PEDS FINAL EXAM - MADDIE

Optician

Individual who helps a person select appropriate eyeglass frames and fit it to their face. They have no training in

examination or treatment; attend community college or apprenticeship

opthamologist

a doctor who treats eyes and their diseases using medication and surgery; attend medical school then a residency and fellowship

optometrist

health professional who prescribes corrective lenses and/or eye exercises; attends 4 years of graduate school, with some attending a residency

Saccades

Rapid voluntary movements of the eyes.

nystagmus

Involuntary rapid eye movements

Strabismus

abnormal deviation of the eye; cross eyed

Visual integrity, visual efficiency, and visual information processing

The 3 component model of vision consists of...

anxiety

What is the most common mental health disorder in the pediatric population

school system or community

OT interventions for pediatric mental health use a three tiered approach. Tier 1 would be:

school system or community

Identified groups (at risk youth)

One-on-one or group services

Identified groups (at risk youth)

OT interventions for pediatric mental health use a three tiered approach. Tier 2 would be:

school system or community

Identified groups (at risk youth)

One-on-one or group services

One-on-one or group services

OT interventions for pediatric mental health use a three tiered approach. Tier 3 would be:

school system or community

Identified groups (at risk youth)

One-on-one or group services

CO-OP

Client-centered, cognitive behavioral approach that requires children to identify goals, develop strategies to address goals, implement strategies, and reflect on their performance

Car Accident

Most common cause of pediatric SCI is _________

1st, 2nd, deep 2nd, and 3rd

List the four degrees of burns based on: Superficial, superifical partial thickness, deep partial thickness, and full thickness

Unintentional injuries

The most common cause of childhood morbidity and mortality is...

preterm

The largest groups represented in the NICU are __________ infants

10th, 90th

Birth weight between the _____ and ______ perctiles on a standarized chart are considered appropriate for gestational age

Sensory Experience

In the NICU, OT focus is primarily on the baby's __________ as it relates to positioning, handling, interaction, and feeding

Level 1

a ____________ nursery offers support for healthy newborns who may need additional intervention or assessment, but baby rooms-in with their mother often

Level 2

a ____________ nursery :staff is trained to offer close observation with ongoing monitoring, basic

respiratory support, and IV medications-

- Parents often permitted to stay by their baby's bedside as much as they want

- Babies often able to be fed and held by their parents

Level 3

A _____ nicu offers Higher levels of respiratory support Survival of infants often depends on critical respiratory care and medications

administered through IVs

Surgical interventions may also be offered NICU staff are equipped to provide care before and after various surgeries, including complex ones

Level 4

A _____ nicu cares for infants undergoing highly-complex, life-saving interventions

General Hospitals

Hospital Categories: strive to serve

the needs of the community. OTs

working in the ______________

may serve both pediatrics and

adult patients.

Trauma Centers

Hospital Categories: are organizaed and

certified to treat patients with life-

threatening injuries/disorders. OTs

working in this area may serve patients

who have a variety of injuries or

illnesses.

Children's hospitals

Hospital Categories:are specialized and

offer a full range of inpatient and

outpatient services. OTs working in this

area may work with a wide range of

diagnoses and rarely seen conditions.

Learned Helplessness

a condition in which the child stops engaging in activities that are painful or aversive

Level 4: pureed

If a child is at a Level 3: liquidized food texture, what would be the next level of progression?

Level 5: Minced and Moist

If a child is at a Level 4: pureed food texture, what would be the next level of progression?

Level 6: soft and bite-sized

If a child is at a Level 5: minced and moist food texture, what would be the next level of progression?

Level 7: regular

If a child is at a Level 6: soft and bite-sized, what would be the next level of progression?

Level 4: Pureed

What level of food texture would pudding fall under?

Level 3: Liquidized

What level of food texture would honey fall under?

Level 5: minced and moist

What level of food texture would fork-smashed fruits and vegetables fall under

Level 6: Soft and bite-sized

What level of food texture would crackers fall under fall under

6-9 months

at what age in developmental progression should a child be able to hold a BOTTLE with both hands

12-15 months

at what age in developmental progression should a child be able to hold a CUP with both hands

15-18 months

at what age in developmental progression should a child be able to use a straw

2 years

at what age in developmental progression should a child be able drink from a cup with no lid

6, 12

Utensils can be introduced as early as _____ months, but doesn't become fucntional thorugh dipping until ______ months

1

Developmental progression of dressing skills:

At what age should a child remove socks (1, 2, 3, 4, 5)

2

Developmental progression of dressing skills:

At what age should a child remove shoes (1, 2, 3, 4, 5)

2

Developmental progression of dressing skills:

At what age should a child be able to find and push their arms through sleeves if their shirt is over their head (1, 2, 3, 4, 5)

3

Developmental progression of dressing skills:

At what age should a child put on shirt with very little help (1, 2, 3, 4, 5)

3

Developmental progression of dressing skills:

At what age should a child put on shoes (orientation can be incorrect) (1, 2, 3, 4, 5)

3

Developmental progression of dressing skills:

At what age should a child put on socks independently (1, 2, 3, 4, 5)

3

Developmental progression of dressing skills:

At what age should a child unzip a jacket (1, 2, 3, 4, 5)

4

Developmental progression of dressing skills:

At what age should zip up a jacket (1, 2, 3, 4, 5)

5

Developmental progression of dressing skills:

At what age should a child dress independently (1, 2, 3, 4, 5)

Independent

What level of assistance is this:

Child safely bathes all 10 body areas with out assitance from a helper or without device

Modified Independence

What level of assistance is this:

Child safely bathes all 10 body areas with out assitance from a helper but 1 of the three is true:

- they use AT to bathe

- They take more than reasonable amount of time to batee

- There is a concern for the childs safety

Supervision/set up assistance

What level of assistance is this:

Child bathes all 10 body areas, but requires monitoring for getting in and out of the bath as well as setting out bathing items

Min A

What level of assistance is this:

Child bathes and rinses 8/10 body parts independently, but needs physical assistance with washing both feet

Mod A

What level of assistance is this:

Child independently washes Face, UE, and Torso but needs physical assistance with washing and rinsing lower extremities and back

Max A

What level of assistance is this:

Child independently washes face, but verbal cues to wash torso and LE, also needs physical assistance washing LE

Total Assistance (Dependent)

What level of assistance is this:

Child performs less than 25% of bathing tasks or requires assitance from two helpers to bathe

Dynamic Systems

The _________ theory suggests that motor contorl is dependent on non linear and transactive PERSON factors, TASK factors, and ENVIRONMENTAL systems

Ecological

The ______ theory emphasizes the interaction between the person and environment, and assists in understanding the factors important to goal directed motor actions

Identifies 3 hallmarks of human behavior: agency, prospectivity, and behavioral flexibility

CO-OP

Using this model, occupatioanl therapists empower children to make decisions and activity engage

Procedural Knowledge

The implicit knowledge about how to complete a task

Metacognition

AN individual's knowledge concerning their own cognitive processes

Scaffolding

Adjusting the support offered during a teaching session to fit the child's current level of performance

Within cognitive strategies, it emphasizes the communication between adults and children in an effort to develop a children's internal dialogue (example "keep your eye on the ball"

Guided Discovery

When a therpist assumes the role as a facilitator. Instead of direct instruction, the therapist poses questions to the child as they complete the task.

Example: while dressing, therapist says "what would happen if you sat down while doing this"

Cognitive Orientation to Daily Occupational Performance

A client centered, performance-based problem solving approach that enables skill aquisition through a process of strategy use and guided discovery

Skill acquisition, cognitive strategy use, generalization, and transfer of learning

List the four stages of the CO-OP model

Skill Acquisition

Which objective of the CO-OP does this describe:

Enabling occupational performance in children

Cognitive Strategy use

Which objective of the CO-OP does this describe:

Using strategies to solve problems and enable skill development

Generalization

Which objective of the CO-OP does this describe:

Facilitating the ability to perform an occupation within other settings including home and school

transfer of learning

Which objective of the CO-OP does this describe:

Using knowledge or skill set from one occupation to be able to increase performance in other occupations

Sensory reactivity, Sensory Discrimination and Perception, Vestibular-Bilateral function, Praxis

When problems in sensory integration occur, four differences occur. They are:

Sensory modulation

The tendency to generate reponses that are appropriately graded in relation incoming sensory stimuli, rather than underresponse or overrespond to them

Praxis

The ability to conceptualize, plan, and execute a nonhabitual motor act

Adaptive Responses

When developing an ASI intervnetion, the OTs job is to create an environment that evokes increasingly complex_________________ from the child

ABC relationship

Classical Behavioralism describes the relationsip between observed behaviors and environemental variables that elect and maintain them as the.....

Antecedent, Behavior, Consequences

The ABC relationship is an acronoym for

antecedent

According to the ABC relationship _______ can be described as those stimuli that occur prior to the behavior and that elicit or trigger the behavioral occurance

Antecedent Interventions

Behavioral Intervention: recognizing environmental factors that can attribute to problematic behavior and making changes necessary to promote appropriate behavior and reduce possible triggers for maladaptive.

Consequence intervention

Behavioral Intervention: aim to impact behavior by addressing those situations or stimuli that occur after, or as a result of a child's behavior.

Contingency Intervention

Behavioral Intervention: group of consequence interventions that proactively implement a specific response-consequence relationship

the IF/THEN method would be an example of this type of intervention

Self-coaching

What strategy for motor learning is this clinical example?

"I can do this"

"stay calm and focused"

"only a few more times and I will have it"

Self-Guidance

What strategy for motor learning is this clinical example?

Taking oneself through the steps of an activity, talking them through the problem solving process, self talk

Self-Questioning

What strategy for motor learning is this clinical example?

Having a client ask themself and identify specific areas of difficulty experienced in each task

imagery

What strategy for motor learning is this clinical example?

Creation of symbols or representations that have direct meaning to the client

Association

What strategy for motor learning is this clinical example?

Facilitating the recognition of physical similarities and knowledge of categories from a previous task

Rote Script

What strategy for motor learning is this clinical example?

"Slide down, climb up, slide down" when making an X

Elaboration

What strategy for motor learning is this clinical example?

Expanding and adding upon previous imagery used. Can also include verbal and mental processes

Mnemonic Techniques

What strategy for motor learning is this clinical example?

Bunny ears when tying shoes

helper hand when writing or cutting

Rehearsal

What strategy for motor learning is this clinical example?

Repeating key words/actions outloud, creating internalized visual images of the task procedure, and visually carrying ou tthe task in a repated manner

Reconstruction

What strategy for motor learning is this clinical example?

The learner thnks back to a previous task, to guide performance in a new situation. NOT association, instead involves mental and verbal processes

Anticipation

What strategy for motor learning is this clinical example?

Before a client goes to school, they plan for loud noises, crowds, and visual distraction, and explore possilbe safe spots to collect their thoughts when they feel overwhelmed

Knowledge

What strategy for motor learning is this clinical example?

Indentifying, acknowledging, and reflecting on what the individual knows about a given task

Translation

What strategy for motor learning is this clinical example?

Converting written instructions or directions into visual images/schedules to chunk directions together into smaller steps

Backwards chaining

The OT performs most of the task, and the child performs the last step of the sequence to recieve positive reinforcement. Practice Continues with the OT performing fewer steps and the child complete additional steps.

Forward chaining

The child begins with the first step of the task sequence, then the second step, and continues learning the steps of a task in a sequential order until he or she performs all steps of the task. OT gives varying numbers of cues or prompts.

Create

Which of the 5 types of approaches is this?

Using COPM, an OT uses activities such as dress up clothes to facilitate buttoning buttons without use of the write hand

Establish/restore

Which of the 5 types of approaches is this?

Using the biomechanical FOR, OT uses coins in a piggy bank, board games with small pieces, and thin game pieces to build hand strenght and coordination before addressing problme of button bottuons without use of right hand

Maintain

Which of the 5 types of approaches is this?

use a dressing routine that provide practice opportunities for buttoning on a regular basis, and _______ dexterity and strength thorugh routine.

Modify (adapt)

Which of the 5 types of approaches is this?

Change the task environment so the child practices skill of button with one hand away from siblings or toys

Prevent

Which of the 5 types of approaches is this?

The OT consults with daycare provider or teacher to ensure carryover of suggested method

Sensation, Physiology and Regulation, Basic Properties, Higher Level Processes, Integration, Functional Outcomes, Abstract Qualities

Put the following in order of lowest to highest on the sensory pyramid:

Basic Properties

Abstract Qualities

Functional Outcomes

Sensations

Integration

Physiology and Regulation

Higher Level Processes

a

Which can be found lower or more foundational on the sensory pyramid:

a. Attention, Filtering, Modulation

b. Feeding Nutrition, oral/fine/gross motor, postural/occular