Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Pediatrics > standardized tests & assessment tools (quiz 2) > Flashcards

standardized tests & assessment tools (quiz 2) Flashcards

1
Q

Why do we perform these test on babies?

A
  • determine eligibility
  • compare to age matched peers
  • identify delays
  • establish a baseline of performance
  • predict future performance
  • research
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

norm-referenced outcome measures

A
  • comparing child to a reference group
  • ex: age matched peers
  • can be used for monitoring change, however always referenced to norm group
  • useful when expecting child to “catch up”
  • developers seeks a large enough norming group to record the full range of performance across various demographic variables
  • scores are ranked highest to lowest to determine avg performance based on the child’s age.
  • used to determine difference in function compared to age matched peers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

criterion -referenced outcome measures

A
  • determining how well a child performs a specified set of knowledge, skills or abilities have changed
  • less concerned about what skills are developed at a particular age, rather focus on the elements that contribute to functional mobility skills. not compared to a populations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

validity properties of assessments

A
  • ACCURATELY CAPTURING AND ASSESSING DOMAIN OF INTEREST
  • consider reference group
  • GMFM- 66 validated only for children with CP
  • test administration - adhere to instructions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

specificity

A
  • true positive rate

- high levels of specificity indicate a positive result will rule in the condition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

sensitivity

A
  • true negative rate

- high levels of sensitive indicate that a negative result will rule out the condition or disease

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

predictive values (pos or neg)

A
  • Provide an estimate of the test’s feasibility in actually identifying that a child who tests positive or negative does or does not have the dx
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

likelihood values (pos and neg)

A
  • how much more like it is that the child may have a particular dx after testing positive or negative on a predictive test
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Minimal detectable change

A
  • smallest amt of change that correlates to true change that cannot be accounted for by measurement or test error
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

minimal clinical important difference

A

-smallest amount of change that is meaningful from patient or therapist perspective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Carolina curriculum for infants and toddlers with special needs

A
  • birth-24 mo developmental range
  • criterior referenced, multi-domains
  • determine approx. developmental level
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

bayley infant neurodevelopmental screener

A
  • 3-24 mo
  • norm referenced
  • ID risk for delays or neurologic impairments
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

ages and stages questionnaire

A
  • 1 mo to 5.5 years
  • Parent/caregiver reports
  • screening for developmental delays
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

motor skills acquisition in the first year checklist

A
  • book and checklist by lois bly

- typical development for first year

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Alberta infant motor scales (AIMS)

A
  • birth - 18 mo
  • observation only
  • ID delay and maturation over time
  • norm referenced
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

test of infant motor performance (TIMP)

A
  • 34 wks post conception- 4 mo post term

- postural and selective control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Harris infant neuromotor test (HINT)

A

-screening for low and high isk infants 2.5-12.5 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Baylesy scales of infant development

A
  • 1-42 months
    -mental, motor, behavior
    -ID delay and monitor progress
    -25-60 minutes
  • determine developmental level
    norm referenced
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Denver developmental screening test

A
  • 1 week- 6 yrs, 6 mon
  • detect potential developmental problems, monitor high risk
  • multi-domain, norm referenced
  • 15 minutes
20
Q

Peabody developmental motor scales

A 
-norm referenced
fine motor and gross motor
-45-60 min
-allows for some modification
1-72 mo
21
Q

developmental assessment of young children (DAYC-2)

A

-multidomain
-10-20 min/domain
birth to 5yrs 11 mo

22
Q

movement ABC

A
  • ID and describe movement impairments in children, norm ref
  • 4-12 years
  • checklist completed by parents, teachers and other part of daily routine
23
Q

test of gross motor development- 2

A

norm and criterion referenced

  • 3-10 yrs
  • locomotion and object manipulation
24
Q

BOT-2

A
  • 4.5-14.5 years
  • norm referenced
  • fine manual control, manual coordination, body coordination, strength and agility
  • 45-60 min complete, 15-50 min short form
25
Q

Peabody developmental motor scales edition gross motor

A
  • reflexes (<12 mo)
  • stationary
  • locomotion
  • object manipulation >12 mo
26
Q

Peabody (PDMS-2) fine motor

A
  • grasping

- visual motor integration

27
Q

Peabody PDMS-2 score ranges

A 
-17-20: very superior
15-16: superior
13-14: above avg
8-12: avg
6-7: below avg
4-5 poor 
1-3 very poor
28
Q

school function assessment

A
  • criterion referenced
    grades K-6
    guide program planning for children with disabilities
29
Q

Canadian occupational performance measure

A
  • detect change in perception of occupational performance over time
    all ages
    self care, productivity, leisure
30
Q

Pediatric evaluation of disability inventory PEDI

A
  • 6 mo-7 yr 6 mo
  • monitory progress in functional skills and performance
  • evaluate therapy outcomes for children with disabilities
  • self care, mobility, social function, modification and caregiver assistance scale
31
Q

PEDI-CAT

A
  • computer adaptive test
  • daily activities, mobility, social/cognitive
  • birth- 20 years
  • each domain is self contained
32
Q

gross motor function measurement

A
  • developed to evaluate change in GM function in children with CP
  • GMFM-88: 5-16 years. validated on CP, DS. May be useful tool on other populations as well

-GMFM-66: only validated on children with CP

33
Q

30 sec walk test

A
  • 5-17 years; appropriate for use in clinical settings including schools
  • marked course for distance; verbal cues for elementary school children to “walk as a line leader” and for older children to walk in a “natural and comfortable place”
34
Q

10 meter walk test

A

-ambulatory children >1 year

-

35
Q

6 minute walk test

A
  • ambulatory children >4 years, with gals related to incr. participation with age-matched peers; children with progressive disorders
  • instructions: walk up and down hall, covering as much distance as possible; self-paced and allowed to rest as needed; standardized words of encouragement
36
Q

energy expenditure index

A
  • ambulatory children ages 5-18; cognitive and behavioral capabilities to cooperate with and understand instructions. EEI may be useful clinical indicator of oxygen consumption index at self-paced ambulation speeds in children with spastic diplegia CP
37
Q

4x 30’ shuttle run

A
  • ambulatory children > years, with goals related to increased participation with -age-matched peers
38
Q

10 x 5 meter shuttle run

A

-ambulatory children >3 years with goals related to increased participation with age-matched peers

39
Q

running speed - 30 yards

A
  • ambulatory children > 3 years with goals related to increased participation with age-matched peers
40
Q

standardized walking obstacle course

A
  • ages 4-11 for typically developing children

- ages 6-21 for children with disabilities

41
Q

standing Long jump

A
  • ambulatory children >3 years with gals related to increased participation with ahe-matched peers
42
Q

vertical jump

A
  • ambulatory children >3 years with goals related to increased participation with age-matched peers
43
Q

Timed up and go TUG

A
  • ambulatory children >3 years with goals related to increased participation with age-matched peers, balance and functional mobility
44
Q

Timed Up and down stairs

A
  • ambulatory children >3 years with goals related to increased participation with age-matched peers, balance, and functional mobility
45
Q

functional reach test

A
  • children >7 years of age with goals related to incr standing balance and participation with age-matched peers

Pediatrics (19 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions