Last Look

Use this after learning the decks. Cover the answer and say it aloud; then rehearse the full-list decks from memory.

First: the explicit cues

• Six collaboration skills: self-awareness, competence, trust, commitment to team goals/values, flexibility, acceptance.
• Seven listening levels: analytical, directed, attentive, exploratory, courteous, appreciative, passive.
• Four zones: intimate = very close; personal = 1–4 ft; social = 4–12 ft; public = 12–25+ ft. These are the course’s cultural examples.
• Developmental principles: orderliness; discontinuity; differentiation; cephalocaudal; proximodistal and bilateral. Be able to identify each in a scenario.
• Play: unoccupied 0–3 months; solitary 0–2 years; onlooker 2 years; parallel 2+; associative 3–4; cooperative 4+. Know meanings as well as ages.

High-value distinctions

• Interprofessional = across professions; intraprofessional = within one profession.
• Charting alone is not collaborative conversation and joint planning.
• Interview = factual, often closed questions; dialogue = open exchange and patient priorities.
• Analytical sorts information; directed seeks a specific answer; attentive gets the overall picture.
• Growth is quantitative; development is qualitative.
• Parallel = beside each other without interaction; associative = interaction without organized rules; cooperative = rules/goals.
• Family routines belong to integrity; the new lectures revisit four areas: interactive, integrity, coping, developmental.

More lists to produce

• Three Cs: consistency in approach, constancy of presence, continuity of treatment.
• Ask 3: What functional goal? What must I do? Why does it matter?
• IEP required roles: parent/guardian, general education teacher, special education teacher/provider, district representative, evaluator. A translator must be provided if needed.
• Good provider: communication, competence, safety/appearance, virtues, fun.
• Adolescent care: stay involved, stay calm, set limits, encourage self-awareness, emphasize the positive.

Applied reminders

• Ask for explanation or demonstration; a nod is not enough.
• Demonstrate in full view and to the side; avoid the mirror effect.
• Check an irritable infant’s comfort and unmet needs.
• Respect a child’s input and the family context; do not equate assent with adult consent.
• The course teaches reporting suspected abuse; immediate danger → 911.
• For a parent’s activity video: parent’s phone, protect others from being recorded.

Respiratory contrasts

• Eupnea normal; apnea absent; bradypnea slow; tachypnea fast; dyspnea difficult; orthopnea difficult while supine.
• Hemothorax blood; pneumothorax air; pleural effusion fluid in pleural space; pulmonary edema fluid in alveoli.
• Crackles crackle/bubble; rhonchi hum/snore; stridor crows; wheezes whistle/squeak; pleural friction rub creaks/grates.
• Thoracentesis uses a needle; chest tube insertion places a tube; bronchoscopy examines airways; tracheostomy creates an airway opening.
• CT uses x-rays; MRI uses a magnetic field. RA = room air; DOE = dyspnea on exertion.

This page is selective. All respiratory terms and abbreviations still need their small decks. Use the audit for incomplete definitions and simplified legal/medical course wording.