Pediatric Motor assessment Flashcards
1
Q
purpose of assessmsents
A
- screening tool for eligibility of services
- evaluates progress
- predict future performance
- program performance/evaluation
- baseline levels
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
3
Q
How to best assess a child?
A
- in their natural environment
- parents should be part of the team
4
Q
What are the test classifications?
A
- informal: play based for young children
- standardized test: criterion-references or norm-referenced
5
Q
testing results
A
- standard deviation
- normal curve
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
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
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
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
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
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
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
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
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
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
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
- how children show they trust you
- how children express who they are
- what children do around other children
- how children understand and communicate
- How children explore and figure things out
- 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
Bayley 4 scales of infant and toddler Development
- referenced
- ages
- 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
what does Bayley 4 test?
- 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
PEDI
- age
- informal/standard
- what does it evaluate/tell you
- 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
3 areas assessed by PEDI
- self-care
- mobility
- social function
- tracks progress
29
DDST
- 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
TIMP
- 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
TIMP: clinical applications
- 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
