Development quiz 4

Voice

sound made as air from lungs pushed between vocal cords in larynx, causing them to vibrate

speech

- talking to express language

- requires coordination muscle control of tongue, lips, jaw, and vocal tract to produce recognizable sounds

language

set of shared rules that allow people to express ideas in a meaningful way (verbally, in writing, singing, gestures)

- evidence for spoken language and academic achievement

broca's area

- frontal lobe

- speech production

- center to motor control and production of language

- expressive communication

- lesion: know what they want to say but can't get it out

wernike's area

- temporal lobe

- central to processing sounds/language

- receptive communication

- understanding language and what's being said

importance of language development

1. our brain's foundation is built through experience in early life

2. we learn language socially

3. language brain growth strongest in first year of life

4. language makes our world

3 month

speech at _____: cooing

6-8 months

speech at ________: first sign of compression with familiar words - own name, mommy, daddy

- begins to babble

9 months

speech at ________: comprehension of words/actions further emerge when used in context

- understanding emerges - no more baby talk

about 1 year

speech at ________: call caregiver by name (mama and dada), "up" and "down" - requests things, uses words to attract adult attention

18 months

speech at ________: first two word sentences

- "mama car" "dada binky" "thank you"

2 years

speech at ________: sentence of 2-3 words, asking questions, pointing to named objects, understand half of what they say, vocabulary of 50 words, follow 2-step instructions

3 years

speech at ________: understand most or all of what they say

4 years

speech at ________: 2000 words - 5+ word sentences

5 years

speech at ________: identify letters, speaks in longer sentences

15 months

causes for concern by ________:

- child does not understand the words: no, bye-bye, and bottle

- child does not use single words by ____ of age at the lates

21 months

causes for concern by ________: they should be able to follow simple directions by the time they are ____ if they cannot is a concern

2 years

causes for concern by ________: mainly babbling, not bring able to point to body parts, not being able to put two words together

phonological development

- ability to segment speech sounds into meaningful units of language

- vowels, consonants, double consonants, dipthongs

- difficulties may lead to writing issues (dysgraphia)

semantic development

- the process of learning the meanings of words and word combinations without considering context

- concerned with grammar, vocabulary, and conceptual meaning of words

grammar development

- sequencing words in a sentence, language rules, mechanics

- parts of speech

pragmatic development

- also about meaning

- the study of the use of language: vocabulary, grammar, meaning, and social context

- what was speaker's intended meaning or what was implied by the utterance

- follows rules - taking turns in conversation & staying on topic

speech and language pathologists

referral source if speech and language delayed _______________________

audiologist

referral source is suspected hearing loss __________

what is OT's role in language?

1. support communication

2. performance skills: social interaction

steps to positive communication

1. praise

2. imitation

3. description

4. active listening

play

- basic traits: spontaneous, fun, joyful, intrinsic motivating, emphasis on process, pretense, involves active engagement, thinking, problem solving, often social, free choice versus required or expected, should be captivating and all absorbing, self-controlled, and self-directed

- give it the education power

- _____ as a means and an end

play is used in OT in 3 primary ways

1. tool
2. reward - reinforcement
3. occupation

according to AOTA play is:

- a fundamental right

- essential to growth, learning, and development

______ is a context in which mastery, achievement, and adaptation occurs

unoccupied play

- birth to 3 months

- infant is moving arms, legs, hands, feet, etc. they are learning about and discovering how their body moves.

- swiping, pre-reaching

solitary play

- 3 months to 2 years

- child plays alone, not interested in playing with others quiet yet

spectator/onlooker play

- 2 years

- child watches and observes other children playing but not playing with them

parallel play

- 2 to 3 years

- child plays alongside or near to others but does not play with them

associative play

- 3 to 4 years

- child begins to interact with others during play, but little cooperation is required

- children share and interact intermittently on shared goal

cooperative play

- 4+ years

- child plays with others and has interest in both the activity and other children involved in playing

0 to 2 years

sensorimotor stage of takata's taxonomy of play takes place during _______________ of age

2 to 4 years

symbolic and simple constructive stage of takata's taxonomy of play takes place during _______________ of age

4 to 7 years

dramatic, complex constructive, and pregame stage of takata's taxonomy of play takes place during _______________ of age

7 to 12 years

games stage of takata's taxonomy of play takes place during _______________ of age

12 to 16 years

recreation stage of takata's taxonomy of play takes place during _______________ of age

feeding

the process of setting up, arranging, and bringing food from the plate or cup to the mouth

eating

ability to keep in and manipulate food/liquid in mouth and swallow

swallowing

complex process of moving food, liquid, saliva, or medication from mouth through the pharynx, esophagus, and into stomach

oral motor control

use of lips, cheeks, jaw, tongue, and palate

oral motor development

feeding, sound play, oral exploration (not always related to food)

oral cavity

- small/tight in infant, filled with fat pads

- automatic suction; negative pressure

- function: contains food

pharaynx

- space common to eating and breathing

- function: moves food to esophagus

larynx

- epiglottis, true and false vocal folds

- function: valve to the trachea that closes during swallowing

trachea

- tube below the larynx

- function: air flows into lungs

esophagus

- thin and muscular

- collapse at rest, distends as food passes

lips and cheeks

- action: confine food between teeth

- outcome: food is chewed during mastication

tongue

- action: tongue's extrinsic muscle - moves tongue sideways and in and out; intrinsic muscles - changes shape of tongue to form bolus

- outcome: manipulate food for chewing; shape food into bolus in prep for swallow

teeth

- action: shred and crush food

- outcome: break down solid food into smaller particles in prep for swallowing

taste buds

- action: sense food in mouth and sense taste

- outcome: stimulation of saliva secretion

phases of swallowing

1. oral preparatory

2. oral (or buccal phase)

3. pharyngeal

4. esophageal

oral preparatory

- oral manipulation of food resulting in bolus formation

- reflexive with infants

- voluntary control with older children

oral(or buccal phase)

- begins with tongue elevation against hard palate moving bolus posteriorly

- ends with onset of swallow

pharyngeal

- reflexive; swallow triggered

- ulva/soft palate rise to protect nasal passage

- epiglottis folds down to protect airway

- CN involved with swallow: IX (glossopharyngeal) and X (vagus)

esophageal

reflexive; bolus moves from esophagus to stomach

reflexes that support ability to feed at birth:

rooting reflex, suck/swallow and tongue thrust reflex, and gag reflex

rooting reflex

locate source of food

suck/swallow and tongue thrust reflex

facilitates feeding from breast/bottle

gag reflex

helps infant from swallowing inappropriate foods/objects that could cause chocking (diminishes at about 4 months)

- one reason, puree is delayed 4-6 months

breastfeeding

recommended length of time for exclusive ____________: 6 month exclusive and up to 1 year complementing with food

the benefits of breastfeeding for infants, reduced risk of:

asthma, obesity, type 1 diabetes, ear infection, SIDS, GI infection

the benefits of breastfeeding for mother, reduced risk of:

high BP, type 2 diabetes, ovarian cancer, and breast cancer

in the case of picky eaters: strategies

- offer one new food at a time

- offer small amounts

- offer variety of foods

- have at least one preferred food at each meal

- have child help with prep

- allow choice

- meals and snacks offered every 2-3 hours

- consider water between meals when thirsty

ADLs

- maintains and improving bodily functions and health

- promotes self-esteem, self-reliance, self-determination, sense of autonomy

- child contributes to the family

- routines, patters of observable behavior emerges - necessary to meet expected roles

1.5 years

BADL: toileting

- shows interest in potty training

2.5 years

BADL: toileting

- tells someone they need to go

- may need help getting on toilet

- dry at night

- washes hands independently

3 years

BADL: toileting

- goes to bathroom independently (on and off)

- may need help with wiping and clothing fasteners

4-5 years

BADL: toileting

- independent with toileting (entire sequencing)

1 year

BADL: dressing

- not putting on

- cooperates with dressing (pushes arms through sleeves when started, same with pants)

- pulls off shoes

- removes socks (or doffs)

2 years

BADL: dressing

- interested in dressing

- removes unfastened coat

- removes untied shoes

- helps pull down pants and find arm holes in shirt

3 years

BADL: dressing

- put on pullover shirt with minimal assistance

- puts pants on (pull on); pulls pants down independently

- puts on sock and shoes

- zips/unzips jacket once zipper engaged

- buttons large front buttons

- needs assistance to remove pullover shirt

3.5 years

BADL: dressing

- dresses with supervision (may need help with front and back)

- buttons: 3 to 4 buttons

4 years

BADL: dressing

- independent removing pull over garment

- buckles, now zips, snaps

- puts on shoes, not yet tying laces

- identifies front and back

5 years

BADL: dressing

- dresses independently

- shoe tying is completed if given the experience

when are children ready to dress?

as soon as they can stand

which comes first dressing or undressing?

undressing

when starting dressing what should you dress your child in?

loose fitting clothes, pull-on clothes

dressing strategy

give controlled choice or limited sets of options

what might the dressing strategy avoid?

power struggle

coaching method

verbalizing, labeling

toddler(1-3 years)

BADL: bathing, hygiene, grooming

- assist with body washing

- brushes teeth with supervision and assistance

early school age(4-6 years)

BADL: bathing, hygiene, grooming

- washes and dries hands and face

- washes and dries body parts with supervision by 4 years

- uses tissues to blow nose

- puts toothpaste on brush/brushes teeth by self

- assist with hair washing and nail care

pre-adolescent(10-12 years)

BADL: bathing, hygiene, grooming

- independent all aspects personal hygiene and grooming

- independent: haircare, applying deodorant, brushes and flosses, apply make up

instrumental activities of daily living (IADLs)

- include: cooking, cleaning, laundry, driving and community mobility, health/education management, financial management, caring for pets

- promote (and support): self-determination, self-sufficiency, health, and social participation

sleep in infants

- sleep through night by 9 months old

- secure infants generally have less trouble sleeping

sleep in preschoolers (3 to 5 years)

- need 11 to 13 hours
- more difficulty falling asleep/nighttime waking

sleep in school-age children(5-12 years)

- need 10-11 hours - increased demands of homework and extracurricular activities

- poor limited sleep can lead to - mood swings, behavioral problems, hyperactivity, and cognitive problems that impact learning

sleep in adolescence

average 6.9 hours of sleep

- factors: work, studies, extra-curricular activities, smartphones

OTs role in evaluating students

1. occupational profile

2. strengths and challenges

3. formal and informal assessment methods

4. areas of assessment

skills needed for cutting

- tools and materials used

- sensory skills

- fine motor skills

- gross motor skills

- visual skills

- cognitive skills

- emotional regulation

motor skill prerequisites

- supination: movement into and for stability

- wrist stability

- thumb opposition

- isolated thumb and radial finger movement

- dissociation of the radial and ulnar sides

- successive increases/decreases in fingertip forces

spoon

feeding with ________ by 18 months, no spilling by 2 years

fork

feeding with ________ by 2.5 years

knife

feeding with _____ by 6 years

learning without tears

1. verticals and horizontals

2. magic C letters

3. big and little curves

4. diagonals

interventions in school settings

- top-down approach

- embed activities in the natural context

- collaborate with school team