Midterm Flashcards

Question

When is the Protective reactions developed for the following: Forward Lateral Backward

Answer 1

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

Answer 2

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

Answer 3

- Rigid - Poor voluntary movement (no paralysis) - ROM limited to mid ranges usually -Asymmetries Infants are often irritable– poor self-calming

Answer 4

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

Answer 5

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 ```

Answer 6

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

Answer 7

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

Answer 8

- 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

Answer 9

Types of motor problems - Coordination - Timing - Sequencing - Bimanual control - Force production - Balance - Sensory processing - Motor planning

Answer 10

Cerebral Palsy

Answer 11

Sensory integration disorders

Answer 12

Downs Syndrome

Answer 13

Developmental Coordination Disorder (DCD)

Answer 14

- 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

Answer 15

- Reflexes are not integrated in typical sequence and rate | - Therapist helps integrate reflexes

Answer 16

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

Answer 17

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**

Answer 18

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

Answer 19

-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

Answer 20

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

Answer 21

Ecological Practical Ongoing

Answer 22

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

Answer 23

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

Answer 24

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

Answer 25

- 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

Answer 26

Timed activation

Answer 27

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

Answer 28

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

Answer 29

-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

Answer 30

AAC does not interfere with language development Relieves stress Supports communication

Answer 31

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

Answer 32

Types: Communication board Communication book Eye gaze

Answer 33

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

Answer 34

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

Answer 35

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

Answer 36

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

Answer 37

4-6 years old

Answer 38

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

Answer 39

- 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 ```

Answer 40

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

Answer 41

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

Answer 42

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

Answer 43

– helpful in determining if handwriting or keyboarding is more effective

Answer 44

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

Answer 45

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

Answer 46

Whole Language Approach **For children with learning disabilities both a systematic approach and whole language approach together is best**

Answer 47

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

Answer 48

- 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

Answer 49

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

Answer 50

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

Answer 51

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

Answer 52

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

Answer 53

- 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 ```

Answer 54

-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

Answer 55

-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 ```

Answer 56

- 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

Answer 57

1) Direct service with systematic handwriting program 2) Consultation Model Clearly articulate rationale Designs well-organized program