Download Pediatrics- Midterm Exam questions with solid answers 2025. Qs Control - n Ans✔ C and more Exams Nursing in PDF only on Docsity!
Pediatrics- Midterm Exam questions with
solid answers 2025.
Qs Control - n Ans✔ Child-directed therapy, the child designs, initiates and terminates the activity. They decide the rules (along a spectrum), increases motivation Qs Purpose of interviewing - n Ans✔
- Develop occupational history
- Understand the environment
- Understand occupational expectations
- Understand priorities/concerns Qs Interviewing children - n Ans✔ incorporate interview into a favorite play activity. o Establish a rapport first. o Phrase questions simply (both direct and indirect) o Address activities appropriate to age and expectation Qs Interviewing caregivers/parents - n
Ans✔ understand their expectations of the child, priorities, and concerns. oInterests/motivation o Culture/beliefs Qs Interviewing teachers - n Ans✔ priorities/concerns, classroom expectations, culture, environment Qs Developing in OP - n Ans✔ a. Who is the child? b. What environments is the child expected to perform in? c. Occupational expectations? d. Support/barriers to occupational engagement e. What is the child's, caregivers, team members priorities and concerns? Key Tips to writing: SYNTHESIZE/SUMMARIZE o Important demographic information o Reason for referral o Who reported what? o Subjective: reports on perceptions does not make definitive statements. Qs Performance Analysis - n Ans✔
Qs What does a clinical observation focus on? - n Ans✔ a hypothesized cause of occupational performance difficulty/performance skill deficit. interpret what is seen (muscle tone, strength, posture) Qs Safety - n Ans✔ risk for personal injury or environmental damage (safe, minimal risk, moderate risk, substantial risk) Qs Frequency of assistance - n Ans✔ verbal or physical assistance (independent, occasional, frequent, constant) Qs Muscle tone - n Ans✔ effort for contraction, evaluating the resting state of muscles o Using fingers to feel and manipulate muscle bellies, MMT
- Hypotone/low -Normal -Hypertone Qs
Postural Stability - n Ans✔ how a child positions themselves, upright in response to support surface, task demands
- against gravity? upright without support, rely on others or the environment, fatigue quickly or avoid activities with balance? Qs Automatic Reactions - n Ans✔ Semi-controlled, involuntary actions that our body performs to prevent injury (neurological information). Qs Righting reactions - n Ans✔
- ability to maintain head/body alignment a. Testing: sit unsupported on therapy ball, tilt to one side, observe weight shift to maintain balance. Qs Protective Responses - n Ans✔
- ability to catch yourself with hands when knocked off balance: a. Testing: child lie prone on therapy ball. Push them forward and see if the child braces with arms. Qs Equilibrium Reactions - n
Qs Age equivalency - n Ans✔ correlates the score with age, used to determine % of delay. Dilemma: Does not provide comparative info or indicate a presence or absence of a delay or disorder Qs Raw Score - n Ans✔ actual # of points the child is awarded Qs Scaled Scores - n Ans✔ score takes the child's age into account (based on normative data) and how far away from the norm/SD was the child's score Qs Percentile Rank - n Ans✔ from 0-100 out of the # of children who took the test, this % of children scored the same or worse than the subject Qs Pro's of Standardized assessment - n Ans✔
well known, easily understood results, document change in development or construct, develop program evaluation Qs Con's of standardized assessment - n Ans✔ Not a sole measure of abilities, not in a natural context, rigid testing environment, limited in interpretation, not all guide intervention, can be inefficient Qs Hawaii Early Learning Profile - n Ans✔ non standardized, 0-3, Curriculum based assessment to examine estimated developmental levels of infants/ toddlers. Used to design plans for EI children for areas to work on for goal and intervention planning. Qs Infant-Toddler Developmental Assessment IDA - n Ans✔ 0-3.5 years identify if a child is developmentally at risk, if behaviors are present or not Qs Peabody Developmental Motor Scales - n Ans✔ 0-5 years The PDMS-2 is composed of 6 subtests: Reflexes, stationary, locomotion, object manipulation, grasping, and visual-motor integration. It measures the interrelated motor abilities of children from birth-5 years of age. In-depth assessment and training/remediation of GM and FM skills.
Qs Inpatient - n Ans✔ few days or months until d/c from stay Qs Occupations and Activities - n Ans✔ designed to meet therapeutic goals and address the underlying needs of the client's mind, body, and spirit. Qs PAMS and Mechanical Modalities - n Ans✔ modalities, devices, techniques to prepare the client for occupational performance. Qs Orthotics and Prosthetics - n Ans✔ Construction of devices to mobilize, immobilize or support body structures. Qs Assistive Technology & Environmental Modifications - n Ans✔ Assessment, selection, provision, and training in use of high/low teach assistive technology, and recommendations for changes to the environment to support clients ability to engage in occupations.
Qs Wheeled Mobility - n Ans✔ products/technology that facilitates a client's ability to maneuver through space, including seating and positioning. Qs Self-regulation - n Ans✔ actions the client performs to target specific client factors or performance skills. (sensory processing, executive functioning) Qs Education - n Ans✔ imparting of knowledge and info. About occupation, health, well-being, and participation to enable the client to acquire helpful behaviors, habits, and routines. Qs Training - n Ans✔ facilitation of the acquisition of concrete skills for meeting specific goals. Instruct the client. Goal of enhanced performance. Qs advocacy - n Ans✔
3-month-old cognitive development - n Ans✔ turn head to follow movements, watch faces with interest, aware and react to world around them Qs 6-month-old cognitive development - n Ans✔
- Greater awareness and interest/curiosity in the world.
- Looks around at things nearby.
- Begins to pass things from one hand to another. Qs 6-month-old motor development - n Ans✔ most sit independently, head control, voluntary control over movements during play, handle objects, transition body parts, brings hands to midline, support self in standing/bounce Qs 9 month cognitive development - n Ans✔ coordinating behaviors to attain specific goals, looking for hidden objects/object permeance Qs 9-month-old motor development - n Ans✔
start crawling, grabbing objects, pincer grasp develops, walking reflex develops Qs 12-month-old cognitive development - n Ans✔ curious about everyday objects, enjoy peekaboo, can find objects that you hid, follow one step commands, wave Qs 12-month-old motor development - n Ans✔ pull up to standing, mastered grasping objects, cruise while holding onto something, clapping/clasping hands together, take things in/out of containers, stands alone Qs 15-month-old cognitive development - n Ans✔ imitates activities, begins to point to body parts, Qs 15-month-old motor development - n Ans✔ walk/run stiffly, squat to pick something up, climbing onto furniture, stack 2-3 blocks, Qs 18-month-old cognitive development - n Ans✔
Ans✔ increase in fine motor abilities, fold paper, draw lines and circles, turn pages in books, put on some clothing with supervision, walk up/down stairs without holding on to railing, throw a ball over/under hand, standing on one foot, jumping Qs Sensorimotor play - n Ans✔ birth-2: pleasure is gained through experiencing sensations, play consists of repeated actions to continue these experiences Qs Preoperational or Symbolic - n Ans✔ 2-6, pleasure is derived from activities that explore, imitate, and expand on our everyday experiences, children create symbols, use tools, and explore physical properties of items Qs Concrete Operational or Interactive - n Ans✔ 6+, expands to be more complex with rules and themes (create or follow rules), specific goal of the play activity Qs Solitary Play - n Ans✔ birth-2: interested in own needs, NO sharing
Qs Parallel Play - n Ans✔ birth-2: play next to others, share space/tools, not playing together Qs Social play - n Ans✔ 3.5+: cooperative and competitive Qs Components of play - n Ans✔
- framed by the players
- internal control
- intrinsically motivating
- free from constraints of reality Qs Framed by the players - n Ans✔ participant defines whether an activity is play or not
- can be affected by developmental skills/levels, child interests, and environment or cultural exposure ex: stacking cups fun to an 18 mo old, but not a 4 year old Qs
Movement - n Ans✔ add movement to an activity or game, increase the intrinsic motivation Qs Sensory-based - n Ans✔ add or remove sensory components to the activity, increase intrinsic motivation, calm/organize the child (tactile, auditory, visual, proprioceptive) Qs Unpredictability - n Ans✔ add unpredictable elements to the toy/game, increases motivation and more alerting to the child Qs Social Components - n Ans✔ add a social aspect to the activity such as cooperative play that may include another person (parent, sibling, therapist, peers), increase motivation and build attachment Qs Creative/pretend play - n Ans✔ incorporate pretend paly themes into toys, increase motivation/interesting to the child Qs
Competition - n Ans✔ add or subtract i. or subtract competition (child vs. child, OT vs. child, child vs. parent/sibling, child vs. time) also increases motivation Qs Modify - n Ans✔ compensation/adaptation, a child with a degenerative/chronic condition—modify approach to help the child best participate. Find ways to revise the current context or activity demands to support performance in the natural setting. Qs Prevent (disability prevention) - n Ans✔ Approach designed to address the needs of clients with or without a disability who are at risk for occupational performance problems. Qs OT role in NICU - n Ans✔ o Promote a stable, well organized infant who can conserve energy for growth and development. o Address P,E, O factors o Decrease stress in infant/parents o Promote successful interactions between the parent and infant o Create less intense environments to facilitate participation and engagement
