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A: pediatrics > lecture 2: child developement and standarized tests > Flashcards

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
Q

when is a kid able to count up to 20 and understand past, present and future

A

5 y/o

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26
Q

when can a kid skip?

A

6 y/o

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27
Q

when does a kid have a mature gait pattern

A

7 y/o

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28
Q

when can a kid jump rope

A

8 y/o

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29
Q

what is the development of walking from 12 to 15 months

A

independent walking achieved

wide BOS and initially high guard UE position

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30
Q

what is the development of walking for a 2 y/o

A

Reciprocal arm swing (big thing)
 Heel strike (big thing)
 DF during swing
 Single limb stance time increases

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31
Q

when does a kid start to run

32
Q

when is a kids running pattern mature with a true consistent flight phase

33
Q

when does a kid initially start to hop

34
Q

when does a kid start to hop forward on either foot and without assistance for 10 ft

35
Q

how is a kid jumping at 2 y/o

A

jumping off bottom step

jumping in place

36
Q

how is a kid jumping at 2.5 y/o

A

jumps with both feet in place
jumps forward

37
Q

how is a 3 y/o jumping

A

jumps over 2 in object

38
Q

how is a 4 y/o jumping

A

jump forward with 2 feet together

39
Q

the development of the UE , function invovled what 3 things and what are those scot voters critical for

A

reach , grasp, and release

critical for environmental exploration , learning anf self feeding

40
Q

when does a baby bring hands to midline (supine(

41
Q

when is an infant reaching for object with open hand

A

4-6 months

42
Q

when does a kid transfer object from hand to hand (SUPINE)

A

5 to 7 months

43
Q

when is the use of ulnar palmar grasp developed

44
Q

when is the use of palmar grasp develope

45
Q

when is the use of radial digital grasp developed

46
Q

when is the development of raking tiny objects developed

47
Q

when is the superier or fine pincer grasp developed

48
Q

when is the static tripod grasp developed

A

3 1/2 (hands move as a unit)

49
Q

when is the dynamic tripod grasp developed

50
Q

Especially during the first year there is a great
____ among infant development

A

variability

51
Q

what is the importance of standardized testing

 Improved ____
 Provision of ____
 Increased ____
 Enhanced communication between professionals

A

 Improved objectivity
 Provision of measurability
 Increased reliability
 Enhanced communication between professionals

52
Q

what are the 2 categories that the standardized test are divided into

A

norm reference vs criterion referenced

evaluation vs assessment vs screen

53
Q

what does the norm referenced standized test compare

A

comparison between a specific child and a typically developing child of the same age

54
Q

when is the norm referenced standardized test most appropriated

A

when the purpose is to determine whether a child has a motor delay or to detemine eligibility for early intervention

55
Q

what does the criterion referenced standardized test compare

A

comparisons of specific criteria rather than comparison to a normal group

56
Q

when is the criterion referenced appropriate for

A

evaluation of the effects of intervention and treatment planning

57
Q

what are the 2 common pediatric norm preferences test

A

peabody developmental motor scales (PDMS-2)
alberta infant motor scale (AIMS)

58
Q

what is the common pediatric criterion referenced tests

A

hawaii early learning profile (HELP)

59
Q

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

A

norm referenced tests

60
Q

what is the criterion referenced test used for kids with CP

A

gross motor function measure (GMFM)

61
Q

what are the 5 common pediatric criterion referenced test

A

 Gross Motor Function Measure (GMFM)
 Hawaii Early Learning Profile (HELP)**
 Melbourne Assessment
 Sensory Profile
 Test of Sensory Function in Infants

62
Q

what is the difference between reliability and validity

A

reliability: consistency of test results

validity: accuracy of test results

63
Q

what is the difference between intrarater and interrater reliability

A

intra: stability over time with SAME examiner

inter: stability between examiners

64
Q

what is standardized screening used to identify , detect and formulate

A

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
Q

what is an example of a standardized screening

A

alberta infant motor scale (AIMS)

66
Q

what does a standardized evaluation help determine , what does it identify , what does it obtain , and what does it determine

A

help detemine a diagnosis
identify atypical development.
obtain baseline information on child performance
determine eligibility for service

67
Q

what kind of test are usually used

A

norm referenced

68
Q

when is a standardized screening usually done

A

regular intervals

69
Q

when is a standardized evaluation usually done

A

once or infrequently

70
Q

what is an example of standardized evaluation

A

gross motor function measure (GMFM)

71
Q

what is a standardized assessment used to plan and delineate

A

to oplan an intervention program

to delineate strengths , weaknesses , and needs across domains and environments

72
Q

standardized assessments are often what

A

criterion referenced

73
Q

when is a standardized assessment done

A

on an on going basis

74
Q

what is an example of a standardized assessment

A

hawaii early learning profile (HELP)

criterion referenced

75
Q

what does the hawaii early learning profile provide

A

estimated age of development

76
Q

what are the 6 domains of the HELP

A

 Gross Motor
 Fine Motor
 Cognitive
 Language
 Social-Emotional
 Self-Help

A: pediatrics (15 decks)

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