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OCCUPATIONAL THERAPY > OCTA 231 Pediatrics Exam 2 > Flashcards

OCTA 231 Pediatrics Exam 2 Flashcards

1
Q

Food placement on the back of the molars elicits what movements?

A

Tongue lateralization and Rotary movement

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2
Q

What type of cup was used for jaw control?

A

Cut away cup

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3
Q

What should the therapist observe for abnormal feeding?

A

Clenching
Tongue thrust
Lip retraction

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4
Q

Temple Gardin said:

A

One step at a time

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5
Q

What is the OT goal for handwriting?

A

Focus on prepping the hand for the use of the pencil.

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6
Q

Hand Dominance:

A
  • developed by 4-6 years
  • girls develop faster
  • hand dominance have to be established first before encouraging writing
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7
Q

What are the performance skills that may affect handwriting?

A 
Muscle tone
Strength
Endurance
Posture
Integrity of structures
Visual perception
Sensory processing
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8
Q

Prewriting strokes are:

A

Vertical
Horizontal
Circular
Diagonal (last)

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9
Q

precursors to forming shapes, letters, and numbers

A

Prewriting strokes

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10
Q

Having a strong trunk is good for:

A

positioning for upright seated posture

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11
Q

What type of skills are assessed when evaluating handwriting skills?

A

visual-motor skills
perceptual skills
fine motor skills

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12
Q

the way print is tracked during reading and writing. (top to bottom and left to right of page)

A

Directionality

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13
Q

ability to organize and interpret what is seen

A

Visual perception

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14
Q

Visual perceptual tests examines what?

A 
discrimination
visual memory
form constancy
sequential memory
figure ground
visual closure
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15
Q

a grasp that position the fingers to put insert a key into a door

A

Lateral pinch

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16
Q

a grasp that position the fingers to palm a ball

A

Spherical pinch

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17
Q

a grasp that position the fingers to write with a pencil

A

Tripod grasp

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18
Q

a grasp that position the fingers to hold a cup

A

Cylinder grasp

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19
Q

a grasp that position the fingers to hold a suitcase

A

Hook grasp

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20
Q

a grasp that position the fingers to hold a hammer

A

Power grip

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21
Q

a grasp that position the fingers to pick up small object (penny)

A

Superior pinch

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22
Q

a grasp that position the fingers to pick an item up using the thumb, middle, and index fingers

A

3 jar chuck

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23
Q

If child have poor handwriting due to tone problems what can be done?

A

work from gross to fine (activities out of the chair to seated in chair)

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24
Q

Gross motor activities:

A
  • isometric exercises
  • wall push-ups/offs
  • obstacle courses
  • theraband
  • scooter-board & propelling self
  • quadruped, prone, or side sit while playing game
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25
Q

Fine motor activities:

A
  • pegboard
  • bean bag toss
  • beading
  • paint and water
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26
Q

If child have poor handwriting due to tactile problems what can be done?

A

Provide sensory stimulation to the hands after body prepping

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27
Q

Tactile activities:

A

finding objects in sand, rice, theraputty, etc

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28
Q

If child have poor handwriting due to visual motor problems what can be done?

A

Prep hand and then expose to variety of activities that require progressively more refined visual motor skills

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29
Q

Visual motor activities:

A
  • rolling theraputty into snowballs
  • puppet play
  • tweezers to pick up cotton balls
  • operation game
  • tracing with crayon/chalk
  • Tracing on large paper then small paper
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30
Q

Autism spectrum disorder have 7 symptoms grouped into 2 main groups, what are they?

A
  • Deficits in social communication & social interaction

* Restricted, repetitive patterns of behavior, interests, activities

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31
Q

Deficits in social communication and social interaction:

A
  • social emotional reciprocity
  • deficits in non verbal communication
  • poor eye contact
  • mismatched body language
  • poor use of gesture
  • Problem adjusting behavior to social situation
  • problems with making friends or lack of interest in peers
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32
Q

Restricted, Repetitive patterns of behavior, interests, and activities:

A
  • Stereotyped/repetitive movements
  • Insistence on sameness/inflexibility
  • Highly restricted interests, fixated interests
  • Hyper/hypo responsive to sensory input
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33
Q

What are the 3 disorders that are now combined into the autism spectrum disorder?

A
  • Asperger syndrome
  • Pervasive developmental disorder
  • Childhood disintegrative disorder
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34
Q

What are the autism signs in infancy?

A
  • child does not reach to be picked up
  • does not cuddle or respond to it
  • does not have social smile
  • does not play simple social games
  • seems indifferent to parents
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35
Q

What are the autism signs in a 2-3 year old?

A
  • limited eye contact

* does not want to cuddle or may go limp or rigid when held

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36
Q

What are the autism signs in a 4-5 year old?

A
  • may be echolalic (repeat- vocally- something over and over)
  • may engage in self stimulatory behaviors (shaking hands, picking at hair, rocking, etc)
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37
Q

an intervention used for autism that focus on behavior interventions using behavioral management techniques

A

Applied Behavioral Analysis (ABA)

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38
Q

an intervention used for autism that adapts the environment to the child using visual aids (pictures can help child understand what comes next)

A

TEEACH

39
Q

an intervention used for autism developed for learning disabled child; need to be certified but can do treatments based on sensory integration or sensory motor techniques

A

Sensory Integration/ Sensory- Based

40
Q

an intervention used for autism that strengthens and balance the auditory system by using earphones with a monotone sound playing

A

Auditory Integration Training (AIT)

41
Q

hypersensitivity to sound

A

Hyperacusis

42
Q

the process in which the brain is taking in all of the various types of sensory input and messages and sorting it all out

A

Sensory modulation

43
Q

intervention used for autism where the adult imitates the child; child will then notice adult overtime or the adult will interact with the child’s toy to get child to notice/react

A

Relationship based interactive intervention

44
Q

autism intervention that use of play, structure and cues; using play and toys to slowly get reactions and interactions

A

Structured Play

45
Q

autism intervention where the child is shown pictures of facial expressions and the child talks about the responses to these expressions (Asperger’s)

A

Social cognitive skill training

46
Q

educating the parent about how to deal/communicate with child

A

Parent directed approach

47
Q

Jean Ayres defines SI as:

A

process of organizing sensory information in the brain to make adaptive responses

48
Q

What are the five senses that Jean Ayres used?

A
  • Vestibular
  • Tactile
  • Proprioceptive
  • Auditory
  • Visual
49
Q

way of describing how we process sensory info from the environment into a meaningful organized fashion in order to act on it in an adaptive way, functional way that works

A

Sensory integration

50
Q

how the brain receives and interprets sensory info to produce an effective response by person

A

Sensory processing

51
Q

What are some behaviors that represent impairments with sensory modulation?

A
  • Gravitational insecurity
  • Tactile defensiveness
  • Sensory seeking
  • Sensory hypersensitivity
52
Q

hypersensitivity to touch

A

Tactile defensiveness

53
Q

fear of having feet off ground

A

Gravitational insecurity

54
Q

highly interested in movement, lights, colors, sounds, smells and tastes that excite

A

Sensory seeking

55
Q

sensitive to movement, lights, colors, sounds, smells and tastes

A

Sensory hypersensitivity

56
Q

the sense of balance

A

vestibular

57
Q

the sense of body movement

A

proprioception

58
Q

Children manifest sensory modulation irregularities by their intolerance to:

A
  • clothing
  • food texture
  • imposed touch
  • household noises
59
Q

SI dysfunction in infancy is over reactivity to:

A

touch
taste
smell

60
Q

What do the therapists do if a child needs excitation?

A

provide arousing activities like jumping, swinging, etc

61
Q

What do the therapist do if the child is overaroused?

A

provide sensory input like a swing or physio ball while engaging in oral-motor activity( blowing bubbles) that will promote healthy inhibition (relaxation)

62
Q

interventions for sensory processing that challenge a child to make adaptive responses

A

vestibular, proprioceptive, and tactile activities

63
Q

What type of tactile input is said to improve attention, arousal, and focusing?

A
  • brushing

* deep pressure

64
Q

Sensory integration techniques are used to address:

A

sensory processing issues

65
Q

What is the most emotionally significant area of delay in an infant?

A

Oral motor (OM)

66
Q

What does FTT stand for?

A

failure to thrive

67
Q

A child may never develop rotary movement due to what reflex?

A

Phasic bite reflex - up and down movement

68
Q

What movement of the tongue will the therapist continue to see in/out pattern and no lateralization?

A

Sucking movement

69
Q

jaw appear stuck in open position

A

jaw thrust

70
Q

people with jaw thrust have high or low tone?

A

low tone

71
Q

forceful protrusion of tongue which often appears thick and bunched resulting in loss of food and liquid

A

tongue thrust

72
Q

people with tongue thrust have high or low tone?

A

low tone

73
Q

drawing back of lips

A

lip retraction

74
Q

people with lip retraction have high or low tone?

A

low tone

75
Q

strong pulling back of the tongue that may result in airway blockage

A

tongue retraction

76
Q

people with tongue retraction have high or low tone?

A

high tone

77
Q

may be due to a strong tonic bite reflex. involuntary closure of jaw

A

jaw clenching

78
Q

people with jaw clenching have high or low tone?

A

high tone

79
Q

if an infant cannot get enough liquid of looses most of it:

A

he/she have an inefficent or weak suck

80
Q

Objectives to Oral Motor Treatment:

A
  1. want to optimize child’s development in all areas
  2. want to prevent maternal-infant problems (bonding)
  3. want to prevent placement on alternative methods of feeding
  4. want to normalize OM skills to assist in normal speech motor development
  5. want to prevent behavior problems
81
Q

Common OM problems with intellectual and developmental disability:

A
  • delayed OM skills
  • lack of food texture progression
  • behavior problems
  • may not know when hungry or thirsty
  • may remain dependent on feeding from others.
82
Q

Common OM problems with down syndrome:

A
  • low tone-may interfere with jaw stability, poor cheek development, open mouth posture
  • tongue thrust due to large tongue
  • overall OM delayed
  • behavior problems
  • delayed cup skills b/c tongue is thrusted under cup
83
Q

Common OM problems with CP:

A
  • problems positioning to feed
  • primitive reflexes continue
  • hyperactive gag
  • oral hypersensitivity
  • tongue thrust, jaw instability, tonic bite, poor lip closure, increased drooling.
84
Q

Oral motor treatment techniques:

A
  1. cut away cup
  2. jaw control (3 fingers)
  3. food placement back molar, side of mouth
85
Q

Backdrop of normal:

A
  • tone
  • posture
  • equilibrium
  • scapula shoulder girdle stability
  • control of forearm
  • control of elbow
  • control of wrist and fingers
  • thumb opposition
  • Palmer arches
  • intact tactile perception of the hand
  • freely crossing midline
86
Q

In first year of life ________ should be going on in order to support readiness of the hand for handwriting activities

A

weight bearing

87
Q

What should kids in the 2nd semester of kindergarten begin instruction in if all is normal?

A

letter formation

88
Q

reading and writing develops:

A

parallel to each other

89
Q

When you first see a child look at:

A
  1. tone
  2. shoulder stability and posture
  3. sitting posture at desk and chair
  4. look where movement is coming from when writing (shoulder/elbow/wrist/fingers?)
  5. tone in hand and fingers
  6. overall fine motor skills (use of variety of grasp, grip strength, finger isolation, use of palmer arches, use of 2 hands together, hand dominance, and tactile perception of hand and fingers.
  7. eye-hand coordination
  8. L/R discrimination (b/d)
  9. visual perceptual skills-need to understand this on own body before on paper
90
Q

What position is good for observing weight shifting and addressing tone?

A

quadruped

91
Q

What info should we get from the OTR?

A
  1. predominately tone problem?
  2. predominately tactile issues?
  3. visual motor problems?
  4. all three? (usually)
92
Q

True/False: Kids with handwriting issues tend to have tactile issues like hypersensitivity to tactile or even orally

A

True

93
Q

True/False: when addressing tone we should work fine to gross?

A

False

Gross to Fine

94
Q

How to address palmer arches and finger isolation

A
  • Weight bearing in quadruped
  • Wall pushups with fingertips
  • Animal crawls
  • Hold onto things(marbles) with one hand
  • Tweezers or connected chopsticks to pick up things
  • Braiding, bracelets, cats-cradle
  • Use wedge

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