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Peds > Module 1 > Flashcards

Module 1 Flashcards

1
Q

Neuromaturationist stages and driving forces

A

Stages are a result of CNS maturation
Alterations of flexor vs extensor dominance and CNS maturation drive changes

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2
Q

Neuromaturationist building blocks

A

Primitive reflexes

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3
Q

Cognitive behavioral stages and driving forces

A

Stages are from behavioral, environmental interacts
Driving forces is interaction

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4
Q

cognitive behavioral building blocks

A

pavlovian and operant responses to environment

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5
Q

cognitive piageteian stages and driving forces

A

stages show equal and unequal
driving forces are interaction between cognitive neural structures and environmental opportunities

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6
Q

cognitive piagetian building blocks

A

reflexes go first and then you develop voluntary actions

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7
Q

motor learning stages and driving forces

A

no specific stages- associative, autonomous and cognitive
driving forces are trial and error to develop motor programming and using recall

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8
Q

motor learning building blocks

A

practicing tasks and general recall and recognition

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9
Q

dynamical systems stages and driving forces

A

stages are states of stability from self organization
driving forces are recognizing opportunity in the enivonrment and responding to tasks

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10
Q

dynamical systems building blocks

A

combination of multiple systems and self exploring the environment at own rate

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11
Q

what are some external factors of child development

A

size, culture, task demands, MSK

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12
Q

what are some internal factors of child development

A

cognitive and behavioral factors, sensory

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13
Q

IFC components (normal)

A

body structure, activity, participation, environment, and personal factors

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14
Q

IFC components (kids)

A

fitness, function, friends, fun, family

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15
Q

what are the two options to reference measurements to?

A

norms and criterion

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16
Q

when to reference to norms

A

to identify delay
good for EI referrals

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17
Q

when to reference to criterion

A

looking at mastery of specific tasks

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18
Q

examples of norms testing for kids

A

Peabody Developmental Motor Scales
Bruininks-Oseretsky Test of Motor Proficiency (BOT)

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19
Q

examples of criterion testing for kids

A

Hawaii Early Learning Profile
School Function Assessment

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20
Q

Bell curve standard deviation percentages

A

1 SD: 68%
2 SD: 95%
3 SD: 99.7%

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21
Q

standard score shows what

A

degree to which mean score is different from group mean

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22
Q

equation for standard score

A

Z= X- M/ SD
x is raw score
m is mean of group

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23
Q

what is equivalent score?

A

when the raw score is the same as the mean for a norm group

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24
Q

basal level

A

assumption that the test taker can get all the correct responses below the level

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25
Q

ceiling level

A

assumption that the test taker can no get any higher items on a test because it is too high level

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26
Q

basal level example on peabody

A

score of 2 on 3 consecutive items

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27
Q

ceiling level example on peabody

A

score of zero on 3 consecutive items

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28
Q

age for AIMS

A

up to 18 months

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29
Q

how to calculate adjusted age for AIMS

A

if gestation is less than 37 then you subtract thee gestational time from 40 weeks and then subtract that from chronological age

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30
Q

at what age can you use adjusted age for

A

2 years

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31
Q

5 roles in pediatric PT for PTs

A

identify constraints
look at environment
create therapeutic environment for practice
promote exploration of different movement patterns
use high dosage

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32
Q

dosing in pediatric PT

A

how often and how long they practice is very important

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33
Q

external factors to nervous system in pediatrics

A

body mass
MSK (high COM- hard to be upright)
cultural differences
tasks demands of child/fam

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34
Q

internal factors to nervous system in pediatrics

A

kids move for things they want
cognitive and behavioral
sensory

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35
Q

important aspect to manage Childs POC

A

include family- look at intrinsic and extrinsic factors

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36
Q

what interacts for postural control

A

sensory, MSK, and motor systems

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37
Q

stability

A

control COM in relation to BOS

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38
Q

orientation

A

fluid coordination and alignment of segments

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39
Q

how does postural control emerge?

A

gain control of the head and neck with visual and vestibular integration. move from wide BOS and high guard to more upright with narrow COM and BOS

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40
Q

how to get child to engage in their environment for development

A

chose tasks that drive the kid

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41
Q

3 types of systems theories for postural control

A

steady state
proactive/ anticipatory
reactive/ compensatory

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42
Q

ability for steady state posture

A

neuromuscular- muscle tone and tightness
some sensory components

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43
Q

strategies for reactive posture

A

ankle- fixed
hip- fixed
stepping- change of support
reach to grasp- change of support

44
Q

what muscles does forward sway use

A

posterior muscles

45
Q

what muscles does backwards sway use

A

anterior muscles

46
Q

what type of kids is anticipatory posture difficulty for

A

kids with cognitive and visual delays and impairments
uses vision, vestibular, and somatosensory

47
Q

righting reaction

A

slight perturbation within BOS

48
Q

moderate perturbation to limits of BOS

A

equilibrium/ tilting reactions - using rotatory components

49
Q

extreme perturbation beyond BOS

A

protective extension (reach out hands)

50
Q

visual role in early development

A

child needs to look around at things for head and neck development

51
Q

somatosensory role early development

A

influence motor development and postural control

52
Q

how to evaluate a child’s balance control if impaired

A

look at BOS, COM, and support surfaces
look at quality of movement
observe all planes of movement
look at coordination and co contraction and activation
ability for dissociation

53
Q

what is co contraction

A

around joint for stability

54
Q

what is co activation

A

muscles turning on

55
Q

what is dissociation

A

selectively separating upper vs lower, left vs right, within limb

56
Q

what is segmental assessment of trunk control (SATCO)

A

belting system that goes higher as child needs more support

57
Q

gentille’s taxonomy

A

closed vs open
setting up environment to see abilities
intertrial variability
object manipulation (dual task)
implicit vs explicit learning

58
Q

how to use feedback to have child for from external to internal knowledge

A

fade out

59
Q

what does AIMS evaluate?

A

Developmental motor milestones in 4 positions (supine, prone, sitting, standing)
Evaluates weight bearing, posture, and antigravity movements

60
Q

what does BOT evaluate?

A

fine and gross motor skills
Body composition composite (bilateral coordination and balance)
Strength and agility composite (strength, running speed & agility)

61
Q

ages for BOT

A

4-21 years old

62
Q

what does Peabody evaluate

A

gross and fine motor skills
Stationary
Locomotion
Object manipulation

63
Q

ages for peabody

A

0-5 years old

64
Q

what does TGMD evaluate?

A

locomotor and ball skills

65
Q

what happens with neuronal development in 1st and 2nd trimester?

A

migration of neurons to correct position within brain

66
Q

what happens with neuronal development in 2nd and 3rd trimesters?

A

multiplication, differentiation, axons, and dendrites
neurotransmitters help form synapses

67
Q

when does pruning begin during pregnancy?

A

3rd trimester

68
Q

what is apoptosis

A

cell pruning and death

69
Q

what is neurogenesis and gliogenesis

A

cell proliferation

70
Q

age for rolling

A

4-5 months

71
Q

age for crawling

A

6-9 months

72
Q

age for sitting supported

A

0-4 months

73
Q

age for sitting unsupported

A

5-12 months

74
Q

Agee for standing supported

A

8 months

75
Q

age for first steps

A

11-13.5 months

76
Q

age for walking alone

A

11.5-14 months

77
Q

what helps progress children to higher levels of motor development skills?

A

increased time upright
lower COM
greater stability
strength
coactivation
dissociation
weight shifting

78
Q

what age for creeping on stairs

A

12-15 months

79
Q

important considerations for handling and facilitation

A

firm hold
use most of hand with pressure dispersed
hand on muscle belly
hand in direction of movement
hand for grounding/ stabilization

80
Q

what do pediatric PTs need to acknowledge when providing care?

A

family context and social systems

81
Q

babinski reflex

A

28 weeks- 1 year

82
Q

flexor withdrawal reflex

A

28 weeks to life

83
Q

galant reflex

A

28 weeks to 2 months

84
Q

moro reflex

A

28 weeks to 3-5 months

85
Q

primary standing reflex

A

35 weeks- 2 months

86
Q

primary walking reflex

A

37 weeks to 3-5 months

87
Q

neck righting reflex

A

birth to 4 months

88
Q

rooting reflex

A

32 weeks to 3 months

89
Q

suck reflex

A

32-36 weeks to 5 months

90
Q

ATNR

A

20 weeks to 4-5 months

91
Q

tonic labyrinthine

A

in utero to 5-7 months

92
Q

palmar reflex

A

28 weeks to 4-6 months

93
Q

plantar reflex

A

28 weeks to 9 months

94
Q

gabella reflex

A

life

95
Q

pull to sit age

A

0-5 months

96
Q

supported sit

A

0-4 months

97
Q

sitting

A

5-12 months

98
Q

when do abs activate?

A

6 months

99
Q

prone on extended arms

A

4-7 months

100
Q

reciprocal creeping

A

12 months

101
Q

crawling

A

6-9 months

102
Q

roll prone to sl

A

5 months

103
Q

mature rolling

A

7-9 months

104
Q

standing

A

7-12 months

105
Q
A

Peds (5 decks)

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