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Peds quiz 5

Terms in this set (48)

Youth Health & Wellness
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•Low income youth face a combination of _____ _____
•Follow 2 major developmental pathways: _____ or _____ ______
•Low income youth face a combination of limited resources
•Follow 2 major developmental pathways: street or conventional non-street
•None street tend to have ______ parents who model appropriate ________, have an extended ______ system, and have access to structured ________

•Street: less _______ role models, _________ positive role models; at risk for _______ influence
•None street tend to have attentive parents who model appropriate behaviors, have an extended support system, and have access to structured leisure

•Street: less competent role models, limited positive role models; at risk for predatory influence
•What can OT do?
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•Support _______ in _______
•Promote ______ _______
Support participation in occupations
•Promote positive development
Bullying:
•"___________ aggression carried out _________ over time and occurring within a relationship that has an imbalance of ______."
•"Intentional aggression carried out repeatedly over time and occurring within a relationship that has an imbalance of power."
3 types of bullying:
-____ Bullying
-______ Bullying
-_____ Bullying
-Direct Bullying
-Indirect Bullying
-Cyber Bullying
Schoolwide bullying prevention: PBIS and Social emotional learning curriculum
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(PBIS)

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•Positive Behavioral Intervention and Supports (PBIS)

-stop
-walk
-talk
•Social Emotional Learning curriculum
-Help children think about the harmful _______ of bullying, provide opportunities to practice ________ behaviors and consider how bullying may impact relationships
-Help children think about the harmful consequences of bullying, provide opportunities to practice appropriate behaviors and consider how bullying may impact relationships
KEY social behaviors that impact friendship development:

•_E_____to a conversation/game
•A________-knowing when to help others
•C________-provide them appropriately and how to respond to one
•C_____- understand when it is appropriate, inappropriate, and how to handle it
•C_______- in groups-working toward a common goal
•R_______ and sharing-converse and share
•C______ Resolution-managing disagreement
•M________ and Listening-read body language, use humor appropriately, nonverbals
•E_______-recognize other's feelings
•A______ and Ending-understanding appropriate behavior and ending a relationship
•Entry to a conversation/game
•Assistance-knowing when to help others
•Complements-provide them appropriately and how to respond to one
•Criticism- understand when it is appropriate, inappropriate, and how to handle it
•Cooperation- in groups-working toward a common goal
•Reciprocity and sharing-converse and share
•Conflict Resolution-managing disagreement
•Mentoring and Listening-read body language, use humor appropriately, nonverbals
•Empathy-recognize other's feelings
•Avoiding and Ending-understanding appropriate behavior and ending a relationship
Obesity in youth:
___% overweight, and ____% obese

Causes= the _____ _____
-Overconsumption of C
- Reduced P A
•25% overweight
•11% obese

the modern lifestyle
-Overconsumption of calories
-Reduced physical activity
•Children in poverty and those with disabilities are at ____ ______!

Why?
Greater Risk

SDOH
Promote health for everyone, promote weight tolerance and prevent weight bais
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Multi-Tiered Systems of Supports (MTSS)

•Tier 1: Universal _____ _____ Promotion
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•Tier 2: Targeted Mental Health _____ for those at ______ of mental health challenges
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•Tier 3: Intensive mental health ______ for those with identified mental health disorders
•Tier 1: Universal Mental Health Promotion
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•Tier 2: Targeted Mental Health prevention for those at risk of mental health challenges
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•Tier 3: Intensive mental health interventions for those with identified mental health disorders
tier 2 =
prevention
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Life Skills
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Life skills population ages:

diagnoses: A___, DS, B I

can be ____ or ___ therapy

Work on: ADLs, IADLs, self-regulation, strength and endurance, sexuality, vision, sequencing, social skills, and overall fine motor
12-21

autism, down syndrome, brain injuries

individual or group
Assess the following:
s______, self-r______, v_____, A__s, I___s, s_____, and l_____ skills
strength, self-regulation, vision, ADLs, IADLs, sexuality, and leisure skills
Assessments that may be completed are: MMT, Dynamometer, Sensory Profile (Child Sensory Profile 2 or Adolescent/ Adult Sensory Profile), GOAL assessment, Berry VMI subtests, REAL assessment, and TVPS-4
Information is also gathered from interviews.
At the evaluation, therapist would recommend individual therapy, group therapy, or both if appropriate.
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Individual therapy
uADLs
uIADLs
uSelf-regulation
uStrength and endurance
uSexuality
uDriving
uVision
uFine motor
uSocial skills
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Group therapy
uIADL group
uCooking group
uPEERS group
uAll groups address social and leisure skills
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Self regulation:
uAge-appropriate sensory diet
uReflexes
uZones of Regulation
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Sexuality and dating:
uHow to call/ text others
uWork on scenarios with asking out others, going on dates, etc.
uLearn boundaries/ impulsivity
uExpected verses unexpected with dating
uAppropriate touches with others (i.e. not hugging people they just met)
uHelp family and client with resources regarding sexual preferences
uDiscuss sexual health and hygiene
uUse Circles curriculum
uUse PEERS dating curriculum
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social thinking:
uAges 4- adulthood
uAddresses the following:
uSelf-regulation
uSocial-emotional learners
uExecutive functioning
uPerspective taking
uSocial problem solving
uCommon areas I use:
uWhole body listening
uHidden Rules
uSuperflex
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Circles:
We each have different circles.

Each circle has different levels of touch, talk, and trust

This program teaches:
social distance, relationship building, intimacy levels, rejecting intimacy, recognition of explotation
PEERS:
Evidence-based social skills treatment for individuals with autism spectrum disorder, attention deficit/ hyperactivity disorder, anxiety, depression, and socio-emotional problems.

16 week course for 90 minute sessions each week.

____ is important and client needs to be _____
parent involvement and client needs to be motivated
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Secondary Transition
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Transition is a passage, evolution, development, or _____ ______ that leads to _______ from one life _____, stage, or place to ______.
Transition is a passage, evolution, development, or abrupt change that leads to movement from one life state, stage, or place to another.
Some transitions are _____ and _____, others are _____.
predictable and expected
unplanned
much of our work as Occupational Therapists is with people who are experiencing some type of _______; usually an ______ one.
much of our work as Occupational Therapists is with people who are experiencing some type of Transition; usually an unexpected one.
Secondary transition planning:
____ approach. Is a set of ______ ____ that include evaluating needs, strengths, and skills required for a student to move from high school to post-secondary life.
team
coordinated events
IDEA: Coordinated, goal directed secondary transition services must begin no later than age 16 for which the IEP will be implemented (age 14 in Iowa). Free and Appropriate Education (FAPE) in the least restrictive environment.

ADA: Americans with Disability Act, 1990, Requires public entities to administer services, programs, and activities in the most integrated setting appropriate.

ESSA: Every Student Succeeds Act, 2015, Replaces No Child Left Behind

WIOA: Workforce Innovation and Opportunity Act, 2014, Limits payment of subminimum wages to youth with disabilities. There are required criteria that must be met before placing a young adult (under 24 years old) in a setting that performs menial, subminimum wage work.
Individuals with Disability Education Act
6 elements of transition:
1.Student's I_____/P______ as they relate to post-secondary areas
2.T_____ A_____ to address Living, Learning, and Working in the Transition IEP
3.Post-Secondary E______(PSE)
4.Course of S_____: graduation requirements, targeted graduation date, and needed coursework to pursue PSE
5.Measurable A____ G_____

6. N_____ Supports, Services, Activities, Linkages listed on IEP
1.Student's Interests/Preferences as they relate to post-secondary areas
2.Transition Assessments to address Living, Learning, and Working in the Transition IEP
3.Post-Secondary Expectations (PSE)
4.Course of Study: graduation requirements, targeted graduation date, and needed coursework to pursue PSE
5.Measurable Annual Goals
6.Needed Supports, Services, Activities, Linkages listed on IEP
Predictors of successful secondary transitions:
1.High Parental Expectations
2.Parental Involvement and Engagement
3.Paid or Unpaid Work Experience during High School
4.Grooming/Hygiene
5.Ability to Travel/Access Transportation Needs
6.Social Skills
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•Self Determination:Wehmeyer (1992) states that self-determination refers to the attitudes and abilities required to act as the "primary causal agent in one's life and to make choices regarding one's actions free from undue external influence or interference" (pp. 305).
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Down Syndrome
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Down Syndrome:
chromosomal condition results from _______ __

occurs in about _ in ___ newborns

chance increases with mothers ____
trisomy 21

1 in 800

age
Intellectual disability is typically ____ to ___

_______ (poor muscle tone)

at an increased risk for ____ ____
mild to moderate

hypotonia

birth defects
Down Syndrome has a significant impact on ____ _____
all occupations
Cerebral Palsy
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Cerebral palsy: classified by _____ type and distribution of _____ muscle ____ in the trunk and extremities
motor
atypical
tone
Monoplegia
Hemiplegia
Diplegic/Paraplegia
Quadriplegia
Tetroplegia
Monoplegia: involvement of one extremity
Hemiplegia: involvement of upper and lower extremities on one side of the body
Diplegic/Paraplegia: both lower extremities experience atypical tone
Quadriplegia: all limbs involved
Tetroplegia: all limbs and the head/neck experience atypical tone
1) Spastic:
(2) Dyskinetic:
-Choreoathetoid
-Dystonic Athetosis
(3) Ataxic:
(4) Mixed
1) Spastic: Cerebral Cortex damage
(2) Dyskinetic: Basal Ganglia damage
Choreoathetoid
Dystonic Athetosis
(3) Ataxic: Cerebellum damage
(4) Mixed
Movement is a result of an interaction among many systems
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Person
Occupation
Environment
assessments for cerebral palsy:
The Hammersmith Infant Neurological Examination (HINE)

The Hammersmith Infant Neurological Examination (HINE)

Newborn Movement Assessment
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OT interventions:
A E
O and Casting
C-I M Therapy
B Therapy
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10 concepts to consider for motor learning:
-M
-W T
-P T
-D A
-V
-P S
-T of L
-S and A T
-P L and T
-f
-M P
meaning
whole task
part task
developmental age
-variability
-Problem Solving
-Transfer of learning
Sequencing and adapting tools
practice levels and types
Feedback
Mental Practice
Sensory Processing Disorder
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