PEDS final study guide

forward chaining

A task-specific teaching strategy where the child learns the first step of an activity independently, and the therapist completes the remaining steps. Additional steps are added sequentially.

Best for improving sequencing and generalization.

backward chaining

A teaching method where the therapist completes most steps and the child performs the final step first, progressing backward.

Supports success, motivation, and self-esteem.

self-determination

The ability to make choices, set goals, and direct one’s own actions.

In OT: linked to autonomy, participation, and engagement.

learned helplessness

A condition where a child stops attempting tasks due to repeated failure, believing effort will not change outcomes.

anticipatory problem-solving/guidance

A proactive strategy where the therapist predicts challenges and prepares supports in advance to improve performance.

coaching approach

A collaborative, family-centered model where the therapist guides caregivers through problem-solving rather than directly treating the child.

toileting developmental milestones

• Awareness: ~18–24 months

• Daytime control: ~3 years

• Nighttime control: ~4–5 years

dressing developmental milestones

• Removes simple clothing: ~2 years

• Assists with dressing: ~2–3 years

• Buttons/unbuttons: ~3–4 years

• Independent dressing: ~5–6 years

sleeping developmental milestones

• Consolidated sleep patterns: infancy–toddler

• Independent sleep routines: preschool age

5 types of play

• Social/communication development

• Sensory regulation

• Motor skill development

• Visual attention/tracking

• Cognitive/problem-solving development

autonomy

Supports the client’s independence and choice

beneficence

Promotes well-being and functional outcomes

non-maleficence

Avoids harm or risk

justice

Ensures fair access and appropriate resource use

modify/adapt

Changing task or environment to support performance

establish/restore

Developing or improving skills that are impaired

maintain

Preserving current level of function

prevent

Reducing risk of future dysfunction

dynamic systems theory

Motor development emerges from the interaction of:

• Individual

• Task

• Environment

→ Movement is not linear, but adaptive.

affordance

Opportunities for action provided by the environment (e.g., a chair affords sitting).

motor learning

Process of acquiring movement skills through:

• Practice

• Feedback

• Experience

CO-OP (Cognitive Orientation to Occupational Performance)

A problem-solving approach using:

• Goal–Plan–Do–Check

→ Focus on cognitive strategies for functional tasks

social cognitive theory (Bandura)

Learning occurs through:

• Observation

• Modeling

• Self-efficacy

Ayres sensory integration (ASI)

Underlying Assumptions

• The brain is plastic

• Sensory input drives development

• Adaptive responses improve function

• Inner drive supports engagement

FADELITY

ATNR (asymmetrical tonic neck reflex)

Head turn → extension on face side, flexion on skull side

• Integrates ~6 months

STNR (symmetrical tonic neck reflex)

• Neck flexion → arm flexion, leg extension

• Integrates ~9–11 months

dressing development (sequence)

• Remove clothing → assist → partial independence → full independence

• Progression: large fasteners → small fasteners → sequencing tasks

IFSP (individualized family service plan)

• Birth–3 years

• Family-centered services

IEP (individualized education program)

• Ages 3–21

• School-based services

Part C

Early intervention (birth–3)

Part B

School services (3–21)

transition age

Planning begins around age 14–16 (formal transition services)

palm-to-finger translation

Moving objects from palm to fingers

finger-to-palm translation

Moving objects from fingers to palm

Shift

Linear movement of object on finger pads

complex rotation

Turning object using fingers (e.g., turning a pencil)

WEE-FIM

Measures functional independence in children

AMPS

Evaluates ADL motor and process skills

PEDI-CAT

Assesses functional capabilities in daily life

videofluoroscopic swallow study (VFSS)

Imaging procedure to assess swallow safety and physiology

sheltered workshop

Structured work setting for individuals with disabilities

vocational rehabilitation

Services to support employment readiness and participation

AAC (augmentative & alternative communication)

Methods/devices used to support communication

assistive technology

Any tool that improves functional performance

adaptive device

Modified version of a tool to improve accessibility

universal design

Creating environments usable by all people without adaptation

sensorimotor/exploratory play

What type of play is typically seen at 8 months?

Parallel → associative play

What type of play is typically seen at 3 years old?

cooperative, imaginative play

What type of play is typically seen at 5 years old?

rule-based, organized play

What type of play is typically seen at 10 years old?

typical motor development sequence

Head control → rolling → sitting → crawling → standing → walking → Progresses cephalocaudal and proximal to distal

toileting stages

Awareness → control → independence → hygiene