Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
555-6
FASD/ Cognition/ Perception
| Term | Definition |
|---|---|
| prevalence of FASD | 4% of Canadians 1.4-4.4% of Albertans Higher in special populations like northern communities, correctional systems Leading preventable birth defect |
| diagnosis of FASD | No biological test Diagnosis of exclusion: 1. Prove pervasive brain dysfunction (2SD+ below mean in 3+ brain areas) 2. Rule out any other causes for dysfunction |
| neurodevelopmental domains of FASD | Motor Neuro-anatomy Memory Academic achievement Language Cognition Attention Executive function Affect regulation Social skills |
| motor domain testing in FASD | BOT-2 MABC-2 Beery-6 McMaster-3 ADL questionnaire |
| diagnosis in Canada for FASD | FASD: A guideline for diagnosis across the lifespan Can happen at any age, but most common at 8-12 years |
| common features of FASD | Impulsive Difficulty w/ cause & effect Difficulty w/ time & money Literal Do better with younger people Invisible disability Need "external" brain |
| 3 common facial features of FASD | Small eyes Flat philtrum Thin upper lip Only 10% have this |
| prevalence of impaired motor skills | 51% fine motor 37% gross motor 30% total motor Functional motor skills (shoelaces, dressing, bike riding) |
| sensory processing & FASD | High rates in people with FASD 73% had SSP scores in definite difference range Become overwhelmed in busy env, sensitive to textures, picky eating, attention difficulties |
| FASD ADL difficulties | Hygiene Disorganization- losing things Sleep- falling asleep No concept of time Money management Friends- immature interests & social skills Independence- rely on caregiver |
| FASD interventions | Routine/ structure/ repetition Visual cues Being external brain Adaptive aids for motor difficulties Regulation strategies |
| strengths of FASD | Friendly Likeable Affectionate Determined Hard working Forgiving Non-judgmental Caring |
| visual perception vs. multisensory learning | Total process responsible for reception & cognition of visual stimuli vs. Get info in through more than 1 sense. Effective learning strategy for all learning types |
| perceptual development | First get tactile, kinesthetic, vestibular perception Visual & auditory become more dominant w/ age Identify forms/ shapes years before copying them Boys prefer kinesthetic longer |
| perceptual development 1. learning at school for 6-7yo 2. grade 3 3. grade 5 | 1. Kinesthetic-> tactile -> visual -> auditory 2. Preference for visual input 3. Learn through auditory input |
| types of learning styles | Visual Auditory Verbal Physical/ kinesthetic Logical Social Solitary |
| visual receptive | Acuity, fixation, scanning, tracking How we receive the information from the world |
| visual receptive development 1. Newborns 2. 2 weeks 3. 6-8 weeks | 1. Focus best ~1ft from face 2. Recognize mother's face 3. Fix gaze & follow moving object |
| visual receptive development 1. 3 months 2. 4 months 3. 6 months | 1. Shifts glance between 2 objects 2. Sees detail & color 3. Eyes move independent from head, some depth perception developing, accurate tracking, easily shifting gaze |
| visual receptive function in children | 5yo can control tracking in all directions, reach max accommodation 90deg field until age 9, implications of street safety Problems for those w/ epilepsy, down syndrome, intellectual disability, CP, TBI, illness |
| warning signs of visual receptive function | Poor reading comp Hard to copy info from 1 place to next Loss of place, omission, repetition while reading Hard to change from far to near Poor posture & handwriting Word reversal Diff judging size & shape |
| strabismus | Muscle imbalance, eyes don't line up & cross eyed ~4% of children, increased with DS & CP Brain learns to ignore 1 eye (CIMT like tx) Corrected when you catch it early |
| nystagmus | Fast involuntary movements of eye, makes fixating difficult Reduced distance vision In developmental disabilities, 50-66% have ocular motor disorders |
| cortical vision impairments | Mild to lack of light perception Damage to visual cortex, pathways Improves over time, tx helps |
| intervention for cortical vision impairments | Positioning Breaks Uncluttered environment Contrast (dark & light) Bright colors Familiarity of objects/ toys Pair w/ other sensory system Place in periphery |
| visual cognitive | Making sense of the light coming in Includes attention, memory, discrimination |
| components of visual discrimination | Recognition Matching Categorization |
| object vs. spatial perception | Form constancy Visual closure Figure ground discrimination vs. Position in space |
| form constancy vs. visual closure | Present in newborn, big improvement around 6-7 yo Objects same in diff environments, positions, sizes More refined over time vs. Can tell what something is, even when partially blocked |
| figure ground vs. position in space | Differentiate foreground & background. Improves btwn 3-5yo, stable at age 7 vs. Relative oneself to others, needed for understanding directional language. Continues to develop until age 4 |
| visual discrimination impairments | Impairments in object perception w/o impaired spatial perception Unusual to have impairments in just 1 aspect of object perception |
| how young kids look at pictures | Fixate on portion Ignore outer portion Unable to focus on relevant details/ focus too long |
| visuomotor integration | Integrating visual image w/ appropriate motor response Not well understood Performance component |
| visuomotor integration & child occupations | Related to handwriting readiness, kindergarten kids use visual feedback Kids rely less and less on visual feedback due to need for speed Use when concerned about integration of visual & motor skills Motor planning is good predictor of legibility |
| who might you see with visual problems | Has average/ above average cognitive skills Diagnosed with learning disability Handwriting has letter reversals, problems w/ spacing, problems w/ legibility |
| specific learning disorder | Diff learning & using academic skills Skills measured on standardized test and below expectations, interferes w/ occupational performance Begins during school age years Not explained by other conditions |
| universal design for learning | Options that support kids w/ learning disabilities but all kids can benefit from strategies Ex. visual schedules, keyboard options, flexible seating, audio recordings, written copies, classroom design |
| ax visual function | Is there a problem? What is the problem? How severe is the problem? |
| observation for visual function | Task analysis is key How is it affecting functional performance & engagement |
| developmental intervention vs. compensatory for visual function | Warren's model (bottom up), foundational skills such as attention, scanning, pattern recognition vs. Top down, reduce clutter & distractions (less material, contracts, masking, whiteboard/slant, lighting) |
| cognition components | Thinking Memory Attention Intelligence |
| why is cognition important | Performance component that's interconnected w/ other areas |
| cognitive intervention strategies | Compensatory strategies Use of cognitive strengths to address other impairments (strength based approach) Match task to child (development level) |
| cognition | Thinking, remembering, reasoning & making sense of world around us Includes ability to perceive, organize, assimilate & manipulate info Enables person to process info, learn, generalize |
| vygotsky | Development occurs through interaction with environment Cognitive processing requires influence of another person (social before internal, internalization of social interactions) |
| vygotsky 3 main stages of development | 1. Thought & speech not related 2. ~2yo, thought & speech connected. Speech follows action, self talk 3. ~7yo, thought & language connected, complex thoughts are possible. Inner speech particularly important in planning cognitive operations to plan |
| zone of proximal development | Learner can do with guidance Very dynamic Support from adult has been internalized More knowledgeable other, educational tech, scaffolds/ prompt/ modelling |
| scaffolding | Bridge between what they can do & cannot do yet Match amount of assistance to needs. Helps perform task within their zone of proximal development |
| scaffolding strategies | Procedural Coaching Cuing Guided questioning Modeling/ gestures |
| 1. procedural 2. coaching 3. cuing | 1. Adult pauses, child fills word in 2. Help recognize when to use skill, provide feedback, encourage 3. Physical, visual, verbal prompt |
| guided questioning vs. modeling | Open-ended questions to help talk through steps vs. Example to copy |
| executive functioning | Complex neuropsych concept referring to coordinated ability to plan, initiate, organize, connect info, transition, shift mindset, set goals, prioritize, remember, self monitor |
| executive skills patterns | Can be strengths and weaknesses Normal developmental variations In times of stress, executive skills decrease and impacts performance Weakest skill is first to go |
| 1. working memory 2. inhibitory control/ response inhibition 3. cognitive/ mental flexibility | 1. Recall past event, put it in present situation, manipulate info in mind 2. Keeps us from doing whatever comes to mind 3. Switch gears, adjust to changes |
| development of executive functioning skills | Born w/ potential to develop skills, but environments will impact the development Chaotic & stressful environments will often lead to poor regulation. Emotional brain is bigger and more dominant. Strengthened through practice & experience |
| executive functioning development 1. age 3 2. age 5 3. age 7 | 1. Able to follow 2 step direction, needs to be related though 2. Understand application of simple rules 3. Refinement & efficient use of executive functioning skills |
| executive functioning skills linked to | School achievement Social development Moral development Emotional development |
| executive functioning & OT | We use terms like self-regulation, awareness, monitoring, socio-emotional learning Use programs like zones of regulation and alert program On you to eval & educate |
| zones of regulation | Zone scans Giving kids vocab & name the state they are in can help understand what they are feeling Can pick appropriate solutions |
| assessing executive functioning | Add EF into clinical reasoning to align with top down approach Gain insight into occupation & what is needed for environment Child develops advocacy, adapt stuff |
| EF in school environment | Support learning processes Give skills to master content Recall steps in daily routines Participate in discussions Play w/ peers Skills positively correlates w/ academic outcomes |
| teachers say | Transition to school requires self control and sustained attention Unregulated children can't learn |
| children with reduced EF struggle with | Maintaining friendships Studying skills Holding down a job Managing different crisis |
| developmental coordination disorder | Performance with coordination is below expected level for age and that they were given opportunities to learn Often called clumsy Interferes w/ ADL Early onset Higher in boys, unknown cause Less diagnosed |
| developmental coordination disorder poor postural control vs. difficulty in motor learning | Muscle tone, static & dynamic balance, distal control vs. Learning new skills, adapting to change, planning movement, automatization |
| developmental coordination disorder poor sensorimotor coordination | Coordination Use of feedback Determining force & speed Sequencing of movement Timing Strategic planning |
| related conditions to developmental coordination disorder | ADHD- 10% Speech & language- 30-70% Autism Executive functioning Anxiety & depression Sleep disturbances Visual deficits |
| intervention for developmental coordination disorder grounded in | Person & family centered care Motor learning Dynamic systems Top down is better |
| developmental coordination disorder intervention 1. early childhood 2. middle childhood 3. later childhood | 1. Motor skills, play 2. Self-care, academic, issues w/ peers 3. Self concept, emotional health |
| education & advocacy for developmental coordination disorder | Child & parents Partners: teachers, EAs, counselors, family workers Community supports |
| measures of cognition | Screen for cognitive challenges- ASQ, DAYC-2 Assess selected aspects- school function, BRIEF Use results of others testing- perceptual reasoning, processing speed |
| intellectual developmental disorder | Impairments of general mental abilities that impact adaptive functioning in 3 areas Domains determine how well an individual copes with everyday tasks Conceptual, social, practical domain |
| intellectual developmental disorder 1. conceptual domain 2. social domain 3. practical domain | 1. Language, reading, writing, math, reasoning, knowledge, memory 2. Empathy, social judgement, interpersonal communication, making friendships, similar capacities 3. Personal care, job responsibilities, money management, rec, school & work |
| intellectual developmental disorder 1. mild 2. moderate 3. severe 4. profound | 1. IQ of 55-70, more concrete, emotional challenges 2. IQ of 40-55 3. IQ of 25-40, needs lots of support 4. IQ under 25, may be non verbal |
| intellectual developmental disorder intervention | Define task Anticipate difficulties Set up environment to explore & select strategies Encourage applying strategy Assist child to evaluate & modify |
| intellectual developmental disorder setting up framework | Establish routines at home & school Modeling & cueing Task analysis Fwd & bwd chaining Capitalize on strengths while addressing weaknesses |
| CO-OP | Tx approach for those w/ difficulty doing tasks Performance based Helps people talk to themselves through a task Need active engagement of client |
| 7 key CO-OP features | Client chosen goals Dynamic performance analysis Cognitive strategy use Guided discovery Enabling principles Parent involvement Intervention format |
| dynamic performance analysis | Client want to do occupation? Know what to do? Performance breakdowns? Specify intervention strategy What are occupational demands? Environmental demands? |
| goal-plan-do-check | What do I want to do?- Self interrogation How am I gonna do it?- Self-monitoring Carry out plan- self-observation How well did my plan work?- Self eval, reinforcement |
| BATSFVV | Body positioning Attention to doing Task modification Supplementing task knowledge Feel the movement Verbal motor mnemonic Verbal rote script |
| supplementing task knowledge vs. feel movement | Tell child things they may not know & how to get task specific info vs. Attend to feeling of a movement |
| verbal motor mnemonic vs. verbal rote script | Name a task or part of a task, create mental image vs. Pattern of words to guide movements that are meaningful of child. Give verbal guidance & modeling, then have verbal self guidance |
| guided discovery | One thing at a time Ask, don't tell- client gets info without being told to them, reflexive questions Coach, don't adjust- collaborative problem solving after failure Make it obvious- obvious cues |
| enabling principles | Make it fun Prompting, fading, chaining, modeling, reinforcement, direct teaching, shaping Work towards independence Promote transfer & generalization |
Created by:
craftycats_
Popular Midwifery sets