Sensory Impairments Flashcards
Blindness can be either _____ or _______.
Peripheral Cortical (eye is intact, brain cannot perceive visual stimuli)
List 5 impairments associated with blindness.
- Delayed head control esp. prone
- Hypotonic if any difference in tone
- Delayed language
- Lack of visual model for pronunciation/nonverbal cues (gestures & facial expression)
- Exploration into space dangerous (delayed rolling/ crawling/ walking)
List 3 interventions to improve orientation skills in patients with blindness.
- Gaining sense of position in space
- Environmental familiarization (reaching out into space to assume if it safe)
- Trailing (obtaining tactile cues by touching the walls and surfaces during movement)
List 2 roles of the PT in treating patients with blindness.
- Exposure to environment
2. Modify atypical postures
A high proportion of children with hearing impairments have atypical _______ responses.
Vestibular
A majority if children with auditory impairments are not seen in PT because they learn to ______.
Compensate with other senses
List 3 interventions used to treat children with hearing impairments that do not compensate with other senses.
Age appropriate activities
Balance training
Coordination
List 7 signs of vestibular problems.
- Impaired balance on one foot
- Difficulty with prone extension
- Decrements in stability when visual attention is directed elsewhere or on compliant surfaces
- Wide bases of support, limited arm swing
- Veering from straight path while walking
- Use of UE support during transitional movements, stair climbing, standing fine motor activities
- Limited visual scanning
List 4 interventions used to treat vestibular dysfunction.
- Improve eye movement (tracking/ball activities)
- Incorporate body movement (obstacle course, standing with restricted BOS, running with quick turns)
- Later sensory conditions (close eyes, change surface)
- Strengthening activities (target postural muscles)
Autism is also know as _________ disorder.
Pervasive development disorder
List 5 impairments characteristic of autism.
- Multi-sensory impairments
- Huge continuum of severity
- ‘Disconnected’ from the social environment
- Severe language delay
- Splinter skills in developmental areas including gross motor
What are the 2 diagnosis criteria for autism?
- M-Chat (2 characteristics from column A and 1 each from column B)
- Diagnosis before 3
________ is the diagnosis if the child does not meet criteria for diagnosis, is atypical, or diagnosed after 3.
Pervasive developmental disorders not otherwise specified
List 3 characteristics of hypotonic gross/fine motor skills.
- Quality of movement is poor
- Proximal weakness
- Fixing patterns seen
List 4 signs of poor gross/fine motor skills.
- Hypotonia
- Abnormal sensory responses
- Static balance affected to a greater degree
- Limited skills that require visual attention
List 3 signs of cognitive deficits.
- Attention and arousal less than optimal
- Learning and memory is different
- Limited repertoire of coping
List 3 ways in which learning and memory are different in patients with cognitive deficits.
- Concrete
- Memorization
- Generalize to all or none
- Situation specific
List 10 characteristics associated with Asperger’s Syndrome.
- Classic autism at first
- Later develop fluent speech/desire to socialize
- IQ normal range
- Lack of empathy
- Inappropriate one sided interaction
- Repetitive speech patterns
- Poor nonverbal communication
- Intensive absorption in certain subjects
- Difficulty tolerating change/liking of ritual & routine
- Clumsy and uncoordinated
Rett’s syndrome is a progressive ______ disorder that typically affects _____ more than _____.
Progressive autistic disorder that more commonly affects girls than boys.
List 7 primary symptoms of Rett’s syndrome.
- Period of apparently normal development until 6-18 months
- Slowing of head growth with age
- Severely impaired expressive language
- Loss of purposeful hand skills
- Repetitive hand movements
- Shakiness of the torso
- Ataxic gait (wide stiff-legged/toe walk
List 11 secondary impairments associated with Rett’s syndrome.
- Breathing dysfunctions (86%) (breath holding, hyperventilation, air swallowing)
- Seizures (78%)- develop between 2 & 4 years of age
- Muscle rigidity/spasticity (Contractures which increase with age)
- Scoliosis (62%)
- Decreased mobility with age
- Constipation
- Growth retardation (head, small feet, decrease body fat/mass)
- Abnormal sleep patterns
- Irritability/agitation
- Poor circulation of LE
List 5 characteristics of stage I Early onset of Rett’s Syndrome.
- 6 months- 1.5 years
- Scowling or leveling off of development
- Less eye contact
- Placid, calm baby
- Possible gross motor delays
List 6 characteristics of stage II of Rett’s Syndrome.
- Rapid regression/rapid destructive (1-4 years)
- Loss of hand function and interaction (autistic-like)
- Stereotypic hand wringing/washing
- Hand clapping/tapping
- Unsteady gait
- Tremulousness espec. when excited
List 5 characteristics of stage III of Rett’s Syndrome.
- Pseudostationary/plateau (preschool to school years)
- Less irritability
- Increased eye contact and interaction
- Increase in hand movements, apraxia, seizures
- Abnormal postures appear
List 5 characteristics of stage IV of Rett’s Syndrome.
- Late motor deterioration (when stage 3 ends ~ 10 years)
- Reduced mobility (ambulation)
- Muscle rigidity and dystonia common
- Scoliosis
- No decline in cognition, communication, or hand skills
- Hand movements may decrease
List 6 treatment considerations for treating children with Rett’s syndrome.
- Slowing progression
- Maintaining or improving ambulation
- Improving balance
- Maintaining full ROM/functional range
- Preventing deformities
- Improving hand use
List 3 characteristics of childhood disintegration disorder.
- Develops in children who have previously seemed perfectly normal, after 2-4 years
- Typically language, interest in social environment, and often toileting and self-care are lost
- Looks autistic but history is the key
List 3 behavioral techniques used to treat children with sensory impairments.
- Reinforcement (verbal, physical, gestural)
- Shaping-reinforce any behavior toward target behavior
- Chaining (forward vs. backwards)
