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pediatrics final exam

Terms in this set (225)

The DCDQ (developmental coordination disorder questionnaire) is 15 item tool for ages 5-15 years old. It is quick to complete and provides info about impacts of motor coordination on ADL's. It has high sensitivity and high specificity.
The Movement assessment battery for children checklist (MABCC) tests motor impairment but has poor sensitivity.
The children activity scale for teachers (ChAST) is for children 5-11 years old, but is intended only for use by teachers and has not yet been validated.
The children's self-perceptions of adequacy in and predilection for physical activity scale (CSAPPA) is a 19 item self report of physical activity for children 9-16 years old. The scores compare well with that of one that tests general motor ability. Can be useful in clinical setting.
For young children, the Peabody developmental motor scales-second edition (PDMS-2) is used and has high test-retest reliability and internal consistency. It is also valid and appropriate to assess children with DCD.
For older children, the Bruininks-oseretsky test of motor proficiency (BOTMP) is for aged 4.5-14.5 years old. It is standardized and norm-referenced. The BOT-2 is the revised version and is for children 4-21 years old. It assesses fine manual control, manual coordination, body coordination, and strength and agility.
The MABC (movement assessment battery for children) is also used for older children and has better diagnostic validity than they BOTMP. It is for children 3-16 years old. It assesses skills appropriate to that child's age.
Once a referral has been made, the steps followed by the AT team are similar to the elements of patient/client management in the Guide to Physical Therapist Practice3:

Step 1: Examination. Examination is the process of obtaining a history, performing systems reviews, and selecting and administering tests and measures to obtain relevant client information. The process begins with an interview to identify child/family goals and how they relate to AT. The team records relevant history and social information. The examination includes assessments and measurements of myotome and dermatome, skin, range of motion (ROM), muscle strength, and motor function, including sitting, transfer, and mobility.

Step 2: Evaluation. The team makes clinical judgments based on data gathered during the
examination. Keeping in mind the information gathered in Step 1, the team considers options
for AT.

Step 3: Diagnosis. The team makes a decision on the child's needs for AT.

Step 4: Prognosis. The team estimates the level of improvement that might be attained through AT and the amount of instruction and training required.

Step 5: Intervention. The child and family try out options for AT. The team selects the AT system and services to implement a system that will provide maximal independence based on the child's diagnosis and prognosis. Funding is secured. The team may be responsible for gathering prescriptions and writing letters of medical need. The system is ordered, delivered, and fit to the user.

Step 6: Outcomes. Documentation of changes associated with the AT, including activity and participation.

Step 7: Follow-up and reevaluation. The process described is usually only one of many
repetitions of a cycle. Mechanical and electronic equipment wear out and break down,
making repairs and replacement necessary. The child's problems and needs change with age, development of new skills, and change of environments. As technologies continue to
improve or be introduced, new solutions become available.