Pediatric Examination Flashcards
1
Q
What are the different approaches to evaluation and assessment?
A
- Bottom-Up: Traditional deficit-driven model - what we learned in MSA
- Top-Down: Outcome-driven model - I need to reach into my cubbord to get dishes to cook for myself and need to do that to live alone work on reach, may realize its not the issue (stool, put cubbord down some ex)
- Routine Based: Ex: watching during bath time – note deficits in strength, ROM, etc
- Judgment Based: Home health to a tea
- Ecologic/Naturalistic: One person is hands on with the child, and others are making observations, etc while that’s occurring; Not all are hands on
- Arena Assessment
2
Q
distinguishes between individuals with and without a particular characteristic; percentile rank, standard, or age equivalent scores
A
Discriminative
- i.e., PDMS-2
3
Q
classifies people into categories based on what is expected will be their future status
A
Predictive
- provides estimate of prognosis or future status; i.e., TIMP
4
Q
measure the magnitude of change over time or after treatment; Outcome is specific to individual child
A
evaluative
-i.e., GMFM
5
Q
What are the screening tests?
A
- Dever II
- Ages and stages
- Checklists
6
Q
What is the gold standard screener?
A
ages and stages
- 4-60 months
- screens overall development in communication, gross motor, fine motor, problem solving, and personal-social
7
Q
What are the comprehensive developmental scales?
A
- Bayley Scales of Infant Development II
- Battle Developmental inventory
- performed by an interdisciplinary team, each assesses according to their area of expertise
8
Q
- Target Population: 1-42 months
- Purpose: Identify developmental delay and monitor a child’s developmental progress
- Characteristics: 3 areas tested - mental (language, perceptual), motor (gross, fine), behavior; Individually administered test using standardized materials, instructions, and criteria with items arranged according to degree of difficulty with pass/fail scoring system; Norm-referenced; 25-60 minutes to administer
A
Bayley Scales of infant development II
9
Q
- Target Population: Birth to 8 years
- Characteristics: Areas tested: personal-social, adaptive, motor, communication, cognition; Administered through structured format, interviews with caregivers, and/or naturalistic observations; Norm-referenced; <1 hr for children <3 and >5 and 1.5-2 hours for children 3-5 to administer; Often used in EI programs
A
Battle developmental inventory
10
Q
What are the tests of motor function?
A
- AIMS
- GMFM
- PDMS-2
- BOT-2
- TIMP
11
Q
- Target Population: Birth to independent walking (0-18 mo.)
- Purpose: Identification of infants who are delayed in motor development; Evaluation of motor development over time
- Characteristics: 58 items in prone, supine, sit and stand measuring posture, WB, and antigravity movement; Not appropriate to measure change over time in infants with atypical patterns of movement; Norm-referenced; Observe spontaneous movement (little handling); 20-30 minutes to administer; Well Baby Clinics
A
Alberta Infant Motor Scales (AIMS)
12
Q
- Target Population: Validated for children with CP; Also valid for children with Down Syndrome
Children whose motor skills are < 5yrs.; Validated for children 5 mo. – 16 years; 2-5 years best - Measures: Change in gross motor function over time in the following categories: lying and rolling; sitting; crawling and kneeling; standing; walking, running, jumping; All items could be achieved by normally developing 5y/o
- Characteristics: 88 or 66, 4 ordinal scale instrument; Administration time: 45-60 min., shorter for 66 item
A
Gross Motor Function Measure (GMFM)
- Scored on 4 point scale: 0-cannot do, 1-initiates (<10% of the task), 2-partially completes (10-<100% task), 3-task completion
- criterion referenced
13
Q
- Target Population: Birth to 6 years
- Purpose: Determine the level of motor skill acquisition
- Characteristics: 6 subtests (4 gross motor 2 fine motor): reflexes, stationary, locomotion, object manipulation, grasping, visual-motor integration; 45-60 minutes to administer; Norm-referenced; 20-30 minutes to administer GM portion only
A
Peabody Developmental Motor Scales-2 (PDMS-2)
- Strengths:
1. Distinguishes between gross and fine motor skills
2. Test broken down into different areas to identify strengths and needs
3. Scoring system takes into consideration emerging skills - Weaknesses:
1. Test does not include quality of movement
2. Some test materials are not easily acquired
3. Motor activities program book may encourage teaching test items
14
Q
- Target Population: 4-21 y/o
- Purpose: Determine the level of motor skill acquisition
- Characteristics : 4 motor composites with 8 subtests: fine motor precision, fine motor integration, manual dexterity, upper-limb coordination, bilateral coordination, balance, running speed and agility, strength; 40-60 minutes to administer; Norm referenced (sex specific and combined)
A
Bruininks Oseretsky Test of Motor Proficiency (BOT-2)
15
Q
- Target Population: Infants 32 weeks gestation to 3.5 months
- Purpose: Asses postural control and alignment needed for age-appropriate functional activities necessary for movement in early infancy
- Characteristics: 25-40 minutes
Observed (27 items) and Elicited (25 items); Observed (present or absent) Elicited (5 or 6 pt. scale); Criterion Referenced and Predictive
A
Test of Infant Motor Performance (TIMP)
