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Pediatrics- OTA > Pediatrics > Flashcards

Pediatrics Flashcards

1
Q

Gross motor

A

Using large groups of muscles to sit, stand, walk, run, etc.; Keeping balance and changing positions.

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2
Q

Fine motor

A

Using hands and fingers to be able to eat, draw, dress, play, write and do many other things.

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3
Q

Speech and Language

A

Speaking, using body language and gestures, communicating and understanding what others say.

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4
Q

Cognitive

A

Thinking skills including learning, understanding, problem-solving, reasoning and remembering.

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5
Q

Social and Emotional

A

Interacting with others, having relationships with family, friends, and teachers, cooperating and responding to the feelings of others.

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6
Q

cephalo to caudal

A

An infant gains head control before he can lift himself on his forearms, before he can roll over, and before he can sit.

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7
Q

proximally to distally

A

A child has not yet established the ability to sit without hand support, therefore the child uses one foot to remove his shoe from the opposite foot as he is using his hands to sit upright and not be able to use his hands to take off his shoes

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8
Q

Gross to fine

A

An infant waves his arms around, before becoming able to control that movement to more purposefully bat at a toy and eventually then pick up and manipulate the toy.

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9
Q

What Sensory System is the first to develop?

A

The tactile sensory system is the first to develop and the most functional at birth.

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10
Q

What Sensory Systems are least mature at birth?

A

These auditory and visual sensory systems are the least mature at birth.

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11
Q

What 3 inputs are important as. body schema is developed?

A

Tactile, vestibular, and proprioceptive input are important from birth as body schema is developed.

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12
Q

What 3 systems are foundations for postural control?

A

Vestibular, proprioceptive, and visual systems lay the foundation for postural control as they become integrated.

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13
Q

Rooting Reflex

A

Supine or while held by caregiver
Turns head when touched on cheek
Allows infant to search for and locate food

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14
Q

Moro Reflex

A

Supine or while held by caregiver
Following sudden change in head position (initially) or in response to loud noise or sudden visual input in older child, arms extend out and infant cries
Startle response for protection (i.e. first develops to warn caregiver of potential fall and later to defend against possible danger); beginning of postural/balance (equilibrium) reflexes

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15
Q

Asymmetric Tonic Neck Reflex (ATNR)

A

Supine
When head turns to one side, arm extends on side head is turned and opposite arm flexes
Provides opportunity to develop reach and visual fixation on objects

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16
Q

Symmetric Tonic Neck Reflex (STNR)

A

Quadruped or Crawling position
Flexion of head causes arms to bend and legs to extend; Extension of head causes legs to flex and arms to extend
Promotes hip and shoulder stability in preparation for against gravity movement; must be integrated for crawling on all fours

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17
Q

Stability

A

Establishment of a base of support related to posture and balance

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18
Q

Mobility

A

Motor interactions used to seek physical control of the environment

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19
Q

Prone/Supine Head control

A

Birth to 2 months
Postural
Prone: weightbearing through arms; support for upright position; visual skills Supine: flexion of shoulders, abdominals, hips; balance between flexion and extension in antigravity position

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20
Q

Rolling

A

3 to 5 months
Ambulatory
Can be only means of independent locomotion; promotes more developmentally complex movement via spatial awareness, laterality, and tactile experience

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21
Q

Sitting

A

6 to 8 months
Postural
Increased righting and equilibrium – increased postural control in upright position; begins with forward propping but hands eventually become free to manipulate objects

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22
Q

Creeping/Crawling

A

9 to 11 months
Ambulatory
Allows for increased exploration and reciprocal leg pattern for walking; weightbearing through arms allows for arm co-contraction for hand function

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23
Q

Walking

A

12 to 15 months
Ambulatory
Progression from stepping reflex, to pulling to stand, to cruising along furniture to eventually walking allows for increased independence with locomotion and exploration during play.

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24
Q

Visual regard for objects and moves arms

A

1-2 months
Reaching
Laying in supine with overhead mobile

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25
Q

Involuntary Release

A

1-4 months
Releasing
Drops rattle while moving arm through air

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26
Q

Accurate Reaching

A

3-5 months
Reaching
Grabs caregivers clothes or jewelry

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27
Q

Palmar Grasp (as reflex integrates)

A

4-6 months
Grasping
Rattle

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28
Q

Radial-Digital Grasp

A

8 months
Grasping
Teething toy

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29
Q

Transfers objects between hands

A

4-8 months
Releasing
Moves block from one hand to the other to grab another block

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30
Q

Pincer Grasp

A

9-12 months
Grasping
Wind-up toys

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31
Q

Precise Release into small container

A

12-18 months
Releasing
Placing shapes in shape sorter

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32
Q

Palmar-Supinate Grasp

A

1-1 ½ years
Grasping
Making marks on a paper

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33
Q

Finger to Palm Translation

A

1 ½ to 2 years
In-Hand Manipulation
Picking up cheerios to eat

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34
Q

Digital-Pronate Grasp

A

2-3 years
Grasping
Eating with a spoon

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35
Q

Palm to Finger Translation

A

2-3 years
In-Hand Manipulation
Placing plastic coin to toy cash register

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36
Q

Complex rotation of small objects

A

2-3 years
In-Hand Manipulation
Turns puzzle piece with 1 hand to place in form

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37
Q

Static Tripod Grasp

A

3 ½ -4 years
Grasping
Coloring with a crayon

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38
Q

Dynamic Tripod Grasp

A

4.5-6years
Grasping
Writing with a pencil

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39
Q

Basic Trust vs Mistrust

A

Birth to 18 months

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40
Q

Autonomy vs Shame and Doubt

A

2 to 4 years

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41
Q

Initiative and Imagination vs Guilt

A

4 to 6 years

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42
Q

Industry vs. Inferiority

A

Elementary school age

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43
Q

Self-identity vs Role Confusion

A

Adolescence

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44
Q

Intimacy vs Isolation

A

Young Adulthood

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45
Q

Generativity vs Stagnation

A

Middle Adulthood

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46
Q

Integrity vs Despair

A

Maturity

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47
Q

Self-Regulation

A

0 to 3 months

48
Q

Falling in Love

A

2 to 7 months

49
Q

Purposeful Communication

A

3 to 10 months

50
Q

Emergence of Organized Sense of Self

A

9 to 18 months

51
Q

Creating Emotional Ideas

A

18-36 months

52
Q

Emotional Thinking

A

30-48 months

53
Q

The World is My Oyster

A

5 to 7 years

54
Q

The World is Other Kids

A

8 to 10 years

55
Q

The World is Inside Me

A

11 to 12 years

56
Q

Sensorimotor

A

Birth to 2 years
Looks at book; more interested in pictures than story; repeats actions with pleasurable results and learns about cause-effect

57
Q

Preoperational

A

2 to 7 years

Begins to form letters of name and pair letters with letter sounds

58
Q

Concrete Operational

A

7 to 11 years

Begins to read; counts and completes basic math problems

59
Q

Formal Operations

A

11 and older

Organized writer; able to understand abstract math concepts

60
Q

What is feeding & motor skills look like at 5-6 months

A

Takes pureed cereal or stage 1 baby food from spoon

Good head stability; Emerging ability to sit; Reaches and grabs objects - puts objects in mouth

61
Q

What is feeding & motor skills look like at 7-9 months?

A

Holds and tries to eat cracker – may munch but tends to suck on it more; able to consume soft foods that dissolve in mouth

Guided reach; Able to use palmar grasp when bringing objects to mouth

62
Q

What is feeding & motor skills look like at 10- 12?

A

Sustained chewing; feeding is combination of finger-feeding and adult feeding

Increased postural control (may be taking first steps) with increased distal control to isolate radial digits for grasping smaller objects in addition to a variety of other grasp patterns

63
Q

What is feeding & motor skills look like at 13-18?

A

Scoops food with spoon and brings to mouth

Seldom falls; Begins to use pronated grasp and place and release objects in target locations

64
Q

What is feeding & motor skills look like at 24 months?

A

Able to drink from cup without a lid

Walks up/down stairs without support; Uses digital-pronate grasp

65
Q

What is feeding & motor skills look like at 36 months?

A

Uses fork and other eating utensils with minimal spillage

Able to walk up/down stairs with alternating feet and jump; Static tripod grasp is emerging

66
Q

Strategies to establishing family routines

A
  1. Routines will should be well planned.2. Routines should occur regularly.3. Routines should be predictable.
67
Q

An atypical rooting reflex response by an infant younger than 3 months old suggests that the infant may have

A

Difficulty nursing or feeding

68
Q

Righting reactions are emerging and the child can deliberately roll. The child can reach for objects in the prone position and bring their feet to their mouth in the supine position. The child is able to transfer objects from one hand to the other.

A

6 Months

69
Q

Equilibrium reactions are observed as the child begins to walk and practice new motor skills including jumping and kicking. In-hand manipulation skills are emerging for more precise manipulation of objects.

A

18 months

70
Q

Equilibrium reactions are developing as the child is able to sit independently, crawl, and cruise along furniture. The child is able to grasp smaller objects using a mature pincer grasp and increased fine motor skills allow for greater object manipulation.

A

12 months

71
Q

Numerous primitive reflexes are observed and the child is unable to maintain positions without support. The child will maintain a firm grasp on objects placed in the palm of the hand. In prone and supine the child is able to turn their head side to side.

A

1 month

72
Q

The OT and PT practitioners decide to cotreat a child together to better address the child’s needs. What type of collaborative style is this?

A

Interdisciplinary

73
Q

Which legislation encourage OT practitioners to work with children in their classroom environment and provide support to the regular education teacher?

A

Individuals with Disabilities Education Act – revised

74
Q

Which provision of the Individuals with Disabilities Education Act gives children with disabilities the right to be educated with their nondisabled peers?

A

Least restrictive environment

75
Q

Which law stresses the use of scientifically based or evidence-based programs and practices for children?

A

No Child Left Behind

76
Q

IEP is an abbreviation for:

A

Individualized Education Program

77
Q

What documentation should be completed when occupational therapy services are no longer warranted in a particular setting?

A

Discharge Report

78
Q

Direct Services

A

Refers to working with the child either individually or in groups. Treatment may focus on improvement of information processing ability, structuring environmental adaptations (such as setting up the student’s work space to be more distraction free), improvement of motor and social skills and development of compensatory skills to be a more efficient learner. Therapy ideally takes place in the environment in which the skills are needed, such as in the classroom.

79
Q

Monitoring Service

A

Includes creating programs for the child that another individual- a parent, teacher, or others involved with the child/individual can implement. Indirect services include an individual program design, regular opportunities to interact with and monitor the student, and ongoing follow-up with other team members.

80
Q

Consultation Services

A

Includes giving advice, suggestions, problem solving, and education, such as modifying or structuring motor and sensory input to support activity participation, instructional techniques for feeding, or strategies for positioning to support the child’s participation. Occupational therapy practitioners might provide consultation to parents, teachers, caregivers/attendants, program directors, counselors, and many others.

81
Q

NCLB

A

Requires all public schools receiving federal funding to administer a statewide standardized test annually to all students to ensure teaching standards and student learning. Schools that receive Title I funding must make adequately yearly progress in test scores. If the school’s results are repeatedly poor, then steps are taken to improve the school.

82
Q

Section 504 of the Rehabilitation Act

A

Prohibits discrimination on the basis of disability in programs conducted by federal agencies or in programs that receive federal financial assistance; this provides students with a disability who are not eligible for special education reasonable accommodations.

83
Q

IEP

A

Individualized Education Program

84
Q

FAPE

A

Free and Appropriate Education

85
Q

LRE

A

Least Restrictive Environment

86
Q

Requires all public schools accepting federal funds to provide equal access to education in the least restrictive environment. Requires public schools to evaluate disabled children and create an educational program with parent input to help the child access their education.

A

EHA Public Law 94-142

87
Q

This act encourages OT practitioners to work with children in the most inclusive environment (most often the classroom) while providing support to the general education teacher for integrated services.

A

IDEA

88
Q

Replaced NCLB with updated provisions for teaching standards and alternate assessments and academic standards, including universal design for learning, and preschool block grants to increase access to high-quality preschools.

A

ESSA

89
Q

OT practitioner adjusts the demands of the activity slightly beyond child’s current level to maximize degree of challenge with success

A

Just-right challenge

90
Q

OT practitioner engages child as an active contributor during the therapy process; ongoing negotiation between practitioner and child during intervention in which practitioner supports child generation of ideas.

A

Therapist-Child Collaboration

91
Q

Activities are presented in which child can adaptively respond to sensory, motor, cognitive, and social challenges by doing part or all of activity.

A

Ensure Success

92
Q

Intervention should feel more like play than work as play fosters intrinsic motivation

A

Context of play

93
Q

OT practitioner develops and fosters a trust relationship with the child so the child feels safe to try new activities and take achievable risks during play.

A

Therapeutic Alliance

94
Q

This positioning equipment requires good postural control but allows for movement; vestibular input can increase the individuals attention processes

A

Hokki Stool

95
Q

This positioning equipment has many options for providing postural stability in sitting if an individual has hypotonia, hypertonia, or other challenges

A

Rifton Chair

96
Q

This positioning device offers minimal trunk support and the opportunity to rest the arms during seated activities

A

Cube Chair

97
Q

What writing utensil would you use if decreased differentiation of skilled/unskilled side of hand

A

Handiwriter

98
Q

What writing utensil would you use if decreased body awareness

A

Weighted Pencil

99
Q

What writing utensil would you use if hypotonia or generalized weakness

A

Y-shaped pencil

100
Q

What can increase participation by promoting self regulation and cognitive functioning?

A

Visual Supports

101
Q

What is the 3 most common payer sources

A

Medicaid
School
Private Insurance

102
Q

How many units is 8- 22 minutes ?

A

1 unit

103
Q

How many units is 23-37 minutes?

A

2 units

104
Q

How many units is 38-52 minutes?

A

3 units

105
Q

How many units is 53-67 minutes?

A

4 units

106
Q

Includes exercises for strengthening, ROM, endurance, and flexibility in a manner to support client participation in daily occupations

A

Therapeutic Exercise (97110)

107
Q

Activities that facilitate the reeducation of movement, balance, posture, coordination, and proprioception

A

Neuromuscular (97112)

108
Q

Activities, including compensatory strategies, to support executive function and reasoning for managing the performance of daily activities

A

Cognitive Therapeutic Intervention (97127)

109
Q

Dynamic activities that are designed to improve functional performance during daily occupations

A

Therapeutic Activities (97530)

110
Q

Training activities to improve performance ADLs, including compensatory strategies, adaptive equipment/ assertive tech, meal prep and safety

A

Self Care (97535)

111
Q

Training and activities, including task analysis to support participation in community IADLs and occupations

A

Community Training (97537)

112
Q

What sense?

movement and balance, most powerful sense, tells us where our body is in relation to gravity (inner ear).

A

Vestibular

113
Q

What sense?

body position and awareness, tells us where our body is in space and what our body parts are doing (muscles and joints).

A

Proprioception

114
Q

What sense?

touch, gives us information related to pain, temperature, pressure, size, shape, texture.

A

Tactile

115
Q

What sense?

hearing, tells us where sounds occur and what sounds we are hearing.

A

Auditory

116
Q

What sense?

seeing, tells us color, shape, size, distance, and movement.

A

Visual

Pediatrics- OTA (1 decks)

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