Pediatrics Flashcards

1
Q

Age of infants

A

0-12 months

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2
Q

age of toddlers

A

12-36 toddlers

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3
Q

age of early intervention

A

0-36 months

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4
Q

school intervention for those 18-21 years old

A

emphasis on transition planning, vocation, and ADL and IADL skills

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5
Q

What are the four stages of Piaget’s theory of development

A
  • Sensory motor stage 0-2 years
  • Preoperational stage 2-7 years
  • Concrete operational stage 7-12 years
  • Formal operational stage 13 years to adult
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6
Q

what are the 6 sub stages of the Sensorimotor stage

A
  • 0-1 month simple reflex
  • 1-4 months first habits and primary circulary reactions
  • 4-8 months secondary circular reactions
  • 8-12 months coordination of secondary circular reactoins
  • 12-18 months tertiary circular reactions
  • 18-24 months beginnings of thought
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7
Q

What are the 5 stages of Erikson’s Theory of Development

A
  • Trust vs mistrust 0-18 months
  • Autonomy vs shame and doubt 18 months - 3 years
  • Initiative vs guilt 3-6 years
  • industry vs inferiority 6-12 years
  • identity vs confusion 13 years - adult
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8
Q

What does IDEA Part C cover

A

home, school, community, outpatient

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9
Q

What does IDEA part B cover

A

school, community, vocational settings

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10
Q

What are the key principles of IDEA in schools

A
  • Collaborative
  • Least restrictive environment
  • free, appropriate public education (FAPE)
  • Due process
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11
Q

Tier 1 in school system

A

high quality classroom instruction with support

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12
Q

Tier 2 in school system

A

Targeted support for identified students in smaller groups or part of whole classroom

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13
Q

Tier 3 in schools

A

intensive 1:1 or small group support for short periods for students who need assistance that would impact classroom activity

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14
Q

describe OT in community setting

A
  • used for reintegration or participation with peers
  • helpful for 0-3, prevocational, community access and driving
  • good for learning in natural environment
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15
Q

what are chromosomal disorders

A

too few or too many chromosomes

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16
Q

what are autosomal disorders

A

fault in one of 22 autosomes

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17
Q

sex chromosome abnormalities

A

fault in sex chromosome

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18
Q

prenatal environment causes of nongenetic diorders

A
  • intrauterine infection
  • maternal exposure
  • developmental trauma
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19
Q

perinatal environment and events causing nongenetic disorders

A
  • birth trauma
  • intracranial hemorrhage
  • anoxia/asphyxia
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20
Q

postnatal events causing nongenetic disrders

A
  • trauma
    -disease
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21
Q

multifactorial causes of nongenetic disorders

A

interaction between multiple environments

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22
Q

common signs of ADHD

A

-difficulty paying and keeping attention
- difficulty listening
- avoid tasks requiring sustained attention
- excessive fidgeting and talking

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23
Q

communication challenges for those with ASD

A
  • ranges from being nonverbal to speaking tangentially
  • not picking up on social cues
  • difficulty with prosody
  • difficulty with pragmatics
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24
Q

prosody

A

varying pitch, emphasis, and rhythm

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25
Q

pragmatics

A

language in social settings

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26
Q

cognitive challenges with ASD

A
  • decreased empathy or looking at other points of view
  • acute sense of detail
  • cognitive inflexibility
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27
Q

potential causes of behavioral issues

A
  • developmental stage
  • temperament
  • environment
  • unmet emotional needs
  • to obtain or avoid something
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28
Q

what is important to distinguish between with hearing impairments

A

if its hearing loss or behavior difficulties

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29
Q

risks of hearing impairments

A
  • prematurity
  • delayed speech skills
  • early infections
  • head trauma
  • neurodegenerative disorders
  • craniofacial deformities
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30
Q

what is a common comorbidity with hearing impairements

A

vestibular dysfunction

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31
Q

visual impairments with difficulties caused by CNS

A
  • fixation
  • pursuits
  • saccades
  • accommodation
  • convergence
  • binocular vision
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32
Q

visual impairment with developmental vision

A

often linked with vestibular and balance issues

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33
Q

common postural and motor presentations with visual impairments

A
  • hypotonia
  • shoulder and pelvic instability
  • head tilt
  • hyperextended neck
  • high guard posture when walking
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34
Q

3 factors leading to intellectual disability

A
  • significantly impaired intellectual ability
  • identification before 18 years
  • impairment of adaptive abilities for IADLs
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35
Q

describe mild intellectual disability

A
  • IQ 55-70
  • 3-7th grade academic skills
  • can work with min support
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36
Q

moderate intellectual disabilty

A
  • IQ 40-55
  • 2nd grade academic skills
  • can perform unskilled and some skilled work
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37
Q

severe intellectual disability

A
  • IQ 25-40
  • can communicate and perform BADLs and health habits
  • often requires support to complete routines
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38
Q

profound intellectual disability

A
  • IQ <25
  • Caregiver assist with basic tasks
  • general neuromuscular, orthopedic or behavioral deficits
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39
Q

common causes of intellectual disabilities

A
  • trauma, toxin, infection
  • fetal development problems
  • chromosomal disorders
  • CNS malformations
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40
Q

What is the progression of types of play

A
  • 0-2 years sensorimotor
  • 2-4 years symbolic and simple constructive
  • 4-7 years dramatic and complex constructive
  • 7-12 years games
  • 12-16 years recreation
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41
Q

sensorimotor play

A

objects for sensory experience- vision, mouth, touching, hearing, smell

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42
Q

symbolic and simple constructive play

A
  • parallel and beginning to share
  • symbolic play expressed in simple pretense and constructional use of materials
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43
Q

dramatic and complex constructive play

A
  • cooperative play with purposeful use of materials for construction
  • dramatization of reality
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44
Q

games play

A
  • enhancement of constructional and sports skills as expressed in rule-bound behavior, competition and cooperative play
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45
Q

recreation play

A

team participation and independent action expressed in sports, interest groups and hobbies

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46
Q

solitary play

A

independent play, uninterested in what others are doing

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47
Q

parallel play

A

child plays separately from others but close to them and mimicking their actions

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48
Q

cooperative play

A
  • child is interested in both people playing and the activity they are doing
  • activity is organized and participants have roles
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49
Q

norm-referenced tests

A
  • the average is derived from a large diverse population
  • performance is compared with normal sample
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50
Q

criterion-referenced test

A

performance is compared with level of performance of a certain skill

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51
Q

what is CO-OP used for

A

child learning new motor skill or improving on one

52
Q

what is a key component of COOP

A

the child is an active participant

53
Q

child prerequisistes for COOP

A
  • 3 skills that need to be learned or improved
  • language fluency
  • cognitive ability
  • behavioral responsiveness
54
Q

Problem-solving process for COOP

A
  • discovery of problem
  • investigation of the problem
  • selection of alternative solutions
  • attempt to solve the problem
  • comparison of results of the solution
55
Q

primary objectives of COOP

A
  • skill aqusition
  • cognitive strategy use
  • generalization
  • transfer of learning
56
Q

passive inappropriate behaviors

A

noncompliance, withdrawal, avoidance, inattention, lack of response

57
Q

active inappropriate behaviors

A

deirect refusal to engage, opposition, aggression toward people, SIB

58
Q

Positive Behavioral Intervention and Support (PBIS)

A
  • practical interventions aimed to reduce challenging behaviors while promoting development of socially important behaviors
59
Q

describe functional behavioral analysis

A

used in schools to identify triggers and consequences of behaviors

60
Q

5 step process of FBA

A
  1. team building and goal setting
  2. functional assessment of the behavior
  3. hypothesis development
  4. development of the comprehensive support plan
  5. implementation and outcome monitoring of the plan
61
Q

what is food jagging

A

eating one food type, getting sick of it, then having trouble eating anything else

62
Q

feeding habits of infants

A

bonding, warmth and comfort

63
Q

feeding habits of 4-24 months

A
  • independence develops
  • finger feeding
  • variety of foods
  • communication
64
Q

toddler feeding habits

A
  • full participant in meal time
  • feeding behaviors
65
Q

Preparatory phase of eating

A

mastication, sealing lips

66
Q

what is mastication

67
Q

oral phase of eating

A
  • tongue forms bolus
  • tongue elevates causing bolus to begin flowing posteriorly
68
Q

Pharyngeal phase of eating

A
  • pressure of bolus against anterior facial arches triggers swallow
  • velum protects nasal cavity
  • bolus passes into esophagus
69
Q

esophageal phase of eating

A

food is pushed to stomach

70
Q

how should neck be positioned for swallowing

A

neutral or slight chin tuck

71
Q

what skills should a full-term infant have for eating

A
  • strong oral reflexes
  • rooting
  • gag and cough
72
Q

biting and chewing progression

A
  • 6 months = munching
  • 8 months tongue transfers food to sides
  • 12 months = rotary chewing
73
Q

tongue progression for eating

A

-anterior and posterior movement (suckling)
- up and down movement (sucking)
- lateralization

74
Q

progression of self-feeding

A
  • take cereal from spoon
  • suck on cracker
  • finger feed
  • dip spoon in food
  • scoop food
  • stab with fork
75
Q

positioning adaptations for eating

A
  • proximal support
  • alignment
  • stability at trunk
  • midline orientation
  • head and neck aligned or slightly flexed
76
Q

sensory interventions for eating

A
  • graded sensory exploration
  • deep pressure
  • calming strategies
  • gradually thicken foods
    oral activities
77
Q

progression of food textures

A
  • pureed
  • course pureed
  • wet-ground, mashed
  • soft dissolvable
  • chopped soft solid
  • full diet
78
Q

development of writing skills

A

-controlled scribbles
- simple patterns of discrete lines or dots
- straight-line or circular uppercase letters
- uppercase letters
- lowercase letters, numbers, and words

79
Q

development of prewriting skills

A
  • 10-12 months scribbles
  • 2 years imitates horizontal, vertical and circular marks
  • 3 years copies vertical and horizontal lines and circles
  • 4-5 years copies cross, some letters and numbers , may write name
  • 5-6 years copies triangle, prints name, copies lower nad uppercase letters
80
Q

pencil grip progression

A
  • whole-hand primitive grip
  • transitional pencil grip
  • mature pencil grip
81
Q

describe a transitional pencil grip

A

flexed fingers, pronated forearm

82
Q

what are the mature pencil grips

A

tripod, lateral tripod, quadripod, lateral quadripod

83
Q

types of primitive graps patterns

A
  • radial cross palmar
  • palmar supinate grasp
  • digital pronate grasp
  • brush grasp
  • grasp with extended fingers
84
Q

types of transitional grasp patterns

A
  • static quadrupod grasp
  • cross thumb grasp
  • static tripod grasp
85
Q

Early indicators for intellectual disabilities

A
  • delays in motor and speech
  • reduced alertness
  • unresponsiveness to handling
  • feeding difficulties
86
Q

common types of learning disabilities

A

-dyslexia
- dysgraphia
- dyscalculia

87
Q

dyslexia

A

difficulties iwth reading

88
Q

dysgraphia

A

difficulties with writing

89
Q

dyscalculia

A

difficulties with math

90
Q

anxiety impact on performance skills

A
  • changes in energy
  • feeling overwhelmed with time management
  • adapting performance
  • social interactions
91
Q

impact of depression on function

A

-school and social dysfunction
- slow or increased psychomotor activity
- decreased concentration, problem solving, coping

92
Q

impact of bipolar disorder on function

A
  • suicidal thinking or behaviors
  • intense emotional states affect school performance
  • drastic mood and behavior changes
93
Q

diagnosis of ODD

A

4+ of following criteria
- losing temper
- arguing with adults
- actively defies rules
0 blames others for mistakes
0 easily annoyed
- deliberately annoys people

94
Q

describe congenital CP

A

result of injury or disease at or before birth

95
Q

describe acquired CP

A

result from trauma, intracranial hemmorhage, CNS infection, near drowning or hypoxia

96
Q

markers of CP

A
  • retention of primitive reflexes
  • abnormal muscle tone
  • hyerresponsive tendon reflexes
  • poor feeding or tongue control
  • clonus or involuntary movements
97
Q

what is clonus

A

involuntary and rhythmic muscle contractions

98
Q

common comorbidities of CP

A
  • strabismus
  • nystagmus
  • dysarthria
  • aphasia
99
Q

describe muscluar dystrophy

A

-progressive degeneration and weakness
- biomchemical and structural changes of internal membrans and muscle cells

100
Q

describe limb girdle muscular dystrophy

A
  • affects proximal muscles of pelvis and shoulder girdle
  • onset withing 30 years
  • slow progression
101
Q

describe Fascioscapulohumeral muscular dystrophy

A
  • affects face, upper arms, scapular region
  • onset in adolescence
  • sloped shoulders and limited ability to raise arms above head
  • decreased mobility in facial muscles
102
Q

Duchenne’s muscluar dystrophy

A
  • enlarged muscles, difficulty going up and down stairs and getting up from lying down position
  • most common and mostly in boys
  • deficiency in production of dystrophin
  • positive Gowers sign
103
Q

what is a positive gowers sign

A

when getting up from floor, move hands up legs as if crawling up thighs to standing position

104
Q

congenital muscular dystrophiy

A
  • onset in utero or within 1 year
  • brain involvement, hypotonia, generalized weakness
  • may also have clubfoot, diaphragmatic involvement, heart and spinal defects
105
Q

describe the 4 categories of congenital muscular dystrophy

A
  • CMD I- no severe intellectual functioning difficulties
    CMD II- muscle and brain abnormalities
    CMD III and IV- muscle, brain and eye abnormalities
106
Q

describe encephalocele

A
  • protrusion in occipital region of brain
  • severe deficits, cognitinve impairement, hydrocephalus, motor impairments, seizures
107
Q

describe anencephaly

A
  • decreased neural development above brain stem
  • do not survive infancy
108
Q

describe spina bifida

A

congenital defect of vertebral arches and spinal column

109
Q

describe spinal bifida occulta

A
  • 1 or 2 affected vertebrae, no spinal cord involvement
  • may have no symptoms
110
Q

describe meningocele spina bifida

A

extensive spinal openning with exposed pouch of cerebreospinal fluid and meninges

111
Q

describe myelomeningocele spina bifida

A
  • extensive spinal openning with exposed pouch of cerebrospinal fluid, meninges and nerve roots
  • sensorimotor problems below level of lesion
112
Q

proximal senses

A
  • vestibular, tactile and proprioception
  • affect early life
113
Q

distal senses

A
  • vision and hearing
  • don’t impact until later childhood
114
Q

describe sensory processing

A
  • ability to take in sensory info, organize and interpret it, and have an appropriate response
115
Q

adaptive response to sensory processing

A

seeking out sensory input they need

116
Q

describe sensory modulation

A
  • regulation of CNS through own activity
  • over or underresponding to activity
117
Q

Levels of autism

A
  • Level 1- require support
  • Level 2- requires substantial support
  • Level 3 requires very substantial support
118
Q

ideational praxis

A

identify motor goal and how to achieve

119
Q

motor organization praxis

A

plan and organize actions in response to environment

120
Q

feed-forward praxis

A

sending motor plan to brain, compairing to previous performance, detecting potential errors

121
Q

execution praxis

A

performing response with precision

122
Q

feedback processes praxis

A

recognition and response to a motor act and its consequences

123
Q

neurodevelopment approach to handwriting

A
  • modulate muscle tone
  • promote proximal joint stability
    -improve hand function
124
Q

development of readiness skills for handwriting

A
  • fine motor control and isolated finger movememnts
  • pre-writing lines and shapes
  • left- right discrimination
  • print orientation
  • letter discrimination
125
Q

acquisitional approach to handwriting

A
  • handwriting taugh directly in brief, daily sessions
  • individualized to child
  • adjust on basis of eval and performance data
126
Q

sensorimotor approch to handwriting

A
  • enhance integration of sensory systems
  • various sensory experiences and instrucitonal materials
  • multiple writing tools, surfaces, positions
127
Q

biomechanical approach to handwriting

A
  • ergonomic factors
  • sitting posture, paper position, pencil grip