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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
Q

Feeding: Oral Motor

-Eat crunchy textures including raw vegetables and cookies

& Lips closed when eating

A

Feeding: Oral Motor

(1:3 to 1:6)

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26
Q

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

A

Feeding: Oral Motor

(2:0)

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27
Q

Feeding: Oral Motor

Adult oral motor patterns fully established

A

Feeding: Oral Motor

(5:0)

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28
Q

Feeding: Self-feeding

Describe the Progression (7)

A

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
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29
Q

Feeding: Self-feeding

0:3- 0:8

A

Feeding: Self-feeding

Hands to midline to help hold bottle

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30
Q

Feeding: Self-feeding

1:0 to 1.2

A

Feeding: Self-feeding

Brings filled spoon//fork to mouth

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31
Q

Feeding: Self-feeding

1:6 to 2:0

A

Feeding: Self-feeding

Drinks from cup independently

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32
Q

Feeding: Self-feeding

2:0 to 2:6

A

Feeding: Self-feeding

spoon/fork to mouth with no spillage

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33
Q

Feeding: Self-feeding

3:0

A

Feeding: Self-feeding

Fork held fisted

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34
Q

Feeding: Self-feeding

3:8 to 5:0

A

Feeding: Self-feeding

Fork held with mature grasp in fingers

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35
Q

Feeding: Self-feeding

5:6

A

Feeding: Self-feeding

Uses knife and fork for eating

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36
Q

Feeding: Self-feeding

Hands to midline to help hold bottle

A

Feeding: Self-feeding

0:3- 0:8

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37
Q

Feeding: Self-feeding

Brings filled spoon//fork to mouth

A

Feeding: Self-feeding

1:0 to 1.2

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38
Q

Feeding: Self-feeding

Drinks from cup independently

A

Feeding: Self-feeding

1:6 to 2:0

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39
Q

Feeding: Self-feeding

spoon/fork to mouth with no spillage

A

Feeding: Self-feeding

2:0 to 2:6

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40
Q

Feeding: Self-feeding

Fork held fisted

A

Feeding: Self-feeding

3:0

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41
Q

Feeding: Self-feeding

Fork held with mature grasp in fingers

A

Feeding: Self-feeding

3:8 to 5:0

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42
Q

Feeding: Self-feeding

Uses knife and fork for eating

A

Feeding: Self-feeding

5:6

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43
Q

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
A

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

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44
Q

Selfcare: Hygiene

Grooming

1:2-1:7

A

Selfcare: Hygiene

Washes and dries hands needs assistance

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45
Q

Selfcare: Hygiene

Grooming

2:0

A

Selfcare: Hygiene

Grooming

Brushes teeth with help

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46
Q

Selfcare: Hygiene

Grooming

2:0 to 2:6

A

Selfcare: Hygiene

Grooming-

Washes hands fully

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47
Q

Selfcare: Hygiene

Grooming

2:5- 3:0

A

Selfcare: Hygiene

Grooming

Dries hands fully

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48
Q

Selfcare: Hygiene

Grooming

3:6

A

Selfcare: Hygiene

Grooming

Brushes teeth independently

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49
Q

Selfcare: Hygiene

Grooming

5:0

A

Selfcare: Hygiene

Grooming

Takes bath with supervision

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50
Q

Selfcare: Hygiene

Washes and dries hands needs assistance

A

Selfcare: Hygiene

Grooming

1:2-1:7

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51
Q

Selfcare: Hygiene

Grooming

Brushes teeth with help

A

Selfcare: Hygiene

Grooming

2:0

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52
Q

Selfcare: Hygiene

Grooming-

Washes hands fully

A

Selfcare: Hygiene

Grooming

2:0 to 2:6

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53
Q

Selfcare: Hygiene

Grooming

Dries hands fully

A

Selfcare: Hygiene

Grooming

2:5- 3:0

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54
Q

Selfcare: Hygiene

Grooming

Brushes teeth independently

A

Selfcare: Hygiene

Grooming

3:6

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55
Q

Selfcare: Hygiene

Grooming

Takes bath with supervision

A

Selfcare: Hygiene

Grooming

5:0

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56
Q

Self-care: Hygiene

Describe the progession of Toileting

1: 6
2: 0 (3)
2: 0-3:0

A

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
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57
Q

Self-care: Hygiene

Toileting-

1:6

A

Self-care: Hygiene

Toileting-

expresses discomfort over soiled pants

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58
Q

Self-care: Hygiene

Toileting-

2:0

A

Self-care: Hygiene

Toileting-

Uses potty chair with assistance

Anticipates the need to eliminate

Signals wet pants

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59
Q

Self-care: Hygiene

Toileting-

2:0-3:0

A

Self-care: Hygiene

Toileting-

Toilets with assistance during the day

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60
Q

Self-care: Dressing

Describe the progression

Socks (2)

Shoes (2)

A

Self-care: Dressing

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

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61
Q

Self-care: Dressing

Socks

1:2-1:6

A

Self-care: Dressing

Socks

Removes socks

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62
Q

Self-care: Dressing

Socks

3-4

A

Self-care: Dressing

Socks

years Puts socks on correctly

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63
Q

Self-care: Dressing

Shoes

1-2 years

A

Self-care: Dressing

Shoes

Pulls shoes off

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64
Q

Self-care: Dressing

Shoes

2-3 years

A

Self-care: Dressing

Puts on shoes with little assistance

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65
Q

Self care: Dressing

Describe the progression of- Shirt Skills

1 year-

2 years

2: 6 years
2: 10
3: 0
4: 2

A

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
Q

Self-care: Dressing

Shirt

1 year

A

Self-care: Dressing

Shirt

assists with donning shirt

67
Q

Self-care: Dressing

Shirt

2 years

A

Self-care: Dressing

Shirt

removes unfastened garment

68
Q

Self-care: Dressing

Shirt

2:6 years

A

Self-care: Dressing

Shirt

puts on front buttoned shirt

69
Q

Self-care: Dressing

Shirt

2:10

A

Self-care: Dressing

Shirt

puts on shirt - maybe backwards

70
Q

Self-care: Dressing

Shirt

3:0

A

Self-care: Dressing

Shirt

Dresses/undresses upper body with supervisions (not fasteners)

71
Q

Self-care: Dressing

Shirt

4:2

A

Self-care: Dressing

Shirt

Puts on shirt correctly

72
Q

Grooming: Dressing

  • Describe progression of pants*
    1: 0
    2: 2
    2: 4
    3: 0
    4: 0
    5: 0
A

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
Q

Self-care: Dressing

Pants

1:0

A

Self-care: Dressing

Pants

assists by pushing legs through

74
Q

Self-care: Dressing

Pants

2:2

A

Self-care: Dressing

Pants

Pulls pants down with assistance

75
Q

Self-care: Dressing

Pants

2:4

A

Self-care: Dressing

Pants

Pulls up pants with assistance

76
Q

Self-care: Dressing

Pants

3:0

A

Self-care: Dressing

Pants

Independently pulls down garment

77
Q

Self-care: Dressing

Pants

4:0

A

Self-care: Dressing

Pants

puts belt through loops

78
Q

Self-care: Dressing

Pants

5:0

A

Self-care: Dressing

Pants

Independent except fastenings

79
Q

Self-Care: Dressing

Describe the progression of Closure skills

Zippers:

1: 6- 1:9
3: 6
6: 0

A

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
Q

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

A

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
Q

Self-Care: Dressing

Describe the progression of Closure skills

Other:

1: 0
3: 6
4: 0
5: 0- 6:0
5: 6- 6:0

A

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
Q

Self-care: Dressing

Closures

1:0

A

Self-care: Dressing

Closures

Dons/doffs hat

83
Q

Self-care: Dressing

Closures

1:6- 1:9

A

Self-care: Dressing

Closures

zips and unzips large zippers

84
Q

Self-care: Dressing

Closures

2:1 to 2:6

A

Self-care: Dressing

Closures

unbuttons large buttons

85
Q

Self-care: Dressing

Closures

3:0

A

Self-care: Dressing

Closures

button large front buttons

86
Q

Self-care: Dressing

Closures

3:6 to 4:0

A

Self-care: Dressing

Closures

buttons 3-4 buttons in a series

87
Q

Self-care: Dressing

Closures

3:6 (3)

A

Self-care: Dressing

Closures

zips, unzips and separates zipper shank on jacket

Puts on mittens

Snaps on clothing in front

88
Q

Self-care: Dressing

Closures

4:0

A

Self-care: Dressing

Closures

Buckles a belt

89
Q

Self-care: Dressing

Closures

5:0- 6:0

A

Self-care: Dressing

Closures

Laces shoes correctly

90
Q

Self-care: Dressing

Closures

5:6- 6:0

A

Self-care: Dressing

Closures

ties a bow

91
Q

Self-care: Dressing

Closures

6:0 (2)

A

Self-care: Dressing

Closures

closes a back zipper

Snaps and buttons in back

92
Q

Self-care: Dressing

Socks

Removes socks

A

Self-care: Dressing

Socks

1:2-1:6

93
Q

Self-care: Dressing

Socks

years Puts socks on correctly

A

Self-care: Dressing

Socks

3-4

94
Q

Self-care: Dressing

Shoes

Pulls shoes off

A

Self-care: Dressing

Shoes

1-2 years

95
Q

Self-care: Dressing

Puts on shoes with little assistance

A

Self-care: Dressing

Shoes

2-3 years

96
Q

Self-care: Dressing

Shirt

assists with donning shirt

A

Self-care: Dressing

Shirt

1 year

97
Q

Self-care: Dressing

Shirt

removes unfastened garment

A

Self-care: Dressing

Shirt

2 years

98
Q

Self-care: Dressing

Shirt

puts on front buttoned shirt

A

Self-care: Dressing

Shirt

2:6 years

99
Q

Self-care: Dressing

Shirt

puts on shirt - maybe backwards

A

Self-care: Dressing

Shirt

2:10

100
Q

Self-care: Dressing

Shirt

Dresses/undresses upper body with supervisions (not fasteners)

A

Self-care: Dressing

Shirt

3:0

101
Q

Self-care: Dressing

Shirt

Puts on shirt correctly

A

Self-care: Dressing

Shirt

4:2

102
Q

Self-care: Dressing

Pants

assists by pushing legs through

A

Self-care: Dressing

Pants

1:0

103
Q

Self-care: Dressing

Pants

Pulls pants down with assistance

A

Self-care: Dressing

Pants

2:2

104
Q

Self-care: Dressing

Pants

Pulls up pants with assistance

A

Self-care: Dressing

Pants

2:4

105
Q

Self-care: Dressing

Pants

Independently pulls down garment

A

Self-care: Dressing

Pants

3:0

106
Q

Self-care: Dressing

Pants

puts belt through loops

A

Self-care: Dressing

Pants

4:0

107
Q

Self-care: Dressing

Pants

Independent except fastenings

A

Self-care: Dressing

Pants

5:0

108
Q

Self-care: Dressing

Closures

Dons/doffs hat

A

Self-care: Dressing

Closures

1:0

109
Q

Self-care: Dressing

Closures

zips and unzips large zippers

A

Self-care: Dressing

Closures

1:6- 1:9

110
Q

Self-care: Dressing

Closures

unbuttons large buttons

A

Self-care: Dressing

Closures

2:1 to 2:6

111
Q

Self-care: Dressing

Closures

button large front buttons

A

Self-care: Dressing

Closures

3:0

112
Q

Self-care: Dressing

Closures

buttons 3-4 buttons in a series

A

Self-care: Dressing

Closures

3:6 to 4:0

113
Q

Self-care: Dressing

Closures

zips, unzips and separates zipper shank on jacket

Puts on mittens

Snaps on clothing in front

A

Self-care: Dressing

Closures

3:6 (3)

114
Q

Self-care: Dressing

Closures

Buckles a belt

A

Self-care: Dressing

Closures

4:0

115
Q

Self-care: Dressing

Closures

Laces shoes correctly

A

Self-care: Dressing

Closures

5:0- 6:0

116
Q

Self-care: Dressing

Closures

ties a bow

A

Self-care: Dressing

Closures

5:6- 6:0

117
Q

Self-care: Dressing

Closures

closes a back zipper

Snaps and buttons in back

A

Self-care: Dressing

Closures

6:0 (2)

118
Q

Cognitive:

0:3 - 0:6

A

Cognitive:

may repeat actions that produce pleasurable results

119
Q

Cognitive:

0:6-0:9

A

Cognitive:

  • 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
Q

Cognitive:

0:9 to 1:0

Beginning

Imitates

Behaviors

Responds

Imitates

Looks

A

Cognitive:

  • 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
Q

Cognitive:

1:0 +

A

Cognitive:

Uses a variety of schemes to act on objects

Tries to activate simple toys

Starts to use trial and error for problem solving

122
Q

Cognitive:

1:0-1:6

A

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
Q

Cognitive:

1:8 - 2:0

A

Cognitive:

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
Q

Cognitive:

2:0-3:0

A

Cognitive:

Uses multiple actions to complete a play scheme

Creates imaginative play using entire script

125
Q

Cognitive:

3:0- 4:0

A

Cognitive

Imaginary objects are utilized in play

Sort items, creates categories

Challenging activities are attempted

Will take turns with other children

126
Q

Cognitive:

4:0-5:0

A

Cognitive:

Follows rules of a game and remembers them

Begins to do abstract problem solving

Can participate in planning an activity

127
Q

Cognitive:

5:0- 6:0

A

Cognitive

Simple reasoning for problem solving

Understands others feelings

128
Q

Cognitive:

6:0-10:0

A

Cognitive:

Beginning abstract reasoning, but relies on manipulatives

Problem solving is complex and flexible

Regulates behavior

129
Q

Cogintive:

12:0- 14:0

A

Cognitive:

Abstract reasoning without depending on manipulatives emerges

130
Q

Cognitive

14:0-16:0

A

Cognitive:

Ability to reason abstractly predominates

131
Q
A
132
Q
A
133
Q

Cognitive:

may repeat actions that produce pleasurable results

A

Cognitive:

0:3 - 0:6

134
Q

Cognitive:

  • 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
A

Cognitive:

0:6-0:9

135
Q

Cognitive:

  • 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
A

Cognitive:

0:9 to 1:0

Beginning

Imitates

Behaviors

Responds

Imitates

Looks

136
Q

Cognitive:

Uses a variety of schemes to act on objects

Tries to activate simple toys

Starts to use trial and error for problem solving

A

Cognitive:

1:0 +

137
Q

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

A

Cognitive:

1:0-1:6

138
Q

Cognitive:

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

A

Cognitive:

1:8 - 2:0

139
Q

Cognitive:

Uses multiple actions to complete a play scheme

Creates imaginative play using entire script

A

Cognitive:

2:0-3:0

140
Q

Cognitive

Imaginary objects are utilized in play

Sort items, creates categories

Challenging activities are attempted

Will take turns with other children

A

Cognitive:

3:0- 4:0

141
Q

Cognitive:

Follows rules of a game and remembers them

Begins to do abstract problem solving

Can participate in planning an activity

A

Cognitive:

4:0-5:0

142
Q

Cognitive

Simple reasoning for problem solving

Understands others feelings

A

Cognitive:

5:0- 6:0

143
Q

Cognitive:

Beginning abstract reasoning, but relies on manipulatives

Problem solving is complex and flexible

Regulates behavior

A

Cognitive:

6:0-10:0

144
Q

Cognitive:

Abstract reasoning without depending on manipulatives emerges

A

Cogintive:

12:0- 14:0

145
Q

Cognitive:

Ability to reason abstractly predominates

A

Cognitive

14:0-16:0

146
Q

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

A

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
Q

ATTENTION

0- 0:2

A

ATTENTION

Novel and complex stimuli draw attention

148
Q

ATTENTION

2:6-3:0

A

ATTENTION

engages in simple tasks with reinforcers needed

149
Q

ATTENTION

3:0 -4:0

A

ATTENTION

Begins task with minimal prompting

Focuses on task with distractions present less than 5 minutes

150
Q

ATTENTION

4:1- 5:0

A

ATTENTION

begins task independently

Able to maintain attention to task 5 - 10 minutes with distraction present

151
Q

ATTENTION

5:0-6:0

A

ATTENTION

steady increase in attention

152
Q

ATTENTION

6:0- 10:0

A

ATTENTION

attention more related to motivation factors : attention more targeted: ability to screen out irrelevant stimuli improves

153
Q

ATTENTION

10:0- 14:0

A

ATTENTION

attends to task for more than 1+ hours

154
Q

ATTENTION

14-18 years

A

ATTENTION

attention to single task lengthens but can be specific to interests and topic

155
Q

ATTENTION

Novel and complex stimuli draw attention

A

ATTENTION

0- 0:2

156
Q

ATTENTION

engages in simple tasks with reinforcers needed

A

ATTENTION

2:6-3:0

157
Q

ATTENTION

Begins task with minimal prompting

Focuses on task with distractions present less than 5 minutes

A

ATTENTION

3:0 -4:0

158
Q

ATTENTION

begins task independently

Able to maintain attention to task 5 - 10 minutes with distraction present

A

ATTENTION

4:1- 5:0

159
Q

ATTENTION

steady increase in attention

A

ATTENTION

5:0-6:0

160
Q

ATTENTION

attention more related to motivation factors : attention more targeted: ability to screen out irrelevant stimuli improves

A

ATTENTION

6:0- 10:0

161
Q

ATTENTION

attends to task for more than 1+ hours

A

ATTENTION

10:0- 14:0

162
Q

ATTENTION

attention to single task lengthens but can be specific to interests and topic

A

ATTENTION

14-18 years

OT215 Occupational Performance: Development (8 decks)

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