Year 2: MLC II > Test 1 > Flashcards

Test 1 Flashcards

(58 cards)

Study These Flashcards
1
Q

important elements of reporting and sharing results

A

many stakeholders

therapists should adhere to standards by APTA Physical Therapy Practice

results need to be easily understood

age equivalents should not be used due to limits/possible misunderstanding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

factors important for how data is interpreted/reported

A

test purpose (screen/determining difference/evaluating change)

types of data collected

how data was gathered

reporting/sharing results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what is a norm referenced test/when to use

A

% or Z score

identifies kids with delays in SPECIFIC SKILL SET

scores always compared back to “normal developing” peers (AGE MATCHED)

senstive to knowledge, skills, and abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is a criterion referenced test/when to use

A

% or raw score

measurement RESPONSIVE TO CHANGE (sensitive to intervention effects)

use to DETERMINE ELIGIBILITY and measure CHANGE over time

items used for criterion are well representative of domain being measured

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

benefit of using objective measures/why it is important

A

clinical decisions should be guided by standardized tests

reliable data can guide eligibility for intervention, goals, duration of therapy, etc

helps determine intervention effectiveness

determine prognosis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what is standard error

A

estimates how repeated measures of person on same instrument tend to be distributed around true score

large standard of error = neg impact on reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is a confidence interval

A

range within a persons true score can be found

i.e. true score of that person is found 80% of the times it has been tested

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

z score

A

how far away your value is from mean, measured in standard deviations

Z = (child score-mean score)/test standard deviation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

t score

A

used when you dont know population standard deviation

i.e. when comparing bone density of a population a t score would compare to a normal healthy person while a z score would compare to peers of same age, sex, condition, etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

percentile score

A

% of children that score below the child being tested

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

age equivalent score

A

average age at which a normal child reaches milestone/skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

developmental index

A

how well a child performs on a set of standard skills compared to a normative sample

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

raw score

A

unaltered data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

developmental quotient

A

ratio statistic reflecting child’s overall development in relation to criteria logged in authentic social context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

evaluative measure

A

measure of change over time/after treatment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

predictive measure

A

classifies people based on future statis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

discriminitive measure

A

distinguishes those who have a particular problem from those who dont

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

framework/philosophy components of pediatric evaluation

A

family centered

evolution since Edu for All Handicapped Children Act

start with hx/systems review/tests/measures

develop problem list

determine dx, outcomes, prognosis (top down or bottom up approach)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

purpose of APTA guide to exam and eval

A

gather info

consider all factors

collaborate

sound clinical reasoning/decision making = desired outcome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

intrarater reliability

A

stability within one test admin

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

interrater reliability

A

stability across multiple admin

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

validity

A

ability of measure to accurately capture/measure domain of interest

how similar are test subjects/method of administration to original research

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

sensitivity vs specificity

A

sensitivity = SnOUT
-high sensitivity rules out dx

specificity = SpIN
-high specificity means a + test will rule in

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

positive and neg predictive values

Study These Flashcards
A

estimate test feasibility in actually identifying a child who tests + or - actually does or doesnt have condition

PPV = probability person with + has disease

NPV = probability a person with a negative truly doesnt have disease

25
positive and negative likelihood ratio
+ LR = true + rate/false + rate - LR = test - with disease/test - without disease
26
when does refinement of posture control occur
mature by 10-12 years adult levels occur at different times for different aspects of posture control body morphology affects until about 7 years old -kids are more top heavy -kid COM = T12 -adult COM = L5/S1
27
how does head control develop in a newborn into infancy
not present at birth; poor coordination/muscle strength can start developing for reactive control as early as 1 month stage 1=hold head w/ trunk support stage 2 = propping arms in sitting for brief periods stage 3 = sit independent w/o falling stage 4 = stand with perturbation
28
stages of sitting development
1. steady state -6-8 months w/ spontaneous sway - supports posture development 2. reactive -early as 1 month -early synergies appear then reappear 3. anticipatory -reaching while sitting -trunk control = limiting factor for reacting
29
requirements for independent stance
balance with reduced stability limits control to reduce degrees of freedom as leg and thigh segments are added recalibration of sensory system to include thigh, shank, and foot balance
30
importance of touch for motor control
used when manipulating objects involves pain/temp/movement helps with movement: -accuracy -consistency -timing -force -distance
31
receptors used with tactile sensation
meissner's corpuscle = fast adapting mechanoreceptor; touch/pressure merkel's corpuscle = slow adapting mechanoreceptor; touch/pressure free neuron ending = slow adapting; nociceptors, itch, thermoreceptors, and mechanoreceptors pacinian corpuscles = rapid mechanoreceptor; vibration/deep pressure ruffini corpuscle = slow adapting; skin stretch
32
importance of proprioception in motor control
perception of body in space w/ movement sends CNS info about direction, speed, and location used in closed loop movements receptors in muscles, tendons, ligaments, joints
33
importance of vision in motor control
important, especially early on enables us to coordinate movements
34
cognitive/attentional contributions to motor control
attention directly affects posture control older kids/adults = perform cognitive tasks while maintaining posture stability sensory adaptation occurs when 1 or more of senses report inaccurate information
35
describe the reflex hierarchial theory of postural control
posture control = dependent on appearance and integration of reflexes as CNS matures inhibition and integration of reflexes enable increases posture control posture control allows voluntary motor responses
36
describe the systems theory of postural control
results from interaction of child's maturing nervous system and MSK systems with environment child develops in areas of strength, coordination, sensory processing, and cognition child develops internal representation of body (body schema)
37
posture control vs balance definitions
posture = controlling body's position in stance for dual purpose of stability and orientation balance = ability to control COM in relation to BOS
38
characteristics of static balance
develops around 6-8 months gradual process of infant learning to control degrees of freedom develops in top down manner
39
characteristics of dynamic/reactive balance
innate components of dymanic balance are available at birth but skill is refined over time 1 month = posture response synergies present 3-4 months = decline in synergies; less frequent child learns to sit independently = reappear with greater frequency and refinement
40
7 phases of erect locomotion
1 = stepping relfex 2 = disappearance of step reflex 3 = reappearance of step reflex 4 = assisted locomotion 5 = erect independent walking with hands in high guard position 6 = erect independent walking with hands down by side 7 = erect independent walking with trunk and head more erect
41
describe the characteristics associated with the initial stages of walking
difficulty maintaining upright posture unpredectable loss of balance rigid, halting leg action short steps flat foot contact toss/turn outward wide BOS flexed knee at contact followed by quick leg ext
42
characteristics associated with elementary age stage of walking
gradual smoothing increase in step length heel-toe contact arms down to side BOS w/i lateral dimensions of trunk outtoeing reduced/gone increased pelvic tilt apparent vertical lift
43
characteristics of mature stage of walking
reflex arm swing narrow BOS relaxed/elongated gait minimal vertical lift define heel/toe contact
44
describe the vestibular input for stabilizing the head/trunk while learning to walk and how it changes as children develop
start of walking to ~ 6 years -locomotion in bottom up manner -use support surface as reference -head control en bloc (stiff neck/limited deg of freedom) 7 years+ -more incorporated use of vestibular system and VOR -mastery of head control
45
requirements for developing normal gait
1. rhythmic stepping pattern (progression) 2. control of balance (stability) 3. ability to modify gait (adaptation)
46
describe the "expanding repertoire" of steady state gait, running, skipping, etc
Run develops 1st -need increase in strength/balance from walking gallop next -requires asymmetrical gait with unusual timing and varying force production -more balance needed hop next -balance on 1 limb -additional force needed to lift body off ground after landing skip is last -one locomotor pattern embedded in another -requires more coordination
47
describe the initial stages of gentiles stages of motor learning
develop an understanding of task dynamics get an idea of requirements of movements understand goal develop strategies for movement understand environmetnal features critical to organization of movement learn to distinguish relevant or regulatory features of the environment from those that are nonregulatory
48
describe the later stages of gentiles stages of motor learning
capability of adapting movement pattern to specific demands of any situation consistency in achieving goal of skill at each attempt efficiency of performance in terms of reduced energy costs
49
practice considerations for learning a motor skill
generalization of motor skills presentation of instructions (verbal vs demonstrate) presentation of feedback during instruction practice structure
50
explicit vs implicit
explicit = knowledge that can be consciously recalled; requires attention, awareness, and reflection implicit = learning w/o intention; reflexive/autonomic/habitual; nervous system learns characteristics of a certain stimulus
51
2 year old motor skills
kick ball tip toe jump with both feet some running push/steer toy
52
3 year old motor skills
hop on one foot alternate stairs dress themself hop on one foot
53
4 year old motor skills
walk down stairs catch with hands only climb buttons self care
54
decribe the development of rolling
important part of mobility introduces trunk RT that will be involved in subsequent motor skills patterns of rolling change as infant matures
55
describe prone progression 9 phases
1 = LE flexed posture 2 = extension of LE + head control 3 = increase in spinal EXT 4/5 = arms support chest; propulsion w/ arms/legs 6 = creeping 7 = disorganized progression 8/9 = organized progression of creeping
56
typical development as defined in relation to accepted learning theories
no primary driver/influence overlap in theories theories direct research/intervention development is not linear
57
core concepts of early motor development
1. biological environment interaction impacts health and development 2. brain development grows in definied continuous steps 3. major physiological systems develop rapidly during pregnancy and ealry childhood 4. early caregiving environment is crucial for long term development 5. developing child play important role in interactions and developmetn 6. development of executive function is key aspect of early childhood development 7. trajectories are unchanging (good or bad) 8. variability in individual and group developemnt 9. experiences across environmental concepts plays a role in early development 10. discrepancy in access to resources matter 11. health outcomes are the results of life experiences 12. early interventions matter more and are more cost effective than later ones
58
Year 2: MLC II
flashcards
Decks in class (2)
# Cards
Brainscape helps you reach your goals faster, through stronger study habits.
© 2026 Bold Learning Solutions. Terms and Conditions