Pedi PT Exam: Tests and Measures Part 2 Flashcards

1
Q

what is important to keep in mind when interpreting objective test results

A

consider WHOLE PT exam
- one score shouldn’t be only factor in PT eval, PT dx, & POC

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2
Q

what are 4 things to consider when selecting a test

A
  1. based on ICF level
  2. based on purpose
  3. consider characteristics of tool and validity/reliability
  4. characteristics of child: dx, age, setting
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3
Q

what are 3 ways to measure impairments

A

goniometry
VS
pain scale

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4
Q

what are ways to measure activity limitations (6)

A

functional reach
TUG
GMFM
PDMS-2
SFA
PEDI-CAT

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5
Q

what are ways to measure participation restrictions (3)

A

CAPE
SFA
PEDI-CAT

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6
Q

what is main reason that ROM norms are so different in infants and toddlers

A

newborn is in physiologic flexion
- ms biased in inc flexor tone than ext -> translates into ROM

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7
Q

how does hip flex/ext ROM change and what facilitates this

A

1mo - 10-140
1-5yo - 0-125

as gain exposure to gravity, inc tummy time, inc strength/motor control -> hip will ext to 0deg

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8
Q

how does DF ROM change and what facilitates this

A

1mo - 0-55deg
- newborn can touch dorsum of foot to tibia
1-5yo: 0-15deg
13-19yo: 0-10deg

as connective tissue tightens, inc strength, ROM will dec

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9
Q

how does shoulder ER ROM change

A

0-2yo - 0-125deg
1-5yo - 0-110deg
13-19yo - 0-105deg

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10
Q

what are the 3 main motions that there are significant changes in ROM from infant to adult

A

hip flex/ext
DF
shoulder ER

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11
Q

what are 2 developmental tests that are more comprehensive and how so

A

Bayley scales of infant toddler dev
batelle dev instrument

includes social, communication, gross/fine motor, cog

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12
Q

what type of tests are included in the activity domain and what are 5 examples

A

developmental
- GMFM
- PDMS-2
- BOT-2
- Bayley scales of infant todd dev
- Batelle dev instrument (BDI-2)

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13
Q

when do you utilize functional measures tests and what are 2 examples

A

when developmental test isn’t appropriate or incomplete

weeFIM
PEDI-CAT

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14
Q

PEDI-CAT: purpose, age range, population, domains, what does it measure

A

discriminative, outcome
birth-21yrs
multiple clinical dx

activity (3 domains), participation (RCAT)

measures functional skills in 3 domains:
- ADLs
- mobility
- social/cog
responsibility domain (RCAT)
- participation

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15
Q

what is the CAT part of the PEDI-CAT

A

artificially select objects that correlate to level of difficulty that can adjust based on pt choices

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16
Q

what are 2 benefits to the PEDI-CAT

A

good psychometric properties

norm and scaled scores
- enabled PT to examine function when examine dev wasn’t possible
- measure over time & compare performance

17
Q

what are 3 pieces of info obtained from participation measures

A

involvement
interests
satisfaction

18
Q

what technology can measure the involvement in participation

A

physical activity monitors
- accelerometers
- pedometers

19
Q

what is a drawback when trying to measure participation in peds

A

can’t always tell what activity they like doing

20
Q

what are 4 participation measures of interests/involvement

A
  1. school function assessment
  2. child assessment of participation and enjoyment (CAPE)
  3. preference of activities for children (PAC)
  4. canadian occupational performance measure (COMP)
21
Q

CAPE: purpose, age range, population, domains, what does it measure

A

discriminative, day to day planning

6-21yo

participation

participation in formal & informal activities
- 5 dimensions of participation
- 55 activities

22
Q

what is the key to using the CAPE

A

getting child/family/primary caregiver perspective

23
Q

what is a benefit to using the CAPE

A

child self identifies activities they like to do per activity type
- child then asked frequency, level of enjoyment, etc.

24
Q

what does the preference of activities for children (PAC) measure

A

measures child’s preferences for involvement in activities

25
Q

COMP: purpose, age range,, domains, what does it measure

A

purpose: outcome measure
- not norm referenced

age range: none specified
- older child more reliable

domain: participation

measures changes in child’s self-perception of occupational performance
- self-care
- productivity
- leisure - rec, socialization

26
Q

what is the essence of the COMP

A

semi-structured interview w questionnaire to glean the self-perception of child
- what are they wanting, required and expected to do
- what are they not able, not satisfied, can’t do

27
Q

how does the info from the COPM help you as a PT (4)

A
  1. set goals in line w results based on priorities
  2. guide/focus treatment plan and prioritization of salient interventions
  3. motivation for pt engagement
  4. how are they improving? transfer of skills?
28
Q

what is the procedure for the COPM

A
  1. problem identification
  2. rate importance
  3. prioritize (5 ares of concern)
  4. rate 5 areas relative to self-perceived performance and level of satisfaction
  5. re-assess post interventions