Exam 2

Question 1

criterion referenced

Answer 1

used to determine if a child has masters a specific skill

compares the child to themselves

better to use with more severe developmental delays

useful for developing goals and interventions

less ridgid administration

Question 2

examples of criterion referenced tools

Answer 2

HELP
SFA
ETCH

Question 3

norm referenced

Answer 3

compared children to other children who are the same age and grade level

are developed with typically developing children to determine what is typical for a specific age

used for diagnosis and research purposes

identify the exent of a developmental delay

must adminster properly for the scores to be valid

Question 4

types of norm referenced tools

Answer 4

DTVP
Battelle
EASI
Vineland

Question 5

sensory receptors

Answer 5

mechanoreceptors
thermoreceptors
chemoreceptors
photoreceptors
nociceptors

Question 6

what type of input do mechanoreceptors give

Answer 6

touch, pressure, vibration, texture

Question 7

what type of input do proprioceptors give

Answer 7

proprioceptive, body position, movement, muscle tension

Question 8

what type of input do theromoreceptors give

Answer 8

warm, cool, help body regulate temperature and comfort

Question 9

what type of input do nociceptors give

Answer 9

pain

Question 10

what type of input do photoreceptors give

Answer 10

light, color, motion

Question 11

what type of input do chemoreceptors give

Answer 11

odor, sweet, salty, sour, bitter, umami

Question 12

what type of input do vestibular hair cells give

Answer 12

balance, spatial orientation, head movement

Question 13

clinical sensory observations

Answer 13

prone extension
supine flexion
sequential finger touching
finger to nose
finger identification
diadokinesis (alternating forearm movements)

Question 14

prone extension

Answer 14

both arms and legs off the mat (superman), hold for 30 seconds

tests: vestibular funtion and extensor muscles

Question 15

supine flexion

Answer 15

lay on back, knees bent, arms flexed at chest, chin tucked, legs are flexed and hold neck, shoulders, and arms off ground for 30 seconds

egg or meatball

no crossing legs at the ankle

tests: core muscles, somatosensory function, strength, endurance, posture

Question 16

alternating forearm movements (diadokokinesis)

Answer 16

sitting crisscross applesauce, arms on thighs,

first one arm and then the other, then both, palm up and palm down

tests: cerebellar function, motor planning, bilateral coordination

Question 17

finger to nose

Answer 17

sitting or standing, arms out to sides or in front of body, can alternate arms or use just one, have the child touch their own nose and their finger 5 times eyes open, then 5 times eyes closed.

tests: somatosensory processing, proprioception, body awareness, cerebellar integrity

Question 18

sequential finger touching

Answer 18

sitting or standing, touching each finger to their thumb, do eyes open and eyes closed

tests: somatosensory processing, cerebellar integrity

Question 19

finger/touch localization

Answer 19

sitting and asking the client “Where did I touch you” have them accurately point to where they touched you on their body, do with eyes open and eyes closed

tests: tactile localization and discrimination, proprioception, body awareness

Question 20

what is a z score

Answer 20

raw standerized score that tells you the standard deviation from the mean

Question 21

what is a t score

Answer 21

standardized score transformed to avoid negatives that compares an individual’s performance on a specific assessment to a normative group

T = 50 is average
T = 60 is 1 SD above average
T = 40 is 1 SD below average

Question 22

Ayres treatment

Answer 22

child led and choice based

to improve underlying sensory processing & adaptive responses

play-based, multi-sensory, includes just-right challenge

swings, climbing, obstacle courses, proprioceptive games

Question 23

Non SI treatment

Answer 23

adult directed

temporarily regulate or compensate

single sense or compensatory strategies

provides input or strategies

includes weighted vests, fidget toys, calming music

Question 24

Fine motor activities for telehealth

Answer 24

drawing, coloring, tracing shapes, manipulating playdough, using tweezers with beads or cotton balls

Question 25

Gross motor/motor planning activities for telehealth

Answer 25

animal walks, yoga, chair squats, stepping over cushions, marching in place

Question 26

Sensory integration/regulation activites for telehealth

Answer 26

deep pressure via weighted blankets, ball squeezes, home obstacle courses, sensory scavenger hunt

Question 27

Cognitive/executive functioning activities for telehealth

Answer 27

sorting household items by color/size, memory games, matching cards, simple cooking tasks

Question 28

Self-care/ADL activites for telehealth

Answer 28

dressing practice using caregiver health, brushing teelth, grooming, pouring drinks

Question 29

Social/emotional activities for telehealth

Answer 29

role play with toys, emotion charades, storytelling

Question 30

Intervention for pre-cutting

Answer 30

two tumbs up position release games (clothespins) tearing up paper loop scissors

Question 31

interventions for cutting

Answer 31

put mark on scissor to show where thumb goes practice cutting other materials(play doh) use stickers or dots to cue turning corners

Question 32

what does in-hand manipultion issues look like

Answer 32

use both hands for activities stabilizes objects against their body difficutly picking up small objects or holding a pencil

Question 33

in-hand manipulation interventions

Answer 33

clothespins/tongs pinching playdough threading beands tearing small pieces of paper flipping double sideded crayons picking up coins

Question 34

what does issues with finger strength look like

Answer 34

fatiguing easily diffiuclty ipening packets, holding pencils, shaking hands during activities

Question 35

finger strength interventions

Answer 35

playdoh/ theraputty legos pop bubble wrap using stencils when drawing rolling marbles with different fingers

Question 36

VPM skills that can be assessed

Answer 36

visual pursuit/ tracking visual scanning saccadiac eye movements visual attention visual targeting convergence/ divergence

Question 37

VPM interventions

Answer 37

drawing or copying shapes/letters tracing mazes or paths bead stringing or pegboards catching,hitting or aiming balls

Question 38

VP skills that can be assessed

Answer 38

figure ground visual discrimination form consistency visual memory visual closure visual sequential memory visual spatial relations

Question 39

VP interventions

Answer 39

sorting objects by color or shape matching pictures puzzles to focus on recoginizing shapes viusal memory games

Question 40

skill development order for handwriting

Answer 40

1. development of postural control and body stability 2. development of hand skills 3. oculomotor control and development 4. eye-hand coordination 5. experiences

Question 41

tummy time interventions

Answer 41

develop neck and trunk extension against gravity * practice shifting weight left to right, forward & back * weight shift and receive tactile input for hands * develop beginning visual motor skills * develop motor planning -movement transitions

Question 42

play interventions

Answer 42

playing on hands and knees helps develops arches in the palms of hands builds cores strength strengthen visual motor skills toys in verical orientation improve balance, trunk alignment, wrist extension, bilteral coordination outside running, climbing, swinging, rolling, etc

Question 43

toys appropriate for infants

Answer 43

rattles textured balls push toys and activity gyms blocks shape sorters stacking cups tummy time

Question 44

toys appropriate for prek

Answer 44

dress up play kitchen crafts such as crayons, markers, and playdough puzzles simple board games

Question 45

toys appropriate for older children

Answer 45

science kits advanced board games robotics/coding kits photography paint/clay apps and computer games sports games cooking

Question 46

play-based approach to therapy

Answer 46

builds rapport makes "work" of therapy into play increases motivation to participate increases child to direct their therapy just right challenge

Question 47

skills that affect in-hand manipulation that would need to be assessed

Answer 47

rotation shift shift with stabilization simple rotation complex roation rotation with stabilization translation (finger to palm and inlcude stabilization) being able to manage seperation of the sides of the hands finger isolation open-web space

Question 48

skills that would affect handwriting that would need to be assessed

Answer 48

grasp strength coordination bimanual hand use in-hand manipulation separation of the sides of the hands open web space visual perception visual-motor integration somatosensory processing

Question 49

purpose of challenging behaviors

Answer 49

attention, alone/nonsocial, escape, tangible

Question 50

attention behavior

Answer 50

individual receiving attention from or achieving reciprocal interactions with others ex: verbal praise, smiles, eye contact, positive comments

Question 51

alone/non-social behavior

Answer 51

absence of any form of attention from others

Question 52

escape behavior

Answer 52

undesired object, event, or demand being removed from the child in response to the behavior ex: removal of task demand, removal of a person, removal of student from the environment

Question 53

tangible behavior

Answer 53

behavior results in the child obtaining a desired object or event ex: acquired snack, token, preferred activity, sticker, prize

Question 54

functional behavioral analysis (FBA)

Answer 54

process designed to identify variables to determine which ones are maintaining the behavior

Question 55

FBA process steps

Answer 55

1. Team building and goal setting 2. Functional assessment of the behavior 3. Hypothesis formulation 4. Development of the comprehensive support plan 5. Implementation and outcome of monitoring the plan

Question 56

infant grasp and pinch patterns

Answer 56

Raking (2-3 months) → radial palmar (6-12 months) → radial digital/ 3 jaw chuck (6-12 months)→ inferior pincer (9-12 months) → superior pincer/true pincer (12 months)→ point with index finger (12 months)→release with wrist supported (12-18 months)→precise release (15-18 months) → release with UE in space (18-24 months)