Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
22 Cards in this Set
- Front
- Back
|
Why use assessment tools in pediatrics?
DIAGNOSTIC |
IDENTIFY DEVELOPMENTAL DELAY OR ABERRANT MOVEMENT RELATIVE TO NORMATIVE GROUP
|
|
|
Why use assessment tools in pediatrics?
PROGRAM PLANNING |
IDENTIFY CURRENTLY DEVELOPING SKILLS AND THOSE NOT IN REPERTOIRE
|
|
|
Why use assessment tools in pediatrics?
ESTABLISH BASELINE |
MEASURE MOTOR PERFORMANCE INITIALLY AND OVER TIME
|
|
|
Why use assessment tools in pediatrics?
RESEARCH |
FUNCTIONAL OUTCOME
ASSESS EFFICACY |
|
|
Why use assessment tools in pediatrics?
QUALIFY PATIENT FOR SERVICES QUANTIFY PERFORMANCE FOR THIRD PARTY PAYOR ASSIST WITH SCHOOL PLACEMENT/ CLASSROOM TYPE DETERMINE LEVEL OF ACTIVITY/ PARTICIPATION/ PERFORMANCE AS RELATED TO ICF MODEL |
ok
|
|
|
TYPES OF PEDIATRIC TESTS
___ TEST Scores are interpreted on basis of absolute criteria; number of items answered correctly Interpreted by considering directly whether child has met age appropriate functional demands Used to measure a person’s mastery of a set of behavioral objectives Developmental quotient is the ratio between the child’s actual score (developmental) age and the child’s chronological age EXAMPLE GMFM –GROSS MOTOR FUNCTION MEASURE Designed for children with ___ Evaluates current level of motor function Evaluates change in level of motor function Validated on 5 mo-16 yrs All items can be accomplished by 5 y/o |
CRITERION REFERENCED
CP |
|
|
TYPES OF PEDIATRIC TESTS
___Test Use normative values as standard for interpreting individual score Make a comparison between a patient and the norm or average of a group of children Use ___ scores which indicate the number of children of the same age or grade level who would be expected to score lower than the child tested Compare score to scores obtained by large number of comparison children EXAMPLE ___ SCALES OF INFANT AND TODDLER DEVELOPMENT, THIRD EDITION Purpose = identify developmental delay and monitor child’s developmental progress Normed for children aged 1 month to 42 months Pass/ fail scoring system Start point = child’s age category Child must score 1 on 3 consecutive items to move forward or go back to previous age category Stop when child receives 5 consecutive 0’s on items |
NORM REFERENCED
percentile BAYLEY |
|
|
FUNCTIONAL MEASURES
WALKING TESTS Two or Six Minute Walk Test Thirty second Walk Test Walking Speed for 50’ Distance PEDIATRIC TIMED UP AND GO TIMED UP AND DOWN STAIRS 30 SECOND SIT TO STAND TEST PEDIATRIC REACH TEST PEDIATRIC BALANCE SCALE |
ok
|
|
|
GUIDELINES FOR TEST SELECTION
PURPOSE FOR TESTING AGE, DX, DISABILITY OF CHILD CONTENT AREAS TO ADDRESS IN TEST EXAMINER CONSTRAINTS TIME TRAINING SPACE EQUIPMENT COST TO PATIENT |
ok
|
|
|
INTERVENTION
Identify motor learning theory for selected intervention •Selection of appropriate techniques-methods •Selection of appropriate equipment/toys •Ongoing re-examination •Ability to modify treatment based on new clinical findings &/or lack of response to selected intervention techniques |
ok
|
|
|
OUTCOME MEASURES
TIME •TRIALS/REPETITIONS •DISTANCE •STANDARIZED TESTS •SPECIAL TESTS |
ok
|
|
|
Quality of Movement
this can answer the question“Why Can’t they” Postural alignment •Patterns of WB •Postural stability and control •Use and variety of movement patterns •Use of compensatory strategies •Symmetry versus asymmetry •Grading and control of movement •Sequencing and planning of motor activities •Sensory processing skills |
ok
|
|
|
MoveHow to Write Goals
•Objective measure –Timed activity-will maintain 30 seconds –Number of reps 3 out of 5 trials •Example: Joey will hold his head in the midline for 30 seconds 3 out of 5 trials in supported sitting |
ok
|
|
|
~More Examples~
•Jane will roll from supine prone with assistance to side lying and given visual stimulation 2 out of 5 trials •Short term: –Little Joe Bob will be able to transition from sitting to quadruped and quadruped to kneeling with stand by assistance 2 out 3 trials. •Long term: –Little Joe Bob will be able to knee walk 10 feet forward 2 out of 3 trials independently –Little Joe Bob will be able to pull to a standing position independently at the furniture 2 out of 3 trials •Big Mary will be able to demonstrate diaphragmatic breathing with verbal and sensory cues 2 out of 5 trials. |
ok
|
|
|
ChallengePlanning the Treatment Session
•Activity-balance beam •Motivation-music, make believe, etc… •Feedback-what stage of learning, is this a new skill, do they need hands on, verbal •Increase challenge: add secondary task •Decrease challenge: standing perpendicular on beam |
ok
|
|
|
Let’s Discuss
•Preparation •Sequencing of therapy session •Links to other parts of session-how do you build a session: The session is like a story –Beginning –Middle –End |
ok
|
|
|
The study of the acquisition and/or modification of movement
|
MOTOR LEARNING
|
|
|
A set of internal processes associated with practice or experience leading to relatively permanent changes in the capability for motor skill
|
MOTOR LEARNING
|
|
|
•Involves the search for a task solution, which emerges from an interaction of theindividual with the task and the environment.
|
MOTOR LEARNING
|
|
|
•An area of study stressing primarily the principles of human skilled movement generated at a behavioral level of analysis
|
MOTOR CONTROL
|
|
|
The studying of the nature of movement and how that movement is controlled.
|
MOTOR CONTROL
|
|
|
The ability to regulate or direct the mechanisms essential to movement.
|
MOTOR CONTROL
|
