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Pediatrics > Quiz 2 > Flashcards

Quiz 2 Flashcards

1
Q

We develop from

A

Radial to ulnar

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2
Q

Factors that influence hand function

A

Social context & culture
Somatosensory function
Visual perception & cognition
Musculoskeletal integrity

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3
Q

Arches of the had

A

3 arches, 2 transverse and 1 longitudinal
Separates radial ad ulnar side of hand
Longitudinal arch, Distal transverse arch, Proximal transverse arch

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4
Q

Pronation

A

Moves thumbs down

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5
Q

Supination

A

Move thumbs up
Like holding a bowl of soup

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6
Q

Which movements occur first

A

Linear movements occur before controlled rotation patterns

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7
Q

Midline orientation

A

Bringing things inward
3-4 months

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8
Q

Grasping patterns

A

Ulnar fingers before radial fingers
Palmar (proximal) before fingers (distal)
Extrinsic before intrinsic muscles

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9
Q

Digital grasp

A

Child begins to hold pencil with their fingers

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10
Q

Modified tripod grasp

A

Child holds pencil between index and middle finger

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11
Q

Tripod grasp

A

Child uses pencil using thumb, index, and middle finger

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12
Q

Tip pinch

A

Mature pincer grasp
Threading a needle

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13
Q

Lateral pinch

A

Holding a key

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14
Q

Hook grasp

A

Picking up or carrying something

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15
Q

Spherical grasp

A

Holding a ball
Depends on arches of hand

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16
Q

Cylindrical grasp

A

Holding a cup

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17
Q

Disc grasp

A

Opening or unscrewing a lid

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18
Q

Bilateral hold

A

Holding a basketball between both hands

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19
Q

Bilateral hand use

A

Using scissors to cut

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20
Q

Translation

A

Finger to palm, palm to finger
Picking up coin from table, putting back on table

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21
Q

Simple rotation

A

90 degrees
Opening water bottle cap

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22
Q

Complex rotation

A

180 degrees
Flipping pencil to eraser

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23
Q

Shift

A

Shifting pen back and forth
Moving it with your fingers to adjust

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24
Q

When to correct pencil grasp

A

Biomechanical stress on joints
Fatigue or pain while writing
Strength issues

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25
Q

Primitive reflexes

A

Automatic survival responses needed for health and safety of an infant
Startle reflex

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26
Q

Reflexes begin to appear at

A

3rd trimester and persist after birth
Usually integrate after first year

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27
Q

Critical period

A

Time during brain maturation where exposure to stimuli have great effect on development and learning

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28
Q

Rooting reflex

A

Stroke the side of baby’s face, child will turn head to the side stroked

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29
Q

Sucking reflex

A

Put finger into child’s mouth and they will start to suck

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30
Q

Palmar grasp reflex

A

Put something in baby’s palm, child will hold onto it

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31
Q

Placing reflex

A

Stroke top of foot on table, foot steps over table

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32
Q

Stepping reflex

A

Baby imitates motion of walking

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33
Q

Plantar grasp reflex

A

Put finger under toes → toes curl

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34
Q

Babinski reflex

A

Stroke foot from heel to big toe → toes fan out and curl

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35
Q

Asymmetric tonic grasp reflex

A

Fencing reflex
Head faces right → right arm and leg extend, left flex

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36
Q

Symmetric tonic reflex

A

Flexion ad extension phase
Whatever the top half of the body does the bottom does the opposite
Arms flex, and legs extend
Legs flex and arms extend

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37
Q

Landau reflex

A

Superman position
Extend head and automatically legs and arms extend

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38
Q

Moro reflex

A

Startle reflex
Drop babies head or clapped loudly → baby will extend arms out, then bring them in

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39
Q

Fine motor Developmental milestones
0-6 months

A

Reflexive grasp at birth
Ineffective reach for objects, 3 months
Voluntary grasp 3 months
2 handled palmar grasp, 3 months
Begin grabbing with palmar grasp 5 months
Controlled reach 6 months

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40
Q

Fine motor Developmental milestones
6-12 months

A

Reaches and grasps
Put objects in mouth
Controlled release of objects
Pick things up with a pincer grasp
Transfers, objects from hand to hand
Drops and picks up toys
Raking grass, 8 months
Fine pincer grasp 10 months
Poking and pointing 12 months

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41
Q

Fine motor Developmental milestones
1-2 years

A

Puts 4 rings on a stick
Turns multiple pages in a book
Scribbles
Turns knobs
Paints with whole arm
Self-feeds
Brings spoon to mouth
Drinks from cup

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42
Q

Fine motor Developmental milestones
2-3 years

A

Strings 4 beads
Turns one page in a book
Snips with scissors
Holds crayon with thumb and fingers
Uses dominant hand in most activities
Imitates, circular, vertical and horizontal strokes
Paints with some wrist action
Roles, pounds, squeezes and pulls Play-Doh
Eat independently

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43
Q

Fine motor Developmental milestones
3-4 years

A

Copies circles
Imitates cross
Manipulates clay material
Uses nondominant hand to assist and stabilize objects
Snips paper using scissors

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44
Q

Fine motor Developmental milestones
4-5 years

A

Cuts on line continuously
Copies cross, and square
Writes name in uppercase first
Writes numbers one through five
Copies letters
Dresses and undresses independently

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45
Q

Fine motor Developmental milestones
5-6 years

A

Cuts out simple shapes
Copies triangle
Colors within lines
Uses three finger grasp of pencil
Pastes and glues properly
Can draw basic pictures
Can follow multistep commands

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46
Q

Fine motor Developmental milestones
6-7 years

A

Forms most letters and numbers correctly
Writes consistently on the lines
Demonstrates controlled pencil movement
Can build Legos and blocks independently
Can tie shoe laces

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47
Q

Protective response reflexes

A

Occurs between 6 to 12 months
Needed to prevent injury
Falling forward 6-7months
Falling sideways 7 - 10 months
Falling backwards 9-12 months

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48
Q

Head righting

A

Reflex responsible for correcting the position of the body in relation to the position of the head
3-4 months

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49
Q

Neck righting

A

Immediate rotation of the body in the direction to which the head is turned

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50
Q

Body righting

A

Reflex that corrects the orientation of the body when it is taken out of its normal upright position

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51
Q

Gross Motor Skills
2-4 months

A

Prone (on stomach)
Lifts head 90 degrees, weight bears through lower chest and arms
Supine (on back)
Head in midline, flexes neck when pulled up to sitting

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52
Q

Gross Motor Skills
4-6 months

A

Prone:
Props up on hands with neck and back extension, weight shift from upper to lower trunk and side to side
Supine:
Brings feet to mouth, moves to side lying

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53
Q

Gross Motor Skills
6-8 months

A

No longer likes to play in prone or supine
Begins to crawl or Creep

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54
Q

Sitting Skill Development
2-4 months

A

Unable to sit without support
Rounded back when sitting

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55
Q

Sitting Skill Development
4-6 months

A

Begins to sit independently
Moves in and out of sitting position

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56
Q

Sitting Skill Development
6-8 months

A

Good sitting with extended back
Uses both hands during play
May begin to crawl or scoot

57
Q

Standing and mobility development
2-4 months

A

Only stepping reflex

58
Q

Standing and mobility development
4-6 months

A

Rolls prone to supine
Pivots in prone
Partial weight-bearing with supported standing

59
Q

Standing and mobility development
6-8 months

A

Full weight-bearing in supported standing
Takes some steps with both hands held

60
Q

Standing and mobility development
8-10 months

A

Pull self up to standing
Furniture cruising
Can walk with one hand held

61
Q

Standing and mobility development
10-12 months

A

Takes first steps
Begins to play with push toys

62
Q

Cerebral palsy

A

Permanent disorder of development of movement and posture
Accompanied by disturbances of sensation, perception, cognition, communication, behavior

63
Q

Piaget cognitive theory

A

Sensorimotor stage, Pre-operational stage, Concrete Operational Stage, Formal Operational stage

64
Q

Piaget cognitive processes

A

Schemes
Assimilation
Accommodation
Organization
Equilibrium
Equilibration

65
Q

Schemes

A

Actions/mental representations that organize knowledge
Behavioral schemes (physical activities)
Whole mental schemes (cognitive activities)

66
Q

Assimilation

A

Occurs when children use existing themes and schemes to deal with new Info or experiences

67
Q

Accommodation

A

Children adjust their schemes to take new info and experiences into account

68
Q

Organization

A

Children organize their experiences to make sense of the world

69
Q

Equilibrium

A

Children constantly assimilate and accommodate as they seek equilibrium
-disequilibrium facilitates new way of thinking
-problem solving is important, they need to figure it out on their own

70
Q

Equilibration

A

The shift from one cognitive process stage to the next

71
Q

Sensorimotor stage

A

0-2 yrs
Child begins to interact with the environment
Mostly sensory
6 stages:
Simple reflexes, first habits/primary circular reactions, secondary circular reactions, coordination of secondary circular reactions, tertiary circular reactions/novelty/curiosity, internalization of schemes

72
Q

Simple reflexes

A

First sensorimotor sub stage
First month after birth
Sensation and actions are coordinated through reflexive behavior

73
Q

First habits/primary circular reactions

A

1-4 months
Habits + repeating the habits
Primary circular reaction: attempt to reproduce an event that happened by chance

74
Q

Secondary circular reactions

A

4-8 months, 3rd stage
Infant is object oriented
Infant repeats actions because they like the consequences of them

75
Q

Coordination of secondary circular reactions

A

8-12 months, 4th stage
Intentionality arises
Infant begins coordinating senses more outward

76
Q

Tertiary circular reactions

A

12-18 months, 5th stage
Child is intrigued by many objects and things they can make happen to objects
Beginning of curiosity and interest in novelty

77
Q

Internalization of schemes

A

18-24 months, 6th final stage
Infant uses primitive symbols (internalized image or word that represents an event)

78
Q

Object permanence

A

Objects continue to exist even when they cannot be seen or touched

79
Q

The A not B error

A

Child will look for hidden toy where it was initially hidden not where it is actually hidden under
Challenges the notion that certain processes are needed to graduate from one stage to the next

80
Q

Core knowledge approach

A

Infants are born with domain- specific innate knowledge systems (space, number sense, language)

81
Q

Core knowledge domains

A

Are pre-wired to allow infants to make sense of the world

82
Q

Attention

A

Focusing of mental resources on select information
2/3 min/year of age = attention span

83
Q

Sustained attention

A

Focused attention
Facilitates leaning and exploration
3 months: 5-10 seconds of sustained attention

84
Q

Habituation

A

Decreased response to a stimuli after repeated presentations

85
Q

Dishabituation

A

Increased responsiveness after a change in stimulation

86
Q

Joint attention

A

2+ people focus on the same object or event
One person directing another’s attention
Problems in joint attention early indictator of ASD

87
Q

Implicit Memory

A

Memory without conscious recollection
Memories of skills and automatic procedures

88
Q

Explicit memory

A

Conscious remembering of facts and experiences
Not developed until 12 -24 months

89
Q

Infantile/childhood amnesia

A

Very little to none remembered first 0-3 yrs

90
Q

Imitation

A

Involves flexibility and adaptability
Most common gestures: pointing, extending arm to show caregiver what their holding

91
Q

Concepts

A

Cognitive groupings of similar objects, events, people, or ideas
Helps us generalize things

92
Q

Infinite generativity

A

Produce endless number of meaningful sentences using a set of words and rules

93
Q

Language development

A

5 months: know their names
13 months: understand 50 words but can’t talk until 18 months
2yrs: understand 200 words (vocabulary spurt)

94
Q

Broca’s area

A

Region in brain involved in speech production

95
Q

Wernicke’s area

A

Region in bran involved in language comprehensive

96
Q

Recasting

A

Rephrasing something the child said by question
This expands the convo

97
Q

Expanding

A

Restating in a more linguistically stated form

98
Q

Labeling

A

Identifying names of objects

99
Q

Body growth

A

Slow consistent growth
Elementary school years: 2-3 inches/year 5-7 lbs/year in middle-late childhood

100
Q

Motor Development

A

Smoother and more coordinated movements
Fine Motor girls >boys
Gross Motor boys>girls

101
Q

Motor skills
Age 6yrs

A

Can hammer, cut-paste, tie shoes, fasten Buckles

102
Q

Motor skills
7 yrs

A

Hands become steadier, prefer pencils to crayons

103
Q

Motor skills
8-10 yrs

A

Hands used independently, more precisely and with more ease
Handwriting becomes smaller and more consistent

104
Q

Motor skills
10-12yrs

A

Learn to play intricate instruments
Fine quality crafts
Manipulate skills almost like adults

105
Q

Aerobic exercise benefits
3hrs/day

A

Lower incidence of obesity
Attention, memory, cognitive inhibitory control
Effortful, goal-directed thinking and behavior
Creativity

106
Q

Dyslexia

A

Severe impairment in the ability to read and spell

107
Q

Dysgraphia

A

Difficulty in handwriting

108
Q

Dyscalculia

A

Developmental arithmetic disorder

109
Q

ADHD

A

Characterized by inattention, hyperactivity, and impulsivity
Boys 2x more likely
Poor inhibition, working memory, effective planning, deficit in theory of mind
Ritalin/Adderall/exercise

110
Q

ADHD possible causes

A

Genetics
Brain damage during prenatal/postnatal development
Cigarette/alcohol use while pregnant
High maternal stress during pregnancy
Low birth weight
Prefrontal thickening delay by 3 years
Decreased/ delayed myelination in frontal lobe

111
Q

Autism spectrum disorder

A

Onset in the first 3yrs of life
Deficiencies in social relationships, abnormalities in communication, restricted, repetitive, and stereotyped patterns of behavior
Deficits in cognitive processing
More common in boys

112
Q

IDEA

A

Individuals with Disabilities Education Act
Federal law requires schools to serve educational needs of eligible students with disabilities regardless of disability severity

113
Q

IEP

A

Individualized Education plan
Specifically tailored for the disabled student

114
Q

LRE

A

Least restrictive environment
Setting as similar as possible to the one in which nondisabled children are educated

115
Q

Concrete operational stage

A

Ages 7-11
Child learns rules such as conservation
Thinking is flawed by egocentrism and magical beliefs

116
Q

Seriation

A

Ability to order stimuli along a qualitative dimension
Can sort things from big to small

117
Q

Trasitivity

A

Ability to logically combine relations to understand certain conclusions
Stick A > Stick B therefore A > C, C< B

118
Q

Prefrontal cortex

A

Orchestrates function of other brain regions
Coordinates the best neural connections for solving a problem
Neural leader/Air-traffic control

119
Q

Executive function

A

Allows us to plan, focus our attention, remember and attend to different tasks at the same time
Includes self regulation and meta cognition (thinking about thinking)
3 main areas: working memory, inhibitory control, mental flexibility

120
Q

Working memory

A

Ability to integrate important info for reasoning and guidance of decision making behavior
Following multi step prompts (3 step commands)
Bringing information to mind and working with/adapting it
Children with learning difficulties often have working memory limitations

121
Q

Inhibitory control

A

Ability to resist distraction /impulse
Taking turns

122
Q

Cognitive flexibility

A

The ability to adjust to denads and changes in the environment, or switch attention elsewhere if needed

123
Q

Executive function Development
Age 3

A

Tasks involving 2 rules
Redirect their attention
Remember what they are doing/why

124
Q

Executive function Development
Age 5

A

Conscious problem solving, multistep commands
Can inhibit responses (marshmallow experient)

125
Q

Convergent thinking

A

Only one solution

126
Q

Divergent thinking

A

Many different answers

127
Q

Metacognition

A

Knowing about knowing/ thinking about thinking
knowledge about what strategies to use to solve a problem
Involves planning, self-regulation, executive function

128
Q

Gardner’s 8 frames of mind

A

Verbal
Mathematical
Spatial
Bodily/Kinesthetic
Music
Interpersonal
Intrapersonal
Naturalist

129
Q

Interpreting differences in IQ scores

A

Influences of genetics
Environmental influences
Group differences
Culture fair tests

130
Q

During intelligence tests

A

Avoid stereotyping and expectations
Know IQ is not the sole indicator of competence
Use caution when interpreting an overall IQ score

131
Q

Precocity

A

Begin to master skills earlier than peers, with less effort

132
Q

March to their own drummer

A

Need little help or scaffolding from adults

133
Q

Passion to master

A

Obsessive interest and ability to focus

134
Q

Metalinguistic awareness

A

Knowledge about language

135
Q

Pragmatics

A

Inappropriate vs. appropriate things to say
“ I goed to the park “

136
Q

Whole-language approach

A

Reading instruction should parallel children’s natural language leaning
Use context to guess the meaning of the word

137
Q

Phonics approach

A

Focuses on teaching children how to read and write by using letters and sounds to combine and form the whole word

138
Q

Subtractive bilingualism

A

When Immigrant children speak their native language at home, become bilingual at school, then speak only English, their bilingualism has a negative effect

Pediatrics (6 decks)

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