Pediatric Optometry Flashcards by Dr. Kim Sefuentes

newborns spends how many hrs of sleep per day

18 hrs

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generally elicited by some stimus

reflex

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develops during gestation & infancy and usually become integrated by CNS during the first few months of life

primitive reflex

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contribute to cause of ADD/ADHD autism

incomplete integration

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described as cortical for an infant’s survival

primitive survival reflex

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occur later in infancy (voluntary)

primitive postural reflex

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occurs before primitive the embryo reacts to stress and stimulation

withdraw reflex

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4 types of reflexes

primitive survival reflex
primitive postural reflex
withdrawal reflex
bridging reflex

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reflex emerges after birth

bridging reflex

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weeks of normal gestational

36-38 weeks

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reflex which emege during 5 gestational weeks

fear paralysis reflex

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fear paralyisis reflex should be interated by

9-12 gestational weeks

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structures that should be developed in 2nd month of child

optic never
orbit
choroid

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anterior chamber develops in what age

9to 10 weeks

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retina should be developed in what age

6th month

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last to develop ocular structure

blood vessels

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structures develop during 6th months

iris
cillary body
retina

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average length of a child at birth for boys

20 inches

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average length of girls at birth

19 3/4 inches

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average length of boys after 1 month

21 1/2 inches

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average length of girls at 1 month

21 inches

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reflex wherein if not integrated results to deeply rooted anxieties and fears prone to obsessive compulsive disorders difficulty integrating moro reflex

fear paralysis reflex

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babkin palmomental emeges in

9 Gestational weeks

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babkin palmomental should be integrated by

3 months

reflex wherein residues results moving mouth when writing, sticks tongue when catching ball, often fists hands person is tensed

babkin palmomental

occurs when the corner of the baby's mouth is touched

root reflex

reflex that helps baby find the breast of bottle

root reflex

if gentle stroke in the newborn's baby cheek response would be

baby turns toward the touch with mouth open

root relfex last

appears at birth & lasts until baby turns 3 to 4 months old

continuation of root relfex

suck reflex

other term for moro reflex

startle reflex

often called startle reflex because it usually occurs when baby started by a lound sound or movement

moro reflex

moro reflex lasts until baby is about

5 to 6 months

"fencing" posistion. baby's head is turned to one side the arms on that side stretches out & the opposite arm bends up at the elbow

asymmetrical tonic neck reflex

stroking the palm of a baby's hand causes the baby to close his/her fingers in a grasp.

grasp reflex

lasts only a couple of months and is stronger in premature babies.

grasp reflex

when the sole of the foot is firmly stroked, the big toe bends back toward the top of the foot and the other toes fan out.

babinsky reflex

This is a normal reflex until the child is about 2 years old.

babinsky reflex

This reflex is also called the walking or dance reflex because a baby appears to take steps or dance when held upright with his/her feet touching a solid surface.

step reflex

Tilting the head back while lying on the back causes the back to stiffen and even arch backwards, the legs to straighten, stiffen, and push together, the toes to point, the arms to bend at the elbows and wrists, and the hands to become fisted or the fingers to curl.

Tonic Labarynthe Reflex

If tonic labyrinthe reflex will not be integrated. It will result to

Slouched posture, low muscle tone, balance problems, dislike/avoidance of physical activity, and visual/perceptual difficulties

This reflex is elicited by touching the sides of the child's spine. Touching the side of the child's spine will cause the child to rotate their hip to the side that has been touched.

galant reflex

If this reflex persists, it may cause bedwetting, fatigue, attention difficulties, difficulties with concentration, posture, coordination, short-term memory, as well as hyperactivity and difficulty sitting still.

galant reflex

3 components of vision

Visual Integrity Visual Efficiency Visual Information Processing

component of vision which refers to the eye health and refractive status and the normal development of the visual system

visual integrity

component of vision which refers to the oculomotor , accommodation, vergence, sensory fusion and abilities

visual efficiency

component of vision which has something to do with Visual perceptual skills development, Visual motor development, auditory, and Visual integration skills

Visual Information Processing

focuses on the assessment and management of patients presenting with headache.

Care Process 13

If difficulties are encountered, an assessment of visual acuity may include:

Broken wheel tumbling E landolt C

the input channel for visual information as it travels to our brain to be processed and used for effective reading writing and other academic tasks

visual efficiency

Difficulties encountered in crossing the midline may signal problems with

visual spatial orientation

refers to the visual cognitive skills that allow us to process and interpret meaning from the visual information that we gain through our eyesight

visual information processing

awareness of one's own position in space relative to other objects, as well as the location of objects relative to each other.

visual spatial orientation

These skills allow an individual to develop spatial concepts, such as right and left, front and back, and up and down as they relate to their body and to objects in space.

visual spatial skills

the ability to mentally represent things, pictures, sounds, smells, sensations, etc. It is very useful when carrying out a complex task, as it enables the brain to imagine a chain of actions, and check that nothing has been left aside or underestimated

mental imagery

skill that highly requires bilateral integration and other visual spatial skills.

multi tasking

mental imagery

refers to the visual cognitive skills that allow us to process and interpret meaning from the visual information that we gain through our eyesight

visual information processing

importance is that awareness and use of the extremities, both separately and simultaneously in unilateral and bilateral combinations.

bilateral integration

importance is that the skill of being self-aware of two sides of the body and perceiving them as different from one another is called laterality.

laterality

Incorporates up, down, ahead, behind, or any combination. It also means projecting these directions including left and right out into space.

directionality

This skill refers to the different directions or the combination of such in relation to one's position.

directionality

has an execution subtest that evaluates the frequency of reversal errors that occur when writing letters and numbers from dictation.

the reversals frequency test

both norm referenced and require the recognition of correctly oriented letters and numbers.

reversal frequency test jordan test

what are the visual perceptual skills

visual discrimination visual memory visual spatial relationship visual form constancy visual sequential memory visual figure ground visual closure

ability of the eyes to work together efficiently. it includes visual discrimination, visual memory, visual spatial relationship, visual form constancy, visual sequential memory, visual figure ground, and visual closure

visual perceptual skills

the awareness of distinctive features of objects and written language symbols, including form, shape, orientation, and size.

visual discrimination

the ability to recognize or recall previously presented visual stimuli, whether individual or grouped in a specific sequence.

visual memory

Evaluates the ability of the child to recognize and recall visually presented information when sequence is important, as in spelling.

visual sequential memory

ability to visually perceive two or more objects in relation to each other and to yourself

visual spatial relationship

involves being able to recognize that basic shapes are the same despite changes in size orientation, colour, and sequence

visual form constancy

the ability to select and process an object or a specific feature of an object from a background of competing stimuli.

Visual figure-ground discrimination

the capacity to identify an object accurately when the details and features available for analysis and processing are incomplete.

visual closure

areas in child development

- Perceptual (sensorial skills) –Sensorimotor (tool using) –Conceptual (thinking) –Representational (symbolic) –Communicative (linguistic) –Social (interactive) –Expressive (emotive) –Self-Regulatory (Coping)

area in child development , which involves the infant’s senses – vision, touch, hearing, smell, vestibular-proprioceptive movement and balance, taste and the way in which infant uses these sensory modalities to acquire knowledge.

perceptual (sensorial skills)

area in child development wherein this allows them to compare perceptual input and begins to construct a clearer view of the objects and spatial patterns.

sensorimotor (tool using)

area in child development wherein it involves movements, infants turn their heads to make simple movements.

sensorimotor (tool using)

area in child development wherein in Involves cognitive development and awareness of the fact that objects exist independently from the self.

conceptual (thinking)

area in child development wherein it involves learning how words are used, when to speak, when to listen, how to understand what others are saying, learning here, is as much as cognitive skills

communicative (linguistic)

area in child development wherein there's ability to grasp the idea that a sound or a picture can represent something.

representational (symbolic)

area in child development that refers to the ability to take turns in conversation, infants should learn these social skills even before their first words.

social (interactive)

area in child development which refers to the ability to express their emotions, as well as to express what is felt. Emotions change with age

expressive (emotive)

area in child development wherein it refers to the ability of an infant to cope with the stresses of everyday life.

self regulatory (coping)

sleeping through the night, waiting patiently with the meal, etc. which lasts for the first three years, are examples of what area in child development

self regulation

refers to a child's ability to use large muscle groups to perform movements that involve coordination of the body, particularly head, neck, trunk, arms, and legs

gross motor development

Pediatric Optometry Flashcards

(87 cards)