Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Peds II OTA NBCOT
| Term | Definition |
|---|---|
| Growth | Physically observable growth in size. |
| Development | As an individual acquires functional skills, a sequence of changes occurs. |
| Infancy | New motor skills, when motor skills are repeated, they become more coordinated with movements. |
| Middle Childhood | They spend most of their time in educational settings, and are motivated by peers. |
| Adolescence | Puberty process, physical and psychological development. |
| Gross Motor | Walking, running, sitting, and balance. |
| Fine Motor | Drawing, painting, eating. (using the hands and fingers) |
| Speech and Language | Speaking, communication, and understanding of others. |
| Cognitive | Using skills for thinking, problem-solving, and remembering. |
| Social and Emotional | Interacting with family, peers, and teachers. |
| Primitive Reflexes | Rooting Moro ATNR STNR |
| Prone Positioning (Optimal Promotion) | Trunk and neck extension Hand strength |
| Social Participation | In a social system, it is a pattern of behavior that is characteristic and expected of an individual or role. |
| Types of Play | Group Parallel Solitary Associative Cooperative Constructive |
| Righting Reactions | Ensure that the head is in a normal position in space and that its relationship to the trunk and limbs is normal. |
| EHR | Electronic health record |
| Sensory Diet | Assists the child in integrating controlled sensory input into their daily routines |
| Sensory Discrimination | Difficulty discriminating between different types of sensory information; visual, auditory, tactile, vestibular, proprioceptive, and taste and |
| Sensory Modulation | The brain's capacity to regulate its own activity, selecting what amount of sensory input to give at any moment. |
| Low Neurological Threshold | Modulation or associated responsiveness of over responsivity. |
| High Neurological Threshold | Modulation or associated responsiveness of under responsivity |
| Sensory Registration | The process of attending to stimuli. |
| Context of Play | Enhances adaptive responses and intrinsic motivation through the development of new skills. |
| Just Right Challenge | Children are motivated and satisfied by challenges that match their interests and abilities, with practitioners adapting slightly beyond their skill level to meet the child's needs. |
| Proprioceptive | Coordinates/organizes purposeful movement by providing information about the position and movement of the body from muscles and joints. (heavy work) |
| Tactile | Touch, pain, pressure, and temperature are examples of skin stimuli that can be interpreted. (firm touch) |
| Vestibular | Maintains body balance and upright during movement by providing information about body movement through space. (movement activities) |
| Auditory | Analyzes and interprets sound information. |
| Vison | Analyzes and interprets visual information. |
| 3 Functional Pencil Grips | Dynamic Tripod Lateral Tripod Dynamic Quadruped |
| No Child Left Behind | Law that uses scientifically based/evidence-based programs and practices for children. |
| Lest Restrictive Envionment | Provision of the Individuals with Disabilities Education Act that gives children with disabilities the right to be education with non-disabled peers. |
| Individuals with Disabilities Education Act | Legislation that encourages occupational therapy practitioners to work with children in the classroom environment and to support the teacher. |
| Occupations in School/ Daily Routines | Classroom, lunchroom, extracurricular activities, playground. |
| IEP Team | Parent/Guardian Special Education Teacher General Education Teacher Specialist Individual responsible for explaining the results of any testing |
| Primary Medical Care | Routine care with PCP |
| Secondary Medical Care | Services provided once child has developmental concerns that have been diagnosed/ services for child that has became ill. |
| Tertiary Medical Care | Child needs hospitalization. |
| Age range that are included in the school system for children/adolescent receiving special education services | 3 - 21 years of age |
| Direct Services | Working with the child either individually or in groups. |
| Monitoring Services | Creating programs for the child that another individual (parent, teacher, ect.) can implement. |
| Consultation Services | Giving advice, problem solving, and education. |
| Position in Space | The ability to perceive the relationship between an object and oneself. |
| Laterality | The awareness of two different sides of the body at the same time. |
| Directionality | Orienting the body from left to right, from top to bottom, from front to back. |
| Visual Perceptual Skills | In order for a child to properly place letters, numbers, and shapes on paper, they must organize and interpret what they see. |
| Attachment Styles | Avoidant Disorganized Secure Ambivalent |
| Social Participation | Imitative Onlooker Collaborative Associative |
| Social Emotional Learning | Making better decisions and fostering positive relationships |
| Promote Pay | Positive reinforcement Humor Patience |
| Intervention Techniques | Self-talk Adaptation Imagery Attention control Goal-setting |
| Positioning Devices | Standers(supine stander, prone stander) Chairs (wedge, bolster, therapy ball) |
| High Tech Assistive Technology | Computers Speech to text Switches |
| Low Tech Assistive Technology | Pencil Grip Raised lined paper |
Created by:
loganlawrence
Popular Occupational Therapy sets