Midterm Flashcards by Latchmi Girdhari | Brainscape

Q

What’s described below?
Standardized or Non-standardized tests?

specific directions to follow in order to have a valid score
must be given the same way every time
must use the same terminology [directions every time you give

A

Standardized

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s described below?
Standardized or Non-standardized tests?

check lists, screens and clinical observation

A

Non-standardized tests

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What are the types of standardized tests?

A

Norm referenced

Criterion referenced

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What standardized test is described below:
Score compared to norm group
Get percentile rank or standard score or zscore
Ie Developmental Test of Visual Motor Integration

A

Norm referenced

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What standardized test is described below:

Assesses goal mastery
Helpful for lesson or program planning
Ie HELP

A

Criterion referenced

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?

-Norm-referenced
-Quick Test (approximately 20 minutes)
-Evaluates VM, VP and Motor Coordination
• No kit/manipulatives required – only test booklet and pencil and table and chair needed
• Norms from age 2 – 99 years
• Good reliability
Test items – scribble, design imitate and copy, tracing, matching

A

VMI

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?

Norm-referenced
Can administer within 30 minutes or so in quiet, distraction-free environment
Need booklet, pencil, table and chair and vp book
Evaluates VP including visual closure, figure ground and form constancy as well as eye hand coordination and copying
Good reliability
Test items – trace, copy, match and find figures

A

DTPVS-3

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?

-Norm-referenced
-0 to 7-11
-Looks at many domains including social-emotional, fine motor, gross motor, communication, cognition
-Administer in natural environment
Good reliability
-Examples of test items – ball, string beads, use spoon, eye contact, babble, cause and effect, etc

A

BDI2

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?

Norm-referenced
Quiet, distraction-free room, large enough for gross motor tasks
Approximately 1 hour to administer
Good reliability
Sections include fine manual precision, fine motor integration, manual dexterity, upper limb coordination, bilateral balance, running speed and strength
Test items include ball, blocks, pennies, booklet and pencil, stop watch, tape measure, balance beam, etc

A

BOT2

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s described below
(VMI/DTPVS-3/BDI2/BOT2/Peabody)?

Norm-referenced
0 to 5-11
Quiet, distraction free environment
45-60 minutes to administer
Good reliability
Areas tested include reflexes, stationary, locomotion, object manipulation, grasping and vm integration
Test items needs include blocks, pegs, lacing card, rattle, ball, child scissors, etc.

A

Peabody

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s postural reactions?

A

allow us to maintain balance in variety of positions; occur in predictable sequence with motor development

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s postural control?

A

ability to maintain body in a position by keeping the center of gravity over the base of support or returning it over the base of support following displacement

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Define:
Base of Support
Balance

A

Base of Support: area within the objects points of touching the ground (demo)

Balance: postural stability

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What are the 3 categories of postural reactions?

A

Righting
Equilibrium
Protective reactions

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Which of the 3 categories of postural reactions is defined below?

-> process of bringing body parts into alignment

A

Righting

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Which of the 3 categories of postural reactions is defined below?

->reestablishing the center of mass over the base of support after displacement.

A

Equilibrium

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Which of the 3 categories of postural reactions is defined below?

-> provide a safety response and protection of face and head during fall

A

Protective reactions

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Describe what Righting Reaction is

A

Orient the head and body in space / align body parts to each other
Automatic movements that maintain and restore

Vertical position of head in space
Alignment of head and trunk
Alignment of trunk and limbs

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What are the 2 righting reactions?

A

Neck on body righting

- Body on body righting

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Which of the 2 righting reactions is described below?

Immature – turning head to the side results in a log roll
Mature - integrates at 4-6 months – turning head produces segmental roll

A

-Neck on body righting

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Which of the 2 righting reactions is described below?

Immature - rotation of hips stimulates log roll of upper body
Mature- integrates at 4-5 months – rotation of hips stimulates segmental roll of upper body - demo

A

-Body on body righting

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Describe Equilibrium Reaction

A

Serves to return the body to a vertical position after displacement from center of gravity
Functions to maintain and regain balance during movement.
Attempts to reestablish center of mass over the base of support when displaced
Counter rotation of head and trunk away from direction of displacement

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Are Equilibrium reactions present at birth?

A

NO.

Equilibrium reactions are not present at birth but “lag”.

-They emerge at 5-6 months and remain throughout life.

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Describe Protective reactions

*Is it present at birth?

A

Reaction that protects us when we fall.
Occurs when displacement is so great the equilibrium reactions are not sufficient to regain balance.
Arms come out in extension to catch or protect proximal body parts as we fall.
Not present at birth but “lag”

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

When is the Protective reactions developed for the following:

Forward
Lateral
Backward

A

Forward 6-7 months
Lateral 6-11 months
Backward 9-12 months

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Muscle Tone
Define each:

Hemiplegia

Diplegia

Quadraplegia

A

Hemiplegia: One side
Diplegia: LE involvement
Quadraplegia: All four extremities

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Define Spasticity

A

Rigid
Poor voluntary movement (no paralysis)
ROM limited to mid ranges usually

-Asymmetries
Infants are often irritable– poor self-calming

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Define low tone

A

Floppy
Poor head control
Often full ROM – hyper extension
Poor co-contraction and decrease joint stability
Infants are often “good” and quiet

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s described below:
Athetoid or Ataxia?

Too much movement due to poor co-contraction
Trunk tone is usually low
Movements increase with excitement/insecurity
Movements decrease with fatigue, external stability and prone lying
Personality traits may include flucuating emotions, less fear of movemnt, more out going, more frustrated

A

Athetoid

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What’s described below:
Athetoid or Ataxia?

Usually starts out low tone – underlying tone is low

May see intention tremors
Uses wide base for walking
Balance problems
Child usually knows what he wants to do but can not do it
Associated problems may include nystagmus, below average IQ, hearing loss perceptual difficulties, poor attention, poor fine motor

A

Ataxia

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Describe the Degrees of Spasiticity

A

Severe
Severe:
Tone is high at rest
Can lead to scoliosis, contractures, deformities, decreased AROM, decreased speed of movement

Moderate:
Near normal at rest, but increases with excitement, movement or speech
Can lead to back problems or subluxations, contractures, more active movement then severe, may be able to walk

Mild:
Normal tone at rest with increse tone with effort or quickness
Limitations seen more distally
Deformities minimal
Usually walks

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What are some Treatment ideas for Spasticity?

A

Rhythmical rocking
Passive movement
Elongation
Rotation of trunk
Vibration to opposite muscle groups
Handling techniques (facilitating postural reactions)

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What are some Treatment ideas for Low Tone?

A

Active movement
Weight bearing
Tapping
Resistive exercises
Handling techniqes (facilitating postural reactions)

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Describe Motor Control

A

Ability to regulate or direct the mechanisms essential to movement
Refers to how the CNS organizes movement, how we quantify movement and the nature of movement
Helps us determine interventions

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

What are some types of motor problems?

A

Types of motor problems

Coordination
Timing
Sequencing
Bimanual control
Force production
Balance
Sensory processing
Motor planning

Q

What diagnosis with movement deficits is described below?

Poor motor planning and body awareness/Sensory impairments
Poor postural control/Neuromuscular and sensory impairments
Poor voluntary movement/Muscle tone issues

A

Cerebral Palsy

Q

What diagnosis with movement deficits is described below?

Disorders of vestibular processing
Body perception and motor planning
Sensory processing and modulation difficulties

A

Sensory integration disorders

Q

What diagnosis with movement deficits is described below?

Poor timing
Decreased strength
Decreased postural control

A

Downs Syndrome

Q

What diagnosis with movement deficits is described below?

-Two possible motor control deficits
Poor integration of information for motor planning

-Increase variable in sensory inputs and motor output

A

Autism

Q

What diagnosis with movement deficits is described below

Slower reaction time
Less accuracy in bimanual tasks
Timing and sequence problems

A

Developmental Coordination Disorder (DCD)

Q

Motor control approaches:

Describe NDT

A

Children are not feeling the movement correctly
Therapist must normalize tone then through key points of control helps child go through the movements in a typical pattern

Q

Motor control approaches:

Describe reflex integration

A

Reflexes are not integrated in typical sequence and rate

- Therapist helps integrate reflexes

Q

Motor control approaches:

Describe Sensory integration

A

-Therapist provides child-directed sensory input to challenge the child into an appropriate adapted response

Q

Motor control approaches have limited effectiveness:

Describe the Bottom up process

A

Bottom up process:

Treat underlying causes of dysfunction then movement will improve
Muscle tone
Sensory dysfunction
Dyspraxia

These approaches should be used in conjunction with other approaches

Q

What are the stages of writing (5)

A

1) Controlled scribble
2) Discrete lines, dots, symbols
3) Straight line or circular upper case letters
4) Uppercase letters
5) Lowercase letters, numbers, words

Q

AT Continuum

A

-No Tech

-Low Tech
Pencil grips
High lighter tape

-Mid Tech
Portable keyboard
Big key calculator

-High Tech
Lap top with voice recognitions system
Kurzweil providing text to speech

Q

What are the 2 models of Assistive technology decision making?

A

1) Student Environment Task Tool- SETT framework worksheet to determine student need for AT devices/services
2) Child and Family Centered Approach- social context, cultural attitudes towards AT, training to team members, use in natural setting, follow up regularly to monitor use

Q

What are the 3 key AT assessments?

A

Ecological
Practical
Ongoing

Q

Which out of the 3 AT assessments is described below? (Ecological/Practical/Ongoing)

Consider all environments/all contexts/all people involved – use observation and teacher rating scales

A

Ecological

I.e.. 7th grader with reading disability – in class activity – assign each student to a junior high teaching assignment and answer the questions below
Assess all classes
what needs to be read,
how much,
what needs to happen with this information,
what is the environment like

Q

Which out of the 3 AT assessments is described below? (Ecological/Practical/Ongoing)

Using the device in the natural setting where the student’s actions will take place (i.e. school/work/etc.)

A

practical assessment

User gains experience with device
User is trained on the device
Device is practiced in multiple settings
Training can occur with multiple people

Q

Which out of the 3 AT assessments is described below? (Ecological/Practical/Ongoing)

AT assessments never end
Monitored and evaluated with follow ups and follow alongs

A

On-going Assessment

Why have follow-ups?

Ensure device is being used
Ensure devices is still appropriate
Ensure that the AT is helpful and has not become obsolete or abandon
AT can be considered a hypothesis that must be tested over time – trial and error

Q

Define Switches

and what a simple/complex response is

A

Input a signal into toy, communication board, electronic aid to living
Simple, single response

-Complex response
I.e. scanning – indirect select – wait for choice to be highlighted then activate switch

Q

Designing Switch Operation
What’s described below (Momentary/Latch/Timed activation)

-Activated as long as user presses switch

A

Momentary

Q

Designing Switch Operation
What’s described below (Momentary/Latch/Timed activation)

-User presses switch to turn on and presses it again to turn off

A

Latch

Q

Designing Switch Operation
What’s described below (Momentary/Latch/Timed activation)

-Switch programmed using timer to stay on for set time when pressed

A

Timed activation

Q

What are ways Switches Can Be Used

A

1)Movement
-Mechanical
Force from body part
-Electric activation
Electromagnetic
I.e. remote control
I.e. head-mounted light pointer
-Proximity (heat sensitive)

2)Respiration
Inhale and exhale
I.e. sip and puff switch

3)Phonation
Voice/sound
I.e. voice recognition
I.e. The Clapper

Q

What are the different types of Single-Switch Options

A

1) Paddle
Activated by body movement

2) Wobble
Activated by body movement in two directions; has auditory feedback

3) Pneumatic
Sip and puff

4) Pillow
Respond when pushed

Q

Whats AAC?

A

-Augmentative and Alternative Communication

-All methods of communicating that do not include speech
Any alternative methods used to express thoughts, ideas, wants and needs
-alternative methods are considered when speech is inadequate for communication

Q

Does AAC interfere with language development?

A

AAC does not interfere with language development
Relieves stress
Supports communication

Q

What are Non-Electric AAC Devices?

A

Non-electric devices:
Flexible
Inexpensive
Single display of words
Number, size and position of pictures depend on motor, vision and vocabulary of user
Could be “back up” for the electronic device when breaks/needs service

Q

What are types of Non-Electric AAC Devices?

A

Types:
Communication board
Communication book
Eye gaze

Q

What are benefits of Electronic AAC Devices

A

Benefits:
-More powerful; elicits greater reinforcement from communication partner

-More independence

Q

What are Disadvantages

of Electronic AAC Devices

A

Disadvantages:
Cost
$1000ssss
Portability
Can be heavy
Maintenance
Programming
Charging

Q

What skills are closely linked with handwriting?

A

with eye hand coordination (strongest predictor of handwriting legibility) and moderately associated with dexterity

Q

Teach handwriting readiness before handwriting to avoid frustration
Wait until _____________

A

first nine figures in VMI mastered (lines, circle, square, triangle)

Q

Ready for handwriting between _____ years old

A

4-6 years old

Q

Necessary components

for handwriting?

A

UE support
Wrist and hand development
Visual control
Bilateral integration
Spatial analysis
Kinesthesia

Q

How foes pencil grip progress?

A

12 months – gross grasp or extended fingers with pronation
18 – 36 months – transitional pencil grip

-6-7 years old :mature pencil grip – no difference is sustained grip for any of these grasps
Dynamic tripod
Lateral tripod
Dynamic quadripod
Lateral quadripod

Q

What does the Handwriting Evaluation include?

A

1) Interview team members including the child
2) Work samples
3) File review
4) Observation of handwriting skill

Q

What are the domains of handwriting?

A

Writing alphabet upper and lower case
Copying
Near point copying
Far point copying
Manuscript to cursive writing
Writing dictated information
Composing

Q

How do you measure the percentage for handwriting legibility?

A

Write lower case alphabet - Number of legible letters divided by number of letters
Above 75% is acceptable

Q

Why is a Written Productivity Profile helpful?

A

– helpful in determining if handwriting or keyboarding is more effective

Q

What are some Ergonomic factors that helps handwriting performance to significantly improve?

A

Upright posture
Chair and desk height
Stability of the shoulder, elbow, wrist
Stabilize paper
Grasp pattern

Q

What are some examples of handwriting assessments?

A

Evaluation Tool of -Children’s Handwriting (ETCH)
Test of Handwriting Skills
The Print Tool
Minnesota Handwriting Assessment

Q

Handwriting Instruction Methods and Curricula

What’s described below?
(Whole Language Approach or Systematic Approach)

*Child writes a story then teacher give advice and assigns practice

A

Whole Language Approach

For children with learning disabilities both a systematic approach and whole language approach together is best

Q

Handwriting Instruction Methods and Curricula

What’s described below?
(Whole Language Approach or Systematic Approach)

Student introduced to a letter’s formation then practice

A

Systematic Approach

For children with learning disabilities both a systematic approach and whole language approach together is best

Q

What are some benefits of manuscript

A

Simpler to learn and easier to visually discriminate
Closely resembles text in books
Needed through out adult life to complete applications, etc.
More readable then cursive
Easier to read and write for young children

Q

What are some benefits of cursive?

A

Patterns allow for faster and more automated movements
Less reversals and transpositions of words
See words as units because connected letters

Q

Handwriting Interventions include remediation and compensation:

Describe Remediation

A

Intensive systematic handwriting program – handwriting support is only effective if there is handwriting instruction and practice

Q

Handwriting Interventions include remediation and compensation:

Describe Compensation

A

Increase time
Oral reporting
Decrease volume of written work
AT (especially when writing is illegible and slow)

Q

Handwriting Interventions:

What are the 3 Acquisitional and Motor Learning Approaches?

A

1) Cognitive phase
- Child is working on understanding the demands of handwriting and forming strategies

2) Associative
- Child continues to adjust and refine strategies
- Relies on cuing less

3) Autonomous
- Handwriting automatic
- Performance consistent and small errors only
- Can attend nicely to other aspects of writing

Q

Handwriting Interventions:

Describe the
Sensorimotor Interventions

A

Novel sensory based activities keep child engaged
Children need handwriting practice too – more gains than sensorimotor interventions alone

**Sensorimotor strategies
Various pens/pencils –scented, textured, colorful, weighted, vibration, chalk, paint brush, etc.
Writing on textured surfaces
Colored paper/colored lines
Slant board

Q

Handwriting Interventions:

Describe the Biomechanical Approach

A

-Ergonomic strategies:
Desk/chair height

Pencil grip

Helps legibility and fatigue

Easier to modify grip of younger child

Thicker pencil for young children is not helpful – allow them to choose which is most comfortable

Slant board

Correct angle of paper

Q

Handwriting Interventions:

Describe the focus and strategies for the Cognitive Interventions

A

-Focus
Child generates own solutions with guidance
Imitation, practice, self-evaluation and feedback

-Strategies:
Attention 
Paper on black background
Reduce visual stimulation on work sheets
Reduce competing stimulation 
Finger to point
Highlight and underline
Take breaks
Monitor tendencies for distractibility
Directional cues
Word banks/word walls
Various paper with small or larger lines as well as raised or colored

Q

Handwriting Interventions:

Describe the Psychosocial Approach

A

Improve self-control and coping
Reinforce the importance of handwriting for communicating
Offer choices, success, encouragement and responsibilities to reinforce good handwriting
Use peer evaluation in small groups – peer modeling as well

Q

What ways are Service Delivered for handwriting

A

1) Direct service with systematic handwriting program

2) Consultation
Model
Clearly articulate rationale
Designs well-organized program