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Growth & Development > Mid Term Review > Flashcards

Mid Term Review Flashcards

1
Q

Gathering information related to conditions under which the individual developed, including geographic location and socio-economic conditions, provides data on this type of influencing factor
A. Environmental
b. Behavioral
c. Biological
d. Psychological

A

A. Environmental

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2
Q

When we work to improve accessibility, education, and functional participation for the individual, we are applying the

a. Social model/framework of disablement
b. Medical model/framework of disablement.
c. Conceptual model/framework of disablement
d. Psychological model/framework of disablement

A

a. Social model/framework of disablement

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3
Q

The division of the nervous system that drives skeletal muscle activity is the

a. Sympathetic division
b. Parasympathetic division
c. Somatic division
d. Peripheral division

A

c. Somatic division

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4
Q

An emerging trend in academic and clinical education and training that promotes various disciplines learning together and from one another describes

a. Multidisciplinary interaction
b. Interprofessional education
c. Team-based facilitation
d. Functional communication

A

b. Interprofessional education

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5
Q

Primary tenets of neuroplasticity of the nervous system include

a. Success promotes success
b. Disengagement in activity influences brain function
c. Engagement in activity influences brain function
d. All of the above

A

d. All of the above

(Success promotes success, Disengagement in activity influences brain function, Engagement in activity influences brain function)

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6
Q

When we view an individual in terms of health conditions and correction of problems, we are applying the

a. Social model/framework of disablement
b. Medical model/framework of disablement
c. Conceptual model/framework of disablement
d. Psychological model/framework of disablement

A

b. Medical model/framework of disablement

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7
Q

The systems theory of motor control presents the idea that

a. Volitional movement is controlled by a single set of influences
b. Volitional movement is the result of a variety of interactions in the individual
c. Volitional movement is not influenced by biological factors
d. Volitional movement is not influenced by environmental factors

A

b. Volitional movement is the result of a variety of interactions in the individual

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8
Q

Achieving developmental milestones in the usual sequence and without disease or disability relates to the definition of

a. Health
b. non-normative task
c. normative tasks
d. ADL

A

c. normative task

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9
Q

When we apply concepts related to the International Classification of Functioning, Disability and Health (ICF), OT practitioners consider

a. context and environment
b. body structures and functions
c. activities and participation
d. all of the above

A

d. all of the above

(context and environment, body structures and functions, activities and participation)

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10
Q

Having one’s basic and complex needs fulfilled satisfactorily according to the individual’s perception of what is valuable and important best defines

a. function
b. normative tasks
c. health
d. quality of life

A

d. quality of life

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11
Q

Examining family type, structure and roles provides the COTA with information on which type of factors that influence development

a. biological
b. social
c. psychological
d. behavioral

A

b. social

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12
Q

Piaget’s cognitive stages occur in the following order

a. Concrete operations > sensorimotor > preoperational > formal operations
b. Sensorimotor > preoperational > concrete operations > formal operations
c. Sensorimotor > concrete operations > formal operations > preoperationa
d. Preoperational > formal operations > concrete operations > sensorimotor

A

b. Sensorimotor > preoperational > concrete operations > formal operations

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13
Q

Recursiveness means that

a. The skill has not been fully acquired
b. The skill can be adapted to new situations
c. Child provides self-cueing to achieve the skill
d. The skill becomes automatic

A

b. The skill can be adapted to new situations

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14
Q

When an infant knows that something continues to exist even though it is out of sight this is termed

a. the reflexive stage
b. coordination of secondary circular reactions
c. object permanence
d. the primary circular reactions stage

A

c. object permanence

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15
Q

Referring to Vygotsky’s Zone of Proximal Development concept, the stage of cognitive development that involves recursiveness is

a. stage 1
b. stage 2
c. stage 3
d. stage 4

A

d. stage 4

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16
Q

When the child demonstrates limited to no volitional activity they are in which substage

a. reflexive stage
b. coordination of secondary circular reactions
c. object permanence
d. the primary circular reactions stage

A

a. reflexive stage

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17
Q

When a child is able to problem solve using trial and error approaches, the child is in which substage

a. the primary circular reaction stage
b. object permanence
c. invention of new means through mental combinations
d. tertiary circular reactions stage

A

d. tertiary circular reactions stage

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18
Q

Vygotsky’s theory includes concepts related to

a. active learning
b. readiness
c. habit formation
d. all of the above

A

d. all of the above

(active learning, readiness, habit formation)

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19
Q

This mental function includes higher level skills such as judgment, problem solving and flexibility

a. memory
b. psychomotor
c. emotional
d. executive

A

d. executive

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20
Q

Animals that assist people with various sensory and physical disabilities; classified as working animals are

a. service animals
d. therapy dogs
c. Inhibitory to people with disabilities
d. Only beneficial to people with physical disabilities

A

a. service animals

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21
Q

When learning a task, the type of memory we use to retain pertinent information during task performance is

a. episodic memory
b. procedural memory
c. working memory
d. implicit memory

A

c. working memory

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22
Q

A factor in the environment that has the potential to influence physical geography, housing and virtual contexts is

a. traffic
b. weakness
c. war
d. lack of accessibility

A

c. war

(huh What is it good for? War!)

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23
Q

Features of the physical environment that influence performance of occupational roles that are related to access to shopping, restaurants and recreation are categorized as

a. virtual
b. natural
c. social
d. housing

A

d. housing

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24
Q

This mental dysfunction is found in patients with neurological disorders and results in impaired emotional regulation

a. apraxia
b. dysphagia
c. paralysis
d. lability

A

d. lability

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25
Q

If we use visualization to assist a patient with apraxia with functional performance, we are using

a. working memory
b. episodic memory
c. mental imagery
d. procedural memory

A

c. mental imagery

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26
Q

Features of the physical environment that influence performance of occupational roles that are related to online social media, cell phone usage and simulated experiences are categorized as

a. human-caused
b. climate
c. virtual
d. natural

A

c. virtual

27
Q

When we learn using our senses to observe another’s behavior and then mimic that, we are using skills for

a. social learning
b. situated learning
c. motor learning
d. mental imagery

A

a. social learning

28
Q

For the individual to be successful with specific mental functions, the foundational function of which of the following must be intact

a. Registering and storing of information
b. An adequate state of arousal and awareness
c. Sound decision making skills
d. ability to plan, execute and evaluate motor skills

A

b. An adequate state of arousal and awareness

29
Q

The attitudinal environment is a result of

a. values
b. beliefs
c. customs
d. all of the above

A

d. all of the above

(values, beliefs, customs)

30
Q

The term generalization means

a. Applying principles learned previously to new situations
b. Organizing thought for motor action
c. Using feelings or affective reactions for learning
d. Being able to make a choice between several options

A

a. Applying principles learned previously to new situations

31
Q

Focusing on each individual we care for as a unique individual and providing the highest quality care supported by evidence-based practice is

a. therapeutic use of self
b. client-centered care
c. modern health care
d. personal context

A

b. client-centered care

32
Q

Automatic activity that is performed unconsciously uses

a. implicit memory
b. mental imagery
c. procedural memory
d. short term memory

A

a. implicit memory

33
Q

The ability to begin an activity is called

a. flexibility
b. judgment
c. initiation
d. sequencing

A

c. initiation

34
Q

A general category within environmental contexts that is comprised of natural and human-made constructs is

a. virtual environment
b. support and relationships
c. products and technology
d. physical environment

A

d. physical environment

35
Q

This mental function is more complex than attention and has 3 phases when working properly

a. memory
b. psychomotor
c. emotional
d. executive

A

a. memory

36
Q

From week 9 forward, the developing individual is called a(n)

a. embryo
b. fetus
c. zygote
d. blastocyst

A

b. fetus

37
Q

The developing individual between weeks 2-8 is called a(n)

a. embryo
b. fetus
c. zygote
d. blastocyst

A

a. embryo

38
Q

Primitive reflexes begin to surface in the developing individual during weeks

a. 9-12
b. 13-16
c. 17-20
d. 21-24

A

b. 13-16

39
Q

The material that promotes alveolar development in the lungs is called

a. lanugo
b. alveolar substance
c. surfactant
d. previa

A

c. surfactant

40
Q

An agent that causes the production of physical defects in the in the developing embryo is called a(n)

a. teratogen
b. Pluripotent agent
c. placenta previa
d. apposition

A

a. teratogen

41
Q

Development of the individual progresses

a. distal to proximal
b. lateral to medial
c. tail to head
d. head to tail

A

d. head to tail

42
Q

The most relative weight gain in the developing individual occurs in

a. trimester 1
b. trimester 2
c. trimester 3
d. trimester 4

A

c. trimester 3

43
Q

The multicellular individual seen in week one of development is called a(n)

a. embryo
b. fetus
c. zygote
d. blastocyst

A

d. blastocyst

44
Q

The normally developing individual has rudimentary eyes, ears, and arm and leg buds by the end of week

a. 8
b. 10
c. 12
d. 14

A

a. 8

45
Q

The single celled individual formed by fusion of the sperm and ovum is called a(n)

a. embryo
b. fetus
c. zygote
d. blastocyst

A

c. zygote

46
Q

At birth the part of the brain that responds to this type of sensory input is the most mature

a. light
b. touch
c. vibration
d. movement

A

b. touch

47
Q

This body system is the most important when considering physiologic immaturity

a. cardiac system
b. nervous system
c. lungs
d. musculoskeletal system

A

c. lungs

48
Q

One strategy implemented in the NICU to address the problem of infant stress related to handling directed at medical caregiving as opposed to comfort

a. epigenetics
b. transdisciplinary
c. minimal stimulation protocol
d. kangaroo care

A

c. minimal stimulation protocol

49
Q

Infants born before this week of gestation would be defined as preterm

a. 37th
b. 38th
c. 40th
d. 42nd

A

a. 37th

50
Q

The newborn can differentiate which of the following qualities of the mother soon after birth

a. smell
b. voice
c. face
d. all of the above

A

d. all of the above

(smell, voice, face)

51
Q

One form of intervention in the NICU designed to promote more normative patterns of sensory and social stimulation by laying an infant inside the parent’s clothes to provide skin to skin contact is the concept of

a. epigenetics
b. transdisciplinary
c. minimal stimulation protocol
d. kangaroo care

A

d. kangaroo care

52
Q

A rudimentary form of communication/social exchange between the newborn and mother occurring just after birth and beyond is called

a. proprioceptive exchange
b. entrainment
c. dependence training
d. shared language

A

b. entrainment

53
Q

Rocking the child provides this type of sensory input

a. olfactory
b. vestibular
c. tactile
d. proprioceptive

A

b. vestibular

54
Q

This process occurs as a result of maturation and environmental influences, and is key to controlled, voluntary movement in later stages

a. entrainment
b. reflex integration
c. learning and applying knowledge
d. interactive behaviors

A

b. reflex integration

55
Q

Movement is dominated by reflexes. Anti-gravity behavior in prone is limited to lifting and turning the head during

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

a. early infancy; birth-3 months

56
Q

Pull to stand is typical for the child who is creeping up to furniture due to improved strength, reach, balance, hand/eye coordination during this stage

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

d. infancy transition; 10-12 months

57
Q

By the end of this stage the infant is aware of the meaning of events; they will have the emotions of anger, distress, joy

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

c. late infancy; 7-9 months

58
Q

During this stage there is isolation of the index finger; the child begins pointing or poking objects

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

c. late infancy; 7-9 months

59
Q

Raking occurs during this stage; an object is approached with an open hand, the hand covers the item and then ‘sweeps’ the object into the palm by closing the fingers around it

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

c. late infancy; 7-9 months

60
Q

The child is able to finger feed solid foods, drink from a sippy cup

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

d. infancy transition; 10-12 months

61
Q

Grasp is reflexive in this stage–non purposeful; there is absence of volitional release

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

a. early infancy; birth-3 months

62
Q

Food preferences may be demonstrated, and first teeth usually appear during this period

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

b. middle infancy; 4-6 months

63
Q

Emotions such as distress are evident; the child may stick out their tongue, or open the mouth in anticipation of feeding

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

a. early infancy; birth-3 months

64
Q

Pivoting in prone and commando crawling (belly crawling) is mastered during this stage

a. early infancy; birth-3 months
b. middle infancy; 4-6 months
c. late infancy; 7-9 months
d. infancy transition; 10-12 months

A

c. late infancy; 7-9 months

Growth & Development (3 decks)

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