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Lifespan > Pediatric PT: Intervention > Flashcards

Pediatric PT: Intervention Flashcards

1
Q

what sciences are PT interventions grounded in

A

**neuroplasticity
motor control, motor learning

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2
Q

what are 5 ways to enhance neuroplasticity from a PT intervention

A

active problem solving
variability
task-specific practice
intensity of practice
errors

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3
Q

what are considerations that impact PT interventions

A

child’s age
anatomical changes w dev
chronicity/severity of dz
degree of limitations
personal contexts
environmental contexts
family support

this is a very general card so you can look at the words

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4
Q

what are the 5 F’s that are critical considerations

A
  1. Fun - every PT session has elements of fun for child
  2. Frequent - consistent w motor learning principles
  3. Focused/Functional - consistent w motor learning principles
  4. Family-friendly - consistent w family-centered care principles
  5. Financially feasible - PTs must provide cost-effective services
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5
Q

what are 3 child engagement strategies

A

praise
tangibles
differential

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6
Q

what are 3 important characteristics of praise

A

contingent
specific
sincere

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7
Q

what is a form of praise

A

social reinforcement
- positive eval of another’s performance, attributes, etc.

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8
Q

how is praise related to motivation

A

can enhance or undermine motivation
- need to monitor response

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9
Q

what is praise

A

recognize and reinforce positive behavior, cooperation, effort, and success

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10
Q

is praise the same as feedback

A

no

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11
Q

what are 3 examples of a tangible strategy

A

food
stickers/small toys
play

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12
Q

when do you implement differential reinforcement

A

when things aren’t going the way you want

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13
Q

what is differential reinforcement

A

ignoring acting-out behavior
focus on and encourage preferred behavior

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14
Q

when can you not use differential reinforcement and what do you do

A

can’t ignore dangerous behavior
- must stop and redirect

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15
Q

what should be avoided in your differential reinforcement and what are examples of this

A

avoid negative attention strategies

scolding, lecturing
repeating “stop”, “no”
raising voice/lose temper
comment to others ab neg behaviors

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16
Q

when is low vs high frequency reinforcement indicated per the motivation load continuum

A

low:
- cooperative
- high level cog, older
- no pain
- easy task
- rested, well-fed, healthy

high:
- distractable
- low level cog, young
- significant pain
- difficult task
- tired, hungry, sick

17
Q

what are 6 strategies for treatment planning

A
  1. your knowledge level
  2. exam info
  3. systematic approach
  4. daily functional skills requirement
  5. outcomes
  6. treatment/procedural interventions
18
Q

how can you use a systematic approach when planning a treatment and what are examples

A

intrinsic & extrinsic variables

general health status
sensory processing
cog-motivational-emotional
MS constraints
postural control
motor skills

19
Q

what are 3 ways we can assess the outcomes from treatment

A

developmental milestones
independence w function
improve quality

20
Q

what about our interventions should be kept in mind when planning treatment

A

must be applicable to inc participation w/i expanding social settings

21
Q

what is required for goals to be patient-centered

A

must be functional
- short-term may be impairment related but need to connect w function

22
Q

what are therapeutic goals

A

addressed during therapy session via targeted therapeutic intervention
- linked to patient centered goal

23
Q

what are 3 reasons we use therapeutic play in peds

A

play = work of children

used to engage a child in therapy

provides way to observe and engage the WHOLE child

24
Q

what are 7 purposes of therapeutic play

A
  1. attention and energy toward tasks
  2. safe practice of skills
  3. integration of skills outside of therapy
  4. motivation
  5. improve component skills
    - ex: ROM, balance, stability, mobility, etc.
  6. behavioral control
    - stress relief
  7. learning
25
Q

what are 5 developmental types of therapeutic play

A
  1. sensorimotor
  2. symbolic and simple constructive
  3. dramatic, complex constructive and pre-game
  4. games
  5. rec
26
Q

sensorimotor play: age range, what is it, examples

A

infancy to 2yo

solitary play involving motor and sensation

ex: peek a boo, exploring objects, container play, practicing new motor skills

27
Q

symbolic and simple constructive play: age range, what is it, examples

A

2-4yo

early pretend/make-believe, shift to parallel play then cooperative play, simple constructions which represent another object/situation

ex: running, climbing, block as car

28
Q

dramatic, complex constructive and pre-game: age range, what is it, examples

A

4-7yo

more social participation, dramatic role-playing, risk-taking activities involving strength and outdoor skills

ex: pirate on ship, teacher in school

29
Q

games: age range, what is it, examples

A

7-12yo

games w rules, risk taking games, peer status important, cooperate w peers in highly organized activities

ex: sports

30
Q

recreation: age range, what is it

A

12-16yo

teamwork, cooperation, competitive sports, service clubs, complex manual skills

31
Q

what are environmental considerations when organizing treatment

A

objects are “affordances”
- create affordances in environment to facilitate functional movement

ex: natural (ex: stairs) or contrived (ex: obstacle course)

32
Q

what are 4 considerations when organizing treatment

A

environmental considerations
quality of mvmt
sequencing
carryover

33
Q

what about quality of movement should be considered when organizing treatment

A

typical vs adaptive
- reconsider as “optimal”

34
Q

what should you consider about sequencing when organizing treatment

A

how can you address multiple areas simultaneously

consider:
- overall health status
- endurance
- behavior

35
Q

what about carryover should you consider when organizing treatment

A

can it carryover into home, school, community
- use motor learning principles to achieve this

Lifespan (20 decks)

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