Nbcot Human Development And Aging

Front 1

Finger-to-palm Translation

Back 1

A linear movement of an object from the fingers to the palm of the hand (ex. picking up coins).

12 - 15 months

Front 2

Palm-to-finger Translation

Back 2

with stabilization, a linear movement of an object from the palm of the hand to the fingers (ex. placing coins in a slot)

2 - 2 1/2 years

Front 3

Shift

Back 3

a linear movement of an object on the finger surface to allow for repositioning of the object relative to the finger pads (ex. separating 2 pieces of paper)

3 - 3 1/2 years

Front 4

Simple Rotation

Back 4

the turning or rolling of an object held at the fingers pads approximately 90 degrees or less (ex. unscrewing a small bottle cap)

2 - 2 1/2 years

Front 5

Complex Rotation

Back 5

the rotation of an object 360 degrees (ex. turning a pencil over to erase)

6 - 7 years

Front 6

In-hand Manipulation with Stabilization

Back 6

several objects are held in the hand and manipulation of one object occurs, while simultaneously stabilizing the others (ex. picking up pennies with thumb and forefinger while storing them in the ulnar side of the same hand)

6 - 7 years

Front 7

Palmar-supinate Grasp

Back 7

held with fisted hand, wrist slightly flexed and slightly supinated away from mid-position; arm moves as a unit

1 - 1 1/2 years

Front 8

Digital-pronate Grasp

Back 8

held with fingers, wrist neutral with slight ulnar deviation, and forearm pronated; arm moves as a unit

2-3 years

Front 9

Static Tripod Posture

Back 9

held with crude approximation of thumb, index, and middle fingers, ring and little fingers only slightly flexed, grasped proximally with continual adjustments by other hand, no fine localized movements of digit components; hand moves as a unit

3 1/2 - 4 years

Front 10

Dynamic Tripod Posture

Back 10

held with precise opposition of distal phalanges of thumb, index, and middle fingers, ring and little fingers flexed to form a stable arch, wrist slightly extended, grasped distally, MCP joints stabilized during fine, localized movements of PIP joints

4 1/2 - 6 years

Front 11

Prerequisite skills for scissors use include the ability to:

Back 11

a. Open and close hand
b. Isolate or combine the movements of the thumb, index and middle finger
c. Use hands bilaterally; one hand to use the scissors, one to stabilize the item being cut
d. Coordinate arm, hand, and eye movements
e. Stabilize the wrist, elbow, and shoulder joints so that movement can occur at the distal joints
f. Interact with the environment in the constructive developmental play stage

Front 12

Stages of Development in Scissor Use, The child sequentially:

Back 12

a. Shows an interested in scissors, 2-3 years
b. Holds and snips with scissors, 2-3 years
c. Opens and closes scissors in a controlled fashion, 2-3 years
d. Manipulates scissors in a forward motion, 3-4 years
e. Coordinates the lateral direction of the scissors, 3-4 years
f. Cuts a straight forward line, 3-4 years
g. Cuts simple geometric shapes, 3-4 years
h. Cuts circles, 3 1/2 - 4 1/2 years
I. Cuts simple figure shapes, 4-6 years
j. Cuts complex figure shapes, 6-7 years

Front 13

Abraham Maslow: Hierarchy of Basic Human Needs

Back 13

a. Philosophic: basic survival needs (food, water, rest, warmth)
b. Safety: the need for physical and physiologic security
c. Love and belonging: the need for affection, emotional support and group affiliation
d. Self-esteem: the need to believe in one's self as a competent and valuable member of society
e. Self-actualization: the need to achieve one's personal goal, after attaining all of the psychosocial developmental milestones

*Proposed that if the lower-level needs are not met, the individual is unable to work on higher-level pursuits

Front 14

Jean Piaget, Major Constructs:

1. Adaptation

Back 14

responding to environmental challenges as they occur

Front 15

2. Mental Schemes

Back 15

organizing experiences into concepts

Front 16

3. Operations

Back 16

the cognitive methods used by the child to organize schemes and experiences to direct subsequent actions

Front 17

4. Equilibrium

Back 17

the balance between what the child knows and can at on and what the environment provides

Front 18

5. Assimilation

Back 18

the ability to take a new situation and change it to match an existing scheme or generalization

Front 19

6. Accommodation

Back 19

the development of a new scheme in response to the reality of a situation, or discrimination

Front 20

Hierarchical Development of Cognition

Back 20

1. Sensorimotor Period, ages birth to 2 years
2. Preoperational Period, ages 2 to 7 years
3. Concrete Operations, ages 7 to 11 years
d. Formal Operations, ages 11 through the teen years

Front 21

Exploratory Play

Back 21

0 - 2 years
a. Child engages in play experiences through which he/she develops a body scheme.
b. Sensory integrative and motor skills are also developed as the child explores the properties and effects of actions on objects and people.
c. Child plays mostly with parent/caregiver(s).

Front 22

Symbolic Play

Back 22

2 - 4 years
a. Child engages in play experiences through which he/she formulates, tests, classifies, and refines ideas, feelings, and combined actions.
b. This form of play is associated with language development.
c. Objects that are manageable for the child in terms of symbolization, control, and mastery are preferred by the child.
d. Child is mostly involved in parallel play with peers, and begins to become more cooperative over time.

Front 23

Creative Play

Back 23

4 - 7 years
a. Child engages in sensory, motor, cognitive, and social play experiences in which he/she refines relevant skills.
b. Child explores combinations of actions on multiple objects.
c. Child begins to master skills that promote performance of school and work related activities.
d. Child participates in cooperative peer groups.

Front 24

Games

Back 24

7 - 12 years
a. Child participates in play with rules, competition, social interaction, and opportunities for development of skills.
b. Child begins to participate in cooperative peer groups with a growing interest in competition.
c. Friends become important for validation of play items and performance, while parents assist and validate in the absence of peers.

Front 25

Feeding: Oral-motor Development

Back 25

a. Prior to 33 weeks of gestation an infant is fed by non-oral means.
b. 35 weeks of gestation or after: jaw and tongue movements are strong enough to allow for feeding
c. 40 weeks of gestation: rooting reflexes, gag and cough reflex are present for up to four months, protecting the airway and decreasing the chances of aspiration.
d. 4 - 5 month: munching occurs consisting of a phasic bite and release of a soft cookie.

Front 26

Oral-motor Development continued

Back 26

e. 6 months: strong up and down movement of the tongue.
f. 7 - 8 months: beginning of mastication of soft and mashed foods with diagonal jaw movement.
g. 9 months: lateral tongue movements make mastication of soft and mashed food effective, able to drink from a cup; however, jaw is not firm.
h. 12 months: jaw is firm, there is rotary chewing allowing for a good bite on a hard cookie.
I. 24 months: able to chew most meats and raw vegetables.

Front 27

Observation of feeding includes:

Back 27

postural control, oral sensitivity, motor control of the jaw, lip, tongue, cheek, and coordination and endurance of all.

Front 28

Intervention for oral motor control:
Hand positioning of the caregiver

Back 28

place the index finger longitudinally under the child's lip, middle finger under the jaw, and place the thumb on the lateral end of the mandible.

Front 29

Facilitate lip closure

Back 29

by applying slight upward pressure of the index finger under the child's lip

Front 30

Facilitate jaw closure

Back 30

by firm upper pressure of the middle finger under the jaw

Front 31

Hand positioning of the index and middle fingers to assist in inhibiting tongue thrust

Back 31

Press bowl of spoon downward and hold on tonue

Front 32

Facilitate swallow by lip closure

Back 32

and by placement and slight downward pressure of the spoon on the middle aspect of the tongue

Front 33

Facilitate chewing

Back 33

by placement of foods, such as long soft cooked vegetable, between the gum and teeth.

Front 34

Integrate preventative measures to work out of abnormal patterns

Back 34

1. Provide firm downward pressure, using a spoon, on the middle aspect of the tongue in presence of a tonic bite reflex.
2. Prevent tongue retraction to avoid choking.
3. Facilitate lip closure for a tongue thrust that can result in loss of liquid and food, drooling, and failure to thrive.
4. Decrease tactile sensitivity prior to feeding as well as other times, by providing firm pressure; encourage sucking/chewing on a cloth; rub gums, palate, tongue; promote oral exploration of toys; use a NUK toothbrush; and vary textures of foods, gradually introducing mashed potatoes mixed with other vegetables and soft meats.

Front 35

Typical Development Sequence of Toileting
Age 1

Back 35

-Indicates discomfort when wet or soiled
-Has regular bowel movements

Front 36

Age 1 1/2

Back 36

- Sits on toilet when placed there and supervised (short time)

Front 37

Age 2

Back 37

Urinated regularly

Front 38

Age 2 1/2

Back 38

- Achieves regulated toileting with occasional daytime accidents.
- Rarely has bowel accidents.
- Tells someone that he or she needs to go to the bathroom.
- May need reminders to go to the bathroom.
- May need help with getting on the toilet.

Front 39

Age 3

Back 39

- Goes to the bathroom independently; seats himself or herself on the toilet.
- May need help with wiping.
- May need help with fasteners or difficult clothing.

Front 40

Age 4 - 5

Back 40

Is independent with toileting (ex. tearing toilet paper, flushing, washing hands, managing clothing).

Front 41

Developmental Sequence for Household Management Tasks

13 months

Back 41

Imitates housework

Front 42

2 years

Back 42

Picks up and puts toys away with parental reminders.
Copies parents' domestic activities.

Front 43

3 years

Back 43

Carries things without dropping them.
Dusts with help.
Dries dishes with help.
Gardens with help.
Puts toys away with reminders.
Wipes up spills.

Front 44

4 years

Back 44

Fixes dry cereal and snacks.
Helps with sorting laundry.

Front 45

5 years

Back 45

Puts toys away neatly.
Makes a sandwich.
Takes out trash.
Makes bed.
Puts dirty clothes in hamper.
Answers telephone correctly.

Front 46

6 years

Back 46

Does simple errands.
Does household chores without redoing.
Cleans sink.
Washes dishes with help.
Crosses street safely.

Front 47

7 - 9 years

Back 47

Begins to cook simple meals.
Puts clean clothes away.
Hangs up clothes.
Manages small amounts of money.
Uses telephone correctly.

Front 48

10 - 12 years

Back 48

Cooks simple meals with supervision.
Does simple repairs with appropriate tools.
Begins doing laundry.
Sets table.
Washes dishes.
Cares for pet with reminders.

Front 49

13 -14 years

Back 49

Does laundry.
Cooks meals.

Front 50

Assessment of Premature Infants' Behavior (APIB)
Focus, Method, and Population

Back 50

Focus: assesses infant's pattern of developing behavioral organization in response to increasing sensory and environmental stimuli.

Method: a behavior checklist and scale

Population: premature infants

Front 51

APIB
Scoring and Interpretation

Back 51

1. Scores are obtained prior to administration for a baseline, during administration and following administration.
2. Scores reflect the degree of facilitation provided by the examiner.
3. Eye movements and asymmetry of performance are measured.
4. Function and integration of the physiological, motor, state, attentional/interactive, and regulatory systems are determined.
5. Interpretation of scores allows the therapist to plan interventions, measure outcomes, and plan follow-up.

Front 52

Neurological Assessment of Pre-term and Full-term New-born Infant (NAPFI)
Focus

Back 52

a rating scale consisting of a brief neurological examination incorporated into routine assessment.
- Can be used with newborns in an incubator and/or on a ventilator if handling can be tolerated.
- Habituation, movement and tone, reflexes, and neurobehavioral responses including state transition, level of arousal and alertness, auditory and visual orientation, irritability, consolability, and cry are assessed.

Front 53

NAPFI
Method

Back 53

Items are administered in a sequence; first in a quiet or sleep state, followed by items not influenced by state, then during the awake state.

Front 54

NAPFI
Scoring and Interpretation

Back 54

1. The infant's state is recorded, based on six gradings of state, for each item.
2. Interpretation of scores allows the therapist to document a pattern of responses to reflect neurological functions and identify deviations from diagnosis.
3. A comparison of pre-term with full-term infant behavior is provided.

Front 55

NAPFI
Population

Back 55

pre-term and full-term newborn infants

Front 56

Denver Developmental Screening Test II
Focus

Back 56

standardized task performance and observation screening tool for early identification of children at risk for developmental delays in four areas including personal-social, fine motor-adaptive, language, and gross motor skills.

Front 57

Method

Back 57

1. Test includes 125 test items.
2. Test items below the child's chronological age level are administered with sequential progression towards higher level chronological items until the child fails three times.
3. Behaviors observed during the screening are marked on a checklist.
4. Questionnaires for home screening of environments and prescreening of development are available to administer to parents/caregivers.

Front 58

Scoring and Interpretation

Back 58

1. Each item scored indicates the chronological age at which it is expected to be performed. the child's performance on that item is compared to determine whether it is age appropriate or delayed, and is marked as pass or fail.
2. The test is discontinued when 3 items are failed.
3. The screening allows for interpretation of a child's performance in terms of being normal, abnormal, questionable, or unstable in personal-social, fine motor-adaptive, language, and gross motor abilities.
4. Interpretation of findings must be considered in the context of other pertinent information and with ongoing observation.

Front 59

Population

Back 59

1 month to 6 years

Front 60

Bayley Scales of Infant Development, 3rd Edition
(BSID-III)
Focus

Back 60

standardized rating scales that assess multiple areas of development to attain a baseline for intervention and to monitor progress.
1. Evaluated 5 domains: cognitive, language, and motor, which are performance based tasks, and social-emotional and adaptive behavioral skills.

Front 61

BSID-III
Method

Back 61

1. Age appropriate items are selected from items on the different domain scales.
2. Involves parents completing 2 questionnaires.

Front 62

BSID-III
Scoring and Interpretation, Population

Back 62

1. Composite scores yield qualitative descriptors and performance levels for each domain.
2. Results are used to plan interventions for any delays.

Population: 1 to 42 months