Pediatric Motor assessment Flashcards

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1
Q

purpose of assessmsents

A
  • screening tool for eligibility of services
  • evaluates progress
  • predict future performance
  • program performance/evaluation
  • baseline levels
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2
Q

what to think of when selecting the best test

A
  • is it statistically valid, reliable, objective
  • are norms established for a population similar to the one you plan to assess
  • is the test instrument feasible to administer
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3
Q

How to best assess a child?

A
  • in their natural environment
  • parents should be part of the team
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4
Q

What are the test classifications?

A
  • informal: play based for young children
  • standardized test: criterion-references or norm-referenced
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5
Q

testing results

A
  • standard deviation
  • normal curve
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6
Q

Norm referenced

A
  • refer to scandalized tests
  • compare and rank test takers
  • norm-referenced scores reported as a percentage or percentile ranking
  • 75th percentile means they are above 75% of the population
  • must use the most recent
  • restandardizes due to population and development changes
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7
Q

Why is a norm reference test used

A
  • to identify children with Moto handicaps in school system
  • easy to administer
  • to establish a specific age level for an individual child
    ex: Bayley, Peabody, and BOT 2
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8
Q

Criterion referenced

A
  • measure performance against a fixed set of criteria
  • document individual performance in relation to a domain of information or specific set of skills
  • ex: MAI, BRigance, GMFM-66, driving test, advanced placement test
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9
Q

When should assessments occur

A
  • initially to give a baseline
  • every session/month/quarterly
  • at the end of authorization periods (6 months)
  • prior to transitions such as acute care to outpatient
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10
Q

When should assessments be reported

A

reported in initial assessment
- reported in progress note
- reported in monthly report
- reported prior to team review
- reported at transition conferences

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11
Q

How can patient provide information

A
  • rating scales
  • checklists or direct observation
  • checklist systems (DOCS)
  • questionnaires eg ages and stages
  • questionnaire (ASQ)
  • interviews or videos
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12
Q

authentic assessments

A
  • informal assessment
  • authentic or naturalistic
  • observations in everyday settings and routines vs contrived testing
  • meaningful, functional tasks
  • informal assessments may include observations, portfolios, and ratings by parents and teachers across settings
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13
Q

DOCS test/DOCS for infants

A
  • Developmental Observation Checklist Systems
  • birth through 6 years
  • testing time about 30 minutes
  • looks for objects that have disappeared
  • smiles at mirror image
  • sits and listens to stories read aloud
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14
Q

DOCS: preschool

A
  • recognizes common signs and when they stand for
  • identifies penny, nickel, dime
  • explains difference between a crayon and pencil
  • tells one thing done last week
  • reads five or more words without pictures
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15
Q

AEPS:
- ages
- authentic skills:

A
  • Assessment, Evaluation and Programming systems
  • 0-6 years
  • fits objects into defined space
  • moves up and down inclines
  • undresses self
  • moves or goes around barrier to obtain object
  • gestures of vocalizes to greet other
  • meets external needs in socially acceptable ways
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16
Q

Ounce scale
- measurement
- ages:
- explain how it works

A
  • criterion referenced measure
  • birth to 3/6 years old
  • caregiver and other staff evaluate each Childs development and progress over time comparing their observations
17
Q

The ounce scale
1. personal connections
2. feelings about self
3. relationships with other children
4. understanding and communicating
5. exploration and problem solving g
6. Movement and coordination

A
  1. how children show they trust you
  2. how children express who they are
  3. what children do around other children
  4. how children understand and communicate
  5. How children explore and figure things out
  6. How children move their bodies and use their hands to do things
18
Q

HELP

A

Hawaii Early Learners Profile
- curriculum based
- process for assessing a child’s abilities on a pre-determined sequence of objectives
- used to link assessment, intervention and evaluation
- educational setting
- 1 system to track progress that is an ongoing tool

19
Q

HELP advantages/uses

A
  • popular for special needs
  • curriculum-embedded
  • has help at home book for parents
  • can buy separate strands (worksheets or workbooks) to look at development (HELP strands)
  • comprehensive, on-going, family centered curriculum based assessment process for infants and toddles and their families
  • used with children 0-3 years
20
Q

Authentic skills with HELP

A
  • attends to task without supervision
  • identifies own name when printed
  • matches time with daily activities
  • provides objects as they are requested
  • avoids hazards and common dangers
  • tells own house number and street
21
Q

Non authentic skills with HELP

A
  • galloping
  • remove/replace pegs from pegboard
  • sot dry macaroni shapes into sorting tray
  • string 3-4 beads
  • stand on tiptoe 10 seconds
  • balance on one leg with hands on hips
  • stand first on one foot then the other
  • eat items in an acceptable order
22
Q

BDI-2
- ages
- reliability
- time
-

A
  • Birth to 7 years 11 months
  • norm referenced
  • adaptive, communication, gross motor, fine motor, Personal social
  • 60 to 90 minutes
  • used in early intervention
23
Q

Peabody
a. what is assess
b. ages:
c. how is it scored/evaluated

A

1.Peabody Developmental Motor Scales (PDMS-2)
a. Test of motor function: gross and fine motor
b.ages birth to 6 years
c. Norm Referenced

24
Q

BOT-2
- what it assess
- ages:
- evaluated how
- what areas does it assess

A
  • Test of motor function
  • Ages 4 years to 21 years
  • Norm Referenced Standardized, reliable and valid
  • Broad functional areas of stability, mobility, strength, coordination, and object manipulation
  • fine manual control, manual control, body coordination, strength and agility
25
Q

Bayley 4 scales of infant and toddler Development
- referenced
- ages

A
  • comprehensive development scale, norm-referenced
  • 16 days to 42 months
  • mental scale and motor scale
  • Bailey IV = re-normed version September 2019
  • BSID 4 takes approximately 30% less time too complete the assessment
  • BSID 4 has questions for the caregiver
26
Q

what does Bayley 4 test?

A
  • cognitive: visual preference, attention, memory, sensorimotor, exploration and manipulation concept formation
  • Language: receptive and expressive language subtests
  • Motor: fine motor and gross subtests
  • social emotional: communicating needs, self regulation using emotional signals
  • adaptive behavior: listening and understanding, talking, caring for self, relating to others and playing
27
Q

PEDI
- age
- informal/standard
- what does it evaluate/tell you

A
  • pediatric Evaluation of Disability Inventory
  • 6 months to 7 years
  • curriculum-referenced
  • evaluation of function in disabled and chronically ill children
  • testing is done by parents or caregiver report/interview
  • determines extent of independence within confines of existing physical and cognitive limits
28
Q

3 areas assessed by PEDI

A
  • self-care
  • mobility
  • social function
  • tracks progress
29
Q

DDST

A
  • Denver II developmental screening test
  • 0-6 years
  • the test is primarily based upon an examiner’s actual observation other than parental report
  • gives a ball park of where the child is
30
Q

TIMP

A
  • Test of infant Motor performance
  • ages 34 weeks post conceptional age to 4 months post term
  • standardized using manual and score sheet with photos
  • excellent reliability with trained users
  • sensitivity and specificity for predicting motor behavior at 3 months and 12 months
  • designed to predict motor development delay
  • assessment of the postural and movement skills needed by infants for daily life activities
31
Q

TIMP: clinical applications

A
  • identifying infants that are high risk for poor motor performance
  • show progress with motor performance over time
  • this test can also be used to plan and assess outcomes of intervention for babies with low scores