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Pediatrics > Standardized Assessments for Pediatrics, Examination & Documentation > Flashcards

Standardized Assessments for Pediatrics, Examination & Documentation Flashcards

1
Q

Guide to PT Practice vs. ICF Model for exam/evaluation

A

Guide to PT practice - guided by DIAGNOSIS

ICF model - guided by EVIDENCE and ABILITIES of patient (not medical diagnosis)

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2
Q

Components of PT exam (4)

A
  1. History (subjective)
  2. Systems review
  3. Tests/measures (obj tests)
  4. Observation
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3
Q

ROM in newborns

A

Full-term newborns will have limited hip and knee extension and greater DF due to fetal position

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4
Q

Strength assessment in pediatrics

A

MMT - must be able to follow instructions
- reliable in children w/ DMD and DS but NOT CP

Dynanometer - reliable as young as 2 years

Isokinetics - reliable as young as 6 years

Functional strength testing based on milestones

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5
Q

Example of documentation of a goal

- 5 key components

A 
Who
What
Under what condition
Criteria for success
By when

Goals should be focused on participation and activities and related to functional skills

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6
Q

Premature birth

A

less than 37 weeks

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7
Q

Low birth weights

A

low birth weight (LBW) = less than 2500g
very low birth weight (VLWB) = less than 1500g
extremely low birth weight = less than 1000g

small for gestational age (SGA) = less than 10th percentile

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8
Q

APGAR scores

A

activity, pulse, grimace, appearance and respirations

  • performed 1 min and 5 min after birth
  • score each item from 0-2

Highest possible score = 10
8-10 at 1 min = normal
0-3 at 1 min and 5 min = risk of neonatal death

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9
Q

Precautions/CI for Neonatal PT exam (4)

A

tolerance to handling - physiological instability

inc/dec in HR
dec RR
inc BP
dec O2

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10
Q

Muscle tone in preemies

A

usually hypotonic

no opportunity to develop physiological flexion, inability to overcome the effects of gravity

important to include/promote normal newborn flexion in interventions b/c vital to development of body movement

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11
Q

Developmental Screening

- 5 components

A
  1. adequate evaluation of all developmental domains
  2. curriculum based assessments
  3. observation at informal or structured play
  4. parental interview
  5. review of child/family health records
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12
Q

Norm Referenced Standardized Assessments

  • what are they
  • kind of measure?
  • what is it used for
A

child’s performance is compared to that of the skill level of a group of “normal” children of their age-matched group

Discriminative measure - used to determine if the child displays deviations from the norm; can ID those w/ delays

Used to determine eligibility for programs (EI or SBT)

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13
Q

Criterion referenced Standardized Assessments

  • what are they
  • kind of measure
  • what is it used for
A

consists of a series of skills measured against a set of criteria for performance, the child is always compared to HIMSELF

Evaluative & progress measure - used to determine child’s performance against previous performance of same measure

used to evaluate effectiveness of interventions, program planning and change over time

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14
Q

INFANIB

  • purpose
  • age
  • criterion/norm
A

infant neurological international battery

purpose - ID normal/abnormal neuromotor function

age - 1-18 mo

Criterion

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15
Q

AIMS

A

alberta infant motor scales

purpose - ID gross motor delay and gross motor maturation

age - birth to 18 mo

Norm

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16
Q

BSID-III

A

bayley scales of infant and toddler development, 3rd edition

purpose - ID developmental delay

age - 1-42 mo

Norm

17
Q

PDMS-2

A

peabody developmental motor scales

purpose - assess gross & fine motor skills; motor quotient to estimate overall motor abilities; used to determine EI eligibility

age - birth - 6years

Norm

18
Q

GMFM

A

gross motor function measure

purpose - assess quality of mvmt and chagne in GM function in children w/ CP

age - 5 months to 16 years

Criterion

19
Q

PEDI

A

pediatric evaluation of disability inventory

purpose - parent interview to determine self-care, mobility, social function and need for modification and assistance

age - 6 mo to 7.5 years

Norm

20
Q

BOT-2

A

bruininks-oseretsky test of motor proficiency

purpose - assess fine and gross motor skills; higher level motor skills, evaluate motor training programs

age - 4-21 years

Norm

21
Q

SFA

A

school function assessment

purpose - assess activity and function in school setting

age - children w/ disabilities in grades K-6

Criterion

22
Q

GMFMCS

  • what is it
  • highest level vs. lowest
A

gross motor functional classification system

  • classify gross motor function in children w/ CP; ages 1-18
  • must know to perform GMFM
  • must adjust age for prematurity if less than 24 mo old

HIGHEST level of function = I
LOWEST level of function = V

Score of I-V based on functional limitations, use of AD’s and quality of movement

Pediatrics (6 decks)

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