QUIZ 4 Flashcards
assumptions of the biomechanical FOR
- Provides external supports to aid postural control.
- Sensory feedback enhances movement learning via proprioceptive, vestibular, tactile cues.
- Motor development is sequential, building on stable postural reactions.
- Abnormal tone or CNS issues impact postural control and function.
- Postural reactions are shaped by neurodevelopment, environment, tasks, and motivation.
- OTs assess postural dysfunction, external factors, and adapt treatments.
4 stages of motor development
mobility
stability
mobility superimposed on stability
skill
supine position
tonic labyrinthine reflex
gravity is a force infants cannot overcome
predominant flexor tone
prone position
head to side for breathing- hyperextend his or her neck to raise the head or turn it from side to side
prop on forearms- infants needs to bring both elbows from behind the shoulders to directly beneath the shoulders to assume weight-bearing position
side-lying position
asymmetrical movements can be experienced and executed more easily
weight-bearing side (down side) of the body is extended, in coordination with lateral flexion of the neck and trunk of the mobile side (“upside”) of the body
sitting position
gravity demands increase
ring sitting
lateral weight shifting for use of arms
standing position
requires significant extensor muscle activity, promoting upper body and pelvic stability
erect spine, neutral pelvis, stable knees/ankles aids in proximal stability, essential for skilled movements
function/dysfunction continuum
range of motion
head control
trunk control
control of arm movements
mobility
eating
toileting
accessing switches
4 stages of swallowing
the oral preparatory phase, oral phase, pharyngeal phase, and esophageal phase
the oral preparatory phase
oral manipulation of food using the jaw, lips, tongue, teeth, cheeks, and palate
results in the formation of a food bolus
time spent varies on food texture
oral phase
begins when the tongue elevates against the alveolar ridge of the hard palate, moving the bolus posteriorly, and ends with the onset of the pharyngeal swallow
generally reflexive in young infants and under voluntary control in older children
pharyngeal phase
swallow is triggered when the bolus reaches the anterior faucial arches
hyoid and larynx move upward and anteriorly, the epiglottis retroflexes to cover the opening of the airway, and the vocal cords come together to protect the airway
ends with the opening of the upper esophageal sphincter as the bolus passes the airway and moves toward the esophagus
primarily REFLEXIVE
esophageal phase
starts with relaxation of the tonically contracted cricopharyngeus muscle to open the upper esophageal sphincter and ends with relaxation of the lower esophageal sphincter at the distal end of the esophagus, allowing the bolus to enter the esophagus and travel via peristaltic wave activity to the stomach
REFLEXIVE
steps in evaluating feeding problems
interview and chart review
structured observation
interpretation, summary, reccomendations
Liquid consistency most difficult to control
Thin liquids offered from an open cup
level 3 food texture
Liquidized–thin pureed foods such as stage 2 baby foods or the consistency of honey, which drips slowly or in dollops through the tines of a fork.
level 4 food texture
Puréed—puréed foods that are homogeneous, cohesive, or pudding-like; does not dollop or drip continuously through fork tines.
level 5 food texture
Minced and moist—cohesive, moist, semi-solid foods that may require some chewing; ground or minced meats and fork-mashed soft fruits and vegetables included in this diet level.
level 6 food texture
Soft and bite-sized small pieces of meltable and soft-solid foods that require more chewing ability, such as crackers, breads, cooked vegetables, soft fruits, and meats.
level 7 food texture
Regular—no food restrictions; includes fruits with skins, hard or crunchy vegetables, nuts, tough meats such as beef or pork steak, and foods that are very sticky or dry.
feeding intervention techniques
environmental adaptations
positioning adpatations
adaptive equipment
modifying foods
interventions for dysphagia
modifying liquid consistencies
caregiver training
supportive positioning
interventions for sensory processing disorders
desensitization and deep pressure
tools (vibrating toothbrushes)
gradual food introduction
characteristics of play
self-chosen or at least self-directed
it is intrinsically motivated and done for its own sake, is guided by rules that may be managed creatively,
is imaginative
occurs in a relatively stress-free state but active state of mind
