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Occupational Therapy Pediatrics > Midterm > Flashcards

Midterm Flashcards

1
Q

What are the common frames of reference in hand skill remediation?

A

NDT, Developmental (need to know what level they are at), Motor Learning, Biomechaniacal

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2
Q

T/F: We need to look at the gross motor because it affects the fine motor?

A

True, positioning is important for fine motor activities

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3
Q

What things can OTs do to inhibit muscle tone?

A

warmth, massage, stretching, slow rocking, weigh bearing, splinting

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4
Q

T/F: Spasticity is triggered by slow movement, therefore we must move faster?

A

False, spasticity is triggered by fast movement must move slower

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5
Q

What can be used to improve hand strength?

A

strengthening activities, use of neuromuscular electrical stimulation, use of resistant materials

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6
Q

What must you do in order to see results in hand strengthening?

A

you must go to the point you see fatigue; look at end function and engagement

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7
Q

What type of approaches are NDT and biomechanical? What understanding are they based on?

A

Biomechanical and NDT are bottom up approaches.
Based on the understanding of normal movement patterns and body alignment and incorporate handling and positioning of the child to facilitate movement

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8
Q

How can we use sensory enhancement in fine motor activities?

A

Add tactile and proprioceptive input (shaving cream, finger paint, toys… etc)

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9
Q

How can we promote isolate arm and hand movements for fine motor skills?

A

Focus on specific movement patterns
Embed movements in games and songs
Supination control

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10
Q

Is supination or pronation harder to get and maintain?

A

Supination

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11
Q

T/F: Supination helps support in hand manipulation by biasing you towards those in hand manipulation positoins.

A

True

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12
Q

What is the order of development for reach?

A

Gross arm movement –> specific arm/hand placement–> reach with wrist extension and orientation to object

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13
Q

What must first be stable in order for a child to be able to begin carrying things?

A

Trunk

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14
Q

What can we do for children with visual impairments for them to find the objects easier?

A

may need to use objects that are contrasting colors or that make noise

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15
Q

A child has spasticity and needs to enhance his grasp skills, what should we do first?

A

we first need to inhibit tone

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16
Q

What should we do to help a child’s enhancement of grasp skills?

A

use different positions, emphasize wrist extension with grasp, consider splinting, address sensory issues, intentionally select objects

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17
Q

What treatment should we use for enhancing voluntary release skills?

A

vary the size of the area in which releasing and/or the height of surface

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18
Q

What parts make up visual perception?

A
  • visual receptive component (oculomotor control and acuity

- visual cognitive component

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19
Q

T/F: The Visual Sensory Stimuli is integrated with other sensory systems and associated with past experiences.

A

True

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20
Q

What is visual attention?

A

Alertness, selective attention, visual vigilance, shared attention

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21
Q

What is visual memory?

A

Long and short term memory

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22
Q

What is visual imagery?

A

“picture” things in your mind’s eye

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23
Q

Where is object (form) vision? What is object (form) vision?

A

temporal lobe
visual identification of objects (what)
Supports object identification and visual learning

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24
Q

Where is spatial vision? What does it do?

A

inferior parietal lobe
visual location of objects (where)
needed to guide action

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25
Q

How does object (form) vision develop?

A

first perception through tactile, kinesthetic, vestibular info
General –> Specific
Whole –> Parts
Concrete –> Abstract

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26
Q

How does spatial vision develop>

A

vertical –> horizontal –> diagnol

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27
Q

What is form constancy?

A

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

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28
Q

What is visual closure?

A

Identification of forms or objects from incomplete presentations

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29
Q

What is figure ground?

A

Differentiation between background and objects

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30
Q

What is position in space?

A

Spatial relationship of figures or objects to oneself or other forms or objects

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31
Q

What is depth perception?

A

Relative distance between objects, figures or landmarks and oneself

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32
Q

What is topographic organization?

A

Determination of the location of objects and settings and the route to the location

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33
Q

What are the two areas a child can have visual perceptual problems in?

A
  • visual-receptive functions (occulomotor difficulties)

- visual-cognitive functions (attention, memory, visual discrimination)

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34
Q

What is an assessment you can use to test visual-cognitive functions?

A

BOT-2

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35
Q

What is an assessment you can use to test visual motor and visual perceptual problems?

A

Beery

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36
Q

What are some models of practice for visual perception interventions?

A
  • developmental
  • neurophysiologic
  • compensatory
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37
Q

What do you do when using a compensatory model of practice?

A

the child who’s vision cannot be completely corrected, change the text, high contrast, seated close to front,

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38
Q

What are some intervention strategies for visual attention?

A

SI approach, eliminate distractions, place increasing demands on attention, modify workplace and activities

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39
Q

What are some intervention strategies for visual memory?

A

maintenance rehearsal, elaborative rehearsal, mnemonic devices, notebooks, hand held computers

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40
Q

What are some intervention strategies for visual discrimination?

A

teaching a child to scan and search, assisting teachers to reorganize worksheets, reducing amount of print on the page

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41
Q

What are some intervention strategies of visual spatial processing?

A

blocks, shapes, craft sticks, dough etc.

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42
Q

What are the 6 prerequisite skills to handwriting?

A 
Small muscle
Eye-hand coordination
Ability to hold tools
Capacity to form basic strokes smoothly
Letter perception
Orientation to printed language
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43
Q

At what age does the cylindrical grasp develop?

A

1 - 1.5 years

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44
Q

At what age does the digital grasp develop?

A

2 - 3 years

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45
Q

At what age does the modified tripod grasp develop? Quadripod

A

3.5 - 4 years

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46
Q

At what age does the tripod grasp develop?

A

4.5 - 7 years

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47
Q

T/F: It is better to change a grasp at an older age because they are more accepting to change.

A

False, better to change a grasp at a younger age

48
Q

What are some visual motor interventions for teaching handwriting?

A

multisensory approach, eyes closed, concrete clues, draw spacers between words

49
Q

What areas should we target when providing a handwriting intervention?

A

posture, muscle tone, proximal joint stability

50
Q

For handwriting skills, using an acquisitional intervention can use these techniques: ..

A

practicing, repetition, feedback, reinforcement

51
Q

For handwriting skills, using a sensorimotor intervention can work on these techniques:

A
  • Proprioceptive, tactile, visual, auditory, olfactory, and gustatory
  • Incorporate a variety of senses into the intervention
52
Q

When working on handwriting skills using a biomechanical model we are focusing on…

A

Sitting posture
Paper position
Pencil grip
Writing tools

53
Q

When working on handwriting skills using a psychosocial model we are focusing on…

A

Self-control
Coping
Social behaviors

54
Q

T/F: Sensory input is not a neurological process.

A

False, it is a neurological process

55
Q

Feedback is when..

A

there is a stationary object and stationary person

56
Q

Feedforward is when…

A

there is a moving object and moving person

57
Q

When something is stationary it’s using the BLANK and BLANK systems.

A

tactile and proprioceptive systems

58
Q

When something is moving it is using the BLANK and BLANK systems.

A

Vestibular and proprioceptive

59
Q

T/F: Feedback is the basis for feedforward.

A

True

60
Q

When SI is being practiced what are 3 models of service?

A
  1. individual treatments in the clinic (one-one-one)
  2. compensatory skill and strategy development
  3. consultative - reframing dificulties and offering strategies
61
Q

Why was the fidelity measure created?

A

created to help standardized research

62
Q

What are some parent questionnaires for assessing modulation disorders?

A

Sensory Profile 2 and SPM

63
Q

A jumping jack or catching a ball is an example of…

A

motor sequencing

64
Q

What is motor planning?

A

Performing a novel motor act

65
Q

T/F: An emphasis of SI therapy is extrinsic motivation of the child.

A

False, emphasis is intrinsic motivation, active approach child must be engaged

66
Q

What is an adaptive response?

A

brain organizing incoming sensory information, then provides a basis for action

67
Q

What happens when a child makes an AR more complicated than the previous?

A

the brain attains a more organized state and its capacity for further SI is enhanced

68
Q

What is Sensory Integration?

A

The neurological process that organizes sensations from one’s body and from the environment and makes it possible to use the body effectively in the environment

69
Q

T/F: SI is based on the assumption that the more primitive parts of the CNS develop before higher brain centers mature.

A

True

70
Q

Where are peripheral sensors located?

A

on the skin

71
Q

What is the importance of the tactile system?

A

motor control and emotional development

72
Q

T/F: Proprioception modulates only a few of the sensory systems.

A

False, it modulates all of them

73
Q

What is the importance of the proprioceptive system?

A

modulation of sensations and discrimination

74
Q

What is the importance of the vestibular system?

A

emotional stability, postural control and motor coordination

75
Q

What is modulation?

A

the nervous system’s ability to grade behavioral responses in relation to the sensory stimulus; allows us to function in an optimal range of arousal

76
Q

What is discrimination?

A

discerning the qualities, similarities and differences of stimuli

77
Q

What is Dyspraxia?

A

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

78
Q

What is somatodyspraxia?

A

poor tactile discrimination and proprioceptive processing

79
Q

What is visuodyspraxia?

A

impairment in visual perception with visually directed praxis tasks

80
Q

What should the sensory environment be like if the child is hyporesponsive?

A

needs increased sensory experiences
(Light touch, light placement of the hands; soft textures; rotary, vertical linear, dysrhythmic, and fast vestibular input)

81
Q

What should the sensory environment be like if the child is hyper responsive?

A

needs inhibitory sensory experiences and the ability to deal with the environment
(Deep pressure, firm touch, resistance, brushing (sometimes), neutral warmth, rhythmic vestibular, slow vestibular)

82
Q

What type of sensory environment would an organized one be?

A

Proprioceptive, active interaction, resistance (push, pull, proximal joint stability, weight bearing, antigravity positions, climbing), oral motor (chewing, blowing)

83
Q

What are the implications of having a just right challenge?

A

Active participation
Increase in frequency, duration, complexity
Generalizability outside of sessions

84
Q

T/F: The OT can write any goals they wish to work on with a client.

A

False, the format and goals are determined by the funding source

85
Q

What are the core elements of goals?

A

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

86
Q

What do ABCDE goals stand for?

A

Actor, Behavior, Condition, Degree, Expected Time

87
Q

What do SMART goals stand for?

A

Specific, Measurable, Achievable, Realistic, Timely

88
Q

What does the S in SOAP notes stand for?

A

Subjective: just what you saw, subjective comments by the client/ caregiver (ex: coming down with a cold, took a nap right before session)

89
Q

What does the O in SOAP notes stand for?

A

Observations: data, facts (descriptive statements: able to..completed), measurable changes in status related to occupational skills and performance

90
Q

What does the A in SOAP notes stand for?

A

Assessment: interpretations of what S and O mean; apply clinical reasoning, goal progress, justify need for OT (impaired, improved, decreased)

91
Q

What does the P in SOAP notes stand for?

A

What happens next? suggestions for treatment, relate to plan for goal achievement

92
Q

What does the Lanterman act provide?

A

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

93
Q

What is early intervention funded by?

A

Part C

94
Q

When do children begin phasing out of EI?

A

2.5 years

95
Q

T/F: Once identified by a primary source a child must be referred to a regional center or LEA within 5 working days.

A

False, they must be referred within 2 working days

96
Q

Once a regional center or LEA receives the referral how many days do they have to get the process started?

A

45 calendar days

97
Q

In CA children are eligible for EI services if they have…

A

Developmental Delay
Established Risk Condition
High Risk Condition

98
Q

infants or toddlers with a developmental delay in one or more of which areas?

A 
Cognitive development
Physical (motor, vision, hearing)
Communication development
Social or emotional development
Adaptive development
99
Q

What is the criteria for a child to be below expectations in one or more developmental area?

A

Before 36 months: 33% below expectations in one or more developmental areas (Cognition, Language, Motor, Social-Emotional, Adaptive Behavior)

100
Q

What does it mean when a child has an established risk?

A

Conditions known to lead to developmental delay;

Even if no delay exists at the time of diagnosis

101
Q

What does it mean if a child has a high risk?

A

High risk of having a substantial developmental disability due to combination of biomedical risk factors (ex: Full term with low birth weight, short NICU stay with oxygen, and torticollis dx)

102
Q

What does IDEA part B cover?

A

children with disabilities age 3 -22

103
Q

What does FAPE mean?

A

Free Appropriate Public Education; means special ed and related services are provided at the public’s expense, available in an appropriate school and are provided in conformity with the IEP

104
Q

T/F: OT is a related service with IDEA part B.

A

True, they must be getting special education first

105
Q

What is the PEO model? What happens when all three overlap?

A

Person, Environment, Occupation

When all overlap occupational performance and skill patterns

106
Q

Under what conditions do we find the adjusted age?

A

When the child is under the age of 2 AND is born prematurely (36 weeks or less)

107
Q

What therapeutic interventions can be used for ASD?

A

ABA, DIR- Floortime, SI

108
Q

What symptoms occur for spastic CP?

A
  • Constant increased muscle tone

* Mild, moderate, severe

109
Q

What symptoms occur for Athetosis CP?

A
  • Fluctuation of tone from low to normal
  • No co-activation of flexors and extensors
  • Writhing involuntary movements
110
Q

What symptoms occur for Ataxia CP?

A
  • Tone is normal to near normal

* Lacks stability & co-contraction

111
Q

What symptoms occurs for Flaccidity CP?

A
  • Fluctuating tone, but usually low

* Usually seen only in infants/toddlers

112
Q

What are the 3 stages of development in motor control?

A
  1. Cognitive (skill acquisition)
  2. Associative (skill refinement)
  3. Autonomous (retains skills, transferred to other environments)
113
Q

At what age do rolling and sitting (unpropped) occur?

A

Rolling: 4 months
Sitting: 6 months

114
Q

What age do crawling and cruising occur?

A

Crawling: 7 -10 months
Cruising: 8 -11 months

115
Q

What age should children be able to walk?

A

18 months

116
Q

What are some common GM interventions?

A

NDT, CIMT, Bimanual training, Co-OP, Biomechanical

117
Q

What is the differentation between the ulnar side and radial side?

A

Ulnar: power
Radial: dexterity

Occupational Therapy Pediatrics (1 decks)

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