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OCTH 715 exam 1
| Question | Answer |
|---|---|
| knowledge of typical, or normative developmental and occupational performance is critical for identifying issues and create appropriate interventions and to identify facilitators or barriers of child participation | why do we need to understand typical development? |
| what is important to parent, other professionals, yourself, or the child | well - being |
| play, self-care, social participation, sleep | occupations of childhood |
| family member, friend, student | roles of childhood |
| theory: Mary Reilly; play cultivates feelings of mastery as child confronts conflict; hierarchical states: exploration, competency, and achievement | theory of occupational behavior |
| hierarchical state of theory of occupational behavior: arises from an inherent interest in the environment; intrinsic motivation; sensory experiences; ex. lighting, presence of others | exploration |
| hierarchical state of theory of occupational behavior: development of preference for certain play objects; seek to produce effects with play object purposefully and repeatedly; learn consequences from success and failure | competency |
| hierarchical state of theory of occupational behavior: challenge his/her own abilities and amount of effort needed to bring a desired outcome, requires risk taking and reflection of skills | achievement |
| state of complete physical, mental, and social well-being; not merely absence of disease and infirmity | health |
| emphasizes person and his/her impairments as a cause of disease, trauma, or other health condition; managed by change in healthcare policy; treat individuals to fix the problem | medical model |
| loss of function associated with a disease, trauma, or health condition as an attribute of social environment; managed by change in social policy; lack of access, modifying environment | social model |
| purpose of emphasizing health, de-emphasizing concept of disability, continuum of function, 2 major components: health condition and context | ICF |
| designed to record characteristics of developing child and influence of its surrounding environment | ICF - CY |
| client's perception of participation in society and performance in preferred life roles -> engagement in ability to perform life roles and tasks -> specific abilities and performance skills; what do they want to achieve?; big pic; occupation-centered | top - down |
| specific abilities & performance skills -> engagement in ability to perform life roles & tasks -> ct's perception of participation in society and performance in preferred life roles; restoring skills = successful participation; more medical/biomed models | bottom - up |
| ex. UE ROM and MMT, balance, coordination, sensation, cognition, vision, and ADL performance; treatment = improve UE strength, standing balance, and fine motor coordination with long-term goal for independent bathing and dressing | bottom - up |
| theory: reflex patterns lead to voluntary control, typical sequence and rate of motor development, low-level skills are pre-requisite to higher-level skills | neuromaturational theory |
| limitations of a theory: takes out environment, not only thing influencing development, follows 1 progression | neuromaturational theory |
| skill development begins; stage 1. assist provided by others, stage 2. assistance provided by self, stage 3. internalization and automatic habit formation, stage 4. recursiveness as acquired skill is adapted to new situations | influence of social interaction |
| genetics determine behavior, personality traits, and abilities | nature |
| environment, upbringing, and life experiences determine behavior | nurture |
| how genetics change due to environment | epigenetics |
| theory: genes, environmental, epigenetic factors | developmental systems theory |
| theory: within this framework human development is viewed as constant, fluid, emergent, or nonlinear, and multidetermined; behaviors are self-organizing and emerge according to context; motor control; int. and ext. factors; 4 key aspects | dynamic systems theory |
| key aspect of dynamic systems theory: opposites for motor behavior involve current status of child's body, changes in infants' bodies modify nature of motor behavior | embodied |
| key aspect of dynamic systems theory: environmental circumstances can facilitate or restrict possibilities for motor behavior, motor behavior occurs in a physical environment and variations in environment require infants to adapt | embedded |
| key aspect of dynamic systems theory: social and cultural contexts influence motor behavior, caregivers play important roles in infants' motor development | enculturated |
| key aspect of dynamic systems theory: motor development is not isolated from other aspects of development and it contributes to infants' and kids' development in other domains; gained motor indep. = exploring and learning about the world, promoting dev | enabling |
| reciprocal relationship between perception and action, perceptual systems (senses) adapt to environmental info for actions like crawling and reaching; perception influences action and vice versa | perceptual action reciprocity |
| qualities or properties of an object that suggests how it could be used, based on an individual's abilities and stage of development; cognitive, motor, and social/communication | affordance |
| type of affordance: button can be pressed, handle turned, a car rolled; encourages problem-solving, decision-making, and reasoning skills | cognitive |
| type of affordance: ball affords rolling, throwing, kicking; spoon affords scooping or holding; these skills are refined by understanding what actions different objects hold | motor |
| type of affordance: doll affords pretend play, caregiving, empathy; toy phone affords conversation and language | social / communication |
| ability to recognize and understand objects (size, shape, texture, temp, weight, etc.) through touch; foundational for motor and cognitive development; enhances spatial understanding, visual-motor integration | haptic perception |
| describes how body coordinates muscles and joints to perform efficient, controlled actions; how kids develop ability to move across various tasks and environments; body recruits groups of muscles | flexible synergies |
| theory: family life cycle; recognizes family life cycle as a common process, variations; also recognizes "stressors" are created that require families to adapt; led to developmental transitions within family, roles change; looks at family as a whole | family systems theory / systemic family development model |
| theory: member of family dev systems theories; has a sig impact on health policy in US recently; multidisciplinary paradigm for study of ct's lives, structural contexts, & social change; 4 central principles; guiding framework for maternal & fetal health | life course theory |
| human development occurs over changing times and places, human life occurs within a specific point in time, interplay between human development and social phenomena, choice is a parameter that affects lifelong development | central principles of life course theory |
| part of life course theory: health develops over a lifetime, important to integrate health services and systems across lifespan and generations | timeline |
| part of life course theory: importance of early experiences and exposures during critical periods throughout life in shaping health of individuals and populations, important to provide access to services at critical periods | timing |
| part of life course theory: importance of physical, social, and economic environments in shaping health and disease patterns across populations and communities; important to examine factors such as employment and affordable housing | environment |
| part of life course theory: marked and persistent differences in health across populations/communities is not explained by genetics alone, population-level, and system-level changes needed | equity |
| examples: economic stability, education access and quality, healthcare access and quality, built environment and neighborhood, social and community context | social determinants of health |
| predictor of poor health, primary and secondary, children and youth make up a large part of the world's amount, those experiencing it often feel helpless and isolated | poverty and development |
| examples: home programs, using what they have for treatment; linguistic competence; language; empowered communities; accessible, inclusive healthcare; health literacy | reducing health disparities |
| ability to obtain and understand health info to make decisions | health literacy |
| being aware of one's own world view, develop positive attitudes towards cultural differences, develop skills for communication and interaction across cultures, less used because you can not be fully competent of others | cultural competency |
| personal lifelong commitment to self-eval and self-critique; recognition of power dynamics and imbalances, a desire to fix power imbalances and to develop partnerships with people and groups; institutional accountability; more used | cultural humility |
| explanation of a phenomenon; purpose is to attempt to explain, predict, or control the phenomenon | theory |
| addresses changes that are attributed proportionately more to maturation than to environmental experience | developmental theory |
| amount of influence that genetics has in determining a behavior vs. role of environmental experience, currently accepted that behavior is inevitable a product of both, still debated | nature vs. nurture |
| states that behaviors at a point in time reflect maturational qualities in the individual | qualitative |
| views development as primarily acquisition of a number of skills | quantitative |
| views behavior as sum of number of smaller behavior links | reductionist |
| sees behavior as a total that can't be broken into component parts with meaning | nonreductionist |
| human beings act on the environment and can change environmental circumstance by virtue of that action | organismic |
| human beings react to environment, so environment initiates a behavior | mechanistic |
| affective, cognitive, psychomotor, continuous multi-domain | domains of human performance |
| domain of human performance: characteristics that underlie feeling | affective |
| domain of human performance: development of cognitive functions | cognitive |
| domain of human performance: acquisition of motor behavior | psychomotor |
| domain of human performance: theories of performance that do not fit under a single domain (ex. behaviorism) | continuous multi - domain |
| theory: key aspects are conflict between destructive and loving instincts, child development was viewed as qualitative, dreams are a reflection of unconscious mental processes and interpreted in psychoanalysis | Freudian theory |
| theory: significance - 1 of the first to realize that development was a worthwhile pursuit, impacted other psychologists and future theories, 1 of the first to devote attention to psych of motivation, played a role in evolution of clinical psych | Freudian theory |
| theory: stages - oral (feeding & oral exploration), anal (toilet training, dev of control), phallic (early exploration of genitals & aware of sexual diffs), latency (repress sexual interest, social & intellectual skills), genital (awakening of sexuality) | Freudian theory |
| theory: primarily addresses psychosocial dev.; roots in Freudian theory, but rejected strict biologic approach; dev. is solving a series of conflicts/crises | Erikson's theory |
| theory: stages - trust vs mistrust, autonomy vs shame/doubt, initiative vs guilt, industry vs inferiority, intimacy vs isolation, id vs role confusion, generativity vs stagnation, ego integrity vs despair | Erikson's theory |
| theory: significance - one of the first and few to cover lifespan in stages; incorporated view of culture, society, and their impact on development | Erikson's theoy |
| theory: concept of hierarchal needs - organismic theory, people act according to priority of needs at any given point in time, basic needs (such as food and hunger) must be met before seeking higher-level needs | Maslow's theory |
| theory: concerned with development of higher-level behaviors of morality and social consciousness; stage theory - linear path of development in the individual's moral growth | Kohlberg's theory |
| theory: criticisms - does not represent those with atypical experiences, applicable to moral judgements more than moral behavior, value emphasis on justice over caring, restrictive to morality during time he worked and post-industrial Western cultures | Kohlberg's theory |
| theories: Alexandar Thomas and Stella Chess; ordered, but changing reflection of brain's basic chemical organization; influenced by genetics and environment; current significance supported by neuropharmacology | temperament theories |
| theory: focused on interactions with others in social relationships, studied mother-child interactions, believed an intimate and continuous relationship with mother was necessary for a young kid to develop normal emotional attachments, 3 types | Bowlby's theory |
| theory: categories - secure (happy about return, ideal), avoidant (doesn't seek proximity and avoids when back), and ambivalent (exploratory behavior when present, distressed when leaves, mix of desire for comfort and aggression with return) | Bowlby's theory |
| cognitive domain theory: 4 hierarchical stages of cog. dev., studies were limited to a small racial & cultural sample, rooted in bio but incorporated physical and social environments, disproven, influenced edu. in concepts of active learning and readiness | Piaget's theory |
| cognitive domain theory: emphasized sociocultural influences on cog. dev., zone of proximal dev., scaffolding, continues to be studied and explained today, impact of culture on learning and dev., edu. innovations including group learning and peer teaching | Vygotsky's theory |
| who added the zones of free movement and promoted action to Vygotsky's theory | Valsiner |
| cognitive domain theory: sig impact on American edu. sys., biologic and social, cultural setting is key to understand human mind, school = instrument of social progress with a growth outcome, dev. could be directed, edu. shaped dev. | Dewey's theory |
| psychomotor domain theory: influenced by Darwin & Coghill, heavy influence on peds, maturational theory, contributed developmental quotient, led to publication of large-scale norm of child behavior and dev., basis for many dev. assessments over the years | Gesell's theory |
| part of Gesell's theory: development proceeds in a cephalocaudal direction, proximal to distal, medial to lateral, and up against gravity | laws of developmental direction |
| part of Gesell's theory: initial asymmetry -> symmetry -> assymmetry | functional asymmetry |
| part of Gesell's theory: ability to progress despite adverse circumstances | optimal realization |
| part of Gesell's theory: progressive spiral reincorporation of sequential forms of behavior | reciprocal interweaving |
| which theory was so strong in attributing development to biology that there was a lack of interest in further studying motor development for several decades and was responsible for "wait and see" attitude of professionals | Gesell's theory |
| psychomotor domain theory: considered a maturationist, environment could change influences of developing structures, critical periods (when kids are most receptive and learning behavior is most efficient), supported by plasticity | McGraw's theory |
| theory of motor learning: feedback dependent; sensory feedback guides improvement of motor skill performance; criticisms - some movements occur too rapidly to be modified by feedback and movement production persists even when learning skills is impaired | closed loop theory |
| theory of motor learning: motor response schema (int. and ext. feedback after movement), actual sensory consequences compared to expected sensory consequences, if there is an error detected schema is adjusted | open loop theory |
| theories of motor learning: 3 stages - cognitive (verbal rehearsal), autonomous (automaticity), and associative (feedback, coaching to correct and/or improve motor skill) | stage theories |
| a number of systems act in parallel with elaborate multidirectional communication between neural centers, dynamical systems theory of motor control, explains phenomena | motor learning today |
| cont. multi-domain theory: behaviorism, operant conditioning, learning is conscious, type and rate of response relate to desired outcome, origins in Pavlov's classical conditioning | B.F. Skinner's theory |
| cont. multi-domain theory: antecedent (thing that happens before behavior), behavior (response), and consequence (what happens after behavior, ex. reinforcement or punishment) | ABC's of behavior |
| cont. multi-domain theory: key points - focuses on how kids learn rules and behavior of social functioning, Bandura's theory is tied to concept of modeling, vicarious reinforcement (learning reinforcement by observing others behavior) | social learning theory |
| conception to birth, most rapid period of structural and functional change in human lifespan | prenatal period |
| body structures of all systems are formed in first ____ weeks following conception | 8 |
| 1st day of last menstrual period to birth, 1st ~2 weeks of gestation are the body prepping for ovulation | gestational age / menstrual age |
| what day of menstrual cycle does ovulation and potential fertilization occur | 14 |
| age: 38 weeks is full term, has 3 trimesters, based on last menstural period | postconceptual age |
| phenomenon based on strictly regulated alternation of selective and nonselective transcription of DNA and RNA, selective transcriptions are coupled with proteosynthesis, nonselective with cell division | life |
| increase of size due to increase of existing structural and functional units | growth |
| process whereby a relatively simple system is changed into a more complicated one, accomplished by formation of new structures and by formation of new chemical compounds | differentiation |
| related to biological systems, a process resulting from selective, time-related switching on and off of genes | development |
| basic unit of life; system of membranes, filaments, and large molecules which prevents dissolved substances from missing freely; no life without these | cells |
| prenatal life period: conception through implantation in uterine wall, rapid cell division, pluripotent cells, gestational weeks 0-3 | germinal period |
| prenatal life period: implantation in uterine wall through end of 8th week, gestational weeks 4-10, more complex, more complications seen, most susceptible to teratogens | embryonic period |
| prenatal life period: growth; structural and physiologic refinement of tissues, organs, and systems; week 9-birth; gestational weeks 11-birth | fetal period |
| what prenatal period begins with conception and ends with implantation; major events - fertilization of mature oocyte, cleavage of zygote, blastomere cells begin to emerge, unicellular zygote becomes a blastocyte during 1st week of this | germinal period |
| gestational week: embryonic age - 1 wk, 0 days-1 wk 6 days single cell zygote travels down fallopian tube to uterus (~1 week), after 24-36 hrs cell division begins, at ~4th day differentiation occurs, implantation | week 3 |
| process by which cells rupture tiny blood vessels and embeds into endometrial lining of uterine wall, web of vessels and membranes eventually forms umbilical and placental system for oxygen and nourishment | implantation |
| affects nutrition and oxygen supply of baby | umbilical cord entanglement |
| germinal stage, just identical twins, too much or too little can both be harmful, mono and mono is most risky | twin to twin transfusion syndrome |
| abnormality of implantation: fertilized egg implants & grow outside of main cavity of uterus; detected in 1st trimester; can be life-threatening; fallopian tubes can burst; meds or surgery to tx; abnormal bleeding, sudden acute pain, dizziness, weakness | ectopic pregnancy |
| abnormality of implantation: placenta partially or totally covers opening of cervix, can cause severe bleeding with delivery, likely requires a c-section, fairly common, if placenta is delivered before baby it can cut off its supply | placenta previa |
| essential process of embryonic period: early dev process in which an embryo transforms from a 1D layer of epithelial cells & reorganizes into a multilayered & multidimensional structure called gastrula; derives 3 layers - endoderm, mesoderm, & ectoderm | gastrulation |
| essential processes of embryonic period: dev of body form; formation of 1st somites; 19-20 days post-conception; primordia of all organs are formed; embryo attains a specific human form | organogenesis and morphogenesis |
| gestational week: embryonic age - week 2 rapid proliferation and differentiation, primary yolk sac forms and disappears, secondary yolk sac devs., amniotic cavity appears, prechordal plate devs., embryo is fully implanted | week 4 |
| gestational week: embryonic age - 2 full weeks old gastrulation occurs here, bilaminar disc becomes a trilaminar disc, primitive streak develops and establishes antero-posterior body axis | week 5 |
| germinal layer formed from epiblast layer; becomes digestive system, liver, pancreas, and inner layer of lungs | ectoderm |
| germinal layer formed from hypoblast layer; becomes hair, nails, skin, and nervous system | endoderm |
| germinal layer between epiblast and hypoblast layers; becomes circulatory system, epithelial layers of lungs, skeletal system, and muscular system | mesoderm |
| clinical note: primary CNS tumors, begin in brain or SC, occur more commonly in kids, form from ectoderm, examples - medulloepithelioma and CNS neuroblastoma | primitive neuro - ectodermal tumors |
| medications/drugs, viruses/bacteria, chemicals, maternal disorders | teratogens |
| gestational week: embryonic age - 3 full wks old neurulation occurs | week 6 |
| clinical note: neural tube defects affect 1 out of how many live births | 1000 |
| neural tube defect: complete failure of neural tube to close, incompatible with life | craniorachischisis |
| neural tube defect: most common, partial failure of neural tube to close, different levels of severity, examples - myelomengingocele and occulta | spina bifida |
| neural tube defect: failure of rostral end of tube to close resulting in absent cerebral hemispheres, incompatible with life | anencephaly |
| neural tube defect: brain tissue and overlying meninges herniate out cranium | encephalocoele |
| gestational wk: curves into "c" shape, heart tube, 3 vesicles of brain (forebrain, midbrain, hindbrain) dev; pharyngeal arches, ears, arm buds, lung buds, liver, mouth, gallbladder, spleen, ureteric buds begin to form; start of organogenesis | week 6 |
| clinical note: one of the most common congenital anomalies associated with this developmental period, abdominal organs growing into amniotic cavity outside abdominal wall, resulting from failure of ventral fusion of lateral folds | epigastric hernias |
| clinical note: may occur if trachea and pharynx fail to separate adequately | tracheoesophageal fistulas |
| gestational week: begin to form-eyelids, nasal pits, mouth, 5 vesicles of brain, stomach differentiation, upper limbs; cleft lip and palate may happen here; teratogen exposure affects limbs | week 7 |
| gestational week: cont. to form-brain, arms and leg, feet and hands; begin to form-lungs, gonadal ridge, sexual organs, lymphatic system; fetal heart heard on doppler at end of week | week 8 |
| gestational age: cont. to form-spontaneous movement detected with doppler, elbows and wrist joints; begin to form-nipples, hair follicles, essential organs begin, webbed fingers and toes, cartilage, ossification begins | week 9 |
| gestational weeks: cont. to form-eyelids, well-formed face, limbs, genitals differentiate; new features-pancreatic buds fuse, ext. features of ears, tooth buds, liver produces RBCs | weeks 10 - 12 |
| when do eyelids reopen | week 27 |
| gestational weeks: moving into 2nd trimester; cont. to form-muscles, bones, ext. genitalia complete wk 15; new-lanugo on head, skin is transparent, active movement and sucking motions, meconium made in intestinal tract, liver & pancreas produce secretions | weeks 13 - 16 |
| gestational weeks: 1st age of viability, eyes and ears cont. to dev., bone ossification increases, muscle dev., thick waxy coating called vernix, brain and sensory nerves dev. to point that fetus has a sense of touch | weeks 16 - 25 |
| what weight is lowest desirable birth weight for survival | 1 lb |
| what week does the fetus respond to familiar sounds | week 25 |
| gestational weeks: beginning of surfactant production, viability much improved, improved thermal regulation, skin is more resilient, cries audibly, 2nd trimester ends week 27 | weeks 26 - 29 |
| gestational weeks: improved temperature regulation, more fat tissue, late pre-term, average weight is 7.5 lbs | weeks 30 - 38 |
| gestational weeks: lanugo gone, lung maturing and surfactant is increasing, vernix is gone, thick layer of fat under skin | weeks 39 and 40 |
| functional test for fetal brain function, observes fetal behavior (mostly motor), attempt to predict infants with neurologic abnormalities | Kurjak Antenatal Neurodevelopmental Test |
| test during pregnancy: ~12G wks.; methods-AFP text/multiple marker test, amniocentesis, percutaneous umbilical blood sampling, chorionic villus sampling, cell-free DNA testing; ex. of what can be found-cystic fibrosis, sickle cell disease, thalassemia | genetic screening |
| test during pregnancy: ultrasound for fetal nuchal translucency, maternal serum tests, ultrasound for fetal nasal bone determination | first trimester screen |
| test during pregnancy: between 15-20 wks; AFP screening, human chorionic gonadotropin, inhibin, estriol | second trimester serum screening |
| test during pregnancy: protein normally produced by fetal liver that is present in amniotic fluid; abnormal levels can indicate a miscalculated due date, open neural tube defects, defects in abdominal wall of fetus, chromosomal abnormalities | AFP screening |
| test during pregnancy: small sample of amniotic fluid extracted for testing, includes cells shed by fetus | amnioentesis |
| test during pregnancy: sample of placental tissue, same genetic material as fetus | chorionic villus sampling |
| test during pregnancy: detects most common cause of life-threatening infections in newborns | group B strep culture |
| genetic factors account for what % of congenital abnormalities | ~30% |
| environmental factors account for what % of congenital abnormalities | 7 - 10% |
| Turner Syndrome (45 chromosomes, single X), Down Syndrome, trisonomy 13, trisonomy 18, Klinefelter Syndrome, Prader-Willi Syndrome, Angelman Syndrome, fragile X syndrome | chromosomal abnormalities |
| clinical note: prescribed for morning sickness in Germany in early 1960s, commonly associated with conditions such as phocomelia (malformation of UEs and LEs), affected ~10,000 to 20,000 fetuses | thalidomine |
| begins in last trimester of gestation (6 months) and continues into adulthood | myelination |
| brains are built (top-down/bottom-up) | bottom - up |
| view of dev., newborn behaviors are a direct reflection of parts of CNS that are functionally capable of directing this behavior, motor behavior devs. hierarchically in conjunction with progressive maturation of higher brain centers, Gesell and McGraw | maturationist view |
| weight shifts (righting reactions) and development of antigravity control (limb control) | building blocks of movement |
| automatic involuntary motor responses | reflexes |
| theory: Hughlings Jackson proposed that different levels of nervous sys represented different available combos of movement, movement is top-down, critical emergence and integration of primitive and postural reflexes | Reflex / Hierarchical Theory |
| rolling -> sitting -> crawling (army crawl) -> creeping (4 point crawl) -> pull-to-stand -> independent standing -> walking | typical advancement of motor milestones |
| those obligatory responses to stimuli that we are born with, automatic and stereotyped, directed from brainstem, expected to disappear as they are integrated | primitive reflexes |
| rooting (G to 3m), suck swallowing (G to 2-5m), moro (G to 5-6m), palmar grasp (G to 4-6m), plantar grasp (G to 9m), traction response (G to 2-5m), crossed ext. (G to 1-2m), proprioceptic placing response (G to 2m), flexor withdrawal (G to 2mo) | examples of primitive reflexes |
| Galant's response (B to 2m) and spontaneous stepping (B to 2m) | examples of primitive reflexes |
| produce changes in body posturing relative to head position, after integrated they are no longer obligatory in normal developing children but individuals with neural pathology may "fix" in these patterns | tonic additudinal reflexes |
| tone-inducing reflex: 0-2m to 4-6m integrated; stimulus-head rotated to side; response-face side ipsilateral ext., UE/LE contralateral flexion; assists with hand-eye coordination, rolling, and linking dominant hand and eyes | Asymmetrical Tonic Neck Reflex |
| tone-inducing reflex: if not integrated there may be problems with bilateral integration, midline and cross-midline activities, visual-perceptual abilities, may block myelination of corpus callosum, walking, postural stability, reading, handwriting | Asymmetrical Tonic Neck Reflex |
| postural tone reflex: anti-gravity control, 3-4m until 12-24m, breaks up total physiological flexion pattern seen at birth | Landau |
| automatic reactions that allow an individual to maintain stability when changing positions, interaction of 5 orient head in space and body in relationship to head and ground | righting reactions |
| righting reaction: orienting head in space, positions head in response to visual environment, visual vertical orientation, emerges B-2m and persists, receptors-retinas in eyes | optical righting reaction |
| righting reaction: orienting head in space, vestibular vertical orientation, gravity is controlling factors, maintains face in vertical position, elicit by tilting baby, emerges B-2m and persists, receptors-vestibular receptors in inner ear | labyrinthine righting reaction |
| righting reaction: orienting head in space, tactile and proprioception vertical orientation, body on supporting surface, emerges B-2m and persists, receptors-tactile and proprioceptive receptors in neck | body - on - head righting reaction |
| righting reaction: orienting body in relation to head and surface, orients body through cervical afferents, immature-G to 4-6m, mature-4-6m to 5 yrs | neck - on - body righting reaction |
| righting reaction: orienting body in relation to head and surface, essential to development of volunteer rolling; keeps body oriented to surface regardless of position of head; immature-G to 4-6m, mature-4-6m to 5 yrs. | body - on - body righting reaction |
| allows for balance, these reflexes attempt to re-establish center of gravity when thrown off, should persist | equilibrium reactions |
| equilibrium reaction: prone (6m) -> supine (7-8m) -> sitting (7-8m) -> quadruped (9-12m) -> standing (9-12m) | postural fixation |
| equilibrium reaction: control center of gravity in response to tilting surface, counteract; prone (6m) -> supine (7-8m) -> sitting (7-8m) -> standing (12-21m) | tilting |
| equilibrium reaction: protect body from injury during a fall; downward extension (4m) -> forward (6-7m) -> lateral/sideward (7m) -> backward (9-10m) | parachute / protective |
| equilibrium reaction: sideways stepping in response to instability in a lateral direction; LE (15-18m) | staggering |
| things most kids can do by a certain age, offer important clues about a kid's developmental health | developmental milestones |
| social/emotional, movement/physical, cognitive, adaptive, communication/language | domains of developmental milestones |
| what percent of children would be expected to achieve milestones at a given age | 75% |
| done by parents and teachers, ongoing process that begins at birth, sample tool is checklists | developmental monitoring |
| formal process; recommended at 9, 18, 24, and 30 months; uses a validated screening tool; medical professionals or teachers with training can complete; sample tool is Ages and Stages questionairre | developmental screening |
| using what two methods of surveillance together is more likely to identify 1 in 6 kids with a developmental disability than either alone | developmental surveillance and developmental screening |
| autism screenings occurs at what ages | 18 and 24 months |
| key points-looking for a kid's developmental milestones over time & keeping a record, best done with a checklist, supporting family to act early is critical for getting early help, parents don't need referral or diagnosis to contact early intervention sys | developmental monitoring |
| screening instrument: organized, standardized | formal tools |
| screening instrument: interviews, self-generated checklists, observe | informal tools |
| screening instrument: naturalistic | ecologically - based tools |
| what is intended purpose of assessment, what needs to be measured, what are constraints of examiner, who is the child, test analysis | guidelines for selecting test |
| type of test: gather child-centered info; often result in standard scores or dev ages; require that spec instructions, administration, & scoring must be adhered to; require training to administer & interpret; norm-referenced or criterion-referenced | standardized tests |
| degree to which meaningful interpretation can be inferred from a measurement | validity |
| degree to which an instrument produces consistent/repeatable results | reliability |
| ability of instrument to detect dysfunction/abnormality (positive finding) | sensitivity |
| ability of an instrument to detect normality (negative finding) | specificity |
| distribution of scores determined from administering a test to a sample representation of those who will be given the test | norm |
| type of measurement: provides us with a standard against which we can compare individual test scores, normal distribution of scores desired, requires diagnostic skills of examiner, not concerned with task analysis, summative | norm - referenced / standardized measurement |
| type of measurement: provides info about abilities regardless of peer performance, pre-specified criteria, cannot qualify kids for school programs, mastery of skills desired, provides info to plan therapy, depends on task analysis, formative | criterion - referenced measurement |
| type of scoring: raw scores has been converted from 1 scale to another, allows us to compare scores received by 1 child to score of other kids, more easily interpreted than raw scores | standard scores |
| mean = 0 SD = 1 indicates number of SD units score falls above/below mean z = (x - X)/5 OR z = (DQ - 100)/15 | z scores |
| mean = 50 SD = 10 scale ranges from 5 SD below 5 SD above, no negative value T = 10z +50 OR z = (T-50)/10 | T scores |
| mean = 100 SD = 15 examples of use - IQ testing, Peabody Developmental Motor Scales DQ = 15z + 100 | deviation quotient |
| rank based upon percent of age of kids in normative sample receiving score greater than or less than child (average is 50%) | percentile ranks |
| when do you account for prematurity when calculating age | before 37 weeks and younger than 24 months |
| what tone is newborn posture dominated by | flexion |
| deep NREM sleep, active REM sleep, transition from sleep to wakefulness, quiet alert (optimal time for eval), active alert, crying | behavior states of neonate |
| supine head: what age has predominant flexion tone, can turn head to side, motor control abilities at this age pull infant toward supporting surface, spontaneous movements in UEs and LEs, motor behavior depending upon gravity | neonate |
| supine head: what age can turn head further to side, has increased head and neck extension, neck righting may cause roll to side, ATNR may or may not be present | 1 month |
| supine head: what age has their head seldom in midline, ATNR should be present, righting reactions cause accidental side-rolling | 2 months |
| supine head: what age's head position is influenced by visual attention, ATNR is less frequent, maintained longer period in midline, beginning of chin tuck, head rotation can still elicit neck righting reaction if arm is at side rather than abducted | 3 months |
| supine head: what age has midline orientation and stability, can maintain head in midline with chin tuck, rotates head in each direction, eye movement is independent of head movement, downward gaze starts, rolls from supine to side-lying when righting | 4 months |
| supine UE and hand: has random movements, arms & hands synergistically coupled, hand to mouth-flexion stimulated on side that head it turned to, slight shoulder add. and ext. rotation with elbow flexion and forearm pronation, hands loosely flexed | neonate |
| neonate UE reaction: bend arm at elbow so infant's hand reaches shoulder, keep flexed for 5 seconds, fully extend arm by pulling forearm, release hand when arm is fully extended and observe degree of flexion at elbow | flexor recoil |
| supine UE and hand: increased shoulder ext. rotation, elongating anterior chest and arm muscles; shoulder abd. starting; increased elbow extension; primitive squeeze/grasp reflex result of stimulation; involuntary release | 1 month |
| supine UE: increased mobility for shoulder abd. and ext. rotation, synergistic movement no longer used, increased mobility at elbow but flexion still dominant, influenced by ATNR | 2 months |
| supine hand: hands more open, grasp reflex facilitated by deep pressure on radial side of palm, baby can briefly retain toy placed in hand but does not pay attention to it, release is involuntary (tenodesis) | 2 months |
| supine UE: greater range in shoulder abd. and ext. rotation; increased elbow, wrist, and finger ext.; movement responsive to head position; hands to mouth; explores faces w/ hands; tactile experiences diminish grasp reflex; holds rattle; tenodesis release | 3 months |
| supine hand: palmar reflex still present, sustained voluntary grasp at midline, involuntary release, predominantly open at rest, clasps hands together, hands brought to mouth, dissociated movements beginning to emerge | 3 months |
| supine UE: increasing GM control, FM limited, shoulder and elbow positions vary, hands to face, hands to hips and knees, reach facilitated by touch to abdomen, reaching is visually-directed, bilateral reaching, ulnar palmar grasp, can not manipulate | 4 months |
| supine hand: developing awareness, ulnar palmar grasp, variability of grasp, forearm pronation, presses hands together and to surfaces in prone, brings objects to mouth, bilateral reaching pattern, can not transfer or manipulate objects yet | 4 months |
| supine LE: soft tissue holds hips in flexion, abd., & ext. rotation; knees in flexion & ankles in dorsiflexion; rhythmical & reciprocal kicking; tonic labyrinthine supine reaction; ATNR; neo-BOB; crossed extension; flexor withdrawal; plantar grasp reflex | neonate |
| supine LE: hip flexor tone decreases, range of hips increase, active hip add. and int. rotation do not occur, more knee ext. but limited by soft tissue, decrease in random activity, kicking with legs in air rather than surface, more anti-gravity control | 1 month |
| supine LE: flexion decreased; increase in hip ext., ER, and knee ext.; less flexor recoil with ext.; hips and knees flexed at rest; kicking is bilateral and symmetrical; feet come together in flexion | 2 months |
| supine LE: active symmetrical reciprocal patterns of kicking in air; frog-legged at rest; contact of feet; quads/knee ext. associated with hip ext., hip add., and less ER; knee ext. stretches hamstrings and gastrocnemius and plantarflexes ankle | 3 months |
| component of position: hip flexion, ext. rotation, hip abduction, knee flexion, ankle dorsiflexion and eversion | frog - legged position |
| supine LE: symmetrical movement with UEs; hip and knee ext. increasing; alt. flexion and ext.; hips and knees off floor; feet on floor | 4 months |
| in a 4 month old what movement of the LEs causes anterior tilt of pelvis and spinal extension | LE extension |
| in a 4 month old what movement of the LEs causes posterior tilt of pelvis, flattening of lumbar spine, abdominals contract | LE flexion |
| prone head: labyrinthine righting, head turning stimulates weight shift, head and neck exts. are first muscles to exhibit antigravity activation | neonate |
| prone head: decreased hip flexion leads to less weight on face, lifts head to clear nose, labyrinthine righting reaction and optical righting reaction | 1 month |
| prone head: lifts head 45-60 degrees momentarily, head bobbing, increased cervical spine mobility permits ear to rest on supporting surface, head and neck exts. getting stronger | 2 months |
| head lifting, bobbing, and turning provide stimulation to what systems | visual, proprioceptive, kinesthetic, vestibular |
| prone head: lifts head 45-90 at midline & maintains, head control influenced by labyrinthine & optical, lumbar exts. provide synergistic action to stabilize thorax, head turns freely, can't maintain spinal ext. w/ head flex, lat. weight shift w/ head rot. | 3 months |
| prone head: able to flex head on elbows, capital flexion and cervical ext., 90 degree angle with cervical ext., rotation of head causes slight change in WB in trunk (face side weight-shift), mouth to toy, anti-gravity ext., rocking | 4 months |
| clinical note: asymmetrical head rotation will leads to asymmetrical spinal rot., asymmetrical weight-shifting, and asymmetrical trunk m. dev.; postural condition in which neck mm. may be shortened causing head tilting, chin rotation, &/or flex to 1 side | torticollis |
| prone UE: flexor tone, close to or under body, hands close to shoulders, shoulder girdle provides stability for head lifting and turning, weight shift post. from head/face to shoulders/chest to lift head | neonate |
| prone UE: more abd. and ext. rotated; move away from body; pelvis lowers; shoulders less protracted; upward rotation of scapula; active elbow ext. increasing; no functional use of arms; fingers loosely flexed | 1 month |
| prone UE: partially WB on forearms and ulnar borders of hands, can not maintain forearm WB, elbow still behind shoulder, brings head and mouth to hand, minimal to no functional use of hands in prone | 2 months |
| prone UE: WB on elbows and forearms, space between humerus and trunk, elbows under/in front of shoulders briefly, slight scapular winging, weight on mid-chest, scratches at surfaces | 3 months |
| prone UE: alt. btw. forearm WB and retraction in pivot-prone, synergistic m. action at trunk and shoulder girdle for POE, weight shift in POE associated w/ head rotation, no unilateral reaching in POE, lacks full ext. of elbow | 4 months |
| prone LE: hip flexion, abd., and ext. rotation; knee flexion; ankle dorsiflexion; pelvis elevation and WS onto face and UEs; random movements; Galant reflex and TLR | neonate |
| prone LE: ext. of lumbar spine increasing, pelvis rests closer to surface, hip flexion decreased esp. during quiet states, increases with LE movement, increased knee ext., random kicking | 1 month |
| prone LE: increased knee ext., thigh rests on surface, hip flexion decreasing, flexion occurs opposite of head | 2 months |
| prone LE: LEs symmetrical; ext. increasing in hips and knees; ext. rotation decreasing; random anti-gravity kicking begins; when LE movement creates hip flexion weigh shifts forward the head hyperextends, shoulders tip ant., and humeri ext. | 3 months |
| prone LE: hips more add. and less ext. rotated, LEs symmetrically extended, brings pelvis to surface and increases infant's ability to lift chest off surface, changes in LE position mirror that of UEs | 4 months |
| test used to measure progressive dev. of anti-gravity flexor mm. and baby's response to changing sensory feedback, head lag at younger ages | pull - to - sit test |
| supported sitting: not functional, "C" shaped spine, attempts to lift head, LEs flexed, abd. and ext. rotation at hips with knees semiflexed and ankles dorsiflexed, UEs hang loosely, moro reflex and placing reaction of UEs | neonate |
| supported sitting: head falls forward, attempts to lift head, scapula retracted, elbows flexed, forearms pronated, wrists ext., flexed spine, pelvis perpendicular and WBing on ischial tuberosities, knees off surface, pull-to-sit head lag | 1 month |
| supported sitting: with pull-to-sit tries to lift head due to labyrinthine and optical righting reactions, back is still flexed, head lifting more prevalent, when trunk is loosely held head and eventually trunk fall forward | 2 months |
| supported sitting: with pull-to-sit head lags initially but lifts as moved closer to upright position, fixes with eyes to provide stability, increase in back ext., "high guard" position of UEs, cannot reach with UEs in sitting but reaches with eyes | 3 months |
| supported sitting: precariously stable, barely functional, can do unsupported for sev. seconds, head rot. initiates WS to face side, spinal exts. in neck & trunk stabilize trunk position while leaning forward, scapular add. assists w/ postural stability | 4 months |
| supported standing: positive support/primary standing (takes weight, knees semi-ext., hips flexed, knees apart, limited by m. and soft tissue) & automatic walking/stepping reaction (lean infant forward, takes steps in reciprocal pattern), placing reaction | neonate |
| supported standing: primary standing, automatic stepping diminishes due to increased size and weight, head lifting more frequent, UE ext. increases with activity, hips flexed behind shoulders, genu varum (outward bowing of LEs), synergistic mvmt. of LEs | 1 month |
| supported standing: astasia-abasia (primary standing and auto walking are rarely seen), lower tone in shoulders compared to before, must be supported under axillae, hips still post. to shoulder girdle | 2 months |
| supported standing: "high guard" position of UEs, astasia-abasia usually gone, hips still behind shoulders, knee ext. provides ext. tone needed to support weight, plantar grasp & attempts to create stability (toe curling), arms assist in postural control | 3 months |
| supported standing: maintains standing with hands held, LEs more add., elbows ext. when supported at trunk, requires total ext. pattern | 4 months |
| sidelying: head in line with trunk and hips or slightly behind shoulders, can not maintain position independently | 1 month |
| sidelying: head in midline resting on support surface, may slightly lift head off surface (1-2 seconds), may briefly sustain position independently | 2 months |
| sidelying: trunk in line with head and hips, can maintain this position with minimal support, very brief head lifting may occur | 3 months |
| rolling to sidelying: may roll prone to sidelying both directions, initially occurs with WS in POE, LE position affects WS, important in developing lateral flexion, may briefly lift head laterally in sidelying but cannot maintain in neutral | 4 months |
| supine head: when engaging in flexion in supine head flexes, can still rotate and ext. head even in flexed position, may lift head and possibly shoulders off surface but inconsistent and brief, anticipates pull-to-sit when hands held | 5 months |
| supine UE: reaches to LEs, primarily in pronation but rotates when playing with feet, tricep activity increases | 5 months |
| supine grasp: uses vision to make adjustments for hand orientation, tactile and visual feedback used to adjust hand, wrists ext. during reach, voluntary palmar grasp, no thumb action yet, explores toys orally and visually | 5 months |
| supine LE: feet to hands and mouth, disassociation of UE from LE and disassociation btw. 2 LEs during reach, alternating flex and ext. of LE, both hands to one foot promotes the dev. of oblique abdominals and diagonal movement, hip ext. increasing | 5 months |
| supine to sidelying: improved m. control, active rolling, asymmetry observed is precursor to lat. flexion on NWB side, can not maintain anti-gravity lat. flexion, neck righting contributes to rolling to side | 5 months |
| supine to prone: prevented by hip flexors, greater motor control and coordination required for this movement | 5 months |
| prone to supine: rarely voluntarily, WS too far, ext. is primary component to movement which is why it occurs first | 5 months |
| prone head: head control nearly fully developed, shoulder girdle and UE stability help to neutralize effects of head movements on trunk, downward gaze and visual regard of objects near chest | 5 months |
| prone trunk: "swimming" or pivot-prone, initial phase of Landau reaction, increased range of spinal extensors | 5 months |
| bilateral symmetrical add. of scapulae during head and back ext., head ext. activates back exts. through labyrinthine system, ext. reaction stronger, leads to rocking movement on abdomen, increased trunk strength and control | 5 months |
| prone UE: greater shoulder girdle and elbow control enables to push up onto ext. arms, no reaching in prone, greater shoulder flexion | 5 months |
| POE: preferred position, can use hands in this, able to WS and reach, WB shifted from forearms to humeri | 5 months |
| prone LE: strong hip ext. anchors pelvis and trunk during reach, hip ext. with int. rotation rare, flexes knees against gravity, ankles beginning to alt. btw. dorsiflexion and plantar flexion | 5 months |
| pull-to-sit: cannot flex head off surface in supine but can when hands are held, erect trunk when hands are held | 5 months |
| sitting: lumbar kyphosis, limited spinal rotation, propped sitting (brief by supporting self by arms), can rotate head without losing balance, supported sitting (balance maintained only when hands held or trunk supported) | 5 months |
| supported standing: almost full WB on ext. legs, hips adducted, some hip flexion remains, begins to alt. btw. knee ext. and collapse into flexion (precursor to bouncing) | 5 months |
| hand dev.: palmar grasp, uses forearm rotation, brings objects to mouth, shakes toys, involuntary release, thumb still not participating in grasp | 5 months |
| postural control: maintains many postures against gravity, labyrinthine and optical reactions (present or integrated), Landau reaction complete, protective ext. forward, body-on-body righting (segmental response because of integration of ATNR) | 6 months |
| supine: feet play, playing between flexion and extension, range of hip flexion is reduced when knee is ext. above body, dissociated LE, tactile stimulation and body exploration | 6 months |
| sidelying: remains in position for a greater amount of time, mastered anti-gravity ext. in prone and flexion in supine, failure to achieve lat. flexion indicates a disturbance in motor dev., can move & demonstrate dynamic control of m., attempts to sit up | 6 months |
| prone: more functional and mobile position, elongated horizontal position, moves laterally/pivoting in prone, dissociation of leg movements prepares for crawling, attempts 4-point, lunges forward or backward for mobility | 6 months |
| prone on ext. arms: greater lift of chest, humerus abd. in line with shoulders, WBing on heel of hand with raking of fingers, rotation of head creates WS in UEs (face side or skull side) | 6 months |
| forearm WB prone: allows for hand use, use more frequently than prone on ext. arms, mature form of WS (skull side), adjusts posture prior to turning head, forearm in pronation | 6 months |
| pivot in prone: UEs perform dissociated frontal plane motion, pushing with UEs now occurring in frontal plane motion, shoulder abd. away from midline to pivot, forward protective ext. of arm | 6 months |
| rolling: consecutive rolling for locomotion, supine to prone (initiated by flexion, rotation, and lat. WS), rolling pattern from prone (initiated by ext.) | 6 months |
| sitting: pull-to-sit (lifts head off surface, tucks chin, completes indep. while holding hand), ring sits indep. which provides positional stability to pelvis, protective ext. forward beginning sideways | 6 months |
| supported standing: baby leans forward in standing using back exts. for stability, takes full weight on LEs, less UE support, repetitively flexes and extends hips and knees pushing with feet | 6 months |
| reaching: supine-controlled, stop and start movement anywhere in range, more precise prone-reaches close to and away from body, visual info to adjust sitting-greatest control in forward reach, toy to mouth | 6 months |
| grasp and release: palmar grasp and radial-palmar grasp, lack grading and isolated control, lacks in-hand manipulation skills, two-stage transfer (mouth as point of stability), object release (flings objects, transitioning to purposeful release) | 6 months |
| supine and prone: quickly moves btw., prone offers more variety, pivots in prone, plays in asymmetrical posture, assumes quadruped (prone to sidelying to 4-point), do not want to be supine | 7 months |
| bear standing: pushes up from quadruped, requires stable shoulder girdle control | 7 months |
| quadruped/4-point: learning to move prone to quadruped through sidelying, sitting to quadruped, rotation of upper trunk over pelvis | 7 months |
| crawling: belly crawling/commando crawling (precursor to 4-point), primary means of locomotion, reciprocal extremity movements with counter-rotation of trunk, carries and pushes toys | 7 months |
| sitting: independent, bilateral and unilateral reach for objects | 7 months |
| rising to stand: pulling up on furniture, tall kneeling, pushes down with UEs to move to stand by ext. body LEs symmetrically or WS and move to stand through 1/2 kneel | 7 months |
| standing: 1 hand supports while opp. hand beings to reach, bang, and pull; head rotation facilitates upper body rotation; LEs remain symmetrical and stable assuring stability to COG; still some hip flexion | 7 months |
| walking: attempts while supported, minimal step length, steppage gait, progresses forward primarily by leaning forward in upper trunk while person supports chest | 7 months |
| grasp and release: radial palmar grasp fully dev., thumb starts to join, raking grasp/inf. scissor, transferring hand to hand smoothly (one-stage transfer), beginning stage of voluntary active release, uses surface or other hand to force obj. out of hand | 7 months |
| supine and prone: do not want to be supine, prefers more variety and movement that prone (or other) position(s) allows | 8 months |
| sitting: ring sitting is most stable, long sitting devs., toe curling may be observed, combo of ring and long sitting, uses LEs to rotate body, side-sitting used as transitional position to quadruped | 8 months |
| quadruped crawling/creeping: most efficient form of movement, typical range-7-10 months, reciprocal extremity movements used which requires counter-rotation of shoulder and pelvic girdle | 8 months |
| rising and kneeling: strong desire to be upright, UE strength to pull to stand, in 1/2 kneel infant uses lat. flexion on WB side and will eventually transition to elongation on WB side | 8 months |
| standing: not content to just stand once in the position, abd. legs to stabilize posture, UE still often needed to reinforce postural stability, difficulty sitting back down (controlled) without holding on | 8 months |
| climbing: urge to be upright, demonstrates ability to problem-solve, wide BOS, lack judgement or ability to climb down, furniture and stairs are typical climbing obstacles, elongation of WB side | 8 months |
| cruising and walking: cruising-WS initiated by head turn (WS to head side), stands indep. holding onto fingers with scapular add., wide BOS | 8 months |
| grasp: radial-digital grasp-thumb opp. to radial fingers scissors grasp-add. of thumb to radial side of flexed index finger inf. pincer grasp-add. of thumb against ext. finger at middle phalynx | 8 months |
| grasp release: releases larger objects above surface or into large container; manipulate, transfer, and release at will; pushes toys when crawling | 8 months |
| postural control: stability leads to mobility, learns to adapt posture prior to movements (widen BOS), equilibrium reaction present in supine beginning in sitting, protective extension | 9 - 10 months |
| sitting: ring or tailor sitting, long sitting, alternates btw. ant. and post. pelvic tilt, side-sitting, W-sitting, backward protective reactions | 9 - 10 months |
| 4-point crawling/creeping: ring sitting to quadruped uses forward "vaulting", side-sitting to quadruped rotates trunk over ER femur, creeping primary means of locomotion, devs. motor-planning and problem-solving skills, quadruped to sitting | 9 - 10 months |
| kneeling: plays in kneeing and 1/2 kneel, kneels without ext. support | 9 - 10 months |
| climbing: cannot yet descend, attempts to sit down which shifts weight post. and child falls backward; looks behind and lowers weightbearing leg, tailor sits on chair; cannot climb chair and turn to sit down, instead stands on chair | 9 - 10 months |
| standing: full weight with LEs but uses support, widens BOS, lowers self from standing using post. weightshift, may stand momentarily with toy in hands, can rise on toes and squat with UE support, no more butt plop (going down controlled) | 9 - 10 months |
| cruising: WS is smoother due to increased control in hip abds. and adds., can WS laterally and rotate trunk to NSB leg, may rotate and walk forward with 1 hand for support | 9 - 10 months |
| supported walking: ant. pelvic tilt due to limited hip ext., wide BOS, hip abd. and ER in swing and stance phase, dev. of hip IR correlates with dev. of hip ext., marked trunk ext. when walking with 2 hands held, learning to stand/walk with 1 hand held | 9 - 10 months |
| reach, grasp, release: reaches overhead in sitting, wrist exts. in radial-digital grasp, inf. pincer grasp, releases into large container with wrist straight; pincer grasp, index isolation with fingers flexed, clumsy release of small items | 9 - 10 months |
| play: sensorimotor play (functional and exploratory), play at midline, bangs on objects for auditory pleasure, points with isolated index, uncovers hidden toy (object permanence), fights for disputed toy | 9 - 10 months |
| postural control: S-curve of spine, lumbar ext. uses more m. activity of LE to maintain postures, transition movements move COG, postural reactions to unexpected shift in COG cont. to dev., parachute reaction | 11 - 12 months |
| sitting: long sit, tailor sit (allows for transitions), W-sit (bad for hips and knees when prolonged), side-sit (lat. flexion increases with narrower BOS), greater trunk rotation ability in sitting | 11 - 12 months |
| quadruped crawling and climbing: primary means of locomotion, climb on and over obstacles and into containers, now has motor planning to be able to move from climb to sitting, facing direction of climb, quadruped to descend | 11 - 12 months |
| rising to stand: quadruped through squat (4-point to semi-1/2 kneel), using furniture (kneel to 1/2 kneel, may rise through 1/2 kneel without support but descent to floor requires ext. support) | 11 - 12 months |
| standing: retrieving toys, stands indep. with wide BOS, toe curling for stability, stoop and recover | 11 - 12 months |
| cruising to walking: forward cruising with 1 hand held, supported walking with hand held, indep. walking average age-11.2 months, early indep. walking (fast, short stride, high cadence, short swing phase, wide BOS, no arm swing), high guard (UEs flexed) | 11 - 12 months |
| reach, grasp, manipulation, release: bimanual dexterity (can hold container with one hand while placing an object into it with the other), bilateral skills, 3-jaw chuck grasp, radial digital of cube, pincer grasp and release, controlled release | 11 - 12 months |
| fine motor dev.: increased interest in objects and object play, fine motor patterns are being combined into functional object use during play, increased reach grasp-and-release abilities allow adaptive skills to begin and emerge | 11 - 12 months |
Created by:
emma.scarmon-coyotes
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