to be open to challenges and believe they can master new skills A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
D. Self-efficacy
Child enjoys the company of other children; there is little organization in their activity A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
B. Associative Play
Hemispheric specialization is associated with:
a. The development of hand dominance and the myelination of the corpus callosum
b. Refinement in dynamic balance and a lowered center of gravity
c. Asynchronous development and improved eye–hand coordination
d. Improved metalinguistic abilities and vocabulary expansion
a. The development of hand dominance and the myelination of the corpus callosum
The ability to visually track an object to a target area and then make a physical response to the object (such as catching or hitting it) is called:
a. Psychomotor integration
b. Asynchronous development
c. Coincidence-anticipation timing
d. Haptic perception
c. Coincidence-anticipation timing
The ability to remember how to get from the classroom to the cafeteria in the school is best defined as an example of:
a. Haptic perception
b. Cognitive mapping
c. Metacognition
d. Sensory integration
b. Cognitive mapping
Which of the following is true of the impact of poverty on childhood development?
a. Children living in poverty are at higher risk for physical, cognitive, social, emotional, and behavioral problems
b. Poverty influences the environments children learn in, and can be associated with more accidents and injuries
c. Poverty is associated with high levels of personal stress and puts children at risk for mental health problems
d. All of these are true
d. All of these are true
Which of the following examples best illustrates effective working memory?
a. Saying info over and over (out loud or in one’s head) to remember it
b. Focusing study of a topic following a failure, to process info into memory due to lack of attention or rehearsal
c. Actively considering properties of numbers to do mathematics problems mentally (without paper and pencil)
d. Repeating back a series of digits immediately after hearing them
c. Actively considering properties of numbers to do mathematics problems mentally (without paper and pencil)
All of the following are true of figure-ground perception EXCEPT:
a. It can help individuals to isolate important salient sounds, such as a call for help, while ignoring unimportant sounds in the environment
b. It matures between the ages of 4 and 13
c. It is a visual skill used in reading, and does not involve other types of sensory information
d. It important in developing skill in many self-care and academic tasks
c. It is a visual skill used in reading, and does not involve other types of sensory information
Malina has osteogenesis imperfecta, a medical condition that makes it impossible for her to engage in sports. Her parents have invested in a home theater system, and Malina frequently invites friends over to watch movies and play video games on the big screen.
For Malina, this home theater system serves as a source of:
a. Social capital
b. Sensory integration
c. Cooperative play
d. Friendship
a. Social capital
Which of the following statements is NOT true about play in middle childhood?
a. Cooperative play emerges
b. Children begin to engage in sports
c. Play does not have to be structured
d. Play is unimportant and begins to be replaced by a focus on school achievement
d. Play is unimportant and begins to be replaced by a focus on school achievement
Which of the following statements about the development of body schema is true?
a. Body schema tends to develop by age 6
b. Body schema combines sensory awareness and memory
c. Body schema allows children to engage in play such as crawling in and out of spaces
d. All of these are true
d. All of these are true
(a. Body schema tends to develop by age 6, Body schema combines sensory awareness and memory, Body schema allows children to engage in play such as crawling in and out of spaces)
Which of the following statements about hand dominance is true?
a. It tends to be clearly developed by age 5 or 6
b. Mixed dominance is considered to be abnormal
c. It often develops earlier in boys than in girls
d. It is not related to the development of dexterity
a. It tends to be clearly developed by age 5 or 6
List and discuss 3 of the 6 factors in sports listed in the text that promote psychosocial development
- Presence of a facilitator with a positive attitude
- The connection between enjoyment and effort
- Cooperation among peers
- Challenging the adolescent’s out of their comfort zone
- Creating a bond and friendship among peers through shared challenges
- The importance of training innovation
List and discuss 3 difficulties adolescents may have to deal with
- Social relationships
- Self-care, and keeping their minds and bodies healthy
- The transition from middle school to high school
- Starting work for the first time
- Academic pressure from parents to get good grades and get scholarships
- Pressure from peers to conform
- Low self-esteem
- Sexually transmitted diseases and unplanned pregnancies
- Depression and social withdrawl
- Unhealthy living environment
- Eating disorders
Define and discuss resilience
Resilience is the ability to bounce back after a failure or adversity. Resilience is a quality in someone who can go through hard times and be able to pick themselves up and keep going. When someone displays resiliency, they don’t let struggles and adversity keep them down or keep them from moving forward. Since being a young adult moving into adulthood can be very stressful and full of challenges and change, developing resiliency is extremely important in order to be successful later in life.
Discuss 3 sleep hygiene strategies noted in the text on Table 14-1
- Go to bed and wake up at the same time every day
- Keep the bedroom cool, dark, and relaxing
- Turning off all electronics before going to bed
- Avoid eating large meals before you go to bed
- When studying for any exams, avoiding pulling an all-nighter
- Avoid sugar items such as candy, soda and caffeine several hours before bed
- Avoid physical activity and exercise several hours before bed
- Limit napping to 30-45 minutes
- Expose yourself to bright light upon awakening in the morning
This term is used when a child has not reached developmental milestones but has potential to catch up
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
b. Developmental delay
This umbrella term may have various etiologies and necessitate extra support to promote the child’s success in processing and responding to information
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
f. Learning disabilities
Approximately 40% of children with this condition experience post-injury acute stress disorder, a form of PTSD which may persist into long term PTSD for the child and the family
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
i. Polytrauma
Studies show that these family members adapt and adjust to a disability more easily when parents are open and honest about the present and possible future, employ routines and view the child through a lens of normalcy
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
c. Siblings
Theory that proposes uncertainty re: child’s condition may increase parental and family stress; family coping responses may be insufficient; family may be chronically overwhelmed
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
e. Uncertainty of illness
This term is used to describe cognitive abilities are below average and replaces the term mental retardation
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
h. Intellectual disability
This term is used when lifelong physical and/or intellectual disorders are diagnosed prior to 22 years of age
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
d. Developmental disability
This parenting style promotes the child’s active participation in family and community life at the child’s optimal level of function and accepts the child and circumstances as normal
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
a. Normalization
This complex developmental disorder affecting communication and behavior may lead to functional limitations in occupational performance, relationships and academics
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
g. Autism Spectrum Disorder
This disorder, which is common in the US, has been statistically shown to experience higher incidence of accident, injury and hospitalization in individuals with the condition
Matching:
a. Normalization
b. Developmental delay
c. Siblings
d. Developmental disability
e. Uncertainty of illness
f. Learning disabilities
g. Autism Spectrum Disorder
h. Intellectual disability
i. Polytrauma
j. ADHD
j. ADHD
This response to stress is positive and purposeful; continues to develop in young adulthood
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
h. Coping
This set of conditions is compromised by texting, tweeting and technology in general
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
c. Common etiquette
Generally more well-versed in technology, these individuals may experience a more fluid path to adulthood
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
b. Generation Y/Net Generation
This term describes the individual’s sense of abilities and efficacy in a chosen field of work
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
g. Occupational identity
Perhaps considered a failure in the past, these individuals may initially leave home and then return
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
j. Boomerang generation
This life aspect includes acquisition of goods and services in order to manage a household
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
f. Domestic life
This vocational path involves alternating periods of work with raising children, continuing education, etc
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
e. Discontinuous career
Relationships with teachers, clergy, coaches, etc that have mutual associations and/or goals
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
d. Formal relationships
Relationships that require flexibility and adaptation
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
i. Intimate relationships
These relationships include those formed on and maintained through social media
Matching:
a. Informal social relationships
b. Generation Y/Net Generation
c. Common etiquette
d. Formal relationships
e. Discontinuous career
f. Domestic life
g. Occupational identity
h. Coping
i. Intimate relationships
j. Boomerang generation
a. Informal social relationships
