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547 > Ped Perceptual & Cognitive Development > Flashcards

Ped Perceptual & Cognitive Development Flashcards

1
Q

Name some cognitive processes. (7)

A
  1. Attention
  2. Memory
  3. Language
  4. Problem solving
  5. Perceptual organization (understanding space)
  6. Sequencing
  7. Mental flexibility (trial and error in problem solving)
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2
Q

what are the 3 ways to test cognitive processes?

A
  1. visual/auditory absurdities: illogical situations presented verbally or visually
  2. Visual-spatial reasoning: incomplete visual patterns
  3. Verbal reasoning: word puzzles
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3
Q

what is cognitive communication

A

communication related to thinking and social skills

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4
Q

what lobes are included in cognitive communication

A

frontal lobe for planning, organization, flexible thinking & temporal and parietal lobes

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5
Q

what activity limitations are linked to delay/impaired cognitive communication (8)

A
  1. attention, concentrating
  2. Memory
  3. Literal interpretation
  4. Problem solving
  5. Cognitive fatigue (overload of cognitive information leads to decrease attention)
  6. Social communication skills
  7. Insight
  8. Speed of information processing
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6
Q

what is executive functioning(5)

A 
Organization
Accountability
planning and goal setting
Time management
Self regulation (self monitoring)
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7
Q

What should first be assessed for problem solving?

A

is it a language, memory or attention problem?

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8
Q

how can you assess planning (part of problem solving)

A

are they able to identify goal, steps to achieve goal (visual maze, construction task)

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9
Q

how can you assess abstract concept (part of problem solving)

A

are they able to generalize concept to other tact (extract meaningful messages from story)

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10
Q

how can you assess concept formation (part of problem solving)

A

test with sorting task that involve changing concept (=> test mental flexibility; are they able to adapt to new situations)

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11
Q

Name 2 comprehension tests of cognitions.

A

IQ test: Wechlsler Preschool and Primary Scale of Intelligence (3 yr 11 mo to 6 yr 7 mo)

Neuropsychological test: cognitive test w mental status and interpersonal factors

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12
Q

what are 4 ot assessments that include cognition for children?

A

battery development inventory (birth-8 yo)

Bailey III (0-42 mo)

Miller assessment for pre-schoolers

McCarthy scales of children’s abilities (2.5-8.5 yo)

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13
Q

what is perceptual organization? what is its function?

A

= organization, identification, interpretation of sensory information to represent and understand environment

= allows us to Organize movement from concrete (self in space) to abstract (writing, reading…) (advance FM and GM)

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14
Q

what are the steps of perceptual organization (6)

A
  1. Objects are present
  2. Observe object
  3. use perception to select object
  4. Organizes perception of object
  5. Interprets perceptions
  6. Responds
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15
Q

what is a learning disability

A

disorder where psychological process involved in understanding or in using spoken or written language manifest itself in imperfect ability to listen, think, speak, read, write, spell, do math

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16
Q

when does perception develop most?

A

7 yo (2nd grade)

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17
Q

when can a learning disorder be diagnosed

A

at 7yo bc when perception is most developed

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18
Q

How may a learning deficit exhibit itself in terms of motor function (7)

A
  1. poor GM, FM
  2. Problem planning
  3. Dyspraxia: difficulty acquisition of new tasks
  4. Poor equilibrium
  5. Sensorimotor problem (slump in chair, holds onto wall when walking, doesn’t like manipulating certain texture)
  6. Occasional tics
  7. Hyper or hypo active
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19
Q

give 2 conditions that are learning disabilities associated with motor funciton

A

DCD

ADHD

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20
Q

how may a learning disability manifest itself in terms of attention and concentration (4)

A

short attention

Restlessness (always moving in seat)

Impulsive

Motor and verbal perserveration

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21
Q

how may a learning disability manifest itself in terms of memory/thinking (2)

A

poor abstract reasoning

Difficulty with concept formation

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22
Q

how may a learning disability manifest itself in terms of communication (4)

A
  • difficulty shifting topics, small talk, sequencing words, articulating
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23
Q

how may a learning disability manifest itself in terms of audition (4)

A

(from auditory perception or memory problem)
- unable to remember oral directions just given to them

  • Unable to sound words or blend sounds into words
  • Unable to block out background noise
  • Unable to remember sequence of nois
24
Q

When do children start to show hand preference?

A

4 yo

25
Q

how may a learning disability manifest itself in terms of integrative & perceptual skills

A
  • difficulty w laterality & directionality that require visual perception (ie ability to cross midline needed for writing
26
Q

how may a learning disability manifest itself in terms of psychosocial issues?

A

Delayed social competencies that can lead to poor self esteem, and poor self efficacy

27
Q

What occurs if primitive & postural reflex persist?

A

challenge in learning and motor coordination in school

28
Q

What occurs if the ATNR is not well integrated?

A

challenges in

balance, hand-eye coordination, L-R integration, laterality, bringing limbs to midline

29
Q

What occurs if STNR is not well integrated?

A

challenges in

Posture (sitting or standing), ability to sit still, muscle tone & coordination (swimming, rolls), linked to ADHD

30
Q

how can you test if STNR is integrated

A

(test: px at 4 points and extend head => they will collapse) => not integrated

31
Q

what occurs if TLR is not well integrated?

A

Interferes w head righting, vestibular skills, proprioception, upright head/body righting, visual control

32
Q

What is visual input? what systems are part of visual input (5)

A

Environmental stimuli by visual receptors

Systems: ocular, sensory, motor tracking, pursuit

33
Q

what is visual processing

A

Cognitive analysis
= visual attention, visual memory, visual discrimination
(alertness, selective attention, viligence)

=> leads to visual ouput

34
Q

what is visual output

A

observable skills

= recognition, matching, categorization, relationships

35
Q

describe the 4 parts of visual output and how you would test each one

A
  1. Recognition: attend to key feature of object & compare to memory
    test: naming tasks (real objects or picture)
  2. Matching: identify stimuli that are exactly alike
    test: find design that matches target design
  3. Categorization: grouping stimuli based on common characteristic
    Test: find the one that is different
  4. Relationships: size, sequence, placement, relationships b/w parts
36
Q

what is visual discrimination? give an example?

A

Visual perceptual skill = ability to determine/discriminate similarities and differences b/w one tube object from another
(ex: reading: to be able to distinguish words and letter)

37
Q

what are the deficits and OPI (5) of a child who has difficulty with visual discrimination?

A

deficit = child may not be able to recognize symbol or slow to learn abc, number

OPI: matching socks, word recognition, hand writing & letter formation, pictogram

38
Q

what is visual memory

A

Ability to recognize previously viewed form from a number of similar forms

39
Q

what opis may arise from visual memory impairment (5)

A
  1. difficulty w reading/writing
  2. difficulty recognizing places/routes/people/object
  3. difference b/w sizes small and capital letters,
  4. unable to write abc from memory,
  5. legibility may be poor
40
Q

what is visual sequential memory

A

ability to recall visual sequence => identify previously viewed sequence of forms

41
Q

what opis may arise from impaired visual sequential memory (3)

A

OPI: reading, writing, multiple step equations

42
Q

what is visual figure (ground discrimination)

A

Ability to distinguish form hidden on distracting background

42
Q

what is visual figure (ground discrimination)

A

Ability to distinguish form hidden on distracting background

43
Q

what opis may arise with impairment of visual figure (ground discrimination) (4)

A
  1. find sleeve/neck openings in uncoloured shirt,
  2. write over edge of paper,
  3. locate objects on cluttered surface/in drawer, 4. rows/columns of math problems may be disorganized
44
Q

what is visual spatial skills

A

ability to understand, reason, remember spatial relations among objects/space (perceive where objects are in space or in relations to other objects)

45
Q

what opis may arise with visual spatial deficit (5)

A

OPI:

  1. map reading,
  2. interpretation of instructional graphics (Charts, diagrams),,
  3. handwriting of lets and numbers reversal
  4. difficulty with l to r writing, inconsistent letter size
  5. placement of letter on line (adapt size to space)
46
Q

what is form constancy?

A

ability to recognize stimulus when size, color, position are changed or when the stimulus is hidden inside another display

47
Q

what opis may arise from form constancy deficit (2)

A

OPI (similar to visual spatial): 1. recognize crumped sweater is same as hanging sweater,
2. confusion of p/q/g/ and a/o and b/d

48
Q

what is visual closure

A

ability to recognize incomplete form that matches a complete one (ability to abstract meaning from more than one element at a time)

49
Q

what opis from visual closure deficit (3)

A
  1. cant recognize common object if part is hidden,
  2. difficulty recognizing completed picture (attention focused only one 1 part)
  3. disorientation w excess visual information and new environment
50
Q

what is visual motor integration? what causes it?

A

Ability to correctly perceive a form in order to correctly replicate it
(may be caused by visual cognitive deficits, visual discrimination, poor FM to integrate visual cognitive and motor processes)

51
Q

What occurs with proprioceptive deficiti

A

appear clumsy/distracted

Lack of sense of body

Rely on visual cues or other cognitive strategies to perform task

Use too much or too little pressure

breaks toys, bump into other, misjudging personal space, disruptive behavior

52
Q

what is sensory discrimination deficit

A

Difficulty differentiating 1 stimulus from another or perceive spatial/temporal relationship among stimulus

53
Q

what opis may occur d/t sensory discrimination deficit

A

may confuse b/d
tactile discrimination: unable to differentiate square from hexagon
difficulty managing fastening

54
Q

what skills are needed for handwriting

A 
neuromuscular function
Sensorimotor integration
Motor control
Visual motor integration
Perceptual cognitive skills
Psychosocial behavior
posture/UE stability (can do ball activity wheel barrow)
grasp
55
Q

what activities can be done to work on handwriting

A

ball activity or wheelbarrow for UE stability

Vertical writing (radial digital grasp with wrist in extension and anti gravity), hand putty, lazy 8 activity (cross midline) for grasp

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