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Lectures Flashcards

1
Q

What’s the impact of sensory processing on typical development and fxn?

A

Sensory input is necessary for OPTIMAL brain fxn. The brain is designed to take in sensory info, and it malfunctions if deprived of it. Sensory input is sensory nourishment for the brain.

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2
Q

Sensory input is especially influential on: 3 things

A

regulation of arousal & attention, formulation of ATTACHMENT and social relationships, organization of actions in physical world

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3
Q

What is sensory integration?

A

the “organization of sensation for use” and focuses on tactile, proprioceptive, and vestibular inputs

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4
Q

What are the core concepts of sensory processing?

A

Registration -> Modulation -> Discrimination -> Praxis

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5
Q

What’s modulation?

A

Nervous system’s ability to grade behavioral responses in relation to sensory stimulus

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6
Q

What’s discrimination?

A

Being able to discern the quality, similarities, and differences of stimuli

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7
Q

What does praxis consist of?

A

Ideation, motor planning, execution

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8
Q

What are the components of motor planning?

A

Feedback or feedforward, Stationary (T or P) or moving (V or P)

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9
Q

Describe sensory registration, what problems it could cause, and how it would present

A

Sensory registration is being able to register the input. It’s usually a problem of under-responsiveness and presents as sensory seeking, low arousal, attention/behavioral problems

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10
Q

Describe sensory modulation, what problems it could cause, and how it would present

A

Sensory modulation is the central nervous system function of adjusting the intensity and duration of stimuli affecting the level of arousal. Problems could be hyporesponsiveness or hyperresponsiveness. Usually presents as hyper responsiveness. We see this as tactile defensiveness and gravitational insecurity.

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11
Q

What is discrimination? What problems could it cause?

A

Discrimination is the brain’s ability to distinguish between different sensory stimuli and allows for organization and interpretation of sensory stimuli/ motor plan. Problems present as tactile discrimination, perception problems, bilateral sequencing, gross motor issues, vestibular-bilateral, praxis, and visual perception problems.

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12
Q

What is dyspraxia?

A

disorder of sensory integration interfering with the ability to plan and execute skilled or non-habitual motor tasks

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13
Q

What is Somatodyspraxia?

A

poor tactile discrimination and proprioceptive processing

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14
Q

What is visuodyspraxia?

A

impairment in visual perception with visually directed praxis tasks

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15
Q

What are the key principles of SI as an intervention approach?

A

therapist is an environmental engineer, adaptive response contributes to development of sensory integration, balance between structure and freedom, compassionate, amazing therapist

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16
Q

What’s the basic principle of SI intevention (equation)

A

SI Intervention + Sensory Experience = Highest level of Adaptive Response

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17
Q

Things to do for hypo-responsiveness (needs increased sensory experience)

A

light touch, light placement of hands, soft textures, rotary/ vertical/ linear/ dysrhythmic, fast vestibular input

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18
Q

Things to do for hyper-responsiveness (needs inhibitory sensory experiences)

A

deep pressure, firm touch, resistance, neutral warmth, rhythmic vestibular, slow vestibular

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19
Q

Developmental Coordination Disorder can show up as a problem with…

A

discrimination

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20
Q

Learning difficulties can show up as a problem with..

A

modulation or discrimination or both

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21
Q

Learning disabilities can show up as a problem with…

A

modulation and discrimination

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22
Q

ADHD can show up as a problem with…

A

modulation

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23
Q

Autism can show up as a problem with..

A

modulation, discrimination, and registration

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24
Q

How do you calculate adjusted age?

A
  1. Date now- DOB= Chronological Age
  2. Expected DOB - Actual DOB= months premature
  3. Adjusted Age= Chronological- Premature (1-2)
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25
Q

How do you find % delays?

A

(Adjusted or chronological - developmental age)/ Adjusted or chronological

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26
Q

What are the basics of documenting progress?

A

Bill accurately, bill according to funding source rules, submit billing w/in funding source timelines, bill for what you do, prove necessity of OT services

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27
Q

SOAP Method

A

S: Subjective comments by caregiver
O: Observations, data, facts (able to.. completed..)
A: Assessment/ Interpretation of S & O
-apply clinical reasoning, justify need for OT, impaired, decreased..
P: What happens next? Plan for goal achievement

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28
Q

What does a progress report entail?

A

Summary of services provided, summary of progress related to goals, goal achievement, recommendations

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29
Q

What are the core elements of a goal?

A

functional, measurable outcome, measurable time length for achievement, assistance level, related to funding source

30
Q

SMART goal?

A

Specific, Measurable, Achievable, Realistic, Timely

31
Q

COAST goal?

A

Client, Occupation, Assistance Level, Specific Condition, Timeline

32
Q

ABCDE goal?

A

Actor, Behavior, Condition, Degree, Expected Time

33
Q

What should you have in an eval?

A

-document referral source & data gathered from eval, analysis of occupational performance, ID specific areas of occupation to be addressed, interventions, and expected outcomes, client/caregiver interview, standardized assessments, clinical observations, summarize results, specific recommendations, treatment plans, goals

34
Q

What’s the IDEA Act?

A

Requires that states and public educational agencies provide a free appropriate public education to children w/ disabilities in the least restrictive environment

35
Q

Under Part B, what kind of service is OT?

A

OT is a related service

36
Q

What are the characteristics of an IEP?

A
  1. child is identified
  2. evaluation
  3. eligibility
  4. IEP process/ meeting
  5. Progress
  6. Annual Review/ Re-eval ever 3 years
37
Q

Who qualifies under the IDEA act in school settings?

A

Mental retardation, auditory delays, speech or language impairment, vision, emotional disturbance, orthopedic impairment, Autism, TBI, etc, significant adverse educational impact, need for specially designed instructions

38
Q

When do kids transition from school to the community?

A

Start planning in 5th grade. Include student needs, goals, and interests. This is also called secondary transition and is designed to be a results oriented process, focused on improving fxnl achievement of child w/ disability to facilitate transition from school to community, etc

39
Q

What’s the least restrictive environment principle?

A

To the maximum extent appropriate, children with disabilities are educated with children who are non-disabled. Special ed classes occur only if the nature/severity of disability is such that education in regular classes cannot be achieved satisfactorily

40
Q

What is response to intervention in schools?

A

It is frequent monitoring of progress on student outcomes using measured student outcomes to adjust and change program/intervention if necessary

41
Q

What is the 3 tiered system of service provision?

A
  1. school wide services
  2. targeted interventions for those at risk
  3. focus on children w/ high risk for failure
42
Q

What is the Lanterman Act?

A

Provides rights to individuals with developmental disabilities and their families to services and supports they need to live like persons without disabilities

43
Q

What is the Department of Developmental Services?

A

They contract with regional centers to serve children except those with low incidence disabilities

44
Q

What is the California Department of Education?

A

They administer EI services through local education agencies for children with ONLY low incidence disabilities

45
Q

What age is early intervention?

A

0-2.9999

46
Q

Eligibility for EI

A
  • Developmental Delay in one of the 5 areas (cognitive development, physical, communication development, social or emotional development, adaptive development
  • Established Risk Condition
  • High Risk Condition
  • Need to be 33% below expectations in one or more developmental areas
47
Q

What is the transition procedure for an IFSP?

A

At 2 years, 6 months, begin to develop a written transition plan as a part of the IFSp. 30 days to schedule date for transition meeting. Must be completed by the time the child is 2 years 9 months

48
Q

What are the domains of the OTPF?

A

Occupations, Client factors, performance skills, performance patterns, context & environment

49
Q

Biomechanical Practice Model

A

analyzes relationship between musculoskeletal systems and body fxn to optimize body alignment as basis for child to move and control extremities. Focuses on strengthening, alignment/posture/ positioning

50
Q

Motor Learning Practice Model

A

Goal directed movements/ functional actions, movement patterns + environmental conditions + goal, dependent on practice and FEEDBACk

51
Q

NDT Model

A

Focuses on postural control and motor coordination deficits. Normalizes movement patterns through manual guidance during activities. Used w/ cerebral palsy

52
Q

Developmental Model

A

Foundation of intervention, understand changes in individuals across time and expectations to be able to have the just right challenge

53
Q

Cognitive Model

A

Top Down Approach- assist child to identify, develop, and use cognitive strategies to perform daily occupations

54
Q

Task & Environmental Adaptation Model

A

Environmental assessment and task demands, make changes to environment or task to better match child’s ability

55
Q

Coaching

A

reciprocal relationship between learner and coach, empower parent or teacher to look at problem and come up with solutions

56
Q

What are the signs of ASD?

A

Social & communication deficits as well as repetitive and restrictive behaviors

57
Q

Gross Motor Interventions

A

NDT (provide somatosensory & vestibular input), CIMT, mCIMT, Bimanual training, Co-OP (goals), Biomechanical, Positioning/handling

58
Q

Progression of Grasp Development

A

Part of hand/finger used in grasping pattern (ulnar, palmar, radial), location of object on hand surface (palmar, finger, finger pad), muscle activity used (long finger flexors, intrinsic muscles with extrinsic muscles)

59
Q

What are release patterns?

A

Initially involuntary, transfer objects hand to hand, stabilize on surface to release, release without stabilizing, release pattern refine, learn to modulate force

60
Q

5 basic types of in hand manipulation patterns

A

finger to palm translation, palm to finger translation, shift, simple rotation, complex rotation

61
Q

Development of visual-perceptual skills

A

oculomotor control, attention, scanning, pattern recognition, visual memory, visuocognition, adaptation through vision

62
Q

Visual perception has what 2 components?

A

Visual receptive & Visual cognitive

63
Q

What are visual receptive components?

A

visual fixation, visual pursuit, saccadic eye movements, acuity, accommodation, binocular fusion, stereopsis (depth perception)

64
Q

Visual cognitive component

A

visual attention, visual memory, visual imagery, visual discrimination

65
Q

Under visual discrimination, what is object vision?

A

visual identification of objects (what)

66
Q

Under visual discrimination, what is object perception?

A

form constancy, visual closure, and figure-ground

67
Q

What is form constancy?

A

recognition of forms and objects as the same in various environments, positions, sizes

68
Q

What is visual closure?

A

identification of forms or objects from incomplete presentations

69
Q

What is figure-ground?

A

differentiation between background and objects

70
Q

What are the six prereq skills to handwriting?

A

Small muscle, hand-eye coordination, ability to hold tools, capacity to form basic strokes smoothly, letter perception, orientation to printed language

71
Q

Grasp progression

A

cylindrical -> digital -> modified tripod -> tripod

Peds (6 decks)

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