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PEDS2

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jaysica2014's version from 2017-02-05 16:49

Section 1

Question Answer
that which occurs habitually or natruallynormal
act or process of maturing or acquiring skillsdevelopment
5 principles of developmentsequential and predicatble, maturation and experience, changes in our bio phys and social systems, development progresses vertically and horizontal, and 3 basic sequences
3 basic rules of developmentcephad to caudal, prox to distal, gross to fine
typically caused by neurological damage to CNSabnromal movement development
causes from abnormal movement development (4)injury, infection, hypoxia, and other facotrs
5 common diagnosis with abnormal movement developmentMR, CP, CVA, spinal bifida, other
could create limited movement or difficulty with movement (hyper/hypo?)hypertonicity
can cause postural stability issues (hyper/hypo?)hypotonicity
could cause movement and stability difficultiesfluctuating (alternate between high/low tone)
child attempts to perform functional movementsoriginal pattern
Child is unable to perform functional movement in normal movement pattern so they adapt by performing movement abnormallycompensatory movement/technique
Compensatory movement patterns lead to child’s movements being fixed patternfixing or habit
Abnormal patterns don’t use full ROM typically associated with normal movement patternscontractures
contractures result in body...deformities
order of ab movement developmentoriginal pattern, compensatory movment/technique, fixing or habit, contractures, and deformities
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Section 2

Question Answer
phasic bitgum
stress can elicitprimitive reflexes
works in coordination wit other reflexes to improve performance of movement; develops the primative reflex into higher level responseintegration
is persistence of a reflex beyond time it should have been integrated. Causes individual to assume a consistent stereotyped posture & unable to voluntarily overcome it. obligatory response
Interferes with exploration of objects and head controlrooting
Interferes with development of coordination of sucking, swallowing, and breathingsuck swallow
Interferes with head control, sitting equilibrium, and protective reactionsmoro's
interferes with releasing objectspalmar grasp
Interferes with putting on shoes because of toe clawing and gait and standing and walking issues plantar grasp
Interferes with reaching and grasping, bilateral hand use, and rollingATNR
Interferes with reciprocal creeping (children “bunny hop,” or move arms and then legs in quadruped position) and walkingSTNR
Interferes with turning on side, rolling over, going from laying to sitting position, and creeping. In older children, interferes with ability to “hold in supine flexion” or assume a pivot prone positionTLR
Lack of onset of balance issues, controlled eye movement, and visual perceptual problems.neonatal neck righting
Interferes with head protectionprotective extension
11 ADL componentbathing and showering, bowel and bladder, toilet hygiene, dress/undress, eat/feed, functional mobility, peronal device care, community device use, community mobility, health managment/med routine, meal prep/clean up
reflexes invold in feeding/eatininfants oral area diff than adult, rooting, suck/swallow, gag, phasic, grasp
to prevent aspiration ____ must be well coordinated with what ______ processbreathing; suck/swallow
the head should be posititioned __________ to facilitate efficient swallowing while breathingvertial or somewhat fixed
technique to facilitate lip pursinguse sour taste
technique for proper breathingprone position
technique for deep reathingblow toys/bubbles/whistles
technique for working on diaphragmpartial supine positiong
what helps with oral developmentteething rings
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Section 3

Question Answer
2 strategies for facilitating use of utensilsweighted handle, curved utensil, long handle, visual cues
2 reasons child may resist bottle to cupsuck is calming and may have abnormal muscle tone that prevents closing of lips
depends upon family’s cultural expectations and type of clothing worn, opportunities for practice, and the child’s motivation.indepencence
age child removes loos fit clothes1 year
age child recognizes sides and able to manipulate most fasteners independently4
child starts toilet training2 1/2
child controls bladder during daytime 2 1/2 to 3 years
night time bladder controlled5-6
preschool rediness skillsindependent toileting and self feeding, cooperative play behavior, understand rules/schedules, begin normal behavior and emotional maturity
kindergarten rediness skillsadditional academic readiness beyond preschoool, ability to sit quiet, adequate fine/gross motor skills, abiltiy to recognize # and letters
Having the ability to show independence with bathroom and cafeteria tasks; ability to carry lunch tray and to clean the table; ability to remain seated for extended periods of time; ability to remain on task; ability to participate in games and sports are examples of readiness skills for which age group? elementary
are structured; may be mandated by law (includes: schools, preschools, colleges, Sunday school, daycares, etc…)formal
are less structured (playing school with sibling; playing store and shopping for groceries)informal
4 play theoristreilly, takata, knox, bundy
desciibed play thru progressionreilly
play hisotry interview formattakata
preschool play scaleknox
test of playfullnessbundy
order of reilys prorgression of playexploratory, competency, achievemtn
focus on sensory integration (reily)exploratory
searches for challeneges and do their own way (reily)competency
competitions (reily)achievement
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