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Study Peds
| Term | Definition |
|---|---|
| Occupations | Meaningful, goal-directed, purposeful activities that provide personal satisfaction, occur over time, and occur within the contexts of daily life. |
| Play | The "work" of childhood. It is serious learning and crucial for development. |
| Top-Down Approach | Focuses on understanding the child's level of participation in occupations. Involves interviewing parents, caregivers, and teachers. Assessment of specific skills and client factors occurs later. |
| Bottom-Up Approach | Evaluates client factors to understand limitations in performance skills. Assumption: Deficits in client factors will impact performance in functional tasks. |
| AT Bluetooth | Every tablet, computer, and smartphone can be (or is) Bluetooth enabled. Client controls power chair and other devices. |
| Walkers | Skills Needed: Grasp patterns. Steer with arms. Pull to standing position. Types of Walkers: Anterior Walker: Easy to transport. Reverse posture Walker: Have 2/4 wheels, swivel, and fixed casters. |
| Mobility of Standers | Static: Child in the stander remains in a static position. Dynamic: Allow and encourage movement (referred to as gliders). Mobile: Let the person move around the environment. |
| Types of Standers | Supine: for medically fragile children with poor head control or trachs. Prone: for children with good head control who are alert; promotes weight shift. Sit-to-stand: for children with good head control; start seated, move to standing, allows breaks. |
| Standing Programs | Suggested program: 5 days a week for a minimum of an hour a day. |
| Standers | Pros: LE/spine weight-bearing prevents osteoporosis, contractures, pressure sores; reduces spasticity; improves PROM, socialization, bowel/bladder. Cons: fractures, severe osteoporosis, excessive stander stretch, cardio/respiratory compromise. |
| Mobility Factors that Influence Success | Features of the mobility device. Physical environment. Social environment. Child's client factors and performance skills. Child's visual perceptual and cognitive skills. |
| Power Wheelchairs | Power Assist Devices, Power Mobility Devices, Power Wheelchairs, Control Device, Power Wheelchair Styles, Alternative Drive control |
| Power Assist Devices | Added to a wheelchair to add greater independence for the user. Add power assist wheels. Adds weight to the chair. |
| Power Mobility Devices | Manual chair can be converted to a power chair with add-on unit. |
| Power Wheelchairs | Battery-operated motorized unit. |
| Control Device | Joystick (operated by foot, hand, forearm, chin, or back of head). Placement is determined by the child's motor skills. OT helps the child practice using the device and problem-solving. |
| Power Wheelchair Styles | Rear-wheel drive Mid-wheel drive Front-wheel drive |
| Manual Chairs | Dependent mobility: medical strollers, tilt-in-space chairs. Independent: folding or rigid wheelchairs. Consider chair weight (12–16 lbs), size (growth for 5 yrs), and setup (child’s center of gravity) |
| Seating and Mobility Evaluation | Assess seating/mobility: abilities, strengths, stability, endurance, current methods, environment. Consider tasks, independence, assistance, sensory needs. Generate and select solutions, implement AT trials, and plan follow-up. |
| AT Low Tech | Walkers, crutches, canes, Bumbo chair, Zip Zap chair, Go Baby Go. |
| AT High Tech | Customizable to the needs of the child. Often require supplemental funding. |
| Mobility Developmental Disorders | The CNS is most vulnerable to major malformations from day 14 to week 20 of gestation. Later insults may cause functional issues or minor malformations (e.g., ADHD, Autism, DCD). Prenatal drug/alcohol exposure can affect CNS development |
| Spina Bifida | Spina bifida: neural tube defect from failed inferior neuropore closure. Types—meningocele: meninges protrude; myelomeningocele: spinal cord abnormal, affecting LE and bowel/bladder; myeloschisis: open malformed spinal cord, affects LE and bowel/bladder. |
| Tethered Spinal Cord | Cord adheres to a lower vertebra causing dermatomal and myotomal deficits in the lower limbs, pain in the saddle region and lower limbs, and bowel and bladder dysfunction. |
| Spinal Muscular Atrophy (SMA) | Autosomal recessive disorder where motor neurons with cell bodies in the spinal cord that innervate skeletal muscles degenerate. |
| Cerebral Palsy (CP) | A movement and postural disorder caused by permanent, non-progressive damage of the developing brain. |
| Meningocele | Protrusion of meninges through the bony defect. |
| Myelomeningocele | Results in abnormal growth of the spinal cord, impacting LE function and bowel and bladder. |
| Myeloschisis | Malformed spinal cord opens to the surface of the body, impacts LE function and bowel and bladder. |
| Social Impacts of Mobility Impairments | Consider the social implications of limited mobility on participation, interaction, and overall quality of life. |
| Motor Development Milestones | Gross motor milestones (approx.): Prone lift head 2mo, roll 6mo, chest up with arms 7mo, sit 9mo, pull to stand 10mo, stand with support 11mo, cruise 12mo, partial weight 13mo, stand alone 14mo, walk alone 15mo. Individual variation occurs |
| Person-Environment-Occupation-Performance (PEOP) | Client-centered activities focusing on environments involved and the child's chosen occupations. Considers the entire person, supports, environments, and occupations. |
| Ecology of Human Performance (EHP) | Examines person, tasks, and environment and contexts and considers how culture and social influence work together. Establish and restore approaches are often used. |
| Model of Human Occupation (MOHO) | Emphasizes selecting the right mobility equipment to fit the child's interests, values, and volition. Considers performance capacity within the environment. |
| Functional Mobility | Moving from one place to another, performing functional ambulation, and transporting objects. |
| Community Mobility | Community Mobility |
| What is Social Thinking? | “Created by Michelle Garcia Winner and Dr. Pamela Cook. Supports social thinking and social skills for children 4+. Uses visual supports, modeling, naturalistic teaching, and self-management. |
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