Life Span
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| Two type of family crises are? | developmental and situational
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| Some common injuries in young athletes? | weight training, full squats, power lifts
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| Three major areas of adolesant day is? | ADL's, IADLS, Education
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| Metacognitive skills? | think before, during, and after
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| Temporal Organization? | orderly and logical sequencens of task steps; start to finsh
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| Adaption? | abilty to anticipate, correct for, and benefit from the consequences of errors
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| Process Skills? | allow transfer and adaption of previously learnes tasks to new environment
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| 5 Steps to acquiring social knowledge? | decode,interpret,search,select,take action
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| Rapport? | girls
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| Define Rapport? | the language of conversation and the way of connecting and negotiationg relationships
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| Report? | boys
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| Define Report? | gives information and directives
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| ICF activities & participation includes? | learning, communication, mobility, self-care, interpersonal relationships
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| Dynamic Postural Stabilty? | interaction of muscle strength, preception, and learning through practice
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| By 5 childern can run fluidly and kick a ball without stopping is? | dynamic postural stabilty
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| Temporal Awareness? | planning, sequencing, and altering movements
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| Jumming jacks, repetative motor activites such as bicycling, skipping rope, playing ?piano? | temporal awareness
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| Size constancy? | ability to recognize that an objects maintain a constant size even if their distance varies
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| Figuregound? | ability to focus and locate an object embedded in a distracting background
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| Depth? | ability to judge distances and recognize 3D
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| Movement? | ability to detect and track a moving object
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| Types of Play? | solitary, on-looker, parallel, assocaiative cooperative, fantasy, constructive
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| Solitary Play? | to play independently
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| On-Looker Play? | child who watches other children play
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| Parallel Play? | playing in the same vicinity as another child, and are engaged in similar activites
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| Associative Play? | following one another around in lines borrowing and demonstrating toys
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| Cooperative Play? | social interaction in a group
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| Consrtuctive Play? | making or building things
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| Negativism | around 18mths to express autonomy such as repeating the word no, hitting, bitting, kicking, tantrums
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| Hand Preferance | consistent choice of the same hand for complex skilled task, established at age 4
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| Tactile defensiveness | occurs when a child reacts w/protective or aviodance responses to what should be nonthreating
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| Visual pursuit | slow smooth movement such as gaze
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| Seraching for something in reading | visual scanning
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| Viedo game and tennis | eye-hand coordination
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| When both the person and target are static | static visual acuity
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| Walking along a line | Perceptual motor skill
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| Perceptual motor skill | throwing a ball at a target
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| Climbing in a playground | Perceptual motor skill
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| Cylindrical, Spherical, Hook, Lateral prehension is what type of grasp | Power
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| Tripod, Lateral Prehension, pincer is what type of grasp | Precision
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| pincer grasp | precision
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| lateral prehension | power & precision
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| power grasp | hook grasp
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| cylindrical grasp | power grasp
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| spherical grasp | power grasp
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| calibration | is the judement of force, speed, and directional control when attempting a task
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| Postural Stability | ability to keep body balanced and aligned
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| Flow | smooth fluid movement
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| Body is still during sitting or standing | static postural stability
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| Family ability to plan change and work together when change and stress occur | adaptability
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| when a infant and caregiver develop an attachment concurrently | bonding
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| bonding | kissing, cuddling, stroking
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| classificaton of attachment behavior | secure, avoident, insecure
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| the ability to maintain the body position | postural conrol
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| to hold a quiet position | static
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| to maintain alignment during movement | dynamic
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| postural stability both statically and dynamically | balance
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| process of brining the body parts into alignment | righting
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| Rolling, sitting unsupported | gross motor
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| repeat interesting sounds, engage in outright laughter | cognitive language middle infancy
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| pad of thumb and the side of the index finger | lateral pincer grasp
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| Emotional being, shows anger and fear | personal-social late infancy
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| clear babbling, mama dada | cognitive language late infancy
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| neonate shows refelxive behaviors | suck, swallow, gag
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| First year of life (birth-3mths) | early infancy
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| First year of life (4-6mths) | middle infancy
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| First year of life (7-9mths) | late infancy
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| First year of life (10-12mths) | infancy transition
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| apgar scale measures | breathing, muscle tone, reflex, skin, heart beat
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| First organ to develop | heart
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| Last organ to develop | lung
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| Smallest cell | sperm
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| largest cell | ovaum
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| downward pressure on tongue should produce sucking movement | suck-swallow
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| elicited by touch to the posterior half of the tongue | gag
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| associated with feeding stimulus is to stroke on either side of the infants cheek infant should turn their head | rooting
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| righting reaction permit the infant to change positions such as rolling | labyrinthine
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| startling reflect sudden movement head dropped back arms abduction | moro
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| upper and lower limbs face the side that the head is turned to | asymmetrical tonic neck
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| deep sleep no eye movement difficult to arouse | behavioral state I
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| active rem, startles movements but settles down quickly | behavioral state II
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| from sleep to wakefulness one eye open infant appears to rouse but then goes back sleep | behavioral state III
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| quiet alert optimum behavioral state for evaluation visually attentive and establishes social relationships and early learning | behavioral state IV
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| active alert eyes open body movements interfere with sustained attention | behavioral state V
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| Last sensory to come in infant | vision
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| first sensory to come in infant | hearing
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| smell, taste, touch | sensory development in a newborn
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