Child Development & Behavior Guidance Flashcards

Question

When does autonomy develop? (Erikson)

Answer 1

18 months to 3 years old

Answer 2

- "Terrible twos" - Development of individual identity - "Consistently enforced limits on behavior at this time allow the child to further develop trust in a predictable environment"

Answer 3

3 to 6 years

Answer 4

- Increasing autonomy, planning and pursuit - Extreme curiosity and questioning - Aggressive talking - Modeling of behavior

Answer 5

7 to 11 years

Answer 6

- Academic and social skills - Mastery of skills, competition, cooperation - Decrease of parents as role models - Increase of peers as influences

Answer 7

Inferiority

Answer 8

12 to 17 years

Answer 9

- Feeling of belonging - Relationships begin to include romantic - Sexuality - Responsibilities - Separation from family and peer group

Answer 10

Role confusion

Answer 11

Young adult

Answer 12

Ability to compromise and sacrifice to maintain a relationship

Answer 13

- Becoming a parent - Service to community or nation - Ensuring the success of the next generation

Answer 14

Stagnation, self-indulgence, self-centered behavior

Answer 15

Late adult

Answer 16

- Adapted to gratification and disappointment | - Making the best of life

Answer 17

1. Trust vs. mistrust 2. Autonomy vs. shame 3. Initiative vs. guilt 4. Industry vs. inferiority 5. Identity vs. role confusion 6. Intimacy vs. isolation 7. Generativity vs. stagnation 8. Ego integrity vs. despair

Answer 18

- Hope | - 0 to 1.5 years

Answer 19

- Will | - 1.5 to 3 years

Answer 20

- Purpose | - 3 to 5 years

Answer 21

- Competency | - 5 to 12 years

Answer 22

- Fidelity | - 12 to 18 years

Answer 23

- Love | - 18 to 40 years

Answer 24

- Care | - 40 to 65 years

Answer 25

- Wisdom | - 65+ years

Answer 26

- Median 5.5 months | - Range 4 to 8 months

Answer 27

- Median 6.0 months | - Range 5 to 8 months

Answer 28

- Median 6.4 months | - Range 4-10 months

Answer 29

- Median 8.9 months | - Range 7-12 months

Answer 30

- Median 11 months | - Range 9-16 months

Answer 31

- Median 11.2 months | - Range 8-15 months

Answer 32

- Median 11.7 months | - Range 9-17 months

Answer 33

- Median 16.1 months | - Range 12-23 months

Answer 34

- Median 25.8 months | - Range 19-30 months

Answer 35

- Gross motor skills; just developing self-help skills - Very attached to parent - Plays alone; rarely shares - Limited vocabularity

Answer 36

- Less egocentric - Likes to please - Active imagination - Closely attached to parent

Answer 37

- Tries to impose power - Develops small social groups - Expansive period -- reaches out from parent - Many independent self-help skills

Answer 38

- Deliberate - Takes pride in possessions - Relinquishes comfort objects - Plays cooperatively with peers

Answer 39

- Geared to gross motor skills, such as running and jumping - Likes to see and touch - Very attached to parent - Plays alone; rarely shares - Has limited vocabulary; shows early sentence formation - Becoming interested in self-help skills

Answer 40

- Less egocentric; likes to please - Has very active imagination; likes stores - Remains closely attached to parent

Answer 41

- Tries to impose powers - Participates in small social groups - Reaches out -- expansive period - Shows many independent self-help skills - Knows "thank you" and "please"

Answer 42

- Undergoes a period of consolidation; deliberate - Takes pride in possessions - Relinquishes comfort objects, such as a blanket or thumb - Plays cooperatively with peers

Answer 43

- Knows familiar faces and begins to know if someone is a stranger - Likes to play with others, especially parents - Responds to other people's emotions and often seems happy - Likes to look at self in mirro

Answer 44

- Responds to sounds by making sounds - Strings vowels together when babbling ("ah," "eh," "oh") and likes taking turns with parent while making sounds - Responds to own name - Makes sounds to show joy and displeasure - Begins to say consonant sounds (jabbering with "m," "b")

Answer 45

- Looks around at things nearby - Brings things to mouth - Shows curiosity about things and tries to get things that are out of reach - Begins to pass things from one hand to the other

Answer 46

- Rolls over in both directions (front to back, back to front) - Begins to sit without support - When standing, supports weight on legs and might bounce - Rocks back and forth, sometimes crawling backward before moving forward

Answer 47

- Is shy or nervous with strangers - Cries when mom or dad leaves - Has favorite things and people - Shows fear in some situations - Hands you a book when he wants to hear a story - Repeat sounds or actions to get attention - Puts out arms or leg to help with dressing - Play games such as "peek-a-boo" and "pat-a-cake"

Answer 48

- Responds to simple spoken requests - Uses simple gestures, like shaking head "no" or waving "bye-bye" - Makes sounds with changes in tone (sounds more like speech) - Says "mama" and "dada" and exclamations like "uh-oh!" - Tries to say words you say

Answer 49

- Explores things in different ways, like shaking, banging, throwing - Finds hidden things easily - Looks at the right picture or thing when it’s named - Copies gestures - Starts to use things correctly; for example, drinks from a cup, brushes hair - Bangs two things together - Puts things in a container, takes things out of a container - Let’s things go without help - Pokes with index (pointer) finger - Follows simple directions like “pick up the toy”

Answer 50

- Gets to a sitting position without help - Pulls up to stand, wakes holding on to furniture (“cruising”) - May take a few steps without holding on - May stand alone

Answer 51

- Copies others, especially adults and older children - Gets excited when with other children - Shows more and more independence - Shows defiant behavior (doing what he has been told not to) - Plays mainly beside other children, but is beginning to include other children, such as in chase games

Answer 52

- Points to things or pictures when they are named - Knows names of familiar people and body parts - Says sentences with 2 to 4 words - Follows simple instructions - Repeats words overheard in conversation - Points to things in a book

Answer 53

- Finds things even when hidden under two or three covers - Begins to sort shapes and colors - Completes sentences and rhymes in familiar books - Plays simple make-believe games - Builds towers of 4 or more blocks - Might use one hand more than the other - Follows two-step instructions such as “Pick up your shoes and put them in the closer” - Names items in a picture book such as a cat, bird, or dog

Answer 54

- Stands on tiptoe - Kicks a ball - Begins to run - Climbs onto and down from furniture without help - Waks up and down stairs holding on - Throws ball overhand - Makes or copies straight lines and circles

Answer 55

- Copies adults and friends - Shows affection for friends without prompting - Takes turns in games - Shows concern for a crying friend - Understands the idea of “mine” and “his” or “hers” - Shows a wide range of emotions - Separates easily from mom and dad - May get upset with major changes in routine - Dresses and undresses self

Answer 56

- Follows instructions with 2 or 3 steps - Can name most familiar things - Understands words like “in,” “on,” and “under” - Says first name, age, and sex - Names a friend - Says words like “I,” “me,” “we,” and “you” and some plurals (cars, dogs, cats) - Talks well enough for strangers to understand most of the time - Carries on a conversation using 2 to 3 sentences

Answer 57

- Can work toys with buttons, levers, and moving parts - Plays make-believe with dolls, animals, and people - Does puzzles with 3 or 4 pieces - Understands what “two” means - Copies a circle with pencil or crayon - Turns book pages one at a time - Builds towers of more than 6 blocks - Screws and unscrews jar lids or turns door handle

Answer 58

- Climbs well - Runs easily - Pedals a tricycle - Walks up and down stairs, one foot on each step

Answer 59

- Enjoys doing new things - Plays “Mom” and “Dad” - Is more and more creative with make-believe play - Would rather play with other children than by himself - Cooperates with other children - Often can’t tell what’s real and what’s make-believe - Talks about what she likes and what she is interested in

Answer 60

- Knows some basic rules of grammar, such as correctly using “he” and “she” - Sings a song or says a poem from memory such as “Itsy Bitsy Spider” or “Wheels on the Bus” - Tells stories - Can say first and last name

Answer 61

- Names some colors and some numbers - Understands the idea of counting - Starts to understand time - Remembers parts of a story - Understands the idea of “same” and “different” - Draws a person with 2 to 4 body parts - Uses scissors - Starts to copy some capital letters - Plays board or card games - Tells you what he thinks is going to happen next in a book

Answer 62

- Hops and stands on one foot up to 2 seconds - Catches a bounced ball most of the time - Pours, cuts with supervision, and mashes own food

Answer 63

- Wants to please friends - Wants to be like friends - More likely to agree with rules - Likes to sing, dance, and act - Is aware of gender - Can tell what’s real and what’s make-believe - Shows more independence (for example, may visit a next-door neighbor by himself [adult supervision is still needed]) - Is sometimes demanding and sometimes very cooperative

Answer 64

- Speaks very clearly - Tells a simple story using full sentences - Uses future tense; for example, “Grandma will be here” - Says name and address

Answer 65

- Counts 10 or more things - Can draw a person with at least 6 body parts - Can print some letters or numbers - Copies a triangle and other geometric shapes - Knows about things used every day, like money and food

Answer 66

- Stands on one foot for 10 seconds or longer - Hops; may be able to skip - Can do a somersault - Uses a fork and spoon and sometimes a table knife - Can use the toilet on her own - Swings and climbs

Answer 67

- (+ +) | - Definitively positive, good rapport, interest in dental procedures, laughs, and enjoys

Answer 68

- (+ -) | - Positive, accepts treatment but may be cautious or reserved, follows directions

Answer 69

- (- +) | - Negative, reluctant, timid, uncooperative

Answer 70

- (- -) | - Definitively negative, refusal of treatment, defiant, unable to cooperate

Answer 71

- Parental anxiety - Toxic stress - Medical experiences - Awareness of dental problem - General behavior problems

Answer 72

- Related to child dental anxiety - Correlated negatively with child behaviors - Mothers more than fathers - Greatest effect in children less than four years of age

Answer 73

Stress that continues over a prolonged period and has lifelong effects.

Answer 74

- Child abuse/neglect - Chronic exposure to drugs or violence in the home - Parental depression or mental illness - Economic hardship

Answer 75

1) Activity level 2) Rhythmicity 3) Approach or withdrawal 4) Adaptability 5) Threshold of responsiveness 6) Intensity of reaction 7) Quality of mood 8) Distractability 9) Attention span and persistence

Answer 76

- Biological regularity - Quick adaptability to change - Tendency to approach new situations versus withdraw - Predominantly positive mood of mild or moderate intensity

Answer 77

- Biological irregularity - Withdrawal tendencies to the new - Slow adaptability to change - Frequent negative emotional expressions of high intensity

Answer 78

- This category comprises withdrawal tendencies to the new - Slow adaptability to change - Frequent negative emotional reactions of low intensity - Such individuals are often labeled “shy”

Answer 79

- Authoritarian - Authoritative - Permissive (initially, then expanded to below): - Uninvolved (neglectful) - Indulgent (permissive)

Answer 80

- Warmth or supportiveness - The extent to which parents intentionally foster individuality, self-regulation, and self-assertion by being attuned, supportive, and acquiescent to children’s special needs and demands

Answer 81

- Behavioral control - “The claims parents make on children to become integrated into the family whole, by their maturity demands, supervision, disciplinary efforts and willingness to confront the child who disobeys”

Answer 82

- High demandingness, lower responsiveness - They are obedience- and status-oriented, and expect their orders to be obeyed without explanation - Well-ordered, structured environments with clear rules - Non-authoritarian directive vs authoritarian-directive

Answer 83

Authoritarian

Answer 84

- High demandingness, high responsiveness - They monitor and impart clear standards for their children’s conduct. They are assertive, but not intrusive and restrictive. Their disciplinary methods are supportive, rather than punitive. They want their children to be assertive as well as socially responsible, and self-regulated as well as cooperative.

Answer 85

- Low demandingness, low responsiveness | - May include rejecting-neglecting and neglectful

Answer 86

- Low demandingness, high responsiveness - They are non-traditional and lenient, do not require mature behavior, allow considerable self-regulation, and avoid confrontation - Democratic vs nondirective

Answer 87

- State the goal or task - Explain the necessity - Divide the explanation for the procedure - Give explanations at child’s level of understanding - Use successive approximation - Reinforce appropriate behavior - Disregard minor inappropriate behavior

Answer 88

Probability of response increases: - Pleasant stimulus introduced - Positive reinforcement or reward Probability of response decreases: - Pleasant stimulus withdrawn - Omission or time-out

Answer 89

Probability of response increases: - Unpleasant stimulus withdrawn - Negative reinforcement or escape Probability of response decreases: - Unpleasant stimulus introduced - Punishment

Answer 90

- Provide children and parents with positive visual imagery about what to expect during dental appointment prior to visit - Can be achieved via website or mailing - Indications/contraindications: all patients/none - Level of evidence: Good

Answer 91

- Patient observes another patient exhibiting cooperative behavior during dental treatment - Can be achieved via live patient model or video - Indications/contraindications: all patients/none Level of evidence: Fair

Answer 92

- Tell: verbal explanation of procedure in child-friendly, age appropriate terms - Show: allow child to physically interact with aspects of procedure (i.e. instruments) via senses - Do: perform procedure - Example: tell child you will tickle his teeth with your electric tooth brush; show child prophy cup on his finger; perform rubber cup prophy - Indications/contraindications: all patients/hearing impaired - Level of evidence: weak

Answer 93

- Ask questions to assess patient’s feelings about procedure. - Tell patient information in language they can understand. - Ask about patient/parent’s understanding. - Example: “Do you know why you are here today?” Explain planned treatment, “Do you have any questions about your visit today?” - Indications/contraindications: any patient or parent/an upset or angry parent will not be able to comprehend and remember information - Level of evidence: Weak

Answer 94

- Alteration of voice in tone, volume, and pace to influence behavior - Goal is to gain child’s attention in an effort to extinguish negative behaviors and re-establish communication between dentist and child - Typically used to describe assertive voice modulation which may be aversive to some parents - Indications/contraindications: any patient/hearing impaired - Level of evidence: weak

Answer 95

- Giving appropriate social feedback (facial expression, tone of voice, appropriate physical contact) to reward desired behaviors - Praise should be specific to desired behavior (i.e. You are doing a great job keeping your hands on your belly) - Indications/contraindications: any patient/none - Level of evidence: fair

Answer 96

- Diverting patient’s attention from what may be perceived as an unpleasant procedure - Verbal: talking with child about favorite sport during injection - Audio/visual: music or TV (most effective when use is contingent on cooperation and not unlimited) - Physical: gently shaking cheek during injection - Indications/contraindications: any patient/none - Level of evidence: Excellent

Answer 97

- Reinforcement and guidance of behavior through appropriate contact, posture, facial expression, and body language - Example: sit in chair to greet young patients; reassuring pat on shoulder - Indications/contraindications: any patient/none - Level of evidence: fair

Answer 98

- Behavioral approach to reframe or reshape memories associated with negative experience (i.e. local anesthesia) by suggesting information after event has taken place - Involves four components: visual reminders, positive verbal reinforcement, concrete examples, sense of accomplishment - Indications/contraindications: any patient/none - Level of evidence: fair

Answer 99

- Utilizing presence or absence of parent to gain the child’s cooperation - Most common technique involves a previously cooperative child who becomes uncooperative and practitioner asks parent to leave operatory until child becomes compliant - Parents desire to be present; parents who are informed and consent to this technique prior to its use AR Elmore likely to comply with the dentist’s requests - Indications/contraindications: any attention who has potential to be co-operative/parents who are unwilling or unable to extend effective support; a child unable to understand that parent’s presence is contingent on cooperation - Level of evidence: fair

Answer 100

- Protective stabilization | - General anesthesia

Answer 101

- Restriction of patient’s freedom of movement, with or without patient’s permission, to decrease risk of injury while allowing safe completion of treatment - Active: involves another person - Passive: involves device

Answer 102

Indications: - Uncooperative child in need of urgent care Contraindications: - Sedated patients/cooperative patients - Patients who cannot be safely immobilized physically or psychologically - Practitioner convenience

Answer 103

- Potential serious consequences - Separate informed consent required - Appropriate documentation required

Answer 104

1) Positive pre-visit imager 2) Direct observation/modeling 3) Tell-show-do 4) Ask-tell-ask 5) Voice control 6) Positive reinforcement 7) Distraction 8) Nonverbal 9) Memory restructuring 10) Parental presence/absence

Answer 105

1) Escape 2) Hypnosis 3) Guided imagery 4) Humor 5) Deferred care/active surveillance

Answer 106

- Brief, intermittent breaks from treatment - Contingent: breaks given to reward cooperative behavior - Noncontingent: breaks given at fixed intervals - Indications/contraindications: any patient/none - Level of evidence: fair

Answer 107

- State of mind induced through suggestions - Indications/contraindications: any attention/patients without appropriate cognitive ability - Level of evidence: Excellent

Answer 108

- Child instructed to select a favorite and pleasant image and to visualize it; pleasant image is reinforced by comments from dentist - Encourage child to imagine pleasant image: “What would you do if you were at the beach right now? Imagine feeling the sand in your hands.” - Indications/contraindications: any patient/patients without appropriate cognitive ability to imagine or visualize images - Level of evidence: Fair

Answer 109

- Playing with words, mis-naming objects, jokes - Example: “Open as big as a pig!” - Indications/contraindications: any patient/none - Level of evidence: Weak

Answer 110

- Balancing urgency of care against advanced behavior guidance techniques by using preventive therapeutics until child is cooperative or disease dictates prompt treatment - Must explain the risks, benefits, and alternatives to deferred treatment and obtain consent; IRT, fluoride, increased recalls - Indications/contraindications: Any patient/pain or emergency treatment - Level of evidence: weak

Answer 111

1) Rhetorical questions 2) Coercing (threats) 3) Coaxing (pleas) 4) Non-specific praise 5) Giving explanations 6) Reassurance 7) Punishment, belittling, humiliating 8) Denying/ignoring

Answer 112

- Asking non-specific questions such as “would you like to get in the chair now?’ - Suggestion: use specific directive guidance; example: “Please sit in my chair.” - Indications/contraindications: Should not be used with young children as they are more likely to interpret it as real question than social convention Level of evidence: Fair

Answer 113

- Finding fault with behavior angrily such as “If you don’t open, you won’t get to pick out a treasure.” - Suggestion: Use directive guidance - Indications/contraindications: Should not be used - may lead to noncooperation or resistance - Level of evidence: fair

Answer 114

- Trying to persuade or bribe the child such as “If you let me count your teeth, you can pick out a sticker.” - Suggestion: use directive guidance, reward positive behavior after it is performed - Indications/contraindications: should not be used scenario often ends with the child not completing task and still getting “rewarded” with bribe - Level of evidence: Fair

Answer 115

- Ambiguous praising of child such as “You’re doing great!” - Suggestion: use specific positive reinforcement such as “You are holding so still!” - Indications/contraindications: specific reinforcement is more effective - Level of evidence: fair

Answer 116

- Demonstrating, orienting, explaining, and responding to questions concerning treatment or appointment beyond abbreviated Tell-Show-Do - Suggestion: use short explanations and directives - Indications/contraindications: effective in low stress/anxiety situations but ineffective in high stress situations; ineffective with very young children who cannot be rational - Level of evidence: fair

Answer 117

- Making statements such as “Everything will be okay; don’t worry.” - Suggestion: use empathetic questions and reflective listening - Indications/contraindications: should not be used as statements do not really reassure - Level of evidence: fair

Answer 118

- Making criticizing statements such as “You’re not being a big boy right now!” - Suggestion: use other communicative guidance techniques that have been shown to improve behaviors - Indications/contraindications: Should not be used - Level of evidence: fair

Answer 119

- Denying or ignoring statements of feelings or pain such as “That doesn’t hurt!” - Suggestion: use empathetic questioning - Indications/contraindications: should not be used - Level of evidence: fair

Answer 120

Parental acceptance of pharmacological behavior management has increased over time.

Child Development & Behavior Guidance Flashcards

(149 cards)