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PEDS MIDTERM 1 CONCEPTUAL |VERIFIED QUESTIONS
AND ANSWERS 2026\
ToP - answer- Measures playfulness and motivation through free play observation (6mo-18yr) ToP domains - answer- Perception of control, intrinsic motivation, suspension of reality Knox Play Scale - answer- Observational assessment of developmental play skills (birth-6yr) Knox dimensions - answer- Space management, material management, symbolic play, participation PEDI - answer- Functional abilities in self-care, mobility, social function (6mo-7.5yr) PEDI scoring - answer- Norm-referenced standard and scaled scores REAL - answer- ADL & IADL performance across home, school, community (2-18yr) WeeFIM II - answer- Child independence in ADLs with 7-level ordinal scoring (6mo-7yr) WeeFIM domains - answer- Self-care, mobility, cognition Bayley-4 - answer- Infant/toddler developmental assessment (0-42mo) Bayley-4 domains - answer- Cognitive, language, motor, social-emotional, adaptive Bayley basal rule - answer- 3 consecutive scores of 2
Bayley ceiling rule - answer- 5 consecutive scores of 0 DAYC-2 - answer- Early development test; can be administered via telehealth (birth-5yr) DAYC scoring - answer- 0 or 1; basal = 3 ones, ceiling = 3 zeros PDMS-3 - answer- Gross and fine motor skills assessment (birth-5yr) PDMS domains - answer- Gross motor and fine motor BOT-3 - answer- Gross and fine motor proficiency test (4-25yr) GOAL - answer- Functional motor skills in ADLs (7-17yr) M-FUN - answer- Motor performance and participation related to school tasks M-FUN domains - answer- Visual motor, fine motor, gross motor + participation checklists Print Tool - answer- Handwriting assessment for grades K- Handwriting components - answer- Memory, orientation, placement, size, start, sequence, spacing SFA - answer- School participation, supports, and performance assessment (K-6) TVPS-4 - answer- Visual perceptual skills only (no motor component)
Behavioral FOR - answer- Uses reinforcement, shaping, structure Cognitive FOR - answer- Top-down strategy use and problem solving Cognitive-behavioral FOR - answer- Change thoughts โ change behavior and regulation Coping FOR - answer- Build coping strategies and resilience Sensory integration FOR - answer- Promote adaptive response to sensory input Social participation FOR - answer- Improve social skills through activity Coaching/consultation - answer- Collaborate with caregivers/teachers to support child Mass-to-specific principle - answer- Whole movements before refined finger control Proximal-to-distal principle - answer- Stability develops before distal mobility PEO model - answer- Interaction of person, environment, occupation Dynamic systems theory - answer- Movement emerges from person + task + environment interaction CIMT - answer- Constraint of unaffected limb to force use of affected limb mCIMT - answer- Adds bimanual training after constraint
Bimanual training - answer- Use both hands together for coordination CO-OP - answer- Goal-Plan-Do-Check approach to skill learning Backward chaining - answer- Teach last step first, then move backward Forward chaining - answer- Teach first step first in sequence Habit training - answer- Scheduled toileting routine Proximal stability for FM - answer- Trunk/shoulder stability before hand skills High tone strategies - answer- Weight bearing, splints, co-contraction Low tone strategies - answer- Positioning, strengthening, alignment Improve hand strength - answer- Resistive materials, grasping, squeezing, carrying In-hand manipulation progression - answer- Translation โ simple rotation โ complex rotation โ shift Bilateral skills progression - answer- Symmetrical โ stabilizing with one hand โ simultaneous use Splinting purposes - answer- Prevent contracture, support function, protect joints
