Studied by 0 people
Looks like no one added any tags here yet for you.
What are the responsibilities of a pediatric physical therapist to a family?
Provide support, guidance, and specific interventions and also to prepare the child and family for the time when PT services are no longer needed
What do competent PTs do
Work themselves out of a job, allowing children to achieve their highest potential and then recognize when they can no longer contribute to the advancement of the child's goals and objectives
What is the ICF-CY? (International Classification of Functioning, Disability, and Health for Children and Youth)
A version of the ICF specifically adapted for children and adolescent
It provides a framework for describing the health and functioning of children and youth in the context of their developmental stages.
What are the differences between the ICF model of disablement and the ICF-Cy
Focus on Development
Child-Specific Domains.
Environmental and Family Factors
Adaptability for Early Identification
What are the 2 parts and the components of each of the ICF model
1) Functioning and disability which includes body functions and structure, activities, and participation
2) Contextual factors which include environmental factors and personal factors
What are the elements of Evidence Based Practice (4)
1. Awareness - aware of the available evidence
2. Consultation - The child and the family mist be consulted as part of the decision-making process
3. Judgment - important in deciding how and when to apply the recommendations of evidence-based practice
4. Creativity - evidence must be applied creatively and not in a "cookie-cutter" fashion
According to the guide, what are the 6 elements of management of individuals with a disability
1. Examination
2. Evaluation
3. Diagnosis
4. Prognosis
5. Intervention
6. Outcomes
Describe the "top down" approach to evaluation.
The desired outcomes (goals or objectives) are determined first, with extensive input from the child and the family
Strengths and obstacles to achieving the goals are then determined through the exam and eval process
A POC with appropriate interventions is then developed and implemented with ongoing reexamination
When is the top-down approach commonly used
For children with known problems or diagnoses, those with severe limitations in activities, and those in early intervention programs
Describe the "bottom up" approach to evaluation.
Child's strengths and weaknesses are identified through the exam process and then the professionals determine the goals and objectives
When is the "bottom-up" approach used
More traditional approach; indicated in situations such as when a therapist needs to diff dx a child
More common in medical settings
For the "bottom-up" approach, the eval findings are influenced by what factors (6)
Severity and complexity of findings
Extent of loss of function
Family and home situation
Available resources
School situation
Activities and participation in the community
What are the components of the Plan of Care?
Components include measurable goals, objectives, and outcomes
Contains the specific intervention to be used and the proposed frequency and duration of services
What is the plan of care (POC)
It is the culmination of the exam, eval, dx, and prognosis
What are the components of the hierarchy of response competence (4)
Acquisition - initial learning of a new activity
Fluency - developing proficiency at the activity
Maintenance - performing the activity over time
Generalization - performing the activity in numerous environments, with new people and different equipment
What is the goal attainment scale (GAS)?
A method of identifying outcomes relevant to children and families and providing documentation of achievement in increments toward the final goal
How is the goal attainment scale used
The PT writes a specific goal for a child and then develops the standard for each level of improvement toward achieving that goal
Specific numeric values are assigned to the expected levels of performance and be used to evaluate intervention effectiveness and program outcomes
What are the preferred models of team interaction based on?
Interprofessional collaborative practice (IPCP)
Interprofessional collaborative practice (IPCP)
A reflective, integrative, and cohesive process in which professionals are engaged, with each other, and with patients and their stakeholders, in continuous interaction and knowledge-sharing to address a variety of care and advocacy issues
What are the models of team interaction (6)
Unidisciplinary
Intradisciplinary
Multidisciplinary
Interdisciplinary
Transdisciplinary
Collaborative
Unidisciplinary model
Professionals work independently of others
Intradisciplinary model
Members of the same profession work together without significant communication with members of other professions
Multidisciplinary model
Professionals work independently but recognize and value the contributions of other team members
Draws on knowledge from different disciplines, but there may be little interaction or ongoing communication among professionals
Interdisciplinary model
Individuals from different disciplines work together cooperatively to evaluate and develop programs
Emphasis is on teamwork, and role definitions are relaxed
There is analysis, synthesis, and harmony between disciplines, creating a coordinated and coherent whole
Transdisciplinary model
There is teaching and ongoing work among team members that transcend traditional disciplinary boundaries
Team members work together to develop and carry out interventions
Role release occurs when a team member assumes the responsibilities of other disciplines for service delivery
Collaborative model
All team members work together in equal participation and consensus decision-making
The team interaction of the transdisciplinary model is combines with the integrated service delivery model
What is a form of collaborative team interaction
Coaching
What are the models of service delivery
Direct
Integrated
Consultive
Monitoring
Collaborative
Direct model primary contact for PT
Primary service provider to the child
Environment for direct model
Should be done in the natural environment; may be done in the hospital, OP setting, or home
Environment should be distraction free and specialized equipment may be needed
Direct model methods of intervention
Functional activities and intervention for impairments limiting function
Specific therapeutic techniques that cannot safely be delegated
Emphasis on acquisition of new motor skills
Amount of service time for direct model
Regularly scheduled sessions
Integrated model primary contact for PT
Child, team, and family
Integrated model environment
Usually early intervention or school-based setting
Natural environment
Therapy area if necessary for a specific child
Integrated model interventions
Functional activities
Positioning
Emphasis on practice of newly acquired motor skills in the daily routine, activities and participation
Integrated model amount of service time
Routinely scheduled
Flexible amount of time depending on needs of staff or child
Consultive model primary contact for PT
Family and team
Consultive model environment
Can occur in all intervention setting
Natural environment
Consultive model interventions
Functional activities
Positioning
Adaptive materials
Emphasis on adapting to natural environment and generalization of acquired skills for activities and participation
Consultive model amount of service time
Intermittent, depending on the needs of staff or child
Monitoring model primary contact for PT
Child
Monitoring model environment
School-based, early intervention, or outpatient setting
Natural environment
Therapy area if necessary for a specific child
Monitoring model interventions
Emphasis on making certain child maintains functional status for activities and participation
Monitoring model amount of service time
Intermittent, depending on the needs of the child, may be as infrequent as once in 6 months
Collaborative model primary contact for PT
Child, team, and family
Collaborative model environment
Can occur in all intervention settings
Natural environment
Collaborative model interventions
Functional activities
Positioning
Adaptive materials
Emphasis on adapting to natural environment and generalization of acquired skills for activities and participation
Collaborative model amount of service time
Ongoing intervention
Discipline-referenced knowledge shared among team members so relevant activities occur throughout day
List at least 3 observations that parents might notice about development that they might bring to a health professional.
Delayed milestones, muscle tone abnormalities, and asymmetrical movements
Why are they stiff, difficult to feed, or never smiles
Ex: 2 handed manipulation
How can you as a physical therapist respond to parental expression of concerns
Be very attentive to what the parent is saying; listening
Take the parent's concern's seriously and not try to push it off
Ask follow up questions
Provide resources
List at least three reasons why early detection and early treatment are important
Earlier intervention can lead to:
-More neuroplasticity/positive outcomes
-Proper diagnosis and ability to see specialists faster
-Families receiving the support and resources they need
-Preventing poor patterns/movements from being formed -> reinforce the positive and correct movements
Who is Elsbeth Kong? What did she contribute to pediatric evaluations?
She is a pediatrician from Switzerland
She realized the critical importance of early intervention in order to provide atypical infants the earliest intervention
Strengthening the importance of observation skills and why observation is so important within an exam
What kind of general patterns should you look for in an attempt to determine the quality of an infant's motor behavior? (3)
Variability in movement of the baby
Muscle tone (extreme tightness or floppiness)
Antigravity movement
