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Peds FAll 2024 > Performance Skills > Flashcards

Performance Skills Flashcards

1
Q

Neuromaturational Theory-

A

Skills develop in a linear progression which is consistent across children. Skills emerge according to the maturation of the CNS

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2
Q

What are the 3 main priciples of neuromaturational theory?

A

Movement follows a progression

Sequence and rate of motor development

Low level skills are prerequisites

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3
Q

What are the issues with Neuromaturational Theory

A

It says we have to do A before B. Some kids walk without crawling. it’s not always linear and we can skip steps.

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4
Q

Dynamic Systems Theory

A

“Performance or action patterns that emerge from the interaction and cooperation of many systems, both internal and external to the child”.

Movement is not just about the act of moving.

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5
Q

What else comes into play with dynamic systems theory?

A

Takes into account the learning (the brain) but also the influence of the body and environmental variables.

Motor behavior

Internal and External variables.

Environmental constraints and Task constraints

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6
Q

What are the internal variables in dynamic systems theory

A

fatigue, focus, how the baby feels

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7
Q

What are the external factors in dynamic systems theory?

A

parents support and encouragement

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8
Q

Social-Emotional Development

A

The modulation of emotional reactions

related to temperment

self-regulation comes from socialization with primary caregivers

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9
Q

Temperament

A

stable traits that influence how an individual processes and reacts to the environment.

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10
Q

What are the 9 areas of temperament

A

activity level
don’t need to memorize

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11
Q

Occupational Perspective of Health (OPH)

A

framework for guiding development there are four parts

Doing

Being

Becoming

Belonging

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12
Q

Being

A

adoptions of roles
Allow the child to discover “who am I?”

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13
Q

Becoming

A

development and transformation into an occupational being. Participating in new experiences, opportunities and challenges. includes self-selected occupations. Now they have a say in what their life looks like.

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14
Q

Belonging

A

Active engagement in occupations. participating in social, cultural and educational inclusion.

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15
Q

Bio-ecological Model of Development

A

Looks at the layers of occupational development
Layer 1 - individual child
Layer 2 - caregivers
Layer3 - family context
Layer 4 - community
Layer 5 - geopolitical contexts

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16
Q

What does layer 5 include

A

occupational justice, legislation, how does that impact the child and their family and their education.

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17
Q

Attachment

A

A bond that developes between the infant and the caregiver over the first year.

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18
Q

Co-occupations

A

The performance of occupation “in a mutually responsive, interconnected manner that requires aspects of shared physicality, shared emotionality and shared intentionality” (Davel-Pickens & Pizur-Barnekow, 2009, as cited in O’Brien & Kuhaneck, 2020)

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19
Q

A new born baby can’t do occupations alone what term was developed around this notion

A

co-occupations

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20
Q

What developmental idea was challenged during covid

A

Attachments and coocupations

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21
Q

performance skills 0-3 months. Gross/Fine Motor

A

Newborn- reflex driven

1-2 months movements become more rhythmical

Supine- asymetrical position. limbs aren’t working together

Prone- cheeck to the side.

Sitting- rounded posture with support

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22
Q

How many months until babies respond to visual stimuli

A

2 months

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23
Q

performance skills 0-3
Sensory

A

Calms when picked up

sense of touch

most movement is reflexive

vision becomes increasingly better by the third month

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24
Q

Performance skills
communication/social
0-3 months

A

can make some sounds

will pay attention to faces

will localize to some sounds

25
Q

What toys would you use with a newborn

A

rattle, high contrast toys, rings, play mat, mirrors

26
Q

look up nekole amber on youtube

A
27
Q

Performance Skills
3-6 Months
Gross motor

A

Primitive reflexes diminish- postural control and postural reactions become present.

Supine-Symmetrical position and bilateral activity.

Prone- Lifting head and chest. Becomes functional position.

Sitting- Requiring less support.

28
Q

performance skills
3-6 months
fine motor

A

Voluntary grasp

Transfer of objects

No voluntary release

29
Q

When can kids bring hands to midline?

A

3 months

30
Q

Sitting between 3-6 months

A

needs less support. could be independent sitter at 6 months

31
Q

Why does transfer of objects helps involuntary release

A

because when transferring items from one hand to another it mimics the feeling of voluntary release and helps that develop

32
Q

Performance Skills
Sensory
3-6 months

A

Hands to midline during play.

Beginning to move in ways that require planning- “motor planning”

Likes being rocked, held, swung and moved about.

Can actually laugh, range of facial expressions.

33
Q

sensory development plays a role in

A

cognition

34
Q

Performance skills 6-9 months
Gross Motor

A

Improving anti-gravity motor control

Sitting- Increasing independence. Able to shift weight

Standing- Uses external support

After 6 months little time is spent in supine and prone.

35
Q

Performance skills 6-9
fine motor

A

Grasping patterns begin to change

By 7-9 variety of grasps present

At 6 months voluntary release is not yet present

By 7-9 months the child is able to voluntarily release

radial palmar grasp

can finger feed if doctor approved.

36
Q

Performance skills sensory
6-9 months

A

Variety of food textures

Knowledge of space and distance with locomotion throughout environment

Babbling

Cooperates with dressing

37
Q

Performance Skills
9-12 Months
Gross Motor

A

Upright posture

Sitting-Dynamic and functional position. Uses variety of seated positions for play

Standing- Able to get into and out of standing more comfortably

Independent Standing and Walking

38
Q

Performance Skills
9-12 Months
Fine Motor

A

Using fine motor skills for function.

Dump and fill…over and over again!

Grasping patterns continue to mature.

By 12 months may use spoon

39
Q

Performance Skills
9-12 Months
Sensory

A

Able to coordinate both sides of their body

Improved motor planning

Integration of gravity, movement and muscle and joint sensations

act with intentions.

40
Q

Performance skills
1-2 years old
Gross motor

A

will sit in a child sized chair

play in a variety of positions (sitting, standing, squatting)

walks well by 18 months- run, squat climb by 2

Will pull a toy when walking

Can play on playground, with supervision and support (climbing, slides, stairs)

Moves ride on toy

41
Q

What toys would you use for 6-12 month old

A

picture books, pull toy, stacker toys, musical instrument, simple puzzles, crayons / chalk, blocks

42
Q

Performance Skills
1-2 years old
fine motor

A

Holds a crayon, will scribble

Releases toys inside containers

Simple form board puzzles or shape sorters

Points with index finger isolation

Completes simple puzzle (4 or 5 pieces)

Builds tower

Draws simple lines (straight or circular)

Simple tool use, for example banging a hammer

Turns single pages of a book

43
Q

Performance Skills
1-2 years old
sensory

A

Enjoys and tolerates messy activities

Will get into everything (parents may not love this, but OTs do!)

Enjoys roughhousing (swinging, piggy back rides)

Well organized gravity and movement integration as well as vision.

Enjoys messy activities, will use Play-Doh

Rough and tumble play

44
Q

How does context impact development?
How will the context impact occupational therapy?

Cultural-

Physical-

A

Cultural - Who they play, how they play with the adults. if the culture doesn’t use spoons, the child won’t develop that skill. may family prefers to feed that child.

physically - environment. what you can explore, what you are allowed to do

45
Q

Performance Skills
4-5 years
Gross Motor

A

Jumps down from a high step

Climbs on playground equipment, swings from arms (monkey bars)

Throws ball accurately to target

Skips for a long distance

Walks up and down stairs reciprocally

46
Q

Performance Skills
4-5 years
Fine Motor

A

Draws using a dynamic tripod grasp.

Copies simple shapes and own name

Completes puzzles up to 10 pieces

Colors within lines

Draws stick figure

Strings small beads

47
Q

Performance Skills
2-3 years old
Gross Motor

A

Rides tricycle

Catches a large ball against chest

Jumps from step

Begins to hop on one foot

48
Q

Performance skills 2-3
Fine motor

A

Snips with scissors

Traces forms

Colors in large shapes

Draws a circle

Builds tower.

49
Q

Performance skills Sensory 2-3

A

Enjoy interesting tactile surfaces

Plays with water and sand

Difficulty with transitions (for example, cleaning up)

Shouldn’t be putting stuff in mouth anymore

50
Q

Performance skills 3y old cognitive

A

creates entire play scenario

interest in dress up

sorts shapes and colors

matches pictures

51
Q

Performance Skills
3 year old
social

A

cooperative play

interest in peers

shy with strangers

can be possessive of loved ones

52
Q

Performance Skills
3-4 years old
Gross Motor

A

Jumps, climbs, runs

Begins to skip and hop

Rides tricycle

Alternates feet walking upstairs

53
Q

Performance Skills 3-4
Fine Motor

A

Tripod grasp on pencil or crayon

Colors within the lines

Copies simple shapes, begins to copy letters

Uses scissors, able to cut simple shapes

54
Q

Performance SKills
3-4
Sensory

A

Brain is most receptive to sensations and most able to organize them

Active time- learning limits of gravity and own body.

55
Q

Performance Skills by 4 years old
Cognitive

A

Uses imaginary objects in play

Uses dolls and actions figures to carry out roles

Sense of humor

Categorizes and sorts objects

56
Q

Performance skills by 4
social skills

A

Group play replaces parallel play

Aware of social aspects of conversation

Interest in being a friend

Attempts challenging activities

57
Q

Performance Skills by 5
Cognition

A

Understands rules to a game

Can remember the rules with few reminders

Goal-oriented, cooperative play with other two or three other kids

Abstract problem solving

58
Q

Performance skills context
cultural and social

A

Most children begin to interact with peers at around 3 years old.

Cultural influences on social play behaviors

Who is a child’s social network?

Peds FAll 2024 (20 decks)

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