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71 Cards in this Set
- Front
- Back
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Why study lifespan development |
Need to know what is normal to determine what is abnormal. |
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Lifespan development |
Is the pattern of movement or change that begins at conception and continues through the life cycle until death. |
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Most development involves |
Growth and decay (death and dying). |
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Processes of development pattern |
Biological, cognitive, & social. |
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Biological processes |
Involves changes in physical status. |
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Cognitive processes |
Involves changes in a person's thought, processing, intelligence, and language. |
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Social processes |
Involves changes in interpersonal relationships, emotions, and personality. |
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Loss of functional ability |
Does not always result in disability |
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Disability |
Something that hinders or incapacitates. |
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Functional Independence |
Is a lifelong goal of people. |
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Function |
Those activities identified by an individual as essential to support physical, social, & psychological well-being and to create a personal sense of meaningful living. |
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Primary goal of healthcare |
To restore and improve function. |
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Physical manifestations |
Those aspects of body function that can be measured or observed, such as muscle strength, body temperature, blood pressure etc. |
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Client symptoms |
Reflect the clients impression of his health. Such as pain, weakness, ill feeling. |
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Functional status |
Reflects how well the client is able to perform day to day activities. |
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Basic activities of daily living (BADL) |
Personal care activities such as ambulating, feeding, bathing, dressing, grooming |
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Instrumental activities of daily living (IADL) |
Activities relating to how well we manage within our home or community. Such as cooking, cleaning, shopping, transportation. |
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Quality of life |
Defined as a life that promotes fulfillment of both base and complex needs. Leading to life satisfaction. |
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Nagi disablement model |
Related disablement to quality of life. Quality of life is impacted at the level of functional limitation or handicap. Therapeutic outcomes focus of functional limitations and disability rather than disease and impairments. |
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Nagi categories |
Disease, impairment, functional limitations, disability, handicap. |
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Disease |
Pathologic state manifested by the presence of signs and symptoms that disrupt body homeostasis or internal balance. Diagnosis. |
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Impairment |
Change in anatomic, physiologic, or psychological structures or functions. Such as, decreased strength, loss of range of motion, or spasticity. |
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Functional limitations |
Occur as a result of an impairment and become evident when the individual is unable to perform activities that are part of daily routine. Such as inability to ascend stairs. |
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Disability |
Results when functional limitation becomes so great that the person is unable to meet social or environmental expectations. May be due to social barriers. Such as inability to drive car. |
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Goal of physical therapy using Nagi model |
Increased independence in home and community and improvement in patient's quality of life. |
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ICF (WHO) model |
Takes into account environmental and personal factors. Less focused on the cause of the condition. More emphasis on the impact of limitations and participation restrictions. |
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ICF categories |
Health condition, impairment, activity limitation, participation restriction. |
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Growth |
Increase in dimension and proportion |
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Maturation |
Physical changes of the body due to pre-programmed internal body processes. |
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Adaption |
The body's response to environmental stimuli. |
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Motor development |
The acquisition of motor behavior that is heavily maturational in origin. Based on genetics. |
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Motor learning |
The acquisition of motor behavior that is more environmentally dependent. Based on learning. |
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Milestones |
Development processes such as rolling or walking. |
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Motor skills |
Learning processes such as jumping rope or bike riding. |
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Cephalic to caudal |
Top to bottom muscle development. First head and neck control, then trunk control. |
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Proximal to distal |
Infant first controls the midline of the neck, then the trunk, followed by the shoulders and pelvis, then arms, legs, hands, and feet. |
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Gross to fine |
Child acquires large muscle movement before small muscle skills. |
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Mass to specific |
Acquires simple movements before progressing towards complex movements. |
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Influences on human development |
Genetics, culture, maturation, and environment. |
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Culture influences |
Culture impacts motor performance, identifies value s and determines task demands and roles. Cultural expectations affect parenting and attaining adult status. |
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Poverty |
State of not having sufficient basic resources. |
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Poverty causes delays in |
Motor, language, social, and academic. |
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Piaget's theory |
Focuses on stages if cognitive development. Intelligence. Only covers birth through adolescence. |
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Piaget's sensorimotor stage |
Birth to 2 years. Infant develops schemas: associates experiences with physical actions. |
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Piaget's preoperational stage |
2-7 years. Represents the world by symbols, such as words and objects. |
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Piaget's Concrete operational stage |
7-11 years. Development of logical thought, problem solving, can mentally reverse information. |
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Piaget's Formal operational stage |
Begins at 12 years. Development of abstract thought. |
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Erickson's stages of development |
Describes stages of personality development. Combines biological needs with cultural expectations focusing on traits of social interaction. Each stage has a psychological conflict that must be resolved to advance on. |
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Erickson's infancy |
Trust vs mistrust. Characteristics: self trust and attachment. |
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Erickson's late infancy |
Autonomy vs shame or doubt. Characteristics: Independence and self control. |
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Erickson's childhood |
Initiative vs guilt. Characteristics: Initiation of own activity. |
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Erickson's school age |
Industry vs inferiority. Characteristics: working in projects for recognition. |
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Erickson's adolescence |
Identity vs role confusion. Characteristics: sense of self physically, sexually, and socially. |
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Erickson's middle adulthood |
Generativity vs stagnation. Characteristics: guiding the next generation. |
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Erickson's late adulthood |
Ego integrity vs despair. Characteristics: sense of wholeness, vitality, and wisdom. |
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Maslow's hierarchy |
Each higher level depends on mastering the one before. 1 physiological survival needs. 2 safety. 3 love, belonging, affection. 4 esteem. 5 self-actualization. |
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Memory |
Process of registration, retention, and recall of past experience, knowledge, and ideas. |
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Explicit memory |
Declarative memory of facts and events. |
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Implicit or procedural memory |
Motor memory. Recall of movement and storage of motor programs. |
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Immediate memory |
Recall after a few seconds. |
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Short term memory |
Memory from a few minutes, hours, and days. |
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Long term memory |
Remote memory from years previously. |
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Motor control |
The ability to maintain and change posture and movement. Occur within small intervals, typically fractions of seconds. |
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Motor learning |
A process that occurs across hours, days, & weeks. |
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Motor development |
Occurs across intervals typically referred to as "age". Measured in months, years, and decades. |
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Reflex hierarchy |
Top-down perspective. The farther up the hierarchy, the more inhibition of lower nervous system structures and reflexes. Inhibition turns response patterns into volitional movements. |
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Reflex |
The basic unit of movement. The pairing if sensory stimulus with a motor response. |
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Primitive reflexes |
Level 1. Simplest reflexes. Located in the spinal cord. Phasic reflexes are typically of short duration. |
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Tonic reflexes |
Level 2. Higher than primitive reflex. Produces changes in muscle tone and posture. Associated with the brain stem. |
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Righting reactions |
Level 3. Align the body with respect to gravity. Associate with the midbrain. |
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The will and equilibrium reactions |
Level 1. The ability to inhibit and control reflexes and initiate purposeful movement. Associated with the cortex. |
