Week 7 Flashcards
Ages and Stages Questionnaire, 3rd edition (ASQ-3)
(Relies on parents as experts, easy to use, family friendly)
1) age: 1 mo to 5.5 years
2) what does it ask the child to do?
* Communication: For example, asking a child to point to pictures or say words.
* Gross Motor: Tasks like crawling, walking, or jumping.
* Fine Motor: Activities such as grasping small objects or drawing simple shapes.
* Problem-Solving: Problem-based tasks like stacking blocks or solving basic puzzles.
* Personal-Social: Asking how the child interacts with others, such as playing with toys or showing preferences for certain activities.
3) ways to administer:
typically completed by parents or caregivers, who observe their child and fill out the questionnaire based on what the child can do. The questionnaire can be administered in various settings, including homes, clinics, or educational environments, and generally takes about 10–15 minutes to complete. The results help determine if a child is meeting developmental milestones or if further evaluation may be needed for delays.
Battelle Developmental Inventory 2nd edition (normative update) (BDI-2 NU)
(450 items in total, 60-90 minutes to administer)
1) age: birth to 7 years and 11 months
2) what does it ask the child to do? “Domains”
* Identifying objects, colors, or shapes to test cognitive and communication skills.
* Performing simple motor activities like stacking blocks, walking, or balancing.
* Engaging in social interactions to assess personal-social development.
* Following directions for adaptive tasks, such as dressing or using utensils.
The specific tasks vary by the child’s age and developmental level, with items tailored to different stages from infancy through early childhood.
3) general ways to administer:
* Structured Activities: The examiner presents specific tasks for the child to complete. For example, a child may be asked to sort objects or perform a physical activity.
* Observations: The examiner watches the child in natural settings (such as during play) to see how they engage with their environment.
* Interviews: Information is gathered from parents or caregivers to assess developmental skills that may not be easily observed in a testing environment, such as self-care behaviors at home.
Bayley Scales of Infant and Toddler Development, 4th edition (“The Bayley”)
(30-70 min to administer)
1) age: 16 days to 42 months
2) what does it ask the child to do?
* Cognitive: Children may be asked to explore toys, solve simple problems, or perform activities that require thinking skills, such as finding hidden objects.
* Language: Tasks involve responding to spoken directions, identifying pictures, or speaking simple words.
* Motor: Gross motor tasks include activities like crawling, walking, or balancing, while fine motor tasks may involve reaching, grasping, and manipulating small objects.
* Social-Emotional: Assesses interactions with others, including expressions of emotion, social play, and ability to self-soothe.
* Adaptive Behavior: Caregivers report on the child’s self-care abilities, like eating or dressing, through questionnaires.
3) ways to administer:
The Bayley-4 is administered in a structured, one-on-one setting by a trained examiner. The tasks are administered directly to the child through play-like activities. In addition to direct testing, the examiner conducts parent or caregiver interviews to gather information on the child’s adaptive behavior. The entire assessment takes about 30 to 90 minutes depending on the child’s age and cooperation. The results provide insight into whether a child’s development is on track and can help identify delays.
Developmental Assessment of Young Children (DAYC)
(10-20 minutes for each domain)
1) age: birth through 5 months
2) what does it ask the shield to do? “Domains”
* Cognitive: Children may be asked to complete problem-solving tasks, such as sorting objects by color or solving simple puzzles.
* Communication: This includes both receptive (e.g., understanding words or instructions) and expressive communication (e.g., naming objects, using simple sentences).
* Physical Development: Tasks include both gross motor activities (like walking, running) and fine motor activities (such as grasping objects or drawing).
* Social-Emotional: Assesses how a child interacts with others, expresses emotions, and plays with peers.
* Adaptive Behavior: Involves activities related to daily living, such as eating, dressing, and following routines.
3) ways to administer:
The DAYC-2 is administered through observation, interviews, and direct assessment. It can be done in various environments (e.g., home, daycare, clinical settings) to get a natural picture of the child’s behavior and skills. The assessment can be completed by professionals, such as psychologists, speech-language pathologists, or special educators, often using a combination of caregiver input and direct testing. No specific testing materials are required, as it is based on the child’s everyday interactions and activities.
Alberta infant Motor Scale (AIMS)
(58 items, 20-30 minutes to be completed) (MOTOR)
1) age: birth to 18 months
2) what does it ask the chid to do?
* Prone (lying on the stomach)
* Supine (lying on the back)
* Sitting
* Standing
Within these positions, the AIMS assesses motor milestones such as rolling over, sitting up, reaching for objects, pulling to stand, and walking. The focus is on posture, weight-bearing abilities, and movement patterns.
3) ways to administer:
The AIMS is observational in nature, meaning the examiner observes the infant during regular play or interactions, without requiring direct physical manipulation of the child. It is typically administered by a trained healthcare professional in a clinical or natural setting. The assessment usually takes about 20 to 30 minutes. The examiner scores the infant’s motor skills based on observations in each of the four positions, and these scores are used to compare the infant’s development to age norms.
Childhood obesity
Childhood obesity is a growing concern globally, with rising incidence rates, especially in developed countries. BMI, while commonly used to assess obesity in children, must be interpreted carefully, considering age and sex-specific percentiles. Both genetic predispositions and environmental factors, such as diet and physical activity levels, contribute to the risk. Obesity in children is often associated with comorbidities like type 2 diabetes, hypertension, and sleep apnea, as well as psychological issues like low self-esteem and social stigma. Excess adipose tissue can alter hormone levels, such as insulin and leptin, impacting metabolism and appetite regulation. Prevention strategies include promoting healthy eating habits, regular physical activity, and reducing screen time. Treatment may involve clinic-based or outpatient weight management programs, with family involvement being crucial for success. In severe cases, medications or even surgical interventions like bariatric surgery might be considered, though these are typically reserved for older children with significant obesity-related complications.
Impact of screen time on development
Screen time can significantly impact children’s development, influencing physical, cognitive, and emotional growth. Different devices, such as smartphones, tablets, laptops, and gaming consoles, are used for various forms of screen time like social media (Instagram, TikTok), streaming videos (YouTube), or gaming. These activities require different physical skills, like fine motor skills for touchscreens or hand-eye coordination for gaming. While moderate screen time can support learning and social interaction, overuse is associated with sedentary behavior, poor sleep, and increased risks of anxiety and depression. For instance, U.S. children aged 8-12 spend around 4-6 hours per day on screens, while teens spend up to 9 hours. Vulnerable groups, such as young children, those with disabilities, or those from lower socio-economic backgrounds, may be more at risk due to limited access to outdoor play or higher dependence on screens for entertainment. Parents can encourage safe screen use by setting time limits, offering tech-free zones, and engaging in co-viewing to foster positive digital habits.
Single Sport Specialization (SSS) in children and teens
Single Sport Specialization (SSS) in children and teens refers to focusing on one sport year-round, often at an early age, typically before age 12. Recommendations suggest delaying SSS until after adolescence to reduce the risk of overuse injuries, burnout, and psychological stress. SSS can provide advanced skill development and potential opportunities for scholarships or elite competition, but it also carries risks like increased injury rates, including stress fractures and ligament injuries, and a higher likelihood of burnout and decreased enjoyment. This approach contrasts with multi-sport participation, which is associated with more balanced physical development, lower injury rates, and enhanced overall athleticism. In the U.S., many children start specializing around ages 9-12, especially in sports like gymnastics, swimming, and soccer. The intense focus required by SSS can impact academic performance, as some children may miss school for training or competitions, which could lead to gaps in learning. While SSS can instill discipline and time management skills, it may also limit social development and create a narrow focus on athletic success.
Social determinants of health (SDOH)
Social determinants of health (SDOH) refer to the conditions in which people are born, grow, work, live, and age, including factors like socioeconomic status, education, and access to healthcare, which influence overall health outcomes (World Health Organization). Family-centered care (FCC) emphasizes collaboration between healthcare providers, patients, and families to ensure that care respects the family’s needs, preferences, and strengths (American Academy of Pediatrics). Both concepts originate from public health and community medicine principles that focus on holistic and inclusive care. In pediatric physical therapy, addressing SDOH means recognizing barriers like limited access to services or educational gaps, while FCC involves involving families in therapy plans to ensure adherence and support at home. These approaches are crucial in preventive and population-based healthcare services, where the goal is to address health inequities and empower families to promote long-term well-being through education, physical activity, and healthy environments.
Exercise and wellness promotion for the homeless population
The term “people experiencing homelessness” is often preferred to emphasize the temporary nature of the situation. In Houston and Galveston County, this population includes over 3,000 individuals, with a significant portion being middle-aged adults, predominantly male, though families with children also represent a substantial subgroup. Health and wellness promotion programs for this group should focus on physical activity, nutrition, and mental health, while addressing barriers like access to safe spaces, resources, and healthcare. Tailored changes include offering outdoor exercise options, providing mobile services, and integrating mental health support. Programs like Houston’s SEARCH Homeless Services and the Coalition for the Homeless have made strides by incorporating healthcare access and wellness activities, measuring success through improved physical health metrics, increased engagement in wellness activities, and progress toward housing stability. Success is often gauged by both the immediate health improvements and long-term stability, such as maintaining regular health checkups or transitioning to stable housing.
Health and wellness promotion for women
Health and wellness promotion for women focuses on supporting physical, mental, and social well-being through education, preventive care, and lifestyle changes. Women face unique health challenges, such as higher rates of autoimmune conditions, reproductive health issues, and mental health concerns like anxiety and depression, often influenced by societal pressures and caregiving responsibilities. In Houston and Galveston County, local resources like the YWCA of Houston and The Women’s Resource offer programs addressing physical fitness, financial literacy, and mental health support. The Galveston County Health District provides women’s health services, including screenings and prenatal care, aiming to support overall well-being. These programs often address multiple aspects of health, but access to comprehensive care varies. Women at particular risk for health challenges include those with lower socioeconomic status, women of color who face healthcare disparities, and older women experiencing chronic health conditions. These demographics often experience barriers to healthcare access and may benefit from targeted community support and outreach efforts.
Food insecurity and its effect on development
Food insecurity, defined as a lack of consistent access to enough nutritious food for an active, healthy life, significantly affects development, particularly in children, leading to delays in physical growth, cognitive development, and increased susceptibility to chronic health conditions. In the United States, including regions like Houston and Galveston County, food insecurity remains prevalent, impacting both urban and rural populations. Physical therapists should recognize how limited nutrition can hinder physical recovery and adjust therapy plans by emphasizing low-cost, accessible exercises and being mindful of energy levels. Local resources like the Houston Food Bank and Galveston County Food Bank provide critical support, offering food distributions and nutrition education programs to assist those in need. Collaborating with these resources can help ensure that patients experiencing food insecurity receive appropriate support alongside their therapy.
Child and adolescent mental health services
Child and adolescent mental health services are crucial as young people process stress, trauma, and emotional challenges differently than adults. In the U.S., about 1 in 5 children experience a mental health disorder, such as anxiety, depression, or ADHD, yet only a fraction receive the care they need. Specialized services are provided by child psychologists, child psychiatrists, licensed professional counselors, and social workers, offering tailored care for younger populations. Parents might look for signs such as withdrawal from social activities, drastic changes in behavior, persistent sadness, or difficulty concentrating as indicators that their child may need professional support. Access to care can be limited due to factors like insurance and regional availability. As a physical therapist, collaboration with mental health professionals can be essential, especially when working with children who may have psychosomatic pain, trauma-related injuries, or need an integrated approach to support their overall well-being. Coordination with mental health specialists can help ensure a holistic approach to a child’s care, addressing both physical and emotional aspects of health.
