DPT880 PEDS Exam 1 SG

describe the top-down approach

the desired outcomes and goals of the intention are determined first, preferably with the parents, the child if appropriate, and other team members and then the examination is done to identify strengths that will assist in achieving goals and the obstacles that must be overcome

define "pairing" in the context of environmental considerations when working with peds

playing with the child in child-directed activities or child-preferred activities before placing demands or expectations on the child

define naturalistic observation

observation in which the PT observes the child functioning in the regular (natural) environment, doing whatever is normally done in that environment

describe a pt's physical environmental factors when observing

the child's house/school layout, playground layout/surfaces, distance b/t destinations (classroom, specials, cafeteria, etc), crowding

describe a pt's social support and relationships when observing

family support, peer/classmate support

describe a pt's attitudinal environment when observing

parents concerns, teachers or community members concerns, perceptions, family values, and preferences for participation

describe a pt's institutional environment when observing (services, systems and policies)

legislation policies (ADA, section 504 of the rehab act of 1973, IDEA); availability of inclusive educational recreational/community programs

what 2 tools are used to assess environmental factors

-Craig Hospital Inventory Factors (CHIEF)

-The Child and Adolescent Scale of Environment (CASE)

what 3 tools are used to assess personal factors

-Child Occupational Self Assessment

-Early Copy Inventory

-Deverux Early Childhood Assessment (DECA)

define life situation

a set of activities that are completed in order to achieve a setting specific personally meaningful goal

what are the dimensions of participation in peds

-participation is essential for daily living (self-care)

-participation related to child development (mobility/play/social interaction)

-discretionary participation (leisure and recreation)

-educational participation (school activities and routines)

define quality of life

an individual's perceptions of their position in life in the context of the culture and value system in which they live, and in relation to their goals, expectations and concerns

what are the 6 dimensions of QOL

-Emotional well-being

-Social well-being

-Material well-being

-Physical well-being

-Self-esteem

-Self-determination

when would a parent be asked to complete a self-report QOL assessment for their child, and when would a child be able to complete it on their own

-parent report: for children younger than 8 years of age or those with cognitive limitations

-child report: typically for children older than 8 years of age (guidelines vary)

what 6 tools are use to assess participation, environment, and QOL

-school function assessment (SFA)

-child and adolescent scale of environment (CASE)

-child and adolescent scale of participation (CASP)

-caregiver priorities and child health index of life with disabilities (CPCHILD)

-pediatric quality of life inventory (Peds QL)

-pediatric and adolescent outcome questionnaires

what is the School Function Assessment (SFA) primary use, domains assessed (5), ages its used for, and if its norm or criterion based

-use: assists in determining needs related to education

-domains: participation, task supports, activity performance, physical tasks, cognitive/behavioral tasks

-ages: 5-12 years (elementary school)

-criterion referenced

describe the Caregiver Priorities and Child Health Index of Life with Disabilities (CPCHILD) primary use, sections assessed (13), and ages used for

-use: measures child and caregivers perceptions of the health related QOL of a child with a severe developmental disability (CP, GMFCS, IV or V, TBI)

-domains: personal care and ADL's, positioning, transferring and mobility, comfort and emotions, communication and social interaction, health, overall QoL, importance of items to the child's QoL, child and parent/caregiver demographics

-ages: 4-18 y/o

describe the Child and Adolescent Scale of Environment (CASE) primary use, aspects assessed, and ages used for

-use: measures the perceived impact of problems experienced with physical, social and attitudinal environment features of the child's home, school and community

-aspects assessed: asks question regarding the child's home, community setting, and school/work setting (design and layout, support and encouragement, people's attitudes toward the child, assistance, finances, family stress, etc.)

-ages: not specified

describe the Child and Adolescent Scale of Participation (CASP) primary use, sections assessed, and ages its used for

-primary use: measures extent to which children participate in home, school and community activities

-domains: home participation, community participation, school participation, home and community living activities

-ages: 5 y/o and older

describe the Pediatric Quality of Life Inventory (PedsQL) primary use, sections assessed (5), what diagnosis specific modules they have (5), and ages used for

-use: measures health related quality of life in healthy children and youth and those with acute and chronic health conditions

-domains: physical functioning, emotional functioning, social functioning, school functioning, and diagnosis specific modules for asthma, rheumatology, diabetes, cancer, cardiac conditions

-age: 2-18+ years old

describe the Pediatric and Adolescent Outcome Questionnaires primary use, sections assessed, and ages its used for

-primary use: assesses overall health, pain and ability to participate in typical daily activities and in more vigorous activities to address the child's physcial, mental, and attiudinal well-being

-domains: daily tasks, school attendance, satisfaction with appearance, function, health, assistance/AD's needed for tasks, balance and transfers associated with daily tasks, participation in recreational activities, sports, activities with friends, physical education, pain

-ages: 2-18 years

red flags in peds exams include unusual signs and symptoms that:

-have not previously been detected and examined by a physician

OR

-have recently changed

describe criterion-referenced tools

-consist of a series of skills or behaviors measured against a criteria for performance

-The child’s success is then compared to themselves, not compared to other children

-Items included in the tool are chosen for their importance in the life of a child

-They are commonly used for ongoing examination and program planning, as they are very sensitive to effects of intervention

describe norm referenced tools

-compare a child’s individual performance against a known group performance

-deviations from normal distribution can then be determined, to identify if a child is one or more standard deviations above/below the mean score

-these tests are not sensitive to results of intervention and should not be used for goal setting or for tracking an individual child’s progress

what is the Alberta Infant Motor Scales (AIMS) primary use, domains assessed, ages its used for, and if its norm or criterion based

-use: identifies infants and toddlers with gross motor delay and evaluates gross motor skill maturation

-domain: gross motor developmental skills in prone, supine, sitting, and standing

-age: newborn-18 months

-norm based

what is the Peabody Developmental Motor Scales Second Edition (PDMS-3) primary use, domains assessed (6), ages its used for, and if its norm or criterion based

-use: estimates overall motor abilities, may be used in EI to determine eligibility of services

-domains: reflexes, stationary, locomotion, object manipulation, grasping, visual-motor integration

-ages: newborn - 5 years, 11 months (stops at 6th birthday)

-norm referenced

what is the Test of Infant Motor Performance (TIMP) primary use, domains assessed (4), ages its used for, and if its norm or criterion based

-use: discriminates infants with risk of poor motor outcome

-domains: orientation of head in space, response to stimuli, body alignment, antigravity movement

-ages: 32 weeks gestation-4 months

-norm referenced

what is the Bayley Scales of Infant Development, 4th ed (Bayley-4) primary use, domains assessed (6), ages its used for, and if its norm or criterion based

-use: early intervention to determine developmental delay

-domains: mental scale, motor scale, behavioral scale, social-emotional subtest, adaptive behavior subtest, caregiver report subtest

-ages: 1 month - 3 ½ years

-norm referenced

what is the Ages & Stages Questionnaires (ASQ-3) domains assessed (7), ages its used for, and if its norm or criterion based term-23

-domains: gross motor, fine motor, language, communication, problem-solving, social, personal

-ages: 1 month - 5 ½ years

-norm referenced

what is the Pediatric Evaluation of Disability Inventory (PEDI) primary use, domains assessed (4), ages its used for, and if its norm or criterion based

-use: monitor change in activities and functional skills and evaluate program outcomes

-domains: self-care, mobility, social function, caregiver assistance scale

-ages: 6 months- 7 ½ years

-norm referenced

what is the Pediatric Evaluation of Disability Inventory Computer Adaptive Test PEDI-CAT primary use, domains assessed (4), ages its used for, and if its norm or criterion based

-use: provide a more accurate and precise result on a larger range of ages compared to the paper-based PEDI

-domains: daily activities, mobility, social/cognitive, responsibility

-ages: birth - 21 years (stops at 21st birthday)

-norm referenced

what is the Test of Gross Motor Development, 2nd Edition (TGMD-2) domains assessed , ages its used for, and if its norm or criterion based

-domains: locomotor (run, jump, lead, gallop, slide), object control (hit ball with bat, dribble, kick, catch, overhand throw, underhand roll)

-age: 3-10 years, 11 months (up to 11th birthday)

-norm referenced

what is the Movement Assessment Battery for Children (Movement ABC-2) domains assessed (7), ages its used for, and if its norm or criterion based

-domains: manual dexterity, ball skills, static and dynamic balance, parent/teacher checklist available (ages 5-12 years) --> motor in a static setting, motor in dynamic setting environment, non-Motor factors that may affect movement

-ages: 3-17 years

-norm referenced

what is the Bruininks-Oseretsky Test of Motor Proficiency (BOTP-2) primary use, domains assessed (8), ages its used for, and if its norm or criterion based

-use: assess higher level motor skills andvaluate motor training programs

-domains: fine motor precision, fine motor integration, manual dexterity, b/l coordination, balance, running speed and agility, upper limb coordination, strength

-ages: 4-21 y/o

-norm referenced

what is the Gross Motor Function Measure (GMFM) primary use, domains assessed (7), ages its used for, and it is norm or criterion based

-use: evaluate gross motor function in individuals with CP or Down Syndrome

-domains: lying and rolling, sitting, crawling and kneeling, standing, walking, running, jumping

-ages: CP or Down Syndrome whose motor skills are at or below that which is considered typical of a 5 year old

-criterion referenced

describe atypical behavior seen in newborns, 1st month, and 2nd month olds (7)

-Hx of significant prematurity or significant medical conditions (intraventricular hemorrhage, low birth weight, perinatal asphyxia)

-Significant Hypertonicity (very stiff, exaggerated arching of the back (esp in supine), inability to flex legs under body in prone)

-Significant hypotonicity (very floppy)

-Head consistently positioned to one side

-Inability to clear face form the surface when positioned in prone

-Feeding problems

-Lack of reciprocal LE movements

what atypical behavior is likely seen in a 3 month old in supine (2)

-Strong asymmetry (esp UE) and an inability to bring both hands to the body (this may indicate an issue w/ development of b/l symmetrical muscular control)

-Inability to assume and maintain the head in a midline position,

what atypical behavior is likely seen in a 3 month old in prone

-Difficulty positioning the arms in ABD for forearm WBing and

bearing weight on forearms

what atypical behavior is likely seen in a 3 month old in sitting (2)

-Inability to right head after being pulled-to-sit

-Arching of back

what atypical behavior is likely seen in a 4 month old in supine (8)

-Asymmetrical extremity movements, including overuse of ATNR and inability to bring both hands together in midline

-Inability to assume and maintain the head in midline and inability to demo a chin tuck position in supine

-Poor visual convergence and poor downward visual gaze

-Inability to flex and ADD both hips symmetrically and inability to posteriorly tilt the pelvic

-Significant hypertonicity evidence by pushing into extension

-Significant hypotonicity evidenced by assumption of a frog-legged position with anterior pelvic tilt

-Rolling supine to SLing w/ head extension (instead of w/ head flexion as seen in typically developing infants)

-Inability to maintain a SLing position, including a tendency to thrust backward or constantly roll onto the back when placed in SLing

what atypical behavior is likely seen in a 4 month old in prone (5)

-Difficulty bearing weight on forearms

-Difficulty lifting and maintaining the head in midline

-Inability to assume the pivot-prone position with trunk extension and b/l scapular ADD and inability to alternate b/t pivot-prone and forearm WBing

-Hypotonia evidenced by maintenance of a frog-legged position in prone

-Hypertonia evidenced by excessive hip and trunk extension, increased hip extensor activity and assuming a position of marked hip extension w/ ADD and poor LE dissociation

what atypical behavior is likely seen in a 4 month old in sitting (2)

-Demonstration of head lag during pull-to-sit and difficulty controlling or righting the head in sitting

-Poor sitting due to hypo- or hypertonia (poor sitting due to hypertonia is characterized by strong extensor tone which may throw the body backway)

what atypical behavior is likely seen in a 5 month old in supine (6)

-Difficulty bringing the feet-to-mouth and hands-to-feet while in supine

-Poor rib cage stability esp as evidence by flaring of the ribcage

-difficulty reaching in supine w/ shoulder flexion and ADD and elbow extension

-Lack of active hip flexion and mobility

-Decreased control in SLing, including difficulty rolling forward and backward from SLing

-Rolling from supine to SLing w/ a head and neck extension pattern exclusively

what atypical behavior is likely seen in a 5 month old in prone (4)

-Inability to tolerate prone positioning

-Inability to WB on extended arms

-Inability to WB on forearms and shift weight to reach w/ one arm while in prone

-Prone positioning with the LE held in wide ABD to provide positional stability, inhibiting lower trunk weight shifting and LE dissociation

what atypical behavior is likely seen in a 5 month old in sitting

-Inability to sit in a forward leaning position → may indicate abnormal tone in the hip extensors

what atypical behavior is likely seen in a 6 month old in supine (6)

-Inability to laterally flex the trunk in supine and SLing

-Inability to actively flex hips and shoulders, as evidenced by inability to bring feet-to-mouth and hands-to-feet

-Inability to reach and grasp in supine

-Inability to roll supine to prone w/ a flexion pattern or rolling by using neck hyperextension

-Inability to dissociate the LE, esp during rolling or in SLing

-Inability to assume and maintain a SLing position w/ lateral righting of the head

what atypical behavior is likely seen in a 6 month old in prone (8)

-Inability to tolerate prone positioning

-Difficulty lifting and maintaining head in midline

-Difficulty bearing weight on forearms or extended arms

-Difficulty reaching for and playing with toys in prone

-Inability to laterally flex the trunk in prone

-Inability to elongate hips in prone (tight hip flexion), which causes the baby’s weight to be shifted forward

-Inability to dissociate LE’s in prone or maintenance of a frog-legged position of the LE in prone

-Hypertonicity, characterized by b/l hip IR, extension, and ADD

what atypical behavior is likely seen in a 6 month old in sitting (2)

-Inability to sit independently w/ or w/o UE propping due to little hip extensor activation causeing the baby to lean very far forward, w/ no pelvic, and therefore, no trunk stability

-The baby w/ exaggerated hip extensor muscle activity or tight hip extensors will have difficulty sitting because the hip extensors will pull the pelvis into a posterior tilt behind neutral causing the baby to fall backward

what atypical behavior is likely seen in a 7 month old in supine (5)

-Preference of supine rather than prone

-Hypotonia, characterized by difficulty flexing arms, legs, or head against gravity

-Inability to play with hands and feet in supine

-Hypertonia, evidenced by overactivity of extensor muscles and difficulty with antigravity flexor movements

-Inability to maintain head in midline position

what atypical behavior is likely seen in a 7 month old in prone (4)

-Inability to tolerate prone positioning

-Inability to weight bear on forearms or extended arms

-Inability to weight shift and reach in prone

-Inability to dissociate lower extremities

what atypical behavior is likely seen in a 7 month old in quadruped or creeping (4)

-Inability to assume and maintain a quadruped position due to large size, hypotonia, poor UE WBing, poor UE weight shifting, poor LE dissociation, poor ability to weight shift, and lack of interest

-Quadruped position characterized by a “fixed” position of anterior pelvic tilt, with limited ability to move the pelvis

-Inability to weight shift or rock in quadruped

-Use of a “bunny hop” (b/l symmetrical movement of UE and LE) pattern instead of a reciprocal creeping pattern on hands-and-knees

what atypical behavior is likely seen in a 7 month old in sitting (2)

-Inability to sit unsupported

-Inability to maintain head in midline position

what atypical behavior is likely seen in a 7 month old in standing (2)

-Difficulty bearing weight through the upper extremities when pulling to stand and when supporting self in standing at a stable surface

-Difficulty weight shifting and reaching in standing

what atypical behavior is likely seen in a 7 month old in walking

-Difficulty cruising sideways

what atypical behavior is likely seen in an 8 month old in sitting (2)

-Inability to sit independently, especially due to excessive use of head, trunk, and hip extension [or] tightness in the hip extensor muscles

-Difficulty transitioning into and out of sitting

what atypical behavior is likely seen in an 8 month old in kneeling

-Difficulty transitioning into and out of kneeling and half kneeling, especially due to difficulty with trunk and hip postural control or UE support

what atypical behavior is likely seen in a 9 month old in sitting (2)

-Inability to transition into and out of, and inability to maintain sitting independently

-Lack of variation in sitting positions, including only sitting in a ring-sitting or W-sitting position (using LE positional or mechanical stability rather than dynamic muscle activity)

what atypical behavior is likely seen in a 9 month old in quadruped (3)

-Inability to assume a quadruped position and weight shift in quadruped

-Difficulty using a reciprocal creeping pattern on hands-and-knees

-Use of a bunny hop pattern instead of reciprocal creeping

what atypical behavior is likely seen in a 9 month old in climbing

-Difficulty climbing (stairs, furniture, people), limited mobility, and difficulty exploring the environment

what atypical behavior is likely seen in a 9 month old in standing and cruising (2)

-Difficulty maintaining standing and weight shifting in standing, especially when due to hyper- or hypotonicity

-Inability to cruise along furniture

what will likely be seen in 10 month old and beyond demonstrating atypical behavior

Continuation of motor development problems seen in earlier months

describe (9) characteristics seen with initial walking (first 3-6 months after learning to walk)

-unpredictable LOB

-rigid, halting stepping

-short step length (22cm)

-high hand guard/outstretched arms

-flat-foot contact

-wide BOS

-toes turned out/ER

-brief SLS (32% of gait cycle)

-knee flexion in stance

describe (10) characteristics seen with immature walking (approx 2 years of age)

-occasionally loses balance

-gradual smoothing of pattern

-increased step length (28cm at 2 yrs and 33cm at 3 yrs)

-reciprocal arm swing*

-heel strike*

-BOS w/in lateral dimensions of the trunk

-minimal out toeing/ER

-vertical lift

-longer SLS (34% gait cycle)

-greater knee flexion after foot strike and then extends before toe-off*

describe (8) characteristics seen with mature walking (7 years of age; approximates adult gait)

-rarely loses balance w/o perturbation

-relaxed, elongated gait

-increased step length (48cm)

-reciprocal arm swing

-heel strike

-narrow BOS

-minimal vertical lift

-38% of gait cycle SLS

define exploratory play

Use of play to explore themselves (to help increase body awareness) or the environment; provides a rich sensory experience

-seen in 12-18 months

define parallel play

Children play adjacent to each other but not necessarily together and do not try to influence each other's behavior

-seen starting at 12 months old, 9-24 months old, and then associative, parallel play predominates at 2-3 yrs

define associative play

When a child starts to interact with others during play, but there is not a large amount of cooperation required (kids playing on the playground but doing different things like climbing, swinging)

-associative, parallel play predominates at 2-3 yrs and then associative play turns into sharing and talking with other children at 3-4 years old

define cooperative play

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

-seen at 4-5 years and then turns into cooperative play in groups/teams of children at 5-6 years old

define constructive play

Involves building and constructing things, drawing, and puzzles

-seen between 2 and 5 years old

describe important aspects of tummy time

-recommended that families begin "Tummy Time" soon after the child is born, and gradually work up to 1-hour per day of by 3 months of age

-playing in prone is safe when the child is awake --> supervised, awake tummy time is recommended to facilitate development and to minimize development of positional plagiocephaly

what does prematurity/premature birth refer to and what is it at a high risk of causing

-prematurity refers to infants born less than 37 weeks gestation

-preterm birth is the leading cause of infant death as well as the cause of a majority of LT disability (CP, behavioral and cognitive)

define low birth weight (LBW), very low birth weight (VLBW), and extremely low birth weight (ELBW)

LBW: infants weighing b/t 1501-2500 grams at birth

VLBW: infants weighting b/t 1000-1500 grams at birth

ELBW: infants weighing less than 1000 grams at birth

what are the 4 components of the Synactive theory

1. The infant stabilizes their autonomic or physiologic behavior

2. The infant regulates or controls their motor behavior

3. The infant organizes their behaviors state and responsiveness through interaction with their social and physical environment

4. The infant orients to animate and inanimate objects

what is respiratory distress syndrome the result of, when does surfactant develop, what happens due to low surfactant production, and its clinical manifestations

-Results from an immature pulmonary system and low production of surfactant

-Surfactant develops around or after 22 weeks of gestation

-low surfactant production results in increased surface tension in lungs, alveolar collapse, atelectasis, and decreased lung compliance

-manifestations: grunting respirations, retractions, nasal flaring, cyanosis

what is bronchopulmonary dysplasia (BDP), when are alveoli uniformly present, and what are the major predictors of BPD

-BPD occurs as a consequence to oxygen or use of mechanical ventilation as these interventions cause tissue damage in infants with underdeveloped lungs

-Alveoli are not uniformly present until 36 weeks of gestation

-major predictors: lower gestational age, use of mechanical ventilation on day 7

what does Intraventricular Hemorrhage (IVH) usually occur from and how is it graded

-occurs due to fragility and immaturity of the germinal matrix vasculature, disturbances in cerebral blood flow or platelet and coagulation disorders

-Grade 1 is the least severe grade and grade IV is the most severe hemorrhage

describe Periventricular Leukomalacia (PVL) and what is it the primary cause of?

-injury to cerebral white matter linked to ischemia and inflammation in preterm infants

-leading knowing cause of cerebral palsy and commonly associated with cognitive impairment and visual disturbances

what is Hypoxic Ischemic Encephalopathy (HIE) the result of and when do symptoms usually begin to appear

-Results from hypoxemia or ischemia that leads to deprivation of oxygen and glucose to neural tissues

-Symptoms typically develop over a period of 72 hours after birth

what symptoms are seen in infants with GERD

-vomiting, irritability, poor weight gain, dysphagia, abdominal or substernal pain, esophagitis

what is Necrotizing Enterocolitis (NEC) and what infants is it most common in

-acute inflammatory disease of the bowel

-most common in premature infants weighing 2000g during the first 6 weeks of life

what is Retinopathy of prematurity (ROP) caused from and what causes incidences of ROP to increase

Caused by proliferation of abnormal blood vessels in a premature infant's retina that cause visual impairment

-increases with lower gestational weight, lower birth weight, and BPD

what are the 6 states of consciousness proposed by Wolff

1. Deep sleep

2. Light sleep

3. Drowsy

4. Quiet awake

5. Active awake

6. Crying

what is the typical HR and RR or infants

-HR: 120-180 bpm

-RR: 40-60 bpm

what are 7 signs of autonomic instability and poor self regulation in infants

-irregular respirations

-paling or cyanosis around eyes, mouth, or nose

-hiccoughs

-straining

-costal retraction

-head bobbing

-nasal flaring

at what ages will LE, UE, and head/trunk flexion movements develop

-LE flexion movement = ~32 weeks

-UE flexion movement = ~35 weeks

-head/trunk flexion = ~37-32 weeks

what are early common compensatory patterns seen in preterm infants

-Hip ABD and ER

-Extension and rotation of the cervical spine

-Scapular retraction

-Shoulder extension and ER

what are the 3 basic guidelines followed when selecting interventions in the NICU

1. sensory experiences are provided in an individualized manner and type to the infant's capacity (tailor tx in response to their stress cues/behavioral signs)

2. Movement opportunities should be provided that promote positive movement experiences which may lead to adaptive neuroplasticity

3. Developmental support is provided during the transition from the NICU to home or the next level of care so that caregivers are confident in providing care to the infant

what is the general goal of positioning when working with an infant in the NICU and describe what that position looks like/characteristics

-goal: mimic intrauterine positioning and skeletal alignment

-characteristics: midline head position (babies have decreased BF to brain when in 90deg cervical rotation), and UE's and LE's flexed close to the body

what is the age difference b/t early intervention services and school-age services

-EI: birth-age 3

-school-age: 3-21

what is the qualifying criteria for an infant/toddler to receive early intervention services in PA

-children must demonstrate a 25% delay in one of these five areas (physical, cognitive, communication, social/emotional, and/or adaptive development) or have “a specialist’s determination that there is a delay even though it doesn’t show up on the assessments (called informed clinical opinion)

what was the first decisive court case regarding the education of children with disabilities?

1971 - Pennsylvania Association for Retarded Citizens (PARC) vs. Commonwealth of Pennsylvania --> prior to this, children were excluded from school if a psychologist/mental health deemed that attendance would not be beneficial for them

describe Section 504 of the Rehabilitation Act of 1973 (what did this act provide,

-Per this act, agencies that receive federal funding must provide equal opportunities to people with disabilities (referred to as a "handicapped person" in the legislation)

-Makes more children eligible for accommodations and related services (including physical therapy)

define "handicapped person" as stated in section 504 act

ny person who is considered to have a physical or mental impairment which substantially limits one or more major life activities (personal care, walking, seeing, hearing, eating, speaking, breathing, learning, working, etc.)

describe the Education of the Handicapped Act Amendments

this act was amended in 1986 and expanded provisions to infants and toddlers (birth - 3 years) and to preschool children (3 - 5 years)

what did the IDEA do and why is it special today

the Individuals with Disabilities Education Act (IDEA) maintained, expanded, and modified provisions that were originally put into place via the Education of the Handicapped Act Amendments of 1986.

-IDEA is the main legislation driving special education today

what must an IEP include (4)

-present levels of academic and functional performance

-measurable annual goals aimed at improving the childs educational performance

-instructional activities and related services needed for the child to achieve the stated goals and objectives

-rationale of the child's educational placement

what are IDEA's main provisions (7)

-special education

-individualized education program (IEP)

-IEP team

-free and appropriate public education (FAPE)

-least restrictive environment (LRE)

-transition services

-related services

define special education

Specially designed instruction that is provided at no cost to meet the needs of a child with a disability

define individualized education program (IEP) and what it must include (4)

-A written plan developed at a meeting with the IEP TEAM that serves as the roadmap for the child’s education

-Must include:

Present levels of academic and functional performance

Measurable annual goals aimed at improving the child’s educational performance

Instructional activities and related services needed for the child to achieve the stated goals and objectives

Rationale of the child’s educational placement

who must be involved in the IEP team

Parent, student (if appropriate), regular and special education teacher, Child Study Team member and/or case manager, representative of the school district (i.e. school administrator), anyone else the parent/guardian or school district wishes to bring