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Peds > Test 1/Peds > Flashcards

Test 1/Peds Flashcards

1
Q

Human Occupations Model

A

Child centered

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2
Q

Level 1 of Dysfunction

A

Impairment

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3
Q

Level 2 of Dysfunction

A

Disability

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4
Q

Level 3 of Dysfunction

A

Handicap

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5
Q

Performance Components

A

Motor, cognitive, intra personal, inter personal, sensory

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6
Q

Performance Areas

A

Self-maintenance, Leisure, Productivity

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7
Q

Performance Context

A

Adaptation to and with the environment

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8
Q

Role of OT

A

Analyze performance within envir,

Goals of OT

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9
Q

Analyze performance

A

Intrinsic skills
External factors
Combination of the two

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10
Q

External factors

A

Envir, family, culture

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11
Q

Intrinsic skills

A

ADL (FMC, GMC, perception, ROM, Sensory)

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12
Q

Goals of OT

A

1) Improve functional performance-Improve inherent skills

2) Enhance ability to interact with envir-generalize

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13
Q

Sensory-perceptual

A

Take-in, organize, interpret and make meaningful response; prerequisite for cognitive function

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14
Q

Motor

A

Gross motor, fine motor, oral motor

Sensory input reflex, muscle tone, strength and endurance, postural control and alignment, ROM

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15
Q

Cognitive

A

Child’s ability to perceive and attend to a learning activity from memory, problem solving, and sequencing

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16
Q

Psychosocial (inter/intra)

A

Interact with others, coping skills, behaviors, peer/adult relationships

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17
Q

Performance area

A

Self-care
Work/school
Play/Leisure

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18
Q

Performance context

A

Social (family, peers)

Physical (sensory)

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19
Q

Impairment

A

Deficit in performance components

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20
Q

Disability

A

Deficit in performance area secondary to impairment

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21
Q

Handicap

A

Unable to fulfill social roles expected of child

22
Q

Intervention

A

Treats component areas then generalizes to performance area; adapt the envir to make independent

23
Q

Frames of Reference

A 
ADL
Biomechanical
Developmental
Neurodevelopmental
Occupational behavior
Sensory Integration
24
Q

Biomechanical

A

Decreased neuromuscular, interferes with posture, strength, ROM, splinting/orthotics

25
Q

Developmental

A

Development of life takes and ability to cope with expectations

26
Q

Neurodevelopmental

A

Decreased influence of abnormal tone and reflexes to promote functional movement patterns and prevent contractures

27
Q

Occupational behavior

A

Child’s use of play to learn rules and meaning of life

28
Q

Sensory Integration

A

Process of learning sensory input to make an adaptive response

29
Q

Eligibility for OT in early

A

Established risk
Developmental delay
At risk

30
Q

Process for OT in early

A

Referral
Evaluation by team
IFSP

31
Q

IFSP

A

Individualized Family Service Plan

32
Q

IFSP

A

45 days to complete
developed with family
reviewed every 6 mn

33
Q

OT in early

A 
Work as a team
Services child and family
Models: consult/direct
Family centered
Natural setting
34
Q

OT treatment in early

A

Holistic based
Functional goals
Work with family
Follow developmental principles

35
Q

OT in school

A

Need to have special ed to receive OT

36
Q

OT Process in school

A

Itinerant staff
Screening
Referral
Meet for evaluation, IEP, and placement

37
Q

IEP

A

Individual Education Program

38
Q

Evaluation in school

A

ADL’s
School related tasks
Play skills
Performance components

39
Q

IEP

A 
Parents consent to entire
Reviewed annually
Reevaluation every 3 yrs
Quarterly reports
Goals, level of service, frequency
40
Q

Treatment in school

A

Corrective approach

Compensatory approach

41
Q

Corrective approach

A

Correct performance components before tasks

42
Q

Compensatory approach

A

When components plateau

Teach skills and adapt to make Indep

43
Q

OT in schools

A

Consult or direct, pull out or inclusion
30 and 45 with COTA
Terminated when goals are reached, age, refusals, and plateaus

44
Q

COTA in schools

A

Face to face every 2 wks or 10 treatments

Biweekly evals by OTR

45
Q

Growth

A

Maturational changes that are physically measurable (height, weight)

46
Q

Development

A

Developmental and sequential changes in function of individual

47
Q

Anatomical direction of devel

A

cephalo-caudel
proximal-distal
ventral-dorsal

48
Q

Principles of devel

A 
Sequential, orderly
Related to envirn
Pace is specific to child
Proceeds in head to toe
Occurs center to edge
49
Q

More principles of devel

A

Generalized to specific responses
Becomes increasingly integrated
May be critical periods
Continuous and influenced in many factors

50
Q

Normal devel

A

Dominated by flexion at birth

Occurs through touch/movement and reflexes

Peds (4 decks)

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