Midterm Flashcards
Module 1 and 2
self-determination
power to control ones life
competence, autonomy, and relatedness
ASD diagnostic criteria
Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history
1. Deficits in social-emotional reciprocity
2. Deficits in nonverbal communicative behaviors used for social interaction
3. Deficits in developing, maintaining, and understanding relationships
ASD sensory processing challenges
tolerating the sensory experiences that are characteristic of dressing, bathing, and toileting can create difficulty or reluctance to perform
linked to social difficulties, problem behaviors, restricted and repetitive behaviors, motor learning difficulties, delayed or impaired academic performance and adaptive behavior
ASD assessment adaptations
allowing the child to become familiar with the therapist and the testing area before beginning providing breaks between tasks
allowing parental presence
using motivators and rewards for task completion limiting eye contact or verbal interaction
providing additional time to process verbal requests changing the order of item administration regarding preferred and nonpreferred tasks
intellectual disability levels
mild, moderate, severe, profound
mild ID
struggle with academic concepts, have limited awareness of social nuances, and struggle with complex IADLs. However, they are usually independent in basic ADLs and successful in employment that does not emphasize conceptual skills
moderate ID
typically achieve elementary level academic skills, establish meaningful relationships, achieve independence in basic ADLs, and participate in supported employment. They have trouble with abstract conceptualization, social awareness, and IADLs
severe ID
limited language and difficulty with concepts. They require support for all ADLs.
profound ID
frequently have cooccurring sensory and physical impairments that further limit their performance in conceptual, social, or practical domains
spastic CP
hypertonia
excessive stiffness in the muscles when the child attempts to move or maintain a posture against gravity
in attempts to move muscle tone increases and then rapidly releases, triggering a hyperactive stretch reflex in the muscle
poor control of voluntary movement and limited ability to regulate force of movement
dyskinetic CP
excessive and abnormal movement, and often when initiating movement in one extremity, atypical and unintentional movements in other extremities result
athetoid, choreoathetoid, and dystonic
ataxic CP
poor balance and coordination
shifts in muscle tone, with quadriplegic distribution, but to a lesser degree than those with dyskinesia
more successful in directing voluntary movements but appear clumsy and show involuntary tremor
difficulty with balance, coordination, and maintenance of stable alignment of the head, trunk, shoulders, and pelvis
poorly developed equilibrium responses and lack proximal stability in the trunk to assist with control of hand and leg movements
mixed CP
combinations of high and low muscle tone problems
usually one is dominant
athetoid dyskinetic CP
slow, writhing, involuntary motor movements in combination with abrupt, irregular, and jerky movements
lack of sustained postures
lack of identifiable movement fragments
fluctuation of muscle tone from low to normal with little or no spasticity and poor coactivation of muscle flexors and extensors
made worse by attempts to move but present at rest
choreoathetoid dyskinetic CP
constant fluctuations from low to high with jerky involuntary movement that may be seen more proximal to distal
sustained twisted postures that are absent at rest and triggered by movement (action)
apparently random, unpredictable, and continuously ongoing nature of the movements
may be worsened by movement, attempts at movement, or stress, specific movements are not triggered by voluntary attempts
dystonic dyskinetic CP
sustained postures
predictable and stereotyped movements or postures
specific movements are triggered by voluntary attempts
CP prevalence
most prevalent cause of persistent motor dysfunction in children, with a prevalence of 1.4–2.1 per 1000 live births
1.5 times more common in males and is higher among non-Hispanic, African American children and children from low-to middle-income families
CP secondary impairments
chronic pain
intellectual impairment
inability to walk
hip displacement
epilepsy
behavior disorder
bladder incontinence
sleep disorder
visual impairment
inability to eat orally
hearing impairment
separation anxiety
social withdrawal, sadness, and inability to concentrate or play when separated from parents or caregivers, restricting participation in school or daycare.
selective mutism
consistently does not speak in specific situations such as school, but is capable of speaking in other situations, usually at home.
“shut down” and do not communicate verbally; however, they may use gestures and expressions
specific phobia
triggered by an object or situation that causes the child to display excessive fear or anxiety.
social anxiety
fear of being in social situations and is one of the most common phobias.
panic attacks
ANS responses frequently peak to intense discomfort in a matter of minutes
pounding heart rate, sweating, trembling, shortness of breath, chest pain, nausea, dizziness, tingling or numbness, and express feelings of unreality, or fear of “going crazy” or dying
agoraphobia
fear of being in a variety of spaces such as closed spaces, open spaces, crowds, on public transportation or even being outside one’s home.
OCD
perseverate and repeat behaviors or thoughts that interfere with their ability to participate in desired occupations
obsessions
recurrent and persistent thoughts or images that are unwanted or debilitating
contamination, magical thinking, catastrophizing, scrupulosity, what ifs
contamination
“germaphobe” behavior of worrying about the other children coughing and sneezing.
magical thinking
“If I touch everything in a certain order, this bad thing won’t happen.”
catastrophizing
assuming the worst-case scenario, such as thinking a parent being 5 minutes late to pick them up has been killed in a car accident
scrupulosity
religious OCD where a child worries that they have offended God or has not said a prayer correctly. Frequently this is unrelated to the child’s religious upbringing but is purely a manifestation of OCD
what ifs
constant thought of what if I did something bad, such as stab someone
children with eating disorders often demonstrate
- body image distortion
- low self-esteem,
- poor emotional regulation,
- poor stress management,
- cognitive inflexibility, and
- weak central coherence.
pediatric SCI
most common cause is MVA
changes in muscle tone, decreased sensation, weakness, and/or paralysis below the level of injury, which is identified by the corresponding vertebra
TBI treatment environment
low-stimulation
hypertrophic scars
red, raised, thick, and tight in appearance
physical and psychosocial repercussions, including chronic wounds and pain, joint contracture leading to decreased function, social stigma associated with visible disfigurement, and overall decreased quality of life
when should scar massage begin
as soon as the wound is closed to mechanically counteract the contractile forces of the healing skin
how long is a scar in active formation
peaks around 6 months postinjury and can persist an additional 12 to 18 months
orthostatic hypertension
position-related low blood pressure
3 component model of vision
visual integrity, visual efficiency, visual information processing skills
what should an OT screen for if a child
has difficulty copying from the board?
inaccurate saccades
What component of vision is typically assessed in vision screening at school?
visual acuity
figure-ground
inability to locate the stimulus of interest within a background of competing stimuli
* Shape Counting
* Figuring Patterns
* Character Searching
visual discrimination
ability to recognize and differentiate between objects, shapes, colors, patterns, sizes, and textures
attribute blocks: have four different attributes: (1) shape (triangle, rectangle, square, circle, hexagon), (2) color (red, yellow, blue), (3) size (small, large), and (4) thickness (thick, thin)
pursuits
following a moving object
eye movements enable continuous clear vision of moving objects
more significant role in occupation that requires movement such as sports and any other activities in which the individual is moving or the object of regard is moving
“let’s go fishing” game
saccades
eye movement in which a child looks from one stationary object to another.
Ideal is a single-eye movement that rapidly reaches and abruptly stops at the target of interest
Ann Arbor Letter and Symbol Tracking and letter charts
SOCCSS
Situation, Options, Consequences, Choices, Strategies, Simulation
CO-OP
Cognitive Orientation to Daily Occupational Performance
a client-centered, performance-based, problem solving approach that enables skill acquisition through a process of strategy use and guided discovery
NDT
improve overall function in daily tasks by increased active use of the trunk and involved extremities
children with CP
social stories
developed to teach social skills to children with autism
1. descriptive sentences
2. directive sentences
3. perspective sentences
4. control/affirmative sentences
Which CP approach has the most evidence to
support its use in OT?
functional and goal-directed training, CIMT, bimanual training, fitness training, home exercise programs
screening
process used to determine whether a child would benefit form a more comprehensive evaluation to determine if occupational therapy (or other services) would be beneficial
family-centered care
open communication, mutual trust and respect, the sharing of information with parents and families to allow shared decision making, and the consideration and incorporation of family preferences and needs into intervention
phases of burn recovery
precontemplation, contemplation, preparation, action, maintenance, and termination
top-down approach
begins the evaluation process by gaining an understanding of the child’s level of participation in daily occupations and routines with family, other caregiving adults, and peers. The examination of specific skills and client factors come later.
occupation
activities of daily living, rest and sleep, work, and education
context
environmental and personal
performance patterns
habits, routines, roles, and rituals
performance skills
motor skills, process skills, and social interaction skills
client factors
values, beliefs, spirituality, body functions and body structures
psychometrically sound scores
scores from assessments that are reliable and valid, and that minimize error but some may be misleading
functional movement SCI C6
does not have the ability to move their trunk or legs. They have limited movement of the arms and should be able to move their shoulders, bend their elbows, and extend their wrists.
CO-OP stages
(1) skill acquisition; (2) cognitive strategy use; (3) generalization; and (4) transfer of learning
precontemplation burn recovery
characterized by a lack of awareness of the need to make a change
caregivers of children who have been traumatically injured may have a difficult time coping with their situation posttrauma and are not ready to make any change
contemplation burn recovery
considering change and weighing the advantages and disadvantages of change
caregivers of a child who has a traumatic condition may be ready to absorb education and discuss the benefits as well as the disadvantages, which often include acknowledging loss
preparation burn recovery
caregivers are taking steps toward change
Occupational therapists can validate their choice, encourage small steps, and guide caregivers to identify barriers.
action burn recovery
characterized by the caregiver creating a new habit with the child, which the occupational therapist can support by writing down the caregiver’s plan and anticipating slip ups
maintenance burn recovery
caregivers sustaining their changes on a regular basis. Occupational therapists can congratulate caregivers on their success creating a new routine and support their ability to stay on track
