Distinguish quantitative growth from qualitative development with an example of each. Growth can be measured in height or weight. Development concerns performance quality, such as how well the child sits or walks.
Priority A · Purtilo Ch 10-11 2026.pptx slide 5; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11
Explain how orderliness guides assessment and treatment of an infant. Identify the child's current position in the developmental sequence and work toward the next milestone, rather than relying only on chronological age.
Priority A · Purtilo Ch 10-11 2026.pptx slide 5; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11
Explain the trust-building cycle behind the three Cs of infant bonding. A consistent approach and reliably present caregiver support repeated responses to the infant's needs; the infant learns that needs will be met.
Priority A · Purtilo Ch 10-11 2026.pptx slide 7; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11
An irritable infant is called “difficult.” Explain what the PTA should check first. Check concrete needs and comfort: diaper, hunger, sleep, room light, cold hands, clothing or name-tag contact, and irritating scents before blaming temperament.
Priority A · Purtilo Ch 10-11 2026.pptx slide 8; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11
Sam is a visual learner with anxiety and difficulty joining peers. Give three source-supported treatment adaptations. Set clear, reassuring expectations; demonstrate activities; use appropriate shared games with siblings or peers and supportive family involvement. Other instructor-supported examples may earn credit.
Priority A · Purtilo Ch 10-11 2026.pptx slide 4; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11
Explain how the four current family-dynamics areas guide the Lucy case discussion. Interactive: communication/support; integrity: routines/rituals; coping: stress responses and resources; developmental: expected changes and needs. Assess barriers without assuming an unsupported diagnosis.
Priority A · Purtilo Ch 10-11 2026.pptx slides 3, 8; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11
Why is certainty not the standard for reporting suspected child abuse in the course? The course teaches reporting suspicion; an injury explanation that does not fit is a reason for concern. Immediate danger calls for 911.
Priority A · Purtilo Ch 10-11 2026.pptx slide 12; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11
Explain why an IEP matters for a child's physical therapy in school. It coordinates a child-specific educational plan, with PT and needed supports tied to participation and learning in the least restrictive environment.
Priority A · Purtilo Ch 10-11 2026.pptx slides 14, 15, 16; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11
Explain the difference between the course's consent and assent concepts. Consent is the formal permission concept associated with the general age of 18 in the lecture. Assent emphasizes a child's understanding, input, and willingness from about age 7; it is not adult consent.
Priority A · Purtilo Ch 10-11 2026.pptx slide 17; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11
Explain how confidentiality, autonomy, and family involvement affect adolescent care. Trust and a voice in decisions encourage participation and honest information. Confidentiality concerns may deter care. Support autonomy while including the family when it exists.
Priority A · Purtilo Ch 10-11 2026.pptx slides 20, 21; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11