Upgrade to remove ads
Only $35.99/year

Early Intervention 206 Exam 2

Terms in this set (87)

Neurodevelopmental Treatment (NDT)
determines the postural stability, sensory processing, and movement patterns needed to meet movement needs, inhibits abnormal primitive reflex activity, and then uses guided or facilitated movement to promote active movement in the child
Sensory Integration
assumed that higher functions like perception and learning were dependent on the organization of sensory input by lower levels of the central nervous system
Dynamic Systems Approach
recognizes the very significant role that the task (goals of motor intervention) and the environment have on motor development
Hypotonia
muscle tone that is lower than normal and occurs symmetrically throughout the body
Spasticity
aka hypertonia which is the increased muscle tone which results in stiffness or tightness in the affected limbs
Physical Therapist
addresses issues related to mobility and gross motor skill acquisition and often provide adaptive equipment to support those functions
Down Syndrome Impact on Gross Motor Development
typically walk a year later than more typically developing children, gap between acquisition of skills widens as motor skills become more complex, lack of trunk rotation, variability, and poor balance
Occupational Therapist
addresses issues related to feeding, dressing, positioning, handwriting, and sensory and psychosocial needs, and often is helpful in adapting tasks and the environment for optimal function
Direct Therapy
individually designed and carried out by the therapist with one child or a group of children. Used when very specialized therapy techniques are needed in which others can not be trained to provide
Motor Intervention
modify how tasks are accomplished; adapt the physical and social environment
Supervised Therapy
motor therapist designs a service plan to meet the child's needs but a different person is trained to carry out the activities (the specialist remains responsible for the implementation of the plan)
Consultation
the motor specialist provides expertise to another person or program to address concerns identified by that person (the specialist no longer assumes responsibility for the implementation of the plan)
Postural Control
environmental modification (placing rolled towels under head, side-lying position, adaptations to seats)
Positioning
must consider child's needs for comfort, function, and socialization. Must also think about environments, family needs, available services, and how to reduce atypical tone or primitive reflexes
Technology
computerized gait analysis (treadmill), computer software, use of grab bars, walkers, wheelchairs, positioning
Cerebral Palsy Impact on Gross Motor Development
develop compensatory patterns that further impede progress. Limitations in sensation, cognition, communication, perception, possible behavior problems, and seizure disorders
Autism Impact on Gross Motor Development
delays in motor milestones behind where the child is functioning cognitively, clumsy execution of tasks, handwriting difficulty, poor sports performance, greater joint mobility, stiff abnormal gait with limited arm swing, walk around l.6 years later than peers
Reach
the movement of the arm towards an object
Grasp
attainment of an object with the hand
Release
the purposeful letting go of an object held within the hand
Manipulation
the combination of reach, grasp, and release to perform functional tasks
Bilateral Activities
ability to use the hands together during functional tasks
Fine Motor Skills
child's ability to manipulate and control objects and tools through control of the upper extremities and small muscle movements of the hands Comprises of precise movements of the hand and fingers, supported by the dynamic stability of the trunk and control of the shoulder girdle and arms
Fine Motor Control
ability to functionally reach, grasp, and release objects for purposeful manipulation of toys and tools
Impact of Autism on Fine Motor Development
poor verbal and nonverbal learning skills, repetitive behaviors interfere with task and limit diversity of skills, may possess skills but not use in functional manner, lack of social skills limits play that they engage in, sensory input may be under or overactive so they might not want to touch things or don't feel things the way they might need to to complete tasks
Impact of Down syndrome on Fine Motor Development
milestones occur at slower pace, (hypotonia, joint laxity, sensory deficits, intellectual disabilities, and other medical issues) all impact FMC, atlantoaxial instability (bones in neck unstable and can hurt spinal cord), hypotonia affects stability and senses and it is hard to work against gravity, poor grasping, use two hand reach instead of one, hypermobility of thumb impacts stability,
Sensory processing intervention
refer to OT or PT trained in this, accomodations can be put into place like sensory prep, extra time, movable equipment for those who crave movement, fidget toys, push toys, cushions with air, tactile toys, even common items like water, beans, buttons
ABA
(applied behavioral analysis) used for children with autism or severe intellectual disabilities, use techniques like prompting, chaining, modeling, and cuing to help the child learn or change their behavior
Developmental Approach
Tasks are taught in a developmental sequence. A child's chronological and developmental age are used as guidelines for progression of skills. Most common for children with mild disabilities
Sensory Integrative Approach
Modify sensory processing dysfunction for functional skills (repeated exposure to certain structured stimulus to allow the child to react more efficiently)
Neurodevelopmental Treatment
Intervention strategies: positioning, diet texture, use of adapted utensils, strategies for dressing, grooming, sleeping, toileting
Perception
five senses
Logical Thought
ability to use meaningful information to make decisions and solve problems
Myelination
neurons get a waxy coat that insulates them and makes transmissio nof nerve impulses efficient
Pruning
connections not used, disappear
Visual Impairments
prevents the development of basic sensorimotor schemata, acquisition of higher-level cognitive skills, and development of object concept
Hearing Impairments
failure to exhibit appropriate language milestones, lower expectations
Physical Impairments on Cognitive Development
Restricted interaction with surroundings; visual and auditory perception problems
Developmental Assessment
Compare to accepted milestones
Curriculum Based Assessment
Skills tested in familiar environments and can prompt and give as much time as needed
Inquiry Based Learning
pose questions and scenarios rather than facts to learn and often has a facilitator
Standardized Assessment:
Standardized cognitive development?
Norm referenced
Scores can depend on child's emotional state
Done in controlled environment
Can't help child?
Limited time
Curriculum Based Assessment:
Skills tested in familiar environments
Can prompt and give as much time as needed
Developmental Assessment:
Compare to accepted milestones
Inquiry Based Learning:
Pose questions and scenarios rather than facts to learn
Often has a facilitator
Behavioral Theory
Cognitive development is the result of the method and amount of learning children gain from their surroundings. Behaviors that are reinforced will continue and those that are not will be eliminated from the child's behavior repertoire
-Attention: a critical factor for developmental transitions in perception, memory, though, and problem solving
-Perception: how to interpret sensory information
-Memory: long term, short term, imagery
-Hypothesis testing
Vgostky's Theory
Zone of proximal development, actual development, potential development
-Theory of disontogenesis: defects resulting from biological and social factors
-Implications: capitalzie on the child's current abilities: identy the child's strength rather than disability
Piaget's Theory
development as an unfolding of ever more complex skills as children modfiy their mental structure sto deal with new experiecnes
-Schmata: cognitive structures responsible for maintaing children's internal representation of objects and experiences
-Assimiliation: interprets new experiecnes only in terms of schemata that they already have
-Accomodation: childrenn's schemata are modified with experiences
-Principle of Equilibrium: one of the mechanisms that facilitates change as a child seeks balance in his interactions with the environment. With organization of and adaption to new experiences through assimilation and accomodation, the child achieves stability or equilibrium
Sensitive Periods
the learning of certain skills occurs most efficiently
-neurons in the area of the visual cortex show a dramatic increase in activity
between 2 and 4 months of age and peak at about 8 months, a time when the
child begins to recognize ppl and objects and take a great interest in the environement
-an infant has brain connections that allow him to hear sounds from all
languages. During early years those connections are strengthened for the
languages the infant hears regularly
Intervention Strategy: Positioning
Infant can be in semi reclined position
12 months and up should be sitting as upright as possible so they don't choke
Intervention Strategy: Diet Texture
Kids with ADS have very specific texture needs
Important to work with OT to get child on developmentally appropriate diet
Texture and liquid consistency also depend on oral capabilities
Grade texture in increments to avoid gagging or choking
Intervention Strategy: Use of Adapted Utensils
Coated, weighted, angled spoons
Cut out cups
Straps to hold on
Don't use plastic it will break
Down Syndrome: Feeding
Poor sucking skills: tongue thrusting
Down Syndrome: Dressing
Poor postural control makes dressing difficult
Down Syndrome: Grooming
Safety issue when bathing, manipulating small grooming items may be initially difficult
Down Syndrome: Self-Feeding
Finger feeding may prevail for a longer period of time
Down Syndrome: Sleeping
Poor breathing, snoring, and lethargy during the day
Down Syndrome: Toileting
Experience delays in mastering toileting skills
Autism: Diet
Diet
Limited to particular foods and food texture
Autism: Toileting
Resistance to change, sensory defensive to sensation in the bathroom
Autism: Sleeping
Sleeping difficulties, nighttime and early morning awakenings
Autism: Self-Feeding
Persistent use of finger feeding
Autism: Grooming
Tantrum or behavioral outbursts during grooming activities
Autism: Dressing
Find it difficult to switch to seasonally appropriate clothing (texture)
Cerebral Palsy: Dressing
Difficulty in independent dressing
Cerebral Palsy: Toileting
Unable to independently sit on a toilet in a relaxed manner
Cerebral Palsy: Sleeping
Difficulties include getting to sleep, maintaining sleep throughout the night
Cerebral Palsy: Self Feeding
Atypical posture leads to difficulty in self-feeding
Cerebral Palsy: Bathing
Poor postural control interferes with independent seating in bathing
Red Flags of Oral Motor Problems: Cup Drinking
-Excessive liquid loss after 1 yr when caregiver holds cup
-Coughing during or after drinking thin liquids from cup
-Difficulty transitioning from the bottle to a cup at a developmentally appropriate age
-Inability to get enough liquid in by cup, history of dehydration
-Report from the parent that cup drinking is stressful
-Inability of a child over 1 with at least 2 months cup drinking experience to take consecutive steps
Red Flags of Oral Motor Problems: Spoon Feeding
-Persistent, involuntary biting/ clamping down on spoon
-Tongue involuntary and forcefully pushes spoon out of the mouth on a consistent basis
-Persistent choking or gagging when being spoon fed
-Inability to clear or wipe thickened food off the spoon with the upper lip after 9-12 months
Red Flags of Oral Motor Problems: Chewing
-Persists on baby food beyond 12-15 months
-Negative reaction to solid foods, crying or spitting
-Lack of tongue lateralization, food stays in front of mouth, food loss
-Choking or gagging on solid food
-Consistent asymmetry of the tongue, jaw, or lips when chewing, crying, or smiling
Red Flags of Oral Motor Problems: Swallowing
-Coughing during or after eating/drinking
-History of aspiration pneumonia
-Gurgly voice
-Frequent vomiting
-Persistent drooling beyond 6-18 months
-Open mouth posture, excessive liquid loss
Red Flags of Oral Motor Problems: Sucking
-Difficulty initiating and maintaining when hungry and alert
-Poor intake
-Takes too long to feed (40-60 min)
-Choking or gagging
-Tongue involuntairly pushes nipple out of mouth
-Persistent involuntary biting of nipple
-Caregiver feels need to cut hole in bottle to increase intake
-Caregiver has difficulty finding nipple the child will consistently take
Red Flags of Oral Motor Problems: Positioning
-Caregiver has hard time holding or positioning child in chair during meals
-Child is extremely fussy when held
-Child has trouble sitting independently as a result of poor postural control after 6-8 months
Eating Development
-Infant can be fed in a semi-reclined position without fear of aspiration of liquids or food
-By 12 months infants should eat and drink in a position as upright as possible
-A number of primitive oral reflexes in the neonate support feeding: sucking reflex, rooting reflex, suck-swallow reflex
-Swallowing reflex
-Biting reflex, tongue lateralization and circular or rotary jaw movements (7-8 months), mature chewing develops at 2
-Clearance of the upper lip actively begins between 7 and 8 months: jaw stability progresses from wide vertical jaw movements to bitin on the cup rim
Self Feeding Development 6-12
6-12: holds own bottle, finger feeds, plays with spoon, shows interest, holds spoon with poor control, sips from cup help by adult
Self Feeding Development 1-1.5
1-1.5: uses spoon, spills, holds spoon with pronated grasp, inserts spoon into dish, fills spoon poorly, brings cup to mouth, spills, sucks from straw
Self Feeding Development 1.5-2
1.5-2: turns spoon before mouth, scoops food, some spill, holds cup but some spill
Self Feeding Development 2-3
2-3: feeds with little spilling, holds spoon independently, pours from small container, holds cup in one hand, releases cup w/o spilling
Self Feeding Development 3-4
3-4: adult grasp on utensils, pours from pitcher, stabs with a fork, spreads with a knife, eats independently with minimal to no spilling
Self Feeding Development 4-5
4-5: cuts soft food with knife, chooses menu
Red Flags of Fine Motor Problems: Reach
-Cant bring hands to midline by 4 months
-Inability or lack of interest in reaching by 6 months
-Tremors upon reach
-Inaccurate or indirect reaching after 9 months
-Inability to cross midline of body
Red Flags of Fine Motor Problems: Grasp
-Continual fisting of hands with thumb in palm beyond 3 months
-Lack of variety of grasp patterns
-Lack of single index finger pointing by 10-12 months
-Persistence of a palmar grasp beyond 12 months
-Lack of supination after 12 months
-Lack of pincer grasp by 15 months
-Can't hold fragile objects without crushing
-Awkward grasp of pencil during writing/presses too hard
-Refusal to use utensils in preschool years
Red Flags of Fine Motor Problems: Release
-Excessive dropping of objects
-Over or undershooting release
-Inability to actively transfer after 6-7 months
-Unable to stack a few blocks after 15-18 months
Red Flags of Fine Motor Problems: Manipulation
-Strong preferred use of one hand under 1 year of age (typically hand preference doesn't emerge until after 1 year)
-Poor visual attention to toys
-Avoidance of exploring textures with hands
-Inability or unwillingness to manipulate toys, doesn't play with age appropriate toys
-Extreme difficulty using scissors by 3-4 years even after instruction
-Lack of a hand preference by 1st grade and continual switching of hands while eating or writing
Red Flags of Fine Motor Problems: Parental Concerns
-Difficulty choosing toys for the child
-Child doesn't tolerate physical assistance
Sets with similar terms