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(3) Pediatric Rehabilitation > S2L1: Neurotherapeutic Approaches (Handling Techniques) > Flashcards

S2L1: Neurotherapeutic Approaches (Handling Techniques) Flashcards

1
Q

T/F in ASSUMPTIONS UNDERLYING THE
NEUROTHERAPEUTIC APPROACHES

the brain controls movements not muscles

the CNS is hierarchically organized

A

TT

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2
Q

T/F in ASSUMPTIONS UNDERLYING THE
NEUROTHERAPEUTIC APPROACHES

we can alter a patients movement patterns by applying specific pattern of sensory stimulation

recovery from brain damage follows a predictable sequence that mimics normal motor development in infancy

A

TT

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3
Q

Strengthening spastic muscles as well as their antagonists

A. PHELPS MUSCLE EDUCATION AND BRACES
B. DEAVER
C. POHL
D. PLUM

A

D

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4
Q

Focus the child’s attention on individual muscles for training a movement

A. PHELPS MUSCLE EDUCATION AND BRACES
B. DEAVER
C. POHL
D. PLUM

A

C

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5
Q

Braces for ambulation

A. PHELPS MUSCLE EDUCATION AND BRACES
B. DEAVER
C. POHL
D. PLUM

A

B

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6
Q

Independent use of wheelchairs

A. PHELPS MUSCLE EDUCATION AND BRACES
B. DEAVER
C. POHL
D. PLUM

A

B

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7
Q

Elimination of brace components as child’s control improves

A. PHELPS MUSCLE EDUCATION AND BRACES
B. DEAVER
C. POHL
D. PLUM

A

B

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8
Q

Extensive use of braces and calipers to correct deformity, for standing, to control athetosis

A. PHELPS MUSCLE EDUCATION AND BRACES
B. DEAVER
C. POHL
D. PLUM

A

A

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9
Q

Muscle education for muscle balance

A. PHELPS MUSCLE EDUCATION AND BRACES
B. DEAVER
C. POHL
D. PLUM

A

A

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10
Q

How many modalities are used in PHELPS MUSCLE EDUCATION AND BRACES

A

15

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11
Q

Modalities in PHELPS MUSCLE EDUCATION AND BRACES include the ff., except:
* Massage for hypotonic muscles
* PROM,AAROM,AROM
* Resisted motion
* Conditioned, confused and combined motion
* Relaxation techniques
* Reciprocation
* Balance in sitting and standing in braces
* Reach grasp release
* ADL’s
* Stretching

A

stretching

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12
Q

Use of sensory techniques to inhibit or facilitate movement

A. TEMPLE FAY PROGRESSIVE PATTERN MOVEMENT
B. DOMAN-DELECATO SYSTEM
C. KAREL AND BERTA BOBATH NEURODEVELOPMENTAL THERAPY
D. ROOD SENSORY STIMULATION

A

D

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13
Q

Reflex inhibitory patterns (RIP)
Facilitation of mature postural reflexes

A. TEMPLE FAY PROGRESSIVE PATTERN MOVEMENT
B. DOMAN-DELECATO SYSTEM
C. KAREL AND BERTA BOBATH NEURODEVELOPMENTAL THERAPY
D. ROOD SENSORY STIMULATION

A

C

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14
Q

Key points of control
Sensory-motor experience

A. TEMPLE FAY PROGRESSIVE PATTERN MOVEMENT
B. DOMAN-DELECATO SYSTEM
C. KAREL AND BERTA BOBATH NEURODEVELOPMENTAL THERAPY
D. ROOD SENSORY STIMULATION

A

C

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15
Q

NDT
Developmental sequences
All-day management

A. TEMPLE FAY PROGRESSIVE PATTERN MOVEMENT
B. DOMAN-DELECATO SYSTEM
C. KAREL AND BERTA BOBATH NEURODEVELOPMENTAL THERAPY
D. ROOD SENSORY STIMULATION

A

C

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16
Q

Periods of carbon dioxide inhalation

Restriction of fluid intake

A. TEMPLE FAY PROGRESSIVE PATTERN MOVEMENT
B. DOMAN-DELECATO SYSTEM
C. KAREL AND BERTA BOBATH NEURODEVELOPMENTAL THERAPY
D. ROOD SENSORY STIMULATION

A

B

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17
Q

Development of cerebral hemispheric dominance

Whirling and hanging children upside down to stimulate vestibular system

A. TEMPLE FAY PROGRESSIVE PATTERN MOVEMENT
B. DOMAN-DELECATO SYSTEM
C. KAREL AND BERTA BOBATH NEURODEVELOPMENTAL THERAPY
D. ROOD SENSORY STIMULATION

A

B

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18
Q

Motion according to ontogenetic development
Development of cerebral hemispheric dominance

A. TEMPLE FAY PROGRESSIVE PATTERN MOVEMENT
B. DOMAN-DELECATO SYSTEM
C. KAREL AND BERTA BOBATH NEURODEVELOPMENTAL THERAPY
D. ROOD SENSORY STIMULATION

A

B

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19
Q

Arrange the Ontogenetic developmental sequence of ROOD SENSORY STIMULATION

Roll over
Total flexion in supine
Neck co-contraction
Pivot prone
All fours
On elbows
Walking
Standing

A

Total flexion in supine
Roll over
Pivot prone
Neck co-contraction
On elbows
All fours
Standing
Walking

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20
Q

arrange the Progressive pattern movements in five stages of TEMPLE FAY PROGRESSIVE PATTERN MOVEMENTS

Contralateral stage
Prone lying
Homolateral stage
On hands and knees
Walking pattern

A

Prone lying
Homolateral stage
Contralateral stage
On hands and knees
Walking pattern

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21
Q

General Principles
* Teamwork
* Early treatment
* Repetition of a motor activity
* Training and motivation of child and parent

A. VOJTA REFLEX CREEPING
B. PETO
CONDUCTIVE EDUCATION
C.AYRES
D. COLLIS NEUROMOTOR DEVELOPMENT
E. ECCLECTIC THERAPY

A

E

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22
Q

Specific principles
- Developmental training
- Treatment of abnormal tone
- Training movement patterns
- Use of afferent stimuli
- Use of passive or active movement
- Facilitation abnormal and normal overflow

A. VOJTA REFLEX CREEPING
B. PETO
CONDUCTIVE EDUCATION
C.AYRES
D. COLLIS NEUROMOTOR DEVELOPMENT
E. ECCLECTIC THERAPY

A

E

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23
Q

Cerebral palsy therapist: pt ot sp

Focus on the child’s mental capacity

A. VOJTA REFLEX CREEPING
B. PETO
CONDUCTIVE EDUCATION
C.AYRES
D. COLLIS NEUROMOTOR DEVELOPMENT
E. ECCLECTIC THERAPY

A

D

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24
Q

Motor skills beyond the developmental level are never used

Early management

A. VOJTA REFLEX CREEPING
B. PETO CONDUCTIVE EDUCATION
C.AYRES
D. COLLIS NEUROMOTOR DEVELOPMENT
E. ECCLECTIC THERAPY

A

D

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25
Q

Modalities
* Brushing
* Deep pressure
* Joint compression/traction
* Vibration
* Vestibular stimulation

A. VOJTA REFLEX CREEPING
B. PETO
CONDUCTIVE EDUCATION
C.AYRES
D. COLLIS NEUROMOTOR DEVELOPMENT
E. ECCLECTIC THERAPY

A

C

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26
Q

Sensory Integration (SI):
somatosensory and vestibular
system

A. VOJTA REFLEX CREEPING
B. PETO
CONDUCTIVE EDUCATION
C.AYRES
D. COLLIS NEUROMOTOR DEVELOPMENT
E. ECCLECTIC THERAPY

A

C

27
Q

Integration of therapy and education
-Conductor
-Group therapy
-All day program
-Rhythmic intention

A. VOJTA REFLEX CREEPING
B. PETO
CONDUCTIVE EDUCATION
C.AYRES
D. COLLIS NEUROMOTOR DEVELOPMENT
E. ECCLECTIC THERAPY

A

B

28
Q

Trigger reflex zones to facilitate creeping and rolling

A. VOJTA REFLEX CREEPING
B. PETO
CONDUCTIVE EDUCATION
C.AYRES
D. COLLIS NEUROMOTOR DEVELOPMENT
E. ECCLECTIC THERAPY

A

A

29
Q

Sensory stimulation
* resistance

A. VOJTA REFLEX CREEPING
B. PETO
CONDUCTIVE EDUCATION
C.AYRES
D. COLLIS NEUROMOTOR DEVELOPMENT
E. ECCLECTIC THERAPY

A

A

30
Q

T/F IN MOVEMENT SCIENCE APPROACH

Movement arises from the
interaction of the individual, task
and environment

The ability to solve motor
problems is present from birth and
even earlier

A

TT

31
Q

T/F IN MOVEMENT SCIENCE APPROACH

A disabled infant may only have a
limited repertoire of actions

There’s early emphasis on erect body
positions

A

TT

32
Q

IN MOVEMENT SCIENCE APPROACH, THE METHODS USED IN TRAINING INCLUDES THE FOLLOWING, EXCEPT:

  • Instruction
  • Goal identification
  • Feedback
  • Manual guidance
  • Practice
  • Physical modification
  • Environmental modification
A

Physical modification

33
Q

T/F IN PRINCIPLES OF
PEDIATRIC REHABILITATION

  • From Child-centered to Family-centered
  • From Deficit-based/Disease-based to Ability-based Models
A

TT

34
Q

T/F IN PRINCIPLES OF
PEDIATRIC REHABILITATION

  • Habilitation and Rehabilitation
  • focus on the perceived weaknesses of individuals
A

TT

35
Q

T/F IN POSITIONING AS A THERAPEUTIC TOOL

Consider how to position children so that they can actively engage in daily occupations, such as feeding, dressing, bathing, or play.

Use the principles of positioning to evaluate postures and offer solutions to help children engage in age-appropriate activities

A

TT

36
Q

The principles of positioning children include the following EXCEPT:
A. Provide the child with a variety of positioning options throughout the day.
B. Consider positions that enhance function in specific activities.
C. Avoid positions that restrict the child’s ability to move purposefully.
D. Provide positions that are comfortable for the child.
E. NONE

A

E

37
Q

The principles of positioning children includes

A. Consider safety when determining optimal positions (e.g., do not leave a
child unattended in a positioning device).
B. Ensure proper skeletal alignment and body symmetry during the positioning of the child.
C. Recommend positioning equipment that provides external trunk stability to facilitate movement.
D. ALL OF THE ABOVE

A

D

38
Q

T/F THE CHRONOLOGICAL PROGRESS OF GROSS MOTOR DEVELOPMENT ARE

Supine
Sidelying
Prone
Sitting
Quadruped
Kneeling
Standing

A

T

39
Q

T/F

Motor Control Model is a Multidimensional View
and an Analysis from the outside.

it is a Biomedical level
& Behavioral level

A

TF (BIOMECHANICAL LEVEL NOT biomedical)

40
Q

FACILITATION
- overemphasis on positive features
- too much reliance on neurophysiologic explanations for movement disorders

MOTOR CONTROL
- emphasis on negative features
- movement disorders stem from actual loss of neural tissue and from compensatory strategies

A. NORMAL MOTOR CONTROL
B. SKILL ACQUISITION
C. DYSCONTROL

A

C

41
Q

FACILITATION
- passive view of motor learning
- emphasis on learning movement patterns

MOTOR CONTROL
- active view of motor learning
-emphasis on learning to solve motor problems

A. NORMAL MOTOR CONTROL
B. SKILL ACQUISITION
C. DYSCONTROL

A

B

42
Q

FACILITATION
- posture and movement are dependent on reflexes
- functioning in a reactive mode

MOTOR CONTROL
- posture & movement arise from the interaction of the ITE
- functioning in predictive mode

A. NORMAL MOTOR CONTROL
B. SKILL ACQUISITION
C. DYSCONTROL

A

A

43
Q

The therapist’s hands or a piece of equipment may be used to provide initial support to decrease the infant’s impediment of excessive stiffness in order to:

A. Maintain alignment
B. Initiate weight shifts
C. Support a movement
D. Aid smooth transitions of movement
E. ALL

A

E

44
Q

This external support should be 1.______ to allow the infant or child 2._____ the movement independently. When there is an absence of body part stability, the therapist may support the body to decrease compensatory stiffness. This external support is thought to facilitate movement. The 3._______ (trunk, shoulder, or pelvis) of greater amounts of support to a more distal point on any of the limbs. By moving the point of support more distally, the therapist expects the child to assume greater control over the movement at the unsupported joints.

Handling is used carefully to establish or reestablish the postures and movements that the client needs to become
functional in a meaningful way.

A. support can be moved from a proximal point
B. altered intermittently
C. to practice

A
  1. B
  2. C
  3. A
45
Q

T/F Effective and economical use of the hands

  • Tactile and proprioceptive information
  • Provide stability and control while presenting activities
A

TT

46
Q

T/F Effective and economical use of the hands

Light pressure: control movement
* Firm pressure: guide movement

A

FF

Light pressure: guide movement
* Firm pressure: control movement

47
Q

Sensitivity to changes in muscle tone. IDENTIFY IF Inhibitory/Facilitatory techniques:

  1. slow movement
  2. Fast movement
  3. Weight-bearing
  4. Resistance
  5. Tapping
  6. Placing and holding
A
  1. Inhibitory
    2-6. Facilitatory
48
Q

T/F IN Provide symmetry

  • Asymmetric postures and movements
  • Adapt positions and hand placement to maintain symmetry and encourage movement
A

FT

symmetric postures and movements

49
Q

T/F OF PRINCIPLES OF HANDLING, EXCEPT

A. Allow the child to do as much movement as possible
B. Encourage head and trunk control when carrying the child
C. If (+) spasticity, slowly move proximal joints first and use key points of control
D. NONE

A

D

50
Q

T/F OF PRINCIPLES OF HANDLING

  • Handle hypotonic patients more vigorously; the supine position is encouraged
  • Provide support when you want to improve control
A

FF

the supine position is discouraged

Lessen support when you want to improve control

51
Q

It is the MOST COMMON used a technique that encourages children to perform actions by using various levels of support and encouragement

A

Prompting

52
Q

3 TYPES OF Prompting

A

Physical Prompts
Gestural Prompts
Verbal Prompts

53
Q

ALL ARE PROMPTS USED DURING PLAYTIME, EXCEPT:

A. Least to More Prompting Method
B. Most to Least Prompting Method
C. Delay Prompting
D. Grade the Guidance
E. NONE

A

E

54
Q

ALL ARE PROMPTS USED DURING PLAYTIME, EXCEPT:

A. Prevent Prompt Dependence
B. Return to the previous levels of prompting if errors occur
C. Evaluate the effectiveness of prompt
D. NONE

A

D

55
Q

First 1 verbal request, –> prn add another verbal request; GOOD choice for skill Ax

A. Least to More Prompting Method
B. Most to Least Prompting Method
C. Delay Prompting
D. Grade the Guidance
E. Prevent Prompt Dependence
F. Return to the previous levels of prompting if errors occur
G. Evaluate the effectiveness of prompt

A

A

56
Q

ideal for quick acquisition of skills

A. Least to More Prompting Method
B. Most to Least Prompting Method
C. Delay Prompting
D. Grade the Guidance
E. Prevent Prompt Dependence
F. Return to the previous levels of prompting if errors occur
G. Evaluate the effectiveness of prompt

A

B

57
Q

Time factor
-VP 3 secs a providing MP x prompt fading then try VP & wait for 5 sec, if (-) response provide MP

A. Least to More Prompting Method
B. Most to Least Prompting Method
C. Delay Prompting
D. Grade the Guidance
E. Prevent Prompt Dependence
F. Return to the previous levels of prompting if errors occur
G. Evaluate the effectiveness of prompt

A

C

58
Q

Prompt intensity vs. level of assistance

A. Least to More Prompting Method
B. Most to Least Prompting Method
C. Delay Prompting
D. Grade the Guidance
E. Prevent Prompt Dependence
F. Return to the previous levels of prompting if errors occur
G. Evaluate the effectiveness of prompt

A

D

59
Q

The child should respond to the prompts & relevant cues, & not just the prompts (role of reinforcements)

A. Least to More Prompting Method
B. Most to Least Prompting Method
C. Delay Prompting
D. Grade the Guidance
E. Prevent Prompt Dependence
F. Return to the previous levels of prompting if errors occur
G. Evaluate the effectiveness of prompt

A

E

60
Q

Provide enough prompts

A. Least to More Prompting Method
B. Most to Least Prompting Method
C. Delay Prompting
D. Grade the Guidance
E. Prevent Prompt Dependence
F. Return to the previous levels of prompting if errors occur
G. Evaluate the effectiveness of prompt

A

F

61
Q

use of direct observation & collate findings

A. Least to More Prompting Method
B. Most to Least Prompting Method
C. Delay Prompting
D. Grade the Guidance
E. Prevent Prompt Dependence
F. Return to the previous levels of prompting if errors occur
G. Evaluate the effectiveness of prompt

A

G

62
Q

T/F THE FF. ARE THE THINGS TO CONSIDER:

  • Develop child’s attention: play therapy
  • Discover child’s own goals and strategies
  • Analyze the task for learning
  • Do not command, talk like a parent
  • Give rewards
  • Model, prompt and practice
A

T

63
Q

-PRONE
-SUPINE

OTHER POSITION
- PULL TO SIT
-SUPPORTED SITTING
-WEIGHT SHIFTING
-CARRYING IN PRONE
-CARRYING UPRIGHT
-PRONE IN HAMMOCK

A. HEAD CONTROL
B. TRUNK CONTROL

A

A

64
Q

SITTING
-SITTING PROPPED ON ONE/BOTH ARMS

-ROLLING FROM SUPINE TO PRONE WITH LE
- SIDELYING TO SITTING
- SITTING TO PRONE
-PRONE TO 4-POINT TO KNEELING
-KNEELING TO HALF KNEELING
COMING TO STAND (SUPINE OR PRONE)

A. HEAD CONTROL
B. TRUNK CONTROL

A

B

(3) Pediatric Rehabilitation (13 decks)

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