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NBCOT peds
| Question | Answer |
|---|---|
| Patent Ductus Arteriosus | The most common condition found in premature newborns, it can lead to heart failure and inadequate oxygenation of the brain. |
| Atrial septal deficits | characterised by an opening in the septum between the R and L atrial chambers. They result in "wet lungs" or too much blood in the lungs. May lead to respitatory infection, heart failure and result in poor exercise tolerance and being too small for chro |
| Ventricular septal deficits | One or more openings in the musculature of the ventricular septum. For than 50% of cases sel-correct by 5 otherwise surgery is warranted. May lead to feeding difficulties, SOB, increased perspiration and respiratory infections, fatigue with increased act |
| Tetratolgy of Fallot | defects that decrease pulmonary blood flow. A hole between the lower chambers of the heart Symptoms include central cyanosis, coagulation defects, clubbing of fingers and toes, feeding difficulties, failure to thrive and dyspenea |
| Transportation of great arteries | defects with mixed pulmonary blood flow Characterized by no communication between the systemic and pulmonary circulations. Symptoms include cyanosis, CHP and respiratory distress |
| Interventions for children with CHF | Compromised endurance Activities should be appropriately paced and selected with care Child and family should be educated on general health manintence (diet, exercise, avoidance of smoke inhalation) |
| Bradydysrhythmia | Abnomally slow heart rate (less than 60/min) atrioventriculat block is the most common type May require pacemaker |
| Tachydysrhythmia | abnomally fast heart rate (more than 200-300/min) Can lead to CHF typical presentation is marked by irritability, poor eating habits and pallor(pale) |
| Respiratory distress syndrome | Common in preterm infants Results in compromised oxygen absorbtion and carbon dioxide elimination Many infants recover after a few days of medical intervention however some may develop chronic lung conditions |
| Brochopulmonary dyplasia | Result of prolonged mechanical ventilation and other traumatic interventions to treat acute respiratory problems Results in thickening of the airway and formation of excess mucus and restricted alveolar growth Greater risk to develop respiratory infecti |
| Asthma | bronchial smooth muscle hyperactiity causing airway constriction in lower respitatory tract Asthma attacks may be triggered by allergens, smoke, cold air, exercise and inhalation of irratants |
| OT treatement for respiratory problems | educate on reduction of exposure to irritants Teach self management (pacing and stress management) Encourage structured peer-group activities to reduce likelihood of social isolation Education of breathing exercises, stretching and controlled breathing |
| Cystic fibrosis (CF) | Degenerative condition caused by an inerited autosomal recessive disorder. Muscle producing glands malfunctioning and producing secretions that are thick, viscous and lacking in water Symptoms: Chronic cough, wheexing and lower respiratory infections |
| OT treatement for CF | Educate the client about progression, energy conservation and techniques to promote efficient breathing. |
| Erthrocytosis | too many red blood cells and elevated white blood cells also referred as "transient leukemia" |
| Hemophilia | Absence or reduction of clotthing blood proteins Results in longer bleeding time or episodes. Mild: bleeding episodes are only seen after traumatic injuries Mod: bleeding episodes occur after minor injuries severe: bleeding occurs after injuries or wi |
| Sickle cell anemia | abnormally shaped red bood cells Children may experience decreased energey for daily task and increased pain. |
| Types of OI | Fetal: most severe |
| fractures occur in utero and uring birth, mortaility is high Infantile: mod severe, many fractures occur in early childhood | |
| severe limb deformities and growth disturbances also occur Juvenile: least severe | |
| fractures begin in late childhood | |
| by puberty, bones often begin to harden and fewer fractures occue. | |
| Marfan's syndrome (arachondactyly) | excessive growth at the ephiphyseal plates Children present with long slender fingers, skull asymmetry, tall sature, lax and hypermobile joints and poorly developed striated muscles. Walking may be delayed but child will otherwise meet developmental mil |
| Achondroplasia | Stunting of ephiphyseal plate growth and cartilage formation. Spontaneous mutations occur. Usually grow 4 ft tall or less, prominent forehear and small nose and jaw, trunks are typical. Back and leg pain are common along with lumbar lordosis |
| Arthrogryposis multiplex congential | reduced anterior horn cells of spinal cord incomplete contracture of many or all joints (UE and LE) Stiff and spindly extremities with thinkened knee and elbow joints. Muscles are underdeveleoped and some cases may have paralysis |
| OT treatment for Arthrogryposis multiplex congential | Increase and maintain ROM and strength through daily stretching programs, splinting and serial casting Increase functional participation with ADL/IADL education and play with AE. |
| Congenital clubfoot | Foot adduction and supination fo foot Ct's with congenital clubfoot may have bony malformations and underdeveloped LE musculature Can be corrected with taping, casting, splinting and surgery |
| Polydactyly | Physical anomal in which a person has an excess of fingers or toes (bony changes or soft tissue) Surgical amputaion or reconstruction is often performed in early childhood |
| Syndactyly | Webbing occurs bewtween the finers or toes Treatment involves spinting or scar reduction |
| Bradydactyly | Overly large digitcs Difficulty with ADL's and fine motor Can recieve plastic surgery |
| Microdactyly | overly small digits can recieve plastic surgery |
| Amelia | absence of a limb or distal segments of a limb |
| Phocomelia | a fully or partially formed distal extremity and ansence of one or more proximal segment |
| Paraxial deficiencies | proximal segments of the limb are correctly developed but either the medial or lateral side of the rest of the limb is missing |
| transverse hemimelia | amputation of a limb segment across the central area, common for bilateral or hemilateral presentaions |
| Strain vs. sprain | strain=trauma to the muscle-tendon insertion sprain= trauma to ligament |
| Juvenille Rheumatoid Arthritis (JRA) | Occurs between 2-4 years(joint inflammation, stiffness contractures and change in growth patterns) Pauciarticular JRA- involves fewer than 3-5 joints Polyarticular JRA- involves more than 5 joints Systemic JRA (Still's disease) polyarticular and organ |
| OT intervention with JRA | Splinting, involve ct in AROM and PROM programs, monitor joint function and prevent deforminty, educate on energy conservationand use of adaptive strategies to put less stress on joints |
| Complete Communited Compound Epiphyseal Greenstick Intrauterine FRACTURES | Broken straight through Broken into many splintered pieces Broken bone protrudes the skin Between bone and epiphysis (only peds) Partially broken and bend (only peds) most freq in rickets Broken in utero |
| Lordosis | Anteroposterior curve( anterior pelvic tilt) OT treatment- stretching tight hip flexors, strengthening abdominals, postural training, back bracing |
| Kyphosis | Result of faulty posture (skeletal system outgrows muscular growth)-usually spina bifida or arthritis in peds OT treatment- postural training, strengthening, milwakee brace, anterior spinal release and posterior spinal fusionin severe cases |
| Scoliosis (functional & congential) | Lateral curvature, spinal rotation functional- caused by poor posture, hip contractures, leg length discrepincy or pain (spine is still flexible) congenital-structural and cause by abnoraml spinal or spinal cord structure |
| Treatment and OT interventions for Scoliosis | Orthotic intervention, surgical spinal fusion, bracing (boston and thoracolmbosacral orthotic) Post op strengthening of abdominal muscles, ADL adaptations. |
| Cerebral Palsy (CP) | non progressive condition that emcompasses neurologic, motor and postural deficits Congenital ( injury or disease at or before birth) Acquired (result of trauma, hemorrhage, CNS infection, hypoxia. Characterized by: retention of primatie reflexes, abno |
| Hemiplegia (effect on function) | Affects UE and LE on one side of the body May affect bilateral skills, the affected hand may be a "helper hand" or stabilizer and the unaffected hand may be more involved in activities that require power or precision. |
| Athetosis | Fluctuation in tone from low to normal with little spasticity |
| Choreoathetosis | Constant fluctuations from low to high town without cocontractions, typically appears as jerky movments |
| Comorbidities with CP | Strabismus- eye alignment deviation NYstagmus- reflexive back-forth movement of eyes when head moves Dysarthria- difficulty pronouncing or articulating words Aphasia- associated with poor language dev. functionally looks as though the person has diffic |
| OT treatment for CP | Maintain AROM/PROM through stretching, exercise and orthotic Use AE and AT to enhance participation and independence, education, play, leisure and social participation Instruct the ct in seating and positioning CIMT Helping with motor planning, motor |
| 5 types of generalized seizures | Tonic Clonic- sensation that seizure is about to begin...rhythmic clonic contractions, may last up to 5 minutes and be sleepy after (most common) Absence- lapse of awareness and motor activity lasts 30 seconds and may be mistaken for daydreaming Mycloni |
| 2 types of partial seizures | Complex partial seizures- originate in temporal lobe and appear as lip smacking, chewing or buttoning and unbuttoning clothing |
| characteristics similar to absense seizures | |
| Simple partial seizures | originate in the motor cortex an result in clonic activity of the face or extremities, may experience visual and auditoy hallucinations or olfactory sensations |
| Duchenne's Muscular dystrophy | muscles begin to degenerate and progresses quickly usually need to use a w/c by age 9 ADLs become difficulty Most die in 20s as a result of respiratory problems |
| OT treatment for Muscular dystrophy | Maximize and prolong indepdendence in mobility and ADL's prevent deformity ROM and strength psychosocial/ vocational support AE |
| Encephalocele | Protrusion in occipital region of the brain severe deficits such as cog impairments, hydrocephalus, motor impairments and seizures |
| Anencephaly | neural development above the level of the brain stem is lacking Do not survive infancy |
| Spina bifida | spina bifida occulta- mild (1 or 2 affected vertebrae w/ no involvment of spinal cord) Meningocele- exposed puch of CSF and meninges myclomeningocele- most severe nerves, CSF and meninges are exposed. |
| OT treatment for neural tube defects | Bowel and bladder programs consider cognitive and learning issue educate family and ct on skin care, urology and diet use AE for mobility. |
| Erb's palsy | brachial plexus injury (C5-C6) common in breech births weakness of muscles in shoulder and hand (waiters tip) Recovery-3-24 months |
| Klumpke's palsy | brachial plexus injury (C8-T1) paralysis of hand and wrist muscles (claw hand) |
| OT treatment for brachial plexus injury | Fabrication of a sling that fits proximally around humerus to ensure proper alignment and prevent subluxation PROM/AROM resistive exercises and weight bearing tactile stim bilateral activiites retrograde massage surgical intervention if no improveme |
| Classes of nerve injuries Class 1 Class 2 Class 3 | Neuropraxa- some degree of paralysis is present but no peripheral degeneration Axonotmesis- endometrium intact but axon degenerates distal to legion Neurotmesis- most severe in which axon and endrometrium are severed. |
| Affect of TBI on cognition | STM/LTM, EF(impulse control, sequencing,insight,judgement,planning), receptive/expressive communication,depression, mood swings |
| Affect of TBI on motor function | Paresis of one side (depending on location of injury), spasticity, ataxia, dysphagia, vision and hearing changes. |
| TBI in acute care | sensory stimulation (promotes awareness) ROM(maintain joint mobility) positioning (prevent skin breakdown and promote distal funciton), splinting(maximize hand function). |
| Community re-entry for TBI | modifications: reducing written work, providing notes before lession, color-coding, picture schedules, checklists, peer models, reducing classroom stimuli |
| Levels of Intellectual disabilities | Mild: IQ between 55-70 (can learn academic skills at 3rd to 7th grade level. Can work with min support Mod: IQ between 40-55 |
| can learn acadmic skills to 2nd grade level and perfrom unskilled and some skilled work tasks Severe: IQ between 25-40 can communicate and perfom some ADLs requires support to complete routines Profound: IQ below 25 requires caregiver for basic ADLs | |
| generally has neuromuscular, orthopedic and behavioral deficits. | |
| Indicators of intellectual disabilities | delays in motor and speech development unresponsive to handling physical contact reduced alertness limited reactions to play feeding difficulties poor balance, perceptual motor skills and fine motor skills |
| OT treatment for intellectural disabilities | Early years: support to meet developmental milestones, enriching the environment/supporting the parents School: support development of funtional skills |
| collaboration with special education and other related service personnel'acquisition of student role Adolescense: supporting the development of vocational interests and skills, social skills, sex ed and community mobility skills. General adaptation of t | |
| Autism Spectrum Disorder (ASD) | Characterized by severe and complex impairments in social interaction and communication skills and by the presence of stereotypical behaviors, interests and activities. May respond to stimuli differently than neurotypical children, have difficulty with |
| OT intervention and ASD | Social skills training Sensory integratie therapy Highly structures and specialized education programs Visual supports (picture checklists and communication boards) |
| Rett syndrome | Progressive neurologic disorder in girls Develop normal 1st 6 months, growth begins to slow along with hand skills and decreased coordiantion in trunk and gait. |
| ADHD | Difficulty paying and keeping attention Difficulty listening to instructions or conersation Excessive talking/fidgeting and difficulty with organization Blurting out answers and not being able to "filter" |
| OT intervention for ADHD | Cognitive-behavior therapy(challenging automatic thoughts, reducing cog distotions, challenging underlying beliefs and assumptions, mental imagery, controlling recurrent thoughts and behavior Behavior mod education interventions (safety awareness) soci |
| OT intervention for learning disabilities | Early: sensory integration, play, socialization, and self-help School age: sensory integration, perceptual-motor inegration, writing skills early adolescence: independent living skills, social skills and the development of compensatory and adaptive tech |
| Tourettes Syndrome | Neurological disorder Symptoms inclue lack of muscle coordination, involuntary purposelessmovements, tics and incoherent grunts Treated with meds |
| Trisomy 21 (Down's Syndrome) | Chromosomal abnormality Cardiovascular anomalies, obesity, respiratory infections are common Atlantoaxial instability(can lead to permenant spinal cord damage) |
| OT intervention Down Syndrome | Feeding support, addressing developmental delays, supporting motor planning and cog development, evironmental and task mod, family coaching and training, support for self determination, prevocational training, ADL/IADL training and educational interventio |
| Trisomy 13 (Patau's syndrome) | microcephaly and neural tube differences Multiple anomalies of eyes, ears, nose, lip palate and digits. |
| Turner's Syndrome | Typically dont have intellectual disabilities, alothough they may have visual perceptual Short, obese, webbing of neck and lack secondary sexual characteristics, cardia problems |
| Cri du chat syndrome | Weak cat like cry in infancy microcephaly, cardia difficulties Intellecutal disability, hypotonia, feeding and respiratory problems. |
| Klinefelters syndrome | Boys have extra X chromosme Learning disabilities, emotional and behavioral problems, tall slim and unable to father children |
| Fragil X | Intellecutal disbaility, facial deforimites, hypermobile joints, prominent jaw and forehead. |
| Neurofibromatosis | Multiple tumors on Central and peripheral nerves, vascular and visceral lesions |
| Prader-Willi syndrome | mod intellectual disabilities, food seeking behaviors, hypotonia, poor theraml regulation, long face slanted eyes. |
| Williams Syndrome | Cerebral and cardiovascular abnormalities Intellectual disabiliity but characteristic affinity for music, social skills and writing difficulty with visual spatial and motor skills |
| Phenylketonuria (PKU) | Inborn error in processing an amino acid in proteing If untreated children with this condition have severe intellectual and bheavioral difficulties and may present as though they have autism Diet is only way to treat condition |
| Galactosemia | disorder involves inability to convert milk sugar to glucose, which could result in spleen and liver dysfunction Symptoms include: jaundice, vomiting, diarrhea, lethargy, cataracts Treatment involves avoiding milk products and breast milk W/O treatment |
| Lesch-Nyhan syndrome | Progressive neuromuscular disease that is a result of difficulty metabolizing purines Boys appear normal for the 1st year and begin regressing they they present with intellectual disabilities, neuromotor degeneration and spasticity and self injurious beh |
| Developmental coordination disorder | Delayed achievement of motor milestones and basic self care skills. Difficulty with handwriting and ball skills, social skills, and speech and language difficulties |
| OT intervention for Developmental coordination disorder | Improving Occupational performance Implement modifications and accomodations with written language Support in PE Promote safe practice of motor skills CO-OP=very good problem solving approach Child helps to formulate and select goals and work on ways |
| Diabetes | Metabolic condition that involves the pancreas producing insiffiecient amounts of insulin Type1= requires insulin, onset around 10 diet and exercise part of treatment Early symptoms include weight loss, thirst and dehydration Children diagnosed are at |
| STORCH infections include... | Syphilis, toxoplasmosis, other infections, rubells, cytomegalovirus and herpes simplex virus 2 |
| Congenital Syphilis | transmitted during 3rd trimester or birth. Infant requires isolation and penicilin Can lead to hepitis, failure to thrive, and neurologic symptoms. Child could develop osteochondritis at joints along with other bone and dental deformiites |
| Toxoplasmosis | Contracted through handling cat feces and eating raw meats. Most are stillborn Children who survive will have intellectual disabilities, hydrocephelus CP seixures cardiac, liver or gastrointestinal problems |
| Rubella | If contracted in utero, fetus will die. If contracted after birth they will have intellectual disbailities, hearing loss, microcephaly, heart defects, seizures and problems with liver and spleen |
| Cytomegalovirus | Before during or after birth can be contracted. USE UNIVERSAL PRECAUTIONS. Low birth weight, hearing loss, microcephaly, spleen and liver damage and neurological deficits |
| Congential herpes | During delivery Will develop skin lesions withing 1 wk to 10 days after birth. Internal organ lesions and CNS damage can occur. Reg flags: fever lethargis, poor feeding and vomiting. C section can avoid this. |
| AIDS | diagnosed between 0-6 months Compromised immune system...vulnerable for colds respiratory illness. Developmental delays may include speech and language, motor and independent skills OT intervention includes develeopmental assessments and educational s |
| Encephalitis | Inflammation of the brain Cause by bacteria or viral infection Can be localized or include the spinal cord or the meninges Signs include fever, headache, dizziness, stiff neck, nausea, vomiting, temors and ataxia CAN LEAD to brain damage ranging from |
| Meningitis | Infection of the tissue that covers the brain and the spinal cord. Usually has a bacterial cause, symptoms include headache, fever and stiff neck Neuromotor visual and auditory disturbances, seizures, and learning disorders may all persist after it has |
| Neoplasm | New or abnormal tissue growth/tumor |
| Common postural and motor presentation in children with visual impairment include... | Hypotonia Shoulder and pelvic instability Pronounced head tilt to side Hyperextended neck Maintinence of wide base of support Tendency to move in straight planes High guard posture when walking |
| OT interventions for visual impairments | In infancy caregiers may need support to respond to their baby's cues to estalish sleep routines and the infant may not display typical attachment behaviors (such as imitating social smiles) Play exploration may need to be supporting to promote developme |
| Phsycial red flags to visual impairment | Eye shake Excessively large or small pupils Eyes not in alignment Pupils not black |
| appear to have opaque film over them | |
| Behavioral red flags to visual impairment | Need to move closer to objects or surfaces that need visual attention Squinting, straining, frequiently rubbing eyes, closing one eye, excessive head movements Complaints of headaches Avoidance of work tasks with a strong visual component, seemingly sh |
| Performance red flags to visual impairment | Appearing clumsy difficulty locating needed items Trouble learning the alphabet and recognizing spatial concepts Difficulty with drawing, writing and reading Difficiulty copying |
| Social red flags to visual impairent | Lack of interest Anxiety decreased self confidence |
| OT interventions for heaing impairments | Use sensory integrative therapy support vestibular function Maximize residual hearing, encourage age appropriate self care skills, fine motor/oral motor coordination, visual processing,integration and pereption. Use backward chaining--> therapist perfo |
| Visual-cognitive functions Visual attention visual memory visual discrimination object perception spatial perception visual imagery | visual attention:alertness, selective attention, visual vigilance, divided or shared attention visual memory: integrating, visual information with past experiences visual discrim: recognition matchin and categorization object perception: position in s |
| OT intervention for visual perceptual strategies (infants) | dim lights stimulation of other body senses to influence distance sense emphasis on the huan face softer, simplet three-dimensional forms mobiles hung from 2 feet above the infant toys that reflect light or flash with sound |
| OT intervention for visual perceptual strategies (preschool) | multisensory approach using different textures and media Activites that encourage body in sapce concepts emphasis on imitation shared stroybook reading |
| OT intervention for visual perceptual strategies (elementary school) | organize environment so its less distracting Modify work to enhance visual attention to attributes of the assignment (ex-bold line to enhance page margin, recognizing) use chunking, maintence rehersal, mnumonic devices color coding |
| Development of pre writing skills 10-12 months 2yr 3yr 4-5 yr 5-6 yr | scribbles on paper imitated horizontal, vertical and circular marks copies a vertical,horizontal line and circle copies cross, diagnol line, X, some letter and numbers copies a triangle prints name and copies most letters |
| Prerequisites for handwriting | small muscle development eye-hand coordination ability to hold pencil ability to form basic shapes letter identification print orientation |
| OT intervention to support development of readiness for school | Fine motor control Isolated finger movmenet prewriting lines and shapes L and R discrimination print orientation letter discrimination |
| Typical grasp progression | Primitive-transitional-mature 1. whole hand used to grasp writing utensil. writing comes from shoulder 2. held with flexed fingers and pronated arm progressing to supinated arm 3. stabilized by the distal phalanges of the thumb, middle and index finger |
| Functional grips for handwriting (4) | dynamic tripod- pencil rests on radial side of middle finger and pads of fingers control movement thumn is opposed to index lateral tripod- penci rests again radial side of middle finger pads of finger controlmomenet. thumn is not opposed dynamic quadra |
| Pencil rests against radial side of ring finger, pads of fingers control movement, thumn isnt opposed | |
| Direct obsevations during handwriting eval | writing tasks that are most difficult for the child what behaviors are evident when child is required to write level of assistance or cueing the child needs to complete the writing tasks whether child is distracted by any visual or auditory stimuli wh |
| Legibility components of handwriring | Letter formation alignment spacing sizing slant word legibility formula: total # of readable words divided by total # of words written |
| Neurodevelopmental approach to handwriting | Ideal for kids with poor postural control, automonic reaction and limited limn control. Kids with tone issue and proximal stability may also benefit Includes preparation activiites for posture and the UE Activities that modulate muscle tone, promote pro |
| Acquistional approach | Should be taught directly, brief and daily lessons. Also should be overlearned and used ina functional way. Cognitive phase: begin to understand the demands of handwriting and develop a cog strategy for necessary motor movment Associative phase: continu |
| Sensorimotor approach to writing | multisensory input to provide enhanced integration of the sensory systems Multiple writing tooks, surfaces and positions for writing should be offered |
| Biomechanical approach to writing | Sitting posture (feet on the floor to support for weight shifting and postural alignments.) Paper position (slanted on desktop parallel to forearm of writing hand Pencil grip adjustment of writing tools(AE to support functional grip and a mature grip sh |
| Psychosocial approach | Intervention is focused on improving self control, coping skills and social behaviors Emphasis is placed on communicating importance of good handwriting to child Oppurtuniited to enhance self confidence are provided |
| Sensory diet | (Wilbarger) Individualized plan that provides a specific child with optimal sensory experiences each child needs to be successful Specific to children with sensory integrative dysfunction because children with tpical CNS function can seek sensory input o |
| Adaptive response | Children with tpical CNS's will seek out sensory input that they need to organize them and help them achieve their goals Result of optimal oragnication and leads to efficient goal directed action |
| Sensory Modulation | Problems with modulation are characterized by child being unable to grade responses to external stimuli Underreactivity(hyporesponsivity) sensory seeking Overreactivity(hyperresponsivity) Tactile defensiveness Gravitational insecurity |
| OT intervention (Ayres Sensory Integration) | Sensory input can be used to elicit adaptive response Registration of meaningful sensory input in necessary before an adaptive response can be made Better organization of Adaptive responses contributes to general behavioral organization Purpose is to a |
| OT intervention for Behaviors | Goal directed and appropriate for the intervention context -in natural environments whenever possible -be motivating and meaningful to child -just right challenge -be enjoyable |
| Rational Intervention (RI) | Every interation is an opportunity for learning Children should be given oppurtunitied to make choices as often as possible Color zones Green- behaviors are appropriate yellow- behaviors are slightly problematic, children will benefit from cues or fac |
| RI response options(6) | Matching: characterized by the OT matching his or he respons to the childs behavior Facilitation: observing the child an improving the childs environmental supports monitoring: observing the child and letting them know the OT is present, encouraging the |
| Strategies to reduce occurrence of tantrums | encourage development of good communication skills encourage child to express anger appropriately teach the child how to calm himself or herself down ensure childs basic needs are met Allow time to transition between activiites (give warnings when tim |
| Treatment strategies to promote positive behavioral outcomes | Limit negative attention(verbal punishments) reinforce preferred behaviors(rewards and incentives) |
| Proper reinforcement | use rewards meaningful to the child reward preferred behaviors grade reinforcers sot hat tangible rewards (cracker) are paired with non tabigble (high five) Encourage delayed gratification Shape the response(forward/backward chaining) Teach child cal |
| Skills related to dressing | 1- assists with dressing pulls off shoes and socks 2- doffs coat removes shoes can help pull pants down and locate armholes in shirt 2.5- pull down pants, helps put on socks coat and shirt. Can unbutton large buttons 3- don sweater with min assist put |
| Skills related to toileting | 1- expresses discomfort when wet 1.5- sit on toilet with SBA 2-being interest in toieting. can stay dry for 2 hrs 2.5- tells someone when has to use toilet washes hands and stays dry through night 3- goes to bathroom I needs assist with wiping after B |
| Mobility in kids | 7 months-able to bear weight through BLE, transitions from sitting to kneeling 9 months- able to stand while holding on to a surface or piece of furniture, begins to crawl 10 minths- takes purposefull steps while holding onto adults hands 12 months- be |
| Exploratory Play | 0-2 years Child engages in play experiences through which the child develops a body scheme Sensory integrative and motor skills are also developed as the child explores the properties and effects of actions on objects and people |
| Symbolic play | 2-4 years Child engages in and play experience in which the child formulates, test, classifies, and refine ideas, feelings, and combines actions Associated with language development Involved in parallel play |
| Creative play | 4-7 Child indulges in sensory, motor, cognition, and social play experiences in which the child refines relevant skills. Child explores combinations of actions on multiple objects. Child begins to master skills that promote performance of school and |
| Games | 7-12 Child participates and play with girls competition social interaction and opportunities for development of skills. Tell begins to participate in cooperative peer groups with a growing interest in competition. Friends become important for validation |
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beccalu89