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Pediatrics PT III > STANDARDIZED ASSESSMENTS IN PEDIATRICS > Flashcards

STANDARDIZED ASSESSMENTS IN PEDIATRICS Flashcards

1
Q

What are the 4 aspects of communication ability in a systems review?

A

✓ affect
✓ cognition
✓ language
✓ learning style

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2
Q

What is a test?

A

A procedure or set of procedures that is used
to obtain data (measurements); the
procedures may require the use of
instruments

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3
Q

Measurement requires an attribute, property,

dimension or variable to be…

A

quantified or

qualified

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4
Q

What is an aerobic capacity/ endurance test (definition)?

A

ability to
perform work or participate in activity over
time

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5
Q

What are anthropometric characteristics?

A

height, weight, girth and body fat composition

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6
Q

True or False: It is always a PT’s job to assess arousal, attention, and cognition

A

False: Other disciplines
(psychologists and teachers) usually address these areas in testing but PTs should read reports and document observations

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7
Q

Which test would you use to assess the need for assistive and adaptive devices?

A

PEDI

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8
Q

Two tests that assess gait, locomotion and balance?

A

Peabody Developmental Motor Scales-2 (PDMS-2),

Bruiniks–Oseretsky Test of
Motor Proficiency BOTMP

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9
Q

pediatricians check for hip dysplasia associated

with hip subluxaction or dislocation…

A

Barlow and Ortolani tests

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10
Q

What are some of the things you look for with posture screenings?

A

■ Assess positioning of body in relation to gravity, center of mass, base of support
■ Spinal alignment using posture grids, inclinometer or angle finder (rib hump)
■ Resting and/or dynamic posture
■ Descriptive language gives an image i.e. crouched gait, “C” or “S” curve
■ Immobile children asses posture in all positions
■ Conditions: head and facial asymmetry, flattening of
occiput, scoliosis, kyphosis, torticollis

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11
Q

Which tests assess self-care and home management?

A

PEDI (Pediatric Evaluation of Disability Inventory),
Canadian,
Occupational Performance Measure (COPM)

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12
Q

Which tests assess play and school?

A

SFA (School Functional Assessment),

Transdisciplinary Play-Based Assessment,

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13
Q

Neuromotor development is ______________ and

________________ throughout the lifespan.

A

the acquisition and

evolution of movement

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14
Q

Sensory integration is …

A

the ability to integrate

information from the environment.

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15
Q

What are the benefits of standardized tests?

A 
• Objectivity 
• Measurability 
• Reliability 
• Enhanced communication among
professionals
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16
Q

What are the factors for selecting a test?

A
  • Purpose of the test
  • Population to be tested
  • Areas or skills needing testing
  • Psychometric properties of the test
  • Time needed to administer & score
  • cost of test
  • Qualifications needed to administer and interpret test results
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17
Q

What are the aspects of standardization?

A
  • A uniform testing procedure
  • Directions for administration and scoring
  • Materials and equipment specified
  • Specified testing conditions (instructions, environment, # of trials)
  • Guidelines for interpretation
  • The MANUAL: an attempt at standardization
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18
Q

What is a discriminative measure?

A

distinguish between
individuals with and without a specified
characteristic or function

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19
Q

What is an evaluative measure?

A

monitor progress on
specified attributes, characteristics, or
variables… Measure magnitude of change over time or after treatment

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20
Q

What is instructional planning?

A

Curriculum based
assessment which is typically developmentally
based which allows the examiner to establish an IEP

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21
Q

What is a norm referenced measures?

A

compare how one individual’s measurement
compares with respect to measurements from a relevant population (compare the tested individual to “normals” in a category, age group)

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22
Q

At what age do you stop correcting a child’s age?

A

2 years

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23
Q

What are criterion referenced measures?

A

measure a child’s development of
particular skills in terms of absolute level of mastery
(compare the child to themselves)

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24
Q

What age uses Milani-Camparetti-Gidoni Motor Developmental

Screening Test?

A

Birth- 2 years

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25
Q

What age uses Denver Developmental Screening Test (DDST)?

A

Birth-6 years

26
Q

What age uses Revised Gesell Development Screening Inventory (DSI)?

A

1-36 months

27
Q

What age uses the Movement Assessment of Infants (MAI)?

A

Birth- 12 months

28
Q

What age uses the Pediatric Evaluation of Disability Inventory (PEDI)?

A

6 months - 7 years

29
Q

What age uses the School Function Assessment (SFA)?

A

Kindergarten - 6th grade

30
Q

What does the Gross Motor Performance Measure (GMPM) assess?

A

Quality of movement

31
Q

What age uses the Wee Functional Independence Measure (WeeFIM)?

A

6 months- 7 years

32
Q

What are the tests used for preterm, infant, and young children?

A

● Brazelton Neonatal Behavioral Assessment Scale (BNAS): infants 34-44 weeks gestational age

● Test of Infant Motor Performance (TIMP): preterm infants

● Wolanski Gross Motor Evaluation (WGME): 3-13 months

● Alberta Infant Motor Scales (AIMS): 1-19 months or walking

● Bayley Scale of Infant Development (BSID): 1-42 months

● Toddler and Infant Motor Evaluation (T.I.M.E): birth-42 months

33
Q

Which tests do you use on children and adolescents?

A

● Vulpe Assessment Battery (VAB): birth-6 years

● Peabody Development Motor Scales-II (PDMS-II) birth-6 years

● Movement ABC: 4-10 years

● Test of Gross Motor Development-2nd ed. (TGMD-2): 3-11
years

● Bruiniks-Oseretsky Test of Motor Proficiency (BOTMP): 4.5-14.5 years

● Hughes Basic Gross Motor Assessment (BGMA): 6-12 years

● Gubbay Test of Motor Proficiency: 8-12 years

34
Q

What is the purpose, procedure, and benefits of a screening?

A

■ Purpose: to identify children who are in need of further evaluation
■ Procedure: Norm referenced (Denver Developmental Screening test 2)
■ Quick, easy to administer (10-20 minutes, by a layperson)

35
Q

What is the purpose of an evaluation?

A

● To assess current specific skills
● To establish long and short term goals and objectives
● To monitor progress

36
Q

What’s reliability?

A

Consistency of scores across different

occasions of measurements or different examiners, or of items within the instrument.

37
Q

Whats validity?

A

determination of whether a measurement
actually measures what it purports to measure; how well
does it measure what it was designed to measure.

38
Q

What is construct validity?

A

the consistency to which a construct (concept)
is actually measured (PEDI: construct- change in functional
behaviors is age related)

39
Q

What’s content validity?

A

the accuracy with which an instrument

measures the factors under study; the instrument measures what it is supposed to measure

40
Q

What is concurrent validity?

A 
comparing the instrument with a known
accepted instrument (PEDI vs. Batelle)
41
Q

What is a developmental delay/ disorder?

A

A significant delay or disorder in one or more functional areas

42
Q

What are the functional areas assessed in developmental delays/ disorder?

A 
● Cognitive
● Language and communicative 
● Adaptive 
● Social emotional 
● Motor development
43
Q

A _____% delay in one functional area or a _____%
delay in each of 2 (or more) functional areas
(fallacy)

A

33 % for one

25 % for two

44
Q

A score of _____ SD below the mean in one functional area or a score of _____ SD below the mean in each of 2 functional areas

A
  1. 0 for one

1. 5 for two

45
Q

What is the purpose of the PDMS-2/ Peabody?

A

● Identify children whose gross and fine motor skills are delayed or aberrant relative to a normative group

● Permit an in depth analysis of a wide range of gross and fine
motor skills that may have been identified as questionable by
prior screening or by observation

● Enable the examiner to obtain knowledge about the skills a
child has mastered, those currently developing, and those not
in the child’s repertoire

46
Q

Who can administer a Peabody/ PDMS-2?

A

● “variety of personnel,” interested in examining the motor abilities of young children (birth-6)

● individuals skilled in administering educational and
psychological test to children

47
Q

What are the attributes tested in the Peabody/ PDMS-2?

A

● Gross motor skills: 4 categories, 151 GM items
• GM categories: reflexes, stationary, locomotion, object manipulation

● Fine motor skills 2 categories, 98 items
• FM categories: grasping, visual-motor integration

48
Q

How do you score a Peabody/ PDMS?

A

Item scoring: specified on score sheet

—“0”: child cannot or will not attempt item, or attempt
does not show that skill is emerging
— “1”: performance shows clear resemblance to item
criterion but doesn’t fully meet criterion
—“2”: child performs item according to specified
criterion in the normal, typical way

49
Q

What is the Albert Infant Motor Scales (AIMS)?

A
  • Norm referenced
  • 0-18 months
  • Observational (half hour)
  • “window” indicating highest and lowest skills observed
  • – Credited 1 point for each item performed in window
  • –Credited 1 point for each item below window
  • 4 positional categories, child placed in each position
  • Score sheet resembles growth chart, percentile ranks included
  • Photos and line drawings included in manual along with criteria for each item
  • Levels off at 15.5 months with one skill differentiating between 5th and 90th percentiles
  • Only includes percentile ranking for scores as low as 5th percentile (1.5 SD from mean)
  • Skill criteria require normal positioning of the limbs (very NDT based)
  • not recommended for children with severe motor disorder
  • Average age of skill acquisition provided for each item (age of 50% achievement, 90% achievement
50
Q

True or false: The PEDI has a caregiver interview component

A

True

51
Q

True or false: the PEDI can be used on children 6 moths- 7.5 years and no older.

A

False: it can be used 6 months-7.5 years AND evaluation of older
children whose abilities fall below that expected of 7.5 y.o. children

52
Q

What is the GMFM and what does it do?

A
  • Criterion referenced
  • Measure GM function in children with CP (how much can they do?)
  • Measure magnitude of change in GM function over time or after treatment in children with CP
  • Assess the effectiveness of intervention/treatment on motor function outcomes for children with CP
  • Developed for use in children with CP
  • All items can be completed by a 5 year old with normal GM function
53
Q

What does the GMFM look at?

A 
88 items assigned to 1 of 5 dimensions
■ Lying and rolling (17)
■ Sitting (20)
■ Crawling and kneeling (14)
■ Standing (13)
■ Walking, running and jumping (24)
54
Q

True or False: The GMFM is assessed on a 0-10 scale

A 
False: 0-3 scoring key
■ 0= does not initiate
■ 1 = initiates, less than 10% completion
■ 2=partially completes (10-100%)
■ 3= 100% completion
55
Q

IDEA legislation had the greatest influence on educational and related services for children ______ to ______.

A

Birth to 21 years old

56
Q

Part ___ mandated educational and related

services for children 3 to 21 years old.

A

B

57
Q

Part ___ mandated EI services for children

birth to 3 years old.

A

C

58
Q

What are the IDEA eligibility for services?

A

13 categories of disabilities that meet the eligibility criteria for special education and related services (PT) for individuals 3-21 years old

59
Q

What are the 13 categories of disability?

A
  • Autism
  • Deaf-blindness
  • Deafness
  • Hearing impairment
  • Mental retardation
  • Multiple disabilities
  • Traumatic brain injuries
  • Visual impairments including blindness
  • Orthopedic impairments (not really)
  • Other health impairments
  • Serious emotional disturbance
  • Specific learning disability
  • Speech or language impairments
60
Q

Individualized Family Service Plan (IFSP) is…

A

a written plan for providing early

intervention services, IDEA, Part C.

61
Q

Individualized Educational Plan (IEP) is …

A

a written plan for providing educational and

related service, IDEA, Part B.

Pediatrics PT III (18 decks)

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