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Peds I&II
| Term | Definition |
|---|---|
| growth | an increase in size that can be physically measured. |
| development | the sequential change that occurs as an individual gains functional skills. |
| Cephalo to caudal | Head to toes |
| Proximal to distal | control of limbs closer to midline |
| Gross motor control to fine motor control | Large body movements develop before fine motor skills |
| tactile | touch, sensation |
| autidory | hearing |
| visual | vision, sight |
| vestibular | inner ear, balance, body in space |
| proprioceptive | body’s ability to sense its location, movements, and actions |
| Rooting reflex | infant turns head when cheek is touched; needed for feeding |
| Moro reflex | infants response to changes in head positioning/ being startled. Arms will extend outward |
| Asymmetric tonic neck reflex | when the head is turned; the opposite arm/ leg extends |
| symmetric tonic neck reflex | when the head is turned (left or right) the arm and leg on the same side (left or right) will be extended |
| interdisciplinary | professionals working together/ co-treatment when goals overlap |
| transdisciplinary | professional roles blend; each member of the team shares the roles and function |
| multidisciplinary | professionals who act independently from another on the same team |
| IDEA (individuals with disabilities education act) | students with disabilities have the right to free appropriate public education within the least restrictive environment |
| Modify | developing a visual schedule to support student organization during transitions |
| Advocacy | petition for a school- based sensory room to support children with self-regulation and participation in all school activities |
| direct delivery service | OTA provides scaffolding strategies for a client greeting peers in a cafeteria |
| monitoring delivery services | OTA creates a fine motor warmup activity to be built into a handwriting curriculum |
| consultive | OTA problem solves with parents/ caregivers on potential antecedents that may trigger maladaptive behaviors |
| Tier 1 | school wide implementation for supporting students with self-regulation and behavior management |
| Teir 2 | consultation services to assist with developing a program towards a group of students |
| Tier 3 | OT practitioner provides services directly to students with IEPs or 504 plan |
| dyspraxia | Sensory integration disorder; difficulty in fine motor skills. hand-eye coordination |
| sensory overresponses | child may engage in maladaptive behaviors when presented with an unwanted stimulus (such as accidentally touching/ bumping into another child) |
| sensory underresponse | child may not register stimulation input; may have a delayed reaction, may appear within their own world |
| sensory seeking/ craving | child may actively seek sensory input (rocking, jumping, spinning) can engage in this activity for hours without getting bored |
| PECS | picture exchange communication system |
| therapist- child collaboration | child guides the session, therapist supports child's decisions |
| just right challenge | task is challenging enough to build new skills however not so challenge to interfere with ability |
Created by:
chellxx
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