Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

OTD8271-OT Peds > QUIZ 3 > Flashcards

QUIZ 3 Flashcards

1
Q

zone of proximal development

A

range of skills that the child can achieve through social interaction with a more competent individual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

ideational dyspraxia

A

may use an object in an incorrect way and have difficulty carrying out the appropriate sequence of actions in order to perform a task.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

praxis

A

ability to conceptualize, plan, and execute a nonhabitual motor act

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

adaptive response

A

the child also organizes a successful, goal-directed action on the environment when brain processes of sensory integration are going well

possible because the brain has been able to efficiently organize incoming sensory information, which then provides a basis for action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

just-right challenge

A

challenges that are not so complex that they overwhelm or induce failure nor so simple that they are routine or uninteresting

requires effort but is accomplishable and satisfying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

functional behavioral assessment

A

systematic process designed to identify the variables in the A-B-C relationship so that they can be analyzed to determine which ones are maintaining the behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

end products of Ayres’s sensory integrative processes

A

ability to concentrate
ability to organize
self-esteem
self-control
self-confidence
academic learning ability
capacity for abstract thought and reasoning
specialization of each side of the body and brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

CO-OP stages

A

(1) skill acquisition
(2) cognitive strategy use
(3) generalization
(4) transfer of learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

CO-OP features

A
  1. goal identification
  2. dynamic performance analysis
  3. cognitive strategies that are used to support skill acquisition, generalization, and transfer
  4. guided discovery
  5. Enabling principles
  6. Parent or caregiver involvement
  7. Intervention format
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

CO-OP domain specific strategies

A

specific to a task or part of a task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

global problem solving strategy used in CO-OP

A

intended to be used over long periods of time, in a variety of different context
GOAL-PLAN-DO-CHECK (GPDC)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

motivators for challenging behaviors

A

removing antecedants
contingency methods
inclusion of personally meaningful activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

environmental modifications that support positive behavior

A

helpful in supporting transitions between activities, a time during which challenging behavior is common
Visual schedules, timers, and representational objects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Ayres’s view of sensory input

A

necessary for optimal brain function

must be actively organized and used by the child to act on and respond to the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

how Aryes’s view promotes neural plasticity

A

change occurs in neural synapses and circuits as adaptive responses

enriching environments lead to significant increases in dendritic branching, synaptic connections, synaptic efficiency, and size of brain tissue

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Aryes’s theory of CNS organization

A

critical aspects of sensory integration are seated in parts of the brain that are phylogenetically older and more primitive than the neocortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

sensory cues or prompts from the environment that the individual provides to him/herself to help guide skill acquisition

A

Tactile, visual, auditory, and/or kinesthetic cues
ex: pictures, alarm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

self-coaching

A

Encouragement, positive self-talk, strength-based thinking to help increase persistence and/or to control and regulate the learner’s emotions.
ex: “I can do this”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

self-guidance

A

Providing instruction to him/herself to assist in completing a new/difficult task, cueing oneself and reminders to prepare for or complete an activity.
ex: talking through the steps

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

self-questioning

A

Identifying and asking him/herself or visualizing key questions relating to the activity or task performance.
ex: picturing key transitions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

imagery

A

mental ___ created in to represent physical objects, actions, experiences, or events.
ex: creation of symbols, or representations that have direct meaning to the client

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

association

A

Relating previous knowledge to relevant information about task.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

rote-script

A

A pattern of words or phrases that are meaningful to the client and can help to guide a sequence of actions or improve the recall of information.
ex: “dribble, dribble, shoot”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

mnemonic techniques

A

Associating pictures, words, phrases, or images to cue an action or enhance memory recall.
ex: bunny ears when tying shoes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

elaboration

A

Increase and add new information and relate it back to previous knowledge.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

rehearsal

A

Repeating information visually or mentally to aid in retention of important information related to the given task/occupation.
ex: Repeating key words/actions out loud

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

anticipation

A

Preparing for a new activity through imagining or verbalizing possible outcomes, areas of difficulty, or scenarios the learner might encounter.
ex: client goes to school they plan for loud noises, crowds, visual distractions, and possible “safe spots” to collect their thoughts when feeling overwhelmed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

knowledge

A

Identifying, acknowledging, and reflecting on what the individual knows about a given task.
ex: Observing the individual completing the task, conducting assessment/interview to discover how much the learner knows and understands regarding task sequence and demands

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

translation

A

Converting written instructions and directions into different mediums to meet the individual’s unique learning needs.
ex: Creating visual images/schedules explaining written information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

finger-pointing

A

Similar to attention to doing but limited to pointing with one’s finger directly at relevant task stimuli to enhancing timing within a task or refocus the learner’s attention.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

task simplification

A

Simplifying or breaking apart the parts of a task into more manageable pieces.
ex: the learner writes their name, date, and title at the top of the page and then the teacher scribes the rest of the assignment.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

lists

A

Creating and/or using a list of steps to help guide task performance and/or cue actions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

task specification

A

Discussion regarding the specifics of a task, its components, or relevant features prior to engaging in the activity.
ex: placing an “x” where the child hangs his book bag or places his lunch bag

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

attention to doing

A

Identifying the specific and relevant cues or features that need to be attended to when completing the task.
ex: “Where do you need to start your letters?”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

pacing strategies

A

Activities that assist with the timing of tasks.
ex: humming a song, taking breaks, counting out loud or to oneself, or tapping one’s foot

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

stimuli reduction

A

Removing or decreasing the amount and number of stimuli present at a given time.
ex: when reading a page of information placing a blank sheet over of the rest of the lines of text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

organization

A

Restructuring and reorganizing task materials or steps so that they are grouped together in a more logical or meaningful way.
ex: Reorganizing a list of chores so that all the ones that need to be completed in the morning are together, and all the ones that need to be completed in the evening are together

37
Q

co-op dynamic performance analysis

A

analyzes the child performing the task and documents the performance problems or performance breakdowns

38
Q

guided discovery

A

learner is helped to identify a problem to solve; he is not given the solution but is provided with hints, coaching, feedback, or modeling to identify a solution

39
Q

guided discovery elements

A

(1) One thing at a time
(2) Ask, don’t tell!
(3) Coach, don’t adjust!
(4) Make it obvious!

40
Q

functional behavioral assessment steps

A
  1. team building and goal setting,
  2. functional assessment of the behavior,
  3. hypothesis formulation,
  4. development of the comprehensive support plan, and
  5. implementation and outcome monitoring of the plan, including refining the plan as needed
41
Q

visual schedules

A

particularly useful in situations where the schedule remains relatively similar from day to day or week to week, or to represent changes in the schedule for a child who has difficulty tolerating change

42
Q

timers

A

provide an objective signal that something is about to occur

43
Q

representational objects

A

concrete objects that clearly represent the various activities or events that make up the child’s day are assembled
When the child needs to transition to a new activity, he is shown or given the relevant representational object and a simple verbal instruction. For example, the occupational therapist may hand the child a crayon and say, “Time for art.” The child may take the object and carry it with him to the location where the designated activity will occur

44
Q

co-op goal identification

A

occupational therapist works with child and family to establish meaningful goals. The child’s perspective is key, and the child is actively involved in choosing goals.

45
Q

co-op enabling principles

A

used during the intervention process to keep the child engaged and include: (1) make it fun, (2) promote learning, (3) work toward independence, and (4) promote generalization and transfer.

46
Q

co-op parent or caregiver involvement

A

primary role of parents or caregivers is to support the child in learning the occupations and the strategies and to facilitate the generalization and transfer of these to the home, school, and other environments

47
Q

co-op intervention format

A

involves 10 intervention sessions that include identifying goals, learning strategies, implementing strategies, and measuring outcomes

48
Q

antecedant interventions

A

removing or modifying environmental events that maintain challenging behavior, the challenging behavior can be subverted before it occurs, allowing the individual to spend more time in functional occupational behavior
ex: FCT, PRT, environmental modifications, PBIS

49
Q

functional communication training

A

involves teaching specific strategies for communication that result in the individual acquiring the same result as is typically acquired through the use of a challenging or undesired behavior
ex: if a student typically escapes from doing math worksheets by yelling and dropping to the floor, the student could be taught to express disinterest in completing the worksheet through another communication method

50
Q

pivotal response training

A

Key pivotal behaviors include motivation, initiation, and response to cues. Pivotal behaviors should be taught in low pressure situations to support acquisition of the skill prior to facing a demand to use the skill.

51
Q

Positive Behavioral Intervention and Supports (PBIS)

A

an approach to managing the behavior of individuals and groups that involves incorporating principles of applied behavior analysis via antecedent approaches
three tiers of supports

52
Q

tier 1 PBIS

A

school-wide strategies for all students, such as social and emotional learning or bully prevention programs
designed to prevent new cases of challenging behavior from occurring

53
Q

tier 2 PBIS

A

involves strategies aimed at reducing current occurrences of challenging behavior

targeted at students who are identified as at-risk for more serious behaviors and can involve more focused strategies such as group social skills interventions, classroom management systems such as working together to earn group privileges or rewards, or check-in/check-out systems in which the students check in with an adult and receive daily goals upon arriving at school and then check out, which includes reviewing goals at the end of the day

54
Q

tier 3 PBIS

A

provided to individual students to reduce more intense or problematic behaviors and improve quality of life

include the FBA process with resulting intervention plan and outcomes measurement, wraparound planning, strategies to address individual antecedents, and teaching replacement behaviors to reduce the effectiveness of established challenging behavior

55
Q

consequence interventions

A

aim to impact behavior by addressing those situations or stimuli that occur after, or as the result of, a child’s behavior

punishment, extinction, and reinforcement

56
Q

punishment

A

involves the child experiencing an aversive consequence after exhibiting the challenging behavior

57
Q

extinction

A

occurs when the variables reinforcing a behavior are no longer present, causing the behavior to gradually fade away

58
Q

reinforcement

A

occurs when the variables reinforcing a behavior are no longer present, causing the behavior to gradually fade away

differentially applied to three types of behaviors

59
Q

positive reinforcement

A

involves adding something pleasant or desirable to increase the likelihood of a behavior occurring, such as giving the child a preferred object when he uses good manners to request it

60
Q

negative reinforcement

A

involves taking away something unpleasant to increase the desired behavior, such as the child being allowed to leave the dinner table after she eats two bites of food.

61
Q

differential reinforcement

A

involves intentionally using reinforcement to strengthen a desired behavior while simultaneously removing reinforcement from undesired or challenging behaviors

provides a rewarding consequence for behaviors that take the place of the child’s challenging behavior

62
Q

differential reinforcement of incompatible (DRI)

A

behaviors that are incompatible with the target behavior

63
Q

differential reinforcement of alternative (DRA)

A

behaviors which are alternative and could replace the target behavior

64
Q

differential reinforcement of other (DRO)

A

other behaviors which are not related to the target behavior but are positive in nature

65
Q

contingency methods

A

group of consequence interventions that proactively implement a specific response-consequence relationship (also called if-then; e.g., if the child does X, then Y will occur) that is designed to elicit a desired behavior

66
Q

purposes for challenging behavior

A

attention, alone/nonsocial, escape, and tangible

67
Q

problems with sensory reactivity

A

limited sensory registration
tactile defensiveness
gravitational insecurity
auditory /visual / olfactory and gustatory defensiveness

68
Q

limited sensory registration impact on participation

A

Participation may be severely limited by lack of awareness of people, objects, or sensations

69
Q

tactile defensiveness impact on participation

A

Participation is often limited in self-care activities such as dressing, bathing, grooming, and eating

Participation in classroom & play activities is often limited, e.g., finger painting, sand and water play, and crafts

May avoid or become upset by activities that require proximity to others, such as playing near other children or standing in line

Behavior is often misinterpreted as rejecting, demanding, or aggressive

70
Q

gravitational insecurity impact on performance

A

Participation in community activities may be severely limited when movement is involved

Participation with peers in games & sports may be very limited, walking or running on uneven ground, bicycle riding, ice skating, roller skating, skateboarding, skiing, and hiking

71
Q

auditory /visual/olfactory and gustatory defensiveness impact on performance

A

Limited or no participation in events such as birthday parties or community fairs & festivals

Participation in classrooms and cafeterias very stressful due to sights, sounds, smells

Mealtime participation may be limited by smells & tastes of food, especially if food is not familiar

72
Q

problems with sensory perception

A

tactile perception
proprioceptive perception
visual perception
auditory perception

73
Q

tactile perception impact on performance

A

challenges with play, classroom, and self-care tasks requiring precise hand and finger movements, like assembling construction toys, writing, and using utensils. These tasks may become stressful, and the child often compensates by visually guiding their actions to complete fine motor activities.

74
Q

proprioceptive perception impact on performance

A

Participation at school or in play with peers may be compromised by behaviors that get them into trouble because they are misperceived as intentionally disruptive

Participation in movement and sports activities may be hindered

75
Q

visual perception impact on performance

A

Participation in play activities may be limited, e.g., puzzles, building block activities, and crafts

Participation in academic activities at school may be affected, e.g., handwriting, art activities, projects requiring construction

76
Q

problems with BIS and praxis

A

vestibular-bilateral integration
poor praxis

77
Q

auditory perception impact on performance

A

Participation in social play may be affected due communication difficulties with peers

Participation in sports, games, & music or dance activities may be affected by inability to rapidly and accurately interpret temporal & spatial qualities of auditory cues

Participation in activities at home and in school may be compromised by difficulty understanding auditory cues & spoken instructions

78
Q

vestibular-bilateral integration impact on participation

A

Difficulty participating in sports, dance, or play activities due to poor balance

Trouble participating in activities that require coordination of both sides of the body such as pedaling a bicycle or tying shoes

79
Q

poor praxis impact on participation

A

limited participation in sports, games involving new movements, and construction activities. They also struggle with developing independence in self-care tasks like dressing and bathing, as well as in arts activities requiring novel movements, such as dance or drawing. Social participation is impacted by difficulty joining and coordinating actions with others.

80
Q

ideal type of environment for using Ayres Sensory Integration intervention

A

safe yet challenging

81
Q

FOR developed by Dr. Lucy Miller

A

Sensory Therapies and Research (STAR)

82
Q

STAR assumptions

A

nonlinear development
interactions between systems
systems are self-organizing
nothing happens in isolation

83
Q

STAR nonlinear development

A

development is a nonlinear, dynamic process that occurs within a system where mutual, simultaneous events coact, resonate, synchronize, cascade, and initiate downstream change

84
Q

STAR interactions between systems

A

drive development whereby a change in one aspect of a system impacts other aspects of the system

85
Q

STAR systems are self-organizing

A

evolve toward attractor states that are dynamically sustained much like a web or bridge

stabilized by the coaction of every part within the system and by the system as a whole

open to change

86
Q

STAR nothing happens in isolation

A

everything that occurs has a bidirectional impact, with all levels and systems interacting (e.g., macro to microscopic, intra- to interpersonal, individual to the community to cultural settings)

87
Q

primary regulator of neonate

A

the parent

88
Q

Why are self-regulation and co-regulation considered circular causal processes?

A

each affects the outcome of the other

integrated as both partners regulate their inner state and coordinate with the other

89
Q

Why is regulation the foundation of development and what is it a precursor to?

A

refers to the process of adjusting to life outside the womb, when regulation is no longer provided by the mother’s body– maintaining homeostasis and the “just right” state of arousal by adapting to the current environment and task demands

precursor to the more conventional milestones of early childhood

90
Q

self-regulation

A

As infants initiate, maintain, and adjust to soothing interactions, they learn to repair, evade, and terminate uncomfortable and poorly attuned interactions

OTD8271-OT Peds (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions