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Lifespan > Week 3 (EXAM 1) > Flashcards

Week 3 (EXAM 1) Flashcards

1
Q

List the gross milestone of walking/stairs (~18 mo)

A

~18 mo: Walks down stairs while holding on
(Variable, not all the time, may still creep down or use other strategies!)

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2
Q

List the gross milestone of walking/stairs (18-20 mo)

A

18-20 mo: Falling while walking more rare now, runs with eyes on ground

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3
Q

List the gross milestone of walking/stairs (24-30 mo)

A

24-30 mo: Walks up stairs “step to” without support

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4
Q

List the gross milestone of walking/stairs (25-26 mo)

A

25-26 mo: Walks backward 10 feet

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5
Q

List the gross milestone of walking/stairs (27-28 mo)

A

27-28 mo: Walks 3 steps on taped line

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6
Q

List the gross milestone of walking/stairs (30-36 mo)

A

30-36 mo: Walks up stairs step over step

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7
Q

List the gross milestone of walking/stairs (36-42)

A

36-42 mo: Walks downs stairs step over step, true bilateral flight phase running

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8
Q

List the gross milestone of walking/stairs (41-42 mo)

A

41-42 mo: Runs with reciprocal arm swing, on balls of feet, forward trunk lean

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9
Q

List initial walking characteristics (first 3-6 months after learning to walk)

A

1) unpredictable loss of balance
2) rigid, halting stepping
3) short step length
4) high hand guard/outstretched arms
5) flat foot contact
6) wide BOS
7) toes turned out/external rotation
8) brief single leg stance (32% of gait cycle)
9) knee flexion in stance
10) 17 falls/hour

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10
Q

List immature walking characteristics (around 2 years of age)

A

1) occasionally loses balance
2) gradual smoothing of pattern
3) increased step length
4) reciprocal arm swing
5) heel strike
6) BOS within lateral dimensions of trunk
7) minimal out toeing/external rotation
8) vertical lift
9) longer limb stance (34% of gait cycle)
10) greater knee flexion after foot strike then extends toes before toe-off
11) seldom falls

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11
Q

List mature walking characteristics (7 years of age, approximately adult gait)

A

1) rarely loses balance without perturbation
2) relaxed, elongated gait
3) increased step length
4) reciprocal arm swing
5) heel strike
6) narrow BOS
7) minimal vertical lift
8) single limb stance 38% of gait cycle

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12
Q

What are common problems when learning to walk?

A

1) exaggerated arm swing
2) arms crossing midline of body
3) improper foot placement
4) exaggerated forward trunk lean
5) arms flopping at side or held out for balance
6) twisting of trunk
7) poor rhythmic action
8) landing flat footed
9) flipping foot (or lower leg in/out)

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13
Q

List gross milestones of jumping (2 years)

A

Jumps down from step

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14
Q

List gross milestones of jumping (2.5+ years)

A

Hops on one foot (briefly), begins to ride and pedal a tricycle, begins to kick balls

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15
Q

List gross milestones of jumping (3 years)

A

Clears floor with both feet when jumping (~2 inches)

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16
Q

List gross milestones of jumping (3-5 years)

A

Jumps over objects, hops on one foot (consistently), kicking continually refined, improved balance and accuracy, rides a bicycle (from tricycle)

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17
Q

List gross milestones of jumping (3-4 years)

A

Gallops, leading with one foot

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18
Q

List gross milestones of jumping (5 years)

A

Hops in straight line

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19
Q

List gross milestones of jumping (5-6 years)

A

Skips, maintains balance

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20
Q

List fine motor milestones of grasping (18-24 mo)

A

Scribbles simultaneously

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21
Q

List fine motor milestones of grasping (24-36 mo)

A

Digital pronated grasp, imitates vertical then horizontal stroke

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22
Q

List fine motor milestones of grasping (3 years)

A

Copies a circle, then able to copy a diamond with rounded edges

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23
Q

List fine motor milestones of grasping (4 years)

A

Cuts straight line with scissors, can copy a cross pattern progressing to copying a square, static tripod pencil grasp, may progress to finger grip by 5, able to button small buttons

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24
Q

List fine motor milestones of grasping (5 years)

A

Dynamic tripod grasp, can copy a square

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25
Q

What is the pencil grasp development order?

A

1) fisted grip or palmar supinate grip
2) digital pronate grip
3) 4 finger grip or quadruped grip
4) static tripod grip
5) dynamic tripod grip

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26
Q

List the social emotional milestones (18-24 mo)

A

Separation distress/stranger danger improving, begins to show empathy towards other’s distress, uses words to protest/show dissatisfaction

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27
Q

List the social emotional milestones (24-36 mo)

A

Begins to respond verbally to other’s distress, may pretend to perform common caregiver actions, includes others in pretend play/plans

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28
Q

List the social emotional milestones (3 years)

A

Uses physical more than verbal aggression, aggressive behavior can escalate quickly if successful, shows interest in why/how things work, generating alternatives in a conflict is difficult

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29
Q

List the social emotional milestones (4 years)

A

Watches 2-4 hours of tv/day

(1. Until 18 months of age limit screen use to video chatting along with an adult (for example, with a parent who is out of town). 2. Between 18 and 24 months screen time should be limited to watching educational programming with a caregiver. 3. For children 2-5, limit non-educational screen time to about 1 hour per weekday and 3 hours on the weekend days.)

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30
Q

List cognitive and language milestones (18-24 mo)

A

50-200+ word vocab, object permanence demonstrated by “finding” hidden objects, uses toys/dolls in pretend play

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31
Q

List cognitive and language milestones (24-36 mo)

A

substitutes objects in pretend play (stick is a sword, etc), matches objects, rapid increase in language ability, uses two part sentences, 250+ word vocab, sings songs

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32
Q

List cognitive and language milestones (3 years)

A

Counts to 5, can tell simple story, fantasy vs reality is difficult, follows 3 step commands, sentences continue to be more complex, more adult syntax but overgeneralizes verb and plural rules, scribble writing.

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33
Q

List cognitive and language milestones (4 years)

A

Can line up equal rows, gives age accurately, matches 4 names and colors, can count to 15, fantasy vs reality is improving, creates questions with correct word arrangement, well modulated voice, may reverse letters in writing, understands spatial words like “beside” and “between”

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34
Q

List cognitive and language milestones (5 years)

A

Understands temporal relationship (past, present, future), counts to 20, will organize by “class”, grammar continues to become more adult like, may begin to use invented spellings

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35
Q

What connects cognitive, language, social and emotional milestones?

A

Play

36
Q

List the 4 developmental theories

A

1) Neuromaturational
2) Psychosocial/Psychoanalytical
3) Ecological, Contextual
4) Dynamic Systems

37
Q

What are the basic concepts of Neuromaturational theory?

A

1) Development follows a set, invariant sequence.
2) Development is tightly tied to central nervous system development.
3) Motor development is cephalocaudal and proximal to distal.
4) Recent modifications acknowledge variations in the sequence and input from all systems.

38
Q

What are the basic concepts of Ecological, Contextual theory?

A

The environment has a very strong influence on child development

39
Q

What are the basic concepts of Psychosocial/Psychoanalytical theory?

A

1) There are biologically determined drives and unconscious conflicts.
2) The core of these conflicts is sexual.
3) Initial drives are for survival; when basic needs are met, we seek self-actualization.

40
Q

What are the basic concepts of Dynamic Systems theory?

A

1) Movement emerges based on the internal enviroment, the external environment, and task.
2) Movement is not directed by one system, but by many dynamic, interacting systems.

41
Q

What are the types of play and associated actions in infants (6-12 mo)

A

Types of play:
1) exploratory (sensorimotor becomes functional play)
2) functional (begins to use toys based on their functional purpose)
3) social (attachment to parents/caregivers)

42
Q

What are the types of play and associated actions in infants (0-6 mo)

A

Type of play:
1) exploratory (sensorimotor play predominates)
2) social (focused on attachment and bonding)

43
Q

What are the types of play and associated actions in infants (12-18 mo)

A

Types of play:
1) relational and functional (simple pretend play toward self, links 2-3 schemes in simple combinations, exhibits imitative play from an immediate model)
2) social (beginning of peer interactions during play, parallel play next to a peer)
3) gross motor (explores all aspects of a room, rolls and crawls in play)

44
Q

What are the types of play and associated actions in toddlers (19-24 mo)

A

Types of play:
1) functional (performs multiple related actions together)
2) gross motor (might enjoy the sensory input, makes inanimate objects real “feed and dress,” pretends objects are real or symbolize another object)
3) social (parallel play, imitates others in play, watches other children, participates with several children, begins to take turns)

45
Q

What are the types of play and associated actions in preschoolers (2-3 years)

A

Types of play:
1) symbolic (plays house, plays out drama with toys or imaginary friends, uses objects for multiple pretend ideas, multiple scheme combinations into meaningful sequence of pretend play)
2) constructive (imitates adults using toys, participates in drawing and puzzles)
3) gross motor (likes jumping, tumbling)
4) social (associative, parallel play dominates)

46
Q

What are the types of play and associated actions in preschoolers (3-4 years)

A

1) complex imaginary (creates scripts for play where pretend objects have actions reflecting real or imaginary roles)
2) constructive (creates art product with supervision, completes puzzles and blocks)
3) rough and tumble (enjoys physical play, swinging, jumping, running)
4) social (singing and dancing in groups, participates in circle time and games at preschool, associative play with other children, sharing and talking)

47
Q

What are the types of play and associated actions in preschoolers (4-5 years)

A

1) games with rules (group games with single rules, organized play with prescribed rules, organized gross motor games)
2) constructive (interested in the goal of the art activity, constructs complex structures, takes pride in products)
3) social/dramatic (tells stories, role plays with other children, dress up, continues pretend play involving scripts with imaginary characters)

48
Q

What are the types of play and associated actions in kindergartners (5-6 years)

A

1) games with rules (computer, card, board games with rules)
2) dramatic (elaborate imaginary play, reconstructs real world play)
3) sports (cooperative play in groups/teams of children)
4) social play (participates in organized play in groups)

49
Q

What are Piaget’s stages of play (0-2 years old)

A

Practice:
1) unoccupied play: play with objects, no purpose, banging rattles, mouthing
2) onlooker play: watches someone else play
3) solitary play: ignores others but plays with purpose

50
Q

What are Piaget’s stages of play (3-5 years old)

A

Symbolic Play:
1) parallel play: independent play but shows awareness and interest in others (same activity next to each other but not together)
2) associative/interactive play: initiate contact with other children, play house, superheroes and other make believe games (sharing, taking turns and make believe are a big part of this stage)

51
Q

What are Piaget’s stages of play (5+ years old)

A

Rule Play:
1) cooperative play: simple organized games, shared toys, all participating
2) competitive play: complex regulated team sports, self competition

52
Q

What happens to vestibular sensitivity from 2.5 years old to puberty?

A

Increases

53
Q

How does the integration of sensory information affect the child?

A

Improves practice as well as motor planning and execution

54
Q

Describe flexibility and specificity in development action

A

Karen Adolph:
1) flexibility: adapting ongoing movement to novel changes in local conditions (allows child to problem solve in the moment, “learning set” to deal with a novel situation)
2) specificity: simple association learning (relatively fast “1 day,” not as good in coping with a novel situation)

55
Q

What are some key points for learning specificity?

A

1) Accomplished via simple association (less flexible strategy)​
2) Cannot adapt to novel change​
3) Always fall on 1st trial​ (in the paper)
4) Speed of learning depends on age & # exposures​

56
Q

What are some key points for learning flexibility?

A

1) must “look, touch, test alternatives, explore, visually explore space”​
2) Not age or #exposures to surface dependent​
3) But is experience dependent, i.e. active exploration​

57
Q

What is Taxonomy of tasks?

A

The practice and science of classification

Gentile’s 2 dimensions:
1) environmental (open or closed)
2) functional role

58
Q

Explain the environment aspect of taxonomy

A

1) stationary environment (closed): objects, terrain and other people are stationary or fixed. Timing does not have to be specified, the performer has a choice as to when to start and end the task
Ex: putting on a shirt or walking down an empty hallway
2) moving environment (open): objects, other people, or supporting surfaces are in motion. Performers must match their movements to do both spatial and temporal features of the environment and predict future events. The timing is determined by the environment, meaning the movement is externally paced

59
Q

Explain task variability

A

(Absent/present)
1) Intertrial Variability absent: requires the least amount of attention, it is very predictable, and motor memory is in the reproductive mode allowing the performer to simply reproduce the motion (after the initial learning phase is completed)
2) Intertrial Variability present: requires increased attention to detect the changes in the environment. The performer must constantly scan and attend to the environment to anticipate and compensate for changes. Motor memory is in the generative mode, meaning movement patterns are constantly being generated and refined to keep up with the changes

60
Q

List movement analysis body constraints

A

1) stability
2) transport
3) manipulation absent
4) manipulation present

61
Q

Explain the stability component of the body constraints movement analysis

A

1) Desired outcome is to keep the performer’s Center of Mass (COM) over the Base of Support (BOS)
2) information processing is low and any conditions outside the immediate area (within reach) are irrelevant
3) activities requiring stabilization of the body within a limited environment or posture, such as sitting on a chair or standing on a bosu ball

62
Q

Explain the transport component of the body constraints movement analysis

A

1) desired outcome is to move the body from one place to another
2) boundaries are constantly expanding in accordance with rate of motion. Information processing is high. As speed increases, the person must scan ahead to get use-able information
Ex: walking or running

63
Q

Explain the manipulation absent component of the body constraints movement analysis

A

1) Activity performed without a second task involving manipulation by the extremities. The task involves control of body orientation and not manipulation of an object
Ex: Standing with empty hands, walking with empty hands

64
Q

Explain the manipulation present component of the body constraints movement analysis

A

1) Two tasks are being performed simultaneously, postural stability is maintained as the extremities are doing something
2) Demand dual attention, the need to do 2 things at once (more difficult)
Ex: drink while standing or walking, LE dressing while seated or standing

65
Q

If an individual is in an empty gym, standing in a specific spot, practicing shooting a basketball. What is the movement analysis?

A

1) closed environment
2) no intertrial variability
3) manipulation in body stability
4) no body transport

66
Q

If an individual is in a full gym with people, standing in multiple spots across the gym, practicing shooting a basketball. What is the movement analysis?

A

1) open environment
2) intertrial variability
3) manipulation in body transport
4) no body stability

67
Q

Explain malformation

A

A structural defect of an organ or body part due to an intrinsically abnormal developmental process (cleft lip/palate; polydactyly)

1) Major malformations are those that have medical, surgical, or cosmetic significance; these occur in 2-3% of liveborn infants.
2) Minor malformations are those that are insignificant except that they are important clues to diagnosis; if there are 3 or more minor malformations, you should suspect a genetic condition/major malformation is present.

68
Q

Explain disruption

A

an abnormal breakdown of tissue in the normal fetus resulting in a defect of an organ or body part

(may be due to infectious, vascular, or mechanical origins)
Ex. Amniotic banding

69
Q

How common are malformations?

A

anywhere from 5 - 40% of otherwise healthy individuals have one or more minor malformations (i.e. does the earlobe dangles or is it attached at the base?; ability to ‘roll the tongue’, “tongue tie”)

1) Half of these minor malformations are in the head and neck region; 71% are in the upper torso if the hands are included)
2) 19% of infants who have 3 or more minor malformations also have a major malformation.

70
Q

Explain deformation

A

An alteration in form, shape, or position of an organ or body part by mechanical forces

(Intrinsic or extrinsic)
Ex. Plagiocephaly

71
Q

Explain dysplasia

A

an abnormal organization of cells in tissues that has structural consequences

(Skeletal dysplasia, renal dysplasia, singular palmer crease in individuals with Down Syndrome)

72
Q

Define syndrome

A

A recognizable pattern of anomalies which have a common cause, either genetic or environmental.

(Chromosomal Syndromes, Contiguous Gene Deletion Syndromes, Single Gene Syndromes)

73
Q

Describe sequence

A

A pattern of anomalies that are the secondary effects of an initial defect.

Ex: Spina bifida-the neural tube fails to close, resulting in interrupted spinal cord/paralysis, then hydrocephalus, neurogenic bladder, and club feet.

74
Q

Describe association

A

A non-random occurrence of multiple anomalies

75
Q

Describe chromosomal syndromes and list some examples

A

When there is an addition or deletion of a whole or part of a chromosome

1) Trisomy 21 Down syndrome: (most common 1/700 live births, 20% of all people with ID, short stature, low muscle tone, flat nasal bridge)
2) Monosomy X “Turner syndrome”: (females, sex abnormality, weblike neck, small stature)
3) Klinefelter syndrome: (males, not inherited extra X chromosome, infertility, long limbs, hypogonadism)

76
Q

Describe contiguous gene deletion syndromes and give some examples

A

When there is a deletion of a set of genes that are close together on one chromosome

1) Prader-Willi syndrome: (mild intellectual impairment, short stature)
2) Angelman syndrome: (severe cognitive impairment, seizures, frequent laughter)
3) Williams syndrome: (autosomal dominant, heart defects, mild-moderate intellectual impairment)

77
Q

Describe single gene syndromes and give some examples

A

When there is an abnormality of one gene

1) Sickle cell anemia (misshapen RBC affecting hemoglobin)
2) Marfan syndrome (inherited disorder affecting connective tissue, longer limbs)
3) Cystic fibrosis (autosomal recessive, hyperplasia of mucus producing cells in lungs, disorder of exocrine glands)
4) Duchenne muscular dystrophy (males, x-linked deletion of dystrophin gene, intrinsic muscle disease and weakness)

78
Q

What are two common associations that have predictable defects/problems affecting multiple systems/structures?

A

1) CHARGE (autosomal dominant)
2) VACTERL

79
Q

Describe the association VACTERL

A

V: vertebral anomalies
A: anal artesia
C: cardiac defects
T: tracheo-
E: esophageal fistula
R: renal defects
L: limb defects

79
Q

Describe the association CHARGE

A

C: Coloboma of the eye
H: heart defect
A: atresia choanae
R: Retarded growth/development
G: Genital hypoplasia
E: Ear anomalies

80
Q

Define Chorionic villus sampling (CVS)

A

procedure used to obtain fetal cells for prenatal diagnosis; involves biopsy of the placental membranes

81
Q

Define Consanguinity

A

relationship of 2 individuals through a common ancestor; mating in which the mates are related, i.e. first cousins

82
Q

Define Fragile site

A

gap or defect in the continuity of a chromosome when strained, i.e. fragile X site; many are apparent only when cells are cultured under special conditions

83
Q

Define gamete

A

mature reproductive cell (sperm or ovum); contains a haploid set of chromosomes (23 for humans)

84
Q

Define Human Genome Initiative (Project)

A

collective name for several projects designed to map and eventually sequence the human genome

85
Q

Define Locus

A

the position on a chromosome, usually that of a gene

86
Q

Define Penetrance

A

refers to the clinical expression of a gene or mutations of a gene

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