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Pediatrics > Quiz 3 > Flashcards

Quiz 3 Flashcards

1
Q

Adaptive Response

A

occurs when a child responds to an environmental change in a creative or useful way

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2
Q

perception

A

ability to make sense of sensory stimuli
involves cognition and sensory awareness

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3
Q

Perceptual Filters

A

prior knowledge
experience
motivations
expectations
mood

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4
Q

Sensory Perceptual Memory

A

initial intake of sensory information
first stage in acquiring memories
vast majority of sensory information disappears

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5
Q

Sensory Processing Skills

A

brain’s ability to manage and interpret information in an organized manner

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6
Q

5 Familiar Senses

A

Gustatory
Olfactory
Auditory
Visual
Tactile

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7
Q

3 Hidden Senses

A

Vestibular sense
Proprioceptive Sense
Interoception

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8
Q

Vestibular Sense

A

info about body movement and head position through the inner ear
tells us if movement is fast or slow
helps coordinate movement of eyes, head, and body
affects balance, muscle tone, arousal, emotional state, auditory skills, bilateral integration

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9
Q

Proprioceptive Sense

A

info about what the body is doing, where body parts are in space
affects how much force we put into movement

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10
Q

Interoception

A

internal organs
hunger, heartbeat, digestion, mood, arousal
sense that helps you understand the internal state of your body

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11
Q

Sensory Integration Dysfunction

A

We cannot observe sensory integration directly
we observe behavior
Jane ayres

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12
Q

Learning cant occur without

A

sensory input, processing, response

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13
Q

Sensory Processing Disorder

A

brain cannot analyze, organize, connect or integrate sensory messages
exaggerated response to non-threatening situations
under response to stimuli

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14
Q

Sensory Seeking

A

enjoys and generates extra sensory input

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15
Q

Low Registration

A

notices sensory stimuli much less than others
doesn’t get the jokes as quick

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16
Q

Sensation Avoiding

A

bothered by input more than others
will only eat familiar foods, doesn’t like feeling of certain textures

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17
Q

Sensory registration problem

A

inability to attach meaning to an activity because critical info is not being noticed

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18
Q

Sensory Under Responsiveness

A

doesnt cry when injured
unaware of what is happening around them
does not notice food on their mouth
unaware of hunger sensation
prefers sedentary activities

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19
Q

Sensory hyperactivity (sensory defensiveness)

A

may occur as a general response or to specific stimuli
activation of sympathetic nervous system
anxiety is common among kids with hyperreactivity
states of over-arousal in response to stimuli

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20
Q

Duration of Effects of Sensory Input and Intervention
Vestibular

A

4-8 hours

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21
Q

Duration of Effects of Sensory Input and Intervention
Wilbarger Program

A

deep touch pressure and joint approximation
1-2 hours

22
Q

Duration of Effects of Sensory Input and Intervention
Whole body actions, joint traction or co-contraction, heavy work

A

2 hours

23
Q

Duration of Effects of Sensory Input and Intervention
Visual and Auditory

A

can change state (calm or excited), elicit emotional responses, and tap into memory systems, but generally not long lasting

24
Q

Sensory Awareness of Self involves 3 major components

A

Body Schema
Body Image
Body Awareness

25
Q

Body Schema

A

unconscious mechanism provides info of the body and its parts to environmental space
body awareness
present at birth, refined through sensory experiences

26
Q

Body Image

A

includes physical performance abilities
Image one has of themselves

27
Q

Body Awareness

A

relationship of the body to the environment
ability to discriminate, recognize and identify labels of various aspects of the body’s physical and motor dimensions
allows child to move in many ways through the environment

28
Q

Visual perception

A

brain’s ability to make sense of what the eyes see

29
Q

Visual-Spatial Skills

A

the ability to tell where objects are in space

30
Q

Spatial analysis

A

spatial properties of objects are analyzed

31
Q

Construction

A

A perceptual activity with a motor response that includes drawing and assembling, replication of spatial aspects of objects

32
Q

Basic foundation for children to learn letters/words includes:

A

visual discrimination
visual figure ground
visual closure
visual memory
visualization

33
Q

Visual discrimination

A

ability to be aware of distinctive features of forms including shape, orientation, size, color
identifies differences

34
Q

Visual figure ground

A

the ability for child to pay attention to specific features while maintaining awareness of relationship of form to background information
ex. Search n Find games

35
Q

Visual Closure

A

ability of child to be aware of clues in visual stimulus that allow child to determine final image

36
Q

Visual Memory and Visualization

A

ability of child to recognize and recall visually presented information

37
Q

Visual-Motor Skills

A

ability to integrate visual information processing skills with fine motor skills
eye hand coordination

38
Q

Visual Analysis Skills

A

ability to analyze and discriminate visually presented information, determine whole without seeing all the parts

39
Q

Visual-Spatial Dysfunction

A

poor athletic performance
lack of coordination and balance
clumsy, falls, bumps into things
works with one side of the body
difficulty learning left and right
reverses letters

40
Q

Visual Perception Dysfunction

A

trouble learning alphabet, words, math
confuses likeness and minor differences
mistakes words with similar beginnings
difficulty recognizing letters/simple forms
can’t complete age appropriate puzzles
can’t distinguish main idea

41
Q

Gestalt Psychology (also occupational therapy)

A

looks at the human mind and behavior as a whole
Suggests holistic approach visual perceptual problems
Thinking happens in 2 ways: Productive Thinking, and Reproductive Thinking

42
Q

Productive Thinking

A

solving a problem with insight, new ideas

43
Q

Reproductive thinking

A

solving a problem with previous experience and what is already known

44
Q

Development of Cognitive Skills
0-6 months

A

repeats behavior that produces desired result (sucking thumb, shaking rattle)
interested in the environment, faces
understands basic cause-effect
coos and babbles

45
Q

Development of Cognitive Skills
6-12 months

A

recognizes name
beginning of object permanence
begins to use tools with purpose (spoon feeding)
learns to coordinate schemes applied to external objects to achieve goal (uses stick to move toy)
imitates simple movements and sounds
trial and error problem solving

46
Q

Development of Cognitive Skills
1-2 years old

A

matured object permanence (search for object)
plays with objects in new ways
memory increases
uses simple words
groups and stacks toys

47
Q

Development of Cognitive Skills
2-4 years old

A

identifies name, body parts, age, colors, shapes and some letters and numbers
counts objects up to 10
can manage wind-up toy
can pretend play

48
Q

Development of Cognitive Skills
4-6 years old

A

understands liquid conservation
simple addition and subtraction
reads simple words
concept of time emerges

49
Q

Development of Cognitive Skills
6-12 years old

A

proficient reading skills by 3rd grade
begins abstract thinking with logical reasoning
understands consequences of actions
academic performance is important

50
Q

Anhedonia

A

reduced ability to experience pleasure
flat effect

Pediatrics (6 decks)

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