Peds-Standardized Test 4:6

Front 1

Components of a pediatric exam include : (3)

Back 1

- pt/client history
-relevant systems review
-test and measures

Front 2

Define criterion referenced test

Back 2

-scores are integrated on the basis of absolute criteria, used to represent a child's mastery of a set of behavioral objectives

Front 3

define norm referenced

Back 3

-use of normative values as standards for interpreting individual's test scores
-makes a compairson between a particular child and the norm or average group on children

Front 4

Testing includes (9)

Back 4

-anthropometric
-arousal, attention and cognition
-musculoskeleteal
-neuromuscular
-sensory
-integumentary
-cardiopulmonary
-AD
-ADL/community, school/play

Front 5

Types of assessments include: (5)

Back 5

-screening assessment
-comprehensive developmental assessment
-functional motor exam
-functional assessment
-fitness test

Front 6

what age is APGAR used for

Back 6

-at birth. Stands for:
A: activity (motor tone)
P: pluse
G: grimace
A: appearance
R: respiration

Front 7

What is the Brazelton

Back 7

-to assess integrity of systems of a newborn infant that ID differences and relates to caretaker interaction

Front 8

what are the sub-tests brazelton (6)

Back 8

-state observations
-orienting responses
-regulatory
-temperament
-motor response
-physiological

Front 9

What assessment tools other than the Brazelton and APGAR can be used on neonate(2)

Back 9

-APIB (assessment of Preterm Infant Behavior)
-NIDCAP (newborn individualized Developmental Case and Assessment Program)

Front 10

Purpose of Denver Development

Back 10

-to screen children from one month to six years of age for possible development problems, to confirm suspected problems with an objective measure, to monitor children at risk for development problems
**first-level screening of children's developmental status

Front 11

what are the components Denver development (4)

Back 11

-fine motor-adaptive
-gross motor
-personal-social
-language skills

Front 12

what does the Denver developmental screening test measure (4)

Back 12

-personal/social, language, fine motor, gross motor

Front 13

Define Bayley scales (measures and how scored)

Back 13

-measures the mental and motor development and behavior of children from 12 to 42 months.
-pass, fail, omit, refused, reported (raw scores to mental and psychomotor indices by consulting norms. Can get developmental age for each facet- language, cognitive, personal/social, motor)

Front 14

Bayley scales hope to ID what

Back 14

-developmental delay and to monitor a child at risk

Front 15

Advantages of Bayley scales

Back 15

-most widely used assessment in infant research
-most widely used assessment to determine developmental level in infants
-sound psychometric properties

Front 16

Disadvantages of Bayley scales(3)

Back 16

-no credit for emerging skills
-cognitive skills rely on fine motor
-limited assessment of fine motor

Front 17

Purpose of AIMS

Back 17

(Alberta Motor scale)- differentiate typical development, abnormal development and children suspect of abnormal development

Front 18

what age is appropriate for AIMS

Back 18

-birth to 18 months

Front 19

what positions are used in AIMS

Back 19

-supine
-prone
-sitting
-standing

Front 20

what are the advantages of AIMS

Back 20

-observation only
-sound psychometric qualities
-minimal equipment
-can be used in well baby clinics
-manual provides exceptional diagrams and photographs

Front 21

what are the Disadvantages of AIMS

Back 21

-limited age range
-standardized on Canadian Children so may not be representative of US pop

Front 22

Describe TIMP

Back 22

(test of motor infant performance)
-developed to capture the components of postural and selective control of movement that are important for function in early infancy
(criterion referenced)

Front 23

what age is TIMP appropriate for

Back 23

-32 weeks of gestional age to 3-5 months

Front 24

what does the TIMP seem to account for: (2)

Back 24

-maturational level of subjects
-degree of medical risk for mortality and morbidity
(high risk infants performed worse than low or moderate risk infants, infants with brain insults performed worse and black infants performed best)

Front 25

Describe Peabody

Back 25

-early childhood motor development program that has in depth assessment and training.

Front 26

what are the 6 subtest for the peabody

Back 26

-reflexes
-stationary
-locomotion
-object manipulation
-grasping
-visual motor integration

Front 27

what are the advantages to the peabody developmental motor scale

Back 27

-easy to administer, motor activity programs are useful for treatment planning

Front 28

what are the disadvantages to the peabody developmental motor scale

Back 28

-hemiplegic, mild diplegic tend to bottom out, directions are language based so can be assessing language comprehension versus motor skill

Front 29

Purpose of the Movement ABC

Back 29

-used to ID children who are behind their peers in motor development that may impact social integration at school

Front 30

what age is appropriate for the Movement ABC

Back 30

-3-12 years

Front 31

What is the purpose of the Bruininks Oseretsky?

Back 31

-to measure fine and gross motor assessment with appropriate education and therapuetic placement looking at fine manual control, manual coordination, body coordination, and strength and agility.

Front 32

What type of students is the BOT II appropriate for

Back 32

-normal developing to those with moderate motor-skill deficits between the ages of 4.5-14.5

Front 33

what test items are on the BOT II (6)

Back 33

-running speed and agility
-balance
-bilateral coordination
-strength
-upper limb coordination
-visual motor

Front 34

How is the BOT II scored

Back 34

-raw scores converted to point scores to standard scores, composite scores, percentile scores and age equivalents

Front 35

what are the advantages of BOT II

Back 35

-execellent testfor children who show motor difficulties but no physical handicaps
-assess unique aspects of motor performance- response speed, motor planning integration of visual motor skills

Front 36

what are the disadvantages to BOT II

Back 36

-difficult to use with disabled children
-poor inter-rater reliability
-instructions are complicated

Front 37

Describe GMFM

Back 37

(Gross motor function measure)
-measures gross motor over timeinchildren with CP/TBI regardless of quality of movement (implied in children with DS)

Front 38

what is the appropriate age for GMFM

Back 38

-5 months -14 years

Front 39

what are the sections of the GMFM (4)

Back 39

-lying, rolling
-sitting, crawling, kneeling
-standing
-walking, running, jumping
**can be scored with or without an AD

Front 40

T/F: The GMFM 66 is valid for pts with CP/TBI and DS

Back 40

False, it is only for CP. GMFM 88 is valid for CP/TBI and possibly DS

Front 41

what are the advantages of the GMFM

Back 41

-a test that can be used for CP
-can compare results with and without assisitive devices, evidence of responsiveness

Front 42

what are the disadvantages of the GMFM

Back 42

-not norm referenced
-directions regarding support to arms not clear
-many items are based on time which may not be reflective of functional skills

Front 43

what is goal attainment scale

Back 43

-technique for evaluating individual progress towards goals... measures achievement of treatment

Front 44

what population is it appropriate to use goal attainment scale (2)

Back 44

-person with different kinds of treatment issues
-person with different kinds of treatment goals

Front 45

Describe SIPT

Back 45

(Sensory Integration and Praxis Tests)
-consists of 17 tests for children from 4 years - 9 years

Front 46

Describe sensory profile

Back 46

-caregiver questionnaire about child's responses
-125 items (short version is 38), reported on 5 point likert scale
-indicates behavioral and emotional responses to sensory processing

Front 47

what association does sensory processing have with children with disabilities

Back 47

- for children who are dx with conditions such as Autism, asperger syndrome, ADHD, have significantly different patterns of sensory processing from their peers

Front 48

Describe PEDI

Back 48

(Pediatric Evaluation of Disability Inventory)
-used for clinical assessment and program monitoring for disabled or chronically ill children
-contains 187items for functional skills in 3 domains: self care, mobility, and social

Front 49

Advantages of PEDI

Back 49

-allow retesting to show improvement, valuable to children, with severe handicaps or slow development who fall farther behind when compared to age group
-focus on function and level of independence, children with disabilities recieve credit for components of complex functional skills
-measures amount of caregiver assistance required to achieve tasks

Front 50

Disadvantages of PEDI

Back 50

-caretaker and therapist perceptions of child can differ on selected PEDI items
-requires additional reliability and validity studies on larger samples with more diverse disabilities

Front 51

Describe Wee FIM

Back 51

-measures I in daily function by measuring amount of caregiver assistance
-18 items includes: self care, sphincter control, mobility, locomotion, communication,and social cognition

Front 52

what are the advantages of Wee FIM

Back 52

-used with many pops, excellent tools for description of overall rehab outcomes, program evaluation, cross discipline communication

Front 53

what are the disadvantages of Wee FIM

Back 53

-insufficient detail for making tx decisions

Front 54

Describe SFA

Back 54

(School function assessment)
-help guide programming for students with disabilities in elementary school
-initial assessment, ID area of limitations that affect participation, ID student strengths, support communication, evaluates outcomes, facilitates program planning

Front 55

what are the 4 tasks for SFA

Back 55

-physical tasks, assistance/adapations, cognitive/behavior, assistance and adaptations

Front 56

what are the testing recommendations (5)

Back 56

-establish a rapport with child first
-have test materials ready and accessible
-score immediately after/during testing or videotape so you can score later
-be accurate with scoring criteria
-be accurate with skill criteria

Front 57

when looking at evals how do you interpret percentile and developmental age

Back 57

-percentile-# children of same age or grade level who would be expected to score lower than the child tested
-developmental age- be cautious of the nature of the condition (child with condition 4y/o tests at 6 m/o), is it justified

Front 58

Name the 3 screening tests

Back 58

-APGAR
-Brazelton
-Denver

Front 59

Name the comprehensive test

Back 59

-Bayley

Front 60

Name the motor tests (7)

Back 60

-AIMS
-TIMP
-Peabody
-BOT II
-GMFM
-Movement ABC
-Goal achievement

Front 61

name the 2 sensory test

Back 61

-SIPT
-Sensory profile

Front 62

Name the functional capability test

Back 62

-PEDI
-Wee FIM
-SFA

Front 63

For children with disabilities what are the contributing factors for decreased fitness:

Back 63

-central mechanisms of the CP system
-peripheral mechanisms controlling blood flow, excitation processes in the mm fiber, local fatigue, and enzyme availability

Front 64

what cardiovascular/pulmonary changes occur in children with CP in comparison to age-matched pees without CP

Back 64

-10-30% decreased maximal aerobic capacity
-50% reduction of submax heart rate
-after discontinuation of exercise children with CP deteroriate much quicker.