Term
Define:
Development characterized by limited variation of motor strategies and limited ability to vary motor behavior to address a specific situations |
|
Definition
|
|
Term
| What are the 3 factors that increase the likelihood that a child will have some kind of developmental problem. |
|
Definition
Established Risks
Environmental Risks
Biological Risks |
|
|
Term
What are some Established Risks for developmental problems
( events that have occurred that can pose obvious problems |
|
Definition
-hydrocephalus
-microcephaly
-chromosomal abnormalities (e.g., Down’s)
- musculoskeletal abnormalities (e.g., congenitally dislocated hips, -arthrogryposis, limb deficiencies, developmental dysplasias)
-multiple births greater than twins
-Brachial plexus injuries
-myelodysplasia
-congenital myopathies and myotonic dystrophy
-inborn errors of metabolism ( e.g.Tay Sachs disease: abnormal metabolism of fats) |
|
|
Term
| what are the 6 environmental risk factors for developmental problems |
|
Definition
-single parent
-parental age less than 17 years
-poor quality infant-parent attachment
-maternal problems: drug or alcohol -abuse (includes smoking)
-mother’s health
-behavioral state abnormalities (lethargy, excessive irritability |
|
|
Term
| what are the 9 Biological risk factors for developmental problems |
|
Definition
-muscle tone abnormalities (hypo, hyper asymmetry of tone/mvmt)
-feeding dysfunction (e.g., cleft palate; gastroesophageal reflux)
-meningitis
-recurrent neonatal seizures (3 or more)
-TORCH
-intracranial (intraventricular) -hemorrhage (IVH
-ventilator requirement for 36 hours or more
-asphyxia
-prematurity |
|
|
Term
| What does TORCH stand for? |
|
Definition
t = toxoplasmosis
o = other, such as syphylis; Hep B; Lyme disease; HIV
r = rubella
c = cytomegalovirus
h = herpes simplex type II |
|
|
Term
| what is a term used for intrauterine or early neonatal infections in the mother? |
|
Definition
|
|
Term
| What is makes up the O in TORCH |
|
Definition
| syphylis; Hep B; Lyme disease; HIV |
|
|
Term
| What is the grading scale for Intraventricular Hemorrhage |
|
Definition
|
|
Term
| what is the most common IVH grade in infants < 32 weeks gestation |
|
Definition
|
|
Term
| 40 – 60 % of children with this problem associated with CP have a neurodevelopmental abnormality identified within the first 3 years of life |
|
Definition
| Intraventricular Hemorrhage (IVH) |
|
|
Term
What Grade IVH?
Hemorrhage in germinal matrix; minimal ventricular bleed |
|
Definition
|
|
Term
What Grade IVH?
Bleed in 10-15% of intraventricular area |
|
Definition
|
|
Term
What grade IVH?
Bleed in greater than 50% of ventricular area with distention |
|
Definition
|
|
Term
what grade IVH?
Bleed extends into parenchyma; most severe |
|
Definition
|
|
Term
| What are the 4 suspected causes of IVH? |
|
Definition
Suspected causes of IVH
-low oxygenation and structural support of blood vessels
-changes in blood pressure during the birth process
-asphyxia
-stress of too much handling and invasive medical procedures |
|
|
Term
| What are the 4 related problems of a Ventilator Requirement of 36 hours or more |
|
Definition
-inadequate lung inflation
-inadequate air circulation
-chronic lung problems
-incidence for cerebral palsy higher in infants with BPD than for other premature infants |
|
|
Term
| 40-45% of VLBW babies sustain what? |
|
Definition
|
|
Term
| A fetus is Generally viable around how many weeks |
|
Definition
|
|
Term
| lung function for a fetus is complete by about how many weeks |
|
Definition
|
|
Term
| have reflexes and functional systems developed to full potential by 37 weeks gestation? |
|
Definition
|
|
Term
|
Definition
| physical condition of the newborn |
|
|
Term
| what are the 5 signs accessed in APGAR? |
|
Definition
hear rate
respiratory rate
muscle tone
reflex irritability
color |
|
|
Term
| what is the grading scale on APGAR |
|
Definition
0 = Absent, limp, no response, or blue/pale
1 = slow, irregular, some flexion, grimace, half blue/pale
2 = normal, crying, normal flexion, cough/sneeze, all pink |
|
|
Term
|
Definition
| Done at 1 minute after the birth and again at 5 minutes |
|
|
Term
| Score of 8 or better at 1 minute = what on APGAR? |
|
Definition
|
|
Term
| a Score of 3-4 on APGAR = |
|
Definition
| bag & mask ventilation to resuscitate |
|
|
Term
| For an infant needing resuscitation...how is the APGAR scoring performed? |
|
Definition
| scoring is repeated every 5 minutes until a score of greater than 6 is attained |
|
|
Term
| what are the 7 problems Associated with Prematurity |
|
Definition
Asphyxia
IVH
Ventilator requirement and RDS
BPD
Feeding problems
NEC
PDA |
|
|
Term
| what are the 3 points that make up a pathological reflex |
|
Definition
-Persists beyond when it should be integrated
-Reappears after having been integrated
-Absent when it should be present |
|
|
Term
| what are the 3 points that make up the Obligatory reflex: |
|
Definition
-Dominates movement when it should have been integrated
-Individual is unable to volitionally change the response (decreased selective movement)
-Reflex becomes part of the motor learning process (it is learned, not integrated) |
|
|
Term
| What are the 2 ways pathological and obligatory reflexes can impact development? |
|
Definition
-Postural reactions cannot develop fully
-Compensatory patterns will develop in the presence of primitive reflexes and in the absence of postural reactions |
|
|
Term
| What months are a Moro Reflex present? |
|
Definition
| 28 weeks gestation – 5 months |
|
|
Term
| When is a positive Moro reflex acceptable in development? |
|
Definition
| 28 weeks gestation – 5 months |
|
|
Term
| what months will you see a Asymmetrical Tonic Neck Reflex |
|
Definition
|
|
Term
| what months should you see a Symmetrical Tonic Neck Reflex? |
|
Definition
|
|
Term
| When should you see a Tonic Labyrinthine Supine Reflex |
|
Definition
|
|
Term
| is it good if you have a negative Optical Righting reflex at 6 - 12 months |
|
Definition
| No - you want a positive righting reflex at 2-3 months and older |
|
|
Term
| what months should you see a positive righting reflex? |
|
Definition
|
|
Term
| what months should you see a Labyrinthine Righting |
|
Definition
|
|
Term
| an abnormal persistent moro reflex can interfere with what |
|
Definition
-Balance reactions in sitting
-Protective reactions in sitting |
|
|
Term
| an abnormal persistent ATNR reflex can interfere with what |
|
Definition
-Feeding
-Bilateral & midline use of hands
-Rolling
-Development of crawling |
|
|
Term
| an abnormal persistent STNR reflex can interfere with what |
|
Definition
-Ability to prop on arms in prone
-Attaining & maintaining hands-and-knees
-Reciprocal creeping |
|
|
Term
| an abnormal persistent TLR reflex can interfere with what |
|
Definition
-Segmental rolling
-Come to sit from supine
-Prop on arms in prone with extended hips |
|
|
Term
| an abnormal persistent Positive support, flexor withdrawal, and extensor thrust |
|
Definition
-Standing and walking
-Balance reactions and weight shift in standing |
|
|
Term
Name this disease:
Nonprogressive but often changing impairment syndrome caused by nonprogressive defect, anomaly, or lesion of the developing brain
May occur before, during, or after birth |
|
Definition
|
|
Term
What are the classification by Pattern of Motor Involvements for the flowing?
diplegia =
hemiplegia =
monoplegia =
tetraplegia=
paraplegia= |
|
Definition
diplegia = whole body involved but LE’s more involved than UE’s
quadriplegia = whole body involved - trunk and extremities
hemiplegia = only one side of the body is involved
monoplegia = only one UE or less frequently one LE; very rare
triplegia = three extremities involved; often one UE spared
paraplegia = both LE’s involved; true form very rare; usually a diplegia with involvement of UE’s so mild it is not noticed |
|
|
Term
| what is the most common type of muscle tone classification for CP |
|
Definition
|
|
Term
| What causes different types of CP |
|
Definition
| Damage in different parts of the brain |
|
|
Term
| What are the 4 general clinical manifestations for spastic CP |
|
Definition
-decreased tone neck & trunk; increased tone in extremities
-excessive sustained muscle contractions with certain muscle groups tending to overpower others
-co-contraction occurs with voluntary effort and/or there is excessive stiffness as a compensatory strategy to control posture or prevent uncontrolled movement
-movements slow and labored but mostly accurate – small ranges of movement |
|
|
Term
| What are the 5 general clinical manifestations for Athetoid CP |
|
Definition
- global decrease tone, proximal to distal
-fluctuating muscle tone in extremities very low to high
-movements occur between one extreme of range to the other extreme with little control in midranges
-difficulty co-activating to get smooth reciprocal motion
-movement tends to be very asymmetrical and forceful |
|
|
Term
Define this CP:
decreased tone in neck & trunk; and increased tone extremities |
|
Definition
|
|
Term
Define this CP:
excessive sustained muscle contractions with certain muscle groups tending to overpower others |
|
Definition
|
|
Term
describe this CP:
co-contraction occurs with voluntary effort and/or there is excessive stiffness as a compensatory strategy to control posture or prevent uncontrolled movement |
|
Definition
|
|
Term
define this CP;
movements slow and labored but mostly accurate – small ranges of movement |
|
Definition
|
|
Term
| define this CP; global decrease in tone, proximal to distal |
|
Definition
|
|
Term
define this CP
fluctuating muscle tone in extremities - very low to high |
|
Definition
|
|
Term
Define this CP
movements occur between one extreme of range to the other extreme with little control in midranges |
|
Definition
|
|
Term
define this CP
difficulty co-activating to get smooth reciprocal motion |
|
Definition
|
|
Term
define this CP
movement tends to be very asymmetrical and forceful |
|
Definition
|
|
Term
define this CP
muscle tone fluctuates from low to low normal – decreased muscle force generation |
|
Definition
|
|
Term
define this CP
disturbance in balance and kinesthesia - faulty sense of position in space |
|
Definition
|
|
Term
define this CP
may have tremor and dysmetria |
|
Definition
|
|
Term
Define this CP:
movement disorganized due to unreliable proprioceptive and vestibular information |
|
Definition
|
|
Term
define this CP
movement away from midline is difficult because cannot control center of mass |
|
Definition
|
|
Term
| what type of CP do many neonates/infants with CP start out in and later develop movement patterns of spasticity or athetosis |
|
Definition
|
|
Term
define this CP
have difficulty generating, grading, and sustaining movement |
|
Definition
|
|
Term
| All types of CP present with some degree of |
|
Definition
-Problems with neuromuscular control
-Musculoskeletal problems
-Respiratory problems
-Sensory/perceptual deficits
-Fine motor, gross motor, and oral motor |
|
|
Term
| what is the 2nd most common birth defect after Down’s syndrome |
|
Definition
|
|
Term
| A birth defect in which the backbone and spinal canal do not close before birth? |
|
Definition
|
|
Term
What type of birth defect is this?
-Vertebral arch fails to close.
-The spinal cord herniates through the vertebral column resulting in injury to the spinal cord. |
|
Definition
|
|
Term
| what determines the degree of loss of motor and sensory function in a baby with |
|
Definition
| The level of herniation and the resulting spinal nerve injury at that level |
|
|
Term
| what is the age to be considered a premature baby |
|
Definition
|
|
Term
| how many weeks gestation is a baby viable |
|
Definition
|
|
Term
| what are the APGAR acronym |
|
Definition
appearance
pulse
grimace
activity
resperation |
|
|
Term
name this disorder associated with Myelomeningocele
herniation of part of the brain downward
CSF is blocked. |
|
Definition
| Arnold-Chiari malformation |
|
|
Term
name this disorder
As brain tissue moves downward toward the foramen magnum brain tissue in other parts of the brain may be impinged resulting in various signs & symptoms: vocal cord paralysis, apnea, swallowing problems, UE weakness, spasticity |
|
Definition
| Arnold-Chiari malformation: |
|
|
Term
name this disorder
-CSF is obstructed and accumulates, causing pressure on surrounding tissues
VP shunt (ventriculoperitoneal)
VA shunt (ventriculoatrial) |
|
Definition
|
|
Term
these are signs or symptoms of what?
Bulging fontanelle
High- pitched cry
Sun-set sign of the eye: indicates
raised intracranial pressure
Edema & redness along shunt tract |
|
Definition
|
|
Term
| what are some common Orthopedic deformities (congenital and acquired)of Myelomeningocele |
|
Definition
| -club feet and other foot deformities -dislocated hips & congenital contractures, -deformities resulting from lack of movement, asymmetrical or absent muscle function, the force of gravity, and congenital predisposing situations, such as kyphoscoliosis |
|
|
Term
| After many years of catheterization and other medical procedures, a person with spinabifida has in increased chance of developing why type of allergy? |
|
Definition
|
|
Term
| The amount of involvement with Bowel & bladder dysfunction and genitourinary infections is determined by what? |
|
Definition
| The level of spinal cord involvement |
|
|
Term
name this disorder:
fixation of the spinal cord in an abnormal location, usually associated with scar tissue
as the person grows, the spinal cord is stretched and distorted resulting in ischemic |
|
Definition
|
|
Term
name this disorder:
signs and symptoms = decreasing strength, new spasticity, back pain, changes in urological function, changes in coordination
solution is surgical release; may re-occur |
|
Definition
|
|
Term
| How do you approach treatment with Myelomeningocele |
|
Definition
Approach treatment in manner of
- a child with developmental delay and
- a child with a spinal cord injury |
|
|
Term
| How is the treatment type determined for Myelomeningocele |
|
Definition
| by the level of spinal cord damage and the presence of associated problems. |
|
|
Term
| what are the 4 Myelomeningocele Physical Therapy Goals |
|
Definition
Prevent contractures and skin breakdown
Facilitate normal sensorimotor development
Increase indipendent mobility
Introduce compensatory stratagies |
|
|
Term
| What are 4 ways toPrevent contractures and skin breakdown with a patient with Myelomeningocele |
|
Definition
ROM
positioning
age appropriate weight bearing
splinting |
|
|
Term
| how do you Facilitate normal sensorimotor development in a patient with a Myelomeningocele |
|
Definition
| Focus on facilitating functional mobility skills through the stages of mobility, stability, dynamic postural control, & skill (developmental sequence) |
|
|
Term
| What are some ways to increase mobility in a pt with mylomenocele |
|
Definition
| Introduce assistive technology, such as Orthoses Walking assistive devices Wheelchairs |
|
|
Term
| what are the 9 common problems associated with down syndrome? |
|
Definition
Cardiovascular anomalies
Immune deficiency
Hearing loss
Visual defects
Orthopedic problems
Speech and language delays
Cognitive delays
Feeding problems
Cerebellar dysfunction |
|
|
Term
| what are the two most common cardiovascular abnormalities seen in down kids? |
|
Definition
atrioventicular canal defect
ventriculoseptal defects |
|
|
Term
| immune deficiencies in down kids usually results in what? |
|
Definition
| Results in frequent respiratory and other infections |
|
|
Term
| what are 3 visual defects seen in down kids |
|
Definition
Myopia
Stabismus
Cataracts – congenital & adult onset |
|
|
Term
| orthopedic problems in down kids is most likely secondary to what |
|
Definition
| generalized hypotonia and ligamentous laxity |
|
|
Term
| what is a common instability with down syndrome kids |
|
Definition
|
|
Term
| Down kids have Problems at hips, knees, and other joints causing a delay in developmental mobility. These joint problems happen why ? |
|
Definition
| ligamentous laxity and hypotonia |
|
|
Term
| when does a PT stop seeing down children |
|
Definition
| after early childhood except for specific problems such as a surgery or orthopedic problem – then on short-term basis |
|
|
Term
| what is the PT focus with a Down Syndrome infant? |
|
Definition
head & trunk anti-gravity control
pre-mobility skills – with positioning, facilitated movement, and active movement
Postural responses
Parent/caregiver education for consistent carry over |
|
|
Term
| what is the PT focus with a Down Syndrome toddler or pre schooler? |
|
Definition
Gaining quality of movement
Stability – proximal control
Motor planning and coordination
Endurance and strength
Locomotion – also needs proximal control and distal coordination |
|
|
Term
| what month on average will a down child roll over? |
|
Definition
|
|
Term
| what month on average will a down child sit? |
|
Definition
|
|
Term
| what month on average will a down child creep |
|
Definition
|
|
Term
| what month on average will a down child stand |
|
Definition
|
|
Term
| what month on average will a down child walk? |
|
Definition
|
|
Term
| what month on average will a down child talk? |
|
Definition
|
|
Term
define this disorder?
Hereditary myopathy characterized by progressive muscular weakness, deterioration of muscle fiber, and replacement of muscle fiber with fibrous & fatty tissue |
|
Definition
| Duchenne Muscular Dystrophy |
|
|
Term
name this disorder:
Weakness is symmetrical & progresses proximal to distal, hence the Gower’s sign |
|
Definition
| Duchenne Muscular Dystrophy |
|
|
Term
| What are the 3 PT goals for Muscular Dystrophy in phase one |
|
Definition
Maintain strength in proximal muscles
Maintain flexibility
Good nutrition is important |
|
|
Term
| what are 3 early signs of MD seen in phase 1? |
|
Definition
Delayed coordination
Slow, labored gross motor activities
Walking becomes slower |
|
|
Term
| what are two signs that a MD patient is in the 2nd phase? |
|
Definition
Postureal changes:
-You Will see anterior pelvic tilt, wide base of support, shoulders & head arched to balance in standing
-Child moves using momentum and lateral sway rather than weight shifts |
|
|
Term
| What are the 5 PT goals for Muscular Dystrophy in phase two |
|
Definition
Maintain muscle strength as long as possible BUT must avoid excessive fatigue that can damage remaining muscle fibers
Positioning becomes very important as child moves less: orthoses, adaptive seating, sleeping positions
Start considering alternative mobility and AD’s to conserve effort, although do want to maintain walking if no adverse effects are noted
Flexibility becomes an even greater concern as mobility decreases.
Scoliosis may begin showing, but usually is flexible at this point (stretching, positioning, and walking can help control it) |
|
|
Term
| what happens in Phase 3 of MD |
|
Definition
Non - Ambulatory
May spend 90% of the day using a wheelchair
UE weakness more apparent
Accelerated development of joint contractures secondary to sitting for long periods of time and to decreased independent mobility
Marked difficulty with ADL’s |
|
|
Term
| what are the 7 PT goals in Phase 3 |
|
Definition
Positioning
Scoliosis Bracing
Prevent shoulder subluxation
Active Joint Movement
Ambulation
Weight Control and Good Nutrition
Defining Assistive Technology |
|
|
Term
| what are the 4 broad goals that apply to most diagnoses |
|
Definition
Prevent deformity or minimize deformity
Promote a variety of movement possibilities for that child
Increase function
Train caregivers to help accomplish goals 1,2, and 3 |
|
|
Term
these 4 problems are mostly seen in what disorder but not inclusive to
Proximal low tone and weakness masked by spasticity and excessive contraction or co-contraction in the extremities
movement restricted to midranges with predictable patterns, often seen as patterns of persistent reflexes
incomplete righting, equilibrium, and protective reactions secondary to limited range of movement
very high risk for orthopedic
deformities secondary to muscle shortness, joint contractures, and spasticity |
|
Definition
|
|
Term
| what are the 4 spasticity treatment objectives? |
|
Definition
increase sustained control of postural muscles while decreasing excessive contraction
increase range of joint movement
avoid reflex stimulating positions
avoid static postures
help to accommodate changes in speed and direction |
|
|
Term
these 4 problems are mostly seen in what disorder (not inclusive)
decreased proximal control and ability to co-contract around joints |
|
Definition
|
|
Term
| what are the treatment objectives for hypotonia? |
|
Definition
facilitate functional head and trunk alignment and static control, especially stability around joints
increase ability to move anti-gravity |
|
|
Term
These are two problems of what disroder?
lack of sustained co-contraction and proximal stability
asymmetrical posturing and movements, often as an attempt to stabilize |
|
Definition
|
|
Term
Name This Disorder
uncontrolled righting and equilibrium reactions
persistent early reflexes
difficulty with selective control of head, eye, jaw, and arm movements |
|
Definition
|
|
Term
| What are the treatment objectives for ATHETOSIS |
|
Definition
increase sustained proximal control with emphasis on gaining and maintaining midline control
improve ability to hold postures while controlling symmetry of extremity movement away from midline
improve ability to time and grade muscle contraction
provide support to some areas of the body to encourage controlled movement in other areas |
|
|
Term
name this disorder:
jerky, disorganized movements with impaired force and power output
poor coordination and sequencing of movement
poor sense of position in space |
|
Definition
|
|
Term
name this disorder:
decreased movement away from midline secondary to poor equilibrium; therefore movement options limited
mild hypotonia with fluctuations toward normal tone |
|
Definition
|
|
Term
| What are the treatment strategies for Ataxia |
|
Definition
increase proximal muscle control using sustained, deep somatosensory input and visual cueing to build stability
work on transitions while giving guidance for initiation and increased excursion of movement
emphasize building eccentric control followed by shifts between eccentric and concentric muscle contractions |
|
|
Term
| What are the goals for positioning? |
|
Definition
Prevent skin breakdown
Minimize contractures and improve alignment
Provide a stable position while allowing active movement where active movement is possible (dynamic positioning)
Allow interaction with the environment
Provide a position for relaxation (static positioning) |
|
|
Term
| 4 Negative effects of staying in a position for too long: |
|
Definition
skin breakdown
contractures
boredom & discomfort (leads to negative behaviors)
learned helplessness |
|
|
Term
| What are the 3 general guidelines for positioning? |
|
Definition
position for a specific environment and activity
head, trunk, and extremities kept in midline as much as possible
extremities supported, as needed, and encouraged to come toward midline |
|
|
Term
| recommended positioning of pelvis and hips in prone |
|
Definition
pelvis in line with trunk
hips at 30 to 90 degrees of flexion
neutral rotation of pelvis
hips symmetrically abducted 10 to 20 degrees |
|
|
Term
| recommended positioning of trunk in prone |
|
Definition
trunk straight
shoulders in line with hips
neutral rotation of trunk |
|
|
Term
|
Definition
| free appropriate public education |
|
|
Term
| what ages qualify for FAPE |
|
Definition
| to children 6-21 or 5-21 in states where 5 years was the age to enter public school |
|
|
Term
|
Definition
| individualized education program |
|
|
Term
| define "least restrictive environment": |
|
Definition
| to the maximum extent possible... children are educated with their non-disabled peers |
|
|
Term
| what does IDEA stand for? |
|
Definition
| Individuals with Disabilities Education Act |
|
|
Term
| what is the difference in part B and C of IDEIA? |
|
Definition
Part C children ages birth-3
Part B children ages 3-21 |
|
|
Term
| according to the ECI model where should therapy take place? |
|
Definition
| Home based with family as focus; child’s “natural environment |
|
|
Term
| what is the goal of the ECI model? |
|
Definition
| Goal: promote development and learning while providing support to families |
|
|
Term
| what is an IFSP and what model is it apart of? |
|
Definition
| Individualized Family Service Plan = IFSP |
|
|
Term
| in general who is eligible for the ECI model? |
|
Definition
| Eligibility: developmental delay; atypical development; many medical diagnoses; high probability for eligibility |
|
|
Term
| what are the primary services in the ECI model? |
|
Definition
|
|
Term
| Who is apart of the decision-making team in the ECI model |
|
Definition
| OT, PT Speech, social work, family, educator |
|
|
Term
| when and how long do you see a child in the ECI model? |
|
Definition
1-2 times per week to monthly
for
Duration: 1 time to up to turning age 3 |
|
|
Term
| what does a patient need to to receive treatment in the ECI model |
|
Definition
|
|
Term
| what is the goal of the school based model |
|
Definition
| Goal: to assist in accessing the educational setting to overcome barriers for positive educational outcomes |
|
|
Term
| how is the decision made for services in the school model? |
|
Definition
| based on multi-disciplinary evaluation to determine if the child has a disability and needs special education or related services |
|
|
Term
| who develops the IEP in the school model? |
|
Definition
| Team develops Individualized Education Program – IEP |
|
|
Term
| where is the IEP presented in school model? |
|
Definition
| presented at an ARD (Admission, Review, & Dismissal meeting) |
|
|
Term
|
Definition
| ARD (Admission, Review, & Dismissal meeting) |
|
|
Term
| in what model is the PT and OT considered related services |
|
Definition
School Model
Related services = “transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.” |
|
|
Term
| how is service delivered in the school model? |
|
Definition
2collaborative, integrative
Direct
Consultative
Monitoring
Training to instruction personnel |
|
|
Term
| what is the frequency of treatment in the school model? |
|
Definition
|
|
Term
| what does a patient have to have to be treated in the school model? |
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Definition
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Term
| what two things MUST have a direct relationship in the school model? |
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Definition
| PT intervention/goals and Instructional outcomes |
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Term
| who determines what the "least restrictive environment" is in the school model? |
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Definition
| the educational agency and parents |
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Term
| what is the ARD time spent on? |
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Definition
| Time is spent on behalf of the student |
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Term
| how can Strength, flexibility, endurance, and weight control can be addressed with a child with a movement disorder? |
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Definition
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Term
| What is sensory integration (SI)? |
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Definition
| neurological process that organizes sensation from one's own body and from the environment |
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Term
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Definition
the ability to understand what needs to be done, plan how to do it, and get it done
(or planning and organizing behavior) |
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Term
| At birth, a child's actions are primarily what? |
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Definition
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Term
| As a child matures what becomes increasingly important and are integrated with the other sensory systems. |
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Definition
| the auditory and visual systems |
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Term
| what early sensation systems are used to organize movement and contribute to the development of muscle tone, automatic reactions, body scheme, and motor learning. |
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Definition
| Tactile, proprioceptive, and vestibular systems |
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Term
| what is the concept of plasticity? |
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Definition
| The CNS can be changed or be modified |
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Term
| Does the CNS system function as a whole or in segmental parts? |
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Definition
| The CNS functions as a whole with multiple interacting systems |
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Term
| Learning function of the brain is dependent on what 3 things? |
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Definition
-taking in sensory information from the environment and from the body
-processing and integrating the information
-using the information to plan and organize behavior to produce an ADAPTIVE RESPONSE |
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Term
How would you define this sensory reponse?
a response that matches the demands of the task
purposeful and goal directed result from sensory input |
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Definition
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Term
| Utilizing opportunities for enhanced sensory integration improve what 3 things? |
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Definition
-ability of the nervous system to process and integrate sensory input.
-ability to interact with the environment.
-enhance adaptive skills and competence. |
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Term
| Disorganized processing of sensory information results in |
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Definition
| inadequate, excessive, or inaccurate information from muscles, tendons, & joints |
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Term
| dyspraxia causes dysfunction in what 4 areas of movement? |
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Definition
- The awareness of a need to accomplish a task
- The concept of how to go about doing the task (ideation)
- The internal plan devised (ideomotor) based on body schema and past experience
- The Ability to carry out the plan |
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Term
| Dysfunction in sensory modulation |
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Definition
- Failure to regulate and organize the intensity and nature of a response to sensory input
- Hyper or hypo responses to proprioceptive, vestibular, and tactile input early in life
- Later in development, hyper or hypo responses to visual, auditory, olfactory, and gustatory |
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Term
| what are 3 characteristics of Disorders of sensory discrimination |
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Definition
-Failure to interpret the characteristics of sensory stimulation
- Dysfunctional responses
- Often associated with hyporesponsivenes |
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Term
| What are some of the results of a Sensory Integrative Dysfunction |
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Definition
disorganized behavior
poor attending & concentration
arousal disregulation (decreased or increased)
emotional lability
difficulty in learning
immature or inappropriate social skills
clumsiness and slow reactions
difficulty manipulating things in the environment
difficulty coping with the environment |
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Term
| What is the therapists role in modifying the environment when working with sensory dysfunction? |
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Definition
Use sensory systems to help increase or decrease alertness and arousal
Carefully increase stimulation from the environment
Initially provide visual & auditory assists
Offer limited choices by structuring the environment
Use spontaneous movement
Use real life situations |
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Term
| What is the purposes of The Proprioceptive System? |
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Definition
Gives information about the body positions in space
Develops through weight bearing and movement and is Critical in maturation of reflexes, particularly righting and equilibrium responses. |
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Term
| What 10 things might you see in Hyporesponsiveness to Proprioceptive |
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Definition
| appear clumsy – stumble & bump into things poor placement of extremities for weight bearing poor muscle co-contraction and holding against gravity; lock joints for stability difficulty grading movement seeks proprioceptive sensations |
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Term
| What are the 3 purposes of the vestibular system in sensory integration? |
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Definition
-Awareness of position and orientation in space
-Regulation of eye position during head movement to stabilize the image
-Influences muscle tone for postural support – primarily extensor tone |
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Term
| what are Two types of vestibular dysfunction when it comes to sensory intergration? |
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Definition
hyporeactivity (hyporesponsiveness) to vestibular input
hyperreactivity (hyperresponsiveness) to vestibular input |
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Term
| what are 6 clinical manifestations might see with Hyporesponsiveness to Vestibular |
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Definition
-decreased autonomic responses to vestibular stimulation
-appear clumsy - stumbling & falling more than other children
-decreased antigravity extension & flexion and decreased control of postural adjustments
-poor eye/head coordination
-decreased altertness/arousal
-seek a great deal of movement experience – more than the typical child |
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Term
| what are 4 treatment option considerations when working with a child with Hyporesponsiveness to Vestibular |
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Definition
-Utilize hanging equipment in conjunction with active movement to include linear and rotary activities early in treatment
-Vary the type, speed, and difficulty of adaptive responses
-Allow the child to control the amount of stimulation but monitor for signs of adequate amount of input
-Combine proprioceptive input with vestibular |
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Term
| what 5 clinical manifestations might you see in a child with Hyperresponsiveness to Vestibular |
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Definition
-gravitational insecurity: extreme fearfulness with changes in head and body position even when adequately supported (differentiate from "posturally unstable")
-fear everyday, generic movement experiences
-unusual fear of falling, heights, backward movement
-unexpected/exaggerated autonomic responses to rotation and linear movement (vertigo, nausea, vomiting)
-Increased alertness/arousal |
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Term
| what are 4 treatment option considerations when working with a child with Hyperesponsiveness to Vestibular |
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Definition
-allow the child to control the movement as much as necessary to keep the child interacting with the environment
-utilize adaptive responses which gradually increase in difficulty
-utilize hanging equipment emphasizing linear activities and only progress to rotary movement when the child has begun to utilize linear input more appropriately
-monitor delayed effects of vestibular input (Is the child okay when he leaves and what effects were there an hour later?) |
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Term
| when working with sensory intergration problems what activities should you start with first? |
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Definition
Start with Most Tolerable Activity
and Progress to More Movement |
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Term
| what are the 5 purposes of The Tactile System |
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Definition
-alerts the person to danger (protection)
-gives information about the immediate surroundings (discrimination)
-guides the exploration of the environment
-assists in developing body scheme
-associates with emotions via the limbic system |
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Term
| what are the two types of dysfunction in the tactile system? |
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Definition
-hyporesponsiveness to tactile input (poor tactile descrimination)
-hyperresponsiveness (tactile defensiveness) to tactile input |
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Term
| what are 6 clinical manifestations you might see in Hyporesponsiveness to Tactile |
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Definition
-decreased awareness or reaction to touch, pain, temperature
-poor touch discrimination (e.g. stereognosis, 2-point discrimination)
-poor manipulation skills
-under reaction to bumps, falls
-seeks /craves touch experiences
-decreased body scheme |
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Term
| what are 4 treatment option considerations when working with a child with Hyporesponsiveness to Tactile |
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Definition
-utilize light touch and facilitating touch experiences
-use tactile discrimination games and activities with a variety of textures
-emphasize tactile input with proprioceptive input
-use activities that emphasize body scheme |
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Term
what are 6 clinical manifestations you might see in Hyperesponsiveness to Tactile
(tactile defensiveness) |
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Definition
-avoidance of being touched
overreaction to bumps, falls
-preference for solitary play - avoid contact
-sensitivity to certain textures of clothing, food
-discomfort with face washing, tooth brushing, hair combing
-use of fingertips to manipulate objects |
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Term
| what are 4 treatment option considerations when working with a child with Hyperresponsiveness to Tactile (tactile defensiveness) |
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Definition
-encourage activities in which the child applies tactile input to himself
-start with deep touch not light touch
-incorporate touch into basic activities that the child can enjoy, perhaps a distraction
-use proprioceptive input along with the tactile to make it more tolerable |
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Term
| Treatment often results in a ___________ of stimuli targeting several systems. Activities may target proprioception, tactile, and vestibular all at once. |
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Definition
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Term
| The ultimate goal of sensory integration treatment is to what? |
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Definition
| use this information in successfully planning and carrying out a meaningful activity -- praxis |
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Term
| Sensory processing (sometimes called "sensory integration" or SI) is a term that refers to the way the nervous system receives messages from the senses and turns them into what? |
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Definition
| appropriate motor and behavioral responses. |
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Term
|
Definition
| Sensory Processing Disorder |
|
|
Term
| what is a Sensory Processing Disorder |
|
Definition
| a condition that exists when sensory signals don't get organized into appropriate responses |
|
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Term
| what does a person with SPD find it difficult to do? |
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Definition
| process and act upon information received through the senses |
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Term
| In children whose sensory processing of messages from the muscles and joints are impaired what can be affected? |
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Definition
| posture and motor skills can be affected |
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Term
| Children with Sensory Processing Disorder often have problems with motor skills and other abilities needed for what? |
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Definition
| school success and childhood accomplishments |
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Term
| How are children with Sensory Processing Disorder (SPD) treated |
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Definition
| In a sensory-rich environment to foster appropriate responses to sensation in an active, meaningful, and fun way so the child is able to behave in a more functional manner. |
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Term
|
Definition
| Bronchopulmonary dysplasia |
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Term
|
Definition
| Most common lung disease from the immaturity of infants lungs |
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Term
|
Definition
| The concept of how to go about doing the task |
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Term
| what helps regulate vestibular and tactile input |
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Definition
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