Pediatrics Flashcards
Bradydysrhythmia
abnormally slow heart rate
Tachydysrhythmia
abnormally fast heart rate
Asthma
airway constriction resulting in difficulty breathing and wheezing
Cystic Fibrosis
thick, viscous secretions that blocks digestive tract, bronchial tree, and pancreatic duct
- can result in chronic pulmonary disease (chronic cough/wheezing)
Hemophilia
blood disorder causing longer bleeding times or bleeding episodes.
Sickle Cell Anemia
abnormally shaped red blood cells causing decreased energy for daily tasks
Osteogenesis Imperfecta (OI)
brittle bones, minor trauma can cause fractures
- fetal type is most severe and mortality is high
OT treatment for Osetogenesis Imperfecta (OI)
- Parent education on handling and positioning to prevent fracture
- Weight bearing
Amelia
absence of a limb or distal segments of a limb
Duchenne’s Muscular Dystrophy
progresses quickly, usually in WC by age 9
ADLs become increasingly difficulty and people with DMD typically die in the 20s
Meningocele spina bifida
spinal opening with exposed pouch of CSF and meninges
Myclomeningocele
most severe form of spina bifida, exposed pouch with CSF, meninges, and nerve roots
Myclomeningocele Spina Bifida OT implications
- bladder/bowel programs
- family/client education
- assistive devices for mobility
- address possible learning/cog issues
Erb-Duchenne Palsy
upper brachial plexus injury
- UE paralysis, shoulder more effected than hand
Klumpke’s Palsy
lower brachial plexus injury
- hand/wrist paralysis (“claw hand”)
Zones of regulation
used to teach children about regulating emotions and sensory needs
- red (intense emotions)
- yellow (heightened state, high emotions)
- green (optimal state)
- blue (less than optimal state)
Dysgraphia
difficulty with writing
dyscalculia
difficulty with math
visual perception
the process of being able to understand what is being seen
visual memory
integrating visual info with past experiences
visual discrimination
recognition, matching, and categorization
Visual receptive dysfunction
difficulty completing work in a timely manner, avoidance of reading, visual fatigue
Handwriting: 10-12 months
scribbles
Handwriting: 2 years
imitates lines/circles
Handwriting: 3 years
copies lines/circles
Handwriting: 4-5 years
copies crosses, squares, oblique lines, some letters/numbers
Handwriting: 5-6 years
copies triangle, prints own name, copies most letters
Neurodevelopmental approach for handwriting
prep activities for posture and UE (strengthening, proximal joint stability)
- used for children with poor postural control/limb control/tone
Acquisitional approach for handwriting
hand righting is taught directly with brief daily lessons
Sensorimotor approach for handwriting
multi-sensory input, multiple writing tools, surfaces, and positions offered to child
Biomechanical approach for handwriting
focus on ergonomic factors
- posture (upright, feet on floor, table 2 inches above flexed elbows)
- paper position (should be slanted)
- pencil grip
- paper modifications
Psycho-social approach for handwriting
improving self control, coping, and social behaviors.
- enhance self confidence
- communicate importance of good handwriting
Sensory diet
provides child with optimal sensory experiences to be functional in their environment
Sensory modulation problems
child is unable to grade responses in relation to external stimuli
underreactivity
fail to orient to stimuli (low or no reaction)
overreactivity
overorient to stimuli
Tactile defensiveness
overreaction to tactile input
gravitational insecurity
over-responding to vestibular input, scared of movement, may move more carefully
visual perceptual problems
difficulty with form/space perception, figure-ground perception, spatial orientation, depth perception, visual closure
vestibular-proprioceptive problems
- poor bilateral coordination and difficulty sequencing actions
- decreases equilibrium, poor posture, delayed gross motor skills
Assessments for behavioral disorders
- school skills rating system
- school function assessment
Gold standard for evaluating sensory integration and praxis
sensory integration and praxis test
Parent, teacher, or self-report assessment of sensory processing skills
SPM- sensory processing measure
Parent, teacher, or self-report assessment that includes measures of sensory over and underresponsivity
SP- sensory profile
Response to Intervention approach: Tier 1
school wide prevention
Response to Intervention approach: Tier 2
programs for at-risk students
Response to Intervention approach: Tier 3
individual or group intervention for those with mental health concerns
IDEA
equal access to education
focus of OT for Oppositional Defiant Disorder
- following rules
- taking direction from others
- coping strategies
- self- management
“Time-IN’s”
used to increase pleasant social and physical contact
Behavioral Therapy of ODD
- have consistent expectations and consequences
- use positive reinforcement
- use the same program at home and at school
Intervention for social skills, problem solving, and anger management
- videotaped modeling
- role plays
- reading stories about children who deal with social problems
- child-directed and initiated intervention
- socratic questioning
- recording progress on charts
- alternating preferred and non-preferred activity
T/F: Observation and informal evaluations are best for assessing children with ODD
TRUE
- people with ODD are not always truthful and generally do not have insight
