Pediatric PT: Intervention Flashcards
what sciences are PT interventions grounded in
**neuroplasticity
motor control, motor learning
what are 5 ways to enhance neuroplasticity from a PT intervention
active problem solving
variability
task-specific practice
intensity of practice
errors
what are considerations that impact PT interventions
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
what are the 5 F’s that are critical considerations
- Fun - every PT session has elements of fun for child
- Frequent - consistent w motor learning principles
- Focused/Functional - consistent w motor learning principles
- Family-friendly - consistent w family-centered care principles
- Financially feasible - PTs must provide cost-effective services
what are 3 child engagement strategies
praise
tangibles
differential
what are 3 important characteristics of praise
contingent
specific
sincere
what is a form of praise
social reinforcement
- positive eval of another’s performance, attributes, etc.
how is praise related to motivation
can enhance or undermine motivation
- need to monitor response
what is praise
recognize and reinforce positive behavior, cooperation, effort, and success
is praise the same as feedback
no
what are 3 examples of a tangible strategy
food
stickers/small toys
play
when do you implement differential reinforcement
when things aren’t going the way you want
what is differential reinforcement
ignoring acting-out behavior
focus on and encourage preferred behavior
when can you not use differential reinforcement and what do you do
can’t ignore dangerous behavior
- must stop and redirect
what should be avoided in your differential reinforcement and what are examples of this
avoid negative attention strategies
scolding, lecturing
repeating “stop”, “no”
raising voice/lose temper
comment to others ab neg behaviors
when is low vs high frequency reinforcement indicated per the motivation load continuum
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
what are 6 strategies for treatment planning
- your knowledge level
- exam info
- systematic approach
- daily functional skills requirement
- outcomes
- treatment/procedural interventions
how can you use a systematic approach when planning a treatment and what are examples
intrinsic & extrinsic variables
general health status
sensory processing
cog-motivational-emotional
MS constraints
postural control
motor skills
what are 3 ways we can assess the outcomes from treatment
developmental milestones
independence w function
improve quality
what about our interventions should be kept in mind when planning treatment
must be applicable to inc participation w/i expanding social settings
what is required for goals to be patient-centered
must be functional
- short-term may be impairment related but need to connect w function
what are therapeutic goals
addressed during therapy session via targeted therapeutic intervention
- linked to patient centered goal
what are 3 reasons we use therapeutic play in peds
play = work of children
used to engage a child in therapy
provides way to observe and engage the WHOLE child
what are 7 purposes of therapeutic play
- attention and energy toward tasks
- safe practice of skills
- integration of skills outside of therapy
- motivation
- improve component skills
- ex: ROM, balance, stability, mobility, etc. - behavioral control
- stress relief - learning
what are 5 developmental types of therapeutic play
- sensorimotor
- symbolic and simple constructive
- dramatic, complex constructive and pre-game
- games
- rec
sensorimotor play: age range, what is it, examples
infancy to 2yo
solitary play involving motor and sensation
ex: peek a boo, exploring objects, container play, practicing new motor skills
symbolic and simple constructive play: age range, what is it, examples
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
dramatic, complex constructive and pre-game: age range, what is it, examples
4-7yo
more social participation, dramatic role-playing, risk-taking activities involving strength and outdoor skills
ex: pirate on ship, teacher in school
games: age range, what is it, examples
7-12yo
games w rules, risk taking games, peer status important, cooperate w peers in highly organized activities
ex: sports
recreation: age range, what is it
12-16yo
teamwork, cooperation, competitive sports, service clubs, complex manual skills
what are environmental considerations when organizing treatment
objects are “affordances”
- create affordances in environment to facilitate functional movement
ex: natural (ex: stairs) or contrived (ex: obstacle course)
what are 4 considerations when organizing treatment
environmental considerations
quality of mvmt
sequencing
carryover
what about quality of movement should be considered when organizing treatment
typical vs adaptive
- reconsider as “optimal”
what should you consider about sequencing when organizing treatment
how can you address multiple areas simultaneously
consider:
- overall health status
- endurance
- behavior
what about carryover should you consider when organizing treatment
can it carryover into home, school, community
- use motor learning principles to achieve this
