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OT215 Occupational Performance: Development > Week 7 Mile Stone Quiz (Self-care and Cognitive) > Flashcards

Week 7 Mile Stone Quiz (Self-care and Cognitive) Flashcards

1
Q

Self-Care: Feeding

Describe the progression of Diet?

6 months (2)

8-9 months (1)

1 year (2)

1:3 to 1:6 (3)

A
  1. (6 months)
    1. Can swallow thicker pureed foods
    2. can handle ground/junior foods, mashed table foods
  2. 8-9 months
    1. can handle ground/junior foods, mashed table foods
  3. 1 year
    1. Eats chopped table foods including easy to chew meats
    2. Bites through soft cookie
  4. 1:3 to 1:6
    1. Eat crunchy textures including raw vegetables and cookies
    2. Bites through food of varying thicknesses
    3. Eats wide variety of table foods but still can choke
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2
Q

Self-Care: Feeding

Describe the progression of drinking skills?

0-1 month (1)

3 months (1)

6 months (2)

9 months (1)

1 year(1)

0:7 to 1:3 (1)

2 years (1)

A

Drinking skills

  1. (0-1 month) Sucks or suckles from bottle/breast with some liquid lost
  2. (3 months) Able to use 20 or more sucks from breast/bottle with sucks/swallow/breath rhythm
  3. (6 months)
    a. suckling/sucking from held cup
    b. Holds bottle with hands
  4. (9 months) Can take consecutive sips from an open cup
  5. ( 1 year ) Takes liquids primarily from cup
  6. (0:7 to 1:3) Drinks from straw
  7. (2 years) No liquid loss when cup removed from lips
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3
Q

Self-Care: Feeding

Describe the progression of food manipulation skills

  1. (3 months) (1)
  2. (6 months) (3)
  3. (7 months) (1)
  4. (9 months) (3)
  5. 7 months to 10 months (1)
  6. 1 year (2)
  7. 1:3 to 2:6 (1)
  8. 2 years (2)
  9. 5 years (1)
A

Food Manipulation/ eating skills

  1. (3 months)
    a. Brings teether to mouth with hands
  2. (6 months)
    a. Recognizes spoon and readies mouth
    b. Diagonal rotary jaw movement well-coordinated
    c. Mouths and gums solids
  3. (7 months)
    a. Tongue lateralization begins when food placed on side of mouth
  4. (9 months)
    a. Uses vertical (primary) and rotary (emerging) chew
    b. Tongue lateralizes with ease
    c. Begins to transfer solids from tongue to side of mouth
  5. 7 months to 10 months
    a. Upper lip actively removes food from spoon
  6. 1 year
    a. Transfers food from center to sides easily
    b. Uses fingers to feed self
  7. 1:3 to 2:6
    a. Lips closed while eating
  8. 2 years
    a. No food loss when chewing
    b. Transfers food from one side of mouth to other without pausing in the middle
  9. 5 years
    a. Adult oral motor patterns fully established
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4
Q

Feeding: Oral Motor

(0:0 to 0:1 )

A

Feeding: Oral Motor

Sucks or suckles from bottle/breast with some liquid lost

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5
Q

Feeding: Oral Motor

0:3

A

Feeding: Oral Motor

Able to use 20 or more sucks from breast/bottle with sucks/ swallow/ breath rhythm

& Brings teether to mouth using hands.

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6
Q

Feeding: Oral Motor

(0:6)

A

Feeding: Oral Motor

  • Suckling/sucking from held cup

& Recognizes spoon and readies mouth

& Diagonal rotary jaw movement well coordinated

& Can swallow thicker pureed foods

& Mouths and gums solids

& Holds bottle with both hands

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7
Q

Feeding: Oral Motor

(0:7)

A

Feeding: Oral Motor

Tongue lateralization begins when food placed on side of mouth

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8
Q

Feeding: Oral Motor

(0:8 to 0:9)

A

Feeding: Oral Motor

can handle ground/junior foods, mashed table foods

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9
Q

Feeding: Oral Motor

(0:9)

A

Feeding: Oral Motor

  • Can take consecutive sips from open cup

& Uses vertical (primary) and rotary (emerging) chew

& Tongue lateralizes with ease

& Begins to transfers solids from tongue to side of mouth

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10
Q

Feeding: Oral Motor

(0:7 to 0:10)

A

Feeding: Oral Motor

Upper lip actively removes food from spoon

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11
Q

Feeding: Oral Motor

(1:0)

A

Feeding: Oral Motor

-Eats chopped table foods including easy to chew meats

& Takes liquids primarily from cup

& Bites through soft cookie

& Transfers food from center to sides easily

& Uses fingers to feed self

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12
Q

Feeding: Oral Motor

(0:7 to 1:3)

A

Feeding: Oral Motor

Drinks from straw

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13
Q

Feeding: Oral Motor

(1:3 to 1:6)

A

Feeding: Oral Motor

-Eat crunchy textures including raw vegetables and cookies

& Lips closed when eating

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14
Q

Feeding: Oral Motor

(2:0)

A

Feeding: Oral Motor

-No liquid loss when cup removed from lips

& No food loss when chewing

& Bites through food of varying thicknesses

& Transfers food from one side of mouth to other without pausing in the middle

& Eats wide variety of table foods but still can choke

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15
Q

Feeding: Oral Motor

(5:0)

A

Feeding: Oral Motor

Adult oral motor patterns fully established

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16
Q

Feeding: Oral Motor

Sucks or suckles from bottle/breast with some liquid lost

A

Feeding: Oral Motor

(0:0 to 0:1 )

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17
Q

Feeding: Oral Motor

Able to use 20 or more sucks from breast/bottle with sucks/ swallow/ breath rhythm

& Brings teether to mouth using hands.

A

Feeding: Oral Motor

0:3

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18
Q

Feeding: Oral Motor

  • Suckling/sucking from held cup

& Recognizes spoon and readies mouth

& Diagonal rotary jaw movement well coordinated

& Can swallow thicker pureed foods

& Mouths and gums solids

& Holds bottle with both hands

A

Feeding: Oral Motor

(0:6)

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19
Q

Feeding: Oral Motor

Tongue lateralization begins when food placed on side of mouth

A

Feeding: Oral Motor

(0:7)

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20
Q

Feeding: Oral Motor

can handle ground/junior foods, mashed table foods

A

Feeding: Oral Motor

(0:8 to 0:9)

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21
Q

Feeding: Oral Motor

  • Can take consecutive sips from open cup

& Uses vertical (primary) and rotary (emerging) chew

& Tongue lateralizes with ease

& Begins to transfers solids from tongue to side of mouth

A

Feeding: Oral Motor

(0:9)

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22
Q

Feeding: Oral Motor

Upper lip actively removes food from spoon

A

Feeding: Oral Motor

(0:7 to 0:10)

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23
Q

Feeding: Oral Motor

-Eats chopped table foods including easy to chew meats

& Takes liquids primarily from cup

& Bites through soft cookie

& Transfers food from center to sides easily

& Uses fingers to feed self

A

Feeding: Oral Motor

(1:0)

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24
Q

Feeding: Oral Motor

Drinks from straw

A

Feeding: Oral Motor

(0:7 to 1:3)

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25
**Feeding:** Oral Motor ## Footnote -Eat crunchy textures including raw vegetables and cookies & Lips closed when eating
**Feeding:** Oral Motor (1:3 to 1:6)
26
**Feeding:** Oral Motor ## Footnote -No liquid loss when cup removed from lips & No food loss when chewing & Bites through food of varying thicknesses & Transfers food from one side of mouth to other without pausing in the middle & Eats wide variety of table foods but still can choke
**Feeding:** Oral Motor (2:0)
27
**Feeding:** Oral Motor Adult oral motor patterns fully established
**Feeding:** Oral Motor (5:0)
28
**Feeding:** Self-feeding Describe the Progression (7)
**Feeding:** Self-feeding 1. Hands to midline to help hold bottle 0:3 to 0:8 2. Brings filled spoon//fork to mouth 1:0 to 1.2 3. Drinks from cup independently 1:6 to 2:0 4. spoon/fork to mouth with no spillage 2:0 to 2:6 5. Fork held fisted 3:0 6. Fork held with mature grasp in fingers 3:8 to 5:0 7. Uses knife and fork for eating 5:6
29
**Feeding:** Self-feeding ## Footnote 0:3- 0:8
**Feeding:** Self-feeding ## Footnote Hands to midline to help hold bottle
30
**Feeding:** Self-feeding ## Footnote 1:0 to 1.2
**Feeding:** Self-feeding ## Footnote Brings filled spoon//fork to mouth
31
**Feeding:** Self-feeding ## Footnote 1:6 to 2:0
**Feeding:** Self-feeding ## Footnote Drinks from cup independently
32
**Feeding:** Self-feeding ## Footnote 2:0 to 2:6
**Feeding:** Self-feeding ## Footnote spoon/fork to mouth with no spillage
33
**Feeding:** Self-feeding ## Footnote 3:0
**Feeding:** Self-feeding ## Footnote Fork held fisted
34
**Feeding:** Self-feeding ## Footnote 3:8 to 5:0
**Feeding:** Self-feeding ## Footnote Fork held with mature grasp in fingers
35
**Feeding:** Self-feeding ## Footnote 5:6
**Feeding:** Self-feeding ## Footnote Uses knife and fork for eating
36
**Feeding:** Self-feeding ## Footnote Hands to midline to help hold bottle
**Feeding:** Self-feeding ## Footnote 0:3- 0:8
37
**Feeding:** Self-feeding ## Footnote Brings filled spoon//fork to mouth
**Feeding:** Self-feeding ## Footnote 1:0 to 1.2
38
**Feeding:** Self-feeding ## Footnote Drinks from cup independently
**Feeding:** Self-feeding ## Footnote 1:6 to 2:0
39
**Feeding:** Self-feeding ## Footnote spoon/fork to mouth with no spillage
**Feeding:** Self-feeding ## Footnote 2:0 to 2:6
40
**Feeding:** Self-feeding ## Footnote Fork held fisted
**Feeding:** Self-feeding ## Footnote 3:0
41
**Feeding:** Self-feeding ## Footnote Fork held with mature grasp in fingers
**Feeding:** Self-feeding ## Footnote 3:8 to 5:0
42
**Feeding:** Self-feeding ## Footnote Uses knife and fork for eating
**Feeding:** Self-feeding ## Footnote 5:6
43
**Selfcare:** Hygiene * Describe progression of Grooming skills* 1: 2-1:7 2: 0 2: 0-2:6 2: 5- 3:0 3: 6 5: 0
**Selfcare:** Hygiene *Describe progression of Grooming skills* Grooming 1: 2-1:7 Washes and dries hands needs assistance 2: 0 Brushes teeth with help 2: 0-2:6 Washes hands fully 2: 5- 3:0 Dries hands fully 3: 6 Brushes teeth independently 5: 0 Takes bath with supervision
44
**Selfcare:** Hygiene ## Footnote Grooming 1:2-1:7
**Selfcare:** Hygiene ## Footnote Washes and dries hands needs assistance
45
**Selfcare:** Hygiene ## Footnote Grooming 2:0
**Selfcare:** Hygiene ## Footnote Grooming Brushes teeth with help
46
**Selfcare:** Hygiene ## Footnote Grooming 2:0 to 2:6
**Selfcare:** Hygiene ## Footnote Grooming- Washes hands fully
47
**Selfcare:** Hygiene ## Footnote Grooming 2:5- 3:0
**Selfcare:** Hygiene ## Footnote Grooming Dries hands fully
48
**Selfcare:** Hygiene ## Footnote Grooming 3:6
**Selfcare:** Hygiene ## Footnote Grooming Brushes teeth independently
49
**Selfcare:** Hygiene ## Footnote Grooming 5:0
**Selfcare:** Hygiene ## Footnote Grooming Takes bath with supervision
50
**Selfcare:** Hygiene ## Footnote Washes and dries hands needs assistance
**Selfcare:** Hygiene ## Footnote Grooming 1:2-1:7
51
**Selfcare:** Hygiene ## Footnote Grooming Brushes teeth with help
**Selfcare:** Hygiene ## Footnote Grooming 2:0
52
**Selfcare:** Hygiene ## Footnote Grooming- Washes hands fully
**Selfcare:** Hygiene ## Footnote Grooming 2:0 to 2:6
53
**Selfcare:** Hygiene ## Footnote Grooming Dries hands fully
**Selfcare:** Hygiene ## Footnote Grooming 2:5- 3:0
54
**Selfcare:** Hygiene ## Footnote Grooming Brushes teeth independently
**Selfcare:** Hygiene ## Footnote Grooming 3:6
55
**Selfcare:** Hygiene ## Footnote Grooming Takes bath with supervision
**Selfcare:** Hygiene ## Footnote Grooming 5:0
56
**Self-care:** Hygiene Describe the progession of Toileting 1: 6 2: 0 (3) 2: 0-3:0
**Self-care:** Hygiene **Toileting-** * expresses discomfort over soiled pants * Uses potty chair with assistance * Anticipates the need to eliminate * Signals wet pants * Toilets with assistance during the day
57
**Self-care:** Hygiene ## Footnote **Toileting-** 1:6
**Self-care:** Hygiene ## Footnote **Toileting-** expresses discomfort over soiled pants
58
**Self-care:** Hygiene ## Footnote **Toileting-** 2:0
**Self-care:** Hygiene ## Footnote **Toileting-** Uses potty chair with assistance Anticipates the need to eliminate Signals wet pants
59
**Self-care:** Hygiene ## Footnote **Toileting-** 2:0-3:0
**Self-care:** Hygiene ## Footnote **Toileting-** Toilets with assistance during the day
60
**Self-care:** Dressing Describe the progression **Socks** (2) **Shoes** (2)
**Self-care:** Dressing ## Footnote **Socks** 1:2-1:6 Removes socks 3-4 years Puts socks on correctly **Shoes** 1-2 years Pulls shoes off 2-3 years Puts on shoes with little assistance
61
**Self-care:** Dressing ## Footnote **Socks** 1:2-1:6
**Self-care:** Dressing ## Footnote **Socks** Removes socks
62
**Self-care:** Dressing ## Footnote **Socks** 3-4
**Self-care:** Dressing ## Footnote **Socks** years Puts socks on correctly
63
**Self-care:** Dressing ## Footnote **Shoes** 1-2 years
**Self-care:** Dressing ## Footnote **Shoes** Pulls shoes off
64
**Self-care:** Dressing ## Footnote **Shoes** 2-3 years
**Self-care:** Dressing ## Footnote Puts on shoes with little assistance
65
Self care: **Dressing** Describe the progression of- *Shirt Skills* 1 year- 2 years 2: 6 years 2: 10 3: 0 4: 2
1 year- assists with donning shirt 2 years removes unfastened garment 2: 6 years- puts on front buttoned shirt 2: 10 puts on shirt - maybe backwards 3: 0 Dresses/undresses upper body with supervisions (not fasteners) 4: 2 Puts on shirt correctly
66
**Self-care:** Dressing ## Footnote **Shirt** 1 year
**Self-care:** Dressing ## Footnote **Shirt** assists with donning shirt
67
**Self-care:** Dressing ## Footnote **Shirt** 2 years
**Self-care:** Dressing ## Footnote **Shirt** removes unfastened garment
68
**Self-care:** Dressing ## Footnote **Shirt** 2:6 years
**Self-care:** Dressing ## Footnote **Shirt** puts on front buttoned shirt
69
**Self-care:** Dressing ## Footnote **Shirt** 2:10
**Self-care:** Dressing ## Footnote **Shirt** puts on shirt - maybe backwards
70
**Self-care:** Dressing ## Footnote **Shirt** 3:0
**Self-care:** Dressing ## Footnote **Shirt** Dresses/undresses upper body with supervisions (not fasteners)
71
**Self-care:** Dressing ## Footnote **Shirt** 4:2
**Self-care:** Dressing ## Footnote **Shirt** Puts on shirt correctly
72
Grooming**: Dressing** * Describe progression of pants* 1: 0 2: 2 2: 4 3: 0 4: 0 5: 0
Grooming**: Dressing** * Describe progression of pants* 1: 0 assists by pushing legs through 2: 2 Pulls pants down with assistance 2: 4 Pulls up pants with assistance 3: 0 Independently pulls down garment 4: 0 puts belt through loops 5: 0 Independent except fastenings
73
**Self-care:** Dressing ## Footnote **Pants** 1:0
**Self-care:** Dressing ## Footnote **Pants** assists by pushing legs through
74
**Self-care:** Dressing ## Footnote **Pants** 2:2
**Self-care:** Dressing ## Footnote **Pants** Pulls pants down with assistance
75
**Self-care:** Dressing ## Footnote **Pants** 2:4
**Self-care:** Dressing ## Footnote **Pants** Pulls up pants with assistance
76
**Self-care:** Dressing ## Footnote **Pants** 3:0
**Self-care:** Dressing ## Footnote **Pants** Independently pulls down garment
77
**Self-care:** Dressing ## Footnote **Pants** 4:0
**Self-care:** Dressing ## Footnote **Pants** puts belt through loops
78
**Self-care:** Dressing ## Footnote **Pants** 5:0
**Self-care:** Dressing ## Footnote **Pants** Independent except fastenings
79
**Self-Care: Dressing** *Describe the progression of Closure skills* **Zippers:** 1: 6- 1:9 3: 6 6: 0
**Self-Care: Dressing** *Describe the progression of Closure skills* **Zippers:** 1: 6- 1:9 zips and unzips large zippers 3: 6 zips, unzips and separates zipper shank on jacket 6: 0 closes a back zipper
80
**Self-Care: Dressing** *Describe the progression of Closure skills* **Button/snaps:** 2: 1 - 2:6 3: 0 3: 6 3: 6-4:0 6: 0
**Self-Care: Dressing** *Describe the progression of Closure skills* **Button/snaps:** 2: 1 - 2:6 unbuttons large buttons 3: 0 button large front buttons 3: 6 Snaps on clothing in front 3: 6-4:0 buttons 3-4 buttons in a series 6: 0 Snaps and buttons in back
81
Self-Care: Dressing Describe the progression of Closure skills **Other:** 1: 0 3: 6 4: 0 5: 0- 6:0 5: 6- 6:0
Self-Care: Dressing Describe the progression of Closure skills **Other:** 1: 0 Dons/doffs hat 3: 6 Puts on mittens 4: 0 Buckles a belt 5: 0- 6:0 Laces shoes correctly 5: 6- 6:0 ties a bow
82
Self-care: *Dressing* ## Footnote **Closures** 1:0
Self-care: *Dressing* ## Footnote **Closures** Dons/doffs hat
83
Self-care: *Dressing* ## Footnote **Closures** 1:6- 1:9
Self-care: *Dressing* ## Footnote **Closures** zips and unzips large zippers
84
Self-care: *Dressing* ## Footnote **Closures** 2:1 to 2:6
Self-care: *Dressing* ## Footnote **Closures** unbuttons large buttons
85
Self-care: *Dressing* ## Footnote **Closures** 3:0
Self-care: *Dressing* ## Footnote **Closures** button large front buttons
86
Self-care: *Dressing* ## Footnote **Closures** 3:6 to 4:0
Self-care: *Dressing* ## Footnote **Closures** buttons 3-4 buttons in a series
87
Self-care: *Dressing* ## Footnote **Closures** 3:6 (3)
Self-care: *Dressing* ## Footnote **Closures** zips, unzips and separates zipper shank on jacket Puts on mittens Snaps on clothing in front
88
Self-care: *Dressing* ## Footnote **Closures** 4:0
Self-care: *Dressing* ## Footnote **Closures** Buckles a belt
89
Self-care: *Dressing* ## Footnote **Closures** 5:0- 6:0
Self-care: *Dressing* ## Footnote **Closures** Laces shoes correctly
90
Self-care: *Dressing* ## Footnote **Closures** 5:6- 6:0
Self-care: *Dressing* ## Footnote **Closures** ties a bow
91
Self-care: *Dressing* ## Footnote **Closures** 6:0 (2)
Self-care: *Dressing* ## Footnote **Closures** closes a back zipper Snaps and buttons in back
92
**Self-care:** Dressing ## Footnote **Socks** Removes socks
**Self-care:** Dressing ## Footnote **Socks** 1:2-1:6
93
**Self-care:** Dressing ## Footnote **Socks** years Puts socks on correctly
**Self-care:** Dressing ## Footnote **Socks** 3-4
94
**Self-care:** Dressing ## Footnote **Shoes** Pulls shoes off
**Self-care:** Dressing ## Footnote **Shoes** 1-2 years
95
**Self-care:** Dressing ## Footnote Puts on shoes with little assistance
**Self-care:** Dressing ## Footnote **Shoes** 2-3 years
96
**Self-care:** Dressing ## Footnote **Shirt** assists with donning shirt
**Self-care:** Dressing ## Footnote **Shirt** 1 year
97
**Self-care:** Dressing ## Footnote **Shirt** removes unfastened garment
**Self-care:** Dressing ## Footnote **Shirt** 2 years
98
**Self-care:** Dressing ## Footnote **Shirt** puts on front buttoned shirt
**Self-care:** Dressing ## Footnote **Shirt** 2:6 years
99
**Self-care:** Dressing ## Footnote **Shirt** puts on shirt - maybe backwards
**Self-care:** Dressing ## Footnote **Shirt** 2:10
100
**Self-care:** Dressing ## Footnote **Shirt** Dresses/undresses upper body with supervisions (not fasteners)
**Self-care:** Dressing ## Footnote **Shirt** 3:0
101
**Self-care:** Dressing ## Footnote **Shirt** Puts on shirt correctly
**Self-care:** Dressing ## Footnote **Shirt** 4:2
102
**Self-care:** Dressing ## Footnote **Pants** assists by pushing legs through
**Self-care:** Dressing ## Footnote **Pants** 1:0
103
**Self-care:** Dressing ## Footnote **Pants** Pulls pants down with assistance
**Self-care:** Dressing ## Footnote **Pants** 2:2
104
**Self-care:** Dressing ## Footnote **Pants** Pulls up pants with assistance
**Self-care:** Dressing ## Footnote **Pants** 2:4
105
**Self-care:** Dressing ## Footnote **Pants** Independently pulls down garment
**Self-care:** Dressing ## Footnote **Pants** 3:0
106
**Self-care:** Dressing ## Footnote **Pants** puts belt through loops
**Self-care:** Dressing ## Footnote **Pants** 4:0
107
**Self-care:** Dressing ## Footnote **Pants** Independent except fastenings
**Self-care:** Dressing ## Footnote **Pants** 5:0
108
Self-care: *Dressing* ## Footnote **Closures** Dons/doffs hat
Self-care: *Dressing* ## Footnote **Closures** 1:0
109
Self-care: *Dressing* ## Footnote **Closures** zips and unzips large zippers
Self-care: *Dressing* ## Footnote **Closures** 1:6- 1:9
110
Self-care: *Dressing* ## Footnote **Closures** unbuttons large buttons
Self-care: *Dressing* ## Footnote **Closures** 2:1 to 2:6
111
Self-care: *Dressing* ## Footnote **Closures** button large front buttons
Self-care: *Dressing* ## Footnote **Closures** 3:0
112
Self-care: *Dressing* ## Footnote **Closures** buttons 3-4 buttons in a series
Self-care: *Dressing* ## Footnote **Closures** 3:6 to 4:0
113
Self-care: *Dressing* ## Footnote **Closures** zips, unzips and separates zipper shank on jacket Puts on mittens Snaps on clothing in front
Self-care: *Dressing* ## Footnote **Closures** 3:6 (3)
114
Self-care: *Dressing* ## Footnote **Closures** Buckles a belt
Self-care: *Dressing* ## Footnote **Closures** 4:0
115
Self-care: *Dressing* ## Footnote **Closures** Laces shoes correctly
Self-care: *Dressing* ## Footnote **Closures** 5:0- 6:0
116
Self-care: *Dressing* ## Footnote **Closures** ties a bow
Self-care: *Dressing* ## Footnote **Closures** 5:6- 6:0
117
Self-care: *Dressing* ## Footnote **Closures** closes a back zipper Snaps and buttons in back
Self-care: *Dressing* ## Footnote **Closures** 6:0 (2)
118
**Cognitive:** ## Footnote 0:3 - 0:6
**Cognitive:** may repeat actions that produce pleasurable results
119
**Cognitive:** 0:6-0:9
**Cognitive:** ## Footnote - Focused On the action of objects (example shaking and rolling) - Begins to use advanced skills such as poking, pulling to explore objects - Searches for hidden objects - Moves to obtain something to get a desired result
120
**Cognitive:** 0:9 to 1:0 Beginning Imitates Behaviors Responds Imitates Looks
**Cognitive:** ## Footnote - Beginning to see cause /effect relationships - Imitates tool use - Behaviors are goal directed - Responds to name - Imitates simple gestures and play - Looks a pictures in book
121
**Cognitive:** 1:0 +
**Cognitive:** ## Footnote Uses a variety of schemes to act on objects Tries to activate simple toys Starts to use trial and error for problem solving
122
**Cognitive:** 1:0-1:6
**Cognitive:** Uses schemes in simple combinations such as puts train on track and pushing it Understands function of objects and how they work Recognizes names and some body parts
123
Cognitive: ## Footnote 1:8 - 2:0
Cognitive: ## Footnote Attends to shapes of objects and uses them as intended Shows some foresight prior to acting Uses inanimate object to perform an action Object permanence is fully developed Links multiple steps of action
124
**Cognitive:** ## Footnote 2:0-3:0
Cognitive: ## Footnote Uses multiple actions to complete a play scheme Creates imaginative play using entire script
125
Cognitive: 3:0- 4:0
Cognitive ## Footnote Imaginary objects are utilized in play Sort items, creates categories Challenging activities are attempted Will take turns with other children
126
**Cognitive:** 4:0-5:0
**Cognitive:** ## Footnote Follows rules of a game and remembers them Begins to do abstract problem solving Can participate in planning an activity
127
Cognitive: 5:0- 6:0
Cognitive ## Footnote Simple reasoning for problem solving Understands others feelings
128
Cognitive: ## Footnote 6:0-10:0
Cognitive: ## Footnote Beginning abstract reasoning, but relies on manipulatives Problem solving is complex and flexible Regulates behavior
129
Cogintive: ## Footnote 12:0- 14:0
Cognitive: ## Footnote Abstract reasoning without depending on manipulatives emerges
130
Cognitive 14:0-16:0
Cognitive: ## Footnote Ability to reason abstractly predominates
131
132
133
**Cognitive:** may repeat actions that produce pleasurable results
**Cognitive:** ## Footnote 0:3 - 0:6
134
**Cognitive:** ## Footnote - Focused On the action of objects (example shaking and rolling) - Begins to use advanced skills such as poking, pulling to explore objects - Searches for hidden objects - Moves to obtain something to get a desired result
**Cognitive:** 0:6-0:9
135
**Cognitive:** ## Footnote - Beginning to see cause /effect relationships - Imitates tool use - Behaviors are goal directed - Responds to name - Imitates simple gestures and play - Looks a pictures in book
**Cognitive:** 0:9 to 1:0 Beginning Imitates Behaviors Responds Imitates Looks
136
**Cognitive:** ## Footnote Uses a variety of schemes to act on objects Tries to activate simple toys Starts to use trial and error for problem solving
**Cognitive:** 1:0 +
137
**Cognitive:** Uses schemes in simple combinations such as puts train on track and pushing it Understands function of objects and how they work Recognizes names and some body parts
**Cognitive:** 1:0-1:6
138
Cognitive: ## Footnote Attends to shapes of objects and uses them as intended Shows some foresight prior to acting Uses inanimate object to perform an action Object permanence is fully developed Links multiple steps of action
Cognitive: ## Footnote 1:8 - 2:0
139
Cognitive: ## Footnote Uses multiple actions to complete a play scheme Creates imaginative play using entire script
**Cognitive:** ## Footnote 2:0-3:0
140
Cognitive ## Footnote Imaginary objects are utilized in play Sort items, creates categories Challenging activities are attempted Will take turns with other children
Cognitive: 3:0- 4:0
141
**Cognitive:** ## Footnote Follows rules of a game and remembers them Begins to do abstract problem solving Can participate in planning an activity
**Cognitive:** 4:0-5:0
142
Cognitive ## Footnote Simple reasoning for problem solving Understands others feelings
Cognitive: 5:0- 6:0
143
Cognitive: ## Footnote Beginning abstract reasoning, but relies on manipulatives Problem solving is complex and flexible Regulates behavior
Cognitive: ## Footnote 6:0-10:0
144
Cognitive: ## Footnote Abstract reasoning without depending on manipulatives emerges
Cogintive: ## Footnote 12:0- 14:0
145
Cognitive: ## Footnote Ability to reason abstractly predominates
Cognitive 14:0-16:0
146
**ATTENTION Describe the progression** 0- 0:2 2: 6-3:0 3: 0 -4:0 4: 1- 5:0 5: 0-6:0 6: 0- 10:0 10: 0- 14:0 14-18
**ATTENTION** 0- 0:2 Novel and complex stimuli draw attention 2: 6-3:0 engages in simple tasks with reinforcers needed 3: 0 -4:0 Begins task with minimal prompting Focuses on task with distractions present less than 5 minutes 4:1- 5:0 begins task independently Able to maintain attention to task 5 - 10 minutes with distraction present 5: 0-6:0 steady increase in attention 6: 0- 10:0 attention more related to motivation factors : attention more targeted: ability to screen out irrelevant stimuli improves 10: 0- 14:0 attends to task for more than 1+ hours 14-18 attention to single task lengthens but can be specific to interests and topic
147
**ATTENTION** 0- 0:2
**ATTENTION** Novel and complex stimuli draw attention
148
**ATTENTION** 2:6-3:0
**ATTENTION** engages in simple tasks with reinforcers needed
149
**ATTENTION** 3:0 -4:0
**ATTENTION** Begins task with minimal prompting Focuses on task with distractions present less than 5 minutes
150
**ATTENTION** 4:1- 5:0
**ATTENTION** begins task independently Able to maintain attention to task 5 - 10 minutes with distraction present
151
**ATTENTION** 5:0-6:0
**ATTENTION** steady increase in attention
152
**ATTENTION** 6:0- 10:0
**ATTENTION** attention more related to motivation factors : attention more targeted: ability to screen out irrelevant stimuli improves
153
**ATTENTION** 10:0- 14:0
**ATTENTION** attends to task for more than 1+ hours
154
**ATTENTION** 14-18 years
**ATTENTION** attention to single task lengthens but can be specific to interests and topic
155
**ATTENTION** Novel and complex stimuli draw attention
**ATTENTION** 0- 0:2
156
**ATTENTION** engages in simple tasks with reinforcers needed
**ATTENTION** 2:6-3:0
157
**ATTENTION** Begins task with minimal prompting Focuses on task with distractions present less than 5 minutes
**ATTENTION** 3:0 -4:0
158
**ATTENTION** begins task independently Able to maintain attention to task 5 - 10 minutes with distraction present
**ATTENTION** 4:1- 5:0
159
**ATTENTION** steady increase in attention
**ATTENTION** 5:0-6:0
160
**ATTENTION** attention more related to motivation factors : attention more targeted: ability to screen out irrelevant stimuli improves
**ATTENTION** 6:0- 10:0
161
**ATTENTION** attends to task for more than 1+ hours
**ATTENTION** 10:0- 14:0
162
**ATTENTION** attention to single task lengthens but can be specific to interests and topic
**ATTENTION** 14-18 years

OT215 Occupational Performance: Development (8 decks)

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