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Lifespan > Pedi PT Exam: Tests and Measures > Flashcards

Pedi PT Exam: Tests and Measures Flashcards

1
Q

what are 3 positive impacts that early intervention has

A

reduce delay
reduce disability
enhance health outcomes

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2
Q

what are 5 areas of development that screening looks at

A

behavior
mental status
communication
gross motor skills dev
fine motor skills dev

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3
Q

what are the 2 goals of screening

A

identify potential for dysfunction
identify need for referral

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4
Q

what are the 2 main parts of the screening procedure

A

clinical observation
standardized screen

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5
Q

what is assessed when screening mental status as part of a PT exam

A

arousal
alertness

(not cog - other health providers)

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6
Q

expected mental status via clinical observations: infancy (4)

A

alert/arousal
eye contact
interest in people/surroundings
cause-effect

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7
Q

expected mental status via clinical observations: toddler (5)

A
  1. alert/arousal
  2. points & names objects/body parts
  3. knows own name
  4. follows simple directions
  5. hints of cog thru communication and motor systems (pointing, naming things)
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8
Q

expected mental status via clinical observations: preschooler (3)

A

makes needs/wants known
progression of play skills
how plays w peers

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9
Q

expected mental status via clinical observations: school-age (3)

A

school performance
A&O x4
adapt Qs (is it day or night?)

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10
Q

expected communication via clinical observations: infant (3)

A

coo, babbling, laughing approp
3-5 words by 12-15mo
receptive > expressive language

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11
Q

expected communication via clinical observations: toddler (3)

A

puts together simple 2-3 word phrases/sentences

at least 50 words by 2yo

able to say “i want ___”

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12
Q

expected communication via clinical observations: preschooler (4)

A

points to objects
answers simple Qs ab story
“W” questions - what, why, who
should be able to understand them

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13
Q

expected communication via clinical observations: school-age (2)

A

appropriate expressive/receptive language for age

develops reading, writing, etc.

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14
Q

what components are looked at during the motor part of a screen via clinical observation (3)

A

in different positions
self-selected motor activity
- active or passive in environment
what needs further exam (BSF)

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15
Q

what are 2 standardized screening measures she discusses and which one is a better measure

A

denver developmental screen (DDS)

ages and stages questionnaire (ASQ3) **

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16
Q

Denver Developmental Screen (DDS): age range, 4 areas assessed, possible results

A

birth - 6yo

FM, personal -social, GM, language

normal, suspect, delayed
- observer related, not parent reported

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17
Q

what is a consideration when using the DDS’s results

A

weak specificity and sample pop may be biased
- can lead to over identification and false positives

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18
Q

what is a consideration when looking at the results from any screening tool given to you by a new referral

A

as a screening tool, might miss things bc it is a screening
-> use w caution

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19
Q

ages and stages questionnaire (ASQ3): age range, 5 areas assessed, possible results

A

0 - 66mo (aka 5.5yo)

communication, person-social, GM, FM, problem solving

typical development, need for monitoring, need for further assessment
- parent/caregiver report

20
Q

what uses the ASQ3 extensively

A

federal programs specifically looking for kids w developmental delay

21
Q

what are the 4 steps for an exam’s general approach

A
  1. observe
  2. manipulate the task
  3. manipulate the environment
  4. hands on
22
Q

what are 3 components to approaching behavior management

A

incorporate observations
- behavior, comm, likes/dislikes
set up for success - structure
when/then

23
Q

what are 4 possible intended purposes of objective tests

A
  1. planning
    - strengths & weaknesses of developmental motor skills
  2. evaluative
    - measure change over time
    - at start and end of intervention
  3. predictive/prognostic
    - estimate future risk
  4. discriminative/diagnostic
    - who is different from the norm and who isn’t
24
Q

what makes objective tests objective

A

standardized in admin, equipment/materials used, and scoring

25
Q

what is the problem with using tests that are limited in their standardization

A

limited objectivity and won’t be able to use info to guide POC

26
Q

what is a criterion referenced test

A

completion of criteria

27
Q

what is a norm-referenced test and what types of tests is this commonly seen in

A

complete criteria and then compare to same aged peers (normative sample)
- balance tests

28
Q

what is a criterion referenced test helpful with and what is it not helpful with

A

helpful in planning POC

not helpful in comparing to same aged peers

29
Q

norm vs criterion referenced: reference points

A

norm: avg, relative points derived from performance of group

criterion: fixed at specific cut-off points
- don’t depend on reference points

30
Q

norm vs criterion referenced: what does it evaluate

A

norm: individual performance in comparison to group of people

criterion: individual performance in relation to fixed standard
- child in comparison to self

31
Q

norm vs criterion referenced: what is it designed for

A

norm: produce scores that are normally distributed, to maximize differences among individuals

criterion: discriminate b/w successive performances of one individual, to provide info for use in planning

32
Q

a child is referred to PT to determine if they are delayed in gross motor development. What is the most appropriate type of test and measure to administer?

a. criterion reference
b. norm reference

A

B. norm

implies delay relative to same aged peers

33
Q

what are 3 types of validity

A

construct
content
responsiveness

34
Q

construct validity

A

characteristic/concept we want to measure

35
Q

content validity

A

does it cover all aspects of that construct

36
Q

responsiveness validity

A

to detect change beyond which would happen naturally

37
Q

what are 2 types of responsiveness validity

A

minimal detectable change (MCD)
minimal clinically important difference (MCID)

38
Q

MDC vs MCID

A

MDC - minimal change not likely d/t change variation or error
- naturally occurring change

MCID - clinically important change/difference in pt function that is perceived as beneficial and would change pt management
- clinically relevant
- changes PT management
- based on stats, expert op, pts

39
Q

what are the 2 types of reliability we want

A

inter and intra rater reliability

40
Q

what are standard scores and percentile ranks used for

A

to understand performance relative to means

41
Q

what are developmental age equivalents

A

motor age at which 50% of the subjects in N sample achieved that score

42
Q

what has to be done if you want to compare scores and why do we want this

A

convert raw scores to standard scores and percentile ranks

so you can understand individual performance relative to means

43
Q

what are raw scores

A

point values, # of items completed

44
Q

observer rated vs self report

A

observer rated:
- items directly assessed by PT
- clinical observation
- standardized procedures

self report
- survey/questionnaire
- individual perception of abilities

45
Q

performance vs capacity

A

performance:
- typical performance of skill
- captures effect/influence of environment
- caution: may be overly accommodating

capacity
- what pt is capable of doing
- controlled testing environment, controlled parameters
- may not be realistic for every day

Lifespan (20 decks)

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