lecture 2: child developement and standarized tests Flashcards

1
Q

what is the AIMS assessment tool

A

alberta infant motor scales

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2
Q

what kind of scale is the AIMS and what is observed

A

gross motor scale , scored on observation of spontaneous motor activity of infants

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3
Q

what age group does the AIMS test

A

0-18 months

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4
Q

what is the mobility and manipulation of a young toddler (12-18 months)

A

mobility: Gross Motor) walks freely, creeps up stairs,
stoops to pick up objects

manipulation: Fine Motor) precise release of pellet into small container, marks paper with crayon; palmar supinate grasp of pencil; builds tower using 2 cubes; points with index finger

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5
Q

Toddler - Young Toddler (___ to ___ months)

Mobility: (Gross Motor) walks freely, creeps up stairs,stoops to pick up objects

Manipulation: (Fine Motor) precise release of pellet into small container, marks paper with crayon; palmar supinate grasp of pencil; builds tower using 2 cubes; points with index finger;

cognitive

language

social emotional

A

12 to 18 months

Cognitive: understands follows simple commands

Language: talks rather than gestures, says 15 meaningful words

Social Emotional: separation distress, imitates other
children

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6
Q

what is the mobility and manipulation of a older toddler (____ months)

A

18-35 months

mobility: being to run ; creeps backwards down stairs or climbs stairs using railing

manipulation: Spontaneous scribbles; Strings beads;
Builds towers using cubes; holds crayon with thumb and fingers;

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7
Q

Toddler – Older Toddler (18 to 35 months)

Mobility: Begins to run; creeps backwards down stairs or climbs stairs using railing

Manipulation: Spontaneous scribbles; Strings beads;
Builds towers using cubes; holds crayon with thumb and fingers;

Cognitive:

Language:

Social Emotional:

A

Cognitive: finds hidden objects through visible
displacement, activates toy or doll in pretend play

Language: understands multiword utterances and uses them to express thoughts “mommy up”

Social Emotional: separation distress, uses words to
protest

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8
Q

Typical 2 yr. old:
Walks well and enjoys the pleasure of movement
through:
 running
 climbing up and down stairs ______
 _____ off a bottom step
 Jumping place
 ____ a ball
 Steering a push toy
 Rides ___

A

independently
jumping
kicking
tricycle

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9
Q

when is the pincer grasp developed

A

10 months

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10
Q

when is the palmar supinate grasp developed

A

12-15 months

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11
Q

when is the digital pronate grasp developed

A

2-3 years

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12
Q

when is the quadrupod grasp and/or static tripod grasp developed

A

3-4 years

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13
Q

when is the dynamic tripod grasp developed

A

4-6 years

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14
Q

a typical 2 1/2 year old can do what
walk on ___
jumps with ___ feet in place
jump __
stand on __ foot
walk upstairs w both ___ ___ ___
throw and catch a ball using ___ and ___ together
copy a ___
hold a crayon w ___ and ___
snip w ___
string ___ inch beads and build towers

A

walk on tiptoes
jumps with both feet in place
jump forward
stand on 1 foot
walk upstairs w both feed on step
throw and catch a ball using arms and body together
copy a circle
hold a crayon w thumb and finger
snip w scissor
string one inch beads and build towers

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15
Q

what is a 3 y/o mobility and manipulation

A

Mobility: true run, walks upstairs alternating feet, rides tricycle with alternating feet; jumps over 2-inch
object; hops on one foot; jumps further; stands on one foot longer; walks down stairs alternating feet;

manipulation: copies circles; puts together simple
puzzles; strings small beads; static tripod emerging

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16
Q

3 y/o

Mobility: true run, walks upstairs alternating feet, rides tricycle with alternating feet; jumps over 2-inch
object; hops on one foot; jumps further; stands on one foot longer; walks down stairs alternating feet;

manipulation: copies circles; puts together simple
puzzles; strings small beads; static tripod emerging

cognitive

language

social emotional

A

Cognitive: tells simple story
 Language: speaks in more complete sentences
 Social Emotional: shows interest in how things work

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17
Q

when can a kid tell a simple story

A

3 y/o

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18
Q

what is the mobility and manipulation of a 3.5 y/o

A

Mobility: can hop a few steps on preferred leg, kicks a ball, mounts and dismounts 3-wheel riding vehicle

 Manipulation: traces diamond with angles rounded; cuts out circle; tripod static grasp

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19
Q

3.5 y/o

Mobility: can hop a few steps on preferred leg, kicks a ball, mounts and dismounts 3-wheel riding vehicle

 Manipulation: traces diamond with angles rounded; cuts out circle; tripod static grasp

cognitive

language

social emotional

A

Cognitive: can count 5 objects,

 Language: requests re-reads of favorite books, scribble- writing

 Social Emotional: has difficulty generating alternative in a conflict, will learn aggressive behavior rapidly if
initially successful

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20
Q

when can a kid start to gallop forward

A

4 y/o

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21
Q

Mobility: walks down stairs alternating feet; gallops
forward
; jumps forward 2 feet – feet together; walks
carrying object blocking view of floor; rotation of body follows throw of ball

 Manipulation: cuts straight line w/ CHILD scissors; Tripod grasp of pencil;

 Cognitive: gives age; matches and names 4 colors

 Language: creates questions

this describes what age

A

4

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22
Q

what is the mobility and manipulation for a 4.5 y/o

A

Mobility: catches ball if prepared; jumps in air 2-3
inches leans forward when jumping from a height;

 Manipulation: copies squares, begins to button small button

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23
Q

what is the cognitive and social emotional of a 4.5 y/o

A

count up to 15

poor at self control

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24
Q

what is the mobility and manipulation of a 5 y/o

A

Mobility: can stop and change directions quickly
when running; can hop 8 to 10 steps on 1 foot; throws ball and hits target at 10 feet; roller skates; rides bike;

Manipulation: dynamic tripod grasp of pencil; copies
triangle;

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25
when is a kid able to count up to 20 and understand past, present and future
5 y/o
26
when can a kid skip?
6 y/o
27
when does a kid have a mature gait pattern
7 y/o
28
when can a kid jump rope
8 y/o
29
what is the development of walking from 12 to 15 months
independent walking achieved wide BOS and initially high guard UE position
30
what is the development of walking for a **2 y/o**
Reciprocal arm swing (big thing)  Heel strike (big thing)  DF during swing  Single limb stance time increases
31
when does a kid start to run
2
32
when is a kids running pattern mature with a true consistent flight phase
3
33
when does a kid initially start to hop
3
34
when does a kid start to hop forward on either foot and without assistance for 10 ft
4.5 - 5.5
35
how is a kid **jumping** at **2 y/o**
jumping off bottom step jumping in place
36
how is a kid jumping at 2.5 y/o
jumps with both feet in place jumps forward
37
how is a 3 y/o jumping
jumps over 2 in object
38
how is a 4 y/o jumping
jump forward with 2 feet together
39
the development of the UE , function invovled what 3 things and what are those scot voters critical for
reach , grasp, and release critical for environmental exploration , learning anf self feeding
40
when does a baby bring hands to midline (supine(
3 months
41
when is an infant reaching for object with **open hand**
4-6 months
42
when does a kid **transfer object** from hand to hand (SUPINE)
5 to 7 months
43
when is the use of **ulnar palmar grasp** developed
4 month
44
when is the use of palmar grasp develope
5 months
45
when is the use of radial digital grasp developed
7 months
46
when is the development of raking tiny objects developed
7 months
47
when is the **superier or fine pincer grasp** developed
12 months
48
when is the **static tripod grasp** developed
3 1/2 (hands move as a unit)
49
when is the **dynamic tripod grasp** developed
5 years
50
Especially during the first year there is a great ____ among infant development
variability
51
what is the importance of standardized testing  Improved ____  Provision of ____  Increased ____  Enhanced communication between professionals
 Improved objectivity  Provision of measurability  Increased reliability  Enhanced communication between professionals
52
what are the 2 categories that the standardized test are divided into
norm reference vs criterion referenced evaluation vs assessment vs screen
53
what does the **norm referenced standized test** compare
comparison between a specific child and a typically developing child of the same age
54
when is the norm referenced standardized test most appropriated
when the purpose is to determine whether a child has a motor delay or to detemine eligibility for early intervention
55
what does the **criterion referenced standardized test** compare
comparisons of specific criteria rather than comparison to a normal group
56
when is the **criterion referenced** appropriate for
evaluation of the effects of intervention and treatment planning
57
what are the 2 common pediatric **norm preferences test**
peabody developmental motor scales (PDMS-2) alberta infant motor scale (AIMS)
58
what is the common pediatric **criterion referenced tests**
hawaii early learning profile (HELP)
59
 **Peabody Developmental Motor Scales (PDMS-2)**  **Alberta Infant Motor Scale (AIMS)**  Miller Assessment of Preschoolers  PEDI: Pediatric Evaluation and Disability Index  Toddler and Infant Motor Evaluation (TIME)  Bruininks-Oseretsky Test 2 (BOT2)  Bayley Scales of Infant Development (BSID)  Movement Assessment Battery for Children (M-ABC) these are all what kind of pediatric test
norm referenced tests
60
what is the **criterion referenced test** used for kids with **CP**
gross motor function measure (GMFM)
61
what are the 5 common pediatric **criterion referenced test**
 Gross Motor Function Measure (GMFM)  Hawaii Early Learning Profile (HELP)**  Melbourne Assessment  Sensory Profile  Test of Sensory Function in Infants
62
what is the difference between reliability and validity
reliability: consistency of test results validity: accuracy of test results
63
what is the difference between intrarater and interrater reliability
intra: stability over time with SAME examiner inter: stability between examiners
64
what is standardized screening used to identify , detect and formulate
to identify the risk for dysfunction in specific categories of children detect the risk for dysfunction formulate a register or monitoring system for children identified at risk
65
what is an example of a **standardized screening**
alberta infant motor scale (AIMS)
66
what does a **standardized evaluation** help determine , what does it identify , what does it obtain , and what does it determine
help detemine a diagnosis identify atypical development. obtain baseline information on child performance determine eligibility for service
67
what kind of test are usually used
norm referenced
68
when is a **standardized screening** usually done
regular intervals
69
when is a **standardized evaluation** usually done
once or infrequently
70
what is an example of standardized evaluation
gross motor function measure (GMFM)
71
what is a **standardized assessment** used to plan and delineate
to oplan an intervention program to delineate strengths , weaknesses , and needs across domains and environments
72
standardized assessments are often what
criterion referenced
73
when is a standardized assessment done
on an on going basis
74
what is an example of a **standardized assessment**
hawaii early learning profile (HELP) | criterion referenced
75
what does the **hawaii early learning profile** provide
estimated age of development
76
what are the 6 domains of the HELP
 Gross Motor  Fine Motor  Cognitive  Language  Social-Emotional  Self-Help